Group 4

Humans have always been curious about the world around them. The night sky with its bright celestial objects has fascinated humans since time immemorial. The regular repetitions of the day and night, the annual cycle of seasons, the eclipses, the tides, the volcanoes, and the rainbow have always been a source of wonder.

Physics is the natural science and the most fundamental of the experimental sciences that involves the study of universe from the smallest particle currently believed to be quarks to the vast distances between galaxies. More broadly, it is the general analysis of nature, conducted in order to understand how the universe behaves.

Physics also makes significant contributions through advances in new technologies that arise from theoretical breakthroughs. Physics is above all, a human activity, leading the way for the physicist’s ethical and moral accountability. Theory and experiment go hand in hand in Physics and help each other’s progress. Physics is exciting in many ways. To some people, the challenge in carrying out imaginative new experiments to unlock the secret of nature, to verify or refute theories, is thrilling.

PHYSICS   SL and HL

Imagination is more important than knowledge by Albert Einstein. Physics is the natural science and the most fundamental of the experimental sciences that involves the study of universe from the smallest particle currently believed to be quarks to the vast distances between galaxies. More broadly, it is the general analysis of nature, conducted in order to understand how the universe behaves.

CURRICULUM OBJECTIVES

• To develop rational thinking of students scientifically
• To develop the student's observational and investigation skills
• To educate the students about the implications of physical phenomena
• To develop the student's ability to analyse and interpret the observations
• To develop the inquiring ability of the student
• To help the students in their ability to communicate their ideas effectively
• To prepare a confident individual who is able to face the challenges in real life

LEARNING OUTCOME

• The students should be able to construe the scientific principles and should be able to apply them in real life
• The students should be able to demonstrate the skills of presenting scientific facts and theories
• They should exhibit the personal capability of problem solving
• They should be precise and accurate in decision making
• They should develop the ability to criticise a situation objectively

Teaching methodology

IB focuses on student centered learning where child is at the centre of learning process. A lot of opportunities are provided to the student for the development of their out of the box thinking ability. Individual investigation on any one of the topics of Physics will provide a first hand experience to our students. Group 4 project will give an opportunity to the students to work in an interdisciplinary group of science.

Practical activities allow students to interact directly with natural phenomena and secondary data sources. These experiences provide the students with the opportunity to design investigations, collect data, analyse results, collaborate with peers and evaluate and communicate their findings. Experiments can be used
to introduce a topic, investigate a phenomenon or allow students to consider and examine questions and curiosities.

By providing students with the opportunity for hands-on experimentation, they are carrying out some of the same processes that scientists undertake. Experimentation allows students to experience the nature of scientific thought and investigation. All scientific theories and laws begin with observations. Students will also undergo the process of research in their selected subject. They are required to produce their research document called extended essay which is their original investigation.

Chemistry is the central among all the sciences and regarded as the central science.

It plays a vital role in our day to day life as everything we observe around us is the outcome of chemical reactions. Chemistry is involved in everything- beauty products, detergents, tooth paste, soaps and shampoos, cement, cleaners, cooking, medicine, rockets and much more. Chemistry helped a lot in the smooth transformation of human life from past to present.

The subject is offered to create inquiring, knowledgeable and thinking individuals with the help of latest technology, well equipped lab and a fully digital library. In order to bring students to new frontiers of science, group discussion, seminars, quizzes, projects, working models will be held on a regular basis. In addition, practical investigation, group 4 project and extended essay will make students to think in a higher level. We believe in technology as the use of ICT’s are unavoidable in science particularly in Chemistry. We provide students the freedom to learn in different methodologies that they prefer. Chemistry provides a sound foundation for college and university courses in medicine, Chemical engineering, research, etc principally at higher level.

CHEMISTRY    SL and  HL

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. 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 to meet the needs of their students.”(Chemistry Subject Guide, First Examinations 2016)

Curriculum Objectives

• To develop the understanding of scientific facts and concepts, scientific  methods, scientific terminology and methods of presenting scientific information.
• To apply and use scientific facts and concepts, scientific methods and   techniques and scientific terminology to communicate effectively.
• To construct, analyse and evaluate hypotheses, research questions and scientific explanations.
• To develop the personal skills of cooperation and responsibility appropriate for effective scientific investigation and problem solving.
• To develop the skills necessary to carry out scientific investigations with precision and safety
• To develop the inquiring nature, critical thinking and practical skills of Students
• To develop a complete individual who can survive in the challenging world
• To foster generic, transferable skills such as analytical skills, data-handling, IT skills, numeracy and scientific literacy skills.

Learning Outcome

• Students will become experts in critical thinking and problem solving
• Students will become confident in carrying out scientific investigations
• Students will be improved in their observational and practical skills
• Students will be able to observe the changes happening around them through a  scientific lens
• Students will develop expertise in their inquiring nature
• Students will become a life-long learner

Teaching Methodology

Christ Junior College-Residential provides freedom for students to learn in the way by which they can learn. To bring students to the higher learning level, group discussions, seminars, quizzes, paper presentations, projects, individual investigation, practical experiments, group 4 project, etc are held. In addition, the use of ICT's, Vernier lab, simulations, models, videos, etc will also be used for better understanding and to mould the student as a life-long learner.

Through studying biology, students should become aware of how scientists work and communicate with each other.
A Biology students‘ approach to study should be characterized by the specific IB learner profile attributes. Inquirers, Thinkers and communicators.
The biology course is organized by topics –SL students study six topics and HL students study a further five, with some of these taking the first six topics to greater depth. In addition to this, both SL and HL students study two out of a choice of seven (at SL) or five (at HL) option topics. There are four basic biological concepts that run throughout.

While the skills and activities related to biology are common to both SL and HL students, 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 common options. The distinction between SL and HL is one of breadth and depth.

BIOLOGY HL / SL

The body of knowledge known as biology is growing at an immeasurable rate. Fortunately, scientists are also able to organize these many facts around several core concepts. In IB Biology, students will learn to be the scientist in exploring the interrelationships between these core concepts using a variety of methods like having a heavy emphasis on student investigation and inquiry skills, research, analysis, and application.

Curricular Objectives

• To develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities.
• To apply and use a body of knowledge, methods and techniques that characterizes science and technology.
• To develop an experimental and investigating scientific skills including the use of current technologies.
• To appreciate scientific study and creativity within a global context through stimulating and challenging opportunities.
• To develop the inquiring ability of students.
• To help the students in their ability to communicate their ideas effectively.

Learning outcome

• Students should be able to develop and apply 21 century communication skills in the study of science.
• They should develop an understanding of the relationship between scientific.
• They should develop an understanding of the relationship between scientific disciplines and their influences on other areas of knowledge.

Teaching Methodology

Students are explorers in the field of science, they become inquisitive and lifelong learners as they are exposed to enquiry based learning. Outdoor classroom enhances the students' knowledge which also helps them to have a variation in learning methods.

Practical laboratory is the heart of science subjects which will give the students a hands on experience of what they learn in classroom, making their learning experience even more fun and making them strong in the subject.

Computer science is regarded as an experimental science, alongside biology, chemistry, physics and environmental systems and societies.Diploma Programme computer science students should become aware of how computer scientists work and communicate with each other and with other stakeholders in the successful development and implementation of IT solutions. While the methodology used to solve problems in computer science may take a wide variety of forms, the group 4 computer science course emphasizes the need for both a theoretical and practical approach.The IB computer science course is a rigorous and practical problem-solving discipline.

Computer Science SL and HL

Curricular Objectives

Diploma Programme Computer Science students should become aware of how computer scientists work and communicate with each other and with other stakeholders in the successful development and implementation of IT solutions. While the methodology used to solve problems in Computer Science may take a wide variety of forms, the Group 4 Computer Science course emphasizes the need for both a theoretical and practical approach.

It is in this context that the Diploma Programme computer science course aims to:

• Provide opportunities for study and enhance creativity within a global context that will stimulate and challenge students developing the skills necessary for independent and lifelong learning.
• Provide a body of knowledge, methods and techniques that characterize computer science.
• Enable students to apply and use a body of knowledge, methods and techniques that characterizes computer science.
• Demonstrate initiative in applying thinking skills critically to identify and resolve complex problems.
• Engender an awareness of the need for, and the value of, effective collaboration and communication in resolving complex problems.
• Develop logical and critical thinking as well as experimental, investigative and problem-solving skills.
• Develop and apply the students' information and communication technology skills in the study of computer science to communicate information confidently and effectively.
• Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology.
• Develop an appreciation of the possibilities and limitations associated with  continued developments in IT systems and Computer Science.
• Encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.

Learning Outcome

• The Diploma Programme Computer Science course adopts a significantly different approach to many other computer science courses.
• Computer Science is seen as an experimental science. Therefore it is expected that we use a wide range of practical activities to support the theoretical content.
• Computational thinking is a problem-solving methodology that is applicable across a range of subject disciplines and underpins this course.
• The six principles of computational thinking, identified by Jeanette Wing in her article “Computational thinking” are:

1. thinking procedurally
2. thinking logically
3. thinking ahead
4. thinking concurrently
5. thinking abstractly
6. thinking recursively

Teaching Methodology

The computer science course is a combination of theory and practical based on the contemporary developments in the field. We follow interactive teaching methods and techniques with special emphasis on research in the following areas.

• Web Designing & Development
• JAVA Programming
• Android App Development
• SQL & MySQL
• Web Development Using Python
• Software Testing
• Robotics and Machine learning.
• Research oriented assignments.

As a trans disciplinary subject, environmental systems and societies is designed to combine the techniques and knowledge associated with group 4 (the experimental sciences) with those associated with group 3 (individuals and societies).

By choosing to study a trans disciplinary course such as this as part of their diploma, students are able to satisfy the requirements for both groups 3 and 4 of the programme model, thus allowing them to choose another subject from any group (including another group 3 or 4 subject). Trans disciplinary subjects therefore introduce more flexibility into the IB Diploma Programme.
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. Students’ attention can be constantly drawn to their own relationship with their environment and the significance of choices and decisions that they make in their own lives. It is intended that students develop a sound understanding of the interrelationships between environmental systems and societies, rather than a purely journalistic appreciation of environmental issues. The teaching approach therefore is conducive to students, evaluating the scientific, ethical and socio-political aspects of issues

Environmental Systems and Societies    SL

ESS is an interdisciplinary Group 4 course that is offered only at standard level (SL).

ESS is a complex course, requiring a diverse set of skills from its students. It is firmly grounded in both a scientific exploration of environmental systems in their structure and function and in the exploration of cultural, economic, ethical, political, and social interactions of societies with the environment. As a result of
studying this course, students will become equipped with the ability to recognize and evaluate the impact of our complex system of societies on the natural world.
The interdisciplinary nature of the course requires a broad skill set from students and includes the ability to perform research and investigations and to participate in philosophical discussion. The course requires a systems approach to environmental understanding and problem solving, and promotes holistic thinking about environmental issues.

Studying this course will lead students to critically examine and develop their own value systems.

Curricular Objectives

• Acquire the knowledge and understandings of environmental systems at a variety of scales
• Apply the knowledge, methodologies and skills to analyse environmental systems and issues at a variety of scales
• Appreciate the dynamic interconnectedness between environmental systems and societies
• Value the combination of personal, local and global perspectives in making informed decisions and taking responsible actions on environmental issues
• Be critically aware that resources are finite, and that these could be inequitably distributed and exploited, and that management of these inequities is the key
  to sustainability
• Develop awareness of the diversity of environmental value systems
• Develop critical awareness that environmental problems are caused and solved by decisions made by individuals and societies that are based on different areas of knowledge
• Engage with the controversies that surround a variety of environmental issues
• Create innovative solutions to environmental issues by engaging actively in local and global contexts.

Learning Outcome

• Demonstrate knowledge and understanding of relevant facts and concepts, methodologies and techniques, values and attitudes.
• Apply this knowledge and understanding in the analysis of  explanations, concepts and theories, data and models, case studies in unfamiliar contexts, arguments and value systems.
• Evaluate, justify and synthesize, as appropriate explanations, theories and models arguments and proposed solutions, methods of fieldwork and investigation, cultural viewpoints and value systems
• Engage with investigations of environmental and societal issues at the local and global level through evaluating the political, economic and social contexts of issues, selecting and applying the appropriate research and practical skills, necessary to carry out investigations, suggesting collaborative and innovative solutions that demonstrate awareness and respect for the cultural differences and value systems of others.

Teaching methodology

The interdisciplinary nature of the DP course requires a broad skill set from students, including the ability to perform research and investigations, participation in philosophical discussion and problem-solving. The course requires a systems approach to environmental understanding and promotes holistic thinking about environmental issues. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, knowledge transfer and use of primary sources. They encourage students to develop solutions at the personal, community and global levels.