Presentation on theme: "Teaching IB Physics in AKA Schools Gioko Anthony (E Ds)"— Presentation transcript:
Teaching IB Physics in AKA Schools Gioko Anthony (E Ds)
The International Baccalaureate
What is the International Baccalaureate Diploma? a comprehensive two-year program a pre-university course of studies with a global focus assessment mainly in Year 12 fulfils the requirements of various national education systems
Unique characteristics curriculum based on six academic areas with a core of special features incorporating: Theory of Knowledge (TOK) Creativity, Action, Service (CAS) Extended Essay
Experimental Science Group 4 Language Group 2 Language A1 Group 1 Individuals & Society Group 3 Mathematics Group 5 Group 6 Arts & Electives
Student Program one subject from each of the six subject groups at least 3 and not more than 4 at Higher Level (HL) remainder at Standard Level (SL) participate in the core program submit an extended essay follow TOK course engage in CAS activities
IB Assessment criterion referenced reflects attainment of knowledge and skills variety of assessment methods to value content and process takes into account different learning styles and cultural patterns
Award of the IB Diploma up to 3 additional points for extended essay and work in TOK each subject performance graded on a 7 point scale Diploma requires minimum total of 24 points plus satisfactory completion of the extended essay, TOK course and CAS activities
University Recognition allows ready access to all major world universities within Victoria, all IB students also sit the GAT and receive a notional ENTER score some HL subjects give advanced placement or credit on tertiary courses
Group 4 Subjects Experimental Sciences Biology Chemistry Design Technology Physics Environmental Systems
Course Specifications Standard Level Core80 Options (2)30 Investigations25–30 Group 4 Project10-15 Total 150 hours Higher Level Core80 Additional Higher Level55 Options (2)45 Investigations Group 4 Project Total240 hours
Course Specifications SL group 4 curriculum model SL Total teaching hours 150 Theory 110 –Core 80 –Options 30 Practical work 40 –Investigations 30 –Group 4 project 10 HL group 4 curriculum model HL Total teaching hours 240 Theory 180 –Core 80 –Additional higher level (AHL) 55 –Options 45 Practical work 60 –Investigations 50 –Group 4 project 10
Core Physics and physical measurement Mechanics Thermal physics Oscillations and waves Electric currents Fields and forces Atomic and nuclear physics Energy, power and climate change
Course – Additional Higher Level Motion in fields Thermal physics Wave phenomena Electromagnetic induction Quantum physics and nuclear physics Digital technology
Options SL Option A: Sight and wave phenomena Option B: Quantum physics and nuclear physics Option C: Digital technology Option D: Relativity and particle physics Options SL and HL Option E: Astrophysics Option F: Communications Option G: Electromagnetic waves Options HL Option H: Relativity Option I: Medical physics Option J: Particle physics
Internal Assessment 8 Assessment criteria are used by the teacher to mark a selection of short and long term investigations. The student & / or teacher selected pracs are then externally moderated by the IBO. The Practical Scheme of Work (PSOW) is the complete course of practical work planned by the teacher and acts as a summary of all the investigative activities (including the Group 4 Project) carried out by the student. SL students must complete at least 40 hours, including the Group 4 project and HL students 60 hours.
Practical Scheme of Work (PSOW) 29-Sep-08 The Simple Pendulum 30-Sep-08 ACCERALATION OF THE CART 10-Oct-08 Projectile Motion 21-Oct-08 Data Analysis of Loaded Metre Rule 12-Nov-08 Measuring Instrument circus 25-Nov-08 Rate of cooling
Practical Scheme of Work (PSOW) 13-Jan-08 Thermal concepts 10-Feb-08 Flight of an elastic band 1-Mar-09 Investigate the baloon 20-Mar-09 To Investigate the Factors that affect the bounciness of Ping - Pong Balls
Practical Scheme of Work (PSOW) 6-May-09 Emf and Internal Resistance of a cell 18-May-09 Falling Magnet 22-May-09 Electromagnets 29-May May-09 Group 4- Donkey Power 5-Jun-09 Fundamental vibration and tension in strings - Meldes experiment. 12-Jun-09 Frequency of a standing wave 26-Jun-09 To Use a Current Balance to Verify the Equation F = B I L
Practical Scheme of Work (PSOW) 11-Sep-09 To Measure the Efficiency of a Transformer 17-Sep-09 Data Analysis - Range of gamma radiation in air 13-Sep-09Power of the Sun
Practical Scheme of Work (PSOW) 5-Feb-10 Photo electric emmision 11-Feb-10 Work Done and Energy Transfered 18-Feb-10 Energy project 25-Feb-10 Analysing a wave digitization 4-Mar-10 Determining Wavelength Using Young's Double Slit 11-Mar-10Rosonance tube 25-Mar-10 Finding the Focal Length of a Convex Lens 1-Apr-10 Determining Wavelength Using a Diffraction Grating
Group 4 Project Sample topics: Water Skiing Science in the theatre Surface tension of water Weathering Causes and effects of coastal erosion Science of sport Summertime Pollution in the city
Group 4 Project MLC Group 4 Project 2003 SUMMERTIME and the LIVING IS EASY 1.Groups of 4 or 5 students: 1 Physics 1 or 2 Chemistry 1 or 2 Biology 2.Examination of the topic and definition of activities: (2-4 hours) Each group is to decide on a theme of common interest for the topic Summertime and the Living is Easy. Within each group, students from each Science subject are to brainstorm ideas and note relevant aspects of the theme to be studied. You will need to investigate one aspect of Physics, and one or two aspects of Biology and Chemistry, depending on the number of students in your group and how many subjects they are representing. 3.Action: (5-6 hours/Science subject) Investigate the topic from the perspective of the individual science discipline. There should be collaboration with other group members, and findings should be shared with other members of the group. One poster, depicting the investigation of the topic from the perspective of each of the individual Science disciplines, is to be constructed for the final presentation and evaluation process. Note: Students undertaking two Science subjects are required to contribute to both areas of study. These students must complete twice the Action time (10-12 hours) as students only undertaking one Science subject.
Group 4 Project 4.Evaluation: (2-4 hours) The emphasis during this stage will be on students sharing their findings, both successes and failures, with other groups, staff and invited guests. Each group will be required to present its findings using the poster format, and a 5-7 minute oral presentation from each student for each area of Science that the student studied will be required. The presentation should be a collaborative effort involving all the members of your group. Note: while reference to the poster during the presentation is permitted, reading from the poster is strictly disallowed. The Group 4 project will contribute toward your Internal Assessment and may be considered in your planning (a), planning (b) and personal skills categories. The Log Book Each student must keep a log book, regularly documenting their ongoing contribution to the project. The log book will contain: A record of what was accomplished during each session spent on the project. The time spent on each activity during the project. All notes, resources, etc. collected during the investigation. You will need to consult with your supervising teacher about your activities during each session. Your supervising teacher will need to sign your book to verify the work completed during each session.
Extended Essay One of the requirements of the IB Diploma is for students to write a 4000 word Extended Essay. This may be done in any one of the 6 subjects the student takes. To assess the EE, there are several General Criteria and also Subject Specific Criteria. In Physics, the EE may be experimental, data- based, survey based or a theoretical/computer model. The recommended style is for the EE to be experimental.
EE – Sample Topics An investigation in acoustics: the testing of transmissive, reflective and absorptive properties of some common materials. On blowing bubbles in liquid: effects of detergent on surface tension. The variation in resistance of a wire subjected to different strains. The use of interference fringes to measure small displacements.