Welcome to the MYP3 and MYP4 Science Page!

Class Schedule:
Academic Year: 2011 – 2012
12:50 – 13:35
MYP 3/4 /209
09:55 – 10:40
MYP 3/4 /208
08:00 – 08:50
MYP 3/4 /209
13:35 – 14:20
MYP 3/4 /209
10.40 – 11:25
MYP 3/4 /208
08:50 – 09:35
MYP 3/4 /209
Important Documents


Meselson-Stahl Experiment

Forces and Graphs

IB Science Objectives:
Criterion A
(One World)
- refers to enabling students to understand the interdependence between science and society. Students should be aware of the global dimensions of science, as a universal activity with consequences for our lives and subject to social, economic, political, environmental cultural and ethical factors.
Criterion B (Communication in Science)
-refers to enabling students to develop their communication skills in science. Students should be able to understand scientific information, such as data, ideas, arguments and investigations, and communicate it using appropriate scientific language in a variety of communication modes and formats as appropriate.
Criterion C
(Knowledge and Understanding of Science)
-refers to enabling students to understand the main ideas and concepts of science and to apply them to solve problems in familiar and unfamiliar situations. Students are expected to develop critical and reflective thinking and judge the credibility of scientific information when this is presented to them.
Criterion D
(Inquiry in Science)
-refers to enabling the students to develop scientific inquiry skills to design and carry out scientific investigations.
Criterion E
(Processing Data)
-refers to enabling students to record, organize and process data. Students should be able to collect and transform data by numerical calculations into diagrammatic form. Students should be able to analyze and interpret data and explain appropriate conclusions.
Criterion F
(Attitudes in Science)
-refers to encouraging attitudes and disposition that will contribute to students’ development as caring and responsible individuals and members of society. Students will learn about safety and responsibility when working in science as well as respect for and collaboration with others and their shared environment.
-Describes and explains ways in which science is applied and used to solve local and global problems.
-Gives examples of science and scientific applications and discusses some of their positive and/or negative effects on people, societies and the environment.
-Describes and explains how science and technology depend on each other for the development of knowledge and technological applications.
-Understands that science is part of the world they live in by describing how science and its applications are affected and/or influenced by some of the following factors: social, economic, political, environmental, cultural, ethical.
-Understands and uses scientific language relevant to the units of work covered.
-Provides scientific information using appropriate modes of communication: oral, written, visual representation (formulae, graphs, tables, diagrams) consistent with the level of complexity of the units of work covered.
-Presents scientific information in formats (such as laboratory reports, experimental accounts, explanations, essays, expositions, audio‐visual presentations) appropriate to the work covered, and acknowledge sources.
-Demonstrates honesty when handling data and information, and acknowledging sources.
-Uses, where appropriate, information and communication technology applications (World Wide Web, data loggers, databases spreadsheets and/or software for plotting graphs) to access, process and communicate scientific information.
-Recognizes and recalls scientific information relevant to the units of work covered.
-Explain and applies scientific information to solve problems in familiar and, with guidance, in unfamiliar situations.
-Analyses simple scientific information by identifying basic components, relationships and patterns, both in experimental data and ideas.
-Discusses scientific information from different sources (Internet, newspaper articles, television, scientific texts and publications) and comments on its credibility.
-Recognizes and attempts to articulate the problem or research question to be tested by a scientific investigation.
-Formulates a simple hypothesis and explains it using logical reasoning and his/her knowledge of sciences (“If I do this, then that will happen because … ”).
-Designs scientific investigations that include variables and controls that are identified; identifies materials/equipment needed; describes a method to be followed; suggests the data to be collected.
-Comments on the method and the accuracy and/or precision of the results.
-Suggests improvements to the method.
-Collects and records data using appropriate units of measurement.
-Organizes and transforms data into numerical and diagrammatic forms, including mathematical calculations and visual representation (tables, graphs and charts).
-Presents data in a variety of ways using appropriate communication modes (oral, written and visual representation, and use of technologies) and conventions (units of measurement).
-Analyses and interprets data by identifying trends, patterns and relationships.
-Draws conclusions supported by explanations that are consistent with the analysis of the data.
-Carries out scientific investigations using materials and techniques safely and skillfully.
-Works effectively as member of a team, by being guided into collaborating, acknowledging and supporting others as well as ensuring a safe working environment.
-Shows respect for self and others, and deals responsibly with the living and non‐living environment.

Course Outline:

Yearly Plan: