IB Physics Standard Level Syllabus

Course Description and Aims

The IB Diploma Programme physics course exposes students to this most fundamental experimental science, which seeks to explain the universe itself—from the very smallest particles to the vast distances between galaxies. Students develop traditional practical skills and techniques and increase facility in the use of mathematics, the language of physics. They also develop interpersonal skills as well as information and communication technology skills, which are essential in modern scientific endeavours—and are important life-enhancing, transferable skills in their own right. Students, moreover, study the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists.

Throughout this challenging course, students becomeaware of how scientists work and communicate witheach other. Further, students enjoy multiple opportunitiesfor scientific study and creative inquiry within a globalcontext. In addition, the course is designed to:

  • provide opportunities for scientific study and creativitywithin a global context that will stimulate andchallenge students
  • provide a body of knowledge, methods andtechniques that characterize science and technology
  • enable students to apply and use a body ofknowledge, methods and techniques that characterizescience and technology
  • develop an ability to analyse, evaluate and synthesizescientific information
  • engender an awareness of the need for, and the valueof, effective collaboration and communication duringscientific activities
  • develop experimental and investigative scientific skills
  • develop and apply the students’ information andcommunication technology skills in the study ofscience
  • raise awareness of the moral, ethical, social,economic and environmental implications of usingscience and technology
  • develop an appreciation of the possibilities andlimitations associated with science and scientists
  • encourage an understanding of the relationshipsbetween scientific disciplines and the overarchingnature of the scientific method.

Curriculum Overview

Theory / 110 Hours
Core / • Physics and physical measurement
• Mechanics
• Thermal physics
• Oscillations and waves
• Electric currents
• Fields and forces
• Atomic and nuclear physics
• Energy, power and climate change / Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
Standard 7
Standard 8 / 80 Hours
Options / Only 2 of the below will be studied
• Sight and wave phenomena
• Quantum physics and nuclear physics
• Digital technology
• Relativity and particle physics
• Astrophysics
• Communications
• Electromagnetic waves / The two options chosen will be standards 9 & 10 / 30 Hours
Practical Work / 40 Hours
Investigations / 30 Hours
Group 4 Project / 10 Hours
Total Teaching Hours / 150 Hours

Assessments

The IB assesses student work as direct evidence ofachievement against the stated goals of the DiplomaProgramme courses, which are to provide students with:

  • a broad and balanced, yet academically demanding, programme of study
  • the development of critical-thinking and reflective skills
  • the development of research skills
  • thedevelopment of independent learning skills
  • the development of intercultural understanding
  • a globally recognized university entrance qualification.

The assessments aim to test all students’ knowledge and understanding of key concepts through:

  • applying and using scientific methods, techniques and terminology
  • constructing, analysing and evaluating scientific hypotheses, research questions and predictions, scientific methods and techniques, and scientific explanations
  • demonstrating both the personal skills of cooperation, perseverance and responsibility appropriate for
  • effective scientific investigation and problem-solving and the manipulative skills necessary to carry out scientific investigations with precision and safety.

Students’ success in the physics standard level courseis measured by combining their grades on external andinternal assessment.

Even multiple-choice questions require that studentsknow what each term or concept means in order torespond correctly, demonstrating an understanding ofboth basic facts and complex concepts. Calculators arenot permitted in the multiple-choice examination butstudents are expected to carry out simple calculations.

The internal assessment is of each student’s practicalor laboratory work. This includes the group 4 project, atotal of 10 hours within the standard level course of 150hours, in which students from different group 4 subjectscollaborate in addressing a scientific or technologicaltopic, allowing for concepts and perceptions from acrossthe disciplines that “encourage an understanding of therelationships between scientific disciplines and theoverarching nature of the scientific method”.

Points Toward the DP Diploma: The points earned from the below assessments apply to the points earned from the students’ other classes and add up to go toward earning the DP diploma.

Type of Assessment / Format of Assessment / Time (Hours) / Weighting of Final Grade (%)
External / 76
Paper 1 / Multiple choice (no calculator) / 0.75 / 20
Paper 2 / Data analysis, short answer and extended response / 1.25 / 32
Paper 3 / Short answer on optional topics / 1 / 24
Internal / 24
Practical Work / Computer simulationsand data-gatheringexercises, such asdata-analysis exercisesand general laboratorywork
Group 4 collaborative,interdisciplinary project / During and outside of Class / 24

Grades Earned in Class: Every topic will be assessed at the end of the topic being taught. Additionally, the students have an opportunity to retake an assessment at the end of the 9-weeks. The highest grade earned on the two assessments will be the grade that is entered into the system. Usually, there will be 2 to 3 topics assessed in a 9-week period; however, there may be one 9-week period with 1 assessment. This will be when we are practicing for the internal assessment.

Assessments will be graded according to a “markscheme” that has specific answers to the assessment questions. Each question has a specific answer and number of points awarded for each answer item. Awarding the points is at the discretion of the teacher, but is quite clear according to the markscheme.

This will sum to a maximum number of points earned on the assessment. Students earn grades according to how many points earned. Each assessment will have a different number of maximum points, and each assessment will have a total points threshold for each “mark” (grade level). The grades are as follows:

Marks / 7 / 6 / 5 / 4 / 3 / 2 / 1 / NS
Actual Grade / 100 / 96 / 90 / 85 / 80 / 75 / 70 / 65

As an example, the topic 1 assessment has a total of 45 points and the breakdown for each mark is below:

# Points Earned / 43 / 39 / 34 / 29 / 24 / 20 / 15 / 14 & below
Marks / 7 / 6 / 5 / 4 / 3 / 2 / 1 / NS
Actual Grade / 100 / 96 / 90 / 85 / 80 / 75 / 70 / 65

The internal assessment will be graded on a similar scheme, and there will be a maximum of 18 points for the lab report (internal assessment). Each lab report will have 3 sections, and each section has 3 subsections. The breakdown is below.

Points awarded

  • Design – designing an experiment from a prompt6
  • Aspect 1 –defining the problem and selecting variables2
  • Aspect 2 – controlling variables2
  • Aspect 3 – developing a method for collection of data2
  • Data collection and processing – executing the experiment6
  • Aspect 1 – recording raw data2
  • Aspect 2 – processing raw data2
  • Aspect 3 – presenting processed data2
  • Conclusion and evaluation – information found based on results6
  • Aspect 1 – concluding2
  • Aspect 2 – evaluating procedures2
  • Aspect 3 – improving investigation2

Although the two best IAs will be sent off to be assessed by the IB for points toward the DP diploma, they will also be assessed for a grade in class. Below is the breakdown for each mark.

# Points Earned / 17 / 15 / 14 / 12 / 10 / 8 / 6 / 14 & below
Marks / 7 / 6 / 5 / 4 / 3 / 2 / 1 / NS
Actual Grade / 100 / 96 / 90 / 85 / 80 / 75 / 70 / 65 or 60

If a student turns one in, but misses all marks they will be awarded a 65. If a student does not turn one in they will be awarded a 60. If there is any doubt or concern about the number of points awarded on an assessment or otherwise please talk to Mr. Tate and talk about why points were not awarded.

The main goal is to develop independent learners that rely on themselves and take responsibility for their own learning. This goal will prove useful in college and beyond. Mr. Tate will always be available during class for assistance, and will come early or stay late if you need extra help. The class will be ran in an open and friendly environment where concepts will be taught by a combination of lecture, experiments, collaborative work and feedback on graded assessments. Usually, there is a significant amount of time to independently or collaboratively work on suggested practice problems during class (and CASEE block).

The students who take advantage of this will have practice with the unique, real world application problems that will be present on all assessments. Additionally, the resources online include presentations that have assessment questions explained. If the student takes advantage of all of the resources and class time, they would have seen nearly 50% of the questions that will be on the assessment.

The assessments will have very specific questions where one tiny word will change the direction of the solution and ultimately the answer. Often students will quickly read a question and then jump to math or writing, and they’re answer may be correct in spirit, it did not answer the question that was asked. There are terms that will help you be able to correctly answer the question that was asked.

Assessment objective 1

Command term / Definition
Define / Give the precise meaning of a word, phrase, concept or physical quantity.
Draw / Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve.
Label / Add labels to a diagram.
List / Give a sequence of brief answers with no explanation.
Measure / Obtain a value for a quantity.
State / Give a specific name, value or other brief answer without explanation or calculation.
Write down / Obtain the answer(s), usually by extracting information. Little or no calculation is required. Working does not need to be shown.

Assessment objective 2

Command term / Definition
Annotate / Add brief notes to a diagram or graph.
Apply / Use an idea, equation, principle, theory or law in relation to a given problem or issue.
Calculate / Obtain a numerical answer showing the relevant stages in the working.
Describe / Give a detailed account.
Distinguish / Make clear the differences between two or more concepts or items.
Estimate / Obtain an approximate value.
Formulate / Express precisely and systematically the relevant concept(s) or argument(s).
Identify / Provide an answer from a number of possibilities.
Outline / Give a brief account or summary.
Plot / Mark the position of points on a diagram.

Assessment objective 3

Command term / Definition
Analyse / Break down in order to bring out the essential elements or structure.
Comment / Give a judgment based on a given statement or result of a calculation.
Compare / Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.
Compare and contrast / Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.
Construct / Display information in a diagrammatic or logical form.
Deduce / Reach a conclusion from the information given.
Demonstrate / Make clear by reasoning or evidence, illustrating with examples or practical application.
Derive / Manipulate a mathematical relationship to give a new equation or relationship.
Design / Produce a plan, simulation or model.
Determine / Obtain the only possible answer.
Discuss / Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.
Evaluate / Make an appraisal by weighing up the strengths and limitations.
Explain / Give a detailed account including reasons or causes.
Hence / Use the preceding work to obtain the required result.
Hence or otherwise / It is suggested that the preceding work is used, but other methods could also receive credit.
Justify / Give valid reasons or evidence to support an answer or conclusion.
Predict / Give an expected result.
Show / Give the steps in a calculation or derivation.
Show that / Obtain the required result (possibly using information given) without the formality of proof. “Show that” questions do not generally require the use of a calculator.
Sketch / Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features.
Solve / Obtain the answer(s) using algebraic and/or numerical and/or graphical methods.
Suggest / Propose a solution, hypothesis or other possible answer.