Latest Physics Ib Outline

Diploma Programme subject outline—Group 4: experimental sciences School name

NLCS JEJU

Name of the DP subject

PHYSICS

Level

Higher

(indicate with X)

Name of the teacher who completed this outline Date when outline was completed

School code

x

Standard completed in two years

x

Standard completed in one year *

IAIN GARDNER

Date of IB training

FEBUARY 2012

16/12/11

Name of workshop

ONLINE

(indicate name of subject and workshop category)

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme.

1.

Course outline –

Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

–

This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are prepared to comply with the requirements of the subject.

–

This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not just be a “copy and paste” from the subject guide.

–

If you will teach both higher and standard level, make sure that this is clearly identified in your outline.

Topic/unit

Contents

(as identified in the IB subject guide) State the topics/units in the order you are planning to teach them.

Year 1

2 Mechanics

SL + HL

1 Physics and physical measurement

Allocated time One class is

minutes.

In one week there are

classes.

17

Assessment instruments to be used

Regular testing at the end of each topic

5 Regular Skills based testing leading to formal practical assessments

Resources List the main resources to be used, including information technology if applicable.

IB books Laboratories Microscopes and digital sensors VLE and Network folders School library

3 Thermal physics

SL + HL

7

4 Oscillations and waves

SL + HL

10

7 Measurement and uncertainties

HL

2

8 Mechanics 9 Thermal physics

15 6

Regular homework assignments Weekly online assessments

Topic/unit

Contents

(as identified in the IB subject guide) State the topics/units in the order you are planning to teach them.

Year 2

5 Electric Currents

SL + HL

Allocated time One class is

minutes.

In one week there are

classes.

7

6 Fields and forces

7

7 Atomic and nuclear physics

9 18

8 Energy power and climate change OPTION B QUANTUM AND NUCLEAR PHYSICS

SL ONLY

15

OPTION C DIGITAL TECHNOLOGY

SL ONLY

15

10 Wave phenomena

HL ONLY

8

11 Electromagnetism

9

12 Quantum physics and nuclear physics

15

Assessment instruments to be used

AS ABOVE

Resources List the main resources to be used, including information technology if applicable.

AS ABOVE

Topic/unit

Contents

(as identified in the IB subject guide) State the topics/units in the order you are planning to teach them.

OPTIONS E ASTROPHYSICS OPTION H RELATIVITY OPTION I MEDICAL PHYSICS

2.

Allocated time One class is

minutes.

In one week there are

classes.

Assessment instruments to be used

Resources List the main resources to be used, including information technology if applicable.

22 HL ONLY

22 22

The group 4 project As the IB guides say, “The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10—that is, to ‘encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.’” Describe how you will organize this activity. Indicate the timeline and subjects involved, if applicable.

Practical tasks to fit the assessment criteria are being planned and will be in place well ahead of the September 2012 start date. Assessment criteria specific to each task will be prepared where this is useful (some tasks may have too many possible outcomes for this to be feasible). These tasks will be written into the programme of study with the intention that they will aid the teaching and learning within each topic, rather than being stand-alone assessment tasks. Optional topics have been chosen to meet teacher expertise and resources available. The programme of study will be process-led to encourage analysis, criticism and evaluation of tasks and outcomes. Science teachers will collaborate to map out details for the group 4 projects closer to the start date. We are currently considering a number of ideas centred around the natural environment on Jeju. It is intended that the students will consider various environmental issues and how they are addressed in the school environment. We feel that this topic lends itself well to CSR and TOK. It also has possibilities with respect to internationalism, by comparison of other island schools worldwide.

It is envisaged that the laboratory requirements to deliver the IB Physics programme would differ much from the requirements of our current programmes and equipment orders have been placed relevant to IB Physics topics. NLCS Jeju has excellent laboratories and resources, and we are currently undergoing an expansion which is scheduled to be complete in time for the Sept. 12 start date. There are strong internally assessed practical elements in all of our current programmes, so we do not anticipate any shortfall in space or resources when we adopt the IB programme. Library resources are reviewed and updated annually. We subscribe to a number of relevant periodicals including Nature, New Scientist, and Scientific American. The library is well stocked with texts aimed at Advanced Physics which would complement the facultybased resources, as well as wider interest reading around the subject.

3.

IB practical work and the internal assessment requirement to be completed during the course As you know, students should undergo 40 hours (at standard level) or 60 hours (at higher level) of practical work related to the syllabus. Use the table below to indicate the name of the experiment you would propose for the different topics in the syllabus. Indicate which experiments you would use for assessing each of the internal assessment criteria—design (D), data collection and processing (DCP) and conclusion and evaluation (CE). An example is given. Add as many rows as necessary. Name of the topic

Experiment

Indicate the experiments you would use for assessing design (D), data collection and processing (DCP) and conclusion and evaluation (CE)

Any ICT used? Remember you must use all five within your programme.

(use D, DCP or CE)

MECHANICS

Observing the Damping of the Motion of a Simple Pendulum

D

Yes

ELECTRICITY AND MAGNETISM

INTERNAL RESISTANCE OF A BATTERY

DCP

YES

Thermal Physics

SPECIFIC HEAT CAPACITY OF WATER

CE

YES

Name of the topic

Experiment

Indicate the experiments you would use for assessing design (D), data collection and processing (DCP) and conclusion and evaluation (CE)

Any ICT used? Remember you must use all five within your programme.

(use D, DCP or CE)

4.

Atomic and Nuclear Physics

RADIOACTIVE DECAY

DCP

YES

ELECTRICITY AND MAGNETISM

DISCHARGING A CAPACITOR

D + DCP + CE

YES

MECHANICS

ACCELERATION DUE TO GRAVITY

CE

YES

Laboratory facilities Describe the laboratory and indicate whether it is presently equipped to facilitate the practical work that you have indicated in the chart above. If it is not, indicate the timeline to achieve this objective and describe the safety measures that are applicable. THE LABORATORIES ARE WELL PLACED AND DESIGNED TO CARRY ALL OF THESE EXPERIMENTS. ALL OF THE MECHANICS EXPERIMENTS COULD CURRENTLY BE CONDUCTED, AS THE RESOURCES ARE IN PLACE. ALL OTHER EXPERIMENTS REQUIRE EQUIPMENT THAT HAS BEEN ORDERED AS OF 15/12/11. THE PREDICTED TIMEFRAME FOR ORDERS TO ARRIVE IS JUNE 2012.

5.

Other resources Indicate what other resources the school has to support the implementation of the subject and what plans there are to improve them, if needed. The school currently makes use of Ipads in lessons and physics has a small range of data logging equipment. It is hoped that the school will expand on these current resources for the IB diploma programme. The physics department VLE currently supports students from year 7 to year 11 and it is hoped that the school will be able to provide access to software packages that will enhance the VLE for IB students.

6.

Links to TOK You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow your students to make links with TOK. Describe how you would plan the lesson. Topic

Link with TOK (including description of lesson plan)

Radioactivity:

TOK: Correlation and cause, and risk assessment, can also be looked at.

Outline the biological effects of ionizing radiation. Students should be familiar with the direct and indirect effects of radiation on structures within cells. A simple account of short term and long term effects of radiation on the body is required. TOK: They should appreciate that current practice is determined from a gradual increase in available data.

Radiation in Medicine: Discuss the precautions taken in situations involving different types of radiation. Students should consider shielding, distance and timeof-exposure factors. They should be familiar with the film badge. Radiation in Medicine: Discuss the balanced risk.

concept

TOK: Students should appreciate that codes of practice have been developed for conduct involving the use of radiations.

of

7.

International mindedness Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal. Topic

Contribution to the development of international mindedness (including resources you will use)

Fields (gravitational)

Science is an international endeavour with its roots in many different cultures. International collaboration in terms of funding, personnel, locations of work and publication is normal. Scientists work within a global community and exchange findings, criticisms and ideas routinely. There is universality in practice and Physical nomenclature. At NLCS we will study a variety of environmental factors that can be found on many island both within the region (korea and japan) and without. This is done through visits and fieldwork to local and overseas sites of interest. A programme of lectures and visits from scientists from Jeju university will takes place. Students are taught that Physical phenomena are universal such as the effect of gravity but that it can vary even over short distances on the earth. The effects of earthquakes on the earths gravitational field and how GPS and satellite launches will have to be re-calculated Students appreciate that there are rules which govern the universe that can be investgated anywhere on earth but physics can also be localised and affected by global phenomena e.g. ocean currents, winds, temperature, atmospheric and water pollution.

8.

Development of the IB learner profile Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify. Topic

Contribution to the development of the attribute(s) of the IB learner profile