Teacher(s)
Lund
Subject group and discipline
Science / Physics
Unit title
Unit 7 – Atomic, nuclear and particle physics
MYP year
5
Unit duration (hours)
25
Inquiry: Establishing the purpose of the unit
Key concept
Related concept(s)
Global context
Relationships
Evidence, Balance, Models, Identity, Interaction,
Consequences, Transformation, Energy
Orientation in space and time
Statement of inquiry
Scientists realized more than 100 years ago that if the sun’s energy was due to chemical transformation, it would long ago have burned out. This evidence
led us in the direction of nuclear transformation and the discovery of the mass/energy relationship.
Inquiry questions
Factual
●What are the structures of the atom, the nucleus, and the elementary particles that make them up?
Conceptual
●How do these particles interact with each other to produce chemical and nuclear energy?
Debatable/provocative
●How have the technologies relating to the advent of nuclear physics changed our personal, local, and global perspectives?
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Objectives
Summative assessments
A: Knowing and understanding
i. explain scientific knowledge
ii. apply scientific knowledge to solve problems
iii. analyse and evaluate information to make
scientifically supported judgements
Summative tests will be designed to check proficiency in all strands of Objective A
D: Reflecting on the impacts of science
i. explain the ways in which science is applied
and used to address a specific problem or issue
ii. discuss and evaluate the various implications
using science and its application to solve a
specific problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of
information used
Test 7.1 – Discrete energy and
radioactivity
This topic explains chemical reactions using the simplest model
of the hydrogen atom, and serves as a stepping-stone to the
next subtopic
Test 7.2 – Nuclear reactions
The understanding and harnessing of nuclear energy is the
central theme of this unit, and is important on every level of
human interaction, from energy production and usage, to
weapon-making, from theory of knowledge to mass psychology
Test 7.3 – The structure of matter
The underlying structure of the set of elementary particles
making up matter, force and energy, is a prime example of the
development of an all-encompassing model in physics
Single retests of the above summative assessments will be allowed if a student wants to demonstrate a
change in proficiency
Summative projects will be designed so that if a student is not satisfied with his/her proficiency levels in
any of the above summative assessments, an individual project can be done that will replace that
assessment
Summative observations will be designed to provide daily documentation of student proficiencies in all
strands of Objective A in ways other than traditional testing so that students can show their proficiency
as manifested in their strongest “learning style”
Communications in the topical area
Student is able to read, write, and speak knowledgably in each
of the above topical areas
Laboratory skills in the topical area
Student is able to manipulate laboratory equipment associated
with each of the above topical areas
A final summative project will be designed so that students can fulfil all strands of Objective D
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Approaches to learning (ATL)
ATL Skills Category
ATL Skill Cluster
Specific ATL Skill/s
Learning experiences
Communication
Communication skills
Reading, writing and using language to gather
and communicate information
Communications in the topical area is continues to be
developed during this unit
Communication
Communication skills
Exchanging thoughts, messages and
information effectively through interaction
Warmups, notes, discussions, and teamwork all contribute
to the development of this skill
Social
Collaboration skills
Working effectively with others
Managing and resolving conflict and sharing responsibility
continues to be developed in the team setting
Self-management
Organization skills
Managing time and tasks effectively
Use of appropriate strategies for organizing complex
information for use on formative and summative
assessments is on-going
Self-management
Affective skills
Managing state of mind
Practice of strategies to enhance focus and concentration
during warm-ups, notes, and teamwork continues
Research
Information literacy
skills
Finding, interpreting, judging and creating
information
Final summative project serving Objective D
Thinking
Critical thinking skills
Analyzing and evaluating issues and ideas
With the advent of nuclear physics both energy production
and weapons of mass destruction have entered our lives
on a global scale
Thinking
Transfer skills
Using skills and knowledge in multiple
contexts
The description of force as “exchange particles” is a
completely new way to look at the concept of force
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Content
●Discrete energy and radioactivity (DP)
●Nuclear reactions (DP)
●The structure of matter (DP)
●Matter and its interactions (NGSS)
●Knowing and understanding (MYP)
●Reflecting on the impacts of science (MYP)
Body of standards...
NGSS – Next Generation Science Standards
MYP – Middle Years Program-specific standards
DP – Can be extended to the Diploma Program
Learning process
Learning experiences and
teaching strategies
Formative assessment
Differentiation
●Notes on content and
sample problems
●Class discussions of
presented and shared
material
●Laboratory experience
●Daily warm-ups
●Daily practice problems
●Periodic presented
multimedia
●Periodic interactive
multimedia
●Practice problems
●Daily warm-ups
●Participation
●Laboratory tasks
●Team tasks
●Mock summative
assessments
●Summative daily observations that
can be used in lieu of low proficiencies
on other summative assessments
●Optional Projects to be used as
replacements for “poor” summative
assessments
●Class Wiki with links to notes,
practice problems, and mock
summative assessments
●Class Wiki with links to short movies,
animations, simulations, and alternate
lectures
●Class Wiki with extensions for gifted
students and go-getters
Resources
Laboratory equipment, LCD projector, speakers, Wiki at IBphysics2016.wikispaces.com, internet access, expendibles
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Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
During teaching
After teaching the unit
Nuclear energy and E = mc2 are of fascination to
most students. Particle theory is perhaps even
more fascinating because of its incongruity to
everyday life.
What difficulties did we encounter while
completing the unit or the summative assessment
task(s)?
What were the learning outcomes of this unit?
Students already know chemistry and are familiar
with the hydrogen spectra.
What resources are proving useful, and what other
resources do we need?
How well did the summative assessment task
serve to distinguish levels of achievement?
Was the task sufficiently complex to allow
students to reach the highest levels?
What student inquiries are emerging?
Most students are at least partially aware
structure of the hydrogen atom and the
components of the nucleus. They understand the
rudiments of power production, and have a basic
idea of the destructive power of nuclear
weapons.
What evidence of learning can we identify?
What can we adjust or change?
What artifacts of learning should we document?
What skills need more practice?
What is the level of student engagement?
Which teaching strategies were effective? Why?
What was surprising?
Experience tells us that students will have
difficulty working with Feynman diagrams.
How can we scaffold learning for students who
need more guidance?
What student-initiated action did we notice?
The attributes of the learner profile this unit offers
students opportunities to develop are being
knowledgable, reflective, open-minded, and
inquiring.
What is happening in the world right now with
which we could connect teaching and learning in
this unit?
How will we build on our experience to plan the
next unit?
How well are the learning experiences aligned with
the unit’s objectives?
How effectively did we differentiate learning in
this unit?
What opportunities are we giving to help students
explore the interpretative nature of knowledge,
including personal biases that might be retained,
revised or rejected? (DP theory of knowledge
skills development)
What can students carry forward from this unit to
the next year/level of study?
What will we do differently next time?
Relating the structure of hydrogen to chemistry is
a potential interdisciplinary connection.
The historical development of nuclear physics,
energy, and weaponry, might be inspiring for
personal projects – both as scientific endeavors
and as political forces.
Which subject groups could we work with next
time?
What did we learn from standardizing the
assessment?
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