The 10 aims of group 4 courses

All IB Diploma group 4 courses are based on 10 aims with 5 objectives

The difference between aims and objectives is not obvious but if we take an example from lower down the school. A teachers might take the class on a visit to a farm which provides the children with the opportunity to see lots of animals, this is the aim. The objective is that the children will learn the names of farm animals.

Here I have listed the aims with some of my personal thoughts on each.

1. Provide opportunities for scientific study and creativity within a global context that will stimulate and challenge students.

It is possible to study physics as a branch of mathematics with no connection to the real world however this is not the IB way, the course should where possible show how the theory we teach connected with its practical application. This is not always easy since the models used at this level don't apply to many real life examples, the motion of a car is not constant acceleration and there is no such thing as a frictionless surface or an ideal gas. However a student should be aware of these limitations and during the practical programme should have a chance to see first hand how the real world behaves. So if putting the theory into practice is not easy then seeing how this all fits into a global context can be an even bigger challenge as we concentrate on the nitty gritty of fundamental particles its possible to forget about what's happening. The idea is not that you have to show how every bit of physics can be seen from a wider perspective but that if the chance arises then make the most of it. The obvious examples are in topic 8 when discussing the use of fossils fuels and climate change, in astro physics and particles when talking about international collaboration and research.

2. Provide a body of knowledge, methods and techniques that characterize science and technology.

The IB syllabus is obviously written with these aims in mind so the body of knowledge that we present will to some extent characterise science and technology. The methods and techniques that characterize the programme as science and technology are the methods of using mathematics to solve problems and the techniques used in experiments which includes the creativity and imagination required to devise ones own research questions. The use of the word technology is important here and some of the new topics, communications and digital take care of this nicely. I think it goes beyond this though and like to promote the appropriate use of technology in my teaching and lab work (as you will no doubt realise).

3. Enable students to apply and use a body of knowledge, methods and techniques that characterize science and technology.

So we should not only provide the knowledge but also give the opportunity for students to apply it, this happens not only in the practical component of the course but also when students solve theoretical problems.

4. Develop an ability to analyse, evaluate and synthesize scientific information.

During the practical programme students go through a rigorous process of learning how to analyse and evaluate data. The analysis tends to be fairly structured in the way the data is tabulated and graphs drawn however the evaluation requires a much deeper understanding of the principles involved. In my experience the thing that differentiates between a good student and an excellent student is the way they evaluate experimental results. a good student can explain why they got the results they expected but an excellent student can explain the ones they didn't expect.

5. Engender an awareness of the need for, and the value of, effective collaboration and communication during scientific activities.

This can be problematic when we are trying to assess students individually but in the lab I like students to work together. To make sure that I am assessing individuals I stipulate that only one of the pair writes a report. When doing class experiments it is always interesting to compare the results of different groups, this also helps assess whether the quoted uncertainties are reasonable. The group 4 project is the time when aim 5 really comes to the fore and it is important to make the most of this unique opportunity to ensure that teamwork really does take place.

6. Develop experimental and investigative scientific skills.

The assessment criteria for IA make it very clear that the course is not only about carrying out instructions but also about being creative and developing investigative skills. Doing design experiments can be the most fun part of the course as well as the part where students learn the most about physics.

7. Develop and apply the students’ information and communication technology skills in the study of science.

The level to which you can apply this aim depends very much on the ICT provsion of your school, however since the aim of the course is to develop and apply student's ICT skills then we shouldn't shy away from our responsibilities and should encourage student to use spreadsheets, dataloggers, databases, websites, simulations, graph plotting programmes etc. etc. in the physics programme. To encourage students to develop skills we need to develop our skills too which can sometimes lead us down new and exciting paths (hmm).

8. Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology.

Its not easy to discuss the moral, ethical or social implications of Newton's 1st law (although I bet it's been done) however there are some obvious points in topic 8 and atomic and nuclear physics where discussion takes place naturally. In a  international class one can have some very interesting discussions about atomic energy or the money spent on particle research. This really hit home when doing the medical option, we realised that all these wonderful scanning machines just didn't exist in several of the students' home countries and if they did they were in private, expensive hospitals that the students had no way of gaining access to.

9. Develop an appreciation of the possibilities and limitations associated with science and scientists.

I don't believe in questioning everything however students should be aware that science doesn't have all the answers and isn't always right. The reason we introduce the ideas of uncertainties in the course is because uncertainties are a part of scientific experimentation. There are many little snippets of history that can be thrown in where appropriate to show how scientists don't always get it right.

10. Encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.

This aim is difficult to achieve within the physics class but the group 4 project and TOK discussion classes  enables students to get a wider view of things.