Subject: PhysicsGrade Level: pre-MYPTeachers: PaedDr. Soňa Chalupková, PhD., RNDr. Silvia Maťašovská, PhD.
Unit and time period /Unit title
/ Area of InteractionContext / Significant concept / Possible assessment tasks / preMyp Modified Objectives addressed
(Students should be able to ...)
Unit 1 – September to the end of October / Measurement of length
How accurate is “accurate”? / C&S
Through this AOI students will learn about the history of development and appropriateness of the different types of units and rulers. They should discover the need of international standards of units. / Measured length of an object depends on the accuracy of measuring device used. / 1.Lab work - Find an average length of your step using different methods
2.Lab work – Measure length of classroom by two different methods
3. Poster presentation – History of units of length
4. End-of-unit test / - give examples how development of technology – more sensitive rulers has played an important role in the development of science
- explain why it was necessary to start to use an International System of Units
- reach more practical skills – work with different types of rulers
- suggest and formulate simple hypothesis, make simple experiments, describe it
- compare 2 or more different methods of measurement of an average length of own step – which is more reliable and accurate
- collect and record data using appropriate units of length, with guidance
- organize and transform data into table, count an average and identify the mistake of measurement – with guidance
- create graph from measured values – with guidance
- work effectively as a member of a team during the poster making
- use material and techniques safely and skilfully
- work with different sources in appropriate way
- present history of units in poster form connected with oral presentation
- explain and apply the information from measurement of length to solve problems in familiar and unfamiliar way
Unit 2 –
November to the end of December / Measurement of volume
What is the volume of this stone? / HI
Through this AOI students will construct measuring cylinders. They will learn about the history of measuring volume, about old units. / Volume of any object (submerged into liquid) equals the volume of liquid displaced by an object. / 1.Lab work – create a measuring cylinder.You can use 2-L-plastic bottle and plastic cup (200 ml).
2.Lab work –
measure volume of regular objects (prismatic) and compare it with calculated value.
3.Project – make a research about historical units of volume. What units do we use in Slovakia, Amerika, Afrika...? / - reach more practical skills – work with different types of measuring cylinders
- creating of own measuring cylinder
- suggest and formulate simple hypothesis, make simple experiments, describe it
- collect and record data using appropriate units of volume, with guidance
- work effectively as a member of a team during the labs
- use material and techniques safely and skilfully
- work with different sources in appropriate way
- present history of units in poster form connected with written text
- explain and apply the information from measurement of volume to solve problems in familiar and unfamiliar way
Unit 3 –
January to mid of February / Measurement of mass
What is the mass of one grain of rice? / HI
Through this AOI students will create scale, they will learn about basic principles of functioning of scale. / If you want to weigh any object, you have to choose proper scale. / 1.Lab work – weigh small objects: one paper clip, one rice grain, one water droplet.
2. Lab work – create own scale and show that they are working properly.
3. Project – make a research about one type of scale
4.End-of-unit test / - reach more practical skills – work with different types of scales
- suggest and formulate simple hypothesis, make simple experiments, describe it
- collect and record data using appropriate units of mass with guidance
- work effectively as a member of a team during the labs
- use material and techniques safely and skilfully
- work with different sources in appropriate way
- present your research about one type of scale in a written format
- explain and apply the information from measurement of mass to solve problems in familiar and unfamiliar way
Unit 4 –
February to the mid of April / Density
Why do heavy ships float and how is it possible that they not sink? / HI
Students will learn about construction of ships and submarines. / Two objects with different densities behave differently in liquids.. / 1.Project – make a functional model of a submarine.
2.End-of-unit test.
3. Lab work – measure density of chosen liquids and solids. / - look for relationships and patterns between volume and mass of an object
- make a model of a submarine
- collect data, record data in atable and calculate densities from measured values of volume and mass
- analyze the possible mistakes during measurement
- work effectively as a member of a team during lab
- practice writing of a lab report
- explain and apply the information from density topic to solve problems in familiar and unfamiliar way
- practice your mathematical skills when calculating densities of objects
Unit 5 –
Mid of April to the end of June / Measurement of time
How has been world changing in time? / HI
Through this AOI students will explore, how different types of clocks have developed. / Inventions affected and still affect our life. / 1.Project - poster Time
2. End-of-unit test
3. Lab work - How does a period of a pendulum clock depend on its length?
4. Lab work – Water clock (calibrate bottle with water to create water clock) / - look for relationships and patterns between scale of water clock
- make a model of a pendulum clock
- collect data, record data in atable and transform these data into agraph - look for relationships and patterns between length of a pendulum and period – pendulum clock
- analyze the possible mistakes during measurement
- read and analyze data from timetable graphic
- work effectively as a member of a team during lab
- practice writing of a lab report
Subject: PhysicsGrade level: MYP 1Teachers: RNDr. Silvia Maťašovská, PhD., PaedDr. Soňa Chalupková, PhD.
Unit and time period /Unit title
/ Area of InteractionContext / Significant concept / Possible assessment tasks / MYP 1 Modified Objectives addressed
(Students should be able to ...)
Unit 1 – September to the end of October /
Properties of matter - fluids
How and where can we use different properties of fluids? / HIThrough this AOI we will explore how different properties of fluids influence their use in engineering. / Basic properties of fluids influence their use in engineering. / 1.Poster presentation
about the different properties of fluids and their use in engineering.
2. End-of-unit test
3. Experiments during the topic / - explain and apply simple scientific information to solve problems in familiar and in unfamiliar situations
- provide and present scientific
information using appropriate modes of communication: written, visual representation (pictures, poster) consistent with topic Properties of matter
- give examples of properties of matter and their applications and describe how these could affect our daily life, technology and environments
- present scientific information in formats (poster) appropriate to the course and acknowledge sources
- demonstrate honesty when handling data and information, and acknowledge sources
- carry out scientific investigations using materials and techniques safely and skilfully
Unit 2 – November to the end of December /
Properties of matter - solids
How and where can we use different properties of solids? / HIThrough this AOI we will explore how different properties of solids influence their use in engineering. / Basic properties of solids influence their use in engineering. / 1.Poster presentation
about the different properties of solids and their usage.
2. End-of-unit test
3. Experiments during the topic / - explain and apply simple scientific information to solve problems in familiar and in unfamiliar situations
- provide and present scientific
information using appropriate modes of communication: written, visual representation (pictures, poster) consistent with topic Properties of matter
- give examples of properties of matter and their applications and describe how these could affect our daily life, technology and environments
- present scientific information in formats (poster) appropriate to the course and acknowledge sources
- demonstrate honesty when handling data and information, and acknowledge sources
- carry out scientific investigations using materials and techniques safely and skilfully
Unit 3 – Mid of January to the end of March / Magnetism
How do magnets help us? / C&S
Through this AOI students will find out how magnets can help us in everyday life (in household, in nature, in technology, in medicine,…) / Magnets are around us and they can help us. / 1. Essay - “Magnets around us”
2. Experiments during the topic
3. End-of-unit- test / - distinguish between the magnets and ferromagnetic materials
- give examples where we use magnetic materials in everyday life
- describe and explain how we use different magnets and magnetic materials in technology
- reach more practical skills – work with magnets
- formulate simple hypothesis, make simple experiments, describe it and state short result
- work with different sources in appropriate way
- identify basic scientific components found in information from different sources
- explain and apply the information from magnetism to solve problems in familiar and unfamiliar way
- be more familiar with criteria
- making and observing experiments + giving predictions + note writing
Unit 4 – April to May / Static electricity
Can we play with electricity? / H&SE
Through these AOI students will find out that static electricity is around us and sometimes it can hurt us. We are going to learn how to prevent against injuries or big damages caused by static electricity. / Everything around us is made of atoms and thus the static electricity influences our health and life. / 1. Essay - “Static electricity around us”
2. Poster presentation– “Elements around us”
3. End-of-unit test
4. Lab work - Create your own electrometer
5. Experiments during the topic / - safe work with static electricity- describe and explain how we use different types of atoms in our daily life
- appreciate the need of different elements in our body
- present scientific information in format of leaflet and poster
- present scientific information on public – oral presentation
- formulate simple hypothesis, make simple experiments, describe it and state short result
- identify the possible danger of static electricity and protect against it
- work with different sources in appropriate way
- identify basic scientific components found in information from different sources
- explain and apply the information from static electricity to solve problems in familiar and unfamiliar way
Unit 5 - June / Astronomy
Why is the Universe so fascinating for us? / HI
As human being is very curious, people wanted know as much as possible about Universe and thus the progress in science was necessary. Through this AOI students will explore what and how people got information about Universe in the past. / The progress in science is necessary in the development of mankind. / 1.Leaflet – make a leaflet about one “element” in Universe (planet, comet..) / - present scientific information in format of leaflet and poster
- present scientific information on public – oral presentation
- work with different sources in appropriate way
Subject: PhysicsGrade Level: MYP 2Teachers: RNDr. Silvia Maťašovská, PhD., PaedDr. Soňa Chalupková, PhD.
Unit and time period /Unit title
/ Area of InteractionContext / Significant concept / Possible assessment tasks / MYP 2 Modified Objectives addressed
(Students should be able to ...)
Unit 1 – September to the end of October / Measurement of temperature
How does the temperature influence balance in nature and in our lives? / Environments
Through these AOIs students will find out how the temperature balance is important for our life and for life on our Earth - in general. / Temperature influences our life and balance in nature needed for life on Earth. / 1. Lab report1– Finding of an average day temperature (during 1 week)
2. Lab report 2 Measurement of temperature of water (wax, chocolate) if we quickly heat it up and then slowly cool it down
3. End-of-unit- test / - safe work with hot things
- correct way of measurement of temperature
- be aware of the fragile temperature balance in the world
- discuss and understand that not all materials and objects are able to live in different temperatures
- discuss the difference in thermoregulation between warm – blooded and cold – blooded animals
- present scientific information in format of lab reports - measurement of temperature of water in time
- formulate simple hypothesis, collect and record data of temperature into table, draw graph + interpret data + analyze possible mistakes, write short conclusion
- identify the mistake of measurement using different types of thermometers with different scales
- take data from longer term (during 1 week) measurement of temperature
- be aware of the importance of fever for us + what it means + how to heal it
Unit 2 – November to the end of December / Expansions
Why are bridges put on rollers? / HI
Students should realize that expansions influence the construction of bridges, water pipes, roads, railway lines, thermostats.... / Dimensions of an object change with the temperature. / 1.Essay - “Thermostats around us” / - safe work with hot things
- correct way of measurement of temperature
- describe and explain how thermal expansion of solids, liquids and gases is used in technology, architecture,…
- provide and present scientific information using appropriate modes of communication
- demonstrate honesty when handling data and information and acknowledge sources
Unit 3 – Mid of January to the end of April / Forces
What everything is force “capable”of ? / C&S
Through these AOIs students should see, feel and understand, that forces are everywhere around us. The better we know them and their behaviour in different environments, the better we use them. / Every action is followed by reaction, nothing moves without force. / 1. Building bridges from straws – stability of bridges
2. Lab report–Observe the extension of the string with increasing weight.
3. Project presentation about applications of the Newton’s Laws in nature, technology, household, …
4. End-of-unit test
5. Rockets / - understand that a force is a mutual interaction between 2 objects
- understand and use scientific language relevant to the force unit
- solve problems from the unit in familiar and unfamiliar way
- present and communicate scientific information in format of lab report, essay, worksheets, poster, oral presentation or Power Point presentation and acknowledge sources in appropriate way
- demonstrate honesty when handling scientific data and information included in projects, reports, posters, essay
- give examples of friction, inertia, the law of the force and the law of action and reaction in our daily life + in technology, discuss some of their benefits and limitations and their effects on environment and our daily life
- discuss and explain the importance of the ball – bearings for technology
- design scientific investigation that include variables, identify materials and method – extension of a string, making a newtonmeter, rockets, …with guidance
- collect data, organize and transform data into tables and graphs + identify some patterns – with guidance
- carry out scientific investigation using materials and techniques safely and skillfully
- show respect to the environment during all experiments
- present own ideas clearly and coherently
- evaluate own and others’ performance
Unit 4 – May to the end of June / Electric current 1
How do we use electric current in daily life? / C&S
Through these AOI students will learn about the different effects of electric current and about usage in a daily life. / Electric current is a good servant but a poor master. / 1.Leaflet - Use of el. current in the world, in a daily life, in household
2. All practical work
3. End-of-unit test / -describe and explain ways how we use el. current and how it is important for our society
-distinguish difference in life style of our society and wild tribes and comment how we are dependent on electricity
-give examples applications of parallel and series circuits in a household and how this influences the behaviour of our el. appliances
-understand and use scientific language relevant to the topic + understand symbols of components
-present and communicate scientific information in format of brochure
-work with different types of sources and be critical to the information
-demonstrate honesty when handling data and information and acknowledge sources
-explain and apply scientific information to solve problems in familiar and unfamiliar way – from this topic
-discuss scientific information from different sources
-design and build an el. circuit
-read data from ammeter and voltmeter, organize and transform it into a table
-work effectively as a member of a team, collaborate
-carry out a scientific investigation with el. current in a safe way
Subject: PhysicsGrade Level: MYP 3Teachers: RNDr. Silvia Maťašovská, PhD., PaedDr. Soňa Chalupková, PhD.
Unit and time period /Unit title
/ Area of InteractionContext / Significant concept / Possible assessment tasks / MYP 3 Modified Objectives addressed
(Students should be able to ...)
Unit 1 – September to the end of November /
Motion 1
How fast is “fast”? / EnvironmentsThrough this AOI students will explore, how different environments and different conditions affect our movement. They will also investigate what is “fast” in different environments and different real life situations. / Motion is relative and speed means something different in different situations. / 1. Lab report 1: Measurement of an average speed while 60 m running
2. Lab report 2: Compare an average speed of the growth of cress with an average speed of growth of bean.
3. Project:
project about world speed records from different environments (sport, technology, nature,…)
4. End-of-unit test / - use appropriate scientific terms such distance travelled, speed, velocity, time taken, average speed
- use with understanding formulas for s, v, t, va, s1 + s2 = s, s1 =s2 while solving examples in familiar and in unfamiliar way
- identify and describe the scientific information contained in the text of the examples, in newspapers’ articles, in graphs, in encyclopedia
- explain the relativity of a movement in everyday life – choose a reference system
- make graphs to solve distance – time problems
- look for relationships and patterns in distance – time graph, speed – time graph, graphs in newspapers
- collect data – 3 different types of speed, search for speed of the chosen objects in encyclopedias, books, web pages…
- recording data - 60 m run in atable and transforming these data into a graph
- work effectively as a member of a team during lab
Unit 2 – December to the mid of January / Colours
How do we perceive colours? / HI
Students will learn to mix colours – of light, pigments, paintings. / Blending two elements together creates a new element. / 1.End-of-unit test / - aware the importance of the light for life on our Earth
- discuss and aware the importance of sight for us and importance of colors in our life
- distinguish between primary colours of physicists and artists – work with different sources
Unit 3 –
Mid of January to February / Mirrors & lenses
How do different environments influence the behaviour of light? / Environments
Light behaves differently as it moves in different media, in different environments. / Different environments influence the behaviour of light. / 1. Essay - “Mirrors around us”
2. Lab report 1: Model of a periscope
3. End-of-unit- test / - aware the importance of the light for life on our Earth
- use appropriate and with understanding scientific terms such angle of incidence, angle of reflection, normal, plane and concave and convex mirror, real and unreal image, laterally inverted image, total reflection, umbra, penumbra,eclipse, phases of the Moon, spectrum
- draw and interpret the ray diagram
- describe and explain the use of curved mirrors in everyday life – their benefits and limitations
- look for relationships between angle of reflection and angle of incidence
- solve optical problems in familiar and unfamiliar way
- discuss and aware the importance of sight for us
- discuss the limitations of blind people in our society and suggest some possibility how to help them
- work effectively as a member of a team
- present scientific information in a form of banner
- be familiar with working with plane mirrors
Unit 4 – MarchJune / Energy
Where do our Earth and we get most of energy and how do we use it? / Environments
We try to identify the main sources of energy on our Earth and we try to look how the usage of these sources affects our environment and our economy, technology, households.. / Energy can be changed from one form to another, but it cannot be created or destroyed. / 1. Leaflet – Power plants
2. Lab report – What is my own power output during upstairs running?
3. Lab report – Energy transformations of bouncing ball
4. End-of-unit test / -give examples of possibilities how can my family and I save energy + argue why it is important
-give examples, describe and explain ways how power plants work and discuss their positives and negative effects on the environment
-describe how the building of power plants, use of energy sources, development of new ecological technologies, ... is affected by political, economical and environmental factors
-present scientific information in format of essay, leaflet, oral presentation, lab report, menu, ...
-understand and use scientific language relevant to the topic (work, energy)
-understand the importance of a balanced diet, explain the connection between caloric value of some kind of food and possible power output of it, discuss the dangerous of anorexia and obesity
-read with understanding the energy bills and information from electrometer, energy transfer diagrams
-discuss scientific information from different sources about energy costs, energy sources and power plants, use of energy in a household, balanced diet, cars of future, energy “loss”, …
-analyze simple scientific information – worksheets about energy
-explain and apply scientific information about work done, power output, efficiency, kinetic and gravitational potential energy and energy changes in familiar and unfamiliar way
-formulate a simple hypothesis and explain it using a logical reasoning and their knowledge of science, design scientific investigation and comment on the method and the accuracy of the results, suggest improvements to the method - What is my own power output during upstairs running?
-carry out scientific investigation, work effectively as a member of a team, show respect to the others – Find my own power output
-collect and record data, organize and transform data into tables and graphs
draw conclusions supported by explanation that are consistent with the analysis of data
Subject: PhysicsGrade Level: MYP 4Teachers: PaedDr. Soňa Chalupková, PhD., RNDr. Silvia Maťašovská, PhD.