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and
Aim 2 and 3: this is a fundamental aspect of scientific language that allows for spatial representation
manipulation of abstract concepts
Aim 2 and 3: this is an essential area of knowledge that allows scientists to collaborate across the
globe
Aim 4 and 5: a common approach to expressing results of analysis, evaluation and synthesis of
scientific
information enables greater sharing and collaboration
Aim 4: it is important that students see scientific errors and uncertainties not only as the range of
possible
answers but as an integral part of the scientific process
Aim 9: the process of using uncertainties in classical physics can be compared to the view of
uncertainties
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Uncertainties in graphs
1.2.12 Identify uncertainties as error bars in graphs.
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1.2.13 State random uncertainty as an uncertainty ranges (}) and represent it graphically as an error bar.obj.1
1.2.14 Determine the uncertainties in the gradient and intercepts of a straight line graph.
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1.3 Vectors and scalars
1.3.1 Distinguish between vector and scalar quantities, and give examples of each.
1.3.2 Determine the sum or difference of two vectors by a graphical method.
1.3.3 Resolve vectors into perpendicular components along chosen axes.
2 hours
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Learner's profile They are thinker and open minded when they try to answer TOK questions. They are reflective when they peer
evaluate each others lab and try to improve their lab reports. They are enquirers and knowledgeable when they explore different
problems. They are principled when they write their lab reports on their own
Assessment Evidence
1. Students will be given the details of the learning outcome of the unit in the beginning of the unit. Every day at the
beginning of the class, expected questions/goal will be written on the board.
2. Brain storming and mind mapping before starting a topic helps to get an idea about the students prior knowledge. They
will be asked to do a prior reading about the topic so as to enable them to actively participate in class room discussions,
take notes in systematic way, and write important formulae and big ideas separately and complete assignments on time.
3. Study on regular basis, by completing homework on time and by solving questions from past papers.
4. Details comments on non graded lab reports will help the students to learn how to write proper IB lab report. Hand outs
with sample problems and more and more practices of IB past paper questions related to the topic will help to improve
problem solving and application skills.
5. The HL students will practice more difficult numerical problems. The students who finish all the class works fast will get
some challenging problems to solve. For the others I will solve some typical problems step by step in class so that the
students know about the method of problem solving. Steps to be followed, writing all meaning of important vocabularies
on board, using ICT and/or address information literacy, U tube videos , ppt, use of graph plotting software, Simulations
using java applets.
6. Classroom discussions about TOK questions. Incorporating interdisciplinary links (TOK, other subjects). Mentioning the
topics learned in mathematics.
7. At the end of each chapter students will fill out a self assessment form and comment on the part of the topic they
enjoyed and the part of the topic they found hard. This will also help them to be reflective.
Resources
Worksheets/handouts
Text book(T sokos and Oxford study guide)
U tube video
Ppt
Different lab equipments and simulations for the labs.
Reflections and Evaluations
Students were given enough practice of solving /finding uncertainties/errors in different physical quantities.
Except Arjun, no one could score full marks in the assignment (prepared from past year papers). Since this topic is very important
not only for Physics but also for other group 4 subjects, so students were given more practice/assignments
(Extra time given).
Question A1 from all past year papers allowed the students to demonstrate the learning objectives of the chapter. Students did
non graded/graded lab activities as formative assessment.
They were comfortable in answering questions according to IB expectations.
Resources
Resources were appropriate. YouTube accessibility is necessary as well as java applets (PhET).
Significant concept(s):
2.1 Kinematics, 2.2 Forces and dynamics, 2.3 Work, energy and power, 2.4 Uniform circular
motion
Understanding (s)
Distance and displacement
Speed and velocity
Acceleration
Aims
Aim 2: much of the development of classical physics
has been built on the advances in kinematics
Aim 7: technology has allowed for more accurate and
Theory of Knowledge: The development of the laws of motion raises interesting issues
relating to correlation and cause and scientific theories.
Classical physics believed that the whole of the future of the universe could be predicted
from knowledge of the present state. To what ex-tent can knowledge of the present give
us knowledge of the future?
To what extent is scientific knowledge based on fundamental concepts such as energy?
What happens to scientific knowledge when our under-standing of such fundamental
concepts changes or evolves?
Do conservation laws restrict or enable further development in physics?
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?
International mindedness:
International cooperation is needed for tracking shipping, land based transport,
aircraft and objects in space
Automobile passive safety standards have been adopted across the globe based
on research conducted in many countries
Interdisciplinary links:
Quadratic functions and kinematic equations - Maths
Energy is also covered in other group 4 subjects
Learner's profile
They are thinker and open minded when they try to answer TOK questions.
They are reflective when they peer evaluate each others lab and try to improve their
lab
reports. They are enquirers and knowledgeable when they explore different problems.
They
are principled when they write their lab reports on their own
Assessment Evidence
Summative Assessment Task(s):
Lab work
Experiments, including use of data
logging,
determination of g,
estimating speed using travel
timetables, analyzing projectile motion,
investigating motion through a fluid
verification of Newtons second law
investigating forces in equilibrium;
determination of the effects of friction
relationship of kinetic and gravitational
potential energy for a falling mass;
power and efficiency of mechanical
objects;
comparison of different situations
involving elastic potential energy
analysis of collisions with respect to
energy transfer;
impulse investigations to determine
velocity, force, time, or mass;
determination of amount of
transformed energy in inelastic collision
End of unit -test
DP Unit Question(s):
Why temperature of ice does
not change while melting?
Why do we sweat in summer?
PREPARE
TOK:
We always use models and simulations to explain the behavior of objects that we
can not see. How far do these models and simulations work?
The gas laws are based on assumptions and they are approximated. Is it possible
to get any accurate gas laws?
Observation through sense perception plays a key role in making measurements.
Does sense perception play different roles in different areas of knowledge?
When does modeling of ideal situations become good enough to count as
knowledge?
International mindness:
Melting of iceberg in warmer water
Existence of water under ice in cold regions.
The topic of thermal physics is a good example of the use of international systems
of measurement that allow scientists to collaborate effectively
Interdisciplinary links:
Chemistry- Concept of mole, atomic structure, exothermic and endothermic
reactions. Particulate nature of matter ( Chemistry sub-topic 1.3) measuring
energy
changes ( Chemistry sub-topic 5.1) Consideration of thermodynamic processes is
essential to many areas of chemistry ( Chemistry sub-topic 1.3)
Math: Solving equations, Plotting graphs
Biology: Existence of life in the polar region in winter. Respiration processes (
Biology
sub-topic D.6),Water ( Biology sub-topic 2.2)
Learner's profile They are thinker and open minded when they try to answer
TOK
questions. They are reflective when they peer evaluate each others lab and try
to
improve their lab reports. They are enquirers and knowledgeable when they
explore
different problems. They are principled when they write their lab reports on their
own.
Assessment Evidence
Summative Assessment Task(s):
Formative Assessment Tasks:
Group activities like labs
Lab work (on power of heater , sp latent
Class work
heat of ice, sp. heat of copper etc.)
Home work
transfer of energy due to temperature
quizzes
difference; calorimetric investigations;
energy involved in phase changes
verification of gas laws;
calculation of the Avogadro constant;
virtual investigation of gas law
parameters not possible within a school
laboratory setting
test
Learning Plan and Teaching Strategies
Students will be given the details of the learning outcome of the unit in the
beginning of the unit. Every day at the beginning of the class, expected
questions/goal will be written on the board.
Brain storming and mind mapping before starting a topic helps to get an idea
about the students prior knowledge. They will be asked to do a prior reading
about the topic so as to enable them to actively participate in class room
discussions, take notes in systematic way, and write important formulae and big
ideas separately and complete assignments on time.
Study on regular basis, by completing homework on time and by solving questions
from past papers.
Details comments on non graded lab reports will help the students to learn how to
write proper IB lab report. Hand outs with sample problems and more and more
practices of IB past paper questions related to the topic will help to improve
problem solving and application skills.
The HL students will practice more difficult numerical problems. The students who
finish all the class works fast will get some challenging problems to solve. For the
others I will solve some typical problems step by step in class so that the students
know about the method of problem solving. Steps to be followed, writing all
meaning of important vocabularies on board, using ICT and/or address
information literacy, U tube videos , ppt, use of graph plotting software,
Resources
Worksheets/handouts
Text book(T sokos and Oxford study guide)
U tube video
Ppt
Different lab equipments and simulations for the following labs.
1.Friction generates heat simulation
2.p,v.T relationship simulation
5. power of heater lab
6.Temperature of the flame of a burner lab
7. Specific latent heat of fusion of ice lab
4.4.7 Draw and explain displacementtime graphs and displacementposition graphs for
transverse and for longitudinal waves.
4.4.8 Derive and apply the relationship between wave speed, wavelength and frequency.
4.4.9 State that all electromagnetic waves travel with the same speed in free space, and recall
the orders of magnitude of the wavelengths of the principal radiations in the electromagnetic
spectrum.
4.5.1 Describe the reflection and transmission of waves at a boundary between two media.
4.5.2 State and apply Snells law. 2 Students should be able to define refractive index in terms of
the ratio of the speeds of the wave in the two media and also in terms of the angles of incidence
and refraction.
4.5.3 Explain and discuss qualitatively the diffraction of waves at apertures and obstacles.
4.5.4 Describe examples of diffraction.
4.5.5 State the principle of superposition and explain what is meant by constructive interference
and by destructive interference.
4.5.6 State and apply the conditions for constructive and for destructive interference in terms of
path difference and phase difference.
4.5.7 Apply the principle of superposition to determine the resultant of two waves.
11.1.1 Describe the nature of standing (stationary) waves.
11.1.2 Explain the formation of one-dimensional standing waves.
11.1.3 Discuss the modes of vibration of strings and air in open and in closed pipes.
11.1.4 Compare standing waves and travelling waves.
11.1.5 Solve problems involving standing waves.
11.2.1 Describe what is meant by the Doppler effect.
11.2.2 Explain the Doppler effect by reference to wavefront diagrams for moving-detector and
moving-source situations.
11.2.3 Apply the Doppler effect equations for sound.
11.2.4 Solve problems on the Doppler effect for sound.
11.2.5 Solve problems on the Doppler effect for electromagnetic waves using the approximation
11.2.6 Outline an example in which the Doppler effect is used to measure speed.
Term 3
11.3.1 Sketch the variation with angle of diffraction of the relative intensity of light diffracted at
a single slit.
11.3.2 Derive the formula = /b for the position of the first minimum of the diffraction pattern
produced at a single slit.
11.3.3 Solve problems involving single-slit diffraction.
11.4.1 Sketch the variation with angle of diffraction of the relative intensity of light emitted by
two point sources that has been diffracted at a single slit.
11.4.2 State the Rayleigh criterion for images of two sources to be just resolved.
1 Students should know that the criterion for a circular aperture is =1.22 /b
11.4.3 Describe the significance of resolution in the development of devices such as CDs and
How important is sense perception in explaining scientific ideas such as the Doppler
effect?
The resolution limits set by Dawes and Rayleigh are capable of being surpassed by the
construction of high quality telescopes. Are we capable of breaking other limits of
scientific knowledge with our advancing technology?
International mindness :
Working of a radio telescope to search for extraterrestrial intelligence.
Uses of LCD are truly global and are found everywhere like in our watches, digital
clocks, calculators, televisions and many more places.
Oscillations are used to define the time systems on which nations agree so that
the world can be kept in synchronization. This impacts most areas of our lives
including the provision of electricity, travel and loca-tion-determining devices and
all microelectronics. Electromagnetic waves are used extensively for national and
international communication Characteristic wave behaviour has been used in
many cultures throughout human history, often tying closely to myths and legends
that formed the basis for early scientific studies
The art of music, which has its scientific basis in these ideas, is universal to all
cultures, past and present. Many musical instruments rely heavily on the
generation and manipulation of standing waves.
Satellite use for commercial and political purposes is dictated by the resolution
capabilities of the satellite
Radar usage is affected by the Doppler effect and must be considered for
applications using this technology
Interdisciplinary links:
The SHM equation can be obtained from the mathematical solution of the differential
equation. The concept of angle, graph plotting skills can be taught in mathematics class.
Sight ( Biology sub-topic A.2)
Fourier analysis allows us to describe all periodic oscillations in terms of simple harmonic
oscillators. The mathematics of simple harmonic motion is crucial to any areas of science
and technology where oscillations occur.
Quadratic functions (Mathematics HL sub-topic 2.6; Mathematics SL sub-topic 2.4;
Mathematical studies SL sub-topic 6.3)
Trigonometric functions (Mathematics SL sub-topic 3.4)
Astronomy relies on the analysis of the Doppler effect when dealing with fast moving
objects ( Physics option D)
Learner's profile They are thinker and open minded when they try to answer
TOKquestions.
They are reflective when they peer evaluate each others lab and try to improve their
lab
They
reports. They are enquirers and knowledgeable when they explore different problems.
are principled when they write their lab reports on their own.
Assessment Evidence
Summative Assessment Task(s):
Formative Assessment Tasks:
Lab work
Group activities
Class work
mass on a spring;
Home work
simple pendulum;
quizzes
motion on a curved air track
Worksheets/handouts
You tube video
Ppt
Different lab equipments for the following labs.
1.Pendulum lab
2.Spring motion simulation
3.Determunation of velocity of sound lab
4.paper clip pendulum design lab
5. Velocity of sound lab
6.Diffraction by grating lab
7. resolution lab.
8.Meldes experiment
9. investigate property of a rubberband
Reflections and Evaluations
Students understood most of the concepts of chapter 4. They were comfortable with the
mathematical part because they understand the concept of differentiation and
integration. Vikram had difficulty in solving problems. They all were asked to solve
problems from past papers and show. Analysis of spring motion using java simulation
helped the students to understand better. The lab writing skills is improving for the
students.
Problems from IB question bank allowed the students to demonstrate the learning
objectives
of the chapter. Students did non graded lab activities as formative assessment.
They were finding it hard to answer questions according to IB expectations.
Resources
All the resources were appropriate and relevant.
Understanding (s)/aims
Aim 2: electrical theory lies at the heart of
much modern science and engineering
Aim 3: advances in electrical theory have
brought immense change to all societies
Aim 7: use of computer simulations would
enable students to measure microscopic
interactions that are typically very difficult in
a school laboratory situation
Aim 2: electrical theory and its approach to
macro and micro effects characterizes much
of the physical approach taken in the analysis
of the universe
resistance.
Recognize and use the accepted circuit
symbols.
Explain sensors which include lightdependent resistors (LDRs), negative
temperature coefficient (NTC)
thermistors and strain gauges.
Appreciate that many circuit problems
may be solved by regarding the circuit as
a potential divider.
Aware that ammeters and voltmeters
have their own resistance.
obj. 3 5.1.10 Derive and apply expressions for electrical power dissipation in resistors.
obj. 3
5.1.11 Solve problems involving potential difference, current and resistance.
obj. 3
5.2 Electric circuits 3 hours
5.2.1 Define electromotive force (emf).
obj.1
5.2.2 Describe the concept of internal resistance.
obj. 2
5.2.3 Apply the equations for resistors in series and in parallel.
obj. 2 5.2.4 Draw circuit diagrams.
obj. 1 5.2.5 Describe the use of ideal ammeters and ideal voltmeters.
obj. 2
5.2.6 Describe a potential divider.
obj. 2 5.2.7 Explain the use of sensors in potential divider circuits.
obj. 3
5.2.8 Solve problems involving electric circuits.
obj. 3
Early scientists identified positive charges as the charge carriers in metals, however the
discovery of the electron led to the introduction of conventional current direction. Was
this a suitable solution to a major shift in thinking? What role do paradigm shifts play in
the progression of scientific knowledge?
Sense perception in early electrical investigations was key to classifying the effect of
various power sources, however this is fraught with possible irreversible consequences
for the scientists involved. Can we still ethically and safely use sense perception in
science research?
Battery storage is seen as useful to society despite the potential environmental issues
surrounding their disposal. Should scientists be held morally responsible for the long-term
consequences of their inventions and discoveries?
International-mindedness:
A set of universal symbols is needed so that physicists in different cultures can readily
communicate ideas in science and engineering
Battery storage is important to society for use in areas such as portable devices,
transportation options and back-up power supplies for medical facilities
Interdisciplinary links:
Chemistry The chemistry of electric cells ( Chemistry sub-topics 9.2 and C.6).
Transferring energy from one place to another (Chemistry option C and Physics topic 11)
Impact on the environment from electricity generation (Physics topic 8 and Chemistry
option sub-topic C2)
Learner's profile
They are thinker and open minded when they try to answer TOK questions.
They are reflective when they peer evaluate each others lab and try to improve their lab
reports.
They are enquirers and knowledgeable when they explore different problems.
They are principled when they write their lab reports on their own.
Assessment Evidence
Summative Assessment Task(s):
Formative Assessment Tasks:
Group activities like labs
Lab work
Class work
use of a hot-wire ammeter as an
Home work
historically important device;
comparison of resistivity of a
variety of conductors such as a
wire at constant temperature, a
filament lamp, or a graphite
pencil;
determination of thickness of a
pencil mark on paper;
investigation of ohmic and nonohmic conductor characteristics;
using a resistive wire wound and
taped around the reservoir of a
thermometer to relate wire
resistance to current in the wire
Resources
Worksheets/handouts
Text book(T sokos and Oxford study guide)
U tube video
Ppt
Different lab equipments and simulations
DP Unit Question(s):
obj. 1
6.2.6 Determine the electric field strength due to one or more point charges.
obj. 3
6.2.7 Draw the electric field patterns for different charge configurations
obj. 1
6.2.8 Solve problems involving electric charges, forces and fields.
obj. 3
6.3.1 State that moving charges give rise to magnetic fields
obj. 1
6.3.2 Draw of magnetic field patterns due to currents.
obj. 1
6.3.3 Determine the direction of force on a current carrying conductor in a magnetic field.
3
6.3.4 Determine the direction of force on a charge moving in a magnetic field.
obj. 3
6.3.5 Determine the magnitude and direction of a magnetic field.
obj. 1
6.3.6 Solve problems involving magnetic forces, fields and currents.
obj. 3
obj.
International mindedness:
There is evidence in ancient Greek and Chinese writing that people knew about
magnets more than 2600 years ago. The investigation of magnetism is one of the
oldest studies by man and was used extensively by voyagers in the Mediterranean
and beyond thousands of years ago.
Electricity and its benefits have an unparalleled power to transform society
Interdisciplinary links:
Chemistry-Transferring energy from one place to another ( Chemistry option C and
Physics topic 11),Impact on the environment from electricity generation (Physics topic 8
and Chemistry option sub-topic C2)
Biology: Modern medical scanners rely heavily on the strong, uniform magnetic fields
produced by devices that utilize superconductors
Geography: The global positioning system depends on complete understanding of
satellite
motion ,Geostationary/polar satellites ,The law of gravitation is essential in describing
the
motion of satellites, planets, moons and entire galaxies
Learner's profile
They are thinker and open minded when they try to answer TOK questions.
They are reflective when they peer evaluate each others lab and try to improve their lab
reports.
They are enquirers and knowledgeable when they explore different problems.
They are principled when they write their lab reports on their own.
Assessment Evidence
Summative Assessment Task(s):
Lab work(Plan an investigation
into atleast one of the factors that
affect the strength of your
electromagnet.)
Investigating magnets,
Verifying the equation F = BIL
using a current balance
demonstrations showing the
effect of an electric field (eg.
using semolina);
simulations involving the
learning objectives of the chapter. Students did non graded lab activities as formative
assessment.
They were finding it hard to answer questions according to IB expectations.
Resources : All the resources were appropriate and relevant.
PREPARED BY ALKA MAHAJA
Significant concept(s):What is/are the big idea(s)? What do we want our students to retain for
years into the future?
The structure of an atom and its nucleus, as well as the forces involved within the particles in a
nucleus.
Understanding (s)/aims (from Subject
Guide):
Students will understand that:
DP Unit Question(s):
Your learning activities in Stage 3 must be designed and directly linked to having students
be able to achieve the understandings, answer the essential questions, and demonstrate
the desired outcomes
Describe a model of the atom that features a small nucleus surrounded by electrons.
Describe the properties of alpha () and beta () particles and gamma () radiation.
Describe the ionizing properties of alpha () and beta () particles and gamma ()
radiation.
Explain why some nuclei are stable while others are unstable.
State that radioactive decay is a random and spontaneous process and that the rate of
decay decreases exponentially with time.
Define the concepts of mass defect, binding energy and binding energy per nucleon.
Draw and annotate a graph showing the variation with nucleon number of the binding
energy per nucleon.
Apply the graph in 7.3.6 to account for the energy release in the processes of fission and
fusion.
State that nuclear fusion is the main source of the Suns energy.
accompanied by a scientifically curious mind that will pursue the outcome of the
lucky event. To what extent might scientific discoveries that have been described as
being the result of luck actually be better described as being the result of reason or
intuition?
The acceptance that mass and energy are equivalent was a major paradigm shift in
physics. How have other paradigm shifts changed the direction of science? Have there
been similar paradigm shifts in other areas of knowledge?
Does the belief in the existence of fundamental particles mean that it is justifiable to
see physics as being more important than other areas of knowledge?
International-mindedness:
The geopolitics of the past 60+ years have been greatly influenced by the
existence of nuclear weapons
Research into particle physics requires ever-increasing funding, leading to debates
in governments and international research organizations on the fair allocation of
precious financial resources
Interdisciplinary links:
Knowledge of radioactivity, radioactive substances and the radioactive decay law are
crucial in modern nuclear medicine
How to deal with the radioactive output of nuclear decay is important in the debate
over nuclear power stations (Physics sub-topic 8.1)
Carbon dating is used in providing evidence for evolution (Biology sub-topic 5.1)
Exponential functions ( Mathematical studies SL sub-topic 6.4; Mathematics HL subtopic 2.4
The chemistry of nuclear reactions (Chemistry option sub-topics C.3 and C.7)
Relation to IB Chemistry (structure of the atom) and IB Biology (health dangers and
issues to be considered for radioactivity.
Learners profile:
Students are thinkers when they solve problems related to atomic physics correctly.
They are thinker and open minded when they try to answer TOK questions.
They are reflective when they peer evaluate each others lab and try to improve their lab
reports.
They are enquirers and knowledgeable when they explore different problems.
They are principled when they write their lab reports on their own.
Assessment Evidence
Summative Assessment Task(s):
Formative Assessment Tasks:
unit test,
Students will be given the details of the learning outcome of the unit in the
beginning of the unit. Every day at the beginning of the class, expected
questions/goal will be written on the board.
Brain storming and mind mapping before starting a topic helps to get an idea
about the students prior knowledge. They will be asked to do a prior reading about
the topic so as to enable them to actively participate in class room discussions,
take notes in systematic way, and write important formulae and big ideas
separately and complete assignments on time.
Study on regular basis, by completing homework on time and by solving questions
from past papers.
Details comments on non graded lab reports will help the students to learn how to
write proper IB lab report. Hand outs with sample problems and more and more
practices of IB past paper questions related to the topic will help to improve
problem solving and application skills.
The HL students will practice more difficult numerical problems. The students who
finish all the class works fast will get some challenging problems to solve. For the
others I will solve some typical problems step by step in class so that the students
know about the method of problem solving. Steps to be followed, writing all
meaning of important vocabularies on board, using ICT and/or address information
literacy, U tube videos , ppt, use of graph plotting software, Simulations using java
applets.
Classroom discussions about TOK questions. Incorporating interdisciplinary links
(TOK, other subjects)
At the end of each chapter students will fill out a self assessment form and
comment on the part of the topic they enjoyed and the part of the topic they found
hard. This will also help them to be reflective
Resources
Worksheets/handouts
Internet sites/resources
Phet Simulations
students who wanted to measure radioactivity with the Geiger-Muller detector.(We still dont
have one ).PHET simulation helped students to visualize chain reaction and alpha scattering.
PREPARED BY ALKA
MAHAJAN
(nuclear weapons).
Students should be aware of the moral and
ethical issues associated with nuclear
weapons.
8.4.3 Describe what is meant by fuel
enrichment.
8.4.4 Describe the main energy
transformations that take place in a
nuclear power station.
8.4.5 Discuss the role of the moderator
and the control rods in the production of
controlled fission in a thermal fission
reactor.
8.4.6 Discuss the role of the heat
exchanger in a fission reactor.
8.4.7 Describe how neutron capture by a
nucleus of uranium-238 (238U) results in
the production of a nucleus of plutonium239 (239Pu).
8.4.8 Describe the importance of
plutonium-239 (239Pu) as a nuclear fuel. It
is sufficient for students to know that
plutonium-239 (239Pu) is used as a fuel in
other types of reactors.
8.4.9 Discuss safety issues and risks
associated with the production of nuclear
power. Such issues involve:
the possibility of thermal meltdown and
how it might arise
problems associated with nuclear waste.
problems associated with the mining of
uranium.
the possibility that a nuclear power
programme may be used as a means to
produce nuclear weapons.
8.4.10 Outline the problems associated
with producing nuclear power using
nuclear fusion. It is sufficient that students
Solar power
8.4.12 Distinguish between a photovoltaic
cell and a solar heating panel.
Students should be able to describe the
energy transfers involved and outline
appropriate uses of these devices.
8.4.13 Outline reasons for seasonal and
regional variations in the solar power
incident per unit area of the Earths
surface.
8.4.14 Solve problems involving specific
applications of photovoltaic cells and solar
heating panels.
Hydroelectric power
8.4.15 Distinguish between different
hydroelectric schemes. Students should
know that the different schemes are based
on:
water storage in lakes
tidal water storage
pump storage.
8.4.16 Describe the main energy
transformations that take place in
hydroelectric schemes.
8.4.17 Solve problems involving
hydroelectric schemes.
Wind power
8.4.18 Outline the basic features of a wind
generator. A conventional horizontal-axis
machine is sufficient.
8.4.19 Determine the power that may be
Wave power
8.4.21 Describe the principle of operation
of an oscillating water column (OWC)
ocean-wave energy converter.
Students should be aware that energy
from a water wave can be extracted in a
variety of different ways, but only a
description of the OWC is required.
8.4.22 Determine the power per unit
length of a wavefront, assuming a
rectangular profile for the wave.
8.4.23 Solve problems involving wave
power.
Solar radiation
8.5.1 Calculate the intensity of the Suns
radiation incident on a planet.
8.5.2 Define albedo.
8.5.3 State factors that determine a
planets albedo.
The greenhouse effect
8.5.4 Describe the greenhouse effect.
8.5.5 Identify the main greenhouse gases
and their sources.
The gases to be considered are CH4, H2O,
CO2 and N2O. It is sufficient for students
to know that each has natural and manmade origins.
8.5.6 Explain the molecular mechanisms
by which greenhouse gases absorb
infrared radiation. Students should be
aware of the role played by resonance.
The natural frequency of oscillation of the
molecules of greenhouse gases is in the
infrared region.
8.5.7 Analyze absorption graphs to
compare the relative effects of different
greenhouse gases. Students should be
familiar with, but will not be expected to
remember, specific details of graphs
showing infrared transmittance through a
gas.
8.5.8 Outline the nature of black-body
radiation. Students should know that
black-body radiation is the radiation
emitted by a perfect emitter.
8.5.9 Draw and annotate a graph of the
emission spectra of black bodies at
different temperatures.
8.5.10 State the StefanBoltzmann law
and apply it to compare emission rates
from different surfaces.
8.5.11 Apply the concept of emissivity to
compare the emission rates from the
different surfaces.
8.5.12 Define surface heat capacity Cs.
Surface heat capacity is the energy
required to raise the temperature of unit
area of a planets surface by one degree,
and is measured in J m2 K1.
8.5.13 Solve problems on the greenhouse
effect and the heating of planets using a
simple energy balance climate model.
Students should appreciate that the
change of a planets temperature over a
period of time is given by:(incoming
radiation intensity outgoing radiation
intensity) time / surface heat capacity.
Students should be aware of limitations of
the model and suggest how it may be
improved.
Change (IPCC)
Kyoto Protocol
Asia-Pacific Partnership on Clean
Development and Climate (APPCDC).
Interdisciplinary links and learning objectives (from subject Guide):
Climate models and the variation in detail/processes included
Environmental chemistry (Chemistry option topic C)
Climate change (Biology sub-topic 4.4 and Environmental systems and societies
topics 5 and 6)
The normal distribution curve is explored in Mathematical studies SL sub-topic 4.1
Energy density ( Chemistry sub-topic C.1)
Carbon recycling ( Biology sub-topic 4.3)
TOK:
Does global warming really exist?
Nuclear research in different countries should be banned or not? Who owns the
knowledge?
The use of nuclear energy inspires a range of emotional responses from scientists and
society. How can accurate scientific risk assessment be undertaken in emotionally
charged areas?
The debate about global warming illustrates the difficulties that arise when scientists
cannot always agree on the interpretation of the data, especially as the solution would
involve large-scale action through international government cooperation. When scientists
disagree, how do we decide between competing theories?
The use and importance of computer modeling can be explained as a powerful means by
which knowledge may be gained.
International-mindedness:
The production of energy from fossil fuels has a clear impact on the world we live in and
therefore involves global thinking. The geographic concentrations of fossil fuels have led
to political conflict and economic inequalities. The production of energy through
alternative energy resources demands new levels of international collaboration.
The concern over the possible impact of climate change has resulted in an abundance of
international press coverage, many political discussions within and between nations, and
the consideration of people, corporations, and the environment when deciding on future
plans for our planet. IB graduates should be aware of the science behind many of these
scenarios.
Learner's profile
They are thinker and open minded when they try to answer TOK questions.
They are reflective when they peer evaluate each others lab and try to improve their lab
reports.
They are enquirers and knowledgeable when they explore different problems.
They are principled when they write their lab reports on their own.
Assessment Evidence
Summative Assessment Task(s):
Formative Assessment Tasks:
Homework
Group 4 project IA
PREPARED BY
ALKA MAHAJAN
Aims
Aim 7: technology has allowed for more
accurate and precise measurements of
motion, including video analysis of real-life
projectiles
Aim 2: Newtons law of gravitation and
Coulombs law form part of the structure
known as classical physics. This body of
knowledge has provided the methods and
tools of analysis up to the advent of the
theory of relativity and the quantum theory.
Aim 4: the theories of gravitation and
electrostatic interactions allows for a great
synthesis in the description of a large number
of phenomena
Aim 9: models developed for electric and
gravitational fields using lines of forces allow
predictions to be made but have limitations in
terms of the finite width of a line
9.3.6 State the relation between equipotential surfaces and gravitational field lines.
obj. 1
9.3.7 State the relation between equipotential surfaces and Electric field lines.
obj. 1
9.3.8 Solve problems involving electric potential energy and electric potential.
obj. 3
9.4.1 State that gravitation provides the centripetal force for circular orbital motion.
obj. 1
9.4.2 Derive Kepler's third law
obj. 3
9.4.3 Derive expressions for the kinetic energy, potential energy and total energy of an orbiting
satellite.
obj. 3
9.4.4 Sketch graphs showing the variation with orbital radius of the kinetic energy, gravitational
potential energy and total energy of a satellite
obj. 3
9.4.5 Discuss the concept of 'weightlessness' in orbital motion, in free fall and in deep space.
obj. 3
9.4.6 Solve problems involving orbital motion.
obj. 3
Knowledge of vector analysis is useful for this sub-topic (Physics sub-topic 1.3)
Learner's profile
They are thinker and open minded when they try to answer TOK questions.
They are reflective when they peer evaluate each others lab and try to improve their lab
reports.
They are enquirers and knowledgeable when they explore different problems.
They are principled when they write their lab reports on their own.
Assessment Evidence
Summative Assessment Task(s):
Formative Assessment Tasks:
Group activities
Lab work
Class work
Home work
analyzing projectile motion,
Design an experiment on projectile
Potential gradient lab
motion
quizzes
End of unit - tests
Learning Plan and Teaching Strategies
Students will be given the details of the learning outcome of the unit in the
beginning of the unit. Every day at the beginning of the class, expected
questions/goal will be written on the board.
Brain storming and mind mapping before starting a topic helps to get an idea
about the students prior knowledge. They will be asked to do a prior reading
about the topic so as to enable them to actively participate in class room
discussions, take notes in systematic way, and write important formulae and big
ideas separately and complete assignments on time.
Study on regular basis, by completing homework on time and by solving questions
from past papers.
Details comments on non graded lab reports will help the students to learn how to
write proper IB lab report. Hand outs with sample problems and more and more
practices of IB past paper questions related to the topic will help to improve
problem solving and application skills.
The HL students will practice more difficult numerical problems. The students who
finish all the class works fast will get some challenging problems to solve. For the
others I will solve some typical problems step by step in class so that the students
know about the method of problem solving. Steps to be followed, writing all
meaning of important vocabularies on board, using ICT and/or address
information literacy, U tube videos , ppt, use of graph plotting software,
Simulations using java applets.
Classroom discussions about TOK questions. Incorporating interdisciplinary links
PREPARED BY ALKA
MAHAJAN
pressure.
obj. 3
10.2.2 State the first law of thermodynamics.
obj. 1
10.2.3 Identify the first law of thermodynamics as a statement of the principle of energy
conservation.
obj. 2
10.2.4 Describe the isochoric (isovolumetric), isobaric, isothermal and adiabatic changes of state
of an ideal gas.
obj. 2
10.2.5 Draw and annotate thermodynamic processes and cycles on PVdiagrams.
obj. 2
10.2.6 Calculate from a PV diagram the work done in a thermodynamic cycle.
obj. 2
10.2.7 Solve problems involving state changes of a gas.
obj. 3
10.3 Second law of thermodynamics and entropy
1 hour
10.3.1 State that the second law of thermodynamics implies that thermal energy cannot
spontaneously transfer from a region of low temperature to a region of high temperature.
obj. 1
10.3.2 State that entropy is a system property that expresses the degree of disorder in the
system.
1
10.3.3 State the second law of thermodynamics in terms of entropy changes.
obj. 1
10.3.4 Discuss examples of natural processes in terms of entropy changes.
obj. 3
Interdisciplinary links and learning objectives (from subject Guide):
Theory of knowledge:
Observation through sense perception plays a key role in making measurements. Does
sense perception play different roles in different areas of knowledge?
When does modelling of ideal situations become good enough to count as
knowledge?
International-mindedness:
The development of this topic was the subject of intense debate between scientists of
many countries in the 19th century
The topic of thermal physics is a good example of the use of international systems of
measurement that allow scientists to collaborate effectively
Transport of gases in liquid form or at high pressures/densities is common practice across
the globe. Behaviour of real gases under extreme conditions needs to be carefully
considered in these situations.
All natural processes increase the entropy of the universe. The possibility of the heat
death of the universe is based on ever-increasing entropy
Interdisciplinary links:
This work leads directly to the concept of the heat engines that play such a large role in
modern society
Chemistry of entropy (Chemistry sub-topic 15.2)
Particulate nature of matter (Chemistry sub-topic 1.3) and measuring energy changes
(Chemistry sub-topic 5.1)
Water (Biology sub-topic 2.2)
Consideration of thermodynamic processes is essential to many areas of chemistry
(Chemistry sub-topic 1.3)
Respiration processes ( Biology sub-topic D.6)
Learner's profile
They are thinker and open minded when they try to answer TOK questions.
They are reflective when they peer evaluate each others lab and try to improve their lab
reports.
They are enquirers and knowledgeable when they explore different problems.
They are principled when they write their lab reports on their own.
Assessment Evidence
Summative Assessment Task(s):
Lab work
transfer of energy due to
temperature difference;
calorimetric investigations;
energy involved in phase changes
verification of gas laws;
calculation of the Avogadro
constant;
virtual investigation of gas law
parameters not possible within a
school laboratory setting
End of unit - tests
Students will be given the details of the learning outcome of the unit in the
beginning of the unit. Every day at the beginning of the class, expected
questions/goal will be written on the board.
Brain storming and mind mapping before starting a topic helps to get an idea
about the students prior knowledge. They will be asked to do a prior reading
about the topic so as to enable them to actively participate in class room
discussions, take notes in systematic way, and write important formulae and big
ideas separately and complete assignments on time.
Study on regular basis, by completing homework on time and by solving questions
from past papers.
Details comments on non graded lab reports will help the students to learn how to
write proper IB lab report. Hand outs with sample problems and more and more
practices of IB past paper questions related to the topic will help to improve
problem solving and application skills.
The HL students will practice more difficult numerical problems. The students who
finish all the class works fast will get some challenging problems to solve. For the
others I will solve some typical problems step by step in class so that the students
know about the method of problem solving. Steps to be followed, writing all
meaning of important vocabularies on board, using ICT and/or address
information literacy, U tube videos , ppt, use of graph plotting software,
Simulations using java applets.
Classroom discussions about TOK questions. Incorporating interdisciplinary links
(TOK, other subjects)
At the end of each chapter students will fill out a self assessment form and
comment on the part of the topic they enjoyed and the part of the topic they
found hard. This will also help them to be reflective.
Resources
Worksheets/handouts,You tube video , Ppt
Reflections and Evaluations
Students understood most of the concepts of chapter 10. Enough practice was given in the class.
Students were asked to solve all questions from past year papers. They were comfortable with
the numerical part of this unit.
Problems from IB question bank allowed the students to demonstrate the learning objectives of
the chapter. Students did non graded lab activities as formative assessment.
They were comfortable in answering questions according to IB expectations.
ResourcesAll the resources were appropriate and relevant.
PREPARED BY
ALKA MAHAJAN
the
12.3.2 Explain the use of high-voltage step up and step-down transformers in the
transmission of electrical power.
obj.3
12.3.3 Solve problems on the operation of real transformers and power transmission.
obj.3
12.3.4 Suggest how extra-low-frequency electromagnetic fields, such as those created by
electrical appliances and power lines, induce currents within a human body.
obj.3
12.3.5 Discuss some of the possible risks involved in living and working near high-voltage
power lines.
obj.3
Theory of knowledge:
Terminology used in electromagnetic field theory is extensive and can confuse people
who are not directly involved. What effect can lack of clarity in terminology have on
communicating scientific concepts to the public?
The use of risk assessment in making scientific decisions and the issues of correlation
and cause, and the limitations of data, are also relevant here.
There is continued debate of the effect of electromagnetic waves on the health of
humans, especially children. Is it justifiable to make use of scientific advances even if we
do not know what their long-term consequences may be?
International-mindedness:
The ability to maintain a reliable power grid has been the aim of all governments since
widespread use of electricity started .
Interdisciplinary links: Applications of electromagnetic induction can be found in many
places including transformers, electromagnetic braking, geophones used in seismology,
and metal detectors
Learner's profile
They are thinker and open minded when they try to answer TOK questions.
They are reflective when they peer evaluate each others lab and try to improve their lab
reports.
They are enquirers and knowledgeable when they explore different problems
They are principled when they write their lab reports on their own.
Assessment Evidence
Home work
quizzes
Students will be given the details of the learning outcome of the unit in the
beginning of the unit. Every day at the beginning of the class, expected
questions/goal will be written on the board.
Brain storming and mind mapping before starting a topic helps to get an idea
about the students prior knowledge. They will be asked to do a prior reading
about the topic so as to enable them to actively participate in class room
discussions, take notes in systematic way, and write important formulae and big
ideas separately and complete assignments on time.
Study on regular basis, by completing homework on time and by solving questions
from past papers.
Details comments on non graded lab reports will help the students to learn how to
write proper IB lab report. Hand outs with sample problems and more and more
practices of IB past paper questions related to the topic will help to improve
problem solving and application skills.
The HL students will practice more difficult numerical problems. The students who
finish all the class works fast will get some challenging problems to solve. For the
others I will solve some typical problems step by step in class so that the students
know about the method of problem solving. Steps to be followed, writing all
meaning of important vocabularies on board, using ICT and/or address
information literacy, U tube videos , ppt, use of graph plotting software,
Simulations using java applets.
Classroom discussions about TOK questions. Incorporating interdisciplinary links
(TOK, other subjects)
At the end of each chapter students will fill out a self assessment form and
comment on the part of the topic they enjoyed and the part of the topic they
found hard. This will also help them to be reflective.
Resources
Worksheets/handouts
Text book(T sokos and Oxford study guide)
U tube video
Ppt
Different lab equipments and simulations for the labs.
Reflections and Evaluations
Even though there were parts of the content that students found hard to understand (direction of
emf), by the end of the unit, and with practice, most of them were in a position to achieve well.
Time was not enough in any of the topics due to much loss of classes, there was an extremely
overloaded schedule for the students in IB2. That meant that all topics had to be taught in a
much less time as IBO proposed in the guide. However, no time for reflection and deep
discussions was available.
Problems from IB question bank/past year papers allowed the students to demonstrate the
learning objectives of the chapter. Students did non graded lab activities as formative
assessment.
They were finding it hard to answer questions according to IB expectations.
Resources
Resources were appropriate. YouTube accessibility is necessary as well as java applets (PhET).
PREPARED BY
ALKA MAHAJAN
What is/are the big idea(s)? What do we want our students to retain for years into the
future?
Quantum physics
Nuclear physics
DP Unit Question(s):
Correlation and cause, and risk assessment of radiation can be looked at.
The acceptance that mass and energy are equivalent was a major paradigm shift in
physics. How have other paradigm shifts changed the direction of science? Have there
been similar paradigm shifts in other areas of knowledge?
International-mindedness:
The geopolitics of the past 60+ years have been greatly influenced by the existence of nuclear
weapons
Research into particle physics requires ever-increasing funding, leading to debates in
governments and international research organizations on the fair allocation of precious financial
resources
Interdisciplinary links:
Knowledge of radioactivity, radioactive substances and the radioactive decay law are
crucial in modern nuclear medicine
How to deal with the radioactive output of nuclear decay is important in the debate over
nuclear power stations (Physics sub-topic 8.1)
Carbon dating is used in providing evidence for evolution (see Biology sub-topic 5.1)
Exponential functions ( Mathematical studies SL sub-topic 6.4; Mathematics HL sub-topic
2.4
The chemistry of nuclear reactions (Chemistry option sub-topics C.3 and C.7)
Relation to IB Biology (health dangers and issues to be considered for radioactivity.
Assessment
Summative Assessment Task(s):
Test
Evidence
Formative Assessment Tasks:
Homework
Resources
Worksheets/handouts
Specific material needed: audio-visual, lab equipment , props, art supplies
Specific research resources: magazines, books, databases,
Internet sites/resources, Books/Java applets (PhET)/UTube videos
Reflections and Evaluations
Quantum physics is generally a topic that puzzles students since it requires them to think in a
way which is different from what their common sense and the laws of classical physics tell them.
However, with a good understanding of the wave phenomena, and various applications and
simulations, most students became familiar with and understood the content. Student struggled
with the idea of Schrodingers model of an atom.
The assessment tasks (both formative and summative) used IB exam-like questions. Test results
showed that students need to work harder on learning the definitions and using a more
appropriate scientific language when describing/explaining phenomena. Everyday language is
not acceptable for this level.
Even though there were parts of the content that students found hard to understand
(Heisenbergs principle), by the end of the unit, and with practice, most of them were in a
position to achieve well.
Time was not enough in any of the topics .Due to loss of classes, all topics had to be taught in
much less time as IBO proposed in the guide. However, students chose to spend some of their
free time in the physics class, and that helped to cover the syllabus. However, no time for
reflection and deep discussions was available.
Resources
Practicing exercises in class and at home. All are checked and explained in class, and
rubrics are given to the students for revising at home.
This topic is one that requires the use of ICT for animations of the interactions in a nucleus
and to model situations that can not be seen or observed with the schools equipment
Resources were appropriate.
YouTube accessibility is necessary as well as java applets (PhET). No need for any
additional equipment.
Last year I have taken longer time to finish this topic, but this time I finished the topic in
less time without any problem.
Diffraction grating
X-rays
Thin-film interference
Understanding (s)/aims (from Subject
Guide):
Students will understand
Thin lenses
Ray diagrams
Interference patterns
Path difference
DP Unit Question(s):
Homework
Determination of focal length of a convex lens by two
Internet sites/resources
Reflections and Evaluations
Students generally could grasp the main idea of the unit. Due to the fact that the unit requires in
depth knowledge of the structure of atoms and of electricity, some students found it difficult
when asked to explain certain phenomena (such as the production of X Rays) and LASER.( THIS
YEAR I REVIEWED CHAPTER 5 AND 7 WHICH ARE ELECTRICITY AND ATOMIC PHYSICS BEFORE
STARTING THIS TOPIC AND THE STUDENTS FOUND THAT HELPFUL). Angular magnification for
compound microscope was hard for students , I have to make a clear note on that)
Test was prepared in such a way to check students understanding of the phenomena as well as
their verbal explanations and descriptions. Their mathematical and analytical skills were tested
as well, since this topic required a great deal with mathematics.
Students found hard to understand the thin film and the Wedge film interference. Thats mainly
due to the mathematical aspect of this section. Furthermore it is always difficult for students to
understand the necessity of simplifying certain phenomena to make them simpler for analysis
and prediction. Phet Simulation help them to understand LASER production.
Resources
The available lab equipment is sufficient for this unit.