DP PHYSICS COURSE OUTLINE

IB Physics (SL/HL), Year 1 and 2

 
INTRODUCTION:
 
Welcome to IB Physics. This is a two-year course designed to cover the
equivalent of two introductory semesters of college level physics. It promotes
in-depth investigation, the honing of applied math skills, and allows students
the opportunity to work in small groups while uncovering the finer details lying
beneath the surface of classical physics. 
 
ACADEMIC / CURRICULUM GOALS:
 
The following are the aims and objectives of experimental sciences, as
described by the IBO Subject Guide,
 
AIMS:

1. To provide opportunities for scientific study and creativity within a

global context which will stimulate and challenge students
2. To provide a body of knowledge, methods and techniques which
characterize science and technology.
3. To enable students to apply and use a body of knowledge, methods
and techniques which characterize science and technology.
4. To develop an ability to analyze, evaluate and synthesize scientific
information
5. Engender an awareness of the need for, and the value of, effective
collaboration and communication during scientific activities.
6. To develop experimental and investigative scientific skills.
7. To develop and apply the students’ information technology skills in the
study of science.
8. To raise awareness of the moral, ethical, social, economic and
environmental implications of using science and technology.
9. To develop an appreciation of the possibilities and limitations
associated with science and scientists.
10. To encourage an understanding of the relationships between scientific
disciplines and the overarching nature of the scientific method.

OBJECTIVES:
 
Having followed the physics course at the standard or higher level,
candidates will be expected to:
 
1. Demonstrate an understanding of:

a. scientific facts and concepts

b. scientific methods and techniques
c. scientific terminology
d. methods of presenting scientific information. 

2. Apply and use: 

a. scientific facts and concepts

b. scientific methods and techniques
c. scientific terminology to communicate effectively
d. appropriate methods to present scientific information. 

3. Construct, analyze and evaluate:

a. hypotheses, research questions and predictions

b. scientific methods and techniques
c. scientific explanations.

4. Demonstrate the personal skills of cooperation, perseverance and

responsibility  appropriate for effective scientific investigation and problem
solving. 
 
5. Demonstrate the manipulative skills necessary to carry out scientific
investigations with precision and safety.
 
EXTERNAL ASSESSMENT
 
The IB program concludes with an external assessment, which consists of
three written papers. 
 
Paper 1: 
 
Paper 1 is made up of multiple-choice questions which test knowledge of the
core and additional higher level (AHL) material for higher level (HL) students
and the core only for standard level (SL) students. The questions are
designed to be short, one- or two-stage problems which address objectives 1,
2 and 3. No marks are deducted for incorrect responses. Calculators are not
permitted, but students are expected to carry out simple calculations. A
physics data booklet is provided.
 
Paper 2: 
 
Paper 2 tests knowledge of the core and AHL material for HL students and
the core only for SL students. The questions address objectives 1, 2 and 3.
The test includes short-answer and extended-response questions. The use of
calculators is permitted. A physics data booklet is provided.
 
INTERNAL ASSESSMENT
 
IB Grade:
Student work is internally assessed by the teacher and externally moderated
by the IBO. The performance in IA at both higher level and standard level is
judged against assessment criteria each consisting of achievement levels 0–
3. IA’s consist of labs and projects, each grading a specific set of criteria that
will be given to you on a separate sheet.
 
Our internal assessments are based on labs and projects spread throughout
the two years. Grading criteria for each will be provided beforehand.
 
ISB Grade:
 
In addition to the IBO grade, students will also receive a quarterly ISB grade,
given on a 1 to 7 scale (as opposed to an A through F scale). The correlation
between percentage points earned and the 1 through 7 grade will be
determined per assignment, and when determining the final quarter
grade tests and labs results will be taken into account.
 
COURSE DESCRIPTION AND CONTENT
 
As the IBO Subject Guide states:
 
“At the school level both theory and experiments should be undertaken by all
students. They should complement one another naturally, as they do in the
wider scientific community. The Diploma Program physics course allows
students to develop traditional practical skills and techniques and increase
facility in the use of mathematics, which is the language of physics. It also
allows students to develop interpersonal skills, and information and
communication technology skills which are essential in modern scientific
endeavor and are important life-enhancing, transferable skills in their own
right. 
 
Alongside the growth in our understanding of the natural world, perhaps the
more obvious and relevant result of physics to most of our students is our
ability to change the world. This is the technological side of physics in which
physical principles have been applied to construct and alter the material world
to suit our needs, and have had a profound influence on the daily lives of all
human beings; for good or bad. 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. These concerns have
become more prominent as our power over the environment has grown,
particularly amongst young people for whom the importance of the
responsibility of physicists for their own actions is self-evident. 
 
Physics is therefore, above all, a human activity and students need to be
aware of the context in which physicists work. Illuminating its historical
development places the knowledge and the process of physics in a context of
dynamic change in contrast to the static context in which physics
has sometimes been presented. This can give students insights into the
human side of physics: the individuals; their personalities, times and social
milieux; and their challenges, disappointments and triumphs.”
 
 
SYLLABUS 
 
Topic 1: Physics and physical measurement
 
1.1 Measurements in physics
1.2 Uncertainties and errors
1.3 Vectors and scalars
 
Topic 2: Mechanics  
 
2.1 Motion
2.2 Forces
2.3 Work, energy and power  
2.4 Momentum and impulse
 
Topic 3: Thermal physics  
 
3.1 Thermal concepts  
3.2 Modeling a gas  
 
Topic 4: Waves
 
4.1 Oscillations
4.2 Travelling waves
4.3 Wave characteristics
4.4 Wave behavior
4.5 Standing waves
 
Topic 5 Electricity and magnetism
 
5.1 Electric fields
5.2 Heating effect of electric currents
5.3 Electric cells
5.4 Magnetic effects of electric currents
 
Topic 6: Circular motion and gravitation
 
6.1 Circular motion
6.2 Newton’s law of gravitation
 
Topic 7: Atomic, nuclear and particle physics
 
7.1 Discrete energy and radioactivity
7.2 Nuclear reactions
7.3 The structure of matter
 
Topic 8: Energy production
 
8.1 Energy sources
8.2 Thermal energy transfer
 
Additional Higher Level topics (AHL):
 
Topic 9: Wave phenomena
 
9.1 Simple harmonic motion
9.2 Single-slit diffraction
9.3 Interference
9.4 Resolution
9.5 Doppler effect
 
Topic 10: Fields
 
10.1 Describing fields
10.2 Fields at work
 
Topic 11: Electromagnetic induction
 
11.1 Electromagnetic induction
11.2 Power generation and transmission
11.3 Capacitance
 
Topic 12: Quantum and nuclear physics
12.1 The interaction of matter with radiation
12.2 Nuclear physics
 
 
 
Topics 1, 2, 3, 4, 6 and 9 will be covered during the first year. The
remaining topics will be covered during the second year.
 
EXPECTATIONS:
 
The teacher will…

 Use a wide variety of instructional methods, from Socratic

discussions and collaborative work (such as labs and projects) to
lectures and videos.
 Clearly explain the expectations for each individual assignment
beforehand, including the IB grading rubric to be used in their
assessment.
 Give students opportunities to show their understanding through
various types of assessments that all stretch their critical thinking
and analytical abilities.
 Prepare students for internal and external IBO assessments by
providing practice throughout the course.
 Be available for extra help and guidance, by appointment, and after
school.

     The student will…

  Be prepared for each day’s activities by keeping up with the numerous
assignments given.
 Be present and on time to class, ready with the necessary materials.
 Make sure all work is your own only, or the group’s in a collaborative
situation.

Utilize, and RESPECT each other’s opinions and ideas as you shape your
own.