Course title
SCI7190Pre-requisite
Integrated Science and Pre-Calculus or College Algebra and Applied TrigonometryCourse description
IB Physics standard Level is designed to introduce students to the laws of physics; the experimental skills required in physics; and the social and historical aspects of physics as an evolving body of human knowledge about nature. Emphasis is placed on experimental design and analysis in order to produce a practical working model of the physical situation. Students will make extensive use of technology to process and communicate information. This is part of the IB Diploma Programme. Prerequisite: Integrated Science and Pre-Calculus or College Algebra and Applied Trigonometry. Fee required.
IB Physics SL/ HL Syllabus
I. Course description and Aims
Physics is the most fundamental of the experimental sciences; as it seeks to explain the universe itself; from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics; observations remain essential to the very core of the subject. Models are developed to try to understand observations; and these themselves can become theories that attempt to explain the observations.
Besides helping us better understand the natural world; physics gives us the ability to alter our environments. This raises the issue of the impact of physics on society; the moral and ethical dilemmas; and the social; economic and environmental implications of the work of physicists.
By studying physics students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms; it is the emphasis on a practical approach through experimental work that characterizes the subject. Teachers provide students with opportunities to develop manipulative skills; design investigations; collect data; analyse results and evaluate and communicate their findings.
Through the overarching theme of the nature of science; the aims of the DP physics course are to enable students to:
1. appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
2. acquire a body of knowledge; methods and techniques that characterize science and technology
3. apply and use a body of knowledge; methods and techniques that characterize science and technology
4. develop an ability to analyse; evaluate and synthesize scientific information
5. develop a critical awareness of the need for; and the value of; effective collaboration and communication during scientific activities
6. develop experimental and investigative scientific skills including the use of current technologies
7. develop and apply 21st century communication skills in the study of science
8. become critically aware; as global citizens; of the ethical implications of using science and technology
9. develop an appreciation of the possibilities and limitations of science and technology 10. develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.
II. Curriculum model overview
Component Recommended
Core 1. Measurements and uncertainties 2. Mechanics 3. Thermal physics 4. Waves 5. Electricity and magnetism 6. Circular motion and gravitation 7. Atomic; nuclear and particle physics 8. Energy production
About the IB: For over 40 years the IB has built a reputation for high-quality; challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better; more peaceful world.
For further information on the IB Diploma Programme; and a complete list of DP subject briefs; visit: http://www.ibo.org/diploma/.
Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.
For more on how the DP prepares students for success at university; visit: www.ibo.org/recognition or email: recognition@ibo.org.
Additional higher level 9. Wave phenomena 10. Fields 11. Electromagnetic induction 12. Quantum and nuclear physics
60 17 11 16 16
Option (Choice of one out of four) A. Relativity B. Engineering physics C. Imaging D. Astrophysics
25 25 25 25 25
Practical scheme of work Prescribed and other practical activities Individual investigation (internally assessed) Group 4 project
60 40 10 10
The group 4 project The group 4 project is a collaborative activity where students from different group 4 subjects; within or between schools; work together. It allows for concepts and perceptions from across disciplines to be shared while appreciating the environmental; social and ethical implications of science and technology. It can be practically or theoretically based and aims to develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge. The emphasis is on interdisciplinary cooperation and the scientific processes.
III. Assessment model It is the intention of this course that students are able to fulfill the following assessment objectives: 1. Demonstrate knowledge and understanding of: • facts; concepts; and terminology • methodologies and techniques • communicating scientific information. 2. Apply: • facts; concepts; and terminology • methodologies and techniques • methods of communicating scientific information. 3. Formulate; analyse and evaluate: • hypotheses; research questions and predictions • methodologies and techniques • primary and secondary data • scientific explanations. 4. Demonstrate the appropriate research; experimental; and personal skills necessary to carry out insightful and ethical investigations.
Assessment at a glance Type of assessment Format of assessment
Time (hours)
Weighting of final grade (%) External 4.5 80 Paper 1 40 multiple-choice questions 1 20 Paper 2 Short answer and extended response questions (Core and AHL) 2.25 36 Paper 3 Data- and practical-based questions plus; short answer and extended response questions on the option 1.25 24 Internal 10 20 Individual investigation Investigation and write-up of 6 to 12 pages 10 20
IV. Sample questions • Why is wave-particle duality used in describing the properties of light? A. Light is both a wave and a particle B. Both wave and particle models can explain all the properties
of light C. Different properties of light can be more clearly explained by using one of the wave or particle models D. Scientists feel more confident when using more than one
model to explain a phenomenon (Paper 1)
• The tower is 120m high with an internal diameter of 3.5m. When most of the air has been removed; the pressure in the tower is 0.96 Pa. Determine the number of molecules of air in the tower when the temperature of the air is 300 K. (Paper 2)
• The streamlines above the airfoil are closer to each other than the streamlines below the airfoil. Suggest why this implies that the speed of the air above the airfoil is greater than the speed of air below the airfoil. (Paper 3)
Required Practicals (Labs):
2.1–Determining the acceleration of free-fall
3.1–Applying the calorimetric techniques of specific heat capacity or specific latent heat 3.2–Investigating at least one gas law
4.2–Investigating the speed of sound
4.4–Determining refractive index
5.2–Investigating one or more of the factors that affect resistance
5.3–Determining internal resistance
7.1–Investigating half-life
9.3–Investigating Young’s double-slit [HL only]
11.2–Investigating a diode bridge rectification circuit [HL only]
C.2–Investigating the optically compound microscope
C.2–Investigating the performance of a simple optical astronomical refracting telescope
IB Physics Lab Checklist
Design (D) Defining the Problem and Selecting Variables 1. List your variables with and explanation of how you are going to measure them Independent Variable (I.V.)- What “I” Change in the experiment Dependent Variable- What the “data collection” is measuring Controlled Variables- At least 5 things that are controlled during each trial 2. Formulate the “Researchable Question” (R.Q.) Includes the statement “How does the I.V. affect the D.V.? Explains how the I.V. and D.V. will be measured in the experiment. 3.State a graphical hypothesis with a foundation in theory. Draw a prediction of what your finished graph will look like. Use theory from the book or notes to help justify your prediction. The I.V. will almost always be on the X-axis; the D.V. on the Y-axis. Controlling Variables Describe in detail how you plan to control the controlled variables Includes pictures and/or diagrams of the setup and procedure. Explains how the procedure relates to all the variables. Develops a method for the Collection of Sufficient Relevant Data Describes how to collect the data; judge +/- uncertainties; sample rates; etc. Explains how you decided upon your measurements and uncertainties. Discusses how the number of trials and range of changes to I.V. is appropriate. Provides the reader complete transparency into your thinking about data Written in journal during the lab
Data Collection & Processing (DCP) Recording Raw Data: Handwritten in Journal (An IB moderator in another country may see this work.) Has a data table with proper symbols; uncertainties; and units in the column headings • A descriptive title with accepted symbol? (Velocity Final; Vf) • A +/- uncertainty in the heading? (+/-0.1 kg) • The specified SI unit in parenthesis: Mass; m (kg)? • Numbers with the same precision as the absolute uncertainty? Includes copies of any graphs or charts printed from a computer Qualitative Data (Observations) includes a commentary on systematic errors and uncertainties that could affect data • Write at least 10 sentences. • Address calibration/use of tools or instruments. • List all assumptions and how they might affect data. • Mention any uncertainties you ignored. Processing & Presenting Raw Data: 1. Calculate the following using a spreadsheet: Percent Uncertainty for each measured and calculated quantity Average/Mean (for investigations with more than one sample) Standard Deviation for all averages SDOM for all averages
2. Sample calculations: Handwritten; worked out example of each unique calculation done in the spreadsheet. Show the equation in the spreadsheet used to calculate a value. Any other supporting details that help convince the reader you know the rationale behind your use of a spreadsheet? 3. Does your graph have: x;y axes labeled with units? A descriptive title? Displayed r2 –value Equation of best fit line displayed? Error Bars displayed? (Draw these in by hand!) Maximum and minimum gradients added using the first and last error bars?
Conclusion and Evaluation (CE) Concluding Based on Evidence States a conclusion; with justification;based on a reasonable interpretation of the data. Did you cite SPECIFIC evidence from the lab data/graph to strengthen the argument? o Think of “I Know This Because . . . “ statements to help transitions. o Explain how your graph/data deviates from predicted- can you propose a possible explanation? o This part should be the majority of the conclusion. o If there are no numbers or references to the graph here; then you are just making things up. PROVE IT!
Evaluating Procedures Find at least 3 Weaknesses and Limitations o Think of the major things that could have affected the reliability of data o If someone was trying to nullify your results; what would they say? o How much do you trust your results? Do the expected results fall within uncertainties on graph/data tables? o We always ignore air resistance; friction; pulley mass; heat transfer; rope stretch . . . could these have made your data unreliable? o Pick apart flaws in the procedure- did they cause systematic error?
Improving the Investigation Make sure they reference the above weaknesses and limitations o Don’t be superficial- say something that shows you gave the lab some thought. o You are expert on that lab- act like it. o Make the improvements realistic- “bad equipment” or “human error” is poor communication. o Think of Aspects 2 and 3 as being the same aspect- write them simultaneously. The Suggestions are realistic and truly show a depth of understanding.
Submitting the Final Lab Investigation Does the processed data and conclusion relate to the Researchable Question? Submit all lab investigations to www.turnitin.com Make sure to embed all graphs and pictures in a word document The work reflects your own efforts; even if you “worked in a group”.
School country
United StatesSchool state
ArizonaSchool city
AvondaleSchool / district Address
1481 N. Eliseo Felix Jr. WaySchool zip code
85323Requested competency code
Lab ScienceDate submitted
Approved
YesApproved competency code
- LPHY
- Physics