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IB physics syllabus exam in 2016 (1) 2.pdf

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Read more about what students learn in history -- part of the International Baccalaureate® Diploma Programme.

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The visual arts are an integral part of everyday life, permeating all levels of human creativity, expression, communication and understanding.

They range from traditional forms embedded in local and wider communities, societies and cultures, to the varied and divergent practices associated with new, emerging and contemporary forms of visual language. They may have socio-political impact as well as ritual, spiritual, decorative and functional value; they can be persuasive and subversive in some instances, enlightening and uplifting in others. We celebrate the visual arts not only in the way we create images and objects, but also in the way we appreciate, enjoy, respect and respond to the practices of art-making by others from around the world. Theories and practices in visual arts are dynamic and ever-changing, and connect many areas of knowledge and human experience through individual and collaborative exploration, creative production and critical interpretation.

The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.

Supporting the International Baccalaureate mission statement and learner profile, the course encourages students to actively explore the visual arts within and across a variety of local, regional, national, international and intercultural contexts. Through inquiry, investigation, reflection and creative application, visual arts students develop an appreciation for the expressive and aesthetic diversity in the world around them, becoming critically informed makers and consumers of visual culture.

Key features of the curriculum model

To fully prepare students for the demands of the assessment tasks, teachers should ensure that their planning addresses each of the syllabus activities outlined below, the content and focus of which is not prescribed. Students are required to investigate

Students examine and compare the work of artists from different cultural contexts. Students consider the contexts influencing their own work and the work of others.

Students look at different techniques for making art. Students investigate and compare how and why different techniques have evolved and the processes involved.

Students explore ways of communicating through visual and written means. Students make artistic choices about how to most effectively communicate knowledge and understanding.

Students make art through a process of investigation, thinking critically and experimenting with techniques. Students apply identified techniques to their own developing work.

Students experiment with diverse media and explore techniques for making art. Students develop concepts through processes that are informed by skills, techniques and media.

Students produce a body of artwork through a process of reflection and evaluation, showing a synthesis of skill, media and concept.

Students develop an informed response to work and exhibitions they have seen and experienced. Students begin to formulate personal intentions for creating and displaying their own artworks.

Students evaluate how their ongoing work communicates meaning and purpose. Students consider the nature of "exhibition" and think about the process of selection and the potential impact of their work on different audiences.

Students select and present resolved works for exhibition. Students explain the ways in which the works are connected. Students discuss how artistic judgments impact the overall presentation.

Key features of the assessment model

Available at standard (SL) and higher levels (HL)

The minimum prescribed number of hours is 150 for SL and 240 for HL

Students are assessed both externally and internally

Task 1: Comparative study

Students analyse and compare different artworks by different artists. This independent critical and contextual investigation explores artworks, objects and artifacts from differing cultural contexts.

20%

20%

At SL: Compare at least 3 different artworks, by at least 2 different artists, with commentary over 10-15 pages.

At HL: As SL plus a reflection on the extent to which their work and practices have been influenced by any of the art/artists examined (3-5 pages).

Task 2: Process portfolio

Students submit carefully selected materials which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the two-year course.

40%

40%

At SL: 9-18 pages. The submitted work should be in at least two different art-making forms.

At HL: 13-25 pages. The submitted work should be in at least three different art-making forms.

Task 3: Exhibition

Students submit for assessment a selection of resolved artworks from their exhibition. The selected pieces should show evidence of their technical accomplishment during the visual arts course and an understanding of the use of materials, ideas and practices appropriate to visual communication.

40%

40%

At SL: 4-7 pieces with exhibition text for each. A curatorial rationale (400 words maximum).

At HL: 8-11 pieces with exhibition text for each. A curatorial rationale (700 words maximum)

Learn more about visual arts in a DP workshop for teachers.

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The visual arts are an integral part of everyday life, permeating all levels of human creativity, expression, communication and understanding. They range from traditional forms embedded in local and wider communities, societies and cultures, to the varied and divergent practices associated with new, emerging and contemporary forms of visual language.

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Biologists investigate the living world at all levels using many different approaches and techniques.

At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function. Many discoveries remain to be made and great progress is expected in the 21st century.

Through studying a science subject students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, the emphasis on a practical approach. In addition, through the overarching theme of the "Nature of Science" this knowledge and skills will be put into the context of way science and scientists work in the 21 st Century and the ethical debates and limitations of creative scientific endeavour.

The sciences are taught practically. Students have opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. The investigations may be laboratory based or they may make use of simulations and data bases. Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.

Biology syllabus outline:

Higher level (240 hours)

Internal assessment (individual investigation): 20%

External assessment: 80%

Standard level (150 hours)

Internal assessment (individual investigation): 20%

External assessment: 80%

Key features of the curriculum and assessment models

Available at standard (SL) and higher levels (HL)

The minimum prescribed number of hours is 150 for SL and 240 for HL

Students are assessed both externally and internally

Biology students at SL and HL undertake a common core syllabus and a common internal assessment (IA) scheme.

While there are core skills and activities common to both SL and HL students, students at HL are required to study the options and some topics in greater depth as well as some additional topics. The distinction between SL and HL is one of breadth and depth.

A practical approach to the course delivery is emphasised through the interdisciplinary group 4 project and a mixture of both short-term and long-term experiments and investigations.

Internal assessment accounts for 20% of the final assessment and this is assessed through a single individual investigation. This investigation may involve a hands-on approach, use of data-bases, modelling, simulation or a hybrid. Student work is internally assessed by the teacher and externally moderated by the IB.

The external assessment of biology consists of three written papers. In paper 1 there are 30 (at SL) or 40 (at HL) multiple-choice questions. Paper 2 contains short-answer and extended-response questions on the core (and Additional Higher Level (AHL) material at HL). Paper 3 has two sections; Section A contains one data-based question and several short-answer questions on experimental work on the core (and AHL material at HL). Section B contains short-answer and extended-response questions from each of the four options.

Much of this information is taken directly from the biology subject guide, available to all IB teachers on the programme resource centre.

Learn more about biology in a DP workshop for teachers.

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Biologists investigate the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function.

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Theatre is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity and working collaboratively.

The IB Diploma Programme theatre course is a multifaceted theatre-making course of study. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasizes the importance of working both individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists.

Students experience the course from contrasting artistic perspectives. They learn to apply research and theory to inform and to contextualize their work. The theatre course encourages students to appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theatre- as participants and audience members-they gain a richer understanding of themselves, their community and the world.

Through the study of theatre, students become aware of their own personal and cultural perspectives, developing an appreciation of the diversity of theatre practices, their processes and their modes of presentation. It enables students to discover and engage with different forms of theatre across time, place and culture and promotes international-mindedness.

Key features of the curriculum model

To fully prepare students for the demands of the assessment tasks, teachers should ensure that their planning addresses each of the syllabus activities outlined below, the content and focus of which is not prescribed. Students are required to investigate the core syllabus areas from the perspectives of creator, designer, director, performer and spectator.

Students keep a theatre journal throughout the two-year theatre course which charts their development and their experiences of theatre as a creator, designer, director, performer and spectator.

Key features of the assessment model

Available at standard (SL) and higher levels (HL)

The minimum prescribed number of hours is 150 for SL and 240 for HL

Students are assessed both externally and internally

Learn more about theatre in a DP workshop for teachers.

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Theatre is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity and working collaboratively. The IB Diploma Programme theatre course is a multifaceted theatre-making course of study.

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Through the DP Music course, students will develop to become well-rounded modern musicians through a combination of practical work, theoretic and technical training and the development of creative competencies.

This holistic course achieves this by scaffolding and integrated approaches to:

deep listening skills

performance proficiency

compositional craft

the ability to discuss music critically

the ability to justify creative choices, and

the capacity for entrepreneurship in the musical world

Throughout this course, students and teachers have flexibility and agency to access unique and personalized content and approaches to engaging with music:

Four Areas of Inquiry combined with diverse contexts offer students the opportunity to experience a variety of musical works, forms, and genres in a meaningful manner.

Throughout the course, students embody three roles, the researcher, the creator and the performer.

Through their work, students inquire, create, perform and reflect on their work in progress. This creative process of working in the arts, and specifically in music, is encapsulated in the three musical processes, exploring music in context, experimenting with music, and presenting music

This flexibility is about choice in the learning, teaching and assessment as well as forging deep, life-long connections between students' passions and interests and the wider world of music and music-making.

Music syllabus outline

Key features of the DP music syllabus

Available at standard (SL) and higher levels (HL)

The minimum prescribed number of hours is 150 for SL and 240 for HL

Students are assessed both externally and internally

External assessment consists of

Exploring music in context through a portfolio submission

Presenting music through the submission of a diverse programme of created and performed works

Internal assessment consists of

Experimenting with music through the submission of a report evidencing relevant research and experimentation through creating and performing tasks

The contemporary music maker (HL only) through the submission of a multimedia presentation

Learn more about music in a DP workshop for teachers.

Music subject brief

Subject briefs are short two-page documents providing an outline of the course. Read the standard level (SL) and/or higher level (HL) subject brief below.

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Read more about what students learn in music-- part of the International Baccalaureate® Diploma Programme.

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The course focuses on the composition, performance and analysis of dance, or "expressive movement," which is practised amongst peoples of various backgrounds, and for a variety of purposes, throughout the world.

Students create, participate in, and reflect upon dance forms and styles from a range of cultures and traditions, both familiar and unfamiliar.

The recommended teaching times-150 hours (SL) and 240 hours (HL)-indicate a clear distinction between the time allowed for the completion of course assignments at SL and at HL. This differentiation between the two levels is reflected in both the breadth and depth of study.

The aims and assessment objectives are the same at both SL and HL, with additional assessment objectives at HL. The assessment criteria for SL and HL are related, with additional requirements at HL.

In the teaching of the dance course it should be possible to have groups of students that include both SL and HL students. Through a variety of teaching approaches, all students-whether SL or HL-will be encouraged to develop their creative and critical abilities and to enhance their appreciation and enjoyment of dance.

Dance syllabus outline

Composition and analysis
The development of the creative aspect of making dances
Composing original work

60

90

World dance studies
The development of a comparative knowledge of several dance styles from more than one culture and/or tradition

Exploring dances, gaining both a physical and theoretical understanding

Individual investigation

30

60

Performance
The development of an understanding of and facility in performing dances

Movement skills appropriate to the dancer's performance

Clarity in relationship to space, time, dynamics and movement qualities appropriate to the work

Communicative expression in relation to other performers and to the audience

60

90

Key features of the curriculum and assessment models

Available at standard (SL) and higher levels (HL)

The minimum prescribed number of hours is 150 for SL and 240 for HL

Students are assessed both externally and internally

External assessment consists of a) the submission (on DVD) of dance works composed by the student, and b) a formal written report which analyses the similarities and differences between two dance styles drawn from different dance cultures and/or traditions

Internal assessment consists of the submission (on DVD) of the student's performance of various styles of dances, presented at an open showing.

Learn more about dance in a DP workshop for teachers.

Dance subject brief

Subject briefs are short two-page documents providing an outline of the course. Read the standard level (SL) and/or higher level (HL) subject brief below.

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Read more about what students learn in dance -- part of the International Baccalaureate® Diploma Programme.

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Film is a powerful and stimulating art form and practice.

The DP film course aims to develop students as proficient interpreters and makers of film texts. Through the study and analysis of film texts, and through practical exercises in film production, the film course develops students' critical abilities and their appreciation of artistic, cultural, historical and global perspectives in film. Students examine film concepts, theories, practices and ideas from multiple perspectives, challenging their own viewpoints and biases in order to understand and value those of others.

DP film students experiment with film and multimedia technology, acquiring the skills and creative competencies required to successfully communicate through the language of the medium. They develop an artistic voice and learn how to express personal perspectives through film.

The film course emphasizes the importance of working collaboratively. It focuses on the international and intercultural dynamic that triggers and sustains contemporary film, while fostering in students an appreciation of the development of film across time, space and culture. DP film students are challenged to understand alternative views, to respect and appreciate the diverse cultures that exist within film, and to have open and critical minds.

At the core of the DP film course lies the need for creative exploration and innovation. Students are challenged to acquire and develop critical thinking, reflective analysis and the imaginative synthesis that is achieved through practical engagement in the art, craft and study of film.

Key features of the curriculum model

To fully prepare students for the demands of the assessment tasks, teachers should ensure that their planning addresses each of the syllabus activities outlined below, the content and focus of which is not prescribed.

Key features of the assessment model

Available at standard (SL) and higher levels (HL)

The minimum prescribed number of hours is 150 for SL and 240 for HL

Students are assessed both externally and internally

Textual analysis

Students at SL and HL demonstrate their knowledge and understanding of how meaning is constructed in film. They do this through a written analysis of a prescribed film text based on a chosen extract (lasting no more than five minutes) from that film. Students consider the cultural context of the film and a variety of film elements.

Comparative study

Students at SL and HL carry out research into a chosen area of film focus, identifying and comparing two films from within that area and presenting their discoveries as a recorded multimedia comparative study.

Film portfolio

Students at SL and HL undertake a variety of film-making exercises in three film production roles, led by clearly defined filmmaker intentions. They acquire and develop practical skills and techniques through participation in film exercises, experiments and the creation of at least one completed film.

Collaborative film project (HL only)

Bringing together all they have encountered during the film course, students at HL work collaboratively in a core production team to plan and create an original completed

Learn more about film in a DP workshop for teachers.
Subject brief Find out more about film

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Study film | Diploma | International Baccalaureate®

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Film is a powerful and stimulating art form and practice. The DP film course aims to develop students as proficient interpreters and makers of film texts. Through the study and analysis of film texts, and through practical exercises in film production, the film course develops students' critical abilities and their appreciation of artistic, cultural, historical and global perspectives in film.

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The IB Diploma Programme psychology course is the systematic study of behaviour and mental processes.

Since the psychology course examines the interaction of biological, cognitive and sociocultural influences on human behaviour, it is well placed in group 3, individuals and societies. Students undertaking the course can expect to develop an understanding of how psychological knowledge is generated, developed and applied. This will allow them to have a greater understanding of themselves and appreciate the diversity of human behaviour.

The holistic approach reflected in the curriculum, which sees biological, cognitive and sociocultural analysis being taught in an integrated way ensures that students are able to develop an understanding of what all humans share, as well as the immense diversity of influences on human behaviour and mental processes. The ethical concerns raised by the methodology and application of psychological research are also key considerations of the IB psychology course.

Psychology subject brief

Subject briefs are short two-page documents providing an outline of the course. Read the standard level (SL) and/or higher level (HL) subject brief below.

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Read more about what students learn in psychology -- part of the International Baccalaureate® Diploma Programme.

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TOK 2022: THEORY OF KNOWLEDGE WEBSITE FOR THE IBDP

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TOK 2022: THEORY OF KNOWLEDGE WEBSITE FOR THE IBDP

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Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills.

It is often called the central science as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science.

Through studying a science subject students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, the emphasis on a practical approach. In addition, through the overarching theme of the "Nature of Science" this knowledge and skills will be put into the context of way science and scientists work in the 21st century and the ethical debates and limitations of creative scientific endeavour.

The sciences are taught practically. Students have opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. The investigations may be laboratory based or they may make use of simulations and data bases. Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.

Chemistry syllabus outline:

Higher level (240 hours)

Internal assessment (individual investigation): 20%

External assessment: 80%

Standard level (150 hours)

Internal assessment (individual investigation): 20%

External assessment: 80%

Key features of the curriculum and assessment models

Available at standard (SL) and higher levels (HL)

The minimum prescribed number of hours is 150 for SL and 240 for HL

Students are assessed both externally and internally

Chemistry students at SL and HL undertake a common core syllabus and a common internal assessment (IA) scheme.

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

A practical approach to the course delivery is emphasised through the interdisciplinary group 4 project and a mixture of both short-term and long-term experiments and investigations.

Internal assessment accounts for 20% of the final assessment and this is assessed through a single individual investigation. This investigation may involve a hands-on approach, use of data-bases, modelling, simulation or a hybrid. Student work is internally assessed by the teacher and externally moderated by the IB.

The external assessment of chemistry consists of three written papers. In paper 1 there are 30 (at SL) or 40 (at HL) multiple-choice questions. Paper 2 contains short-answer and extended-response questions on the core (and Additional Higher Level (AHL) material at HL). Paper 3 has two sections; Section A contains one data-based question and several short-answer questions on experimental work on the core (and AHL material at HL). Section B contains short-answer and extended-response questions from each of the four options.

Much of this information is taken directly from the chemistry subject guide, available to all IB teachers on the programme resource centre.

Learn more about chemistry in a DP workshop for teachers.

Chemistry subject brief

Subject briefs are short two-page documents providing an outline of the course. Read the standard level (SL) and/or higher level (HL) subject brief below.

Latest curriculum updates

This subject is reviewed by the IB regularly to ensure the latest educational research is applied. Please keep up to date with the latest subject updates for Chemistry.

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Read more about what students learn in chemistry -- part of the International Baccalaureate® Diploma Programme.

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Posts about Economics written by Mr. Lakhaney