3/3/2021 Physics teacher support material

Physics teacher support material

Introduction

The purpose of the teacher support material

Nature of science
International-mindedness

Structuring a course

Schemes of work
Time allocation for sub-topics
Standard and higher level combined class
Standard level class
Higher level class

Planning activities for a sub-topic

Introduction
Planner for a sub-topic page
Activity 1: Our perception of heat
Activity 2: Science timelines—phlogiston
Activity 3: Heating water
Activity 4: Melting ice—Cognitive academic language proficiency (CALP)
Activity 5: Difference between internal energy and temperature
Activity 6: Database task—specific heat capacity and relative atomic mass
Activity 7: Spreadsheet—equilibrium temperature

Cognitive academic language proficiency (CALP)

A framework for the use of cognitive academic language proficiency

Information and communication technology

Introduction
Use of smart phones
Guidance for the use of simulations

Practical work

Introduction
Errors and uncertainties in physics
The group 4 project
Guidelines for the use of animals in IB World Schools

Internal assessment

Facilitating the individual investigation

The internal assessment criteria
Guidance for the use of the internal assessment criteria

Assessed student work

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Overview
Investigation 1: Determining the charge of an electron using a computer simulation
Investigation 2: Investigating properties of light-dependent resistors
Investigation 3: How does the density of water affect single-slit diffraction patterns of waves?
Investigation 4: Determining the circumstellar habitable zones of five stars
Investigation 5: The relationship between suspension length and period of disk rotation
Investigation 6: An investigation of measuring the permeability of free space constant using simple
solenoids and a magnetic field probe
Investigation 7: Calculating Wien’s constant and evaluating the accuracy of a simulation
Investigation 8: What is the best mathematical model we can use to describe the expansion of the
universe?

Appendix

Changes in the syllabus content

Activity 5: Difference between internal energy and temperature

Task 1: Introductory discussion

Images to show

Display or issue an image of a bath tub full of hot water and an image of a sparkler or firework.

Discussion points

Which object is at the highest temperature?

Which object should have the highest internal energy?

Task 2: Experimental activity

Points to note

Use identical beakers for the water.

Use the same electrical heater or hot plates at the same setting.
The water in each beaker needs to be at the same initial temperature.
The water should be heated for the same amount of time.
Heating time can be determined by testing prior to the class with the smallest amount of water to
ensure the water does not reach close to boiling point. The time will depend on the amount of water,
type and size of container, the power of the heater.
Each group will need to collect data for a specific volume of water.
Each group will work with a different amount of water (for example, 50 cm3, 100 cm3, 150 cm3 and
so on).
Students can work in small groups and then share the results with the rest of the class.
Discuss results with the group as a whole at the end of the time period.

Suggested activities

Draw a graph of change of temperature against mass of water used.

Draw a graph of (change of temperature)-1 against mass of water used.
Discuss shapes of graphs, which will allow students to use the terms:
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proportional
linear
inversely proportional
intercept
origin
To finish the activity, students can write down one or two paragraphs to describe and explain the results.

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