IB Group 4 subjects


The Group 4: Sciences subjects of the International Baccalaureate Diploma Programme comprise the main scientific emphasis of this internationally recognized high school programme. They consistent of seven courses, offered at both the Standard Level and Higher Level : Chemistry, Biology, Physics, Design Technology, Environmental Systems and Societies, Computer Science, and Sports, Exercise and Health Science. Astronomy, marine biology, and region-specific courses also exist as a school-based syllabus. Students taking two or more Group 4 subjects may combine any of the aforementioned instead of taking a Group 6: Arts subject.
The Chemistry, Biology, Physics and Design Technology was last updated for first teaching in September 2014, with syllabus updates, a new internal assessment component similar to that of the a new internal assessment component similar to that of the Group 5 subjects|Group 5] explorations, and "a new concept-based approach" dubbed "the nature of science". A new, standard level-only course will also be introduced to cater to candidates who do not wish to further their studies in the sciences, focusing on important concepts in Chemistry, Biology and Physics.

2023 syllabus update

The 3 core sciences namely Biology, Chemistry, and Physics, as well as Environmental Systems and Societies have been updated, with the first teaching in August 2023, and first examinations in May 2025. The syllabus change was originally scheduled for 2021, though the COVID-19 pandemic caused the IB to delay the syllabus change to 2023. Details of the specific changes can be found on the IBO website.

Structure and assessment

All group 4 subjects follow roughly the same format. Each subject has its Subject Specific Core, i.e., material taught at both the standard and higher levels. Students sitting the Higher Level examination study the Additional Higher Level material. Lastly, there is a list of options for each subject from which two are chosen. Higher Level students are sometimes unable to choose certain options that are available to Standard Level students because the AHL already covers it. Ideally, students choose the options based on their own abilities and preferences, but in practice the options are usually chosen by the school. Students spend one-quarter of the 150 hours of SL instruction doing practical work in the laboratory. Group 4 subjects at the Standard Level are tailored for students who do not see themselves in further science instruction after leaving the programme.
Assessment of a Group 4 subject comprises the following:
  • Internal assessment of the practical work
  • Paper 1 – multiple choice questions on the SSC
  • Paper 2 – free response questions on the SSC
  • Paper 3 – free response questions on the options
At the Standard Level, the examinations are respectively 45 minutes, 1 hour and 15 minutes, and 1 hour long. At the Higher Level, they are 1 hour, 2 hours and 15 minutes, and 1 hour and 15 minutes long. Calculators are not permitted for Paper 1, but they are permitted for papers 2 and 3.

Subjects

Physics (2009–2015)

Standard level

80 hours of instruction on 8 topics
with 30 hours of instruction on two optional subjects:
and 40 hours of practical work.

Higher level

80 hours on Physics SL core subjects, with 55 hours on 6 additional topics:
and 45 hours of instruction on two optional subjects:
and 60 hours of practical work.

Physics (2016–2022)

Topics

SL/HL core

Physics (2023 onwards)

Source:
The 2023 updates to the International Baccalaureate Physics curriculum introduce a significant structural change, making it more cohesive and integrated. The new syllabus no longer distinguishes between "core" and "options," which makes it more difficult to pinpoint which topics are entirely new, slightly altered, or removed compared to the 2014 guide. This restructuring aims to provide a more unified approach to teaching physics. Some of the newly added sub-topics include Relativity, Engineering, Astrophysics, Entropy, Compton Scattering, Apparent Brightness, and Energy Resources. These changes reflect the growing importance of certain scientific fields in modern society and the relevance of physics in various technological and scientific advancements. For example, the inclusion of Relativity, Engineering, and Astrophysics highlights key concepts that have significant implications for understanding phenomena such as GPS technology, technological innovations, and the mysteries of the universe.
Along with these additions, certain topics have been removed from the curriculum. Topics such as Quarks, Capacitors, Diodes, The Weak Force, Thin Films, and Cosmology are no longer part of the syllabus. While the removal of these topics may initially seem like a loss, the revised curriculum is designed to offer a more streamlined and integrated learning experience. The new topics, particularly those related to modern physics, such as Entropy and Apparent Brightness, are considered essential for understanding contemporary scientific challenges and the evolving landscape of physics.

Chemistry (2009–2015)

Standard level

80 hours of instruction on the topics:
and 30 hours on two options from the topics:
together with 40 hours of practical work.

Higher level

80 hours on the core subjects of the Standard level course with 55 hours of instruction on these topics:
and 45 hours on two of the options in the standard course, and 60 hours of practical work.

Chemistry (2016–2022)

Topics

SL/HL core and HL extension

Chemistry (2023 onwards)

Source:

Topics

ContentCoverage
Structure 1. Models of the particulate nature of matter
Structure 1.1 - Introduction to the particulate nature of matterSL/HL
Structure 1.2 - The nuclear atomSL/HL
Structure 1.3 - Electron configurationsSL/HL
Structure 1.4 - Counting particles by mass: The moleSL/HL
Structure 1.5 - Ideal gasesSL/HL
Structure 2. Models of bonding and structure
Structure 2.1 - The ionic modelSL/HL
Structure 2.2 - The covalent modelSL/HL
Structure 2.3 - The metallic modelSL/HL
Structure 2.4 - From models to materialsSL/HL
Structure 3. Classification of matter
Structure 3.1 - The periodic table: Classification of elementsSL/HL
Structure 3.2 - Functional groups: Classification of organic compoundsSL/HL
Reactivity 1. What drives chemical reactions?
Reactivity 1.1 - Measuring enthalpy changeSL/HL
Reactivity 1.2 - Energy cycles in reactionsSL/HL
Reactivity 1.3 - Energy from fuelsSL/HL
Reactivity 1.4 - Entropy and spontaneitySL/HL + HL additional
Reactivity 2. How much, how fast and how far?
Reactivity 2.1 - How much? The amount of chemical changeSL/HL
Reactivity 2.2 - How fast? The rate of chemical changeSL/HL
Reactivity 2.3 - How far? The extent of chemical changeSL/HL
Reactivity 3. What are the mechanisms of chemical change?
Reactivity 3.1 - Proton transfer reactionsSL/HL
Reactivity 3.2 - Electron transfer reactionsSL/HL
Reactivity 3.3 - Electron sharing reactionsSL/HL
Reactivity 3.4 - Electron-pair sharing reactionsSL/HL
Experimental programme
Practical workSL/HL
Collaborative sciences projectSL/HL
Scientific investigationSL/HL

Biology (2009–2015)

Biology is the science of life and living organisms. Aside from instruction relevant to this, students are given the chance to learn complex laboratory techniques as well as develop mindful opinions about controversial topics in biology. The syllabus lists thirteen topics, to be covered in an order varying from school to school:

Standard level

80 hours of instruction on 6 topics
with 30 hours of instruction on two options from:

Higher level

80 hours of instruction on 6 topics in the standard course and 55 hours on a further 5 topics:
with 45 hours of instruction on addition topics in the SL course plus:

Biology (2016–2022)

Topics

SL/HL core

Biology (2023 onwards)

Source:

Topics

ContentCoverage
Unity and diversity
• WaterSL/HL
• Nucleic acidsSL/HL
• Origins of cellsHL only
• Cell structureSL/HL
• VirusesHL only
• Diversity of organismsSL/HL
• Classification and cladisticsHL only
• Evolution and speciationSL/HL
• Conservation of biodiversitySL/HL
Form and function
• Carbohydrates and lipidsSL/HL
• ProteinsSL/HL
• Membranes and membrane transportSL/HL
• Organelles and compartmentalizationSL/HL
• Cell specializationSL/HL
• Gas exchangeSL/HL
• TransportSL/HL
• Muscle and motilityHL only
• Adaptation to environmentSL/HL
• Ecological nichesSL/HL
Interaction and interdependence
• Enzymes and metabolismSL/HL
• Cell respirationSL/HL
• PhotosynthesisSL/HL
• Chemical signallingHL only
• Neural signallingSL/HL
• Integration of body systemsSL/HL
• Defense against diseaseSL/HL
• Populations and communitiesSL/HL
• Transfer of energy and matterSL/HL
Continuity and change
• DNA replicationSL/HL
• Protein synthesisSL/HL
• Mutations and gene editingSL/HL
• Cell and nuclear divisionSL/HL
• Gene expressionHL only
• Water potentialSL/HL
• ReproductionSL/HL
• InheritanceSL/HL
• HomeostasisSL/HL
• Natural selectionSL/HL
• Sustainability and changeSL/HL
• Climate changeSL/HL
Experimental programme
Practical workSL/HL
Collaborative sciences projectSL/HL
Scientific investigationSL/HL

Design technology (2009–2015)

Topics addressed in this course include:
  • Design process
  • Product innovation
  • Green design
  • Materials
  • Product development
  • Product design
  • Evaluation
with additional topics in the higher level:
  • Energy
  • Structures
  • Mechanical design
  • Advanced manufacturing techniques
  • Sustainable development.

Design technology (2016–2022)

Topics

SL/HL core
  • Topic 1: Human factors and ergonomics
  • Topic 2: Resource management and sustainable production
  • Topic 3: Modelling
  • Topic 4: Raw material to final product
  • Topic 5: Innovation and design
  • Topic 6: Classic design
    HL extension
  • Topic 7: User-centred design
  • Topic 8: Sustainability
  • Topic 9: Innovation and markets
  • Topic 10: Commercial production

Sport, exercise and health science (2014–2020)

Topics

Core
All candidates study the 6 core topics :
  • Topic 1: Anatomy
  • Topic 2: Exercise physiology
  • Topic 3: Energy systems
  • Topic 4: Movement analysis
  • Topic 5: Skill in sport
  • Topic 6: Measurement and evaluation of human performance
    Options
In addition, they also study two of the following four options :
  • Option A: Optimizing physiological performance
  • Option B: Psychology of sport
  • Option C: Physical activity and health
  • Option D: Nutrition for sport, exercise and health

Environmental systems and societies (2010–2016)

Topics

All topics are compulsory.
  • Topic 1: Systems and models
  • Topic 2: The ecosystem
  • Topic 3: Human population, carrying capacity and resource use
  • Topic 4: Conservation and biodiversity
  • Topic 5: Pollution management
  • Topic 6: The issue of global warming
  • Topic 7: Environmental value systems
The remaining 30 hours are derived from the internal assessment, making a total of 150 teaching hours.

Assessment

There are two external assessment components and one internal assessment component.
External assessment
Calculators are required for both papers.
  • Paper 1 consists of short-answer and data-based questions.
  • Paper 2 consists of:
  • * Section A: Candidates are required to analyse and make reasoned and balanced judgements relating to a range of data on a specific unseen case study.
  • * Section B: Candidates are required to answer two structured essay questions from a choice of four.
    Internal assessment
Candidates will need to complete 30 hours of practical work throughout the course. Each of the three criteria - planning, data collection and processing and discussion, evaluation and conclusion - are assessed twice, while the fourth criterion - personal skills - is assessed summatively throughout the course. The maximum raw mark is 42, which contributes 20% of the course.

Computer science (2014–2020)

The computer science course was recently updated and moved from Group 5 to Group 4, becoming a full course, from first examinations in 2014. The structure and assessment of the course has changed to greater emphasize problem solving rather than Java program construction. The curriculum model for the course still differs from other Group 4 subjects however.

Topics

Standard Level candidates study the SL/HL core and the core of one option, while Higher Level candidates study the SL/HL core, HL extension, an annually-issued case study and the whole of one option. The remaining 40 hours for both Standard and Higher Level comes from the internal assessment component, for a total of 150 teaching hours at SL and 240 hours at HL.
SL/HL core

Assessment

There are three external assessment components and two internal assessment components.
External assessment
Unlike other Group 4 subjects, calculators are not permitted in any computer science examination.
  • Paper 1 consists of:
  • * Section A : Compulsory short answer questions on the SL/HL core and the HL extension. Some questions are common to HL and SL. The maximum raw mark for this section is 25.
  • * Section B : 3 or 5 compulsory structured questions on the SL/HL core and the HL extension. Some questions may be common to HL and SL. The maximum raw marks for this section is 45 or 75.
  • Paper 2 consists of 2 to 5 or 3 to 7 compulsory questions based on the option studied. For HL, questions in section A consists of the core of the option, which may be common to the SL paper, and questions in section B are based on the extension of the option.
  • Paper 3 consists of 4 compulsory questions based on the pre-seen case study annually issued by the IBO.
    Internal assessment
Both SL and HL candidates must complete the following:
  • A computational solution. Candidates will need to develop a solution for a client to a problem or an unanswered question. This can be in the form of an entirely new system, or an addition of functionality to an existing system. Candidates will need to select, identify and work closely with an adviser, a third-party that can assist the candidate throughout the creation of the product. Candidates will need to complete an electronic HTML cover sheet, the product and the documentation of the product, including a 2 to 7-minute video showing the functionality of the product. The entire solution and documentation is marked against 5 criteria and is digitally compressed in a ZIP file and submitted for moderation.
  • The group 4 project. Candidates will need to complete an interdisciplinary project with other science students. This is marked against the personal skills criterion.
Both components carry a weightage of 30% or 20% of the computer science course.

Collaborative Sciences Project

All students of the Diploma Programme in any of these subjects, with the exception of environmental systems and societies, were compulsorily to complete an inter-disciplinary and collaborative investigation called the Group 4 project, which, from the last syllabus revision of 2015, is no longer required. The Group 4 project assessment used to be included in the internal assessment marks. Students undertaking two or more group 4 courses will obtained the same mark for all of the courses.
In 2024, the Group 4 Project was renamed into the Collaborative Sciences Project. While it remains a requirement for Diploma Programme candidates, it is no longer graded. Instead, students are asked to submit a brief 100 word reflection of upon it's completion, focusing on their personal experience, the collaborative process, and the skills gained.

Differences with AP course content

While AP Physics C is specifically calculus-based, the IB Physics SL and HL courses primarily utilize algebra and trigonometry.