home

IB COURSE OUTLINE
In this group the subjects include biology, chemistry, environmental science, design technology and
 * Group 4 Experimental Sciences **

The goal of physics is to instil in the student a curiosity about matter and its interactions; to initiate a lifetime of using an organized, evidence based approach to solving problems; and to recognize the central significance of physics to the understanding of all other physicists and its applications to every day lives and real world situations. This is the most fundamental of the experimental sciences to explain the Universe. The issue of physicists work with integration to the environmental, social and economical circles is important and the nature of the subject induces such knowledge. Physics is a way of life. With this course the students will have an insight into the human side of physicists; the individuals, personalities, times and social milieux: and their challenges, disappointments and triumphs.
 * Physics SL/HL **
 * Course Description **


 * Interdisciplinary nature of the subject ** : Physics is significant in its application to other disciplines and the world. Ideas are expressed symbolically, numerically, and graphically hence concepts can be understood internationally. Behaviour and properties of materials are organized, classified, and predicted utilizing periodic trends. Mathematical relationships are interpreted and manipulated to model the real world. Experimental investigations are designed, analyzed, interpreted, applied, and communicated through the laboratory process.


 * Skills: ** Physics, the study of matter and its interactions, uses an organized approach to solving problems. The content of the physics curriculum is focused to challenge the reasoning and analytical skills of students. Physics uses math to explore and model the interactions of matter. Students will apply their knowledge of physics to current events which emphasizes the two basic scientific domains of knowledge and activity within the framework of understanding natural physical phenomena.


 * Instructional Approach: ** Instruction and learning are organized to model Inquiry principles. The teacher functions as facilitator to nurture the students’ growth to become independent learners. We will use a variety of teaching strategies to promote inquiry, including laboratory experiments, demonstrations, direct instruction, current events, visual presentations and cooperative learning, as appropriate to the lesson and prior knowledge of the students. Time will be provided to ensure that problem analysis, as well as solution strategies, are addressed. Students will be given opportunities to synthesize unifying principles from the course of study, make interdisciplinary connections, and apply these understandings to real world situations. This will be simulated during group four projects. We will provide opportunities for students to use technology and apply their knowledge and skills to projects and learning experiences. We as teachers will engage students in effective techniques of reading, writing, and mathematics to extend their understandings of the content.
 * Lab Safety: ** Safety in the Laboratory and Classroom is the highest priority in this course. For this reason, we will orient students appropriately and require them to understand and sign a student safety contract.

Topic 1: Physics and physical measurement 5 Topic 2: Mechanics 17 Topic 3: Thermal physics 7 Topic 4: Oscillations and waves 10 Topic 5: Electric currents 7 Topic 6: Fields and forces 7 Topic 7: Atomic and nuclear physics 9 Topic 8: Energy, power and climate change 18

//AHL 55 //
Topic 9: Motion in fields 8 Topic 10: Thermal physics 6 Topic 11: Wave phenomena 12 Topic 12: Electromagnetic induction 6 Topic 13: Quantum physics and nuclear physics 15 Topic 14: Digital technology 8

Option A: Sight and wave phenomena 15 Option B: Quantum physics and nuclear physics 15 Option C: Digital technology 15 Option D: Relativity and particle physics 15

Option E: Astrophysics 15/22 Option F: Communications 15/22 Option G: Electromagnetic waves 15/22

Options HL
Option H: Relativity 22 Option I: Medical physics 22 Option J: Particle physics 22 Students at SL are required to study any **two** options from A–G. The duration of each option is 15 hours. Students at HL are required to study any **two** options from E–J. The duration of each option is 22 hours.

==

Core 80 Options 30 Investigations 30 Group 4 project 10
 * Theory**
 * Practical work**

Core 80 Additional higher level (AHL) 55 Options 45 Core 80 Additional higher level (AHL) 55 Options 45 Investigations 50 Group 4 project 10
 * Theory **

The scores earned on tests, lab reports, quizzes and homework will determine final grade. At the end of each evaluation (test, quiz, etc.) the total points accumulated will be divided by the total points possible to produce a percentage. Each assignment will be weighted and will contribute to the final grade.
 * Assessment: ** Assessment will be frequent, ongoing, and embedded in student learning experiences. We as teachers set high standards with challenging and rigorous expectations for all students and provide differentiation of instruction and learning as appropriate.

(These exams are taken at the end of the second year.) The IB exam consists of 3 papers, constituting 76% of the total grade:
 * External Assessment: **
 * Paper 1: Multiple Choice
 * Paper 2: Free Response - Core
 * Paper 3: Free Response - Options

Laboratory folio (24%): 40-60 hours of laboratory work where the intention is that students should be able to: > (a) hypotheses, research questions and predictions > (b) scientific methods/techniques and procedures >  (c) scientific explanations
 * Internal Assessment **
 * 1)  construct, analyze and evaluate
 * 1)   Demonstrate the personal skills of cooperation, perseverance and responsibility appropriate for effective scientific investigation and problem solving.
 * 2)  Demonstrate the manipulative skills necessary to carry out scientific investigation with precision and safety.

Grades for the semester will be calculated based on:
 * AKAM –Physics Department-Grading **
 * Tests and Projects 20%
 * Quizzes 10%
 * Homework and independent tasks 10%
 * Laboratory investigations 30%
 * Examination 30%

Include 34 weeks in first years where the students will meet every day for Physics HL and every other day for physics SL with an additional two weeks for formal examination and review time. In the second year there are 25 weeks with an additional three weeks for the mock exams and review time. This reflect a total of 240hrs HL and 150 Hours SL Physics SL is designed to introduce students to the laws of physics, the experimental skills required in physics, and the social and historical aspects of physics as an evolving body of human knowledge about nature. All IB experimental physics courses seek to develop students' experimental and investigative scientific skills To meet this aim, twenty-five percent of a student's classroom time is devoted to performing practical (laboratory) work that covers a range of topics and skills, including a multi-disciplinary group physics project HL spends 60Hrs and SL students 40 hours on practical activities. The group 4 project takes 10-15hrs and will be coordinated by all the group 4 instructors including teachers of environmental systems and design & technology.
 * Teaching time **

**EXTERNAL ASSESSMENT** The external assessment 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. =Paper 2 = Paper 2 tests knowledge of the core and AHL material for HL students and the core only for SL students. The paper is divided into **two sections**. In **section A**, there is a data-based question which will require students to analyse a given set of data. The remainder of section A is made up of short-answer questions. In **section B**, students are expected to answer two questions from a choice of four at HL or one question from a choice of three at SL. These extended response questions may involve writing a number of paragraphs, solving a substantial problem, or carrying out a substantial piece of analysis or evaluation. A **calculator is required** for this paper. =Paper 3 = Paper 3 tests knowledge of the options. At HL, students will answer several short-answer questions and an extended response question in each of the two options studied. At SL, students answer several short-answer questions in each of the two options studied. A **calculator is required** for this paper. =Assessment Specifications =
 * APPENDIX 1 **
 * Calculators are not permitted **, but students are expected to carry out simple calculations.

core || and several short-answer questions on the core (all compulsory) Section B: one extended-response question on the core (from a choice of three) || each of the two options studied (all compulsory) ||
 * ** Component ** || ** Overall **
 * weighting **
 * (%) ** || ** Approximate **
 * weighting of **
 * objectives (%) **
 * 1+2 3 ** || ** Duration **
 * (hours) ** || ** Format and syllabus coverage ** ||
 * ** Paper 1 ** || 20 || 20 || ¾ || 30 multiple-choice questions on the
 * ** Paper 2 ** || 32 || 16 16 || 1¼ || Section A: one data-based question
 * ** Paper 3 ** || 24 || 12 12 || 1 || Several short-answer questions in

common to SL plus about five more on the core and about 20 more on the AHL) || and several short-answer questions on the core and the AHL (all compulsory) Section B: two extended-response questions on the core and the AHL (from a choice of four) || one extended-response question in each of the two options studied (all compulsory) ||
 * ** Component ** || ** Overall **
 * weighting **
 * (%) ** || ** Approximate **
 * weighting of **
 * objectives (%) **
 * 1+2 3 ** || ** Duration **
 * (hours) ** || ** Format and syllabus coverage ** ||
 * ** Paper 1 ** || 20 || 20 || 1 || 40 multiple-choice questions (±15
 * ** Paper 2 ** || 36 || 18 18 || 2¼ || Section A: one data-based question
 * ** Paper 3 ** || 20 || 10 10 || 1¼ || Several short-answer questions and

In addition to addressing objectives 1, 2 and 3, the internal assessment scheme for both SL and HL addresses objective 4 (personal skills) using the personal skills criterion to assess the group 4 project, and objective 5 (manipulative skills) using the manipulative skills criterion to assess practical work. For both SL and HL, calculators are not permitted in paper 1 but are required in papers 2 and 3. =A clean copy of the //Physics data booklet// is required for papers 1, 2 and 3 at both SL and HL. = ==

The method of assessment used for internal assessment is criterion-related. That is to say, the method of assessment judges each student in relation to identified assessment criteria and not in relation to the work of other students.

The internal assessment component in all group 4 courses is assessed according to sets of assessment criteria and achievement level descriptors. The internal assessment criteria are for the use of teachers. • For each assessment criterion, there are a number of descriptors that each describes a specific level of achievement. • The descriptors concentrate on positive achievement, although for the lower levels failure to achieve may be included in the description.

Teachers should judge the internal assessment exercise against the descriptors for each criterion. The same internal assessment criteria are used for both SL and HL. The aim is to find, for each criterion, the descriptor that conveys most adequately the achievement level attained by the student. The process, therefore, is one of approximation. In the light of any one criterion, a student’s work may contain features denoted by a high achievement level descriptor combined with features appropriate to a lower one. A professional judgment should be made in identifying the descriptor that approximates most closely to the work. • Having scrutinized the work to be assessed, the descriptors for each criterion should be read, starting with level 0, until one is reached that describes an achievement level that the work being assessed does not match as well as the previous level. The work is, therefore, best described by the preceding achievement level descriptor and this level should be recorded. Only whole numbers should be used, not partial points such as fractions or decimals. • The highest descriptors do not imply faultless performance and moderators and teachers should not hesitate to use the extremes, including zero, if they are appropriate descriptions of the work being assessed. • Descriptors should not be considered as marks or percentages, although the descriptor levels are ultimately added together to obtain a total. It should not be assumed that there are other arithmetical relationships; for example, a level 2 performance is not necessarily twice as good as a level 1 performance. • A student who attains a particular achievement level in relation to one criterion will not necessarily attain similar achievement levels in relation to the others. It should not be assumed that the overall assessment of the students will produce any particular distribution of scores. • The assessment criteria should be available to students at all times.

There are five assessment criteria that are used to assess the work of both SL and HL students. • Design—D • Data collection and processing—DCP • Conclusion and evaluation—CE • Manipulative skills—MS • Personal skills—PS The first three criteria—design (D), data collection and processing (DCP) and conclusion and evaluation (CE)—are each assessed twice. Manipulative skills (MS) is assessed summatively over the whole course and the assessment should be based on a wide range of manipulative skills. Personal skills (PS) is assessed once only and this will be during the group 4 project. Each of the assessment criteria can be separated into three **aspects** as shown in the following sections. Descriptions are provided to indicate what is expected in order to meet the requirements of a given aspect **completely (c)** and **partially (p)**. A description is also given for circumstances in which the requirements are not satisfied, **not at all (n)**. A **“complete”** is awarded 2 marks, a **“partial”** 1 mark and a **“not at all”** 0 marks. The maximum mark for each criterion is 6 (representing three “completes”). D × 2 = 12 DCP × 2 = 12 CE × 2 = 12 MS × 1 = 6 PS × 1 = 6 This makes a total mark out of 48. The marks for each of the criteria are added together to determine the final mark out of 48 for the IA component. This is then scaled at IBCA to give a total out of 24%. General regulations and procedures relating to IA can be found in the Vade Mecum for the year in which the IA is being submitted.