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IB Physics SL (PS, AS)
Grades Offered: 11-12
Credit: 1.0 for 1 year
2.0 for 2 years
Recommended Prerequisites:
Course description:
Physics is the study of matter and energy and their
interactions in the Universe. The
focus of this course is to provide students with a general survey of the
physical laws pertaining to classical Newtonian mechanics, wave motion and
interference, electromagnetism, quantum mechanics and Einsteinian relativity.
The class will concurrently address the effects of
discoveries in Physics on technology and the role that science has played in
the international community. Examples
of this include the introduction of the compass to Western Europe from the
Chinese, the international cooperation that occurred during the preliminary
discoveries of radioactivity and the social and ethical impact of the atomic
bomb during World War II.
Students will water for the Utah Valley
potable for nearly 60000 residents be
assessed frequently in both traditional assessment techniques and be required
to complete open-ended laboratory experimentation. As a Group 4 project, the local sewage
treatment plant will allow students to see how the different scientific
disciplines work together to make drinking
Topics:
It is the IB Physics teacher’s belief that both SL
and HL students would be best served if their classes are two-year
programs. Our current schedule has
students meeting every other day for 84 minutes, 90 times during the school
year. This is equivalent to an 18 week
semester.
Below is a brief outline of topics to be covered in
each year for SL and HL students. The
timing is approximate, but has been designed to meet IB requirements as
closely as possible. For each topic, a
short description of related lab exercises has been included. Other labs may be added as time allows.
In year 1, both SL and HL students will study the
core curriculum and complete the Group 4 project.
Using the 2006 Curriculum Review Report, students
would progress through
·
Measurement (1
week)
o
Each student
measures the length, width and height of the classroom using a meter
stick. The accuracy and precision of
the students’ measurements is analysed.
o
Each student
measures the circumference and diameter of a circle. Students measure the error of their
measurements compared to the established value for pi.
·
Mechanics (3.5
weeks)
o
Students design
and carry out an experiment to measure Earth’s gravitational acceleration.
o
Students use
mechanical energy conservation to predict the speed
·
Thermodynamics
(1.5 weeks)
o
Students
measure the specific heat of a metal sample and compare the experimental
value to established values.
o
Students design
an experiment to safely measure the temperature of a flame.
·
Oscillations
and Waves (2 weeks)
o
Students
discover the factors that effect the period of a linear simple harmonic
oscillator.
o
Students
calculate the acceleration due to gravity using a pendulum.
·
Electrostatics
(1.5 weeks)
o
Students
measure and graph the discharge of different capacitors.
o
Students
simulate the Millikan Oil Drop Experiment using BBs sealed in opaque film
cans and determine the mass of an individual BB.
·
Fields (1.5
weeks)
o
Students create
a model solar system and determine planetary masses, orbital velocities,
orbital periods and solar masses.
o
Students
measure the electrostatic constant using a scotch tape electroscope.
·
Atomic Physics
(2 weeks)
o
Students
calculate the half-life of a radioactive sample.
o
Students graph
the binding energy per nucleon as a function of atomic number and determine
the elements that will undergo fission or fusion.
·
Environmental
Physics (4 weeks)
o
Students
measure the electric energy usage in their hoe and develop means of
conservation.
o
Students
research “alternative energy sources” and the improvements and detriments to
using these fuels.
·
Group 4 Project
(1 week)
In year 2, students desiring to take SL will move
through the following progression:
·
Optics (3 weeks)
o
Students
discover the magnification equation for image formation of a convex lens.
o
Students
calculate the wavelength of a laser using a diffraction grating with a known
spacing.
·
Quantum
Mechanics (3 weeks)
o
Students calculate
Planck’s Constant using a photovoltaic cell and compare the experimental vale
to the established value.
o
Students
construct a model of the Rutherford Foil Experiment.
·
Digital
Technology (3 weeks)
o
Students
construct digital circuits and compare their components to analog circuits.
o
Students
measure the size of a “cell” using the on-site tower and measuring the
distance to other towers.
·
Relativity and
Particles (3 weeks)
o
Students
advocate at what speed relativistic effects must be taken into account and
state reasons why they select that speed.
o
Students
construct a “particle zoo” given mass and charge information of subatomic
particles.
The remaining 6 weeks is for review and test
taking. It is the goal that by
offering SL students all four standard level options, the students can decide
which option best suits them for the final papers.
Year 2 HL students will move through the following
topics:
·
Motions through
fields (1.5 weeks)
o
Students
develop a procedure to calculate the landing point of a projectile.
o
Students map
the electric field around a conductor and concurrently map equipotentials
about that conductor.
·
Thermal Physics
(1 week)
o
Students
measure the thermal efficiency of a refrigerator and compare it to the Carnot
efficiency.
o
Students write
a procedure to demonstrate and measure entropy.
·
Wave Phenomena
(2.5 weeks)
o
Students design
a model of transverse and longitudinal wave motion.
o
Students design
a procedure to measure the speed of sound.
·
Electromagnetic
Induction (1.5 weeks)
o
Students use DC
motors to generate and measure a potential difference.
o
Students use a
rare earth magnet and a vertical metal tube to measure the induced force
created by Lenz’s Law.
·
Quantum and
Nuclear Physics (3 weeks)
o
Students
calculate Planck’s Constant using a photovoltaic cell and compare the
experimental vale to the established value.
o
Students
construct a model of the Rutherford Foil Experiment.
·
Digital
Technology (1.5 weeks)
o
Students
construct digital circuits and compare their components to analog circuits.
o
Students
measure the size of a “cell” using the on-site tower and measuring the
distance to other towers.
·
Relativity (4
weeks)
o
Students
advocate at what speed relativistic effects must be taken into account and
state reasons why they select that speed.
o
Students use
relativity to prove or disprove concepts in science fiction movies.
·
Particle
Physics (4 weeks)
o
Students
construct a “particle zoo” given mass and charge information of subatomic
particles.
o
Students use
string theory to explain subatomic particle interactions.
While students could potentially take the AP Physics B test after their
second year, it is strongly recommended against due to the limited usability
of AP Physics B credit at a university
Assessment:
Internal Assessment
Students will be assessed on their science skills
in the laboratory. Theses skills will
be assessed using the IB criteria and aspects for laboratory investigation:
·
Planning (a)
o
Defining the
problem or research question.
o
Formulating a
hypothesis or prediction.
o
Selecting
variables.
·
Planning (b)
o
Selecting
appropriate apparatus or materials (including diagrams).
o
Designing a
method for the control of variables.
o
Designing a
method for the collection of sufficient relevant data.
·
Data Collection
o
Collecting and
recording raw data.
o
Organizing and
presenting raw data.
·
Data Processing
and Presentation
o
Processing raw
data.
o
Presenting
processed data.
·
Conclusion and
Evaluation
o
Drawing
conclusions.
o
Evaluating
procedures and results.
o
Improving the
investigation.
·
Manipulative
Skills
o
Carrying out
techniques safely.
o
Following a
variety of instructions, including oral, written, videos, flowcharts, etc.
·
Personal Skills
(a)
o
Working within
a team of 2 or more people.
o
Recognizing the
contributions of others.
o
Exchanging and integrating
ideas.
·
Personal Skills
(b)
o
Approaching
scientific investigations with self-motivation and perseverance.
o
Working in an
ethical manner.
o
Paying
attention to environmental impact.
The students will be graded on each aspect at least
twice during the year. Their
competency will be recorded on the Practical Scheme of Work sheet as
“complete”, “partial” or “not at all.”
External Assessment
In preparation for the external assessment papers,
students will be tested at the conclusion of
each topic using multiple choice (i.e. Paper 1), data based questions
(Paper 2) and short and extended response questions (Papers 2 and 3). Whenever applicable, questions from
previous IB papers will be used to familiarize students with the format and
language of the upcoming exam.
Non IB Assessment
As topics are introduced, students will be required
to complete homework assignments related to new material covered in
class. Most assignments will enhance
students’ problem solving skills, as well as reinforce qualitative concepts
and provide practice in predicting phenomena without using mathematical
techniques.
Group 4 Project
At the end of Year 1 (as outlined above), following
the Environmental Physics topic, students will complete the Group 4 project
at the local sewage treatment plant.
The plant uses multiple techniques for disinfecting wastewater for
re-use in the northern section of Utah County. The plant’s methods of cleaning the water
includes
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