IB Physics Standard Level Course Outline

for XS IB 2012-2014 Philosophy Statement of Teaching and Learning Physics at Xavier School
At Xavier School we believe that teaching and learning in the Diploma Program Physics is most effective when students work with their teachers to develop scientific competence and compassion through the following: make use of scientific knowledge to understand the constantly changing natural world analyze and solve problems following the principles of scientific inquiry respond to national and/or international issues with respect to the society and to the environment The course supports the IB Diploma Program (IBDP)s formative goals, with emphasis on the following traits of the IB learner profile: Inquirers. They develop their natural curiosity, acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable. They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers. They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators. They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Open-minded. They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Risk-takers. They approach unfamiliar situations and uncertainty with courage and forethought, and they have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Reflective. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Aims The Physics Diploma program aims to: provide opportunities for scientific study and creativity within a global context that will simulate and challenge students provide a body of knowledge, methods and techniques that characterize science and technology. enable students to apply and use a body of knowledge, methods and techniques that characterize science and technology develop an ability to analyze, evaluate and synthesize scientific information engender an awareness of the need for, and the value of, effective collaboration and communication during scientific activities. develop experimental and investigative scientific skills. develop and apply the students information and communication technology skills in the study of science. raise the awareness of the moral, ethical, social, economic and environmental implications of using science and technology. develop an appreciation of the possibilities and limitations associated with science and scientists. encourage an understanding of relationships between scientific disciplines and overarching nature of the scientific method. relate the learnings in the classroom to local and international societal and environmental issues.

Objectives Students should be able to: 1.Demonstrate the understanding of : a.scientific facts and concepts b.scientific methods and techniques c. scientific terminology d. methods of presenting scientific information. 2.Apply and use: a.scientific facts and concepts b.scientific methods and techniques c. scientific terminology to communicate effectively d.appropriate methods to present scientific information. 3.Construct, analyze and evaluate: a.hypotheses, research questions and predictions b.scientific methods and techniques c. scientific explanations. 4.Demonstrate the personal skills of cooperation, perseverance and responsibility appropriate for effective scientific investigation and problem solving. 5.Demonstrate the manipulative skills necessary ti carry out scientific investigations with precision and safety. Course Pre-Requisites For standard and higher level, students are expected to have completed a course in basic or advanced algebra a course in geometry and basic trigonometric ratios Content & Skills H3 Physics and Physical Measurement (Topic 1) Mechanics (Topic 2) Thermal Physics (Topic 3) Fields and Forces (Topic 6) Electric Currents (Topic 5) H4 Oscillations and Waves (Topic 4) Electromagnetic Waves (Options) Atomic and Nuclear Physics (Topic 7) Astrophysics (Options) Energy, Power and Climate Change (Topic 8)

Content & Skills Skills: 1. 2. 3. 4. identify key physics concepts in everyday events and phenomena apply scientific methods and principles to solve problems manipulate basic scientific instruments with precision and safety perform independent research, analysis, evaluation and presentation of scientific information 5. collaborate effectively with peers through cooperation and respect for each others ideas and feelings. Course Credits / Certificates Awarded One course credit per year is granted to SL students who successfully complete the course. Students who opt to take the IB external examinations, either as part of the full IB Diploma or the Advanced High School Diploma, will gain an IB Certificate in Physics, if successful. Expectations Students are expected to: 1. come to class with their Physics textbook, Physics lab book, notebook, calculators and pens 2. accomplish requirements assigned to them (homework, seat work, lab activities,etc.) 3. participate actively in class. 4. keep their notes and files in order and up to date 5. promote mutual respect and harmony with other members of the class Textbooks and Materials Used Hamper C. & Ord K Physics HL. Heinemann ISBN 978 0 435994 466 Tsokos K.A.(2008) Physics for the IB Diploma. 5th ed. Cambridge (currently available) 978-0- 521-70820-3 Kirk T. ( ). IB Study Guides: Physics for the IB Diploma Standard & Higher Level. Oxford University Press ISBN 978 0-19-915141-1

Assessment Overview Xavier Assessment Unit Assessments. These are assessments at the end of each unit that determine the students understanding of the recent lesson. This may be in the form of a paper and pen exam or a performance task. Summative Assessments. These are assessments set at the end of every semester to determine and report a students performance in that period. The assessment tool that will be used is the semestral test. Formative Assessments. These are a variety of tests and assignments set by the school as part of the teaching and learning process. Among the assessment tools used are quizzes, assignments, seat works and laboratory activities. These will be used primarily as feedback on the students performance and will not have a direct factor on the report card. Internal Assessments. An assessment of the students performance in the formative as well as summative phases of assessment is done using the rubric designed by the school and patterned after IBs marking scheme. This assessment is reported as the semestral grade of the student in Physics. Breakdown of Grades Semesters 1-3 Unit Tests Paper 1 Paper 2 IA Unit Tests Paper 1 Paper 2 Paper 3 IA SL 25 20 30 25 15 20 25 15 25 HL 25 20 30 25 15 20 25 12 25

Semester 4

Grade Descriptors 7 Excellent Communicates logically and concisely using appropriate terminology and conventions. Shows insight or originality. Demonstrates personal skills, perseverance and responsibility in a wide variety of investigative activities in a very consistent manner. Works very well within a team and approaches investigations in an ethical manner, paying full attention to environmental impact. Displays competence in a wide range of investigative techniques, paying considerable attention to safety, and is fully capable of working independently. Communicates effectively using appropriate terminology and conventions. Shows occasional insight or originality. Demonstrates personal skills, perseverance and responsibility in a wide variety of investigative activities in a very consistent manner. Works well within a team and approaches investigations in an ethical manner, paying due attention to environmental impact. Displays competence in a wide range of investigative techniques, paying due attention to safety, and is generally capable of working independently.

6 Very good

5 Good

Communicates clearly with little or no irrelevant material Demonstrates personal skills, perseverance and responsibility in a variety of investigative activities in a fairly consistent manner. Generally works well within a team and approaches investigations in an ethical manner, paying attention to environmental impact. Displays competence in a range of investigative techniques, paying attention to safety, and is sometimes capable of working independently.

4 Satisfactory

Communicates adequately although responses may lack clarity and include some repetitive or irrelevant material. Demonstrates personal skills, perseverance and responsibility in a variety of investigative activities, although displays some inconsistency. Works within a team and generally approaches investigations in an ethical manner, with some attention to environmental impact. Displays competence in a range of investigative techniques, paying some attention to safety, although requiring some close supervision. Communicates with a possible lack of clarity and some repetitive or irrelevant material. Demonstrates personal skills, perseverance and responsibility in some investigative activities in an inconsistent manner. Works within a team and sometimes approaches investigations in an ethical manner, with some attention to environmental impact. Displays competence in some investigative techniques, occasionally paying attention to safety, and requires close supervision Offers responses which are often incomplete or irrelevant. Rarely demonstrates personal skills, perseverance or responsibility in investigative activities. Works within a team occasionally but makes little or no contribution. Occasionally approaches investigations in an ethical manner, but shows very little awareness of the environmental impact. Displays competence in a very limited range of investigative techniques, showing little awareness of safety factors and needing continual and close supervision.

3 Mediocre

2 Poor

1 Very Poor

Recalls fragments of factual information in the syllabus and shows very little understanding of any concepts or principles. Rarely demonstrates personal skills, perseverance or responsibility in investigative activities. Does not work within a team. Rarely approaches investigations in an ethical manner, or shows an awareness of the environmental impact. Displays very little competence in investigative techniques, generally pays no attention to safety, and requires constant supervision

IB Assessment Internal Assessment. Final Assessment. These are the assessments determined by the IB for this course. The final assessment is weighted as follows: Examinations Paper 1 Paper 2 Paper 3 % Weight for SL 20 32 24 % Weight for HL 20 36 20

For the SL Paper 1 is made up of one section containing 30 multiple choice questions covering Topics 1 to 8 of the core topics of the subject guide. Calculators cannot be used in Paper 1. Paper 2 is made up of two sections Section A: one data based question and several short-answer questions on the core (all compulsory) Section B: one extended-response question on the core (from a choice of three) Paper 3 is made up one section composing of several short answer questions in each of the two options studied (two compulsory from a choice of seven)

IB Assessment For the HL Paper 1 is made up of 1section containing 40 multiple choice questions covering Topics 1 to 8 of the core and the additional topics for HL -- Topics 9-14. (15 items common to SL plus 5 more on the core and about 20 more on the AHL) Paper 2 is made up of two sections Section A: one data based question and several short-answer questions on the core and the AHL (all compulsory) Section B: two extended-response question on the core and AHL (from a choice of four) Paper 3 is made up several short-answer questions and one extended-response question in each of the two options studied (all compulsory) Internal Assessment (IA) The internal assessment (IA) requirements are the same for all group 4 projects, with the exception of design technology, which has an additional element. The IA, worth 24% of the final assessment (or 36% for design technology), consists of an interdisciplinary project, a mixture of short and long term investigations. Student work is internally assessed by the teacher and externally moderated by the IBO. The performance in IA at both the SL and HL is marked against assessment criteria, with each criterion having a maximum mark of 6. IA Requirements The IA usually involves scientific investigations done in a laboratory or outside as field work. It involves the use of scientific instruments and materials typical of an investigatory activity or experiment. There are five assessment criteria for both SL and HL. They are design, data collection and processing, conclusion and evaluation, manipulative skills and personal skills. The first three criteria are each assessed twice while manipulative skills is assessed once over the whole course while the personal skills is assessed also only once during the group 4 project. The criteria/ rubrics are as follows:

Design
Levels Aspects 1. Defining the problem and selecting variables 2. Controlling variables 3. Developing a method for collection of data Complete [2] Formulates a focused problem/research question and identifies the relevant variables. Designs a method for the effective control of the variables. Develops a method that allows for the collection of sufficient relevant data. Partial [1] Formulates a problem/ research question that is incomplete or identifies only some relevant variables. Designs a method that makes some attempt to control the variables. Develops a method that allows for the collection of insufficient relevant data. Not at all [0] Does not identify a problem/research question and does not identify any relevant variables. Designs a method that does not control the variables. Develops a method that does not allow for any relevant data to be collected. Teachers Comments

Data Collection and Processing

Levels Aspects 1. Recording raw data. Complete [2] Records appropriate and quantitative associated qualitative raw data, including units and uncertainties where relevant. Processes the quantitative raw data correctly. Partial [1] Records appropriate quantitative and associated qualitative raw data, but with some mistakes or omissions. Processes quantitative raw data, but with some mistakes and/or omissions. Not at all [0] Does bot record any appropriate quantitative raw data or raw data is incomprehensible. No processing of quantitative raw data is carried out or major mistakes are made in processing. Presents processed data inappropriately or incomprehensibly. Teachers Comments

2. Processing raw data.

3. Presenting processed data.

Presents processed data appropriately and, where relevant, includes errors and uncertainties.

Presents processed data appropriately, but with some mistakes and/or omissions.

Conclusion and Evaluation

Levels Aspects 1. Concluding Complete [2] States a conclusion, with justification, based on a reasonable interpretation of the data. Evaluates weaknesses and limitations. Partial [1] States a conclusion based on a reasonable interpretation of the data. Identifies some weaknesses and limitations, nut the evaluation is weak or missing. Suggests only superficial improvements. Not at all [0] States no conclusion or the conclusion is based on an unreasonable interpretation of the data. Identifies irrelevant weaknesses and limitations. Suggests unrealistic improvements. Teachers Comments

2. Evaluating procedures

3. Improving the investigation

Suggests realistic improvements in respect of identified weaknesses and limitations.

Manipulative Skills
Levels Aspects 1. Following instructions Complete [2] Follows instructions accurately, adapting to new circumstances (seeking assistance when required) Competent and methodical in use of a range of techniques and equipment. Pays attention to safety issues. Partial [1] Follows instructions but requires assistance. Not at all [0] Rarely follows instructions or requires constant supervision. Rarely competent and methodical in the use of a range of techniques and equipment. Rarely pays attention to safety issues. Teachers Comments

2. Carrying out techniques

Usually competent and methodical in the use of a range of techniques and equipment. Usually pays attention to safety issues.

3. Working safely

Personal Skills
Levels Aspects 1. Self-Motivation and Perseverance 2. Working within a team Complete [2] Approaches the project wit self-motivation and follows it through to completion. Collaborates and communicates in a group situation and integrates the views of others. Shows a thorough awareness of their own strengths and weaknesses and gives thoughtful consideration to their learning experience. Partial [1] Completes the project but sometimes lacks selfmotivation. Exchanges some views but requires guidance to collaborate with others. Shows limited awareness of their own strengths and weaknesses and gives some consideration to their learning experience. Not at all [0] Lacks perseverance and motivation. Makes little or no attempt to collaborate in a group situation. Shows no awareness of their own strengths and weaknesses and gives no consideration to their learning experience. Teachers Comments

3. Self-reflection