phy14sl course outline

7/31/2019 PHY14SL Course Outline

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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


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


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


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


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


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


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.

phy14sl course outline

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