Diploma Programme subject outline—Group 4: sciences

School name XXXXXXXXXXXXXXXXXXXXXXXXX School code ---------

Name of the DP subject

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

Date of IB training
Name of the teacher who
completed this outline Dr N Nagesh November 2018
Name of workshop
Date when outline was
th
16 March 2021 (indicate name of subject and workshop category) IB Physics Cat -1 to 3
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 Assessment instruments to Resources
time be used
(as identified List the main resources to be used, including
in the IB information technology if applicable.
subject guide)
State the topics/units in minutes
the order you are One class is 40 .
planning to teach them.

In one week there are 6 classes.

1.1 – Measurements IB Physics Text book, Data booklet, ICT Lab,

Year 1 Topic 1: 5 hrs
in physics • Worksheets Physics Lab Reference from PRC.
Measurements and Aug – 2 Weeks
uncertainties 1.2 – Uncertainties • Practical assessments Physics for IBDiploma by Kirk, Tim (Oxford
and errors Starts from • Peer assessment University Press),
12th August 2019
1.3 – Vectors and • Self Assessment Physics for IB Diploma by Allum , John
scalars (Hodder Education).
Physics for IB Diploma – Work boo and CD
Topic 2:
2.1 – Motion by Farrington, Mark (Cambridge University
2.2 – Forces Press).(Library)
Mechanics 2.3 – Work, energy 27 hrs • Sports activites will be https://www.s-cool.co.uk/a-
and power (22 + 5 ) conducted. level/physics/vectors-and-scalars-and-
2.4 – Momentum and 9 Weeks • Data collection and linear-motion/revise-it/vectors-and-scalars-
impulse (Aug- 1 week graphical representation. whats-the-differ
& & Sept- 4 weeks • Teacher feedback
Topic 6:
Oct- 3 weeks http://www.s-cool.co.uk/a-
6.1 – Circular motion Nov-1 week) • Lab assessments. level/physics/stress-and-strain/revise-
Circular motion it/density
6.2 – Newton’s law of • Quiz
and Gravitation http://www.antonine-
gravitation • Peer Assessment education.co.uk/Pages/Physics_2/Solid_Mat
erials/MAT_01/materials_page_1.htm
Topic 3:
3.1 – Thermal 11 hrs http://www.tap.iop.org/mechanics/momentu
concepts 3 weeks • Written Assessments m/220/page_46435.html
Thermal physics 3.2 – Modelling a gas http://www.tap.iop.org/mechanics/momentu
Nov-3 weeks • Peer assessments
m/221/page_46450.html

2
 5.1 – Electric fields http://www.nuffieldfoundation.org/practical-
5.2 – Heating effect of 15 hrs in physics
Year 1 Topic 5: electric currents 5 Weeks
Physics for IBDiploma by Kirk, Tim (Oxford
Electricity and 5.3 – Electric cells (Dec – 2 weeks
magnetism University Press),
5.4 – Magnetic effects Jan – 3 weeks)
of electric currents http://www.upscale.utoronto.ca/PVB/Harriso
n/Micrometer/Flash/MicSimulation.html
http://www.virtual-oscilloscope.com/

• Lab activities
10.1 – Describing 11 hrs in • Practical assessment http://www.tap.iop.org/electricity/emf/122/pa
Topic 10: fields 4 weeks • Teacher Feedback ge_46061.html
Fields 10.2 – Fields at work (Jan – 1 week • Project on complex circuit.
Feb – 3 weeks) • Working Model Physics for IBDiploma by Kirk, Tim (Oxford
University Press),
• Written Assessments
• Lab activities Physics for IBDiploma by Kirk, Tim (Oxford
• Self Assessment University Press),
Topic 8: 8.1 – Energy sources 8 hrs in • Semester end exams
Energy production 8.2 – Thermal energy 3 Weeks • Practical in the lab by using
transfer (Feb – 1 week Caloriemeter to understand http://www.best-microcontroller-
Mar – 2 weeks) the change in temperature projects.com/how-to-use-an-
oscilloscope.html
of a body under different
conditions
http://www.tap.iop.org/electricity/current/101/
4.1 – Oscillations ✓ Peer assessment http://www.virtual-oscilloscope.com/
• cases. page_45881.html
4.2 – Travelling waves 15 hrs in ✓ Teacher feedback
• Teacher feedback Physics for IBDiploma by Kirk, Tim (Oxford
Topic 4: 4.3 – Wave 4 weeks ✓ Self Assessment
characteristics (March – 2 weeks University Press),
Waves
4.4 – Wave behaviour April – 2 weeks ) http://www.s-cool.co.uk/a-
level/physics/current-charge-and-
4.5 – Standing waves voltage/revise-it/the-basics-and-the-

9.1 – Simple harmonic

motion 3
9.2 – Single-slit
Topic 9: Wave diffraction
phenomena
20 hrs
 17 hrs in conservation-of-charge
9.1 – Simple harmonic 5 weeks • Practical http://www.physicslab.co.uk/pfield.htm
Topic 9:
Wave phenomena motion (April – 2 weeks • Self Assessment
9.2 – Single-slit May – 3 weeks) • Comparison Report Physics for IBDiploma by Kirk, Tim (Oxford
diffraction University Press),
Topic 11: 11.1 –
Electromagnetic
Electromagnetic • Worksheet assessment
Year 2 induction
Induction 16 hrs in
11.2 – Power • PPT
5 Weeks
generation and • Teacher feedback
August/Sept
transmission
11.3 – Capacitance

Topic 7:
7.1 – Discrete energy 14 hrs in
and radioactivity 4 Weeks
Atomic, Nuclear 7.2 – Nuclear Sept/Oct/Nov
and Particle
Physics reactions
7.3 – The structure of
matter
• Quiz http://www.s-cool.co.uk/a-
12.1 – The interaction 16 hrs in • Self Assessment level/physics/atomic-structure/revise-
of matter with 5 Weeks • Peer assessment it/isotopes
Topic 12:
radiation Nov/Dec http://www2.glos.ac.uk/gdn/origins/life/carbo
Quantum and • Presentation n.htm
nuclear physics 12.2 – Nuclear physics • Teacher feedback
15 hours (SL) / Physics for IBDiploma by Kirk, Tim (Oxford
Options 25 hours (HL) University Press),

C Imaging Student’s Choice on In 6 -7 Weeks

or any one of the TWO. Jan/Feb/Mar
D Astrophysics

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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.

Introduction : Teacher’s Presentation – 1 hour – Single session or 2 or 3 shorter session.

Planning : Student’s Brainstorming – 1 hour – sharing ideas and information .
Student’s presentation of selected project – 1 hour – discusss the central topic which covers all or as many of the Science subjects .
Action and Evaluation : - Actual Investigation including evaluation – 6 hours – one day/half day
Presentation (Reflection) at Science Exhibition/Fair/Assembly – 1 hour

3. B 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.

2.1- Motion (1.2 hr) Determination of acceleration of freefall by using a pendulum. Yes. Plotting of the graph by data analysis.

5
 Applying the calorimetric techniques of specific heat capacity Yes, data is tabulated during the
3.1- Thermal concepts (1.2 hr + 1 hr) or specific latent heat by using a Caloriemeter. experiment. The observations are converted
2 Sessions into graph by using a spread sheet.

4.2- Travelling waves (1.2 hr)
4.4 – Wave behaviour (1.2 hr + 1 hr)
2 Sessions
5.3 – Electric Cells (1 hr)
Investigating the speeds of sound by using the reflection of
sound principle.
Determining the refractive index by using a glass slab and a
glass prism
Lass prism. the internal resistance of a battery.
Determining
Yes, Tabulation and comparion of amplitude of
sound waves . Data is collected in a spread
sheet and diiferent types of graph are plotted.
Yes, For tabulation of data and Graph
Yes, For comparison and tabulation of data.

Draw out the ideas of radial and uniform fields, the http://www.physicsclassroom.com/Class/estatic
Topic 11: field lines reaching the surface of the object at 90 o. s/u8l4c.cfm
Electrics Fields, Electromagnetic induction (1.2 hr) Go through the need for an arrow on the field line to http://www.s-cool.co.uk/a-level/physics/electric-
show the direction of the force on a positive charge. fields-and-forces/revise-it/electric-field-strength-
Learners should be aware of radial and uniform fields. e
You could expand this to cover gravitational fields too.

Experiment to verify the idea of using a vector http://www.s-cool.co.uk/a-level/physics/vectors-

2.1 Verifying resultant of vectors (1.2 hr)
triangle to find a resultant, making use of three
newton meters, chalk, thin string and paper.
Show a video clip of the Doppler effect and discuss
why the pitch of the note changes. Link pitch to
frequency. This could also be linked to ‘red-shift’ at
this stage.
and-scalars-and-linear-motion/revise-it/vectors-
and-scalars-whats-the-differ
Yes, ICT is used for tabulation
http://www.youtube.com/watch?v=Djz_rtnXSfY
http://www.youtube.com/watch?v=h4OnBYrbCj
Y

4.3 – Wave characteristics (1.2 hr + 1 hr) Note:

2 Sessions Learners will have experienced the Doppler effect with sound,
e.g. the siren of an emergency vehicle approaches and then
recedes. A discussion of this, along with a video to
demonstrate the effect, will enable to establish that the
change in pitch is due to a change in the frequency heard.

6

9.1 – Simple harmonic motion (1.2 hr)
9.2 – Single-slit diffraction (1.2 hr + 1.2 hr) –
2 Sessions
4.1 – Oscillations (1.2 hr )
4.2 – Travelling waves (1.2 hr)
Topic 9 -.Motion (1 hr)
Topic -2- Force and its effects (1 hr)
Analysis of displacement and acceleration graphs will
introduce the relationship a  –x. Deduce k as 
2 http://www.physicslab.co.uk/shm.htm
using the mathematics of the equations for the more
able learners.
Learners sketch a graph to show a = – 2x.
Recall and solve problems using the equation
𝑎𝑥
𝜆 =
𝐷 http://www.physicslab.co.uk/doubleslit.htm
for double-slit interference using light. Experiment to
find the wavelength of the light from a laser pen. Alter
D, measure x.
Construct, on graph paper, ‘snapshots’ of the relative
positions of the two waves at several stages of
overlap, and use the principle of superposition to find
the resultant disturbance in each case. Identify nodes
and antinodes and observe that they do not move.
Complete a worksheet (with mark scheme) prepared
by you in two levels on stationary waves and the
wave speed equation.
Note:
The basic condition for the formation of a stationary
wave needs to be clear. Waves of the same
frequency must be travelling in opposite directions
along the same path.
Experiment to understand the wave behaviour
Projectile Motion Simulation: Exploring the properties that
describe ballistic motion.
Fight Science: Exploring impact forces for kicks and punches
http://www.tap.iop.org/vibration/shm/302/page_
46567.html
http://www.antonine-
education.co.uk/Pages/Physics_4/Further_Mec
hanics/FMC_06/FMech_Page_6.htm
http://www.tap.iop.org/vibration/shm/304/page_
46587.html
http://hyperphysics.phy-
astr.gsu.edu/hbase/phyopt/slits.html
http://www.nuffieldfoundation.org/practical-
physics
http://www.upscale.utoronto.ca/PVB/Harrison/M
icrometer/Flash/MicSimulation.html
http://www.tap.iop.org/electricity/emf/122/page_
46061.html
http://www.best-microcontroller-
projects.com/how-to-use-an-oscilloscope.html
http://www.virtual-oscilloscope.com/
http://www.s-cool.co.uk/a-
level/physics/progressive-waves/revise-
it/standing-waves
http://www.physicslab.co.uk/swave.htm
Yes
No
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 Tpoic 2,6 -Circular Motion (1 hr)
Topic 3 - Caloriemetry (1.2 hr)
Topic 4 and 11 -Wave Characteristics (1.2 hr)
Hohmann Transfer Orbits - Using a real-time planetary orbit
Yes
simulation and applying Kepler's 3rd Law to calculate travel
times to other planets.
Calorimetry: Measuring the specific heat of oil
Yes
Waves: Design an experiment to investigate the properties of
Yes
waves.

Topic 5 and 6-Electric Fields (1.2 hr) Electric Field Hockey Simulation - Using a self-designed array
Yes
of anchored charges to navigate a test charge through an
obstacle course.

Topic 5 and 6 - Electric Fields (1 hr) Static Charges - Demonstrations and explorations of static
No
charge devices
5.3 - Electricity (1 hr) Ohm's Law: An exploration into Ohm's Law and resistivity
Yes

Circuit Diagrams - Simulation to explore current and voltages

5.3 - Electricity (1 hr) Yes
in circuits
Biot-Savart Law - Investigating the relationship between
magnetic force and distance
Magnetic Shielding - An exploration into the shielding effects
Topic – 6-Fields (1.2 hr) Yes
of a variety of metals on magnetic fields.

Radiation Fields: Simulation to investigate near and far field

Yes
properties.
The Photoelectric Effect: Simulation to investigate PE effects
4.4 - Light ( 1 hr) Lens Optics: Simulation that investigates image properties
Yes
from lenses
Snell's Law: Experiment to determine the index of refraction of
glass
4.4 - Light – Refraction (1 hr)
Design Experiment: Determine the index of refraction of a
Yes
liquid
Wave Interference: Determining the wavelength of a He-Ne
Yes
4.2 - Wave Characteristics (1.2 hr) laser.

8
 9.2 - Light (1.2 hr)
Electronics ( 1.2 hr) - IA
Option - Planning an experiment (1.2 hr)
Spectroscopy: Using a diffraction grating to identify the
Yes
spectra of a gas.
PN Junction Diode: Simulation to investigate IV
Yes
characteristics of diodes.
Design Experiment: Student created practical

Topic 2 -Gravitational Fields (1.2 hr) g-forces: Collecting data on fair ride accelerations
Yes

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.

Currently the lab is equipped to conduct few experiments listed above and will be completely equipped equipped before the courses start.

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.

InThinking,
Physics for IBDiploma by Kirk, Tim (Oxford University Press),
Khan Academy,Physics for IB Diploma by Allum , John (Hodder Education).
Physics for IB Diploma – Work boo and CD by Farrington, Mark (Cambridge University Press).(Library) support from sister Institutions of SNIS,
Field trips to IISc.
https://sites.google.com/site/bywateribphysics;
A good software for video analysis, other than logger pro. A lot of physics simulations are given;
Teaching Advanced Physics; download Loggerpro for win and mac;
Written for the previous syllabus but a very helpful resource nonetheless;
Virtually every exam paper since the Year 2000

9
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)

Measurement and Theory of knowledge: What has influenced the common language used in science? To what
Uncertainities. extent does having a common standard approach to measurement facilitate the sharing of
knowledge in physics?

Lesson Plan :
Measurements are used in all the fields across different subjects. It is used in day to day life at
various levels. Activities will be conducted from the lab extending to the outside surroundings
Mechanics where the knowledge of understanding and applying the knowledge is applied and tested.

The independence of horizontal and vertical motion in projectile motion seems to be counter-
intuitive. How do scientists work around their intuitions? How do scientists make use of their
intuitions?

Lesson Plan :
Diving, parachuting and similar activities where fluid resistance affects motion will be
discussed in the class and the various parameters and facctors involved in understandind,
connecting various fields and their application is discussed in the class.

10
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)
Measurement and
Uncertainities This topic is able to be integrated into any topic taught at the start of the course and is
important to all topics
• Students studying more than one group 4 subject will be able to use these skills across
all subjects.
Demonstrate knowledge and understanding of:
1) methodologies and techniques
2) Communicating scientific information.
3) Formulate, analyse and evaluate:
a) hypotheses, research questions and predictions
b) primary and secondary data
c) Scientific explanations.
4. Demonstrate the appropriate research, experimental, and personal skills
necessary to carry out insightful
and ethical investigations.

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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)

Measurements and Vector notation forms the basis of mapping across the globe.
Uncertainities-Vectors and Scientific collaboration is able to be truly global without the restrictions of national borders or language due to
Scalars the agreed standards for data representation.
International cooperation is needed for tracking shipping, land-based transport, aircraft and objects in space.

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

11.1 – Electro magnetic Inquiry, Knowledge , Thinking skills, Risk taking.

Induction Understanding the theory of electro magnetic induction , and applying the acquired knowkedge through
experiments in the lab by using magnets and simple experiments and moving on to making of elcetromagnets
of different field strengths and using them in different working models And also understanding the working of
motors from simple to complex .Applying the skills in making a generator and try to identify the practical used
in day to day life and extending the knowledge to help the world around to design simple devises to harness
energy .

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