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Significant concept(s): 1.1 The realm of physics, 1.2 Measurement and uncertainties, 1.3 Vectors and scalars
Understandings/learner's profile
Fundamental and derived SI units
Scientific notation and metric multipliers
Significant figures
Orders of magnitude
Estimation
Random and systematic errors
Absolute, fractional and percentage uncertainties
Error bars
Uncertainty of gradient and intercepts
Vector and scalar quantities
Combination and resolution of vectors
Aim 2 and 3: this is a fundamental aspect of scientific language that allows for spatial representation and
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
in modern (and particularly quantum) physics
Aim 7: There are some excellent simulations to illustrate this.
Aim 7: This is an opportunity to show how spreadsheets are commonly used to calculate and draw error
bars on graph
Learning objectives/outcomes (from Subject Guide):
Uncertainties in graphs
1.2.12 Identify uncertainties as error bars in graphs. obj.2
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. obj.3
Theory of knowledge:
What has influenced the common language used in science? To what extent does having a common standard approach to
measurement facilitate the sharing of knowledge in physics?
One aim of the physical sciences has been to give an exact picture of the material world. One achievement of physics in the
twentieth century has been to prove that this aim is unattainable.” – Jacob Bronowski. Can scientists ever be truly certain of their
discoveries?
What is the nature of certainty and proof in mathematics?
This is a very stimulating area for a discussion of ways of knowing.
Data and its limitations is a fruitful area for discussion.
International-mindedness:
• Vector notation forms the basis of mapping across the globe
• Scientific collaboration is able to be truly global without the restrictions of national borders or language due to the agreed standards
for data representation
Interdisciplinary links:
• This topic is able to be integrated into any topic taught at the start of the course and is important to all topics
• Students studying more than one group 4 subject will be able to use these skills across all subjects
• Mathematical studies SL sub-topics 1.2–1.4
• Navigation and surveying ( Geography SL/HL syllabus: Geographic skills)
• Force and field strength (Physics sub-topics 2.2, 5.1, 6.1 and 10.1)
• Vectors ( Mathematics HL sub-topic 4.1; Mathematics SL sub-topic 4.1)
Learner's profile They are thinker and open minded when they try to answer TOK questions. They are reflective when they peer evaluate
each other’s 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
Formative Assessment Tasks:
Summative /Formative Assessment Task(s): • Class work
Lab work • Home work
Vernier calipers
Screw gauge
Pendulum
Law of parallelogram of vectors
Class work
Homework
test.
Learning Plan and Teaching Strategies
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 student’s 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.
Mentioning the topics learned in mathematics
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
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 other’s 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
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
Significant concept(s):
4.1 Kinematics of simple harmonic motion (SHM); 4.2 Energy changes during simple harmonic motion
(SHM); 4.3 Forced oscillations and resonance; 4.4 Wave characteristics; 4.5 Wave properties; 11.1
Standing (stationary) waves; 11.2 Doppler effect; 11.3 Diffraction; 11.4 Resolution; 11.5 Polarization,
Understanding (s)/aims DP Unit Question(s):
The students will get ideas about Is it possible to shatter a wine
Basic terminology regarding oscillation. glass by tour voice?
Practical examples of oscillations Does light actually travel in a
Law of conservation of momentum and straight line?
energy How does a police radar speed
Different formula and their application trap work?
related to oscillation. Why do you use polarizing
Types of waves and different properties of sunglasses?
waves like reflection, refraction,
interference, diffraction, resolution and
polarization.
Aim 7: IT skills can be used to model the simple
harmonic motion defining equation; this gives
valuable insight into the meaning of the equation
itself
Aim 2: there is a common body of knowledge and
techniques involved in wave theory that is
applicable across many areas of physics
Aim 4: there are opportunities for the analysis of
data to arrive at some of the models in this section
from first principles
Aim 3: these universal behaviors of waves are
applied in later sections of the course in more
advanced topics, allowing students to generalize
the various types of waves
Aim 7: use of computer modeling enables
students to observe wave motion in three
dimensions as well as being able to more
accurately adjust wave characteristics in
superposition demonstrations
Aim 1: the historical aspects of this topic are still
relevant science and provide valuable insight into
the work of earlier scientists
Aim 8: the increasing use of digital data and its
storage density has implications on individual
privacy through the permanence of a digital foot-
print
Aim 3: students are able to both physically
observe and qualitatively measure the locations of
nodes and antinodes, following the investigative
techniques of early scientists and musicians
Aim 8: the international dimension of the
application of standing waves is important in
music
Aim 4: students can use this topic to develop their
ability to synthesize complex and diverse scientific
information
Aim 7: the observation of simple harmonic motion
and the variables affected can be easily followed
in computer simulations
Aim 2: this topic provides a body of knowledge
that characterizes the way that science is subject
to modification with time
Aim 4: two scientific concepts (diffraction and
interference) come together in this sub-topic,
allowing students to analyze and synthesize a
wider range of scientific information
Aim 9: the ray approach to the description of thin
film interference is only an approximation.
Students should recognize the limitations of such
visualization.
Aim 3: this sub-topic helps bridge the gap
between wave theory and real-life applications
Aim 8: the need for communication between
national communities via satellites raises the
awareness of the social and economic
implications of technology
Aim 2: the Doppler effect needs to be considered
in various applications of technology that utilize
wave theory
Aim 7: computer simulations of the Doppler effect
allow students to visualize complex and mostly
unobservable situations
Learning objectives/outcomes (from Subject Guide):
Students will be able to:
4.1.1 Describe examples of oscillations.
4.1.2 Define the terms displacement, amplitude, frequency, period and phase difference.
4.1.3 Define simple harmonic motion (SHM) and state the defining equation. Find solutions to the
defining equation for SHM.
4.1.6 Solve problems, both graphically and by calculation, for acceleration, velocity and
displacement during SHM.
4.2.1 Describe the interchange between kinetic energy and potential energy during SHM.
4.2.2 Apply the expressions for the kinetic energy,, potential energy and total energy of a particle
undergoing SHM,
4.2.3 Solve problems, both graphically and by calculation, involving energy changes during SHM
4.2.1 Describe the interchange between kinetic energy and potential energy during SHM.
4.2.2 Apply the expressions for the kinetic energy,, potential energy and total energy of a particle
undergoing SHM,
4.2.3 Solve problems, both graphically and by calculation, involving energy changes during SHM
4.4.1 Describe a wave pulse and a continuous progressive (travelling)wave.
4.4.2 State that progressive (travelling) waves transfer energy.
4.4.3 Describe and give examples of transverse and of longitudinal waves.
4.4.4 Describe waves in two dimensions, including the concepts of wavefronts and of rays.
4.4.5 Describe the terms crest, trough, compression and rarefaction.
4.4.6 Define the terms displacement, amplitude, frequency, period, wavelength, wave speed and
intensity.
4.4.7 Draw and explain displacement–time graphs and displacement–position 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 Snell’s 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 θ= λ/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 θ=1.22 λ/b
11.4.3 Describe the significance of resolution in the development of devices such as CDs and DVDs,
the electron microscope and radio telescopes.
11.4.4 Solve problems involving resolution.
11.5.1 Describe what is meant by polarized light.
11.5.2 Describe polarization by reflection. This may be illustrated using light or microwaves. The use of
polarized sunglasses should be included.
11.5.3 State and apply Brewster’s law.
11.5.4 Explain the terms polarizer and analyser.
11.5.5 Calculate the intensity of a transmitted beam of polarized light using Malus’ law.
11.5.6 Describe what is meant by an optically active substance.
11.5.7 Describe the use of polarization in the determination of the concentration of certain solutions.
11.5.8 Outline qualitatively how polarization may be used in stress analysis.
11.5.9 Outline qualitatively the action of liquid-crystal displays (LCDs).
11.5.10 Solve problems involving the polarization of light.
Interdisciplinary links and learning objectives (from subject Guide):
TOK: What is light? Is it a wave or a particle?
Can an experiment prove a law?
The harmonic oscillator is a paradigm for modeling where a simple equation is used to
describe a complex phenomenon. How do scientists know when a simple model is not
detailed enough for their requirements?
Scientists often transfer their perception of tangible and visible concepts to explain similar
non-visible concepts, such as in wave theory. How do scientists explain concepts that have
no tangible or visible quality?
Wavefronts and rays are visualizations that help our understanding of reality, characteristic of
modeling in the physical sciences. How does the methodology used in the natural sciences
differ from the methodology used in the human sciences?
How much detail does a model need to contain to accurately represent reality
Huygens and Newton proposed two competing theories of the behaviour of light. How does
the scientific community decide between competing theories?
There are close links between standing waves in strings and Schrodinger’s theory for the
probability amplitude of electrons in the atom. Application to superstring theory requires
standing wave patterns in 11 dimensions. What is the role of reason and imagination in
enabling scientists to visualize scenarios that are beyond our physical capabilities?
Are explanations in science different from explanations in other areas of knowledge such as
history?
Most two-slit interference descriptions can be made without reference to the one-slit
modulation effect. To what level can scientists ignore parts of a model for simplicity and
clarity?
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 other’s 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:
Lab work Group activities
mass on a spring; Class work
simple pendulum; Home work
motion on a curved air track quizzes
speed of waves in different media;
detection of electromagnetic waves from
various sources; use of echo methods (or
similar) for determining wave speed,
wavelength, distance, or medium elasticity
and/or density
observation of polarization under different
conditions, including the use of
microwaves;
superposition of waves;
representation of wave types using
physical models (eg slinky demonstrations)
determination of refractive index and
application of Snell’s law;
determining conditions under which total
internal reflection may occur;
examination of diffraction patterns through
apertures and around obstacles;
investigation of the double-slit experiment
observation of standing wave patterns in
physical objects (eg slinky springs);
prediction of harmonic locations in an air
tube in water; determining the frequency
of tuning forks;
observing or measuring vibrating
violin/guitar strings
investigation of simple or torsional
pendulums;
measuring the vibrations of a tuning fork;
By using the force law, a student can, with
iteration, determine the behaviour of an
object under simple harmonic motion. The
iterative approach (numerical solution),
with given initial conditions, applies basic
uniform acceleration equations in
successive small time increments. At each
increment, final values become the
following initial conditions.
observing the use of diffraction gratings in
spectroscopes; analysis of thin soap films;
sound wave and microwave interference
pattern analysis
End of unit - 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 student’s 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.
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.Melde’s 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.
Significant concept(s): 5.1 Electric potential difference, current and resistance, 5.2 Electric circuits
Resources
Worksheets/handouts
Text book(T sokos and Oxford study guide)
U tube video
Ppt
Different lab equipments and simulations
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.
There are moral, social and environmental Describe the interactions in the nucleus
aspects to consider here. of an atom.
Aim 8: the use of radioactive materials poses
environmental dangers that must be addressed at Describe and give details about the
all stages of research three types of natural radioactive decay
Aim 9: the use of radioactive materials requires the (α, β, γ)
development of safe experimental practices and
methods for handling radioactive materials What makes a nucleus stable or
Aim 5: some of the issues raised by the use of radioactive?
nuclear power transcend national boundaries and
require the collaboration of scientists from many What is carbon-dating and how does it
different nations
work?
Aim 8: the development of nuclear power and
nuclear weapons raises very serious moral and
What is nuclear fission and fusion? How
ethical questions: who should be allowed to
possess nuclear power and nuclear weapons and can they provide energy?
who should make these decisions? There also
serious environmental issues associated with the
nu-clear waste of nuclear power plants.
Aim 1: the research that deals with the
fundamental structure of matter is international in
nature and is a challenging and stimulating
adventure for those who take part
Aim 4: particle physics involves the analysis and
evaluation of very large amounts of data
Aim 8: scientific and government organizations are
asked if the funding for particle physics research
could be spent on other research or social needs
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 (α) and beta (β) particles and gamma (γ) radiation.
Describe the ionizing properties of alpha (α) and beta (β) particles and gamma (γ) 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 Sun’s energy.
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 sub-topic
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.
Learner’s 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 other’s 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:
What tasks allow students the opportunity Can be individual or group based
to respond to the unit question? How will
the students demonstrate their Can include informal (games, oral
understanding? responses, over-the-shoulder
advice/guidance etc) and formal
IB or teacher-derived rubrics can be used methods (quizzes, answers to questions
to guide students in teacher, peer, or self- on a worksheet, homework, written
assessment of their performance reflections, etc)
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 student’s 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
Reflections and Evaluations
Teacher led and group discussions will help students understand the main concepts of the unit as well
as the TOK links.
Practical work should be done in pairs, without any help from the teacher. Students in IB2 should be in
a position to design, conduct, interpret, analyse and report experiments without any teacher
guidance. They are also being assessed (IA) on that.
Detailed feedback on their lab reports is given to the students so that they improve the following
ones.
Problem solving is done in class, as well as homework which is been checked and solved in class.
Database lab report is asked to be written, so that students plot a graph of the binding energy of a
nucleus and the nucleon number. The interpretation should be detailed and will be assessed for
criterion DCP of their IA.
Students with good knowledge of chemistry found this topic easier. A good idea would be to pair up
students that take IB Chemistry with those that don't for peer-teaching.
Before the end of unit test I gave them an open book test. That helped because the students who
don’t study at all actually passed in the actual test. Students found this topic relatively easier as
compared to last year students.
Students liked learning about nuclear energy, fission and fusion. They found it challenging to
understand the strong force interaction since it is a concept that requires deep understanding of
physics and it is very difficult to visualize due to the small scale phenomena that are related. There
was a clear understanding of the relationship between chemistry and physics and students
understood that for such research an interdisciplinary approach is required in universities and
research centers. The time was adequate for both the theory and lab works.
Resources
The school does not have any radioactive elements at school, so that was a limitation for our students
who wanted to measure radioactivity with the Geiger-Muller detector.(We still don’t have one ).PHET
simulation helped students to visualize chain reaction and alpha scattering.
Significant concept(s):
What is/are the big idea(s)? What do we want our students to retain for years into the
future?
Sources of energy
Climate Changes
Understanding (s)/aims (from Subject Guide): DP Unit Question(s):
Students will understand that: What leading questions can you ask of
This is/are an aim(s) or goal(s), not an students to get them to understand the
objective. significant concept(s) big idea(s)?
They must be able to compare the Address the heart of the discipline, are
advantages and disadvantages of the framed to provoke and sustain students
different sources of energy and be aware interest; unit questions usually have no
of the recent climate issues. one obvious “right” answer
Aim 4: the production of power involves many What could be the best source of
different scientific disciplines and requires the energy of the future world?
evaluation and synthesis of scientific information
Aim 8: the production of energy has wide
economic, environmental, moral and ethical
dimensions
Aim 4: this topic gives students the opportunity to
understand the wide range of scientific analysis
behind climate change issues
Aim 6: simulations of energy exchange in the
Earth surface–atmosphere system
Aim 7: A spreadsheet should be used to show a
simple climate model. Computer simulations could
be used to show more complex models (see OCC
for details).
Aim 8: while science has the ability to analyze and
possibly help solve climate change issues, students
should be aware of the impact of science on the
initiation of conditions that allowed climate
change due to human contributions to occur.
Students should also be aware of the way science
can be used to promote the interests of one side
of the debate on climate change (or, conversely,
to hinder debate).
Topic 8: Energy, power and climate
change
Learning objectives/outcomes (from Students will be able to:
Subject Guide): 8.1.1 State that thermal energy may be
8.1 Energy degradation and power completely converted to work in a single
generation process, but that continuous
conversion of this energy into work
requires a cyclical process and the
transfer of some energy from the
system.
8.1.2 Explain what is meant by degraded
energy. Students should understand that, in
any process that involves energy
transformations, the energy that is
transferred to the surroundings (thermal
energy) is no longer available to perform
useful work.
8.1.3 Construct and analyze energy flow
diagrams (Sankey diagrams) and identify
where the energy is degraded. It is
expected that students will be able to
construct flow diagrams for various systems
including those described in sub-topics 8.3
and 8.4.
8.1.4 Outline the principal mechanisms
involved in the production of electrical
power.
Students should know that electrical energy
may be produced by rotating coils in a
magnetic field. In sub-topics 8.2 and 8.3
students look in more detail at energy
sources used to provide the energy to
rotate the coils.
8.2 World energy sources 8.2.1 Identify different world energy sources.
Students should be able to recognize those
sources associated with CO2 emission.
Students should also appreciate that, in
most instances, the Sun is the prime energy
source for world energy.
8.2.2 Outline and distinguish between
renewable and non-renewable energy
sources.
8.2.3 Define the energy density of a fuel.
Energy density is measured in J kg–1.
8.2.4 Discuss how choice of fuel is influenced
by its energy density.
The values of energy density of different
fuels will be provided.
8.2.5 State the relative proportions of world
use of the different energy sources that are
available. Only approximate values are
needed.
8.2.6 Discuss the relative advantages and
disadvantages of various energy sources.
The discussion applies to all the sources
identified in sub-topics 8.2, 8.3 and 8.4.
8.3 Fossil fuel power production 8.3.1 Outline the historical and geographical
reasons for the wide spread use of fossil
fuels. Students should appreciate that
industrialization led to a higher rate of
energy usage, leading to industry being
developed near to large deposits of fossil
fuels.
8.3.2 Discuss the energy density of fossil fuels
with respect to the demands of power
stations.
Students should be able to estimate the rate
of fuel consumption by power stations.
8.3.3 Discuss the relative advantages and
disadvantages associated with the
transportation and storage of fossil fuels.
8.3.4 State the overall efficiency of power
stations fuelled by different fossil fuels. Only
approximate values are required.
8.3.5 Describe the environmental problems
associated with the recovery of fossil fuels
and their use in power stations.
8.4 Non-fossil fuel power production 8.4.1 Describe how neutrons produced in a
fission reaction may be used to initiate
further fission reactions (chain reaction).
Students should know that only low-energy
neutrons (≈ 1 eV) favour nuclear fission. They
should also know about critical mass.
8.4.2 Distinguish between controlled
nuclear fission (power production)
and uncontrolled nuclear fission
(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 plutonium-239
(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 appreciate
the problem of maintaining and confining a
high‑temperature, high-density plasma.
8.4.11 Solve problems on the production of
nuclear power.
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 Earth’s 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
delivered by a wind generator, assuming
that the wind kinetic energy is completely
converted into mechanical kinetic energy,
and explain why this is impossible.
8.4.20 Solve problems involving wind power.
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.
8.5 Greenhouse effect Solar radiation
8.5.1 Calculate the intensity of the Sun’s
radiation incident on a planet.
8.5.2 Define albedo.
8.5.3 State factors that determine a planet’s
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 man-made
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 Stefan–Boltzmann 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 planet’s surface by one degree,
and is measured in J m–2 K–1.
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 planet’s 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.
Assessment Evidence
Summative Assessment Task(s): Formative Assessment Tasks:
What tasks allow students the opportunity Can be individual or group based
to respond to the unit question? How will Can include informal (games, oral
the students demonstrate their responses, over-the-shoulder
understanding? advice/guidance etc) and formal
IB or teacher-derived rubrics can be used methods (quizzes, answers to questions
to guide students in teacher, peer, or self- on a worksheet, homework, written
assessment of their performance reflections, etc)
End of Unit -Test Homework
Group 4 project IA Presentations on energy forms
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 student’s 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, Specific material needed: audio-visual, lab equipment , props, art
Supplies, Specific research resources: magazines, books, databases, Internet sites/resources
Books, Java applets (PhET) andUTube videos
Significant concept(s):
9.1Projectile motion, 9.2 Gravitational field, potential and energy, 9.3 Electric field, potential and
energy, 9.4 Orbital motion
Significant concept(s):
10.1 Thermodynamics, 10.2 Processes, 10.3 Second law of thermodynamics and entropy
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).
Significant concept(s):
What is/are the big idea(s)? What do we want our students to retain for years into the future?
Quantum physics
Nuclear physics
Matter behaves in two ways (As a wave How can the absorption spectrum of
and as a particle). Electrons and other elements be explained?
subatomic particles show wave behavior
under certain circumstances.
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?
This topic raises fundamental philosophical problems related to the nature of observation
and measurement.
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 Evidence
Summative Assessment Task(s): Formative Assessment Tasks:
Teacher-derived rubrics will be used to formal methods (quizzes, answers to
guide students in teacher, peer, or self- questions on a worksheet, homework,
assessment of their performance written reflections, etc)
Test Worksheets with rubrics
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
Schrodinger’s 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 (Heisenberg’s
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 school’s 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.
Significant concept(s):
What is/are the big idea(s)? What do we want our students to retain for years into the future?
Nature of EM waves and light sources
Optical instruments
Two-source interference of waves
Diffraction grating
X-rays
Thin-film interference
Understanding (s)/aims (from Subject Guide): DP Unit Question(s):
Students will understand What are the regions of the EM
The nature of electromagnetic waves spectrum, how are they produced and
Properties of em waves - dispersion, what can each be used for?
scattering, absorption and transmission How do the optical instruments
Different regions of em waves (magniyfying glass, microscope,
Coherent and monochromatic sources of telescope) work?
light Aim 3: the theories of optics, originating with
Laser light - coherent light human curiosity of our own senses, continue to
Thin lenses be of great value in leading to new and useful
Converging and diverging lenses technology
Converging and diverging mirrors Aim 3: images from microscopes and tele-
Ray diagrams scopes both in the school laboratory and ob-
Real and virtual images tained via the internet enable students to apply
Linear and angular magnification their knowledge of these techniques
Optical compound microscopes Aim 2: there is a common body of knowledge
Simple optical astronomical refracting and techniques involved in wave theory that is
telescopes applicable across many areas of physics
Spherical and chromatic aberrations Aim 4: two scientific concepts (diffraction and
Wavefronts and rays interference) come together in this sub-topic,
Young’s double-slit experiment - Double-slit allowing students to analyze and synthesize a
interference wider range of scientific information
Interference patterns Aim 9: the ray approach to the description of
Path difference thin film interference is only an approximation.
Diffraction through a single-slit and around Students should recognize the limitations of such
objects visualization.
The nature of single-slit diffraction Aim 8: Some uses of thin films raise
Multiple slit and diffraction grating environmental and ethical issues
interference patterns Aim 7 There are many computer simulations of
Thin film interference interference, diffraction and other wave
phenomena.
Learning objectives/outcomes (from Subject Guide):
Interdisciplinary links and learning objectives (from subject Guide):
TOK: Students could consider the possible health hazards associated with transmission lines.
This is a good opportunity to show how the unifying concept of waves leads to a powerful
synthesis.
Scientists often transfer their perception of tangible and visible concepts to explain similar
non-visible concepts, such as in wave theory. How do scientists explain concepts that have
no tangible or visible quality?
I Wavefronts and rays are visualizations that help our understanding of reality, characteristic of
modelling in the physical sciences. How does the methodology used in the natural sciences
differ from the methodology used in the human sciences?
How much detail does a model need to contain to accurately represent reality?
Could sign convention, using the symbols of positive and negative, emotionally influence
scientists?
However advanced the technology, microscopes and telescopes always involve sense
perception. Can technology be used effectively to extend or correct our senses?
Are explanations in science different from explanations in other areas of knowledge such as
history?
Most two-slit interference descriptions can be made without reference to the one-slit
modulation effect. To what level can scientists ignore parts of a model for simplicity and
clarity?
Huygens and Newton proposed two competing theories of the behaviour of light. How does
the scientific community decide between competing theo-ries?
International-mindedness:
• Optics is an ancient study encompassing development made in the early Greco-Roman and
medieval Islamic worlds
• The use of the radio interferometer telescope crosses cultures with collaboration between scientists
from many countries to produce arrays of interferometers that span the continents
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
Link to other DP subjects :
• Cell observation (Biology sub-topic 1.2)
• The information that the astronomical telescopes gather continues to allow us to
improve our understanding of the universe
• Emission spectra are analyzed by comparison to the electromagnetic wave spectrum
( Chemistry topic 2 and Physics sub-topic 12.1)
• Sight (Biology sub-topic A.2)
• X-ray diffraction is an important tool of the crystallographer and the material scientist.
• Compact discs are a commercial example of the use of diffraction gratings
• Thin films are used to produce anti-reflection coatings
• A satellite footprint on Earth is governed by the diffraction at the dish on the satellite
• Applications of the refraction and reflection of light range from the simple plane mirror
through the medical endoscope and beyond. Many of these applications have
enabled us to improve and extend our sense of vision.
• The simple idea of the cancellation of two coherent light rays reflecting from two
surfaces leads to data storage in compact discs and their successors
Learner's profile They are thinker and open minded when they try to answer TOK questions. They are
reflective when they peer evaluate each other’s 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:
End of unit test Worksheets with rubrics
Practical work for IA Homework
Determination of focal length of a convex lens by two Exercises (examples) solved in class
methods ,
Refractive index of water
magnification determination using an optical bench;
investigating real and virtual images formed by lenses;
observing aberrations
speed of waves in different media
detection of electromagnetic waves from various
sources
observing the use of diffraction gratings in
spectroscopes;
analysis of thin soap films; sound wave and microwave
interference pattern analysis
examination of diffraction patterns through apertures
and around obstacles;
investigation of the double-slit experiment
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 student’s 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
Specific material needed: audio-visual, lab equipment , props, art supplies
computer lab, library, or other resources rooms
Specific research resources: magazines, books, databases,
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. That’s 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.