Diploma Programme subject outline: Sciences
School name
Name of the DP subject
School code
S
Physics SL, HL
(indicate language)
Level
(indicate with X)
Name of the teacher who
completed this outline
Higher
x
Standard, completed in two years
x
Standard, completed in one year*
Date when the outline was completed
*All Diploma Programme (DP) courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year,
according to conditions established in Diploma Programme Assessment procedures.
1.
Course outline

Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements that you have
to teach (for example, the national syllabus), make sure that you do so in an integrated way but also differentiate them using italics. Add as many
rows as you need.

This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to
ensure that students are prepared, in order to comply with the requirements of the subject.

This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom
and should not just be a “copy and paste” from the subject guide.

If you will teach both higher level and standard level, make sure that this is clearly identified in your outline.
Topic/unit
Contents
Allocated time
(as identified in the DP
subject guide)
One class is 40
State the topics/units in the order
you are planning to teach them.
In one week there are 7
Year 1
Theme A – Space, time
and motion
SL:
A.1 Kinematics
A.2 Forces and
momentum
A.3 Work, energy, and
power
HL:
A.4 Rigid body
mechanics
A.5 Galilean and
special relativity
12 weeks
Theme B – The particulate SL:
12 weeks
nature of matter
B.1 Thermal energy
transfers
B.2 Greenhouse effect
B.3 Gas laws
B.5 Current and circuits
HL:
A.2
and
B.4 Forces
Thermodynamics
momentum
A.3 Work,
energy, and power
HL:
A.4 Rigid body
mechanics
A.5 Galilean and
special relativity
Assessment
methods/tools to be
used
minutes.
Resources
List the main resources to be
used, including multiple
technologies, if applicable.
classes.


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

IBDP Physics reference
Quizzes and
mind maps to textbook
test the prior
knowledge of Online Simulations:
the students on https://phet.colorado.edu
/en/simulations/filter?su
the topic
motion by using bjects=physics&type=htm
l,prototype
Kahoot
Investigating
momentum by IBDP Past papers
using
Physics Lab for Practical
Differentiated
Worksheets for https://www.youtube.co
SL and HL based m/watch?v=RHGDZDA59
on past papers. G4
Graphing tool
Computers, scientific
to test
calculators, basic
students'
understanding scientific equipment (
Experimental carts, air tracks, circuit
tool to study components, etc.) and
various topics personal protective
equipment
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Theme C – Wave behavior C.1 Simple harmonic
8 weeks
motion
C.2 Wave model
C.3 Wave phenomena
Year 2
Theme C – Wave behavior C.4 Standing waves
and resonance
C.5 Doppler effect
Theme D – Fields
Theme E – Nuclear and
quantum physics
2.
6 weeks
SL:
8 weeks
C.2
model fields
D.1 Wave
Gravitational
C.3
D.2 Wave
Electricphenomena
and
magnetic fields
D.3 Motion in
electromagnetic fields
HL:
D.4 Induction
SL:
6 weeks
E.1 Structure of the
atom
E.3 Radioactive decay
E.4 Fission
E.5 Fusion and stars
HL:
E.2 Quantum physics

Group work to
solve sums in
the class
 Self-assessment
and peer
assessment to
mark MCQ-type
Short questions
paper- IBDP Physics reference
questions
Paper 2 practice.
textbook
IA First, second, and
third draft.
Online Simulations:
Mock 1
https://phet.colorado.edu
Mock 2
/en/simulations/filter?su
bjects=physics&type=htm
l,prototype
IBDP Past papers
Physics Lab for Practical
https://www.youtube.co
m/watch?v=RHGDZDA59
G4
Collaborative sciences project
a. As the IB sciences guides say, “The collaborative sciences project is an interdisciplinary sciences project, providing a worthwhile challenge to DP and
CP students, addressing real-world problems that can be explored through the sciences. The nature of the challenge should allow students to integrate
factual, procedural and conceptual knowledge developed through the study of their disciplines.” “The collaborative sciences project supports the
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development of students’ ATL skills, including teambuilding, negotiation and leadership. It facilitates an appreciation of the environment, and the
social and ethical implications of science and technology”. Describe how you will organize this activity. Indicate the timeline and subjects involved.
For collaborative projects, I believe the best time to discuss the rules and expectations, is before summer break (last part of Semester II). That way,
students can do their preliminary research and groundwork during summer break. So the timeline would be :
March 1st to 3rd week – Introduction to IA (Exploration), familiarizing students with assessment criteria, discussing and finalizing submission timeline,
and discussing possible use of technology and presentation guidelines.
June 3rd week – First review of topic and outline of proposed project by facilitator and feedback provided.
August 1st week – Review of the finalized topic with feedback incorporated.
September 3rd week – Submission of the draft and feedback on the same.
November 1st week – Submission of final work.
3.
DP practical work and the internal assessment requirement to be completed during the course
a. Students should undergo practical work related to the syllabus.
•
Biology, chemistry, physics, and sports, exercise and health science: 40 hours (at standard level) or 60 hours (at higher level)
•
Computer science: 40 hours (at standard level) or 40 hours (at higher level)
•
Design technology: 60 hours (at standard level) or 96 hours (at higher level).
Use the table below to indicate the name of the experiment you would propose for the different topics in the syllabus.
An example is given. Add as many rows as necessary.
Name of the topic
Experiment or fieldwork
Is any digital learning used?
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Theme A – Space, time and motion
A.1 Kinematics
A.2 Forces and momentum




Determining “g”
Verifying Newton’s 2nd Law
Analysing Energy Transformation
Impulse of Rockets




Electric Field Mapping
Resistivity Characteristics
Internal Resistance
3D Magnetic Field Simulation
Yes
Theme C – Wave behavior
C.1 Simple harmonic motion
C.2 Wave model
C.3 Wave phenomena




Pendulum Motion
Finding Wave Speed
Double Slit Experiment
Index of Refraction
Yes
Theme D – Fields
D.1 Gravitational fields
D.2 Electric and magnetic fields
D.3 Motion in electromagnetic fields

Magnetic field around a current-carrying Yes
conductor
Theme E – Nuclear and quantum physics
Radioactive decay

Radioactive decay simulation
Theme B – The particulate nature of matter
Current and circuits
Yes
Yes
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4.
Links to theory of knowledge
a. Every DP course is expected to explore links between the topics of the subject and theory of knowledge (TOK). As an example of how you would do this,
choose one topic from your course outline that would allow your students to make links with TOK. Describe how you would plan the lesson.
Topic
Wave Behavior
5.
Link with TOK (including a description of the lesson plan)
Huygens and Newton proposed two competing theories of the behaviour of light. How does the scientific community decide
between competing theories? The question to the students is, “Is light a wave or a particle?” Students will perform Young’s
Double Slit Experiment, making the conclusion that light is a wave. Students will then research the Photoelectric Effect
showing that light is a particle. Students will watch The Mechanical Universe, Chapter 50, Particles and Waves. In their lab
groups, students will discuss the experimental findings and the information in the video. By accepting the validity of both
experimental findings, the scientific community, and the students, in turn, realize the dual nature of light.
https://www.youtube.com/watch?v=STJbtg-p4EA
Approaches to learning
a. Every DP course contributes to the development of students’ approaches to learning (ATL) skills. As an example of how you would do this, choose one
topic from your outline that would allow your students to specifically develop one or more of these skill categories (thinking, communication, social,
self-management or research). Describe how the skill(s) will be developed.
Topic
Contribution to the development of students’ ATL skills (including one or more skill category)
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Momentum And Impulse
6.
Thinking, communication, and research: Momentum and Impulse explain the physics behind the development of the Air Bag
which is now standard equipment in automobiles. However, the development of the Air Bag and its requirement to be
standard equipment in all automobiles was not without controversy. Students will research the Air Bag’s history and discuss
with their group why there was a controversy in the use of a device that would obviously save lives. Students will be assessed
on their research, and their ability to communicate respectfully with classmates.
International-mindedness
a. Every IB course contributes to the development of international-mindedness in students. As an example of how you would do this, choose one topic
from your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what
resources you will use to achieve this goal.
Topic
Nuclear Reactions
7.
Contribution to the development of international-mindedness (including resources you will use)
Atomic & nuclear physics brought the world a new and relatively clean energy source, but also brought a new level of
destruction in global conflicts. We discuss the pros and cons of nuclear energy, specifically the transportation and storage
of radioactive nuclear waste. The students research how different countries approach the benefits and drawbacks of using
nuclear energy. We also discuss the proliferation of nuclear weapons and the international politics involved.
Development of the IB learner profile attributes
a. Every IB course contributes to students’ development of the IB learner profile attributes. As an example of how you would do this, choose one topic
from your course outline and explain how the contents and related skills develop attribute(s) of the IB learner.
Topic
Contribution to the development of the attribute(s) of the IB learner profile
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Energy Sources
8.
Communicators, open-minded, reflective, problem-solving Continuation of the nuclear energy activity: The benefits and
drawbacks of fossil fuels. By conducting whole class discussions, and small group discussions, students have the
opportunity to reflect on how their thoughts and ideas are perceived by others. They are given the opportunity to
consider perspectives different from their own and collaborate with others in working toward solutions.
Laboratory/workshop facilities
a. Describe the laboratory and or workshop facilities and indicate whether it is presently equipped to facilitate the practical work that you have
indicated in the chart above. If it is not equipped, indicate the timeline to achieve this objective and describe the safety measures that are
applicable.
Physics Lab is equipped with all of the necessary materials for the labs of years 1 & 2.
9.
Resources
a. Please describe the relevant materials and other resources available to support the aims and methods of the courses. Describe resources students will
have access to beyond those available at the school, if applicable. Briefly describe plans to upgrade or add facilities or resources, if any.
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Teachers and students will have access to the British Council Library
Online Simulations
https://www.olabs.edu.in/
http://ophysics.com/index.html
https://www.myphysicslab.com/
Past Papers
https://ibphysics.org/comment-page-1/
Reference Books:
Physics: John Allum and Paul Morris- Hodder Publication
Physics for the IB Diploma Workbook with CD-ROM- Cambridge University Press
Physics for the IB Diploma Digital Coursebook (2 years)- Cambridge University Press
PEARSON NEW IB PHYSICS HIGHER LEVEL BOOK
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