IB Physics Syllabus 2016-2017 (1)

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International Baccalaureate Diploma Programme
Annapolis High School
I.B. Physics
IB Physics SL/HL Syllabus 2016-2017
Teacher: Mr. Akshay Gandhi
E-Mail: [email protected]
Twitter: @GandhiTeaches
Phone: 410-266-5240
Ext: 312
Planning Period: A-Day: 3rd Period Time: 10:00-12:00
B-Day: 1st Period Time: 7:15-8:45
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world through intercultural understanding and respect.
Welcome to IB Physics SL/HL! IB Physics is a two year course that satisfies the Group 4 Science
requirement of the IB Diploma Programme, and may be completed as a Standard Level (SL) or Higher Level
(HL) course. Throughout this course, students will explore the foundational concepts of physics as a study,
as well as the nature of science in regards to the learning and discovering of physics. In addition, students
will submit an internal assessment, complete the requisite hours of practical lab work, and prepare for the
culminating external assessment at the end of the students’ senior year.
General IB Diploma Requirements:
All students enrolled in the IB Diploma Programme will sit for a series of exams in 6 subject areas. All two
year IB HL/SL courses are tested in May of the student’s senior year. Students enrolled in a 1 year IB SL
class will sit for the exam in the year the class is taken. The 2016 IB Exam testing schedule starts on
Monday, May 2, and concludes on Friday, May 20.
To earn the IB Diploma the student must meet ALL of the following requirements:
1. Submit the internal assessment assigned within each of the student’s selected courses of study.
Students who fail to submit an internal assessment will receive a grade of N regardless of how many
points are accrued on the external May exams. Therefore, a student missing an internal assessment
cannot earn the diploma and may be requested to exit the IB Diploma Programme.
2. Successful completion of the Extended Essay and the Theory of Knowledge (TOK) Essay with a
grade of D or higher. Students who earn an E on either the Extended Essay or the Theory of
Knowledge Essay will not be awarded the diploma regardless of how many points are accrued on the
external May exams.
3. Complete 150 hours of Creativity, Action and Service (CAS) and submit a CAS portfolio which
documents these hours.
4. Sit for a series of 6 exams over the course of his or her junior and senior year and earn a minimum of
24 out of 45 possible points. Students must earn a minimum of 12 total points on the 3 HL exams and
a minimum of 9 total points on the 3 SL exams.
International Baccalaureate Diploma Programme
Annapolis High School
I.B. Physics
IB Grades are scored on a scale of 1 through 7:
Grade 7: Excellent performance (A+ performance within the subject area. Denotes a high level of mastery of course content)
Grade 6: Very good performance (A to A-performance within the subject area. Denotes a high level of mastery of course
content)
Grade 5: Good performance (B+ to B performance within the subject area. Denotes an above average mastery of course
content)
Grade 4: Satisfactory performance (B- to C performance within subject area. Denotes an average understanding of course
content)
Grade 3: Mediocre performance (A student awarded a 3 on four or more exams will be ineligible to earn the IB Diploma
regardless of the total number of points accrued)
Grade 2: Poor performance (A student awarded a 2 on three or more exams will be ineligible to earn the IB Diploma regardless
of the total number of points accrued)
Grade 1: Very poor performance (A student awarded a 1 on any exam will be ineligible to earn the IB Diploma regardless of
the total number of points accrued)
Nature of Physics:
Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from
the very smallest particles—currently accepted as quarks, which may be truly fundamental—to the vast
distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the
history of physics, certain aspects have remained unchanged. Observations remain essential to the very core
of physics, sometimes requiring a leap of imagination to decide what to look for. Models are developed to try
to understand observations, and these themselves can become theories that attempt to explain the
observations. Theories are not always directly derived from observations but often need to be created. These
acts of creation can be compared to those in great art, literature and music, but differ in one aspect that is
unique to science: the predictions of these theories or ideas must be tested by careful experimentation.
Without these tests, a theory cannot be quantified. A general or concise statement about how nature behaves,
if found to be experimentally valid over a wide range of observed phenomena, is called a law or a principle.
Alongside the growth in our understanding of the natural world, perhaps the more obvious and relevant result
of physics to most of our students is our ability to change the world. This is the technological side of physics,
in which physical principles have been applied to construct and alter the material world to suit our needs, and
have had a profound influence on the daily lives of all human beings. This raises the issue of the impact of
physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications
of the work of physicists. These concerns have become more prominent as our power over the environment
has grown, particularly among young people, for whom the importance of the responsibility of physicists for
their own actions is self-evident.
Physics is therefore, above all, a human activity, and students need to be aware of the context in which
physicists work. Illuminating its historical development places the knowledge and the process of physics in a
context of dynamic change, in contrast to the static context in which physics has sometimes been presented.
This can give students insights into the human side of physics: the individuals; their personalities, times and
social milieux; their challenges, disappointments and triumphs.
International Baccalaureate Diploma Programme
Annapolis High School
I.B. Physics
Aims of IB Diploma Subject:
The primary aims of the two year IB Diploma Programme Physics course are as follows:
1. To appreciate scientific study and creativity within a global context through stimulating and
challenging opportunities
2. To acquire a body of knowledge, methods, and techniques that characterize biology
3. To apply and use a body of knowledge, methods, and techniques that characterize biology
4. To develop an ability to analyze, evaluate, and synthesize scientific information
5. To develop a critical awareness of the need for, and the value of, effective collaboration and
communication during scientific activities
6. To develop experimental and investigative scientific skills including the use of current technologies
7. To develop and apply 21st century communication skills in the study of science
8. To become critically aware, as global citizens, of the ethical implications of using science and
technology
9. To develop an appreciation of the possibilities and limitations of biology
10. To develop an understanding of the relationships between scientific disciplines and their influence on
other areas of knowledge
IB Subject Course Outline:
Standard Level (SL) and Higher Level (HL) Core
Material
1.
2.
3.
4.
5.
6.
7.
8.
Measurements and Uncertainties
Mechanics
Thermal Physics
Waves
Electricity and Magnetism
Circular Motion and Gravitation
Atomic, Nuclear and Particle Physics
Energy Production
Additional Higher Level (HL) Material
9. Wave Phenomena (with Topic 4**)
10. Fields (with Topic 5-6**)
11. Electromagnetic Induction (with Topic 5**)
12. Quantum/Nuclear Physics (with Topic 7**)
Options SL and HL (Please note, HL students
have more depth in the options)
A.
B.
C.
D.
Relativity
Engineering Physics
Imaging
Astrophysics
Practical Scheme of Work



Practical Activities (Labs, Models, and
Demonstrations)
Individual
Investigation
(Internal
Assessment – IA)
Group 4 Project
** = Topics will likely be merged together.
Course is taught all as one. SL students will be
super prepared.
International Baccalaureate Diploma Programme
Annapolis High School
I.B. Physics
IB Course Assessment:
Both SL and HL students in IB Physics will complete an internal assessment throughout the course of the
two year program, as well as an external assessment given towards the end of the two year program. The two
combine to create the overall score for the course as seen by the weighted percentages below.
The internal assessment tasks the student with designing and completing one scientific investigation taking
about 10 hours in time. This internal assessment will be completed during the second year of the course. The
write-up should be about 6 to 12 pages long. This internal assessment should be an investigation into one of
the topics discussed throughout the school year and will be open ended. Students will pose a question, design
an experiment, collect data, thoroughly analyze the data, and come to a justifiable conclusion whilst
analyzing the limitations and weaknesses of the experiment. The internal assessment will use five criteria to
assess the final report. These five criteria are: Personal Engagement, Exploration, Analysis, Evaluation, and
Communication.
The external assessment will vary depending on the level of the exam taken. There are three portions to the
test. Each portion is called a “Paper.” Paper 1 consists of multiple choice questions without the use of a
calculator. Paper 2 consists of open, free-response questions that require students to show their work to earn
marks. Papers 1 and 2 will consist of the core content material for the course. Paper 3 will also be openended but will consist of problems dealing with laboratory investigation scenarios and questions from the
Options listed above. Students may select which option question to answer. The HL test has significantly
more time and more questions than the SL test with a more in-depth look at many of the content topics.
Component
Paper 1
Paper 2
Paper 3
Internal Assessment
Overall Weighting
SL
HL
20 %
20 %
40 %
36 %
20 %
24 %
20 %
20 %
Duration
SL
.75 hours
1.25 hours
1 hour
10 hours
HL
1 hour
2.25 hours
1.25 hours
10 hours
Intercultural Understanding:
Students will understand that physics is the foundation of all sciences and is often universal in practical work.
Physics is also built upon a strong understanding of mathematical language. Thus, as Math is often
considered a universal language, so is Physics. Scientists across the world and throughout numerous cultures
all apply their understanding of the physical world in various spoken languages but they share the
commonality of content material. All voices are equal within the realm of Physics.
International Baccalaureate Diploma Programme
Annapolis High School
I.B. Physics
IB Course Texts and Resources:







Physics Course Companion by Oxford University Press
Physics for the IB Diploma (Study Guide book) by Oxford University Press
Physics, 6th Edition by Giancoli
http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html (This can be ever so slightly advanced, but it
may be the best online resource you ever use for physics.)
http://www.physicsclassroom.com/ (People seem to like this one a lot. It has a lot of good practice
problems.)
Khan Academy (Very good videos)
YouTube (If you use it correctly, then the physics videos will be of tremendous assistance.)
Required materials:
Students are expected to bring the following materials to every class every day.
1.
2.
3.
4.
5.
6.
3” Binder (with dividers)
Lined Paper
Pencil and/or Pen
Calculator
IB Reference Packet
Others as required
Grading/Assessment:
A (89.5-100%) - Outstanding level of achievement
B (80-89%) - High level of achievement
C (70-79%) - Satisfactory level of achievement
D (60-69%) - Low level of achievement
E (59% -50) - Failure {0 – If student does not attempt the work}
Grades earned will reflect each student’s mastery of national, state and industry standards pertaining to IB
Physics. A minimum of 9 separate assignments exclusive of homework and quarterly assessments in the
following categories will be used to report student grades. A minimum of 4 assignments/assessments are
required in each grading category with the exception of the quarterly assessment.
Grading Categories
Category
Percentage of Overall Grade
Labs/Activities/Projects
Assessments (tests, quizzes, internal assessments)
Homework
Quarterly Assessment
Total
30%
50%
10%
10%
100%
Minimum: A minimum grade of 50% will be given for all assignments or assessments for which the student
made a good faith effort, as determined by the teacher. If a student does no work on an assignment or
assessment, the teacher shall assign a grade of zero.
International Baccalaureate Diploma Programme
Annapolis High School
I.B. Physics
Parent Notification:
Parents will be notified at least three weeks prior to the end of a marking period if a student is currently
earning a failing grade. At any time, parents may check parentconnect.aacps.org to see their student’s
grade. Please contact the guidance office if you do not already have a login. Additionally, parents are
encouraged to contact Mr. Gandhi whenever they feel necessary.
Late Work:
Please endeavor to turn all work in when due. If you have a reason that the work must be late please meet
with me.
Students are expected to complete assignments, in full, to the best of his/her ability and students should take
advantage of tutoring and reteaching opportunities so that the student can submit his/her best work. Late
assignments are penalized 10% for each day it is late up until five school days (not A/B days). After five
school days, the assignment becomes a zero and may not be submitted for a grade.
When a student is absent, it is the student’s responsibility to get the make-up work. The student will be
allotted the same number of days equal to the number of days absent to make-up work.
Opportunity for Mastery/Redo’s:
Consistent with Anne Arundel County Board of Education policy on grading, students who have not yet met
mastery standards shall have one additional opportunity to improve their scores on 3 assignments of their
choosing with the exception of homework, some multi-component research papers/projects, quarterly
assessments, and assignments due during the last week of the marking period. Teacher facilitated reteaching is recommended before a student uses his or her opportunities for mastery (re-do) but is not required.
Students must complete and submit re-do assignments within 10 school days of receiving returned original
graded work and the highest score earned will be recorded. For re-dos, the teacher may elect to create an
alternative assessment that measures student mastery of the same content standards. After an opportunity to
re-do for mastery has been submitted, the higher grade will be the grade of record.
All student re-teaching and opportunities for mastery will take place after school Tuesdays. Please endeavor
to schedule these meetings in advance so that we both are prepared.
International Baccalaureate Diploma Programme
Annapolis High School
I.B. Physics
Attendance/Tardiness:



IF YOU ARE ABSENT, PLEASE CONTACT Mr. Gandhi at [email protected] to receive your
make up work.
All effort will be made to facilitate students when absent. Please make prior arrangements, if possible,
to collect work from the instructor for days that are to be missed.
It is the Annapolis High School expectation that all students will be on time. The policies for the
tardy table will be followed.
Recording of Grades and Communication with Parents:
Per AACPS regulation, all grades, with the exception of lengthy assignments such as projects and extended
writing assignments, will be entered into Parent Connect within one week of assignment submission. Parents
can check Parent Connect regularly to monitor student grades.
Academic Integrity:
Annapolis High School emphasizes personal, social, and technical academic integrity by ensuring that
student work, either individual or collaborative, is valued and others’ work is appropriately acknowledged.
Academic dishonesty is a violation of the Code of Student Conduct. Students will receive discipline
consequences and will receive a zero for any incidents of academic dishonesty.
Cell Phone Expectations:
Only under explicit instruction will cell phones be used during class time. These times are designated by
verbal instruction along with a Green Light or green paper posting on the board. The only time they will be
used is along with content instruction. At all other times, cell phones must be kept away which is designated
as Red Light time along with a red paper posting on the board.
Behavioral Expectations:
Annapolis High School students, staff, and visitors will make a pledge and commitment to their school and
its mission. In doing so, students show respect for themselves, learning, others, and property.
Self
 Be prepared
 Use appropriate school language
 Have respect for yourself
 Try your best!
 Have a “Can Do” Attitude!
Learning
 Come to class daily and on time
 Bring all required materials
 Participate in class
 Study for tests and quizzes by doing practice
problems
 Ask for help when needed
 Follow instructions and stay on task
 Complete all assignments on time
Others
 Listen when others are talking
 Participate in class activities
 Use language appropriate for school
 Avoid conflict in class
 Offer and accept constructive criticism
Property
 Keep an organized notebook complete with quality
notes
 Keep your space clean
 Stay in your seat and keep the desk clear
International Baccalaureate Diploma Programme
Annapolis High School
I.B. Physics
To see the full syllabus, go to www.annapolishighschool.org
click  Academics  Departments  Science  Staff  Teacher’s name  Class
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