Vientiane International School

Course Description

Information Technology in a Global Society (ITGS) is the study and evaluation of the impact of information technology on individuals and society. It explores the advantages and disadvantages of the use of digitized information at the local, national and global level. ITGS provides a framework for the students to make informed judgments and decisions about the use of information technology (IT) within social contexts.

Although ITGS shares methods of critical investigation and analysis with other social sciences, it also considers ethical questions found in the study of philosophy. Students come into contact with IT daily because it is so pervasive in the world in which we live. This widespread use of IT inevitably raises important questions about social and ethical issues that shape our society today. ITGS offers an opportunity for a systematic study of the issues, whose range is such that they fall outside the scope of any other single discipline.

The nature of the subject is defined by the use of fundamental ITGS terms. For the purpose of the ITGS syllabus the following definitions apply:

• Information technology is the acquisition, processing, storage, manipulation and dissemination of digital information by computing of telecommunications or a combination of both.
• Social impact includes the economic, political, cultural, legal, environmental, ergonomic, health and psychological effects of IT on human life.
• Ethical considerations refer to the responsibility and accountability of those involved in the design implementation and use of IT.
• An information system is a collection of people, information technologies, data, methods and policies organized to accomplish specific functions and solve specific problems.

Topics

Topics to be covered in the Mathematical Studies course include the following:

• HTML
• Computer Basics
• Software                                                         
• Human-Computer Interfaces
• Networks, Data Communications                      
• Graphics
• Presentation Software                                      
• Wizards
• History of Computers                                      
• Desktop Publishing
• Robotics                                                          
• Reliability of Internet Source

IB Assessment

External Assessment - 60%

Papers 1 and 2 - 3 hours - 60%

Paper 1 = 1 hour - 25%
Four compulsory short-answer questions which assess in an integrated way sections 1 and 2 of the syllabus: social and ethical issues and IT systems in a social context.
Paper 2 = 2 hours - 35%

Six structured questions which assess in an integrated way sections 1, 2 and 3 of the syllabus: social and ethical issues; IT systems in a social context; and areas of impact. The paper is divided into two parts:
Part A: one compulsory question on business and employment.
Part B: five questions, one on each of the other areas of impact.

Candidates are required to answer two questions from this section, each one on a different area of impact.

Internal Assessment - 40%

Project - 20%

An IT solution to a problem set in a social context. Candidates must produce:
a product developed through the integration of IT skills
a written report (2000–2500 words)
a log book.

Portfolio Essays - 20%

Three pieces of written work on social and ethical issues based on three different areas of impact, each 800–1000 words.

• Internet, Web                                                    
• Security
• Computers & communications                        
• Embedded computers
• Databases                                                        
• Spreadsheets
• Simulation and modelling                                
• Virtual Reality
• Multimedia                                                     
• Artificial Intelligence

VIS Assessment

The VIS grade will be based on the differentiation of tasks and assignments from the above list.  These differentiated tasks and assignments will be handed out with the course outlines at the beginning of the school year.

Focus and Purpose

Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself. At higher and standard levels both theory and experiments are undertaken to develop a student’s knowledge and understanding of Physics. They are tailored to complement one another naturally, as they do in the wider scientific community. The course allows students to develop traditional practical skills and techniques and the application of mathematics, which is the language of physics. It also allows students to develop interpersonal skills and information and communication technology skills in group activities which are essential in modern scientific endeavor and are important life-enhancing, transferable skills in their own right.

As the student’s knowledge develops he/she becomes more aware of how the physics principles can be applied to alter the material world to suit our needs. Students are encouraged to discuss the impact of Physics on society and on the environment and the moral and ethical dilemmas which may arise. Physics is therefore, above all, a human activity and students becomes more appreciative of the context in which physicists work. Although the Laws of Physics are a universal phenomenon, the rich history of Physics detailed in the course illustrates that science is an international enterprise recognizing the contributions from many different cultures and nations.

Topics

Unit 1:  Mechanics Topics

• Topic 7 Measurement and uncertainties
• Topic 8 Mechanics
• 
  

Unit 2:  Waves and Wave phenomena

• Topic 4 Waves
• Topic 10 Wave phenomena
• Option H Optics
• Core (SL + HL)
• 
  

Unit 3: Electromagnetism

• Topic 11 Electromagnetism

Unit 4: Quantum and Nuclear Physics

• Topic 12 Quantum physics and nuclear physics
• 
  

Unit 6: Relativity 

• Core (SL + HL)
• Extension (HL only)
• G.6 Relativistic momentum and energy
• G.7 General relativity

Teaching/Learning Strategies

• Independent Learning Strategies
• Homework
• Small group discussions
• Inquiry and Research Models
• Decision-Making Models Research Process
• Laboratory pl(a) and pl(b)
• DC, DP, EV portions of lab reports
• Problem-Based Models
• Technology/Media-Based Applications
• Internet Technologies
• Computer simulations
• Thinking Skill Strategies
• Laboratory pl(a) and pl(b)
• DC, DP, EV portions of lab reports
• Problem Solving
• Use of manipulatives

IB Assessment

• Formative assessment
• Classroom participation
• Homework assignments
• Lab reports
• Teacher Observations
• Personal conferences (student-teacher)
• Quiz
• Rubrics
• Summative assessment
• Topic / Unit Tests

Evaluation Techniques

Term work: 70%
Assignments (class work, homework, assigned projects) = 10 %   
Lab activities = 20%
Quizzes = 10%
Tests = 60%
Final Assessment: 30% (MOCK examinations)

VIS Assessment

The VIS grade will be based on the differentiation of tasks and assignments from the above list.  These differentiated tasks and assignments will be handed out with the course outlines at the beginning of the school year. 

Focus and Aim

The aim of this course is to provide students with opportunities to study, experiment, investigate and question the world around them in a biological context.  Students will be able to enquire and research scientific concepts through prescribed and self instigated activities.

Students will be encouraged to view 'life' in a global context by studying and investigating not only their own environments, but the interconnectedness of micro-ecosystems and the world in its entirety.
Through this course of  study and investigation students will develop the scientific, social and academic skills required to actively engage life, regardless of their choice of vocation, and to promote life long learning.  To facilitate this process students will undertake tasks which involve research, design and investigate experiments using the 'Scientific Process', and engage in debates and oral presentations using individual and group work.   These tasks will all be assessable (formative and summative) to ensure understanding and learning are taking place.

Topics

• Statistics
• Cells
• Chemistry
• Genetics
• Evolution
• Ecology
• Human Physiology
• Neurobiology - Behavior
• Physiology/Exercise 

IB Assessment

The seven grade 'General Grade Descriptors' and all or only parts of the 'Internal Assessment Criteria' will be used for assessing students' work, depending on the nature and purpose of the task.
Assessment instruments will consist of:
    * conduct and reporting of experiments and investigations; this will involve anecdotal records of students' manipulative and scientific techniques and procedures, and criterion assessed 'write-ups'. These investigations will compose the IB Internal Assessment component of the course,
    * research tasks; criterion based and assessed written and oral work,
    * mini-quizzes; (weekly) assessed in class with/by students for immediate feedback
    * field trip reports; criterion based and assessed power point presentations, written and oral work.

A final exam will be conducted at the end of each semester for exam practice, monitoring students' learning/understanding, and for school specific records. The IB external assessment will culminate the course at the end of each year.

Term work 70%   Final assessment 30%

VIS Assessment

The VIS grade will be based on the differentiation of tasks and assignments from the above list.  These differentiated tasks and assignments will be handed out with the course outlines at the beginning of the school year.
 

Focus and purpose

Mathematical Studies caters for students with varied backgrounds and abilities in Mathematics. Math Studies is designed to build confidence and encourage an appreciation of mathematics in students who do not necessarily need mathematics in their future studies. It is also designed to provide a realistic mathematics course that develops the skills needed to cope with mathematical demands of a technological society and to apply mathematics to real life situations. This course includes a written project of 2000 words. This will be based on the Mathematical aspects of a topic that interests the students.

Objectives

   
Objectives for the Mathematics Programme are:

1. to know and use mathematical concepts and principles;
2. to select and use appropriate mathematical techniques;
3. to communicate mathematically, using a wide range of symbols and language;
4. to demonstrate a good mathematical proficiency in oral and written justification for the method and process;
5. to organize and analyze data;
6. to recognize patterns and structure;
7. to apply technology to problem solving, to investigate and to research;
8. to evaluate different approaches to problem solving, the significance and reliability of findings.

Process

The proposed processes in which mathematical knowledge will be communicated involve different methods of instructions which are designed to meet all learning styles and ability levels. They include:

• individual and group work;
• “chalk and talk’;
• work with graphic calculators and computers;
• class discussion;
• oral and written presentations;
• logical reasoning;
• research, library work and investigation;
• brainstorming;
• mathematical challenge;
• dynamic answers;
• problem solving and problem creating;
• development of abstract thinking.

Topics

Topics to be covered in the Mathematical Studies course include the following:
   
    Topic 1 – Introduction to the graphic display calculator (GDC)
    Topic 2 – Number and algebra
    Topic 3 – Sets, logic and probability
    Topic 4 – Functions
    Topic 5 – Geometry and trigonometry
    Topic 6 – Statistics
    Topic 7 – Introductory differential calculus
    Topic 8 – Financial mathematics

IB Assessment

Assessment tasks can be divided into diagnostic, formative and summative. Samples of the formative and diagnostic assessment may include quizzes, discussions, brainstorming, self-check test, homework, oral and written presentations, investigations, calculator/computer activities, peer assessments, pre-exams, projects, portfolio discussions, etc. Samples of summative assessment may include unit tests, exams, projects, portfolios, etc.
 
Final assessment includes two parts:

External assessment

• one exam worth 80% of the final mark, which includes: one exam worth 80% of the final mark, which includes:
• Paper 1 – 1 hr 30 mins – (40%) - fifteen compulsory short-answer questions based on the whole syllabus;
• Paper 2 – 1 hr 30 mins – (40%) - five compulsory extended-response questions based on the whole syllabus.

Internal assessment

• one project/portfolio worth 20% of the final mark which includes:
• an individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements.

VIS Assessment

The VIS grade will be based on the differentiation of tasks and assignments from the above list.  These differentiated tasks and assignments will be handed out with the course outlines at the beginning of the school year.