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Teaching IB Physics in Victorian Schools Physics Teachers’ Conference 2004 Merryn Dawborn-Gundlach Jill Crawford Methodist Ladies’ College, Kew.

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Presentation on theme: "Teaching IB Physics in Victorian Schools Physics Teachers’ Conference 2004 Merryn Dawborn-Gundlach Jill Crawford Methodist Ladies’ College, Kew."— Presentation transcript:

1 Teaching IB Physics in Victorian Schools Physics Teachers’ Conference 2004 Merryn Dawborn-Gundlach Jill Crawford Methodist Ladies’ College, Kew

2 The International Baccalaureate Senior academic studies with an international focus

3 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

4 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

5 Experimental Science Group 4 Language Group 2 Language A1 Group 1 Individuals & Society Group 3 Mathematics Group 5 Group 6 Arts & Electives

6 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

7 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

8 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

9 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

10 Group 4 Subjects Experimental Sciences  Biology  Chemistry  Design Technology  Physics  Environmental Systems

11 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 45-50 Group 4 Project 10-15 Total240 hours

12 Course – SL (all students) Physics & Physical Measurement Mechanics Thermal Physics Waves Electricity & Magnetism Atomic & Nuclear Physics

13 Course – Additional Higher Level Measurement and Uncertainties Mechanics Thermal Physics Wave Phenomena Electromagnetism Quantum Physics and Nuclear Physics

14 Options Option A – Mechanics (SL) Option B – Quantum Physics and Nuclear Physics (SL) Option C – Energy Extension (SL) Option D – Biomedical Physics (SL & HL) Option E – The History & Development of Physics (SL & HL) Option F – Astrophysics (SL & HL) Option G – Relativity (SL & HL) Option H – Optics (SL & HL)

15 Assessment Specifications Standard Level Paper 1 20 % Paper 2 32 % Paper 3 24 % Internal Assessment 24% Higher Level Paper 1 20 % Paper 2 36 % Paper 3 20 % Internal Assessment 24 %

16 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.

17 Practical Scheme of Work (PSOW) CONTENTS EXPTTITLE 1Waves in One Dimension 2Waves in Two Dimensions : Reflection of Waves 3Waves in Two Dimensions : Refraction of Waves 4Waves in Two Dimensions : Diffraction of Waves 5Waves in Two Dimensions : Interference Patterns 6The Formation of Images in Plane Mirrors 7Curved Mirrors 8The Image Formed by a Concave Mirror 9The Refraction of Light 10Total Internal Reflection 11Lenses 12The Image Formed by a Convex Lens 13Spherical Aberration and Caustic Curves 14The Speed of Sound 15The Speed of Sound (Resonance Method) 16Analysis of Motion at Constant Velocity 17Analysis of Motion at Variable Velocity 18Motion due to Gravity 19Equilibrium 20Newton’s Second Law of Motion 21Conservation of Momentum 22Work Done Along an Inclined Plane 23Specific Heat Capacity (Part A and B) 24Specific Latent Heat of Fusion of Water 25Boyle’s Law

18 PSOW 26Electrostatics 27Currents in Circuits 28Energy Transfer in Circuits 29Relationship between Potential Difference and Current 30Factors Affecting Resistance 31Resistors in Series and Parallel 32Controlling Currents and Potential Difference 33Resistive Components in Circuits 34Internal Resistance 35The Field of a Current Carrying Loop 36Magnetic Field of a Solenoid (Current Balance) 37Electric Motors 38Electromagnetic Induction 39A Model Transformer 40The Half Life of Protactinium 41Centripetal Force 42Determination of the Universal Gravitation Constant 43Investigation of Oscillating Systems 44Interference and Diffraction of Light 45Determination of the Velocity of Light 46Refraction of Particles 47Franck-Hertz Experiment 48Measuring Resistance and EMF by Null Methods 49Use of a Cathode Ray Oscilloscope 50Image Formed by an Astronomical Telescope

19 Group 4 Project Sample topics: Skiing Science in the theatre Surface tension of water Weathering Causes and effects of coastal erosion Science of sport Summertime Pollution in the city

20 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.

21 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.

22 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.

23 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.

24 Teaching the IB – Comparison to the VCE Strengths Interesting course Support is provided via the Online Curriculum Centre Criterion referenced Cooperative Learning model – students are not ranked against each other Difficulties Content driven Lack of hours Workshops Applications Textbooks Isolation

25 IB Physics Teachers’ Network Please feel free to contact us or help us set up a network of Victorian Physics teachers in the IB system.

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