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IBDP Physics

The document discusses teaching IBDP Physics, focusing on required practical work, internal assessment, group projects, and modeling. It provides examples of practical experiments students can conduct and discusses strategies for implementing internal assessment, group projects, and incorporating modeling into the curriculum to help students develop a deeper understanding of physics concepts. The aims of the IBDP Physics curriculum are also summarized as developing students' appreciation and understanding of science.

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lucaslongo
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221 views

IBDP Physics

The document discusses teaching IBDP Physics, focusing on required practical work, internal assessment, group projects, and modeling. It provides examples of practical experiments students can conduct and discusses strategies for implementing internal assessment, group projects, and incorporating modeling into the curriculum to help students develop a deeper understanding of physics concepts. The aims of the IBDP Physics curriculum are also summarized as developing students' appreciation and understanding of science.

Uploaded by

lucaslongo
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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IBDP Physics

Labwork and Modeling

Danny Doucette ([email protected])


International School of Latvia
AAPT Summer Meeting 2015
“Teaching Physics in an IB School”
Why do we care about
IBDP Physics?
Aims of IBDP Physics
The aims enable students, through the overarching theme of the Nature of science, to:
1. appreciate scientific study and creativity within a global context through stimulating
and challenging opportunities
2. acquire a body of knowledge, methods and techniques that characterize science
and technology
3. apply and use a body of knowledge, methods and techniques that characterize
science and technology
4. develop an ability to analyse, evaluate and synthesize scientific information
5. develop a critical awareness of the need for, and the value of, effective collaboration
and communication during scientific activities
6. develop experimental and investigative scientific skills including the use of current
technologies
7. develop and apply 21st-century communication skills in the study of science
8. become critically aware, as global citizens, of the ethical implications of using
science and technology
9. develop an appreciation of the possibilities and limitations of science and technology
10. develop an understanding of the relationships between scientific disciplines and their
influence on other areas of knowledge.
Aims of IBDP Physics
The aims enable students, through the overarching theme of the Nature of science, to:

1. appreciate science
2. learn science things
3. apply and use science things Internal Assessment
4. critical thinking
5. communication/collaboration Group 4 Project
6. science skills Practical Work
7. technology Practical Work
8. ethics & internationalism Group 4 Project
9. limitations of science
10. relationships with other disciplines Group 4 Project
Overview
A. Required Practicals
40 hours (SL)
B. Internal Assessment (10 hours)
60 hours (HL)
C. Group 4 Project (10 hours)
(and also the Extended Essay)
D. Modeling?
A. Required Practicals
● “prescribed experiments”
○ must appear on 4/PSOW
● may be assessed on Paper 3, section A
● 8 (SL) or 10 (HL)
● +2 for Option C: Imaging
○ only assessed on Paper 3, section B
● Can be done experimentally or via
simulation
○ “Guidance for the use of simulations” in TSM
A. Required Practicals
2.1–Determining the acceleration of free-fall
3.1–Applying the calorimetric techniques of specific heat capacity or specific
latent heat
3.2–Investigating at least one gas law
4.2–Investigating the speed of sound
4.4–Determining refractive index
5.2–Investigating one or more of the factors that affect resistance
5.3–Determining internal resistance
7.1–Investigating half-life
9.3–Investigating Young’s double-slit [HL only]
11.2–Investigating a diode bridge rectification circuit [HL only]
C.2–Investigating the optically compound microscope
C.2–Investigating the performance of a simple optical astronomical refracting
telescope
2.1–Determining the
acceleration of free-fall
● Drop a card/picket
fence through a
photogate
● Video analysis of a
dropped ball
● Analyze a
video game

credit: Chris Hamper, Frank


Noschese
3.1–...specific heat capacity
or specific latent heat
● Use an electric kettle with given power
○ plot T over time, slope is P/mc
● Add metal masses to a water calorimeter
○ identify metal via c
● Heat water from ice to steam
3.2–Investigating at least
one gas law
● Boyle’s Law with syringe
and pressure sensor
● Ideal Gas Law
with flask
in water bath
● PhET simulation
“Gas Properties”

credit: Chris Hamper, PhET


4.2–Investigating the speed
of sound
● Standing wave in
tube (also CO2)
● Time delay of echo
● Real-size waves
on oscilloscope

credit: TheBackyardScientist
4.4–Determining refractive
index
● Glass block
● Total internal reflection
with a half-circular dish
● PhET simulation
“Bending Light”

credit:
PhET
5.2–...factors that affect
resistance
● Pencil marking (graphite) on paper
● Conductive paper
● Nichrome wire (different gauges)
● Double-ended pencil
● Bare conductive paint

credit: Chris Hamper


5.3–Determining internal
resistance
● Connect an old battery to a variable resistor
(< 20 Ohm) and measure V & I as R
changes
● Can also be done
using PhET DC
circuit construction kit

credit: PhET,
Art Knoflick
7.1–Investigating half-life
● Simulation with coins/dice/etc
● Beer foam
● Cs-137/Ba-137m (half-life ~3 minutes)

credit: Mark Headlee


9.3–Investigating Young’s
double-slit
● double-source with sound waves
● ripple tank
● laser and double-slit
● simulation (Falstad, PhET)

credit: Paul Falstad, PhET


11.2–Investigating a diode
bridge rectification circuit
● Hand-crank or DC motor as generator
○ students solder the diodes together
○ could use LEDs
● Falstad simulation

credit: Paul Falstad


ICT in the PSOW
B. Internal Assessment
● 10 hours of class-time
○ write-up at home
● individual project, supervised at school
● need not be experimental
○ ie: simulation, database, spreadsheet, hybrid
● criteria - 24
○ engagement - 2
○ exploration (aka design) - 6
○ analysis - 6
○ evaluation - 6
○ communication - 4
B. Internal Assessment
● Need to practice design, experimental,
writing skills
● Minimal feedback on the IA work is allowed
○ “oral or written advice on how the work could be
improved” is permitted on one draft only
● Might be difficult to ensure all students have
correct equipment, know how to use it
● Funding for new equipment, supplies?
● Design is harder than expected for students
● Assessment - more flexible than in the past
B. Internal Assessment
● Models for implementation:
○ Group 4 Project in Year 1; IA-style report grading;
IA done at start of Year 2
○ Use old syllabus labs to practice exploration/
analysis/evaluation; IA design due at end of Year 1
○ Students work after-school or during breaks, one
student per week, starting midway through Year 1
○ Multiple attempts, only keep best submission
○ Two whole-day sessions
C. Group 4 Project
● Collaborative project with students in other
science disciplines; 10 hours
○ ideally, also, other schools/countries
● Required: 50-word summary (ungraded)
○ appears on 4/PSOW
● Models for implementation
○ 2 weeks of class-time to design/conduct/report
○ 1 full day, trip to a place of ecological significance
○ Combination with community/environmental project
○ Easily done in Year 1 (Year 2 usually busier)
C. Extended Essay
● EE in any subject
● EE != IA
○ longer
○ extension of learning
○ context, relevance
more important
○ more points for
formatting
D. Modeling
● IBDP Physics = broad
Modeling = deep
● Philosophies align (active learning)
D. Modeling
1. Measurement & Uncertainty (5)
2. Mechanics (22) Modeling Mechanics (rushed)

3. Thermal Physics (11)


4. Waves (15+17) Modeling Mech Waves (add more)
5. Electromagnetism (15+16) Modeling E&M (add more)
6. Gravitation, Fields (5+11) Start with Modeling CFPM
7. Modern (14+16) Modeling Light (lots more)
8. Energy Production (8)
Relativity/Engineering/Astro/Imaging Pieces

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