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IB Physics Standard Level Course Outlinefor XS IB 2012-2014
Philosophy Statement of Teaching and Learning Physics at Xavier School
At Xavier School we believe that teaching and learning in the Diploma Program Physics is
most effective when students work with their teachers to develop scientific competence
and compassion through the following:
make use of scientific knowledge to understand the constantly changing natural world
analyze and solve problems following the principles of scientific inquiry
respond to national and/or international issues with respect to the society and to the
environment
The course supports the IB Diploma Program (IBDP)s formative goals, with emphasis on
the following traits of the IB learner profile:
Inquirers. They develop their natural curiosity, acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy learning
and this love of learning will be sustained throughout their lives.
Knowledgeable. They explore concepts, ideas and issues that have local and global
significance. In so doing, they acquire in-depth knowledge and develop understandingacross a broad and balanced range of disciplines.
Thinkers. They exercise initiative in applying thinking skills critically and creatively to
recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators. They understand and express ideas and information confidently and
creatively in more than one language and in a variety of modes of communication.
They work effectively and willingly in collaboration with others.
Open-minded. They understand and appreciate their own cultures and personal
histories, and are open to the perspectives, values and traditions of other individuals
and communities. They are accustomed to seeking and evaluating a range of points of
view, and are willing to grow from the experience.
Risk-takers. They approach unfamiliar situations and uncertainty with courage and
forethought, and they have the independence of spirit to explore new roles, ideas and
strategies. They are brave and articulate in defending their beliefs.
Reflective. They give thoughtful consideration to their own learning and experience.
They are able to assess and understand their strengths and limitations in order to
support their learning and personal development.
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Objectives
Students should be able to:
1.Demonstrate the understanding of :
a.scientific facts and concepts
b.scientific methods and techniquesc.scientific terminology
d. methods of presenting scientific information.
2.Apply and use:
a.scientific facts and concepts
b.scientific methods and techniques
c.scientific terminology to communicate effectively
d.appropriate methods to present scientific information.
3.Construct, analyze and evaluate:a.hypotheses, research questions and predictions
b.scientific methods and techniques
c.scientific explanations.
4.Demonstrate the personal skills of cooperation, perseverance and responsibility
appropriate for effective scientific investigation and problem solving.
5.Demonstrate the manipulative skills necessary ti carry out scientific investigations
with precision and safety.
Course Pre-Requisites
For standard and higher level, students are expected to have completed
a course in basic or advanced algebra
a course in geometry and basic trigonometric ratios
Content & Skills
H3 H4
Physics and Physical Measurement
(Topic 1)
Oscillations and Waves (Topic 4)
Mechanics (Topic 2) Electromagnetic Waves (Options)
Thermal Physics (Topic 3) Atomic and Nuclear Physics (Topic 7)
Fields and Forces (Topic 6) Astrophysics (Options)
Electric Currents (Topic 5) Energy, Power and Climate Change(Topic 8)
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Content & Skills
Skills:
1. identify key physics concepts in eve
2. apply scientific methods and princip
3. manipulate basic scientific instrume
4. perform independent research, anal
scientific information
5. collaborate effectively with peers th
others ideas and feelings.
ryday events and phenomena
les to solve problems
ts with precision and safety
ysis, evaluation and presentation of
ough cooperation and respect for each
Course Credits / Certificates Awarded
One course credit per year is granted to SL students who successfully complete thecourse. Students who opt to take the IB external examinations, either as part of the
full IB Diploma or the Advanced High School Diploma, will gain an IB Certificate in
Physics, if successful.
Expectations
Students are expected to:
1. come to class with their Physics textbook, Physics lab book, notebook,
calculators and pens
2. accomplish requirements assigned to them (homework, seat work, lab
activities,etc.)
3. participate actively in class.
4. keep their notes and files in order and up to date
5. promote mutual respect and harmony with other members of the class
Textbooks and Materials Used
Hamper C. & Ord K Physics HL. Heinemann ISBN 978 0 435994 466
Tsokos K.A.(2008) Physics for the IB Diploma. 5th ed. Cambridge (currently
available) 978-0- 521-70820-3
Kirk T. ( ). IB Study Guides: Physics for the IB Diploma Standard & Higher Level.
Oxford University Press ISBN 978 0-19-915141-1
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Assessment Overview
Xavier Assessmen
Unit Assessment
determine the stud
form of a paper an
Summative Asse
semester to deter
assessment tool th
Formative Asses
the school as part
tools used are quiz
will be used prima
a direct factor on t Internal Assess
. These are assessm
ents understanding
d pen exam or a perf
sments. These are
ine and report a stu
at will be used is the
ments. These are a
f the teaching and le
zes, assignments, se
ily as feedbackon th
he report card.ents.
nts at the end of eac
f the recent lesson. T
rmance task.
ssessments set at th
ents performance in
emestral test.
ariety of tests and a
arning process. Amon
t works and laborato
students performan
h unit that
his may be in the
end of every
that period. The
signments set by
g the assessment
y activities. These
ce and will not have
An assessment of
summative phases
and patterned afte
semestral grade of
he students perform
of assessment is don
r IBs marking schem
the student in Physic
nce in the formative
e using the rubric des
. This assessment is
.
as well as
igned by the school
reported as the
Breakdown of Gra es SL HL
Semesters 1-3 Unit TestsPaper 1
Paper 2
IA
2520
30
25
2520
30
25
Semester 4 Unit Tests
Paper 1
Paper 2
Paper 3
IA
15
20
25
15
25
15
20
25
12
25
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Grade Descriptors
7
Excellent
Communicates l
terminology a
Shows insight or
Demonstrates p
responsibility
in a very con
Works very well
investigations
attention to e
Displays compet
techniques, p
and is fully ca
gically and concisely
nd conventions.
originality.
rsonal skills, perseve
in a wide variety of i
istent manner.
within a team and ap
in an ethical manner,
nvironmental impact.
nce in a wide range
ying considerable at
pable of working inde
using appropriate
rance and
vestigative activities
roaches
paying full
f investigative
ention to safety,
pendently.
6
Very good
Communicates e
and conventions.
Shows occasional
Demonstrates pe
responsibility in a
a very consistent
Works well within
an ethical manne
impact.
Displays compete
techniques, payin
capable of workin
fectively using appro
insight or originality.
sonal skills, persever
wide variety of inves
manner.
a team and approach
, paying due attentio
nce in a wide range o
g due attention to saf
g independently.
riate terminology
nce and
igative activities in
es investigations in
to environmental
investigative
ety, and is generally
5
Good
Communicates cl
Demonstrates pe
responsibility in a
fairly consisten
Generally works
investigations in
environmental im
Displays compete
techniques, payi
sometimes cap
arly with little or no
sonal skills, persever
variety of investigati
manner.
well within a team an
n ethical manner, pa
pact.
nce in a range of inv
g attention to safet
ble of working indep
irrelevant material
nce and
e activities in a
d approaches
ing attention to
stigative
, and is
ndently.
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4
Satisfactory
Communicates ad
clarity and includ
Demonstrates pe
responsibility in a
although displays Works within a te
investigations in
environmental im
Displays compete
paying some atte
close supervision.
equately although re
some repetitive or ir
sonal skills, persever
variety of investigati
some inconsistency.m and generally app
n ethical manner, wit
pact.
nce in a range of inve
tion to safety, althou
ponses may lack
relevant material.
nce and
e activities,
roaches
h some attention to
stigative techniques,
gh requiring some
3
Mediocre
Communicates wi
repetitive or irrel Demonstrates pe
responsibility in s
inconsistent man
Works within a te
investigations in
environmental im
Displays compete
occasionally payi
supervision
th a possible lack of c
vant material.sonal skills, persever
me investigative acti
er.
m and sometimes a
n ethical manner, wit
pact.
nce in some investiga
g attention to safety,
larity and some
nce and
vities in an
proaches
h some attention to
tive techniques,
and requires close
2
Poor
Offers responses
Rarely demonstra
responsibility in i
Works within a te
contribution.
Occasionally appr
manner, but show
environmental im Displays compete
investigative tech
factors and needi
hich are often inco
tes personal skills, pe
vestigative activities.
m occasionally but
oaches investigations
s very little awarenes
pact.nce in a very limited
niques, showing little
g continual and clos
plete or irrelevant.
rseverance or
akes little or no
in an ethical
s of the
ange of
awareness of safety
supervision.
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1
Very Poor
Recalls fragments
shows very little
principles.
Rarely demonstra
responsibility in i Does not work wi
Rarely approache
shows an awaren
Displays very littl
generally pays n
constant supervi
of factual informatio
nderstanding of any
tes personal skills, pe
vestigative activities.hin a team.
investigations in an
ss of the environme
competence in inves
o attention to safety,
sion
in the syllabus and
oncepts or
rseverance or
ethical manner, or
tal impact.
igative techniques,
and requires
IB Assessment
In
Fi
co
ernal Assessment.
al Assessment. These are the as
rse. The final assessment is weigh
essments determin
ed as follows:
d by the IB for this
Examinations % Weight for SL % Weight for HL
Paper 1 20 20
Paper 2 32 36
Paper 3 24 20
For t
Pape
Topi
Pap
Pape
S
cor
Sthre
Pape
eac
e SL
1 is made up of one section contai
cs 1 to 8 of the core topics of the s
r 1.
2 is made up of two sections
ection A: one data based question
(all compulsory)
ection B: one extended-response qe)
3 is made up one section composi
of the two options studied (two c
ning 30 multiple ch
ubject guide. Calcul
nd several short-a
uestion on the core
g of several short
mpulsory from a ch
ice questions cov
ators cannot be u
swer questions o
(from a choice of
nswer questions i
oice of seven)
ring
ed in
the
n
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IB Assessment
For t
Pape
Topi
comPape
the
choi
Pape
que
e HL
1 is made up of 1section containin
cs 1 to 8 of the core and the additi
mon to SL plus 5 more on the core2 is made up of two sections
Section A: one data based questio
core and the AHL (all
compulsory)
Section B: two extended-response
ce of four)
3 is made up several short-answe
tion in each of the two options stu
g 40 multiple choic
nal topics for HL --
and about 20 more
and several short-
question on the cor
questions and one
ied (all compulsor
questions coveri
Topics 9-14. (15 i
on the AHL)
nswer questions
e and AHL (from a
extended-respons
)
g
tems
n
e
Internal Assessment (IA)
The internal assessment (IA) requirements are the same for all group 4 projects,
with the exception of design technology, which has an additional element. The IA,
worth 24% of the final assessment (or 36% for design technology), consists of an
interdisciplinary project, a mixture of short and long term investigations.
Student work is internally assessed by the teacher and externally moderated by the
IBO. The performance in IA at both the SL and HL is marked against assessment
criteria, with each criterion having a maximum mark of 6.
IA Requirements
The IA usually involves scientific investigations done in a laboratory or outside as
field work. It involves the use of scientific instruments and materials typical of an
investigatory activity or experiment. There are five assessment criteria for both SL
and HL. They are design, data collection and processing, conclusion and evaluation,
manipulative skills and personal skills. The first three criteria are each assessed
twice while manipulative skills is assessed once over the whole course while the
personal skills is assessed also only once during the group 4 project. The criteria/
rubrics are as follows:
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Design
Levels Teachers
Complete [2] Partial [1] Not at all [0]
1. Defining theproblem andselectingvariables
Formulates a focusedproblem/research questionand identifies the relevantvariables.
Formulates a problem/research question that isincomplete or identifiesonly some relevantvariables.
Does not identify aproblem/research questionand does not identify anyrelevant variables.
2. Controllingvariables
Designs a method for theeffective control of thevariables.
Designs a method thatmakes some attempt tocontrol the variables.
Designs a method thatdoes not control thevariables.
3. Developing amethod forcollection of data
Develops a method thatallows for the collection ofsufficient relevant data.
Develops a method thatallows for the collection ofinsufficient relevant data.
Develops a method thatdoes not allow for anyrelevant data to becollected.
Data C llection and Processing
Levels Teachers
Complete [2] Partial [1] Not at all [0]
1. Recording rawdata.
Records appropriate andquantitative associatedqualitative raw data,including units anduncertainties where relevant.
Records appropriatequantitative and associatedqualitative raw data, butwith some mistakes oromissions.
Does bot record anyappropriate quantitativeraw data or raw data isincomprehensible.
2. Processing rawdata.
Processes the quantitativeraw data correctly.
Processes quantitative rawdata, but with somemistakes and/or omissions.
No processing ofquantitative raw data iscarried out or major
mistakes are made inprocessing.
3. Presentingprocessed data.
Presents processed dataappropriately and, whererelevant, includes errors anduncertainties.
Presents processed dataappropriately, but withsome mistakes and/oromissions.
Presents processed datainappropriately orincomprehensibly.
Con lusion and Evaluation
Levels Teachers
Complete [2] Partial [1] Not at all [0]
1. Concluding States a conclusion, withjustification, based on areasonable interpretation ofthe data.
States a conclusion basedon a reasonableinterpretation of the data.
States no conclusion or theconclusion is based on anunreasonableinterpretation of the data.
2. Evaluatingprocedures
Evaluates weaknesses andlimitations.
Identifies some weaknessesand limitations, nut theevaluation is weak ormissing.
Identifies irrelevantweaknesses andlimitations.
3. Improving theinvestigation
Suggests realisticimprovements in respect ofidentified weaknesses andlimitations.
Suggests only superficialimprovements.
Suggests unrealisticimprovements.
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anipulative Skills
Levels Teachers
Complete [2] Partial [1] Not at all [0]
1. Followinginstructions
Follows instructionsaccurately, adapting to newcircumstances (seekingassistance when required)
Follows instructions butrequires assistance.
Rarely follows instructionsor requires constantsupervision.
2. Carrying outtechniques
Competent and methodical inuse of a range of techniquesand equipment.
Usually competent andmethodical in the use of arange of techniques andequipment.
Rarely competent andmethodical in the use of arange of techniques andequipment.
3. Working safely Pays attention to safetyissues.
Usually pays attention tosafety issues.
Rarely pays attention tosafety issues.
Personal Skills
Levels Teachers
Complete [2] Partial [1] Not at all [0]
1. Self-Motivationand Perseverance
Approaches the project witself-motivation and follows itthrough to completion.
Completes the project butsometimes lacks self-motivation.
Lacks perseverance andmotivation.
2. Working withina team
Collaborates andcommunicates in a groupsituation and integrates theviews of others.
Exchanges some views butrequires guidance tocollaborate with others.
Makes little or no attemptto collaborate in a groupsituation.
3. Self-reflection Shows a thorough awarenessof their own strengths and
weaknesses and givesthoughtful consideration totheir learning experience.
Shows limited awareness oftheir own strengths and
weaknesses and gives someconsideration to theirlearning experience.
Shows no awareness oftheir own strengths and
weaknesses and gives noconsideration to theirlearning experience.