Diploma Programme subject outline—Group 4: Physics

Ascend International School 049042

School name School code

Name of the DP subject Physics HL and SL

(indicate language)

Level Higher X Standard completed in two years X Standard completed in one year *
(indicate with X)

Chinmay Bhave Date of IB training November 2018

Name of the teacher who
completed this outline
09-12-2019 Name of workshop Cat-1 Online workshop
Date when outline was
(indicate name of subject and workshop category)
completed

* 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 Allocated time Assessment Resources
instruments to be List the main resources to be
(as identified in the IB
used used, including information
subject guide) One class is 45 minutes.
technology if applicable.
State the topics/units in the order
you are planning to teach them. classes.
In one week there are 6

Year 1
Topic 1: Measurement and 1.1 – Measurements Topic 1: 5 hours Pearson Physics textbook
uncertainties in physics Topic 2: 22 hours Summative Assessment
HL and 1.2 – Uncertainties Topic 3: 11 hours Inthinking
SL
and errors Option B: 5 hours Formative assessment
1.3 – Vectors and Youtube videos
scalars Practicals and
presentation PHET Colorado
Topic 2: Mechanics 2.1 – Motion Simulations
2.2 – Forces Lab reports
2.3 – Work, energy
and power Classroom discussion
2.4 – Momentum and
impulse

Topic 3: Thermal physics 3.1 – Thermal

Option B (thermodynamics) concepts
3.2 – Modelling a gas
B.2 – Thermodynamics
Topic 6: Circular motion and 6.1 – Circular motion Topic 6: 5 hours Pearson Physics textbook
gravitation 6.2 – Newton’s law of Option B: 10 hours Summative Assessment
gravitation Topic 4: 15 hours Inthinking
Formative assessment
Option B (rotational B.1 – Rigid bodies and Youtube videos
mechanics) rotational dynamics Practicals and
Topic 4: Waves 4.1 – Oscillations presentation PHET Colorado
4.2 – Travelling waves Simulations
4.3 – Wave Lab reports
 characteristics Combined HL and SL (73 hours +
4.4 – Wave behaviour 45) Classroom discussion
4.5 – Standing waves

Year 2 Topic 9: Wave 9.1 – Simple harmonic Topic 9: 17 hours Pearson Physics textbook
phenomena(HL only) motion Option B: 5 hours Summative Assessment
9.2 – Single-slit Inthinking
Option B (Forced vibrations diffraction Formative assessment
+ resonance) (HL only) 9.3 – Interference Youtube videos
9.4 – Resolution Practicals and
9.5 – Doppler effect presentation PHET Colorado
B.4 – Forced Simulations
vibrations and Lab reports
resonance
Topic 10: Fields (HL only) 10.1 – Describing Topic 10: 11 hours Classroom discussion
fields Topic 5: 15 hours
10.2 – Fields at work

Topic 5: Electricity and 5.1 – Electric fields

magnetism (HL/SL) 5.2 – Heating effect of
electric currents
5.3 – Electric cells
5.4 – Magnetic effects
of electric currents

Topic 11: Electromagnetic 11.1 – Topic 11:16 hours

induction (HL only) Electromagnetic Topic 7:14 hours
induction
11.2 – Power
generation and
transmission
11.3 – Capacitance

Topic 7: Atomic, nuclear 7.1 – Discrete energy Pearson Physics textbook

and particle physics and radioactivity Summative Assessment
 (HL/SL) 7.2 – Nuclear Inthinking
reactions Formative assessment
7.3 – The structure of Youtube videos
matter Practicals and
presentation PHET Colorado
Simulations
Lab reports

Classroom discussion
Topic 12: Quantum and 12.1 – The interaction Topic 12:16 hours Pearson Physics textbook
nuclear physics (HL only) of matter with Option B: 5 hours Summative Assessment
radiation Topic 8: 8 hours Inthinking
Option B (Fluids) (HL only) 12.2 – Nuclear physics Formative assessment
B.3 – Fluids and fluid Youtube videos
dynamics (HL only) Practicals and
presentation PHET Colorado
Simulations
Lab reports

Classroom discussion
Topic 8: Energy production 8.1 – Energy sources Pearson Physics textbook
(HL/SL) 8.2 – Thermal energy Combined HL and SL (93 hours + Summative Assessment
transfer 37) Inthinking
Formative assessment
Youtube videos
Practicals and
presentation PHET Colorado
Simulations
Lab reports

Classroom discussion

2. 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.

The Group 4 Project will be introduced in DP 1 in the month of December 2020. All the Sciences – Biology, Physics, Chemistry and Design Technology
will be involved. The students will collaborate and work on the project in the month of January 2021. The tentative idea is for the students to think on
the lines of the UN sustainability goals. The students will get 10 hours to work on their project and they will display their product and learnings in front
of the school.
3. IB practical work and the internal assessment requirement to be completed during the course

As you know, students should undergo practical work related to the syllabus.

• Physics, chemistry and biology: 40 hours (at standard level) or 60 hours (at higher level)

• Computer science: 40 hours (at standard level) or 40 hours (at higher level)

• Design technology: 60 hours (at standard level) or 96 hours (at higher level)

• Sport, exercise and health science: 40 hours (at standard level) or 60 hours (at higher level)

Use the table below to indicate the name of the experiment you would propose for the different topics in the syllabus.

An example is given. Add as many rows as necessary.

Name of the topic Experiment Any ICT used?

Remember you must use all five within your programme.

Measurement and uncertainty Density of plasticine Yes

Mechanics 1. Acceleration of a Ferrari Yes

2. Motion of a cart
3. Angle of slope
4. Rolling ball
5. Measuring g (card drop)
6. Measuring g (falling ball)
7. Video analysis of a projectile
8. Projectiles in excel
9. Newton's Second Law
10. Masses and pulley
11. 1D momentum in Algodoo
12. Bow and arrow

Thermal physics Specific heat capacity of water (electric kettle) Yes

Kettle Simulation in Excel
 Verification of Boyle's law
Thermodynamics simulation (GeoGebra)

2nd Term Flying Pig Yes

Pig simulation
Measuring moment of Inertia
Rotational dynamics (Algodoo)
Rolling cylinders (Algodoo)
Conservation of angular momentum (Algodoo)
Video analysis of SHM
Iterative SHM (Excel)
Measuring g with a pendulum
Waves in a bucket
1D Waves simulation (GeoGebra)
The investigation

3rd term Speed of sound (drinking straw) Yes

Refractive index
Two slit interference
Orbit simulation (Algodoo)
Factors affecting R (pencil)
EMF and internal resistance
Circuit simulations (Falstad)
Kirchoff's laws (Geogebra and PhET)
Rectifier circuit
Transformer simulation
Charging and discharging a capacitor
Iterative capacitor charging (Excel)

4th term Measuring half life of beer foam Yes

Planck's law (GeoGebra)
4. 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 Science laboratory is equipped to facilitate the practical work that has been indicated in the chart above. Appropriate safety measures are in place
as per the IB guidelines. The Physics laboratory has lab tables, master switches for electricity, first aid kits. The laboratory has enough working space.
Instruments are properly labelled and stored in enclosed cabinets. Inventory is maintained. Safety goggles, gloves, lab coats are available for students
and teachers. The safety rules are displayed prominently on the walls.
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 has signed up for Kognity which will make learning easier for students. Highly sensitive sensors and circuits have been ordered which will
help the students to get accurate data for their IA’s. The library is well equipped with IBDP textbooks of various publications for reference.

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)

Faraday's Law On youtube there are many examples of ways to generate electricity without doing
work, e.g. Free energy

Is it worth spending any time discussing such examples? The law of conservation of
energy tells us this must be a fake.

Lenz' Law Another example of the way laws are used in physics to solve problems.
There are several interesting videos showing how energy can be created using
magnets and coils. It's interesting to see if students can spot the flaws in the
arguments presented, including breaking the law of conservation of energy.

7. Approaches to learning

Every IB course should contribute to the development of students’ approaches to learning skills. As an example of how you would do this, choose one topic from
your outline that would allow your students to specifically develop one or more of these skill categories (thinking, communication, social, self-management or
research).

Topic Contribution to the development of students’ approaches to learning skills (including one or more skill category)
 Faraday's Law ● Using Fleming's LHR find the direction of the force and conclude that a PD will be set
up across the conductor.
● Apply Faraday's law to solve simple problems.

Lenz' Law Apply Faraday's and Fleming's RHR to show that an AC signal will be induced in a
rotating coil.

8. 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)

Topic 1 measurement and Different units and measuring methods are used in different parts of the world, by doing an activity of reading the label
Uncertainties of shoe sole and discussing the comparison of shoe measuring methods across the globe.

9. 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

 All the topics for which labs Students will acquire skills to conduct laboratory investigations and will do independent research. They will develop
will be conducted natural curiosity and become ​Inquirers​. During labs they will be doing data analysis which will require them to ​think
critically ​and analyse data. After the lab report they will become ​knowledgeable ​and gain in depth knowledge which
they could apply across various disciplines.

10. Connections to CAS

Topic CAS Connections

Magic science Students provide a series of interactive experiments for younger children and explain the physics of it, perhaps as an
assembly for local junior schools.