Course description:

Physics is the study of matter and energy and their interactions in the Universe. The focus of this
course is to provide students with a general survey of the physical laws pertaining to classical
Newtonian mechanics, wave motion and interference, electromagnetism, quantum mechanics
and Einsteinian relativity.

The class will concurrently address the effects of discoveries in Physics on technology and the
role that science has played in the international community. Examples of this include the
introduction of the compass to Western Europe from the Chinese, the international cooperation
that occurred during the preliminary discoveries of radioactivity and the social and ethical impact
of the atomic bomb during World War II.

Students will water for the Utah Valley potable for nearly 60000 residents be assessed frequently in both traditional
assessment techniques and be required to complete open-ended laboratory experimentation. As a Group 4 project,
the local sewage treatment plant will allow students to see how the different scientific disciplines work together to
make drinking

Topics:

It is the IB Physics teacher’s belief that both SL and HL students would be best served if their
classes are two-year programs. Our current schedule has students meeting every other day for 84
minutes, 90 times during the school year. This is equivalent to an 18 week semester.

Below is a brief outline of topics to be covered in each year for SL and HL students. The timing
is approximate, but has been designed to meet IB requirements as closely as possible. For each
topic, a short description of related lab exercises has been included. Other labs may be added as
time allows.

In year 1, both SL and HL students will study the core curriculum and complete the Group 4
project.

Using the 2006 Curriculum Review Report, students would progress through

• Measurement (1 week)
 o Each student measures the length, width and height of the classroom using a
meter stick. The accuracy and precision of the students’ measurements is
analysed.

o Each student measures the circumference and diameter of a circle. Students

measure the error of their measurements compared to the established value for pi.

• Mechanics (3.5 weeks)

o Students design and carry out an experiment to measure Earth’s gravitational

acceleration.

o Students use mechanical energy conservation to predict the speed

• Thermodynamics (1.5 weeks)

o Students measure the specific heat of a metal sample and compare the
experimental value to established values.

o Students design an experiment to safely measure the temperature of a flame.

• Oscillations and Waves (2 weeks)

o Students discover the factors that effect the period of a linear simple harmonic
oscillator.

o Students calculate the acceleration due to gravity using a pendulum.

• Electrostatics (1.5 weeks)

o Students measure and graph the discharge of different capacitors.

o Students simulate the Millikan Oil Drop Experiment using BBs sealed in opaque
film cans and determine the mass of an individual BB.

• Fields (1.5 weeks)

o Students create a model solar system and determine planetary masses, orbital
velocities, orbital periods and solar masses.

o Students measure the electrostatic constant using a scotch tape electroscope.

• Atomic Physics (2 weeks)

o Students calculate the half-life of a radioactive sample.

 o Students graph the binding energy per nucleon as a function of atomic number
and determine the elements that will undergo fission or fusion.

• Environmental Physics (4 weeks)

o Students measure the electric energy usage in their hoe and develop means of
conservation.

o Students research “alternative energy sources” and the improvements and

detriments to using these fuels.

• Group 4 Project (1 week)

In year 2, students desiring to take SL will move through the following progression:

• Optics (3 weeks)

o Students discover the magnification equation for image formation of a convex

lens.

o Students calculate the wavelength of a laser using a diffraction grating with a

known spacing.

• Quantum Mechanics (3 weeks)

o Students calculate Planck’s Constant using a photovoltaic cell and compare the
experimental vale to the established value.

o Students construct a model of the Rutherford Foil Experiment.

• Digital Technology (3 weeks)

o Students construct digital circuits and compare their components to analog

circuits.

o Students measure the size of a “cell” using the on-site tower and measuring the
distance to other towers.

• Relativity and Particles (3 weeks)

 o Students advocate at what speed relativistic effects must be taken into account
and state reasons why they select that speed.

o Students construct a “particle zoo” given mass and charge information of

subatomic particles.

The remaining 6 weeks is for review and test taking. It is the goal that by offering SL students
all four standard level options, the students can decide which option best suits them for the final
papers.

Year 2 HL students will move through the following topics:

• Motions through fields (1.5 weeks)

o Students develop a procedure to calculate the landing point of a projectile.

o Students map the electric field around a conductor and concurrently map
equipotentials about that conductor.

• Thermal Physics (1 week)

o Students measure the thermal efficiency of a refrigerator and compare it to the

Carnot efficiency.

o Students write a procedure to demonstrate and measure entropy.

• Wave Phenomena (2.5 weeks)

o Students design a model of transverse and longitudinal wave motion.

o Students design a procedure to measure the speed of sound.

• Electromagnetic Induction (1.5 weeks)

o Students use DC motors to generate and measure a potential difference.

o Students use a rare earth magnet and a vertical metal tube to measure the induced
force created by Lenz’s Law.

• Quantum and Nuclear Physics (3 weeks)

o Students calculate Planck’s Constant using a photovoltaic cell and compare the
experimental vale to the established value.
 o Students construct a model of the Rutherford Foil Experiment.

• Digital Technology (1.5 weeks)

o Students construct digital circuits and compare their components to analog

circuits.

o Students measure the size of a “cell” using the on-site tower and measuring the
distance to other towers.

• Relativity (4 weeks)

o Students advocate at what speed relativistic effects must be taken into account
and state reasons why they select that speed.

o Students use relativity to prove or disprove concepts in science fiction movies.

• Particle Physics (4 weeks)

o Students construct a “particle zoo” given mass and charge information of

subatomic particles.

o Students use string theory to explain subatomic particle interactions.

While students could potentially take the AP Physics B test after their second year, it is strongly recommended
against due to the limited usability of AP Physics B credit at a university

Assessment:

Internal Assessment

Students will be assessed on their science skills in the laboratory. Theses skills will be assessed
using the IB criteria and aspects for laboratory investigation:

• Planning (a)

o Defining the problem or research question.

o Formulating a hypothesis or prediction.

o Selecting variables.

• Planning (b)

o Selecting appropriate apparatus or materials (including diagrams).

 o Designing a method for the control of variables.

o Designing a method for the collection of sufficient relevant data.

• Data Collection

o Collecting and recording raw data.

o Organizing and presenting raw data.

• Data Processing and Presentation

o Processing raw data.

o Presenting processed data.

• Conclusion and Evaluation

o Drawing conclusions.

o Evaluating procedures and results.

o Improving the investigation.

• Manipulative Skills

o Carrying out techniques safely.

o Following a variety of instructions, including oral, written, videos, flowcharts,

etc.

• Personal Skills (a)

o Working within a team of 2 or more people.

o Recognizing the contributions of others.

o Exchanging and integrating ideas.

• Personal Skills (b)

o Approaching scientific investigations with self-motivation and perseverance.

o Working in an ethical manner.

 o Paying attention to environmental impact.

The students will be graded on each aspect at least twice during the year. Their competency will
be recorded on the Practical Scheme of Work sheet as “complete”, “partial” or “not at all.”

External Assessment

In preparation for the external assessment papers, students will be tested at the conclusion of
each topic using multiple choice (i.e. Paper 1), data based questions (Paper 2) and short and
extended response questions (Papers 2 and 3). Whenever applicable, questions from previous IB
papers will be used to familiarize students with the format and language of the upcoming exam.

Non IB Assessment

As topics are introduced, students will be required to complete homework assignments related to
new material covered in class. Most assignments will enhance students’ problem solving skills,
as well as reinforce qualitative concepts and provide practice in predicting phenomena without
using mathematical techniques.

Group 4 Project

At the end of Year 1 (as outlined above), following the Environmental Physics topic, students
will complete the Group 4 project at the local sewage treatment plant. The plant uses multiple
techniques for disinfecting wastewater for re-use in the northern section of Utah County. The
plant’s methods of cleaning the water includes

• Aerobic and anaerobic bacteria to destroy disease inherent to wastewater.

• Chlorination and other chemical additives to purify and precipitate dangerous metallic
compounds out of the water.

• Ultraviolet radiation to destroy remaining biological agents in the water.

 • Extensive mechanization to transport, isolate and store water in various stages of
purification.

As part of the Group 4 project, it is our hope to contact other IB member schools via the OCC
and email to compare and contrast methods and effectiveness of water purification in other parts
of the world. By the end of the project, students should gain an appreciation for the challenges,
successes and failures of maintaining a ready source of potable water for large populations.

Resources:

Textbook

The proposed textbook that we will be using in both SL and HL is the latest edition of the
Giancoli Physics or Hecht’s Physics (Algebra and Trig). Both textbooks give students ample
practice and explanation for the required topics.

Computers

In addition to the textbook, our school has a large computer lab where students can conduct
online experiments and use Interactive Physics for modelling experiments that cannot be carried
out in the physical laboratory. Students will use the Internet to communicate with international
students during the Group 4 project.

Physical Laboratory

The Physics Lab at Provo High is one-half of a portable classroom. There are laminate lab tables
for students to conduct experiments on, two sinks, 24 overhead electrical outlets and equipment
ranging from meter sticks to Tesla coils. There is no natural gas line leading to the classroom to
conduct experiments with fire. Other science classrooms do have this capability and IB students
are welcome to use these rooms when the need arises.

Standards:

http://www.ibo.org

Utah State Standards http://www.uen.org/core/core