Diploma Programme subject outline—Group 5: mathematics and computer science
School name
Westlake High School
Name of the DP subject
IB Physics
School code
Level
Higher
(indicate with X)
Name of the teacher who
completed this outline
Hafza, Rabieh J
Date when outline was
completed
February 4, 2015
X
Standard completed in two years
923327
Standard completed in one year *
Date of IB training
Name of workshop
(Indicate name of subject and workshop category)
October 6 – 8, 2014
Physics (Category 1)
* All Diploma Programme 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 the Handbook of procedures for the Diploma Programme.
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 you have to teach (for
example, 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 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 and standard level, make sure that this is clearly identified in your outline.
Allocated time
Topic/unit
(as identified in the IB subject
guide)
Contents
in one week
there are
State the topics/units in the order you
are planning to teach them.
Topic 1: Measurements &
Year 1 Uncertainties
o
o
o
o
o
o
o
Topic 2: Mechanics
One class is
o
o
o
o
o
1.1 SI Units and Derivations
1.1 Scientific Notation & Dimensional
Analysis
1.1 Significant Figures
1.1 Estimation
1.2 Calculating Uncertainty
1.2 Calculating Error and Error Bars
1.3 Trigonometry and Vectors
8 hours
2.1 Kinematics

Motion in 1 Dimension

Graphing Motion

Projectile Motion
2.2 Dynamics

Free Body Diagrams

Newton’s Laws of Motion

Translational Equilibrium

Friction
2.3 Energy

Work

Kinetic and Potential Energy

Work-Energy Theorem

Law of Conservation of Energy

Power

Efficiency
2.4 Momentum & Impulse

Momentum

Impulse

Law of Conservation of
Momentum
Collisions
25 Hours
90
minutes.
2-3
classes.
Assessment
instruments to
be used
Unit Test
Quizzes
Unit Problem Sets
Worksheets
Resources
List the main resources to be
used, including information
technology if applicable.
Textbooks
Workbooks
Guidebooks
Probeware
Interactive Whiteboard
Video Analysis
iPad
2
Application for authorization: Diploma Programme
Allocated time
Topic/unit
(as identified in the IB subject
guide)
Contents
in one week
there are
State the topics/units in the order you
are planning to teach them.
Topic 6: Circular motion &
Gravitation
o
o
o
Year 1
Topic 3: Thermal Physics
One class is
o
o
6.2 Newton’s Law of Gravitation

Finding g

Gravitational Field
6.1 Circular Motion

Centripetal Force & Acceleration

Angular Displacement, Velocity,
and Acceleration
Period and Frequency
7 Hours
3.1 Thermal Concepts

Molecular Theory of States of
matter

Temperature

Internal Energy

Specific Heat

Latent Heat

Phase Changes
3.2 Modeling a Gas

Pressure

Moles and Conversions

Ideal Gas Law versus Real Gases

State of Ideal Gas

Kinetic Model of Ideal Gases
15 Hours
90
minutes.
2-3
classes.
Assessment
instruments to
be used
Unit Test
Quizzes
Unit Problem Sets
Worksheets
Resources
List the main resources to be
used, including information
technology if applicable.
Textbooks
Workbooks
Guidebooks
Probeware
Interactive Whiteboard
Video Analysis
iPad
3
Application for authorization: Diploma Programme
Allocated time
Topic/unit
(as identified in the IB subject
guide)
Contents
in one week
there are
State the topics/units in the order you
are planning to teach them.
Topic 4: Waves
One class is
90
minutes.
2-3
classes.
Assessment
instruments to
be used
Resources
List the main resources to be
used, including information
technology if applicable.
o
4.1 Oscillations
18 Hours

Simple Harmonic Motion

Graphs of SHM

Period, frequency, amplitude and
phases
o 4.2 Traveling Waves

Wave Speed

Transverse & Longitudinal waves

Electromagnetic Waves

Sound Waves
o 4.3 Wave Characteristics

Wave fronts & rays

Amplitude & Intensity

Superposition

Polarization
o 4.4 Wave Behaviour

Reflection & Mirrors

Indices of Refraction

Refraction & Lenses

Single Slit Diffraction

Double Slit Interference
o Standing Waves

Nature and Formation of Standing
Waves

Structure of Standing Waves

Harmonics on Strings and Pipes
4
Application for authorization: Diploma Programme
Allocated time
Topic/unit
(as identified in the IB subject
guide)
Contents
in one week
there are
State the topics/units in the order you
are planning to teach them.
Year 1
Topic 9: Wave Phenomena**
One class is
o
o
o
o
o
9.1 Simple Harmonic Motion

Velocity, Acceleration, &
Displacement in SHM

Energy in SHM

Energy transfer in SHM
9.2 Single Slit Diffraction

Diffraction Pattern

First Interference Minimum

Light Frequencies
9.3 Interference

Young’s Double Slit Experiment

Modulation by One Slit Diffraction
Pattern

Diffraction Gratings

Thin Film Interference
9.4 Resolution

Rayleigh Criterion

Resolvance of Diffraction Gratings
9.5 Doppler Effect

Sketching Doppler Effect

Doppler Effect Examples

Solving Doppler Effect
20 Hours
90
minutes.
2-3
classes.
Assessment
instruments to
be used
Unit Test
Quizzes
Unit Problem Sets
Worksheets
Java Applets
Probeware
Resources
List the main resources to be
used, including information
technology if applicable.
Textbooks
Workbooks
Guidebooks
Probeware
Interactive Whiteboard
Video Analysis
iPad
5
Application for authorization: Diploma Programme
Allocated time
Topic/unit
(as identified in the IB subject
guide)
Contents
in one week
there are
State the topics/units in the order you
are planning to teach them.
Topic 8: Energy Production
One class is
90
minutes.
2-3
classes.
Assessment
instruments to
be used
Resources
List the main resources to be
used, including information
technology if applicable.
o
8.1 Energy Sources
12 Hours

Specific Energy & energy Density
problems

Sankey Diagrams

Primary Energy Sources

Electricity

Energy Sources (Renewable/NonRenewable)
o 8.2 Thermal Energy Transfer

Conduction, Convection, &
Radiation

Black Body Radiation, StefanBoltzman’s Law, Wien’s
Displacement Law
o Albedo, Emissivity, Solar Constant, The
Green House Effect, and Earth’s
Average Temperature
6
Application for authorization: Diploma Programme
Allocated time
Topic/unit
(as identified in the IB subject
guide)
Contents
in one week
there are
State the topics/units in the order you
are planning to teach them.
Year 2
Topic 5: Electricity & Magnetism
o
o
o
o
o
Topic 10: Fields**
One class is
o
o
5.1 Electric Fields
20 Hours

Charges and Forces

Coulomb’s Law & Electric Field

Work & Energy in Electric Fields

Metals, Charge, & Drift Speed

Charge, Current, and Potential
Difference
5.2 Heating Effect of Electric Currents

Parallel, Series, & Combination
Circuits

Ohm’s Law

Voltmeter’s & Ammeters

Ohmic & Non-Ohmic Devices

Resistivity

Kirchhoff’s Circuit Laws

Power Dissipation
5.3 Electric Cells

Cells (Primary & Secondary

Internal Resistance, Terminal
Potential Difference, & Emf
5.4 Magnetic Effects of Electric
Currents

Magnetic Fields

Magnetic Force: Charge moving
through a field
Magnetic Force: Current Carrying Wire
in a field
90
minutes.
2-3
classes.
Assessment
instruments to
be used
Unit Test
Quizzes
Unit Problem Sets
Worksheets
Java Applets
Probeware
Resources
List the main resources to be
used, including information
technology if applicable.
Textbooks
Workbooks
Guidebooks
Probeware
Interactive Whiteboard
Video Analysis
iPad
10.1 Describing Fields
15 Hours

Field Lines and Patterns

Potential Lines

Work Done in A Field
10.2 Fields at Work

Potential Energy & Fields

Electric & Gravitational Potential

Orbital Motion, Orbital Speed, &
Orbital Energy
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Application for authorization: Diploma Programme
Allocated time
Topic/unit
(as identified in the IB subject
guide)
Contents
in one week
there are
State the topics/units in the order you
are planning to teach them.
Topic 11: Electromagnetic
Year 2 Induction**
One class is
o
11.1 Electromagnetic Induction

Electromotive Force (Emf)

Magnetic Flux & Linkage

Faraday’s Law of Induction

Lenz’s Law
o Power Generation & Transmission

Alternating Current (AC)
Generators

Average Power

Transformers

Diode, Half-wave, & Full Wave
Rectification
o 11.3 Capacitance

Parallel Plate Capacitors &
Dielectrics

Capacitors in series and parallel

Energy in Capacitors

Discharge of Capacitors

RC Series Circuits and Time
Constant
20 Hours
90
minutes.
2-3
classes.
Assessment
instruments to
be used
Unit Test
Quizzes
Unit Problem Sets
Worksheets
Java Applets
Probeware
Resources
List the main resources to be
used, including information
technology if applicable.
Textbooks
Workbooks
Guidebooks
Probeware
Interactive Whiteboard
Video Analysis
iPad
8
Application for authorization: Diploma Programme
Allocated time
Topic/unit
(as identified in the IB subject
guide)
Contents
in one week
there are
State the topics/units in the order you
are planning to teach them.
Topic 7: Atomic, Nuclear, & Particle
Physics
o
o
o
Topic 12: Quantum & Nuclear
Year 2 Physics**
One class is
o
o
90
minutes.
2-3
classes.
Assessment
instruments to
be used
Resources
List the main resources to be
used, including information
technology if applicable.
7.1 Discrete Energy & Radioactivity
15 Hours

Discrete Energy, Energy Levels,
Transitions, & Calculations

Radioactive Decay: Alpha, Beta,
Gamma

Half-Life & Decay Curves

Isotopes & Background Radiation
7.2 Nuclear Reactions

Atomic Mass Unit, Mass Defect, &
Binding Energy

Nuclear Fission & Fusion
7.3 The Structure of Matter

Rutherford-Geiger-Marsden
Experiments

Particle Reactions

Quarks

Comparison & Application of
Fundamental Forces on Particles

Feynman Diagrams
12.1 The Interaction of Matter with
20 Hours
Radiation

Photons & The Photoelectric Effect

Matter Waves/Wave Particle Duality

Pair Production/Pair Annihilation

Uncertainty Principle
12.2 Nuclear Physics

Rutherford Scattering & de Broglie
Wavelength

Nuclear Energy Levels

Radioactive Decay & The Decay
Constant
Unit Test
Quizzes
Unit Problem Sets
Worksheets
Java Applets
Probeware
Textbooks
Workbooks
Guidebooks
Probeware
Interactive Whiteboard
Video Analysis
iPad
9
Application for authorization: Diploma Programme
Allocated time
Topic/unit
(as identified in the IB subject
guide)
Contents
in one week
there are
State the topics/units in the order you
are planning to teach them.
Option C: Imaging
One class is
o
o
o
o
C.1 – Introduction to Imaging
30 Hours

Thin Lenses

Curved Mirrors

Image Type, Size, & Orientation

Aberrations
C.2 Imaging Instrumentation

Compound Optical Instruments

Reflecting & Refracting Telescopes

Earth-based Telescopes & Satellitebased Telescopes
C.3 Fiber Optics

Structure of Fiber Optics

Total Internal Reflection & Critical
Angle

Dispersion, Attenuation

Scales (Decibel/Attenuation)

Advantages of Fiber Optics
C.4 Medical Imaging**

X-Rays

Ultrasound

Magnetic Resonance Imaging
90
minutes.
2-3
classes.
Assessment
instruments to
be used
Unit Test
Quizzes
Unit Problem Sets
Worksheets
Java Applets
Probeware
Resources
List the main resources to be
used, including information
technology if applicable.
Textbooks
Workbooks
Guidebooks
Probeware
Interactive Whiteboard
Video Analysis
iPad
10
Application for authorization: Diploma Programme
** Additional Higher Level Topics
2.
The group 4 project
As the IB guides say, “The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological
topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10—that is, to ‘encourage an understanding of the
relationships between scientific disciplines and the overarching nature of the scientific method.’” Describe how you will organize this activity. Indicate the timeline
and subjects involved, if applicable.
The IB science teachers (IB Physics, Chemistry, & Biology) plan on building a solar powered greenhouse in the designated area behind the school. Each subject will
approach the project from the content of the focusing discipline. This will describe the activity from the IB Physics perspective. We will be using the Vernier Labquest II
and Pasco SPARK hardware as well as the corresponding probes to measure the amount of electricity generated by each panel. The collaborating subjects will work
together to develop a design that aligns across the three aforementioned IB content areas. The school is already in possession of several large solar panels with the
necessary equipment for assembly. We will also construct the greenhouse so as to recycle rainwater that runs off of the roof and into water reservoirs (using chemical
processes, with biological effects in mind). Not only will the project be interdisciplinary it will also include multiple topics from physics (Topic 1: Measurements &
Uncertainties, Topic 9: Energy Production, Topic 12: Quantum & Nuclear Physics).
We plan on building the greenhouse on available space behind the school facility. Approval will be secured through the Fulton County Facilities office and funding will
be applied for from the Atlanta-based Captain Planet Foundation, which offers grants for garden/greenhouse-type projects in the K-12 Atlanta area. More information can
be found at http://captainplanetfoundation.org/apply-for-grants/. Each class will start doing background research on solar power, the technology involved, the
social/ecological benefits, and ways to improve on the design (ex. http://www.builditsolar.com/Projects/Sunspace/sunspaces.htm ). Chemistry will evaluate the materials,
Biology will focus on the living garden/rain recycling, and Physics will evaluate energy production via radiation and solar panels as well as the photoelectric effect. IB
Math Courses will help with related rates (water runoff) as well as the structural design proofing. Physics will collaborate with the math to work out vector measurements
for the green house (http://www.buildingagreenhouseplans.com/). The blueprints, plans, and all data will be put in a lab format as well as in a format so as to be replicated
in other inner city areas. The students will build these in a Habitat for Humanity format throughout the city in coming years as part of their service project.
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Application for authorization: Diploma Programme
3.
IB practical work and the internal assessment requirement to be completed during the course
As you know, students should undergo 40 hours (at standard level) or 60 hours (at higher level) of practical work related to the syllabus. Use the table below to
indicate the name of the experiment you would propose for the different topics in the syllabus. Indicate which experiments you would use for assessing each of
the internal assessment criteria—design (D), data collection and processing (DCP) and conclusion and evaluation (CE).
An example is given. Add as many rows as necessary.
Name of the topic
Experiment
Indicate the experiments you
would use for assessing design
(D), data collection and
processing (DCP) and conclusion
and evaluation (CE)
Topic 1: Measurements & Uncertainties
Error Analysis: Falling Object
DCP
Topic 2: Mechanics
Motion on an Incline
CE
Topic 2: Mechanics
Graphing Human Motion
D
Topic 2: Mechanics
Determining g on an Incline
DCP
Topic 2: Mechanics
Measuring Reaction Time
DCP
Topic 2: Mechanics
Either Way Lab: Vector Analysis
CE
Topic 2: Mechanics
Ranges of Projectiles
DCP
Topic 2: Mechanics
Air Resistance
DCP
Topic 2: Mechanics
Newton’s 2nd Law: Atwood’s Machine CE
Topic 2: Mechanics
Kinetic and Static Friction Lab
D
Topic 2: Mechanics
Conservation of Energy Design Lab
DCP
Topic 2: Mechanics
Energy of A Bouncing Ball
D
Topic 2: Mechanics
Momentum and Impulse
CE
Topic 2: Mechanics
Momentum, Collisions, and Energy
DCP
Any ICT used?
Pasco SPARK, Vernier Lab
Quest and Corresponding
Software (i.e. SPARKVUE,
Logger Pro), Microsoft
Excel, Video Analysis
Software)
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Name of the topic
Experiment
Indicate the experiments you
would use for assessing design
(D), data collection and
processing (DCP) and conclusion
and evaluation (CE)
Topic 6: Circular Motion & Gravitation
Centripetal Acceleration
DCP
Topic 6: Circular Motion & Gravitation
Rotational Dynamics
CE
Topic 3: Thermal Physics
Finding the Heat of Fusion for Water
D
Topic 3: Thermal Physics
Exploring the Properties of Gases
CE
Topic 4: Oscillations and Waves
Snell’s Law and Index of Refraction
Lab
D
Topic 4: Oscillations and Waves
Converging Lens Labs
CE
Topic 4: Oscillations and Waves
Standing Waves
CE
Topic 4: Oscillations and Waves
Harmonics in Tubes
DCP
Topic 9: Wave Phenomena
Springs: SHM Analysis
DCP
Topic 9: Wave Phenomena
Pendulum Lab
DCP
Topic 9: Wave Phenomena
Diffraction
D
Topic 8: Energy Production
Energy Density of Fuels
D
Topic 8: Energy Production
Thermal Energy Transfer
D, CE
Topic 5: Electricity & Magnetism
Coulomb’s Law Virtual Lab
CE
Topic 5: Electricity & Magnetism
Circuits Lab
DCP
Topic 5: Electricity & Magnetism
Kirchhoff’s Rules
D
Topic 5: Electricity & Magnetism
Magnetic Fields
CE
Topic 10: Fields
Electric Fields Applet Lab
DCP
Any ICT used?
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Application for authorization: Diploma Programme
Name of the topic
4.
Experiment
Indicate the experiments you
would use for assessing design
(D), data collection and
processing (DCP) and conclusion
and evaluation (CE)
Topic 10: Fields
Gravitational Field Analysis
CE
Topic 11: Electromagnetic Induction
Faraday’s Law of EMI
DCP
Topic 11: Electromagnetic Induction
Capacitance
DCP
Topic 11: Electromagnetic Induction
Electric Motors/Generators
D
Topic 7: Atomic, Nuclear, & Particle Physics
Alpha, Beta, Gamma Decay
CE
Topic 12: Atomic, Nuclear, & Particle Physics
Quantum & Nuclear Physics
Half-Life and The Decay Constant
DCP
Any ICT used?
Laboratory facilities
Describe the laboratory and indicate whether it is presently equipped to facilitate the practical work that you have indicated in the chart above. If it is not,
indicate the timeline to achieve this objective and describe the safety measures that are applicable.
The IB Physics class will be taught in a classroom with lab tables. The laboratory has seven lab stations and an interactive whiteboard. The
closet is being transitioned into a physics stockroom although there is a separate storage area for physics equipment.
We currently have seven PASCO Spark devices seven sets of standard Physics probes (e.g. motion detectors, photogates, force probes, voltmeters,
light intensity etc.). There are also 4 Vernier Lab Quests and we will need probes that are aligned to work with these devices. We have ordered an
additional 12 PASCO Spark devices and 12 Vernier Lab Quests with additional probes for each brand of device so the issue with probes for the
Vernier will be adjusted. The IB department has 2 iPad carts and there are Apps that allow us to use the probes with the iPads. We also have 5 air
tracks as well as 7 optics benches. The probeware is being organized by brand on carts to ensure that they remained charged. We also have 30
Texas Instruments NSpires on charging docks that are compatible with the Vernier Probes we have ordered. There are a few items that must be
ordered for some of the more complex labs that are specific to IB Physics but the school has permitted a budget for this equipment.
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Application for authorization: Diploma Programme
5.
Other resources
Indicate what other resources the school has to support the implementation of the subject and what plans there are to improve them, if needed.
We currently have seven PASCO Spark devices seven sets of standard Physics probes (e.g. motion detectors, photogates, force probes,
voltmeters, light intensity etc.). There are also 4 Vernier Lab Quests and we will need probes that are aligned to work with these devices. We
have ordered an additional 12 PASCO Spark devices and 12 Vernier Lab Quests with additional probes for each brand of device so the issue
with probes for the Vernier will be adjusted. The IB department has 2 iPad carts and there are Apps that allow us to use the probes with the
iPads. We also have 5 air tracks as well as 7 optics benches. The probeware is being organized by brand on carts to ensure that they remained
charged. We also have 30 Texas Instruments NSpires on charging docks that are compatible with the Vernier Probes we have ordered. There
are a few items that must be ordered for some of the more complex labs that are specific to IB Physics but the school has permitted a budget for
this equipment.
6.
Links to TOK
You are expected to explore links between the topics of your subject and 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.
Topics
Topic 2: Mechanics
Topic 6: Circular Motion &
Gravitation
Topic 7: Atomic, Nuclear, &
Particle Physics
Topic 12: Quantum &
Nuclear Physics
Link with TOK (including description of lesson plan)
Students will compare the development of classical physics laws to modern physics laws. The work of scientists
(classical period & modern period) to develop laws that define natural phenomenon that is taught and accepted today.
They will evaluate the epistemological facets of classical and modern physics knowledge. Looking at modern
technology and human accomplishments (i.e. space exploration, transportation, medical technology). Students must
show comprehension mathematically and verbally. They must consider the use of reason, emotion, sense perception,
and language to explain how they know what they know.
A sample lesson could be a problem set that requires students to solve classical and modern physics problems with
mathematical and verbal explanations. After the problems are solved the students must write an extensive paper using
the following guiding research questions: How did scientists develop these classical laws of physics (epistemological)?
How was classical physics used to develop the very technology that enabled modern physics to improve upon as well as
disprove the classical physics laws? How might these laws have been more or less specific if the scientists used the
technology of today? The students must not only use the problem set but they must also research the topics to show
relationships and differences between classical and modern physics. Students must also acknowledge flaws and areas
that are still unknown with the modern & classical physics realm.
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Application for authorization: Diploma Programme
7.
International mindedness
Every IB course should contribute 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
Topic 5: Electricity &
Magnetism
Contribution to the development of international mindedness (including resources you will use)
5.2 – Heating effect of electric currents
5.3 – Electric cells
Students will evaluate the principles of electricity and circuits from an international framework. The current standard
voltage in the United States in 120 Volts. In other countries the standard voltage varies from 110 Volts to 240 Volts.
Students will evaluate what kind of issues that other countries have because of this difference in standard voltage as well
as benefits from deviating from the US standard of 120 Volts. They will use both qualitative and quantitative
measurements to evaluate this difference as well as the issues/benefits resulting from this difference.
A lesson would include schematic diagrams with series, parallel, and combination circuits that required solving using the
American Standard Voltage and then the problems would be solved using the standard voltage from other countries
(http://www.powerstream.com/cv.htm ). The voltage passing through each device (i.e. resistor) would be calculated in
each schematic for each country. The power consumption could then be evaluated to compare use of electrical energy in
the United States compared to other places in the world. After the calculations were completed the students would then
assess the possible reasons for the differences between the United States and the rest of the world. This would be
followed by a reflection on the resources that are at the disposal of the U.S. compared to other countries.
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Application for authorization: Diploma Programme
8.
Development of the IB learner profile
Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one
topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you
will identify.
Topic
Contribution to the development of the attribute(s) of the IB learner profile
Lab Design
Inquirers: Many of the lab exercises require students to design a procedure to evaluate natural phenomenon or to prove
laws of classical physics. This enables students to develop applicable laboratory and research skills.
Topic 1: Measurements and
Uncertainties
Risk-Takers: Learning to estimate quantities requires a great deal of practice. Many times learning to estimate is a
corrective learning method whereas the student must correct misconceptions and mistakes. Additionally, error analysis
highlights flaws in method. Learning to estimate and evaluate errors is a strong introduction to taking risks in scientific
research. This is how real lab work is done.
Communicators: Students will need to be able to solve motion, forces, and energy problems using qualitative and
quantitative explanations. They will also need to be able to solve problems using multiple content strands within
mechanics (e.g. 2.1 Motion, 2.2 Forces, 2.3 Work, Energy, & Power). One problem may require a mathematical process
followed by a written explanation. Furthermore, the problem may need to be solved using concepts from motion, then resolved using forces, followed by energy. This empowers students to communicate in multiple modes using multiple
methods.
Caring: Building a solar powered greenhouse will provide an inner city school with the experience of having a living
garden on the premises. Additionally, this greenhouse will be environmentally beneficial by using rain reservoirs to
recycle water and solar power to eliminate the use of power plant based electricity (i.e. coal, nuclear).
Topic 2: Mechanics
Group 4 Project
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Application for authorization: Diploma Programme
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Application for authorization: Diploma Programme