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 3: Heating water

Task 1: Experiment

Set up a beaker of water with an immersion heater (of known power) clamped so it is in the centre of the beaker.

Place a temperature sensor inside the water (about halfway between the heater and the side of the beaker). If this
can be connected to a data projector, it allows for real-time viewing of a graph of temperature against time.

Place the beaker on an electronic balance so that students can easily see the reading on the balance.

Switch on the heater and leave it running for some time as the water heats up and subsequently boils.

As the experiment is running, students can collect data and draw graphs to show:

1. the change of mass, , against time,

2. the temperature, , against time, .

Data collected from the data logger can be shared with the students.

Task 2: Graph drawing I

Discussion points

Shape of the graph

The temperature initially increases as the thermal energy from the immersion heater is converted
into kinetic energy of the water molecules.
The rate of increase of the temperature decreases as time passes, due to thermal energy being
transferred to the surroundings. The rate of cooling is dependent on the temperature difference
between the object and its surroundings (see activity 7).
The temperature plateaus around 100ºC, due to the thermal energy from the immersion heater being
converted into potential energy of the water molecules as the water reaches its boiling point.
Graphical analysis

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3/3/2021 Physics teacher support material

is the initial gradient of the graph and is equivalent to .

Knowing the values of and allows for the value of to be determined.

Note: Depending on time and the ability of the students, this graph can incorporate error bars and uncertainties
and could lead the discussions in different directions.

Task 3: Graph drawing II

Discussion points

Shape of the graph

There is very little change in the mass initially. Loss of mass is caused by splashing and
evaporation.
An increasing amount of mass is lost as the rate of evaporation increases.
Rapid and steady mass is lost once the water reaches its boiling point.
Graphical analysis

Knowing the power and the gradient of the graph once the water is boiling allows for to be
determined.
The effect of splashing on the calculated value of is a useful task in how experimental error can
affect calculated values.

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