Course Name and Grade Level: Language A:...

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Course Name and Grade Level: Language A: Language and Literature IBDP2

Name of Course Facilitator: Rima Moukarzel

Email of Course Facilitator: [email protected]

Number of Teaching Periods per Week: HL 4; SL 3

Course Description:

The Language A: language and literature course is a two-year college preparatory course of study designed for highly motivated high school students. This senior year, as part 2 of the two-year 11/12 curriculum, helps prepare students for IB examinations. The foundation of the class is based upon the close, detailed analysis of literary texts. Oral commentary, along with graded discussion, and formal academic writing will be taught and emphasized throughout the year.

Topics Covered:

Part 4

Literature-critical study (HL 3; SL 2)

source author title genre period place

PLA Shakespeare Hamlet Drama C17 Europe

PLA Orwell 1984 Novel C20 Europe

PLA Vonnegut, K Harrison Bergeron Short story C20/21 Canada, USA

Course Objectives:

Students will learn through this course: 1.to explore literary works in detail 2.to analyze elements such as theme and the ethical stance or moral values of literary texts 3.to understand and make appropriate use of literary terms.

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Daily Assignments: These will include journals, literary analysis exercises, some independent readings and graded discussions. In class, work and homework will help prepare students for major assessments.

Major Assessments: Each text will culminate in oral presentations and written tasks. The daily grade, consisting of tests, quizzes, oral presentations and assignments, accounts for 60% of a student’s grade, while exams on Paper 1 and Paper 2 will account for 40%.

IB Assessments for Part 4: For Internal Assessment, as part of the individual oral commentary, students comment on an extract from a literary text studied in part 4 of the course. Then, students complete at least two further oral activities, one based on part 1 and one based on part 2 of the course.

Late Work: All work is due on the assigned due date, in the beginning of class. Ten percent increments are deducted for each day an assignment is late. If a student is absent on the day an assignment is due, a signed note from the parent is required for full credit. This is the student’s responsibility. Tests and quizzes can only be made up for an excused absence.

Plagiarism: Plagiarism is copying, in whole or part, the words, or ideas of another writer without properly and fully acknowledging the source. It also includes copying from a classmate, on a paper, test or other assignment. We view plagiarism as an academic, character and disciplinary problem of serious consequence. Students will receive an automatic F on any assignment plagiarized and parents, all other teachers and administration will be notified. More severe disciplinary action includes suspension and/or expulsion from the IB program.

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Course Name and Grade Level: IB Psychology (HL)

Name of Course Facilitator: Georges Dagher


Number of Teaching Periods per Week: 5 periods

Course Outline

Paper 2: Option 1: Health psychology Introduction Over the past century the relationship between behavior and individual health has attracted attention because of an increase in diseases caused by personal habits. Health psychology is concerned with how different factors, such as lifestyle and social context, may influence health and illness. One of the goals of health psychology is to promote an understanding of behavior that leads to a healthier lifestyle. The health psychology option focuses on stress, substance abuse, addiction, obesity and health promotion. Health psychologists have investigated causes of health problems such as stress, substance abuse, addiction, overeating and obesity in order to find ways to counter their damaging consequences and prevent their occurrence. One of the benefits of this research is an improved understanding of the relationship between environmental and biological factors as well as cognition in determining individual behavior. This helps in the development of prevention and treatment strategies, for example, in terms of understanding how people value their health. It also enables health promotion campaigns to be more efficiently designed. There are differences in attitudes towards health-related behavior among different cultures, as well as variations in the incidence of health problems such as stress, eating disorders and substance abuse. It is important for health psychologists to take these factors into account. Learning outcomes General framework (applicable to all topics in the option) • To what extent do biological, cognitive and sociocultural factors influence health‑related behavior? • Evaluate psychological research (that is, theories and/or studies) relevant to health psychology.

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Stress • Describe stressors. • Discuss physiological, psychological and social aspects of stress. • Evaluate strategies for coping with stress (for example, stress inoculation therapy, hardiness training, yoga and meditation). Substance abuse, addictive behavior and obesity • Explain factors related to the development of substance abuse or addictive behavior. • Examine prevention strategies and treatments for substance abuse and addictive behavior (for example, Alcoholics Anonymous, family therapy, drugs and biopsychosocial treatments). • Discuss factors related to overeating and the development of obesity. • Discuss prevention strategies and treatments for overeating and obesity. Health promotion • Examine models and theories of health promotion (for example, health belief model, stages of change model, theory of reasoned action). • Discuss the effectiveness of health promotion

Option 2: Psychology of human relationships

Introduction

This social psychology option focuses on human relationships; these relationships may be romantic, friendship, familial, or antagonistic. Humans are social animals, but while we depend upon others for our well-being, conflict with others can threaten our survival individually and as social groups.

Key goals of social psychologists are to understand the complexities of relationships, improve interpersonal relationships, promote social responsibility and reduce violence. Psychologists assume that we may actively change our environment and not simply be manipulated by it.

Violence is defined here as a specific aspect of aggression characterized by victimization of another (for example, bullying, domestic violence, genocide). Though much of the research on aggression may be used to understand the basis of violence, the focus of this part of the option is to apply this research to social problems in which violence is often manifested.

One approach to the study of human relationships concentrates on the role of hormones and genetics. However, this gives a limited understanding of how relationships develop. Cognitive theorists have contributed to the understanding of relationships by applying schema theory, whereas social psychologists have focused on attribution theory, social identity theory and the role of culture.

Studying human relationships, however, has its challenges. It is tempting to oversimplify complex social issues or misdirect the blame for problems. When studying human relationships

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psychologists must also be concerned about the objectivity of the researcher, the right to privacy of the individual and the temptation of social engineering.

Learning outcomes

General framework (applicable to all topics in the option)

• To what extent do biological, cognitive and sociocultural factors influence human relationships?

• Evaluate psychological research (that is, theories and/or studies) relevant to the study of human relationships.

Social responsibility

• Distinguish between altruism and prosocial behavior.

• Contrast two theories explaining altruism in humans.

• Using one or more research studies, explain cross-cultural differences in prosocial behavior.

• Examine factors influencing bystanderism.

Interpersonal relationships

• Examine biological, psychological and social origins of attraction.

• Discuss the role of communication in maintaining relationships.

• Explain the role that culture plays in the formation and maintenance of relationships.

• Analyze why relationships may change or end.

Violence

• Evaluate sociocultural explanations of the origins of violence.

• Discuss the relative effectiveness of two strategies for reducing violence.

• Discuss the effects of short-term and long-term exposure to violence.

Paper 3: Qualitative research in psychology

Introduction

Qualitative research takes place in the real world, as opposed to the laboratory, and deals with how people give meaning to their own experiences. It involves research of behavior in a natural

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setting, and is followed by an attempt to interpret the behavior and the meanings that people have given to their experiences.

Qualitative research strategies include the use of observations, interviews and case studies, among others. These will often involve face-to-face interactions between researcher and participant where the researcher needs to be flexible and sensitive to the needs of the social context within which the data is obtained. The data is subsequently analysed and interpreted. Generally the aim of qualitative research is to allow themes, categories or theories to emerge from the data, rather than to focus narrowly on preconceived ideas or hypotheses.

Sampling methods used in qualitative research are significantly different to those used in quantitative research. Random sampling is not normally used, as generalization of findings to a large population is less important. Purposive sampling is preferred in qualitative research; participants are often selected for their salient features, which are closely tied to the research aim. The number of participants used in qualitative studies is often small and may, in some cases, be limited to a single individual. Qualitative research normally deals with few participants since its great value lies in understanding the in-depth experiences and feelings of individuals. Psychologists have learned much from the qualitative research that they currently employ and continue to develop, including the notion that it is possible, with considerable care, to offer a limited degree of generalization from their findings.

The qualitative approach needs to be transparent in the description of the methods that it uses since this adds to its credibility. Credibility improves when researchers are reflexive; they attempt to make readers of their research aware of their own potential researcher bias. In addition, it should be acknowledged that participants in the research may change their minds as the research proceeds. The methods used to produce data and the manner of analysis can and do influence research findings. Particularly for those who are new to qualitative research, it is imperative to be able to tolerate a degree of uncertainty. Human behaviour is frequently complex; the meaning of similar experiences may be interpreted differently by individuals. For example, chronic injury may have a devastating effect upon elite athletes and their immediate family members since it may involve the end of a playing career and a substantial fall of income; but for others, the same injury may offer an opportunity to retire gracefully from the continual demands of their sport and to start a new career in a different area.

It is important for students to realize that qualitative and quantitative research complement each other. Each is suited to investigating different aspects of behaviour and should be used appropriately.

Learning outcomes

Theory and practice in qualitative research

• Distinguish between qualitative and quantitative data.

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• Explain strengths and limitations of a qualitative approach to research.

• To what extent can findings be generalized from qualitative studies?

• Discuss ethical considerations in qualitative research.

• Discuss sampling techniques appropriate to qualitative research (for example, purposive sampling, snowball sampling).

• Explain effects of participant expectations and researcher bias in qualitative research.

• Explain the importance of credibility in qualitative research.

• Explain the effect of triangulation on the credibility/trustworthiness of qualitative research.

• Explain reflexivity in qualitative research.

Interviews

• Evaluate semi-structured, focus group and narrative interviews.

• Discuss considerations involved before, during and after an interview (for example, sampling method, data recording, traditional versus postmodern transcription, debriefing).

• Explain how researchers use inductive content analysis (thematic analysis) on interview transcripts.

Observations

• Evaluate participant, non-participant, naturalistic, overt and covert observations.

• Discuss considerations involved in setting up and carrying out an observation (for example, audience effect, Hawthorne effect, disclosure).

• Discuss how researchers analyze data obtained in observational research.

Case studies

• Evaluate the use of case studies in research.

• Explain how a case study could be used to investigate a problem in an organization or group (for example, a football team, a school, a family).

• Discuss the extent to which findings can be generalized from a single case study

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Assignments and Methods of Assessment

• Quizzes (20%) • Tests (35%) • Project (30%) / Applicable only in Trimester I • Homework (15%)

Required Readings / Textbooks

• Crane, J. and Hannibal, J. (2010). IB psychology course companion: International baccalaureate diploma program.

• Prior, M. IB Psychology revision e-book, 2011 • IB Prepared, Approach your exams the IB way, Psychology, 2013

Recommended Readings

• Rathus, S. Psychology - Principles in Practice, Holt Mcdougal, United States, 2010 • Stangor, Charles, Introduction to Psychology, 2010

Policy on Cheating and Plagiarism

Students caught cheating on an exam receive a grade of zero on the exam in their first cheating attempt and receive a warning. Plagiarism on assignments and project work is a serious offense. If plagiarism is detected, a student will be subject to penalty as mentioned in the Academic Honesty Policy.

Attendance Policy

Students are expected to attend lessons regularly and complete required assignments punctually. Students are reminded that it is their responsibility after absence to find out what work they have missed and arrange to make it up in an appropriate way, agreed with the teacher concerned. If in any semester, in any given subject, a student’s attendance falls below 80% and /or less than 80% of coursework is completed in that subject then this could result in one or more of the following actions:

• An incomplete/reduced achievement grade for the semester.

• Compulsory completion of incomplete coursework.

• Temporary or permanent withdrawal from the IB Diploma Program.

• No registration in IB examinations in one or more course.

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Course Name and Grade Level: IB Biology (SL/HL)

Name of Course Facilitator: Basem Alaeddine


Number of Teaching Periods per Week: 4/6 periods

Course Outline

This course is designed to help students develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in a changing world.

The syllabus content is divided into three blocks:

Core topic ( SL/HL) Additional higher level (AHL) Option

1. Cell biology 7. Nucleic acids A. Neurobiology and behavior

2. Molecular biology 8. Metabolism, cell respiration, and photosynthesis.

B. Biotechnology and bioinformatics

3. Genetics 9. Plant biology C. Ecology and conservation

4. Ecology 10. Genetics and evolution D. Human physiology

5. Evolution and biodiversity 11. Animal physiology

6. Human physiology

In addition to theory there will be practical scheme of work for students which will help them to develop various skills ranging from experimental to analytical to ICT to mathematical and much more.

- For core students- 20 hours of practical work. - For AHL students- 40 hours of practical work.

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Possible Practical Tasks:

1. Hands-on laboratory investigation 2. Using a spread sheet for analysis and modeling 3. Extracting data from a database and analyzing it graphically 4. Using simulation provided it is interactive and open-ended.

Course Learning Outcomes

Upon completion of this course, the student should be able to:

1. Demonstrate knowledge and understanding of: a. Facts, concepts and terminology b. Methodologies and techniques c. Communicating scientific information

2. Apply: a. Facts , concepts and terminology b. Methodologies and techniques c. Methods of communicating scientific information

3. Formulate, analyze and evaluate: a. Hypotheses, research questions and prediction b. Methodologies and techniques c. Primary and secondary data d. Scientific explanation

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


Students’ strengths and weaknesses are identified in order to help the students improve their understanding and capabilities.

Formative assessments include homework, quizzes, tests, presentations, lab reports, research projects, group and individual work.

Assessment is divided into two parts:

1. Internal Assessment - Worth 20% of the final assessment - Consists of one individual investigation - Assessment criteria is the same for both SL and HL 2. External Assessment - Both SL and HL will sit 3 examination papers - Paper 1 is multiple-choice with a weighing of 20% of the overall final assessment.

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- Paper 2 is short answer and extended response questions with a weighing of 40% for SL and 36% for HL of the overall final assessment.

- Paper 3 is short-answer questions on experimental skills and short-answer and extended response questions from a chosen option. The weighting for this paper is 20% for SL and 24% for HL.


IB Biology, Oxford Diploma Programme



Attendance Policy

1. Students are held responsible for all the material presented in the classroom, even during their absence.

2. Instructors have the right to impose specific attendance regulations in their courses.

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Course Name and Grade Level: IB Mathematic Standard level, Grade 12 IB2 HL

Name of Course Facilitator: Mr. Farhan Batch



Couse Outline:

The purpose of the two year IB mathematics standard level course is to explore relationships among calculus, trigonometry, statistics, geometry, and functions in various contexts—physics, biology, business, technology, social science, the arts, and more—and to represent those relationships with symbols, graphs, tables, and words; then to use those representations to solve problems, identify patterns, and explore other relationships.

This course is designed to produce roadblocks along the way; these roadblocks can be challenging and painful at times, but the goal is to solve them and move forward in our quest to become lifelong learners.

To be life-long learners you need to make sense of problems and persevere in solving them, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, model with mathematics, use appropriate tools strategically, attend to precision, look for and make use of structure, and look for and express regularity in repeated reasoning.

This course will be taught with a focus on student inquiry. You will spend time generating mathematical questions and pursuing their answers. Class time will be spent in the following activities:

- Guided investigation - Group and class discussion - Teacher presentations - Student presentations - Application of skills

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Course Content:

Topics as mentioned in the IB subject guide for Mathematics standard level:

0 Prior Learning Topics (HL) [ content in red is only in HL and not in SL ]

Number

0.1 Routine use of addition, subtraction, multiplication and division, using integers, decimals and fractions, including order of operations

0.2 Rational exponents

0.3 Simplification of expressions involving roots (surds or radicals), including rationalizing the denominator

0.4 Prime numbers and factors (divisors), including greatest common divisors and least common multiples

0.5 Simple applications of ratio, percentage and proportion, linked to similarity

0.6 Definition and elementary treatment of absolute value (modulus),

0.7 Rounding, decimal approximations and significant figures, including appreciation of errors

0.8 Expression of numbers in standard form (scientific notation), that is, , ,

Sets and Numbers

0.9 Concept and notation of sets, elements, universal (reference) set, empty (null) set, complement, subset, equality of sets, disjoint sets

0.10 Operations on sets: union and intersection

0.11 Commutative, associative and distributive properties

0.12 Venn diagrams

0.13 Number systems: natural numbers, integers, ; rationals, ; and irrationals; real numbers,

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0.14 Intervals on the real number line using set notation and using inequalities. Expressing the solution set of a linear inequality on the number line and in set notation

0.15 Mappings of the elements of one set to another. Illustration by means of sets of ordered pairs, tables, diagrams and graphs

Algebra

0.16 Manipulation of linear and quadratic expressions, including factorization, expansion, completing the square and use of the formula

0.17 Rearrangement, evaluation and combination of simple formulae. Examples from other subject areas, particularly the sciences, should be included

0.18 The linear function and its graph, gradient and y-intercept

0.19 Addition and subtraction of algebraic fractions

0.20 The properties of order relations:

0.21 Solution of linear equations and inequalities in one variable, including cases with rational coefficients

0.22 Solution of quadratic equations and inequalities, using factorization and completing the square

0.23 Solution of simultaneous linear equations in two variables

Trigonometry

0.24 Angle measurement in degrees. Compass directions and three figure bearings

0.25 Right-angle trigonometry. Simple applications for solving triangles

0.26 Pythagoras’ theorem and its converse

Geometry

0.27 Simple geometric transformations: translation, reflection, rotation, enlargement. Congruence and similarity, including the concept of scale factor of an enlargement

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0.28 The circle, its centre and radius, area and circumference. The terms “arc”, “sector”, “chord”, “tangent” and “segment”

0.29 Perimeter and area of plane figures. Properties of triangles and quadrilaterals, including parallelograms, rhombuses, rectangles, squares, kites and trapeziums (trapezoids); compound shapes

0.30 Volumes of cuboids, pyramids, spheres, cylinders and cones

0.31 Classification of prisms and pyramids, including tetrahedra

Coordinate Geometry

0.32 Elementary geometry of the plane, including the concepts of dimension for point, line, plane and space. The equation of a line in the form

0.33 Parallel and perpendicular lines, including and

0.34 The Cartesian plane: ordered pairs , origin, axes

0.35 Mid-point of a line segment and distance between two points in the Cartesian plane and in three dimensions

Statistics and Probability

0.36 Descriptive statistics: collection of raw data; display of data in pictorial and diagrammatic forms, including frequency histograms, cumulative frequency graphs

0.37 Obtaining simple statistics from discrete data and continuous data, including mean, median, mode, quartiles, range, interquartile range and percentiles

0.38 Calculating probabilities of simple events

HL core syllabus content Topic 1: Algebra

1.1 Arithmetic sequences and series; sum of finite arithmetic series; geometric sequences and series; sum of finite and infinite geometric series; sigma notation; applications

1.2 Exponents and logarithms; laws of exponents; laws of logarithms; change of base

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1.3 Counting principles, including permutations and combinations; the binomial

theorem: expansion ; calculation of binomial coefficients using

Pascal’s triangle and the formula , also written as

1.4 Proof by mathematical induction

1.5 Complex numbers: the number ; the terms: real part, imaginary part, conjugate, modulus and argument; Cartesian form ; sums, products and quotients of complex numbers

1.6 Modulus-argument (polar) form ; the complex plane

1.7 Powers of complex numbers: de Moivre’s theorem; roots of a complex number

1.8 Conjugate roots of polynomial equations with real coefficients

1.9 Solutions of systems of linear equations (a maximum of three equations in three unknowns), including cases where there is a unique solution, an infinity of solutions or no solution

Topic 2: Functions and equations

2.1 Concept of function ; domain, range; odd and even functions; composite function ; identity function; One-to-one and many-to-one

functions; inverse function , including domain restriction; self-inverse functions

2.2 The graph of a function; its equation ; function graphing skills; investigation of key features of graphs, such as maximum and minimum values, intercepts, horizontal and vertical asymptotes, symmetry, and consideration of domain and range; use of technology to graph a variety of functions; the graphs of

the functions and ; the graph of given the graph of

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2.3 Transformations of graphs; translations: ;

reflections (in both axes): ; vertical stretch with scale factor

p: ; stretch in the x-direction with scale factor : ; composite

transformations; the graph of as the reflection in the line of the

graph of

2.4 The rational function , and its graph; vertical and horizontal

asymptotes;the function , and its graph; the function

, and its graph;relationships between these functions: ;

;

2.5 Polynomial functions and their graphs; the factor and remainder theorems; the fundamental theorem of algebra

2.6 Solving quadratic equations using the quadratic formula. Use of the discrminant to determine the nature of the roots, that is, two distinct roots, two

equal real roots, no real roots; solving polynomial equations both graphically and algebraically; sum and product of the roots of polynomial equations; solving exponential equations of the form using logarithms; use of technology to solve a variety of equations, including those where there is no appropriate analytic approach

2.7 Solutions of ; graphical or algebraic methods, for simple polynomials up to degree 3; use of technology for these and other functions

Topic 3: Circular functions and trigonometry

3.1 The circle: radian measure of angles; length of an arc; area of a sector

3.2 Definition of , and in terms of the unit circle; exact values of

, and of and their multiples; definition of the reciprocal trigonometric ratios ; the Pythagorean identities

; ;

3.3 Compound angle identities; double angle identities for sine, cosine and tangent

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3.4 The circular functions ; their domains and ranges; amplitude, their periodic nature; and their graphs; composite functions of the form

; transformations

3.5 The inverse functions ; their domains and ranges; their graphs

3.6 Algebraic and graphical methods of solving trigonometric equations in a finite interval

3.7 Solution of triangles; the cosine rule; the sine rule, including the ambiguous

case; area of a triangle

Topic 4: Vectors

4.1 Concept of a vector; vectors as displacements in the plane and in three dimensions; components of a vector; column representation;

; algebraic and geometric approaches to the following:

sum and difference of two vectors; zero vector; the vector ; multiplication by a

scalar ; parallel vectors; magnitude of a vector, ; unit vectors; base vectors;

; position vectors ;

4.2 The scalar product of two vectors; properties of the scalar product; the angle between two vectors; perpendicular vectors; parallel vectors

4.3 Vector equation of a line in two and three dimensions: ; the angle between two lines

4.4 Distinguishing between coincident and parallel lines; finding the point of intersection of two lines; determining whether two lines intersect

4.5 Definition of the vector product of two vectors; properties of the vector

product; geometric interpretation of

4.6 Vector equation of a plane ; normal vector form for equation of a plane ; Cartesian equation of a plane

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Topic 5: Statistics and probability

5.1 Concepts of population, sample, random sample; frequency distribution of discrete and continuous data; grouped data: mid-interval values; interval width; upper and lower interval boundaries; mean, variance, standard deviation

5.2 Concepts of trial, outcome, equally likely outcomes, sample space (U) and

event; the probability of an event A is ; the complementary events A and (not A); use of Venn diagrams, tree diagrams, counting principles and tables of outcomes to solve problems

5.3 Combined events, ; mutually exclusive events

5.4 Conditional probability; the definition ; independent

events; the definition ; use of Bayes’ theorem for a maximum of three events

5.5 Concept of discrete and continuous random variables and their probability distributions; definition and use of probability density functions; expected value (mean), mode, median, variance and standard deviation

5.6 Binomial distribution; its mean and variance; Poisson distribution, its mean and variance

5.7 Normal distributions; properties of the normal distribution; standardization of normal variables (z-values, z-scores)

Topic 6: Calculus

6.1 Informal ideas of limit, continuity and convergence; definition of derivative

from first principles as ; derivative interpreted as gradient function and as rate of change; finding equations of tangents and normal; the second derivative; higher derivatives

6.2 Derivative of , , , , and ; differentiation of sums and multiples of functions; the chain rule for composite functions; the

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product and quotient rules; related rates of change; implicit differentiation;

derivatives of , , , , , , and

6.3 Local maximum and minimum points; optimization problems; points of inflexion with zero and non-zero gradients; graphical behaviour of functions. Including the relationship between the graphs of

6.4 Indefinite integration as anti-differentiation; indefinite integral of ,

, , and ; other indefinite integrals using the results from 6.2; the composites of any of these with a linear function

6.5 Anti-differentiation with a boundary condition to determine the constant of integration; definite integrals, both analytically and using technology; area of the region enclosed by a curve and the x-axis or y-axis; areas of regions enclosed by curves; volumes of revolution about the x-axis or y-axis

6.6 Kinematic problems involving displacement s, velocity v and acceleration a; total distance travelled

6.7 Integration by substitution; integration by parts

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Option:

Topic 9: Calculus

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Assessment in IB: as seen in the subject guide

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Daily Trimester Exam Trimester Grade

Homework 10% 60% daily+

40% Trimester Exam

Classwork 10%

Quizzes 35%

Tests 45%

Total 100% 100 100

60% of the final Grade 40% of the final Grade


Mathematics Standard Level, Oxford

Pearson Mathematics Book

Mathematics for the international student Mathematics SL, Hease Publications, Third edition

Classroom Materials

• Pencils, blue or black pens • Squared Copybook special for math • Graphing calculator TI 84Plus à If you already have a GDC check with the teacher to validate if

it is recognized by the IBO. • Charged iPad Important Information

• Homework will be given on daily basis. It will be written on the board and sent via email. Grading an assignment will be based on effort.

• The homework should be submitted on the copybook or a separate paper based on the teacher’s instructions.

• Lack of submitting any of the assignments will result in a zero. Copying the homework is considered cheating and therefore both students will be given a zero.

• Before leaving the classroom, make sure that your desk area is clean.

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• It is highly recommended to save all your assignments, quizzes and tests in a folder. They will help you a lot in reviewing for your exams.

• Quizzes are usually announced; however, it is expected from you to always come well prepared to class as a graded classwork might be done.

• Tests will be announced at least a week before the day that it is given. • No questions should be asked during a quiz or a test. • You must show all your work on quizzes and tests to receive a full grade. • Cell phones must not be audible or visible in the classroom and must be turned off or silent (no

vibration). It will be confiscated otherwise.


Cheating will not be tolerated. Copying work, looking at another person’s test/quiz paper, asking for help during a test or quiz are all forms of cheating. Consequences for academic dishonesty include a zero on the assignment, notification of your parent/guardian, and documentation in your student file.

Attendance Policy


2. A zero will be given if you are absent on a quiz or test.

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Course Name and Grade Level: IB Mathematic Standard level, Grade 12 IB2 SL

Name of Course Facilitator: Mr. Hasan Dinnawi



Couse Outline:

The purpose of the two year IB mathematics standard level course is to explore relationships among calculus, trigonometry, statistics, geometry, and functions in various contexts—physics, biology, business, technology, social science, the arts, and more—and to represent those relationships with symbols, graphs, tables, and words; then to use those representations to solve problems, identify patterns, and explore other relationships.

This course is designed to produce roadblocks along the way; these roadblocks can be challenging and painful at times, but the goal is to solve them and move forward in our quest to become lifelong learners.

To be life-long learners you need to make sense of problems and persevere in solving them, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, model with mathematics, use appropriate tools strategically, attend to precision, look for and make use of structure, and look for and express regularity in repeated reasoning.

This course will be taught with a focus on student inquiry. You will spend time generating mathematical questions and pursuing their answers. Class time will be spent in the following activities:

- Guided investigation - Group and class discussion - Teacher presentations - Student presentations - Application of skills

Course Content:

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Topics as mentioned in the IB subject guide for Mathematics standard level:

Topic 1: Algebra

The aim of this topic is to introduce students to some basic algebraic concepts and applications.

1.1 Arithmetic sequences and series; sum of finite arithmetic series; geometric sequences and series; sum of finite and infinite geometric series. Sigma notation. Applications.

1.2 Elementary treatment of exponents and logarithms. Laws of exponents; laws of logarithms. Change of base.

1.3 The binomial theorem: expansion of 𝑎 + 𝑏 !. Calculation of binomial coefficients using Pascal’s triangle and nCr.

Topic 2: Functions and equations

The aims of this topic are to explore the notion of a function as a unifying theme in mathematics, and to apply functional methods to a variety of mathematical situations. It is expected that extensive use will be made of technology in both the development and the application of this topic, rather than elaborate analytical techniques. On examination papers, questions may be set requiring the graphing of functions that do not explicitly appear on the syllabus, and students may need to choose the appropriate viewing window. For those functions explicitly mentioned, questions may also be set on composition of these functions with the linear function y=ax+b.

2.1 Concept of function. Domain, range; image (value). Composite functions. Identity function. Inverse function.

2.2 The graph of a function; its equation y = f(x). Function graphing skills. Investigation of key features of graphs, such as maximum and minimum values, intercepts, horizontal and vertical asymptotes, symmetry, and consideration of domain and range. Use of technology to graph a variety of functions, including ones not specifically mentioned. The graph of the inverse function as the reflection in the line y = x of the graph of y=f(x).

2.3 Transformations of graphs. Translations. Reflections (in both axes). Vertical stretch with scale factor p. Stretch in the x-direction with scale factor 1/q. Composite transformations.

2.4 The quadratic function: its graph, y-intercept, x-intercept(s). Axis of symmetry. Factored form. Vertex form.

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2.5 The reciprocal function: its graph and self-inverse nature. The rational function and its graph. Vertical and horizontal asymptotes.

2.6 Exponential functions and their graphs. Logarithmic functions and their graphs. Relationships between these functions.

2.7 Solving equations, both graphically and analytically. Use of technology to solve a variety of equations, including those where there is no appropriate analytic approach. The quadratic formula. The discriminant and the nature of the roots, that is, two distinct real roots, two equal real roots, no real roots. Solving exponential equations.

2.8 Applications of graphing skills and solving equations that relate to real-life situations.

Topic 3: Circular functions and trigonometry

The aims of this topic are to explore the circular functions and to solve problems using trigonometry. On examination papers, radian measure should be assumed unless otherwise indicated.

3.1 The circle: radian measure of angles; length of an arc; area of a sector.

3.2 Definition of cosθ and sinθ in terms of the unit circle. Definition of tanθ as (!"#!!"#$

). Exact values of trigonometric ratios.

3.3 The Pythagorean identity. Double angle identities for sine and cosine. Relationship between trigonometric ratios.

3.4 The circular functions sin x , cos x and tan x : their domains and ranges; amplitude, their periodic nature; and their graphs. Composite functions of the form f(x)=a 𝑠𝑖𝑛(𝑏(𝑥 + 𝑐))+𝑑. Transformations. Applications.

3.5 Solving trigonometric equations in a finite interval, both graphically and analytically. Equations leading to quadratic equations in sinx , cosx or tanx.

3.6 Solution of triangles. The cosine rule. The sine rule, including the ambiguous case. Area of a triangle.

Topic 4: Vectors

The aim of this topic is to provide an elementary introduction to vectors, including both algebraic and geometric approaches. The use of dynamic geometry software is extremely helpful to visualize situations in three dimensions.

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4.1 Vectors as displacements in the plane and in three dimensions. Components of a vector; column representation. Algebraic and geometric approaches to the following: the sum and difference of two vectors; the zero vector, the vector −v, multiplication by a scalar, kv ; parallel vectors, magnitude of a vector, |v|, unit vectors; base vectors; i, j and k, position vectors.

4.2 The scalar product of two vectors. Perpendicular vectors; parallel vectors. The angle between two vectors.

4.3 Vector equation of a line in two and three dimensions: t = ra + b. The angle between two lines.

4.4 Distinguishing between coincident and parallel lines. Finding the point of intersection of two lines. Determining whether two lines intersect.

Topic 5: Statistics and probability

The aim of this topic is to introduce basic concepts. It is expected that most of the calculations required will be done using technology, but explanations of calculations by hand may enhance understanding. The emphasis is on understanding and interpreting the results obtained, in context. Statistical tables will no longer be allowed in examinations. While many of the calculations required in examinations are estimates, it is likely that the command terms “write down”, “find” and “calculate” will be used.

5.1 Concepts of population, sample, random sample, discrete and continuous data. Presentation of data: frequency distributions (tables); frequency histograms with equal class intervals. Box-and-whisker plots; outliers. Grouped data: use of mid-interval values for calculations; interval width; upper and lower interval boundaries; modal class.

5.2 Statistical measures and their interpretations. Central tendency: mean, median, mode. Quartiles, percentiles. Dispersion: range, interquartile range, variance, standard deviation. Effect of constant changes to the original data. Applications.

5.3 Cumulative frequency; cumulative frequency graphs; use to find median, quartiles, percentiles.

5.4 Linear correlation of bivariate data. Pearson’s product–moment correlation coefficient r. Scatter diagrams; lines of best fit. Equation of the regression line of y on x. Use of the equation for prediction purposes. Mathematical and contextual interpretation.

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5.5 Concepts of trial, outcome, equally likely outcomes, sample space (U) and event. The probability of an event A. The complementary events A and A′ (not A). Use of Venn diagrams, tree diagrams and tables of outcomes.

5.6 Combined events, Mutually exclusive events. Conditional probability. Independent events. Probabilities with and without replacement.

5.7 Concept of discrete random variables and their probability distributions. Expected value (mean), E(X) for discrete data. Applications.

5.8 Binomial distribution. Mean and variance of the binomial distribution.

5.9 Normal distributions and curves. Standardization of normal variables (z-values, z-scores). Properties of the normal distribution.

Topic 6: Calculus

The aim of this topic is to introduce students to the basic concepts and techniques of differential and integral calculus and their applications.

6.1 Informal ideas of limit and convergence. Limit notation. Definition of derivative from first principles. Derivative interpreted as gradient function and as rate of change. Tangents and normals, and their equations.

6.2 Derivatives of polynomial, trigonometric, exponential and logarithmic functions. Differentiation of a sum and a real multiple of these functions. The chain rule for composite functions. The product and quotient rules. The second derivative. Extension to higher derivatives.

6.3 Local maximum and minimum points. Testing for maximum or minimum. Points of inflexion with zero and non-zero gradients. Graphical behaviour of functions, including the relationship between the graphs of f , f ′ and f ′′. Optimization. Applications.

6.4 Indefinite integration as anti-differentiation. Indefinite integrals. The composites of any of these with the linear function ax+b. Integration by inspection, or substitution.

6.5 Anti-differentiation with a boundary condition to determine the constant term. Definite integrals, both analytically and using technology. Areas under curves (between the curve and the x-axis). Areas between curves. Volumes of revolution about the x-axis.

6.6 Kinematic problems involving displacement s, velocity v and acceleration a. Total distance travelled.

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Assessment in IB: as seen in the subject guide


Daily Trimester Exam Trimester Grade

Homework 10% 60% daily+

40% Trimester Exam

Classwork 10%

Quizzes 35%

Tests 45%

Total 100% 100 100

60% of the final Grade 40% of the final Grade

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Mathematics Standard Level, Oxford

Pearson Mathematics Book

Mathematics for the international student Mathematics SL, Hease Publications, Third edition

Units Covered in the Course: The order might change throughout the course of the two years.

Background Knowledge Unit 0: Prior Learning Topics / Fundamentals / Algebra Review

Topic 2 – Functions & Equations Unit 1: Functions

1.1 basics / composite & inverse functions

1.2 transformations of graphs

1.3 rational functions

1.5 solving other equations (+ HL)

Topic 1 – Algebra Unit 2: Sequences & Series and Binomial Theorem

2.1 sequences & series

2.2 exponents & logarithms - basics

2.3 arithmetic sequences & series

2.4 geometric sequences & series

2.5 counting principles & binomial theorem (+ HL)

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Topic 2 – Functions & Equations (continued)

Unit 3: Exponential & Logarithmic Functions & Equations

3.1 exponential functions

3.2 logarithmic functions

3.3 exponential & logarithmic equations

Topic 3 – Trigonometry Unit 4: Trigonometric Functions & Equations 9hrs

4.1 angles, circles, arcs & sectors

4.2 trigonometric functions (+ HL)

4.3 trigonometric equations & identities (+ HL)

Unit 5: Triangle Trigonometry 7hrs

5.1 trigonometric functions and angles

5.2 law of sines

Revision Unit 7: Revision

9.3 optimization

Introduce Exploration at the end of year 1

Research topics over summer

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vacation

IB2 Standard level Year 2

Topic 3-Trigonometry (continue) 5.3 cosine rule

5.4 applications

Topic 1 Algebra (continue) 1.4 quadratic functions & equations (+ HL)

Topic 6 – Calculus Unit 8: Differential Calculus I (13 hrs)

8.1 differentiation basics

8.2 maxima & minima

8.3 tangents & normal

Unit 9: Differential Calculus II (13 hrs)

9.1 trigonometric, exponential & logarithmic functions (+ HL)

9.2 further differentiation methods (+ HL)

Topic 6 – Calculus (continue) Unit 10: Integral Calculus (14 hrs)

10.1 integration basics

10.2 integration by substitution (+ HL)

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10.4 areas & volumes (+ HL)

10.5 modelling linear motion

Topic 5 – Statistics & Probability Unit 11: Descriptive Statistics (8 hrs)

11.1 basics & graphical tools

11.2 measures of central tendency & variability

11.3 linear regression (SL only*)

Unit 12: Probability (14 hrs)

12.1 probability of events

12.2 operations with events & conditional probability

Unit 13: Probability Distributions (13 hrs)

13.1 discrete random variables

13.2 binomial distribution

13.5 normal distribution

Topic 4 – Vectors Unit 6: Vectors

6.1 vector basics & operations

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6.2 scalar product & applications

6.3 equations of lines

Classroom Materials

• Pencils, blue or black pens • Squared Copybook special for math • Graphing calculator TI 84Plus à If you already have a GDC check with the teacher to validate if

it is recognized by the IBO. • Charged iPad

Important Information

• Homework will be given on daily basis. It will be written on the board and sent via email. Grading an assignment will be based on effort.

• The homework should be submitted on the copybook or a separate paper based on the teacher’s instructions.

• Lack of submitting any of the assignments will result in a zero. Copying the homework is considered as cheating and therefore both students will be given a zero.

• Students will not be given the permission to go to the toilet unless a medical report is being given. • Before leaving the classroom, make sure that your desk area is clean. • It is highly recommended to save all your assignments, quizzes and tests in a folder. They will

help you a lot in reviewing for your exams. • Quizzes are usually announced; however, it is expected from you to always come well prepared

to class as a graded classwork might be done. • Tests will be announced at least a week before the day that it is given. • No questions should be asked during a quiz or a test. • You must show all your work on quizzes and tests to receive a full grade. • Cell phones must not be audible or visible in the classroom and must be turned off or silent (no

vibration). It will be confiscated otherwise.


Cheating will not be tolerated. Copying work, looking at another person’s test/quiz paper, asking for help during a test or quiz are all forms of cheating. Consequences for academic dishonesty include a zero on the assignment, notification of your parent/guardian, and documentation in your student file.

Attendance Policy


4. A straight zero will be given if you are absent on a quiz or test.

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–إیست وود كولدج المنصوریة

-األطفال ھدفنا ومستقبلنا

IB Arabic: اللغة العربیة / المادة والصف

روزیت یوطیغباریان: المساعد في تعلم المادة اسم

[email protected]البرید اإللكتروني للمساعد في تعلم المادة:

3 :التعلمص العدد األسبوعي لحص

الخطوط العریضة للمادة:

%، ویراعي في قراءتھ أو إلقائھ 75 إلى 65یجیب المتعلم عن أسئلة النص إجابة صحیحة وكاملة بنسبة %75 إلى 65ممیزا األصوات ومخارج الحروف بنسبة الوقف الحركات اإلعرابیة وعالمات

تجلیات تعلم المادة:

ء من ھذه األھداف التعلمیة، یصبح المتعلم قادرا على أن:بعد االنتھا

.سلیمة قراءةفقرة واحدة أو عدة فقرات من مؤلفا تواصلیا نصا یقرأ*

.وواضحة كاملة إجابة المستند أسئلة عن جملتین عن یقل ال بما یجیب *

.وصحیحة كاملة إجابة المستند، فھم في مباشرة غیر أو مباشرة أسئلة عن وكاملة صحیحة بسیطة، إجابة یجیب*

* یجمع األفكار في فقرة بحسب األصول.

* یحلل شفھیا المستند المرئي، المقروء أو المسموع.

ا واضحا خالیا من األخطاء اإلمالئیة واللغویة. * یكتب المتعلم نص

لیب متنوعة للتقییمتقییم أداء المتعلمین: مھام تطلب منھم وأسا

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-* یطلب من المتعلمین تحقیق مھام تعلمیة تربویة، ویجرى تقییم دوري ألدائھم خالل الفصول الدراسیة الثالث، % على تحلیل النصوص واإلجابة عن 50% على القراءة والتحلیل الشفوي، 2وباعتماد معیار نسبي (نسبة مئویة).

كلمة. 100وال 50% على كتابة نص یتراوح بین ال 30غیر المباشرة، األسئلة المباشرة و

* إن التقاییم المعتمدة، ال تمثل حرفیا، النماذج المعتمدة في الصف، وإن كانت تقنیات التعلم ھي نفسھا.

القراءات المطلوبة / الكتب المدرسیة المعتمدة

، التي تشكل مجتمعة نصوصا ردیفة، تطلب من التي یقدمھا المعلم للتالمیذوالروایات ثمة قائمة بالمقاالت والكتبالمتعلمین قراءتھا.

قراءات موصى بھا

متعلمیھم أن یقبلوا علیھا، ألنھا تدفعھم إلى تحقیق أھدافھم التعلمیة، واكتساب ن ومیوصي المعل أیضا قراءات ثمة المواد التعلمیة. كل نطبق على تقد ال التي یحتاجون إلیھا على الصعید الشخصي. كما وأن ھذه المطالعات القدرات

المادة التعلمیة في المحوریة المواضیع

–الفرد والمجتمع : األول الفصل طعام وشراب

-العالقات :الثاني الفصل التسوق

الترفیھ والعمل :الثالث الفصل

التربیة على التعامل بصدق

بھدف تمرس المتعلمین بقیم الصدق والشفافیة، ما ینسحب أیضا على تعاطیھم مع االمتحانات واالختبارات السریعة لمستوى تحصیلھم األكادیمي، ینال كل متعلم یخرج عن ھذه القیم، أو یحاول أن یغش في االمتحانات والتسمیعات

ة، عالمة صفر في المحاولة األولى، كما وینال لفت نظر بمثابة إنذار أولي. وكذلك الحال إذا نسب المتعلم عمل الكتابی غیره إلیھ.

العنایة بالحضور الیومي

1 _- یاب یكون المتعلم مسؤوال عن الحضور الفعال في الصف على الدوام، وفي كل المواد التعلمیة. وفي حال الغ یكون مسؤوال عن تعویض ما فاتھ الحقا.

2 – یحق للمربین أن یجروا تعدیالت لناحیة الزیادة في حضور المتعلمین خالل الحصص العائدة إلى كل مرب وأستاذ.

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Nom du cours : Langue française (French IB initio) – Grade DP2

Nom et prénom de l’enseignante: Elsy Moubarak

Courriel : [email protected]

Périodes enseignées par semaine: 3

Plan du cours (Course Outline):

L’objectif des cours de Français IB initio est de travailler sur une utilisation intelligente de la langue. Durant l’année 2017- 2018, nous traitons plusieurs sujets et thèmes dans les deux niveaux : Thème I : Environnements urbains et ruraux (Géographie physique, météo, préoccupations environnementales, questions mondiales, voisinage, ville et services) Thème II : Individu et société (Achats, aliments et boissons, apparence, caractère, enseignement, habitudes quotidiennes, relations, renseignements personnels et santé physique) Thème III : Loisirs et travail (Divertissements, médias, monde du travail, sport, technologie, transport et vacances) Nous intégrons également un programme de la connaissance de la langue pour élargir les notions de base grammaticale : la phrase, les adjectifs, les adverbes, les connecteurs logiques, la négation, les locutions, le verbe et les différents temps de conjugaison. Les objectifs d’apprentissage :

A la fin de cette année, l’étudiant sera capable de (d’) :

● parler avec naturel, aisance et efficacité ● exprimer son point de vue ● comprendre dans le détail ce qu’on lui dit dans une langue standard ● comprendre un texte et en retirer l’explicite et l’implicite ● rédiger correctement un paragraphe

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Documents (fiches) :

Tous les documents donnés doivent être lus et assimilés.

Lecture recommandée :

La lecture de différents textes supplémentaires est toujours souhaitable.

Politique de présence :

L’étudiant est responsable de sa présence durant les périodes de français et du travail effectué durant son absence. Devoirs et méthodes d’évaluation :

Pour évaluer le travail régulier de l’étudiant, des évaluations formatives et sommatives seront faites durant les trois trimestres sur un coefficient total de 100 et ceci selon le pourcentage suivant :

20% compréhension de l’oral

20% compréhension de l’écrit

20% production écrite

20% connaissance de la langue

20% production orale

Tricherie et plagiat:

Dans le but d’apprendre à l’étudiant l'honnêteté, il est interdit de tricher.

Si l’étudiant triche durant l’examen, il aura un zéro et recevra un avertissement. Même principe pour toute tentative de plagiat.

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Course Name and Grade Level: Chemistry SL - HL

Name of Course Facilitator: Cendrella Kettaneh



Course Outline

This course is an advanced, lab-based chemistry curriculum designed for students wishing to further their study of chemistry. Students will complete a study of the I.B. Chemistry curriculum which will target chemical topics such as atomic structure and chemical bonding, stoichiometric calculations, thermochemistry, chemical kinetics and equilibrium, acids and base, electrochemistry as well as organic chemistry.


According to the “IB Chemistry Guide, 2016”, the intention of the chemistry course is to make students able to fulfill the following assessment objectives: 1. Demonstrate knowledge and understanding of:

a. facts, concepts, and terminology b. methodologies and techniques c. communicating scientific information.

2. Apply: a. facts, concepts, and terminology b. methodologies and techniques c. methods of communicating scientific information.

3. Formulate, analyze and evaluate: a. hypotheses, research questions and predictions b. methodologies and techniques c. primary and secondary data d. scientific explanations.

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

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Students’ grades will be determined by daily work, which will include practice problems, laboratory explorations, and exam grades. At least two exams will be given during each unit. These exams are meant to help the student and the teacher determine strengths and weaknesses in understanding the material covered in the unit. The total grade will be calculated as follow:

§ Studying and Solving 65 – 75 % § Investigating and Innovating 25 – 35 %


§ IB Chemistry, IBID Press § IB Chemistry, Oxford IB Diploma Program


§ Zumdahl Chemistry, Houghton Mufflin, 2007

Topics Covered in the Course

§ Stoichiometric relationships § Atomic structure § Periodicity § Chemical bonding and structure § Energetics/thermochemistry § Chemical kinetics § Equilibrium § Acids and bases § Redox processes § Organic chemistry § Measurement and data processing

Additional higher level (AHL) § Atomic structure § The periodic table—the transition metals § Chemical bonding and structure § Energetics/thermochemistry § Chemical kinetics § Equilibrium

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§ Acids and bases § Redox processes § Organic chemistry § Measurement and analysis

Option A. Materials B. Biochemistry C. Energy D. Medicinal chemistry



Attendance Policy


4. Absent students are expected to submit their written assignments by email during their absence.

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Course Name and Grade Level: History (SL/HL)

Name of Course Facilitator: Dina Dagher



Course Outline

This course investigates key topics in the history of Europe, the world history, and a prescribed subject that deals with the military expansion from 1931 to 1941.

Prescribed Subject

The first case study explores Japanese expansion while the second explores the German and Italian expansionism. We will be focusing on the causes of expansion, key events and the international responses to these expansions.

Topic 10: Authoritarian states (20th Century)

This topic investigates the conditions that assisted in the rise of authoritarian states, as well as the schemes used by parties and leaders to rise to power. This topic focuses on materialization, combination and the preservation of power. In depth we will look at the European leaders’ domestic and foreign policies that helped them reach this power such as Hitler, Stalin and Mao Zedong.

Topic 11: Causes and effects of the 20th Century wars

This topic’s focal point is on the causes, practice and effects of war in the 20th Century. The topic investigates the causes, types of war, the technology used, the way they were conducted and what were the impacts and outcomes of these wars.

Topic 12: Imperial Russia, Revolution and the establishment of the Soviet Union

This section deals with tsarist Russia, its modernization, conservatism and eventual collapse. As a result of the collapse, this section will delve into the revolutions of 1917, the civil war and the rule of Lenin.

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Topic 13: Europe and the First World War

In this segment students will deal with the short and long term origins of the First World War. It goes over the collapse of European diplomacy and the predicaments that faced international relations. This segment will also deal with how war shaped the military and home fronts as well as examine the reasons for the Allied victories and Central Power’s defeat.

Topic 14: European states in the Inter-War Years

This subdivision deals with domestic developments in some European states in the time between the two world wars. You are required to study the impact of the First World War on social, economic and cultural changes in four European countries: Germany, Italy, Spain and Russia.


Upon completion of this course, the student should be able to:

Prescribed Subject

§ Identify the causes that lead to expansion § Describe the events that shaped these expansions § Analyze the international responses to these expansions

Topic 10: Authoritarian States

§ Identify the conditions that lead to the rise of authoritarian states § Describe the methods used to establish the authoritarian states § Identify the impact of maintaining the successes and failures § Analyze the extent of control achieved by the authoritarian states

Topic 11: Causes and effects of the 20th Century wars

§ Identify the causes that lead to war § Describe and identify the practices of war § Identify the impact of the war § Analyze the effect to war.


§ Identify the reformations done by Alexander II § Demonstrate an understanding of policies done under Alexander III and Nicholas II § Explain the causes for the 1905 Revolutions § Employ critical evaluation on the impact of WWI and the crisis of autocracy § Explain the causes for the 1917 Revolutions § Evaluate the consolidation of the new Soviet State

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§ Explain the causes and effects of historical continuity and change § Describe and identify the impact of foreign policy on war § Identify the impact of the war § Evaluate the victories and defeat of war.


§ Analyze and explain the Weimar Republic § Explain Hitler’s Germany § Explain Mussolini’s Italy § Evaluate inter war Spain § Evaluate and explain Russia’s political, economic and social developments


§ Written response § Presentations § Tests/quizzes § Analysis § Debates


§ Access to History for the IB Diploma: Origins and development of authoritarian and single-party states. Michael Lynch (Hodder Education)

§ Authoritarian and single party- Cambridge –History for the IB diploma § Access to History for the IB Diploma: The Move To global war. Andy Dailey (Hodder

Education) § Access to History for the IB Diploma: Authoritarian States. § Access to History for the IB Diploma: Causes and effects of the 20th Century wars 2nd

edition (Text book)


Readings that teacher recommends for students. (This may not be applicable to all courses).

Topics Covered in the Course

Prescribed Subject

Case study 1: Japanese Expansion in Asia 1931-1941

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Chapter 1: Causes of expansion

Chapter 2: Japan’s expansion and the international response

Case study 2: Italian and German expansion

Chapter 3: Interwar conditions in Europe and Italian foreign policy 1933-1936

Chapter 4: German Foreign policy 1933-1940

Topic 10: Authoritarian States

Chapter 1: Authoritarian and single-party states

Chapter 2: The USSR under Joseph Stalin in, 1924-1953

Chapter 3: Germany under Adolf Hitler, 1933-1945

Chapter 4: China under Mao Zedong, 1949-1976

Chapter 5: Communism, Nazism and Maoism- a comparison

Topic 11: Causes and effects of 20th Century wars

Chapter 1: First World War

Chapter 2: Spanish Civil War

Chapter 3: Second World War in Europe and north Africa

Chapter 4: Second World War in Asia and the Pacific

Chapter 5: Chinese Civil War

Chapter 6: The Nicaraguan Revolution


Chapter 1: Alexander II (1855-1881): the extent of reform

Chapter 2: Policies of Alexander III (1881-1894) and Nicholas II (1894-1917)

Chapter 3: Causes and consequences of the 1905 Revolutions and the final crisis or autocracy

Chapter 5: 1917 Revolutions

Chapter 6: The Soviet Union: Lenin, civil war, New Economic Policy, terror and foreign policy


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Chapter 1: European Diplomacy and the changing balance of power after 1871

Chapter 2: Foreign policy of Kaiser Wilhelm II

Chapter 3: Causes of the First World War

Chapter 4: Impact of the First World War on Germany and Russia

Chapter 5: Defeat and Victory


Chapter 1: Weimar Germany

Chapter 2: Hitler’s Germany: consolidation of power

Chapter 3: Italy: rise of Mussolini

Chapter 4: Spain: political, social and economic conditions

Chapter 5: Russia: political, economic and social developments



Attendance Policy


6. Instructors have the right to impose specific attendance regulations in their courses.

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Course Name and Grade Level: Language A: TOK IB DP2

Name of Course Facilitator: Rima Moukarzel


Number of Teaching Periods per Week: 2

Course Description:

The TOK course is a two-year college preparatory course of study designed for highly motivated high school students. This senior year, as part 2 of the two-year 11/12 curriculum, helps students submit two assessment tasks: an essay and a presentation. The foundation of the class is based upon class discussions and debates and critical responses. Individual and group oral presentations, along with essay writing, will be taught and emphasized throughout the year.

Topics Covered:

• AOK: History (Spotlight on Perception and Memory)

Introduction to History The facts of History

The knowledge framework summary for History

• AOK: Arts (Spotlight on Perception and Imagination)

Introduction to Arts Opinion/Artistic Truth

The knowledge framework for Arts

• AOK: Religious Knowledge Systems (Spotlight on Reason and Faith)

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Purpose of Religion Arguments for and against the existence of God

Influence of Religion on other areas of knowledge The knowledge framework for Religious Knowledge Systems

Course Objectives:

Students will learn through this course to: 1. identify and analyze the various kinds of justifications used to support knowledge claims

2. formulate, evaluate and attempt to answer knowledge questions 3. examine how academic disciplines/areas of knowledge generate and shape knowledge 4. understand the roles played by ways of knowing in the construction of shared and personal knowledge 5. explore links between knowledge claims, knowledge questions, ways of knowing and areas of knowledge 6. demonstrate an awareness and understanding of different perspectives and be able to relate these to one’s own perspective 7. explore a real-life/contemporary situation from a TOK perspective in the presentation. Required Textbook: IB Theory of Knowledge Course Book by Eileen Dombrowski

Daily Assignments: These will include journals, essays, some independent readings and graded discussions. In class work and homework will help prepare students for major assessments. Major Assessments:

Presentations, essays and homework will account for 60% of a student’s grade each daily, while the exam consisting of the prescribed essay/oral presentation will account for 40%.

IB Assessments: For Internal Assessment, SL/HL students will complete one oral presentation that is done either individually or in a group.

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For External Assessment, SL/HL students produce an essay on one of the six prescribed titles issued by the IB.

Late Work: All work is due on the assigned due date, in the beginning of class. Ten percent increments are deducted for each day an assignment is late. If a student is absent on the day an assignment is due, a signed note from the parent is required for full credit. This is the student’s responsibility. Tests and quizzes can only be made up for an excused absence.

Plagiarism: Plagiarism is copying, in whole or part, the words, or ideas of another writer without properly and fully acknowledging the source. It also includes copying from a classmate, on a paper, test or other assignment. We view plagiarism as an academic, character and disciplinary problem of serious consequence. Students will receive an automatic F on any assignment plagiarized and parents, all other teachers and administration will be notified. More severe disciplinary action includes suspension and/or expulsion from the IB program.

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