Physics Unit Plans

SCOTTISH HIGH INTERNATIONAL SCHOOL
IB Diploma Programme: Unit Planner
Subject, Grade, Level: IB1 HL

Unit No. and/or Title: Physics and Physical Measurement (Unit 1)
Time Frame and Duration: Term -1, 5 hours)
Teacher: ALKA MAHAJAN_ _______________________
Significant concept(s): 1.1 The realm of physics, 1.2 Measurement and uncertainties, 1.3 Vectors and scalars
Understandings/learner's profile
Fundamental and derived SI units
Scientific notation and metric multipliers
Significant figures
Orders of magnitude
Estimation
Random and systematic errors
Absolute, fractional and percentage uncertainties
Error bars
Uncertainty of gradient and intercepts
Vector and scalar quantities
Combination and resolution of vectors
Aim 2 and 3: this is a fundamental aspect of scientific language that allows for spatial representation and
manipulation of abstract concepts
Aim 2 and 3: this is an essential area of knowledge that allows scientists to collaborate across the globe
Aim 4 and 5: a common approach to expressing results of analysis, evaluation and synthesis of scientific
information enables greater sharing and collaboration
Aim 4: it is important that students see scientific errors and uncertainties not only as the range of possible
answers but as an integral part of the scientific process
Aim 9: the process of using uncertainties in classical physics can be compared to the view of uncertainties
in modern (and particularly quantum) physics
Aim 7: There are some excellent simulations to illustrate this.
Aim 7: This is an opportunity to show how spreadsheets are commonly used to calculate and draw error
bars on graph
Learning objectives/outcomes (from Subject Guide):
Range of magnitudes of quantities in our universe

1.1.1 State and compare quantities to the nearest order of magnitude. obj.3
1.1.2 State the ranges of magnitude of distances, masses and times that occur in the universe, from smallest to greatest. obj.1
1.1.3 State ratios of quantities as differences of orders of magnitude. obj.1
1.1.4 Estimate approximate values of everyday quantities to one or two significant figures and/or to the nearest order of magnitude.
obj.2
1.2 Measurement and uncertainties 2 hours
The SI system of fundamental and derived units
1.2.1 State the fundamental units in the SI system. obj.1
1.2.2 Distinguish between fundamental and derived units and give examples of derived units. obj.2
1.2.3 Convert between different units of quantities. obj.2
1.2.4 State units in the accepted SI format. obj.1
1.2.5 State values in scientific notation and in multiples of units with appropriate prefixes. obj.1
Uncertainty and error in measurement

1.2.6 Describe and give examples of random and systematic errors. obj.2
1.2.7 Distinguish between precision and accuracy. obj.2
1.2.8 Explain how the effects of random errors may be reduced. obj.3
1.2.9 Calculate quantities and results of calculations to the appropriate number of significant figures. obj.2
Uncertainties in calculated results

1.2.10 State uncertainties as absolute, fractional and percentage uncertainties. obj.1
1.2.11 Determine the uncertainties in results. obj.3
Uncertainties in graphs
1.2.12 Identify uncertainties as error bars in graphs. obj.2
1.2.13 State random uncertainty as an uncertainty ranges (•}) and represent it graphically as an “error bar”.obj.1
1.2.14 Determine the uncertainties in the gradient and intercepts of a straight line graph. obj.3
1.3 Vectors and scalars 2 hours

1.3.1 Distinguish between vector and scalar quantities, and give examples of each. obj.2
1.3.2 Determine the sum or difference of two vectors by a graphical method. obj.3
1.3.3 Resolve vectors into perpendicular components along chosen axes. obj.
Interdisciplinary links and learning objectives ( from subject guide)
Theory of knowledge:
 What has influenced the common language used in science? To what extent does having a common standard approach to
measurement facilitate the sharing of knowledge in physics?
 One aim of the physical sciences has been to give an exact picture of the material world. One achievement of physics in the
twentieth century has been to prove that this aim is unattainable.” – Jacob Bronowski. Can scientists ever be truly certain of their
discoveries?
 What is the nature of certainty and proof in mathematics?
 This is a very stimulating area for a discussion of ways of knowing.
 Data and its limitations is a fruitful area for discussion.
International-mindedness:
• Vector notation forms the basis of mapping across the globe
• Scientific collaboration is able to be truly global without the restrictions of national borders or language due to the agreed standards
for data representation
Interdisciplinary links:
• This topic is able to be integrated into any topic taught at the start of the course and is important to all topics
• Students studying more than one group 4 subject will be able to use these skills across all subjects
• Mathematical studies SL sub-topics 1.2–1.4
• Navigation and surveying ( Geography SL/HL syllabus: Geographic skills)
• Force and field strength (Physics sub-topics 2.2, 5.1, 6.1 and 10.1)
• Vectors ( Mathematics HL sub-topic 4.1; Mathematics SL sub-topic 4.1)
Learner's profile They are thinker and open minded when they try to answer TOK questions. They are reflective when they peer evaluate
each other’s lab and try to improve their lab reports. They are enquirers and knowledgeable when they explore different problems.
They are principled when they write their lab reports on their own
Assessment Evidence
 Formative Assessment Tasks:
Summative /Formative Assessment Task(s): • Class work
 Lab work • Home work
Vernier calipers
Screw gauge
Pendulum
Law of parallelogram of vectors
Class work
Homework
test.
Learning Plan and Teaching Strategies
1. Students will be given the details of the learning outcome of the unit in the beginning of the unit. Every day at the beginning
of the class, expected questions/goal will be written on the board.
2. Brain storming and mind mapping before starting a topic helps to get an idea about the student’s prior knowledge. They will
be asked to do a prior reading about the topic so as to enable them to actively participate in class room discussions, take notes
in systematic way, and write important formulae and big ideas separately and complete assignments on time.
3. Study on regular basis, by completing homework on time and by solving questions from past papers.
4. Details comments on non graded lab reports will help the students to learn how to write proper IB lab report. Hand outs with
sample problems and more and more practices of IB past paper questions related to the topic will help to improve problem
solving and application skills.
5. The HL students will practice more difficult numerical problems. The students who finish all the class works fast will get some
challenging problems to solve. For the others I will solve some typical problems step by step in class so that the students know
about the method of problem solving. Steps to be followed, writing all meaning of important vocabularies on board, using ICT
and/or address information literacy, U tube videos , ppt, use of graph plotting software, Simulations using java applets.
6. Classroom discussions about TOK questions. Incorporating interdisciplinary links (TOK, other subjects). Mentioning the topics
learned in mathematics.
7. At the end of each chapter students will fill out a self assessment form and comment on the part of the topic they enjoyed
and the part of the topic they found hard. This will also help them to be reflective.
Mentioning the topics learned in mathematics
Resources
 Worksheets/handouts
 Text book(T sokos and Oxford study guide)
 U tube video
 Ppt
 Different lab equipments and simulations for the labs.
Reflections and Evaluations
Students were given enough practice of solving /finding uncertainties/errors in different physical quantities.
Except Arjun, no one could score full marks in the assignment (prepared from past year papers). Since this topic is very important not
only for Physics but also for other group 4 subjects, so students were given more practice/assignments
(Extra time given).
Question A1 from all past year papers allowed the students to demonstrate the learning objectives of the chapter. Students did non
graded/graded lab activities as formative assessment.
They were comfortable in answering questions according to IB expectations.
Resources
Resources were appropriate. YouTube accessibility is necessary as well as java applets (PhET).
PREPARED BY ALKA MAHAJAN

Scottish High International School
Subject, Grade, Level: Physics IB1(HL)

Unit No. and/or Title: Unit 2, Mechanics
Time Frame and Duration: Term 1 (17 hours)
Teacher: Alka Mahajan
Significant concept(s):
2.1 Kinematics, 2.2 Forces and dynamics, 2.3 Work, energy and power, 2.4 Uniform circular motion
Understanding (s) Aims

 Distance and displacement
 Speed and velocity Aim 2: much of the development of classical physics has
 Acceleration been built on the advances in kinematics
 Graphs describing motion Aim 7: technology has allowed for more accurate and
Equations of motion for uniform precise measurements of motion, including video
acceleration analysis of real-life projectiles and modeling /simulations
 Projectile motion of terminal velocity
 Fluid resistance and terminal Aims 2 and 3: Newton’s work is often described by the
speed Objects as point particles quote from a letter he wrote to his rival, Robert Hooke,
 Free-body diagrams 11 years before the publication of Philosophiæ Naturalis
 Translational equilibrium Principia
 Newton’s laws of motion Mathematica, which states: “What Descartes did was a
 Solid friction good step. You have added much several ways, and
 Kinetic energy especially in taking the colours of thin plates into
 Gravitational potential energy philosophical consideration. If I have seen a little further
Elastic potential energy it is by standing on the shoulders of Giants.” It should be
 Work done as energy transfer remembered that this quote is also inspired, this time by
Power as rate of energy transfer writers who had been using versions of it for at least 500
Principle of conservation of years before Newton’s time.
energy Efficiency Aim 8: by linking this sub-topic with topic 8, students
 Newton’s second law expressed should be aware of the importance of efficiency and its
in terms of rate of change of impact of conserving the fuel used for energy
momentum production
 Impulse and force–time graphs Aim 3: conservation laws in science disciplines have
Conservation of linear momentum played a major role in outlining the limits within which
Elastic collisions, inelastic collisionsscientific theories are developed
and explosions Aim 7: technology has allowed for more accurate and
precise measurements of force and momentum,
including video analysis of real-life collisions and
modeling /simulations of molecular collisions
Students will be able to:
2.1.1 Define displacement, velocity, speed and acceleration.
2.1.2 Explain the difference between instantaneous and average values of speed, velocity and
acceleration.
2.1.3 Outline the conditions under which the equations for uniformly accelerated motion may be
applied.
2.1.4 Identify the acceleration of a body falling in a vacuum near the Earth’s surface with the
acceleration g of free fall.
2.1.5 Solve problems involving the equations of uniformly accelerated motion.
2.1.6 Describe the effects of air resistance on falling objects..
2.1.7 Draw and analyse distance–time graphs, displacement–time graphs, velocity–time graphs and
acceleration–time graphs.
2.1.8 Calculate and interpret the gradients of displacement–time graphs and
velocity–time graphs, and the areas under velocity–time graphs and acceleration–time graphs.
2.1.9 Determine relative velocity in one and in two dimensions.
2.2 Forces and dynamics
2.2.1 Calculate the weight of a body using the expression W = mg.
2.2.2 Identify the forces acting on an object and draw free-body diagrams
representing the forces acting.
2.2.3 Determine the resultant force in different situations.
2.2.4 State Newton’s first law of motion.
2.2.5 Describe examples of Newton’s first law.
2.2.6 State the condition for translational equilibrium.
2.2.7 Solve problems involving translational equilibrium.
2.2.8 State Newton’s second law of motion.
2.2.9 Solve problems involving Newton’s second law.
2.2.10 Define linear momentum and impulse.
2.2.11 Determine the impulse due to a time-varying force by interpreting a
force–time graph.
2.2.12 State the law of conservation of linear momentum.
2.2.13 Solve problems involving momentum and impulse.
2.2.14 State Newton’s third law of motion.
2.2.15 Discuss examples of Newton’s third law.
2.3 Work, energy and power
2.3.1 Outline what is meant by work.
2.3.2 Determine the work done by a non‑constant force by interpreting a force–displacement graph.
2.3.3 Solve problems involving the work done by a force.
2.3.4 Outline what is meant by kinetic energy.
2.3.5 Outline what is meant by change in gravitational potential energy.
2.3.6 State the principle of conservation of energy.
2.3.7 List different forms of energy and describe examples of the transformation of energy from one
form to another.
2.3.8 Distinguish between elastic and inelastic collisions.
2.3.9 Define power.
2.3.10 Define and apply the concept of efficiency.
2.3.11 Solve problems involving momentum, work, energy and power.
2.4 Uniform circular motion
2.4.1 Draw a vector diagram to illustrate that the acceleration of a particle moving with constant
speed in a circle is directed towards the centre of the circle.
2.4.2 Apply the expression for centripetal acceleration.
2.4.3 Identify the force producing circular motion in various situations.
2.4.4 Solve problems involving circular motion.
Interdisciplinary links and learning objectives (from subject Guide):
Theory of Knowledge: The development of the laws of motion raises interesting issues relating
to correlation and cause and scientific theories.
 Classical physics believed that the whole of the future of the universe could be predicted
from knowledge of the present state. To what ex-tent can knowledge of the present give us
knowledge of the future?
 To what extent is scientific knowledge based on fundamental concepts such as energy?
What happens to scientific knowledge when our under-standing of such fundamental
concepts changes or evolves?
 Do conservation laws restrict or enable further development in physics?
 The independence of horizontal and vertical motion in projectile motion seems to be
counter-intuitive. How do scientists work around their intuitions? How do scientists make use of
their intuitions?
International mindedness:
 International cooperation is needed for tracking shipping, land based transport,
aircraft and objects in space
 Automobile passive safety standards have been adopted across the globe based on
research conducted in many countries
Quadratic functions and kinematic equations - Maths
Energy is also covered in other group 4 subjects
Learner's profile
They are thinker and open minded when they try to answer TOK questions.
They are reflective when they peer evaluate each other’s lab and try to improve their lab
reports. They are enquirers and knowledgeable when they explore different problems. They
are principled when they write their lab reports on their own
Assessment Evidence
Summative Assessment Task(s): Formative Assessment Tasks:

Lab work Group activities
Experiments, including use of data Class work
logging, Home work
determination of g,
estimating speed using travel timetables,
analyzing projectile motion,
investigating motion through a fluid
verification of Newton’s second law
investigating forces in equilibrium;
determination of the effects of friction
relationship of kinetic and gravitational
potential energy for a falling mass;
power and efficiency of mechanical
objects;
comparison of different situations
involving elastic potential energy
analysis of collisions with respect to
energy transfer;
impulse investigations to determine
velocity, force, time, or mass;
determination of amount of transformed
energy in inelastic collision
End of unit -test
Learning plan and teaching strategies
 Students will be given the details of the learning outcome of the unit in the beginning
of the unit. Every day at the beginning of the class, expected questions/goal will be
written on the board.
 Brain storming and mind mapping before starting a topic helps to get an idea about
the student’s prior knowledge. They will be asked to do a prior reading about the
topic so as to enable them to actively participate in class room discussions, take notes
in systematic way, and write important formulae and big ideas separately and
complete assignments on time.
 Study on regular basis, by completing homework on time and by solving questions
from past papers.
 Details comments on non graded lab reports will help the students to learn how to
write proper IB lab report. Hand outs with sample problems and more and more
practices of IB past paper questions related to the topic will help to improve problem
 The HL students will practice more difficult numerical problems. The students who finish
all the class works fast will get some challenging problems to solve. For the others I will
solve some typical problems step by step in class so that the students know about the
method of problem solving. Steps to be followed, writing all meaning of important
vocabularies on board, using ICT and/or address information literacy, U tube videos ,
ppt, use of graph plotting software, Simulations using java applets.
 Classroom discussions about TOK questions. Incorporating interdisciplinary links (TOK,
other subjects)
 At the end of each chapter students will fill out a self assessment form and comment
on the part of the topic they enjoyed and the part of the topic they found hard. This
will also help them to be reflective.
Resources to be used/needed throughout this unit
Worksheets/handout, U –tube video and Ppt
Students understood most of the concepts of chapter 2. They were comfortable with the
mathematical part because they understand the concept of differentiation and integration. Vikram
again had difficulty in solving problems. They all were asked to solve problems from past papers and
show. The lab writing skills has improved for the students.
Problems from IB question bank allowed the students to demonstrate the learning objectives of the
chapter. Students did non graded lab activities as formative assessment.
Resources -All the resources were appropriate and relevant.
PREPARED BY ALKA M

Unit No. and/or Title: Thermal Physics (Topic 3)
Teacher: ALKA MAHAJAN_ ________________________
Significant concept(s): 3.1 Thermal concepts; 3.2 Thermal properties of matter
Understanding (s)/aims DP Unit Question(s):

The students will get ideas about  Why temperature of ice does
 Basic terminology regarding Thermal not change while melting?
Physics.  Why do we sweat in summer?
 Difference between macroscopic and
microscopic definition of heat and
temperature.
 Specific heat capacity and latent heat.
 Different formula and their application
related to thermal Physics
 Experiments based on calorimetric
equations.
Aim 3: an understanding of thermal concepts is a
fundamental aspect of many areas of science
Aim 3: this is a good topic to make comparisons
between empirical and theoretical thinking in
science
3.1.1 State that temperature determines the direction of thermal energy transfer between two
objects.
3.1.2 State the relation between the Kelvin and Celsius scales of temperature.
3.1.3 State that the internal energy of a substance is the total potential energy and random kinetic
energy of the molecules of the substance.
3.1.4 Explain and distinguish between the macroscopic concepts of temperature, internal energy
and thermal energy (heat).
3.1.5 Define the mole and molar mass.
3.1.6 Define the Avogadro constant.
3.2.1 Define specific heat capacity and thermal capacity.
3.2.2 Solve problems involving specific heat capacities and thermal capacities.
3.2.3 Explain the physical differences between the solid, liquid and gaseous phases in terms of
molecular structure and particle motion.
3.2.4 Describe and explain the process of phase changes in terms of molecular behaviour.
3.2.5 Explain in terms of molecular behaviour why temperature does not change during a phase
change.
3.2.6 Distinguish between evaporation and boiling.
3.2.7 Define specific latent heat.
3.2.8 Solve problems involving specific latent heats.
3.2.9 Define pressure.
3.2.10 State the assumptions of the kinetic model of an ideal gas.
3.2.11 State that temperature is a measure of the average random kinetic energy of the molecules
of an ideal gas.
3.2.12 Explain the macroscopic behavior of an ideal gas in terms of a molecular
model.
TOK:
 We always use models and simulations to explain the behavior of objects that we can
not see. How far do these models and simulations work?
 The gas laws are based on assumptions and they are approximated. Is it possible to
get any accurate gas laws?
 Observation through sense perception plays a key role in making measurements.
Does sense perception play different roles in different areas of knowledge?
 When does modeling of “ideal” situations become “good enough” to count as
knowledge?
International mindness:
 Melting of iceberg in warmer water
 Existence of water under ice in cold regions.
 The topic of thermal physics is a good example of the use of international systems of
measurement that allow scientists to collaborate effectively
Chemistry- Concept of mole, atomic structure, exothermic and endothermic
reactions. Particulate nature of matter ( Chemistry sub-topic 1.3) measuring energy
changes ( Chemistry sub-topic 5.1) Consideration of thermodynamic processes is
essential to many areas of chemistry ( Chemistry sub-topic 1.3)
Math: Solving equations, Plotting graphs
Biology: Existence of life in the polar region in winter. Respiration processes ( Biology
sub-topic D.6),Water ( Biology sub-topic 2.2)
Learner's profile They are thinker and open minded when they try to answer TOK
questions. They are reflective when they peer evaluate each other’s lab and try to
improve their lab reports. They are enquirers and knowledgeable when they explore
different problems. They are principled when they write their lab reports on their own.
Assessment Evidence
 Lab work (on power of heater , sp latent Group activities like labs
heat of ice, sp. heat of copper etc.) Class work
 transfer of energy due to temperature Home work
difference; calorimetric investigations; quizzes
 energy involved in phase changes
 verification of gas laws;
 calculation of the Avogadro constant;
 virtual investigation of gas law parameters
not possible within a school laboratory
setting
 test
from past papers.
other subjects)
Resources
 U tube video
 Ppt
 Different lab equipments and simulations for the following labs.
1.Friction generates heat simulation
2.p,v.T relationship simulation
5. power of heater lab
6.Temperature of the flame of a burner lab
7. Specific latent heat of fusion of ice lab

Arjun, Yuvraj and Rahul were comfortable with the basic concepts of chapter 3. Vikram took more
time to understand and had difficulty in solving problems related to this topic. In general they found
it hard to understand the microscopic and macroscopic definition of heat and temperature.
Problems from IB question bank/past year papers allowed the students to demonstrate the learning
objectives of the chapter. Students did non graded lab activities as formative assessment.
They were finding it hard to answer questions according to IB expectations. Since it was a combined
class, I decided not to do the related AHL topic after finishing topic 3.
Resources
All the resources were appropriate and relevant.

Subject, Grade, Level: IB1HL

Unit No. and/or Title: Unit 4,&11 Oscillation and waves and wave phenomena
Time Frame and Duration: Term 2 and Term 3(22 hours)(Red portions are done in term 2)
Teacher: _Alka Mahajan
4.1 Kinematics of simple harmonic motion (SHM); 4.2 Energy changes during simple harmonic motion
(SHM); 4.3 Forced oscillations and resonance; 4.4 Wave characteristics; 4.5 Wave properties; 11.1
Standing (stationary) waves; 11.2 Doppler effect; 11.3 Diffraction; 11.4 Resolution; 11.5 Polarization,
The students will get ideas about  Is it possible to shatter a wine
 Basic terminology regarding oscillation. glass by tour voice?
 Practical examples of oscillations  Does light actually travel in a
 Law of conservation of momentum and straight line?
energy  How does a police radar speed
 Different formula and their application trap work?
related to oscillation.  Why do you use polarizing
 Types of waves and different properties of sunglasses?
waves like reflection, refraction,
interference, diffraction, resolution and
polarization.
Aim 7: IT skills can be used to model the simple
harmonic motion defining equation; this gives
valuable insight into the meaning of the equation
itself
Aim 2: there is a common body of knowledge and
techniques involved in wave theory that is
applicable across many areas of physics
Aim 4: there are opportunities for the analysis of
data to arrive at some of the models in this section
from first principles
Aim 3: these universal behaviors of waves are
applied in later sections of the course in more
advanced topics, allowing students to generalize
the various types of waves
Aim 7: use of computer modeling enables
students to observe wave motion in three
dimensions as well as being able to more
accurately adjust wave characteristics in
superposition demonstrations
Aim 1: the historical aspects of this topic are still
relevant science and provide valuable insight into
the work of earlier scientists
Aim 8: the increasing use of digital data and its
storage density has implications on individual
privacy through the permanence of a digital foot-
print
Aim 3: students are able to both physically
observe and qualitatively measure the locations of
nodes and antinodes, following the investigative
techniques of early scientists and musicians
Aim 8: the international dimension of the
application of standing waves is important in
music
Aim 4: students can use this topic to develop their
ability to synthesize complex and diverse scientific
information
Aim 7: the observation of simple harmonic motion
and the variables affected can be easily followed
in computer simulations
Aim 2: this topic provides a body of knowledge
that characterizes the way that science is subject
to modification with time
Aim 4: two scientific concepts (diffraction and
interference) come together in this sub-topic,
allowing students to analyze and synthesize a
wider range of scientific information
Aim 9: the ray approach to the description of thin
film interference is only an approximation.
Students should recognize the limitations of such
visualization.
Aim 3: this sub-topic helps bridge the gap
between wave theory and real-life applications
Aim 8: the need for communication between
national communities via satellites raises the
awareness of the social and economic
implications of technology
Aim 2: the Doppler effect needs to be considered
in various applications of technology that utilize
wave theory
Aim 7: computer simulations of the Doppler effect
allow students to visualize complex and mostly
unobservable situations
4.1.1 Describe examples of oscillations.
4.1.2 Define the terms displacement, amplitude, frequency, period and phase difference.
4.1.3 Define simple harmonic motion (SHM) and state the defining equation. Find solutions to the
defining equation for SHM.
4.1.6 Solve problems, both graphically and by calculation, for acceleration, velocity and
displacement during SHM.
4.2.1 Describe the interchange between kinetic energy and potential energy during SHM.
4.2.2 Apply the expressions for the kinetic energy,, potential energy and total energy of a particle
undergoing SHM,
4.2.3 Solve problems, both graphically and by calculation, involving energy changes during SHM
4.2.1 Describe the interchange between kinetic energy and potential energy during SHM.
4.2.2 Apply the expressions for the kinetic energy,, potential energy and total energy of a particle
undergoing SHM,
4.2.3 Solve problems, both graphically and by calculation, involving energy changes during SHM
4.4.1 Describe a wave pulse and a continuous progressive (travelling)wave.
4.4.2 State that progressive (travelling) waves transfer energy.
4.4.3 Describe and give examples of transverse and of longitudinal waves.
4.4.4 Describe waves in two dimensions, including the concepts of wavefronts and of rays.
4.4.5 Describe the terms crest, trough, compression and rarefaction.
4.4.6 Define the terms displacement, amplitude, frequency, period, wavelength, wave speed and
intensity.
4.4.7 Draw and explain displacement–time graphs and displacement–position graphs for transverse
and for longitudinal waves.
4.4.8 Derive and apply the relationship between wave speed, wavelength and frequency.
4.4.9 State that all electromagnetic waves travel with the same speed in free space, and recall the
orders of magnitude of the wavelengths of the principal radiations in the electromagnetic spectrum.
4.5.1 Describe the reflection and transmission of waves at a boundary between two media.
4.5.2 State and apply Snell’s law. 2 Students should be able to define refractive index in terms of the
ratio of the speeds of the wave in the two media and also in terms of the angles of incidence and
refraction.
4.5.3 Explain and discuss qualitatively the diffraction of waves at apertures and obstacles.
4.5.4 Describe examples of diffraction.
4.5.5 State the principle of superposition and explain what is meant by constructive interference and
by destructive interference.
4.5.6 State and apply the conditions for constructive and for destructive interference in terms of path
difference and phase difference.
4.5.7 Apply the principle of superposition to determine the resultant of two waves.
11.1.1 Describe the nature of standing (stationary) waves.
11.1.2 Explain the formation of one-dimensional standing waves.
11.1.3 Discuss the modes of vibration of strings and air in open and in closed pipes.
11.1.4 Compare standing waves and travelling waves.
11.1.5 Solve problems involving standing waves.
11.2.1 Describe what is meant by the Doppler effect.
11.2.2 Explain the Doppler effect by reference to wavefront diagrams for moving-detector and
moving-source situations.
11.2.3 Apply the Doppler effect equations for sound.
11.2.4 Solve problems on the Doppler effect for sound.
11.2.5 Solve problems on the Doppler effect for electromagnetic waves using the approximation
11.2.6 Outline an example in which the Doppler effect is used to measure speed.
Term 3
11.3.1 Sketch the variation with angle of diffraction of the relative intensity of light diffracted at a
single slit.
11.3.2 Derive the formula θ= λ/b for the position of the first minimum of the diffraction pattern
produced at a single slit.
11.3.3 Solve problems involving single-slit diffraction.
11.4.1 Sketch the variation with angle of diffraction of the relative intensity of light emitted by two
point sources that has been diffracted at a single slit.
11.4.2 State the Rayleigh criterion for images of two sources to be just resolved.
1 Students should know that the criterion for a circular aperture is θ=1.22 λ/b
11.4.3 Describe the significance of resolution in the development of devices such as CDs and DVDs,
the electron microscope and radio telescopes.
11.4.4 Solve problems involving resolution.
11.5.1 Describe what is meant by polarized light.
11.5.2 Describe polarization by reflection. This may be illustrated using light or microwaves. The use of
polarized sunglasses should be included.
11.5.3 State and apply Brewster’s law.
11.5.4 Explain the terms polarizer and analyser.
11.5.5 Calculate the intensity of a transmitted beam of polarized light using Malus’ law.
11.5.6 Describe what is meant by an optically active substance.
11.5.7 Describe the use of polarization in the determination of the concentration of certain solutions.
11.5.8 Outline qualitatively how polarization may be used in stress analysis.
11.5.9 Outline qualitatively the action of liquid-crystal displays (LCDs).
11.5.10 Solve problems involving the polarization of light.
TOK: What is light? Is it a wave or a particle?
Can an experiment prove a law?
 The harmonic oscillator is a paradigm for modeling where a simple equation is used to
describe a complex phenomenon. How do scientists know when a simple model is not
detailed enough for their requirements?
 Scientists often transfer their perception of tangible and visible concepts to explain similar
non-visible concepts, such as in wave theory. How do scientists explain concepts that have
no tangible or visible quality?
 Wavefronts and rays are visualizations that help our understanding of reality, characteristic of
modeling in the physical sciences. How does the methodology used in the natural sciences
differ from the methodology used in the human sciences?
 How much detail does a model need to contain to accurately represent reality
 Huygens and Newton proposed two competing theories of the behaviour of light. How does
the scientific community decide between competing theories?
 There are close links between standing waves in strings and Schrodinger’s theory for the
probability amplitude of electrons in the atom. Application to superstring theory requires
standing wave patterns in 11 dimensions. What is the role of reason and imagination in
enabling scientists to visualize scenarios that are beyond our physical capabilities?
 Are explanations in science different from explanations in other areas of knowledge such as
history?
 Most two-slit interference descriptions can be made without reference to the one-slit
modulation effect. To what level can scientists ignore parts of a model for simplicity and
clarity?
 How important is sense perception in explaining scientific ideas such as the Doppler effect?
 The resolution limits set by Dawes and Rayleigh are capable of being surpassed by the
construction of high quality telescopes. Are we capable of breaking other limits of scientific
knowledge with our advancing technology?
International mindness :
 Working of a radio telescope to search for extraterrestrial intelligence.
 Uses of LCD are truly global and are found everywhere like in our watches, digital
clocks, calculators, televisions and many more places.
 Oscillations are used to define the time systems on which nations agree so that the
world can be kept in synchronization. This impacts most areas of our lives including the
provision of electricity, travel and loca-tion-determining devices and all
microelectronics. Electromagnetic waves are used extensively for national and
international communication Characteristic wave behaviour has been used in many
cultures throughout human history, often tying closely to myths and legends that
formed the basis for early scientific studies
 The art of music, which has its scientific basis in these ideas, is universal to all cultures,
past and present. Many musical instruments rely heavily on the generation and
manipulation of standing waves.
 Satellite use for commercial and political purposes is dictated by the resolution
capabilities of the satellite
 Radar usage is affected by the Doppler effect and must be considered for
applications using this technology
The SHM equation can be obtained from the mathematical solution of the differential
equation. The concept of angle, graph plotting skills can be taught in mathematics class.
 Sight ( Biology sub-topic A.2)
 Fourier analysis allows us to describe all periodic oscillations in terms of simple harmonic
oscillators. The mathematics of simple harmonic motion is crucial to any areas of science and
technology where oscillations occur.
 Quadratic functions (Mathematics HL sub-topic 2.6; Mathematics SL sub-topic 2.4;
Mathematical studies SL sub-topic 6.3)
 Trigonometric functions (Mathematics SL sub-topic 3.4)
 Astronomy relies on the analysis of the Doppler effect when dealing with fast moving objects
( Physics option D)
Learner's profile They are thinker and open minded when they try to answer TOKquestions.
They are reflective when they peer evaluate each other’s lab and try to improve their lab
reports. They are enquirers and knowledgeable when they explore different problems. They
are principled when they write their lab reports on their own.
Assessment Evidence
Lab work Group activities
 mass on a spring; Class work
 simple pendulum; Home work
 motion on a curved air track quizzes
 speed of waves in different media;
 detection of electromagnetic waves from
various sources; use of echo methods (or
similar) for determining wave speed,
wavelength, distance, or medium elasticity
and/or density
 observation of polarization under different
conditions, including the use of
microwaves;
 superposition of waves;
 representation of wave types using
physical models (eg slinky demonstrations)
 determination of refractive index and
application of Snell’s law;
 determining conditions under which total
internal reflection may occur;
 examination of diffraction patterns through
apertures and around obstacles;
 investigation of the double-slit experiment
 observation of standing wave patterns in
physical objects (eg slinky springs);
 prediction of harmonic locations in an air
tube in water; determining the frequency
of tuning forks;
 observing or measuring vibrating
violin/guitar strings
 investigation of simple or torsional
pendulums;
 measuring the vibrations of a tuning fork;
 By using the force law, a student can, with
iteration, determine the behaviour of an
object under simple harmonic motion. The
iterative approach (numerical solution),
with given initial conditions, applies basic
uniform acceleration equations in
successive small time increments. At each
increment, final values become the
following initial conditions.
 observing the use of diffraction gratings in
spectroscopes; analysis of thin soap films;
 sound wave and microwave interference
pattern analysis
 End of unit - test
from past papers.

other subjects)
Resources
 You –tube video
 Ppt
 Different lab equipments for the following labs.
1.Pendulum lab
2.Spring motion simulation
3.Determunation of velocity of sound lab
4.paper clip pendulum design lab
5. Velocity of sound lab
6.Diffraction by grating lab
7. resolution lab.
8.Melde’s experiment
9. investigate property of a rubberband
Students understood most of the concepts of chapter 4. They were comfortable with the
mathematical part because they understand the concept of differentiation and integration.
Vikram had difficulty in solving problems. They all were asked to solve problems from past
papers and show. Analysis of spring motion using java simulation helped the students to
understand better. The lab writing skills is improving for the students.
Problems from IB question bank allowed the students to demonstrate the learning objectives
of the chapter. Students did non graded lab activities as formative assessment.
They were finding it hard to answer questions according to IB expectations.
Resources
PREPARED BY ALKA MAHAJA


Unit No. and/or Title: Electric currents (Topic 5)
Significant concept(s): 5.1 Electric potential difference, current and resistance, 5.2 Electric circuits
Learner's profile Understanding (s)/aims

The students should be/will be able to Aim 2: electrical theory lies at the heart of
 Define current in terms of the force per unit much modern science and engineering
length between parallel current carrying Aim 3: advances in electrical theory have
conductors. brought immense change to all societies
 Aware that R = V/I is a general definition of Aim 7: use of computer simulations would
resistance. It is not a statement of Ohm’s enable students to measure microscopic
law. interactions that are typically very difficult in a
 Understand what is meant by resistor. school laboratory situation
 Draw the I–V characteristics of an ohmic Aim 2: electrical theory and its approach to
resistor and a filament lamp. macro and micro effects characterizes much of
 Understand combinations of resistors and the physical approach taken in the analysis of
also complete circuits involving internal the universe
resistance. Aim 3: electrical techniques, both practical
 Recognize and use the accepted circuit and theoretical, provide a relatively simple
symbols. opportunity for students to develop a feeling for
 Explain sensors which include light- the arguments of physics
dependent resistors (LDRs), negative Aim 7: there are many software and online
temperature coefficient (NTC) thermistors options for constructing simple and complex
and strain gauges. circuits quickly to investigate the effect of using
different components within a circuit.
 Appreciate that many circuit problems
may be solved by regarding the circuit as
a potential divider. Aim 8: although cell technology can supply
electricity without direct contribution from
 Aware that ammeters and voltmeters have national grid systems (and the inherent carbon
their own resistance. output is-sues), safe disposal of batteries and
the chemicals they use can introduce land and
water pollution problems
Aim 10: improvements in cell technology has
been through collaboration with chemists

5.1.1 Define electric potential difference. obj. 1
5.1.2 Determine the change in potential energy when a charge moves between two points at
different potentials. obj.3
5.1.3 Define the electronvolt. obj.1
5.1.4 Solve problems involving electric potential difference. obj. 3
5.1.5 Define electric current. obj. 1
5.1.6 Define resistance. obj.1
5.1.7 Apply the equation for resistance in the form R= ρ L/ A where ρ is the resistivity of the material of
the resistor. obj. 2
5.1.8 State Ohm’s law. obj.1
5.1.9 Compare ohmic and non-ohmic behaviour. obj. 3
5.1.10 Derive and apply expressions for electrical power dissipation in resistors. obj. 3
5.1.11 Solve problems involving potential difference, current and resistance. obj. 3
5.2 Electric circuits 3 hours
5.2.1 Define electromotive force (emf). obj.1
5.2.2 Describe the concept of internal resistance. obj. 2
5.2.3 Apply the equations for resistors in series and in parallel. obj. 2
5.2.4 Draw circuit diagrams. obj. 1
5.2.5 Describe the use of ideal ammeters and ideal voltmeters. obj. 2
5.2.6 Describe a potential divider. obj. 2
5.2.7 Explain the use of sensors in potential divider circuits. obj. 3
5.2.8 Solve problems involving electric circuits. obj. 3
 Early scientists identified positive charges as the charge carriers in metals, however the
discovery of the electron led to the introduction of “conventional” current direction. Was this
a suitable solution to a major shift in thinking? What role do paradigm shifts play in the
progression of scientific knowledge?
 Sense perception in early electrical investigations was key to classifying the effect of various
power sources, however this is fraught with possible irreversible consequences for the
scientists involved. Can we still ethically and safely use sense perception in science research?
 Battery storage is seen as useful to society despite the potential environmental issues
surrounding their disposal. Should scientists be held morally responsible for the long-term
consequences of their inventions and discoveries?
• A set of universal symbols is needed so that physicists in different cultures can readily communicate
ideas in science and engineering
• Battery storage is important to society for use in areas such as portable devices, transportation
options and back-up power supplies for medical facilities
Chemistry-
 The chemistry of electric cells ( Chemistry sub-topics 9.2 and C.6).
 Transferring energy from one place to another (Chemistry option C and Physics topic 11)
 Impact on the environment from electricity generation (Physics topic 8 and Chemistry option
sub-topic C2)
Learner's profile
 They are thinker and open minded when they try to answer TOK questions.
 They are reflective when they peer evaluate each other’s lab and try to improve their lab
reports.
 They are enquirers and knowledgeable when they explore different problems.
 They are principled when they write their lab reports on their own.
Assessment Evidence
 Lab work Group activities like labs
 use of a hot-wire ammeter as an Class work
historically important device; Home work
 comparison of resistivity of a variety
of conductors such as a wire at
constant temperature, a filament
lamp, or a graphite pencil;
 determination of thickness of a
pencil mark on paper;
 investigation of ohmic and non-
ohmic conductor characteristics;
 using a resistive wire wound and
taped around the reservoir of a
thermometer to relate wire
resistance to current in the wire and
temperature of wire
 Investigation of simple electrolytic
cells using various materials for the
cathode, anode and electrolyte;
 software-based investigations of
electrical cell design; comparison
of the life expectancy of various
batteries
 End of unit -tests
from past papers.

other subjects)
Resources
 U tube video
 Ppt
 Different lab equipments and simulations

Students were very comfortable with the basic concepts of this chapter as they had already done
most of it in class 10th. They did not face any difficulty in solving problems related to this topic.
objectives of the chapter. Students did graded lab activities as formative assessment.
They were comfortable in answering questions according to IB expectations. Since it was a
combined class, I decided not to do the related AHL topic 12 after finishing topic 5.
Resources

Subject, Grade, Level: IB1 SL/HL

Unit No. and/or Title: Field and Forces (Topic 6)
Time Frame and Duration: Term 2, 2 hours)
Significant concept(s):6.3 Magnetic force and Magnetic field

The students will get ideas about  State that moving charges give
 Magnetic field and its direction rise to magnetic fields and draw
 Magnetic lines of force magnetic field patterns due to
 Magnetic force on a current carrying currents.
conductor  Determine the direction of the
 Magnetic force on a moving charge force on a current carrying
 Fleming left hand rule conductor in a magnetic field
 Magnetic field at a point distant r from a and on a charge moving in a
straight current carrying conductor magnetic field.
 Magnetic field at a point at the centre of a  Define the magnitude and
current carrying coil. direction of a magnetic field
 The force between two current carrying and solve problems involving
wires. magnetic forces, fields and
 Definition of 1 Ampere currents.
Aim 9: models developed for electric and
gravitational fields using lines of forces allow
predictions to be made but have limitations in
terms of the finite width of a line
Aim 2: Newton’s law of gravitation and Coulomb’s
law form part of the structure known as “classical
physics”. This body of knowledge has provided the
methods and tools of analysis up to the advent of
the theory of relativity and the quantum theory.
Aim 4: the theories of gravitation and
electrostatic interactions allows for a great
synthesis in the description of a large number of
phenomena
Aim 2: electrical theory lies at the heart of much
modern science and engineering
Aim 3: advances in electrical theory have brought
immense change to all societies
Aim 7: use of computer simulations would enable
students to measure microscopic interactions that
are typically very difficult in a school laboratory
situation
Aim 2 and 9: visualizations frequently provide us
with insights into the action of magnetic fields,
however the visualizations themselves have their
own limitations
Aim 7: computer-based simulations enable the
visualization of electro-magnetic fields in three-
dimensional space
Aim 4: the theory of gravitation when combined
and synthesized with the rest of the laws of
mechanics allows detailed predictions about the
future position and motion of planet

6.1.1 State Newton's universal law of gravitation. obj. 1
6.1.2 Define gravitational field strength obj. 1
6.1.3 Determine the gravitational field due to one or more point masses. obj. 3
6.1.4 Derive an expression for gravitational field strength at the surface of a planet, assuming that all
its mass is concentrated at its centre. obj. 3
6.1.5 Solve problems involving gravitational forces and fields. obj. 3
6.2.1 State that there are two types of electric charge obj. 1
6.2.2 State and apply the law of conservation of charge. obj. 2
6.2.3 Describe and explain the difference in the electrical properties of conductors and insulators. 3
6.2.4 State Coulomb's law. obj. 1
6.2.5 Define electric field strength. obj. 1
6.2.6 Determine the electric field strength due to one or more point charges. obj. 3
6.2.7 Draw the electric field patterns for different charge configurations obj. 1
6.2.8 Solve problems involving electric charges, forces and fields. obj. 3
6.3.1 State that moving charges give rise to magnetic fields obj. 1
6.3.2 Draw of magnetic field patterns due to currents. obj. 1
6.3.3 Determine the direction of force on a current carrying conductor in a magnetic field. obj. 3
6.3.4 Determine the direction of force on a charge moving in a magnetic field. obj. 3
6.3.5 Determine the magnitude and direction of a magnetic field. obj. 1
6.3.6 Solve problems involving magnetic forces, fields and currents. obj. 3
Theory of knowledge
 The concept of fields in science is well worth exploring.
 Monopoles and dipoles
 Although gravitational and electrostatic forces decrease with the square of distance and will
only become zero at infinite separation, from a practical standpoint they become negligible
at much smaller distances. How do scientists decide when an effect is so small that it can be
ignored?
 The laws of mechanics along with the law of gravitation create the deterministic nature of
classical physics. Are classical physics and modern physics compatible? Do other areas of
knowledge also have a similar division between classical and modern in their historical
development?
 Field patterns provide a visualization of a complex phenomenon, essential to an
understanding of this topic. Why might it be useful to regard knowledge in a similar way, using
the metaphor of knowledge as a map – a simplified representation of reality?
 Early scientists identified positive charges as the charge carriers in metals, however the
discovery of the electron led to the introduction of “conventional” current direction. Was this
a suitable solution to a major shift in thinking? What role do paradigm shifts play in the
progression of scientific knowledge?
International mindedness:
 There is evidence in ancient Greek and Chinese writing that people knew about
magnets more than 2600 years ago. The investigation of magnetism is one of the
oldest studies by man and was used extensively by voyagers in the Mediterranean
and beyond thousands of years ago.
 Electricity and its benefits have an unparalleled power to transform society
Chemistry-Transferring energy from one place to another ( Chemistry option C and Physics
topic 11),Impact on the environment from electricity generation (Physics topic 8 and
Chemistry option sub-topic C2)
Biology: Modern medical scanners rely heavily on the strong, uniform magnetic fields
produced by devices that utilize superconductors
Geography: The global positioning system depends on complete understanding of satellite
motion ,Geostationary/polar satellites ,The law of gravitation is essential in describing the
motion of satellites, planets, moons and entire galaxies
Learner's profile
reports.
Assessment Evidence
 Lab work(Plan an investigation into Group activities like labs
atleast one of the factors that Class work
affect the strength of your Home work
electromagnet.) quizzes
 Investigating magnets,
 Verifying the equation F = BIL using
a current balance
 demonstrations showing the effect
of an electric field (eg. using
semolina);
 simulations involving the placement
of one or more point charges and
determining the resultant field
 unit test
from past papers.
other subjects)
Resources
Worksheets/handouts, Text book(mainly IBID and Oxford study guide) ,U –tube video and Ppt
Arjun and Yuvraj were comfortable with the basic concepts of chapter 6. Vikram and Rahul took
more time to understand and had difficulty in solving problems related to this topic.
Resources : All the resources were appropriate and relevant.

Subject, Grade, Level: Physics SL/HL

Unit No. and/or Title: Atomic and Nuclear Physics (Topic 7)
Time Frame and Duration: Term 3, 9 Hours
Teacher(s): Alka Mahajan
Significant concept(s):What is/are the big idea(s)? What do we want our students to retain for years
into the future?
The structure of an atom and its nucleus, as well as the forces involved within the particles in a
nucleus.
Understanding (s)/aims (from Subject Guide): DP Unit Question(s):

Students will understand that:  What leading questions can you ask of
 This is/are an aim(s) or goal(s), not an students to get them to understand the
objective. List the big ideas or concepts significant concept(s) big idea(s)?
that you want them to come away with,  Address the heart of the discipline, are
not facts that they must know framed to provoke and sustain students
interest; unit questions usually have no
 Students should be in a position to look at one obvious “right” answer
databases, use spreadsheets, explore
simulations and perform data-logging  Describe the nuclear model of atom
experiments (aim 8). and give evidence to support it.
 There are moral, social and environmental  Describe the interactions in the nucleus
aspects to consider here. of an atom.
Aim 8: the use of radioactive materials poses
environmental dangers that must be addressed at  Describe and give details about the
all stages of research three types of natural radioactive decay
Aim 9: the use of radioactive materials requires the (α, β, γ)
development of safe experimental practices and
methods for handling radioactive materials  What makes a nucleus stable or
Aim 5: some of the issues raised by the use of radioactive?
nuclear power transcend national boundaries and
require the collaboration of scientists from many  What is carbon-dating and how does it
different nations
work?
Aim 8: the development of nuclear power and
nuclear weapons raises very serious moral and
 What is nuclear fission and fusion? How
ethical questions: who should be allowed to
possess nuclear power and nuclear weapons and can they provide energy?
who should make these decisions? There also
serious environmental issues associated with the
nu-clear waste of nuclear power plants.
Aim 1: the research that deals with the
fundamental structure of matter is international in
nature and is a challenging and stimulating
adventure for those who take part
Aim 4: particle physics involves the analysis and
evaluation of very large amounts of data
Aim 8: scientific and government organizations are
asked if the funding for particle physics research
could be spent on other research or social needs

 These are observable, measurable learning objectives/outcomes that students should be able
to demonstrate and that you can assess. Your assessment evidence in Stage 2 must show how
you will assess these
 Your learning activities in Stage 3 must be designed and directly linked to having students be
able to achieve the understandings, answer the essential questions, and demonstrate the
desired outcomes
 Describe a model of the atom that features a small nucleus surrounded by electrons.
 Outline the evidence that supports a nuclear model of the atom.
 Outline one limitation of the simple model of the nuclear atom.
 Outline evidence for the existence of atomic energy levels.
 Explain the terms nuclide, isotope and nucleon.
 Define nucleon number A, proton number Z and neutron number N.
 Describe the interactions in a nucleus.
 Describe the phenomenon of natural radioactive decay.
 Describe the properties of alpha (α) and beta (β) particles and gamma (γ) radiation.
 Describe the ionizing properties of alpha (α) and beta (β) particles and gamma (γ) radiation.
 Outline the biological effects of ionizing radiation.
 Explain why some nuclei are stable while others are unstable.
 State that radioactive decay is a random and spontaneous process and that the rate of
decay decreases exponentially with time.
 Define the term radioactive half-life.
 Determine the half-life of a nuclide from a decay curve.
 Solve radioactive decay problems involving integral numbers of half-lives.
 Describe and give an example of an artificial (induced) transmutation.
 Construct and complete nuclear equations.

 Define the term unified atomic mass unit.
 Apply the Einstein mass–energy equivalence relationship.
 Define the concepts of mass defect, binding energy and binding energy per nucleon.
 Draw and annotate a graph showing the variation with nucleon number of the binding
energy per nucleon.
 Students should be familiar with binding energies plotted as positive quantities.
 Solve problems involving mass defect and binding energy.
 Describe the processes of nuclear fission and nuclear fusion.
 Apply the graph in 7.3.6 to account for the energy release in the processes of fission and
fusion.
 State that nuclear fusion is the main source of the Sun’s energy.
 Solve problems involving fission and fusion reactions.

Theory of Knowledge:
 Correlation and cause, and risk assessment of radiation can be looked at.
 Nuclear research and restriction on it.
 The role of luck/serendipity in successful scientific discovery is almost inevitably

accompanied by a scientifically curious mind that will pursue the outcome of the “lucky”
event. To what extent might scientific discoveries that have been described as being the
result of luck actually be better described as being the result of reason or intuition?
 The acceptance that mass and energy are equivalent was a major paradigm shift in
physics. How have other paradigm shifts changed the direction of science? Have there
been similar paradigm shifts in other areas of knowledge?
 Does the belief in the existence of fundamental particles mean that it is justifiable to see
physics as being more important than other areas of knowledge?
• The geopolitics of the past 60+ years have been greatly influenced by the existence of
nuclear weapons
• Research into particle physics requires ever-increasing funding, leading to debates in
governments and international research organizations on the fair allocation of
precious financial resources
 Knowledge of radioactivity, radioactive substances and the radioactive decay law are
crucial in modern nuclear medicine
 How to deal with the radioactive output of nuclear decay is important in the debate over
nuclear power stations (Physics sub-topic 8.1)
 Carbon dating is used in providing evidence for evolution (Biology sub-topic 5.1)
 Exponential functions ( Mathematical studies SL sub-topic 6.4; Mathematics HL sub-topic
2.4
 The chemistry of nuclear reactions (Chemistry option sub-topics C.3 and C.7)
 Relation to IB Chemistry (structure of the atom) and IB Biology (health dangers and issues
to be considered for radioactivity.
Learner’s profile:
 Students are thinkers when they solve problems related to atomic physics correctly.
reports.
Assessment Evidence
 What tasks allow students the opportunity  Can be individual or group based
to respond to the unit question? How will
the students demonstrate their  Can include informal (games, oral
understanding? responses, over-the-shoulder
advice/guidance etc) and formal
 IB or teacher-derived rubrics can be used methods (quizzes, answers to questions
to guide students in teacher, peer, or self- on a worksheet, homework, written
assessment of their performance reflections, etc)
 unit test,  Peer assessment on Ib exam-like

questions
 data collection lab.
students could investigate the scattering

angle of alpha particles as a function of
the aiming error, or the minimum distance
of approach as a function of the initial
kinetic energy of the alpha particles.
the student’s prior knowledge. They will be asked to do a prior reading about the topic
so as to enable them to actively participate in class room discussions, take notes in
systematic way, and write important formulae and big ideas separately and complete
assignments on time.
from past papers.
other subjects)
will also help them to be reflective
Resources
 Specific material needed: audio-visual, lab equipment , props, art supplies
 Specific research resources: magazines, books, databases,
 Internet sites/resources
 SL Book (Chris Hamper)/IB Physics HL book
 Computers with access on the internet
 Phet Simulations
Teacher led and group discussions will help students understand the main concepts of the unit as well
as the TOK links.
Practical work should be done in pairs, without any help from the teacher. Students in IB2 should be in
a position to design, conduct, interpret, analyse and report experiments without any teacher
guidance. They are also being assessed (IA) on that.
Detailed feedback on their lab reports is given to the students so that they improve the following
ones.
Problem solving is done in class, as well as homework which is been checked and solved in class.
Database lab report is asked to be written, so that students plot a graph of the binding energy of a
nucleus and the nucleon number. The interpretation should be detailed and will be assessed for
criterion DCP of their IA.
Students with good knowledge of chemistry found this topic easier. A good idea would be to pair up
students that take IB Chemistry with those that don't for peer-teaching.
Before the end of unit test I gave them an open book test. That helped because the students who
don’t study at all actually passed in the actual test. Students found this topic relatively easier as
compared to last year students.
Students liked learning about nuclear energy, fission and fusion. They found it challenging to
understand the strong force interaction since it is a concept that requires deep understanding of
physics and it is very difficult to visualize due to the small scale phenomena that are related. There
was a clear understanding of the relationship between chemistry and physics and students
understood that for such research an interdisciplinary approach is required in universities and
research centers. The time was adequate for both the theory and lab works.
Resources
The school does not have any radioactive elements at school, so that was a limitation for our students
who wanted to measure radioactivity with the Geiger-Muller detector.(We still don’t have one ).PHET
simulation helped students to visualize chain reaction and alpha scattering.

Subject, Grade, Level: Physics HL/SL

Unit No. and/or Title: Energy and climate changes (Topic 8)
Time Frame and Duration: (18hrs.)
Teacher(s): ALKA MAHAJAN
 What is/are the big idea(s)? What do we want our students to retain for years into the
future?
 Sources of energy
 Climate Changes
objective. significant concept(s) big idea(s)?
 They must be able to compare the  Address the heart of the discipline, are
advantages and disadvantages of the framed to provoke and sustain students
different sources of energy and be aware interest; unit questions usually have no
of the recent climate issues. one obvious “right” answer
Aim 4: the production of power involves many  What could be the best source of
different scientific disciplines and requires the energy of the future world?
evaluation and synthesis of scientific information
Aim 8: the production of energy has wide
economic, environmental, moral and ethical
dimensions
Aim 4: this topic gives students the opportunity to
understand the wide range of scientific analysis
behind climate change issues
Aim 6: simulations of energy exchange in the
Earth surface–atmosphere system
Aim 7: A spreadsheet should be used to show a
simple climate model. Computer simulations could
be used to show more complex models (see OCC
for details).
Aim 8: while science has the ability to analyze and
possibly help solve climate change issues, students
should be aware of the impact of science on the
initiation of conditions that allowed climate
change due to human contributions to occur.
Students should also be aware of the way science
can be used to promote the interests of one side
of the debate on climate change (or, conversely,
to hinder debate).
Topic 8: Energy, power and climate
change
Learning objectives/outcomes (from Students will be able to:
Subject Guide): 8.1.1 State that thermal energy may be
8.1 Energy degradation and power completely converted to work in a single
generation process, but that continuous
conversion of this energy into work
requires a cyclical process and the
transfer of some energy from the
system.
8.1.2 Explain what is meant by degraded
energy. Students should understand that, in
any process that involves energy
transformations, the energy that is
transferred to the surroundings (thermal
energy) is no longer available to perform
useful work.
8.1.3 Construct and analyze energy flow
diagrams (Sankey diagrams) and identify
where the energy is degraded. It is
expected that students will be able to
construct flow diagrams for various systems
including those described in sub-topics 8.3
and 8.4.
8.1.4 Outline the principal mechanisms
involved in the production of electrical
power.
Students should know that electrical energy
may be produced by rotating coils in a
magnetic field. In sub-topics 8.2 and 8.3
students look in more detail at energy
sources used to provide the energy to
rotate the coils.
8.2 World energy sources 8.2.1 Identify different world energy sources.
Students should be able to recognize those
sources associated with CO2 emission.
Students should also appreciate that, in
most instances, the Sun is the prime energy
source for world energy.
8.2.2 Outline and distinguish between
renewable and non-renewable energy
sources.
8.2.3 Define the energy density of a fuel.
Energy density is measured in J kg–1.
8.2.4 Discuss how choice of fuel is influenced
by its energy density.
The values of energy density of different
fuels will be provided.
8.2.5 State the relative proportions of world
use of the different energy sources that are
available. Only approximate values are
needed.
8.2.6 Discuss the relative advantages and
disadvantages of various energy sources.
The discussion applies to all the sources
identified in sub-topics 8.2, 8.3 and 8.4.
8.3 Fossil fuel power production 8.3.1 Outline the historical and geographical
reasons for the wide spread use of fossil
fuels. Students should appreciate that
industrialization led to a higher rate of
energy usage, leading to industry being
developed near to large deposits of fossil
fuels.
8.3.2 Discuss the energy density of fossil fuels
with respect to the demands of power
stations.
Students should be able to estimate the rate
of fuel consumption by power stations.
8.3.3 Discuss the relative advantages and
disadvantages associated with the
transportation and storage of fossil fuels.
8.3.4 State the overall efficiency of power
stations fuelled by different fossil fuels. Only
approximate values are required.
8.3.5 Describe the environmental problems
associated with the recovery of fossil fuels
and their use in power stations.
8.4 Non-fossil fuel power production 8.4.1 Describe how neutrons produced in a
fission reaction may be used to initiate
further fission reactions (chain reaction).
Students should know that only low-energy
neutrons (≈ 1 eV) favour nuclear fission. They
should also know about critical mass.
8.4.2 Distinguish between controlled
nuclear fission (power production)
and uncontrolled nuclear fission
(nuclear weapons).
Students should be aware of the moral and
ethical issues associated with nuclear
weapons.
8.4.3 Describe what is meant by fuel
enrichment.
8.4.4 Describe the main energy
transformations that take place in a nuclear
power station.
8.4.5 Discuss the role of the moderator and
the control rods in the production of
controlled fission in a thermal fission reactor.
8.4.6 Discuss the role of the heat exchanger
in a fission reactor.
8.4.7 Describe how neutron capture by a
nucleus of uranium-238 (238U) results in the
production of a nucleus of plutonium-239
(239Pu).
8.4.8 Describe the importance of
plutonium-239 (239Pu) as a nuclear fuel. It is
sufficient for students to know that plutonium
‑239 (239Pu) is used as a fuel in other types
of reactors.
8.4.9 Discuss safety issues and risks
associated with the production of nuclear
power. Such issues involve:
• the possibility of thermal meltdown and
how it might arise
• problems associated with nuclear waste.
• problems associated with the mining of
uranium.
• the possibility that a nuclear power
programme may be used as a means to
produce nuclear weapons.
8.4.10 Outline the problems associated with
producing nuclear power using nuclear
fusion. It is sufficient that students appreciate
the problem of maintaining and confining a
high‑temperature, high-density plasma.
8.4.11 Solve problems on the production of
nuclear power.
Solar power
8.4.12 Distinguish between a photovoltaic
cell and a solar heating panel.
Students should be able to describe the
energy transfers involved and outline
appropriate uses of these devices.
8.4.13 Outline reasons for seasonal and
regional variations in the solar power
incident per unit area of the Earth’s surface.
8.4.14 Solve problems involving specific
applications of photovoltaic cells and solar
heating panels.
Hydroelectric power
8.4.15 Distinguish between different
hydroelectric schemes. Students should
know that the different schemes are based
on:
• water storage in lakes
• tidal water storage
• pump storage.
8.4.16 Describe the main energy
transformations that take place in
hydroelectric schemes.
8.4.17 Solve problems involving hydroelectric
schemes.
Wind power
8.4.18 Outline the basic features of a wind
generator. A conventional horizontal-axis
machine is sufficient.
8.4.19 Determine the power that may be
delivered by a wind generator, assuming
that the wind kinetic energy is completely
converted into mechanical kinetic energy,
and explain why this is impossible.
8.4.20 Solve problems involving wind power.
Wave power
8.4.21 Describe the principle of operation of
an oscillating water column (OWC)
ocean-wave energy converter.
Students should be aware that energy from
a water wave can be extracted in a variety
of different ways, but only a description of
the OWC is required.
8.4.22 Determine the power per unit length
of a wavefront, assuming a rectangular
profile for the wave.
8.4.23 Solve problems involving wave power.
8.5 Greenhouse effect Solar radiation
8.5.1 Calculate the intensity of the Sun’s
radiation incident on a planet.
8.5.2 Define albedo.
8.5.3 State factors that determine a planet’s
albedo.
The greenhouse effect
8.5.4 Describe the greenhouse effect.
8.5.5 Identify the main greenhouse gases
and their sources.
The gases to be considered are CH4, H2O,
CO2 and N2O. It is sufficient for students to
know that each has natural and man-made
origins.
8.5.6 Explain the molecular mechanisms by
which greenhouse gases absorb infrared
radiation. Students should be aware of the
role played by resonance. The natural
frequency of oscillation of the molecules of
greenhouse gases is in the infrared region.
8.5.7 Analyze absorption graphs to compare
the relative effects of different greenhouse
gases. Students should be familiar with, but
will not be expected to remember, specific
details of graphs showing infrared
transmittance through a gas.
8.5.8 Outline the nature of black-body
radiation. Students should know that black-
body radiation is the radiation emitted by a
“perfect” emitter.
8.5.9 Draw and annotate a graph of the
emission spectra of black bodies at different
temperatures.
8.5.10 State the Stefan–Boltzmann law and
apply it to compare emission rates from
different surfaces.
8.5.11 Apply the concept of emissivity to
compare the emission rates from the
different surfaces.
8.5.12 Define surface heat capacity Cs.
Surface heat capacity is the energy
required to raise the temperature of unit
area of a planet’s surface by one degree,
and is measured in J m–2 K–1.
8.5.13 Solve problems on the greenhouse
effect and the heating of planets using a
simple energy balance climate model.
Students should appreciate that the change
of a planet’s temperature over a period of
time is given by:(incoming radiation intensity
– outgoing radiation intensity) × time /
surface heat capacity.
Students should be aware of limitations of
the model and suggest how it may be
improved.
8.6 Global warming 8.6.1 Describe some possible models of

global warming.
Students must be aware that a range of
models has been suggested to explain
global warming, including changes in the
composition of greenhouse gases in the
atmosphere, increased solar flare activity,
cyclical changes in the Earth’s orbit and
volcanic activity.
8.6.2 State what is meant by the enhanced
greenhouse effect. It is sufficient for students
to be aware that enhancement of the
greenhouse effect is caused by human
activities.
8.6.3 Identify the increased combustion of
fossil fuels as the likely major cause of the
enhanced greenhouse effect.
Students should be aware that, although
debatable, the generally accepted view of
most scientists is that human activities,
mainly related to burning of fossil fuels, have
released extra carbon dioxide into the
atmosphere.
8.6.4 Describe the evidence that links global
warming to increased levels of greenhouse
gases. For example, international ice core
research produces evidence of
atmospheric composition and mean global
temperatures over thousands of years (ice
cores up to 420,000 years have been drilled
in the Russian Antarctic base, Vostok).
8.6.5 Outline some of the mechanisms that
may increase the rate of global warming.
Students should know that:
• global warming reduces ice/snow cover,
which in turn changes the albedo, to
increase rate of heat absorption
• temperature increase reduces the
solubility of CO2 in the sea and increases
atmospheric concentrations
• deforestation reduces carbon fixation.
8.6.6 Define coefficient of volume
expansion. 1 Students should know that the
coefficient of volume expansion is the
fractional change in volume per degree
change in temperature.
8.6.7 State that one possible effect of the
enhanced greenhouse effect is a rise in
mean sea-level.
8.6.8 Outline possible reasons for a
predicted rise in mean sea-level.
Students should be aware that precise
predictions are difficult to make due to
factors such as:
• anomalous expansion of water
• different effects of ice melting on sea
water compared to ice melting on land.
8.6.9 Identify climate change as an
outcome of the enhanced
greenhouse effect.
8.6.10 Solve problems related to the
enhanced greenhouse effect.
Problems could involve volume expansion,
specific heat capacity and latent heat.
8.6.11 Identify some possible solutions
to reduce the enhanced greenhouse effect.
Students should be aware of the following:
• greater efficiency of power production
• replacing the use of coal and oil with
natural gas
• use of combined heating and power
systems (CHP)
• increased use of renewable energy
sources and nuclear power
• carbon dioxide capture and storage
• use of hybrid vehicles.
8.6.12 Discuss international efforts to reduce
the enhanced greenhouse effect.
These should include, for example:
• Intergovernmental Panel on Climate
Change (IPCC)
• Kyoto Protocol
• Asia-Pacific Partnership on Clean
Development and Climate (APPCDC).
 Climate models and the variation in detail/processes included
 Environmental chemistry (Chemistry option topic C)
 Climate change (Biology sub-topic 4.4 and Environmental systems and societies topics
5 and 6)
 The normal distribution curve is explored in Mathematical studies SL sub-topic 4.1
 Energy density ( Chemistry sub-topic C.1)
 Carbon recycling ( Biology sub-topic 4.3)
TOK:
Does global warming really exist?
 Nuclear research in different countries should be banned or not? Who owns the knowledge?
 The use of nuclear energy inspires a range of emotional responses from scientists and society.
How can accurate scientific risk assessment be undertaken in emotionally charged areas?
 The debate about global warming illustrates the difficulties that arise when scientists cannot
always agree on the interpretation of the data, especially as the solution would involve large-
scale action through international government cooperation. When scientists disagree, how
do we decide between competing theories?
 The use and importance of computer modeling can be explained as a powerful means by
which knowledge may be gained.
• The production of energy from fossil fuels has a clear impact on the world we live in and
therefore involves global thinking. The geographic concentrations of fossil fuels have led to
political conflict and economic inequalities. The production of energy through alternative
energy resources demands new levels of international collaboration.
• The concern over the possible impact of climate change has resulted in an abundance of
international press coverage, many political discussions within and between nations, and the
consideration of people, corporations, and the environment when deciding on future plans
for our planet. IB graduates should be aware of the science behind many of these scenarios.
Learner's profile
reports.
They are principled when they write their lab reports on their own.
Assessment Evidence
 What tasks allow students the opportunity  Can be individual or group based
to respond to the unit question? How will  Can include informal (games, oral
the students demonstrate their responses, over-the-shoulder
understanding? advice/guidance etc) and formal
 IB or teacher-derived rubrics can be used methods (quizzes, answers to questions
to guide students in teacher, peer, or self- on a worksheet, homework, written
assessment of their performance reflections, etc)
 End of Unit -Test  Homework
 Group 4 project IA  Presentations on energy forms
from past papers.
other subjects)
Resources
Worksheets/handouts, Specific material needed: audio-visual, lab equipment , props, art
Supplies, Specific research resources: magazines, books, databases, Internet sites/resources
 Books, Java applets (PhET) andUTube videos

Students were able to grasp the significant concept and answer the unit question(s) as desired? The
learning objectives were met?
Students were very interested in this topic. They could relate it to their group four project topics. The
students who have learnt chemistry found the topic easier. The students found it difficult to draw a
sankey diagram in some cases. Next time more practice is need on that.
Have not gone far enough to completely assess students, as much time has been dedicated to the
group 4 project and energy generation.
The assessment tasks (both formative and summative) used IB exam-like questions. Test results showed
that students need to work harder on learning the definitions and using a more appropriate scientific
language when describing/explaining phenomena. Everyday language is not acceptable for this
level.
The students liked this topic. They were discussing about the future source of energy of India. Due to
much loss of classes that occurred while students were in IB1, there was an extremely overloaded
schedule for the students when in IB2. That meant that all topics had to be taught in a much less time
as IBO proposed in the guide. However, students chose to spend some of their free time in the physics
class, and that helped to cover the syllabus. However, no time for reflection and deep discussions
was available.
Resources

Subject, Grade, Level: IB1&2

Unit No. and/or Title: Unit Motion in fields (AHL) Unit -9
Time Frame and Duration: Term 2 and Term 3 (8hours)
9.1Projectile motion, 9.2 Gravitational field, potential and energy, 9.3 Electric field, potential and
energy, 9.4 Orbital motion
Understanding (s) Aims

Gravitational fields Aim 7: technology has allowed for more
• Electrostatic fields accurate and precise measurements of
• Electric potential and gravitational potential motion, including video analysis of real-life
• Field lines projectiles
• Equipotential surfaces Aim 2: Newton’s law of gravitation and
Potential and potential energy Coulomb’s law form part of the structure known
• Potential gradient as “classical physics”. This body of knowledge
• Potential difference has provided the methods and tools of analysis
• Escape speed up to the advent of the theory of relativity and
• Orbital motion, orbital speed and orbital energy the quantum theory.
• Forces and inverse-square law behaviour Aim 4: the theories of gravitation and
Projectile motion electrostatic interactions allows for a great
synthesis in the description of a large number of
phenomena
Aim 9: models developed for electric and
gravitational fields using lines of forces allow
predictions to be made but have limitations in
terms of the finite width of a line
9.1.1 State the independence of the vertical and the horizontal components of velocity for a
projectile in a uniform field. obj. 1
9.1.2 Describe and sketch the trajectory of projectile motion as parabolic in the absence of air
resistance. obj. 3
9.1.3 Describe qualitatively the effect of air resistance on the trajectory of a projectile. obj. 2
9.1.4 Solve problems on projectile motion. obj. 3
9.2.1 Define gravitational potential and gravitational potential energy.
9.2.2 State and apply the expression for gravitational potential due to a point mass obj. 2
9.2.3 State and apply the formula relating gravitational field strength to gravitational potential
gradient. obj. 2
9.2.4 Determine the potential due to one or more point masses. obj. 3
9.2.5 Describe and sketch the pattern of equipotential surfaces due to one and two point masses. 3
9.2.6 State the relation between equipotential surfaces and gravitational field lines. obj. 1
9.2.7 Explain the concept of escape velocity from a planet. obj. 3
9.2.8 Derive an expression for the escape speed of an object from the surface of a planet. obj. 3
9.2.9 Solve problems involving gravitational potential energy and gravitational potential. obj. 3
9.3.1 Define electric potential and electric potential energy obj. 1
9.3.2 State and apply the expression for electric potential due to a point charge. obj. 2
9.3.3 State and apply the formula relating electric field strength to electric potential gradient. obj. 2
9.3.4 Determine the potential due to one or more point charges. obj.3
9.3.5 Describe and sketch the pattern of equipotential surfaces due to one and two point masses. 3
9.3.6 State the relation between equipotential surfaces and gravitational field lines. obj. 1
9.3.7 State the relation between equipotential surfaces and Electric field lines. obj. 1
9.3.8 Solve problems involving electric potential energy and electric potential. obj. 3
9.4.1 State that gravitation provides the centripetal force for circular orbital motion. obj. 1
9.4.2 Derive Kepler's third law obj. 3
9.4.3 Derive expressions for the kinetic energy, potential energy and total energy of an orbiting
satellite. obj. 3
9.4.4 Sketch graphs showing the variation with orbital radius of the kinetic energy, gravitational
potential energy and total energy of a satellite obj. 3
9.4.5 Discuss the concept of 'weightlessness' in orbital motion, in free fall and in deep space. obj. 3
9.4.6 Solve problems involving orbital motion. obj. 3
• The independence of horizontal and vertical motion in projectile motion seems to be counter-
intuitive. How do scientists work around their intuitions? How do scientists make use of their intuitions?
• Although gravitational and electrostatic forces decrease with the square of distance and will only
become zero at infinite separation, from a practical standpoint they become negligible at much
smaller distances. How do scientists decide when an effect is so small that it can be ignored?
This topic includes how fundamental concepts may be applied to different phenomena.
International mindedness : The global positioning system depends on complete understanding of
satellite motion Geostationary/polar satellites
• The acceleration of charged particles in particle accelerators and in many medical imaging
devices depends on the presence of electric fields ( Physics option sub-topic C.4)
• Knowledge of vector analysis is useful for this sub-topic (Physics sub-topic 1.3)
Learner's profile
reports.
They are principled when they write their lab reports on their own.
Assessment Evidence
 Lab work Group activities
Class work
analyzing projectile motion, Home work
Potential gradient lab Design an experiment on projectile
motion
 End of unit - tests quizzes
from past papers.
other subjects)
Resources
Worksheets/handouts,You –tube video , Ppt
Students found some of the concepts of chapter 9 difficult. They were not very comfortable with the
topics especially projectile motion. Vikram had difficulty in solving problems. They all were asked to
solve problems from past papers and show. The lab writing skills is improving for the students.
chapter. Students did graded lab activities as formative assessment.
Resources All the resources were appropriate and relevant.

Subject, Grade, Level: IB1, HL

Unit No. and/or Title: Unit 10 ( thermal Physics)
Time Frame and Duration: Term 2 (6 hours)
10.1 Thermodynamics, 10.2 Processes, 10.3 Second law of thermodynamics and entropy
Understanding (s) Aim 3: an understanding of thermal concepts is

Equation of state a fundamental aspect of many areas of
Difference between real and ideal gas science
Absolute zero of temperature Aim 3: this is a good topic to make comparisons
Work involved in a volume change of a between empirical and theoretical thinking in
gas at constant pressure science
First law of thermodynamics Aim 5: development of the second law
Isochoric, isobaric, isothermal and demonstrates the collaboration involved in
adiabatic changes scientific pursuits
PV diagram of thermodynamic processes Aim 10: the relationships and similarities
Second law of thermodynamics between scientific disciplines are particularly
Entropy apparent here
10.1 Thermodynamics 2 hours
Gas laws
10.1.1 State the equation of state for an ideal gas. obj. 1
10.1.2 Describe the difference between an ideal gas and a real gas. obj. 2
10.1.3 Describe the concept of the absolute zero of temperature and the Kelvin scale of
temperature. obj. 2
10.1.4 Solve problems using the equation of state of an ideal gas. obj. 3
10.2 Processes 3 hours
The first law of thermodynamics
10.2.1 Deduce an expression for the work involved in a volume change of a gas at constant
pressure. obj. 3
10.2.2 State the first law of thermodynamics. obj. 1
10.2.3 Identify the first law of thermodynamics as a statement of the principle of energy
conservation. obj. 2
10.2.4 Describe the isochoric (isovolumetric), isobaric, isothermal and adiabatic changes of state of
an ideal gas. obj. 2
10.2.5 Draw and annotate thermodynamic processes and cycles on P–Vdiagrams. obj. 2
10.2.6 Calculate from a P–V diagram the work done in a thermodynamic cycle. obj. 2
10.2.7 Solve problems involving state changes of a gas. obj. 3
10.3 Second law of thermodynamics and entropy 1 hour
10.3.1 State that the second law of thermodynamics implies that thermal energy cannot
spontaneously transfer from a region of low temperature to a region of high temperature. obj. 1
10.3.2 State that entropy is a system property that expresses the degree of disorder in the system. 1
10.3.3 State the second law of thermodynamics in terms of entropy changes. obj. 1
10.3.4 Discuss examples of natural processes in terms of entropy changes. obj. 3
• Observation through sense perception plays a key role in making measurements. Does sense
perception play different roles in different areas of knowledge?
• When does modelling of “ideal” situations become “good enough” to count as knowledge?
• The development of this topic was the subject of intense debate between scientists of many
countries in the 19th century
• The topic of thermal physics is a good example of the use of international systems of
measurement that allow scientists to collaborate effectively
• Transport of gases in liquid form or at high pressures/densities is common practice across the
globe. Behaviour of real gases under extreme conditions needs to be carefully considered in
these situations.
• All natural processes increase the entropy of the universe. The possibility of the heat death of
the universe is based on ever-increasing entropy
• This work leads directly to the concept of the heat engines that play such a large role in
modern society
• Chemistry of entropy (Chemistry sub-topic 15.2)
 Particulate nature of matter (Chemistry sub-topic 1.3) and measuring energy changes
(Chemistry sub-topic 5.1)
• Water (Biology sub-topic 2.2)
 Consideration of thermodynamic processes is essential to many areas of chemistry (Chemistry
sub-topic 1.3)
• Respiration processes ( Biology sub-topic D.6)
Learner's profile
reports.
Assessment Evidence
 Lab work Group activities

 transfer of energy due to Class work
temperature difference; Home work
 calorimetric investigations; quizzes
 energy involved in phase changes
 verification of gas laws;
 calculation of the Avogadro
constant;
 virtual investigation of gas law
parameters not possible within a
school laboratory setting
 End of unit - tests
from past papers.
other subjects)
Resources
Worksheets/handouts,You –tube video , Ppt
Students understood most of the concepts of chapter 10. Enough practice was given in the class.
Students were asked to solve all questions from past year papers. They were comfortable with the
numerical part of this unit.
chapter. Students did non graded lab activities as formative assessment.
They were comfortable in answering questions according to IB expectations.
ResourcesAll the resources were appropriate and relevant.

Unit No. and/or Title: Electromagnetic induction (Topic 12)
Significant concept(s): 12.1 Induced electromotive force, 12.2 Alternating current

 Understandings/learner's profile Aims
 Students should be able to Aim 2: the simple principles of
 derive the expression induced emf = Blv electromagnetic induction are a
without using Faraday’s law. powerful aspect of the physicist’s or
 understand, without any derivation, that technologist’s armoury when designing
the induced emf is sinusoidal if the rotation systems that transfer energy from one
is at constant speed. form to another
 compare the output from generators Aim 7: Computer simulations of ac
operating at different frequencies by generators are a useful means to assess
sketching appropriate graphs. understanding.
 know that the rms value of an alternating Aim 7: construction and observation of
current (or voltage) is that value of the the adjustments made in very large
direct current (or voltage) that dissipates electricity distribution systems is best
power in a resistor at the same rate. The carried out using computer-modeling
rms value is also known as the rating. software and websites
 aware that, for economic reasons, there is Aim 9: power transmission is modeled
no ideal value of voltage for electrical using perfectly efficient systems but no
transmission. such system truly exists. Although the
 aware that current experimental evidence model is imperfect, it renders the
suggests that low frequency fields do not maximum power transmission.
harm genetic material. Recognition and ac-counting for the
 appreciate that the risks attached to the differences between the “perfect”
inducing of current in the body are not fully system and the practical system is one
understood. These risks are likely to be of the main functions of professional
dependent on current (density), frequency scientists.
and length of exposure.
Induced electromotive force 3 hours
 12.1.1 Describe the inducing of an emf by relative motion between a conductor
 and a magnetic field. obj.2
 12.1.2 Derive the formula for the emf induced in a straight conductor moving in a magnetic
field. obj.3
 12.1.3 Define magnetic flux and magnetic flux linkage. obj.1
 12.1.4 Describe the production of an induced emf by a time-changing magnetic flux. obj.2
 12.1.5 State Faraday’s law and Lenz’s law. obj.1
 12.1.6 Solve electromagnetic induction problems. obj.3
12.2 Alternating current 2 hours
 12.2.1 Describe the emf induced in a coil rotating within a uniform magnetic field. obj.2
 12.2.2 Explain the operation of a basic alternating current (ac) generator. obj.3
 12.2.3 Describe the effect on the induced emf of changing the generator frequency. obj.2
12.2.4 Discuss what is meant by the root mean squared (rms) value of an alternating current
or voltage. obj. 3
 12.2.5 State the relation between peak and rms values for sinusoidal currents and voltages. -1
 12.2.6 Solve problems using peak and rms values. obj.3
 12.2.7 Solve ac circuit problems for ohmic resistors. obj. 3
 12.2.8 Describe the operation of an ideal transformer. obj.2
 12.2.9 Solve problems on the operation of ideal transformers. obj. 3
 12.3 Transmission of electrical power 1 hour
 12.3.1 Outline the reasons for power losses in transmission lines and real transformers. obj.2
 12.3.2 Explain the use of high-voltage step up and step-down transformers in the
 transmission of electrical power. obj.3
 12.3.3 Solve problems on the operation of real transformers and power transmission. obj.3
 12.3.4 Suggest how extra-low-frequency electromagnetic fields, such as those created by
electrical appliances and power lines, induce currents within a human body. obj.3
 12.3.5 Discuss some of the possible risks involved in living and working near high-voltage
power lines. obj.3
 Terminology used in electromagnetic field theory is extensive and can confuse people who
are not directly involved. What effect can lack of clarity in terminology have on
communicating scientific concepts to the public?
 The use of risk assessment in making s cientific decisions and the issues of correlation and
cause, and the limitations of data, are also relevant here.
 There is continued debate of the effect of electromagnetic waves on the health of humans,
especially children. Is it justifiable to make use of scientific advances even if we do not know
what their long-term consequences may be?
• The ability to maintain a reliable power grid has been the aim of all governments since the
widespread use of electricity started .
 Interdisciplinary links: Applications of electromagnetic induction can be found in many
places including transformers, electromagnetic braking, geophones used in seismology, and
metal detectors
Learner's profile
reports.
 They are enquirers and knowledgeable when they explore different problems
Assessment Evidence
 Summative Assessment Task(s): Formative Assessment Tasks:
Lab work  Group activities like labs
 construction of a basic ac generator;  Class work
 investigation of variation of input and  Home work
output coils on a transformer;  quizzes
 observing Wheatstone and Wien bridge
circuits
 frequency of ac mains
 tests

from past papers.
other subjects)
Resources
 U tube video
 Ppt
 Different lab equipments and simulations for the labs.
Even though there were parts of the content that students found hard to understand (direction of
emf), by the end of the unit, and with practice, most of them were in a position to achieve well.
Time was not enough in any of the topics due to much loss of classes, there was an extremely
overloaded schedule for the students in IB2. That meant that all topics had to be taught in a much
less time as IBO proposed in the guide. However, no time for reflection and deep discussions was
available.
Resources


Unit No. and/or Title: Quantum Physics and Nuclear Physics (Topic 13)
Time Frame and Duration: Term 3 (15hours)
 What is/are the big idea(s)? What do we want our students to retain for years into the future?
 Quantum physics
 Nuclear physics

objective. List the big ideas or concepts significant concept(s) big idea(s)?
that you want them to come away with,
not facts that they must know  Address the heart of the discipline, are
framed to provoke and sustain students
 Computer simulations showing the link interest; unit questions usually have no
between energy level transitions and one obvious “right” answer
spectral lines assist understanding (Aim 7).  What makes a nucleus stable/unstable?
 Matter behaves in two ways (As a wave  How can the absorption spectrum of
and as a particle). Electrons and other elements be explained?
subatomic particles show wave behavior
under certain circumstances.

Theory of Knowledge:
 Correlation and cause, and risk assessment of radiation can be looked at.
 Nuclear research and restriction on it.
 The role of luck/serendipity in successful scientific discovery is almost inevitably

accompanied by a scientifically curious mind that will pursue the outcome of the “lucky”
event. To what extent might scientific discoveries that have been described as being the
result of luck actually be better described as being the result of reason or intuition?
 The acceptance that mass and energy are equivalent was a major paradigm shift in
physics. How have other paradigm shifts changed the direction of science? Have there
been similar paradigm shifts in other areas of knowledge?
 This topic raises fundamental philosophical problems related to the nature of observation
and measurement.
• The geopolitics of the past 60+ years have been greatly influenced by the existence of nuclear
weapons
• Research into particle physics requires ever-increasing funding, leading to debates in governments
and international research organizations on the fair allocation of precious financial resources
 Knowledge of radioactivity, radioactive substances and the radioactive decay law are
crucial in modern nuclear medicine
 How to deal with the radioactive output of nuclear decay is important in the debate over
nuclear power stations (Physics sub-topic 8.1)
 Carbon dating is used in providing evidence for evolution (see Biology sub-topic 5.1)
 Exponential functions ( Mathematical studies SL sub-topic 6.4; Mathematics HL sub-topic 2.4
 The chemistry of nuclear reactions (Chemistry option sub-topics C.3 and C.7)
 Relation to IB Biology (health dangers and issues to be considered for radioactivity.
Assessment Evidence
 Teacher-derived rubrics will be used to  formal methods (quizzes, answers to
guide students in teacher, peer, or self- questions on a worksheet, homework,
assessment of their performance written reflections, etc)
 Test  Worksheets with rubrics
 Java application /IA practical work  Homework

Students will be given the details of the learning outcome of the unit in the beginning
from past papers.
other subjects)
Resources
Worksheets/handouts
 Internet sites/resources, Books/Java applets (PhET)/UTube videos
Quantum physics is generally a topic that puzzles students since it requires them to think in a way
which is different from what their common sense and the laws of classical physics tell them. However,
with a good understanding of the wave phenomena, and various applications and simulations, most
students became familiar with and understood the content. Student struggled with the idea of
Schrodinger’s model of an atom.
The assessment tasks (both formative and summative) used IB exam-like questions. Test results showed
that students need to work harder on learning the definitions and using a more appropriate scientific
language when describing/explaining phenomena. Everyday language is not acceptable for this
level.
Even though there were parts of the content that students found hard to understand (Heisenberg’s
principle), by the end of the unit, and with practice, most of them were in a position to achieve well.
Time was not enough in any of the topics .Due to loss of classes, all topics had to be taught in much
less time as IBO proposed in the guide. However, students chose to spend some of their free time in
the physics class, and that helped to cover the syllabus. However, no time for reflection and deep
discussions was available.
Resources
Practicing exercises in class and at home. All are checked and explained in class, and rubrics
are given to the students for revising at home.
This topic is one that requires the use of ICT for animations of the interactions in a nucleus and
to model situations that can not be seen or observed with the school’s equipment
Resources were appropriate.
YouTube accessibility is necessary as well as java applets (PhET). No need for any additional
equipment.
Last year I have taken longer time to finish this topic, but this time I finished the topic in less
time without any problem.


Unit No. and/or Title: Option G – Electromagnetic Waves (Option G)
Time Frame and Duration: (22 hours)
What is/are the big idea(s)? What do we want our students to retain for years into the future?
Nature of EM waves and light sources
Optical instruments
Two-source interference of waves
Diffraction grating
X-rays
Thin-film interference
Students will understand  What are the regions of the EM
 The nature of electromagnetic waves spectrum, how are they produced and
 Properties of em waves - dispersion, what can each be used for?
scattering, absorption and transmission  How do the optical instruments
 Different regions of em waves (magniyfying glass, microscope,
 Coherent and monochromatic sources of telescope) work?
light Aim 3: the theories of optics, originating with
 Laser light - coherent light human curiosity of our own senses, continue to
 Thin lenses be of great value in leading to new and useful
 Converging and diverging lenses technology
 Converging and diverging mirrors Aim 3: images from microscopes and tele-
 Ray diagrams scopes both in the school laboratory and ob-
 Real and virtual images tained via the internet enable students to apply
 Linear and angular magnification their knowledge of these techniques
 Optical compound microscopes Aim 2: there is a common body of knowledge
 Simple optical astronomical refracting and techniques involved in wave theory that is
telescopes applicable across many areas of physics
 Spherical and chromatic aberrations Aim 4: two scientific concepts (diffraction and
 Wavefronts and rays interference) come together in this sub-topic,
 Young’s double-slit experiment - Double-slit allowing students to analyze and synthesize a
interference wider range of scientific information
 Interference patterns Aim 9: the ray approach to the description of
 Path difference thin film interference is only an approximation.
 Diffraction through a single-slit and around Students should recognize the limitations of such
objects visualization.
 The nature of single-slit diffraction Aim 8: Some uses of thin films raise
 Multiple slit and diffraction grating environmental and ethical issues
interference patterns Aim 7 There are many computer simulations of
 Thin film interference interference, diffraction and other wave
phenomena.
 TOK: Students could consider the possible health hazards associated with transmission lines.
 This is a good opportunity to show how the unifying concept of waves leads to a powerful
synthesis.
 Scientists often transfer their perception of tangible and visible concepts to explain similar
non-visible concepts, such as in wave theory. How do scientists explain concepts that have
no tangible or visible quality?
 I Wavefronts and rays are visualizations that help our understanding of reality, characteristic of
modelling in the physical sciences. How does the methodology used in the natural sciences
differ from the methodology used in the human sciences?
 How much detail does a model need to contain to accurately represent reality?
 Could sign convention, using the symbols of positive and negative, emotionally influence
scientists?
 However advanced the technology, microscopes and telescopes always involve sense
perception. Can technology be used effectively to extend or correct our senses?
 Are explanations in science different from explanations in other areas of knowledge such as
history?
 Most two-slit interference descriptions can be made without reference to the one-slit
modulation effect. To what level can scientists ignore parts of a model for simplicity and
clarity?
 Huygens and Newton proposed two competing theories of the behaviour of light. How does
the scientific community decide between competing theo-ries?
• Optics is an ancient study encompassing development made in the early Greco-Roman and
medieval Islamic worlds
• The use of the radio interferometer telescope crosses cultures with collaboration between scientists
from many countries to produce arrays of interferometers that span the continents
Electromagnetic waves are used extensively for national and international communication
• Characteristic wave behaviour has been used in many cultures throughout human history, often
tying closely to myths and legends that formed the basis for early scientific studies
Link to other DP subjects :
• Cell observation (Biology sub-topic 1.2)
• The information that the astronomical telescopes gather continues to allow us to
improve our understanding of the universe
• Emission spectra are analyzed by comparison to the electromagnetic wave spectrum
( Chemistry topic 2 and Physics sub-topic 12.1)
• Sight (Biology sub-topic A.2)
• X-ray diffraction is an important tool of the crystallographer and the material scientist.
• Compact discs are a commercial example of the use of diffraction gratings
• Thin films are used to produce anti-reflection coatings
• A satellite footprint on Earth is governed by the diffraction at the dish on the satellite
• Applications of the refraction and reflection of light range from the simple plane mirror
through the medical endoscope and beyond. Many of these applications have
enabled us to improve and extend our sense of vision.
• The simple idea of the cancellation of two coherent light rays reflecting from two
surfaces leads to data storage in compact discs and their successors
Learner's profile They are thinker and open minded when they try to answer TOK questions. They are
reflective when they peer evaluate each other’s lab and try to improve their lab reports. They are
enquirers and knowledgeable when they explore different problems. They are principled when they
write their lab reports on their own
Assessment Evidence
End of unit test  Worksheets with rubrics
Practical work for IA  Homework
Determination of focal length of a convex lens by two  Exercises (examples) solved in class
methods ,
Refractive index of water
magnification determination using an optical bench;
investigating real and virtual images formed by lenses;
observing aberrations
speed of waves in different media
detection of electromagnetic waves from various
sources
observing the use of diffraction gratings in
spectroscopes;
analysis of thin soap films; sound wave and microwave
interference pattern analysis
examination of diffraction patterns through apertures
and around obstacles;
investigation of the double-slit experiment
from past papers.
other subjects)
Resources
Worksheets/handouts
 computer lab, library, or other resources rooms
 Internet sites/resources
Students generally could grasp the main idea of the unit. Due to the fact that the unit requires in
depth knowledge of the structure of atoms and of electricity, some students found it difficult when
asked to explain certain phenomena (such as the production of X Rays) and LASER.( THIS YEAR I
REVIEWED CHAPTER 5 AND 7 WHICH ARE ELECTRICITY AND ATOMIC PHYSICS BEFORE STARTING THIS
TOPIC AND THE STUDENTS FOUND THAT HELPFUL). Angular magnification for compound microscope
was hard for students , I have to make a clear note on that)
Test was prepared in such a way to check students understanding of the phenomena as well as their
verbal explanations and descriptions. Their mathematical and analytical skills were tested as well,
since this topic required a great deal with mathematics.
Students found hard to understand the thin film and the Wedge film interference. That’s mainly due
to the mathematical aspect of this section. Furthermore it is always difficult for students to understand
the necessity of simplifying certain phenomena to make them simpler for analysis and prediction.
Phet Simulation help them to understand LASER production.
Resources
The available lab equipment is sufficient for this unit.

Physics Unit Plans

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Physics Unit Plans

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SCOTTISH HIGH INTERNATIONAL SCHOOL

IB Diploma Programme: Unit Planner

Subject, Grade, Level: IB1 HL

Range of magnitudes of quantities in our universe

Uncertainty and error in measurement

Uncertainties in calculated results

1.3 Vectors and scalars 2 hours

PREPARED BY ALKA MAHAJAN

Subject, Grade, Level: Physics IB1(HL)

Understanding (s) Aims

Summative Assessment Task(s): Formative Assessment Tasks:

IB Diploma Programme: Unit Planner

Subject, Grade, Level: IB1 HL

Significant concept(s): 3.1 Thermal concepts; 3.2 Thermal properties of matter

Understanding (s)/aims DP Unit Question(s):

Reflections and Evaluations

PREPARED BY ALKA MAHAJAN

Subject, Grade, Level: IB1HL

 Classroom discussions about TOK questions. Incorporating interdisciplinary links (TOK,

PREPARED BY ALKA MAHAJA

Subject, Grade, Level: IB2 HL

Learner's profile Understanding (s)/aims

Learning objectives/outcomes (from Subject Guide):

Students will be able to:

 Classroom discussions about TOK questions. Incorporating interdisciplinary links (TOK,

Reflections and Evaluations

PREPARED BY ALKA MAHAJA

Subject, Grade, Level: IB1 SL/HL

Significant concept(s):6.3 Magnetic force and Magnetic field

Understanding (s)/aims DP Unit Question(s):

Learning objectives/outcomes (from Subject Guide):

PREPARED BY ALKA MAHAJA

Subject, Grade, Level: Physics SL/HL

Understanding (s)/aims (from Subject Guide): DP Unit Question(s):

Learning objectives/outcomes (from Subject Guide):

 Outline the evidence that supports a nuclear model of the atom.

 Outline one limitation of the simple model of the nuclear atom.

 Outline evidence for the existence of atomic energy levels.

 Explain the terms nuclide, isotope and nucleon.

 Define nucleon number A, proton number Z and neutron number N.

 Describe the interactions in a nucleus.

 Describe the phenomenon of natural radioactive decay.

 Outline the biological effects of ionizing radiation.

 Define the term radioactive half-life.

 Determine the half-life of a nuclide from a decay curve.

 Solve radioactive decay problems involving integral numbers of half-lives.

 Describe and give an example of an artificial (induced) transmutation.

 Construct and complete nuclear equations.

 Apply the Einstein mass–energy equivalence relationship.

 Students should be familiar with binding energies plotted as positive quantities.

 Solve problems involving mass defect and binding energy.

 Describe the processes of nuclear fission and nuclear fusion.

 Solve problems involving fission and fusion reactions.

Interdisciplinary links and learning objectives (from subject Guide):

 Nuclear research and restriction on it.

 The role of luck/serendipity in successful scientific discovery is almost inevitably

 unit test,  Peer assessment on Ib exam-like

students could investigate the scattering

Learning Plan and Teaching Strategies

 Specific material needed: audio-visual, lab equipment , props, art supplies

 Specific research resources: magazines, books, databases,

 SL Book (Chris Hamper)/IB Physics HL book

 Computers with access on the internet