• Group 1 - Studies in Language and Literature
• Group 2 - Language Acquisition (Language B and Language ab initio)
• Group 3 - Individuals and Societies
• Group 4 - Sciences
• Group 5 - Mathematics
• Group 6 - The Arts and Electives
• Creativity, Activity and Service
• Theory of Knowledge
• Extended Essay
• Extension Study

Group 4 - Sciences

Aims

The Science, Health and PE, and Art & Design Learning Areas offers the following Group 4 subjects for the International Baccalaureate: Biology, Chemistry, Physics and Sports, Exercise and Health Science (SEHS) and Design Technology.

At Carey, Psychology, a Group 3 subject, is also under the auspices of the Science Learning Area.

The International Baccalaureate Science courses can be completed at either Standard Level or Higher Level.

Through studying Biology, Chemistry, Physics or SEHS, or Design Technology students become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through investigative work that characterises these subjects.

The Nature of Science is an overarching theme in all of the Group 4 Science courses. It is based on five main concepts that run through each of the areas of study:

• What is science and what is the scientific endeavour?
• The understanding of science.
• The objectivity of science.
• The human face of science.
• Scientific literacy and the public understanding of science.

In this context all Science courses aim to:

• appreciate scientific study and creativity within a global context through stimulating and challenging opportunities;
• acquire a body of knowledge, methods and techniques that characterise science and technology;
• apply and use a body of knowledge, methods and techniques that characterise science and technology;
• develop an ability to analyse, evaluate and synthesise 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.

Objectives

The assessment objectives for Biology, Chemistry, Physics and SEHS and Design Technology reflect those parts of the aims that are formally assessed, either internally (Scientific Investigation Assessment) or externally (Collaborative Sciences Project Assessment). These assessments centre upon the nature of science. It is the intention of these courses that students are able to fulfil the following assessment objectives.

1. Demonstrate knowledge and understanding of:

• facts, concepts, and terminology;
• methodologies and techniques;
• communicating scientific information.

2. Apply:

• facts, concepts, and terminology;
• methodologies and techniques;
• methods of communicating scientific information.

3. Formulate, analyse and evaluate:

• hypotheses, research questions and predictions;
• methodologies and techniques;
• primary and secondary data;
• scientific explanations.

4. Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.