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Teaching IB Physics in Victorian Schools

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Title: Teaching IB Physics in Victorian Schools


1
Teaching IB Physics in Victorian Schools
  • Physics Teachers Conference
  • 2004
  • Merryn Dawborn-Gundlach
  • Jill Crawford
  • Methodist Ladies College, Kew

2
The International Baccalaureate
Senior academic studies with an international
focus
3
What is the International Baccalaureate Diploma?
  • a comprehensive two-year program
  • a pre-university course of studies with a global
    focus
  • assessment mainly in Year 12
  • fulfils the requirements of various national
    education systems

4
Unique characteristics
  • curriculum based on six academic areas
  • with a core of special features incorporating
  • Theory of Knowledge (TOK)
  • Creativity, Action, Service (CAS)
  • Extended Essay

5
Language A1 Group 1
Individuals SocietyGroup 3
Language Group 2
Experimental Science Group 4
Mathematics Group 5
Group 6 Arts Electives
6
Student Program
  • one subject from each of the six subject groups
  • at least 3 and not more than 4 at Higher Level
    (HL)
  • remainder at Standard Level (SL)
  • participate in the core program
  • submit an extended essay
  • follow TOK course
  • engage in CAS activities

7
IB Assessment
  • criterion referenced
  • reflects attainment of knowledge and skills
  • variety of assessment methods to value content
    and process
  • takes into account different learning styles and
    cultural patterns

8
Award of the IB Diploma
  • up to 3 additional points for extended essay and
    work in TOK
  • each subject performance graded on a 7 point
    scale
  • Diploma requires minimum total of 24 points plus
    satisfactory completion of the extended essay,
    TOK course and CAS activities

9
University Recognition
  • allows ready access to all major world
    universities
  • within Victoria, all IB students also sit the GAT
    and receive a notional ENTER score
  • some HL subjects give advanced placement or
    credit on tertiary courses

10
Group 4 Subjects
  • Experimental Sciences
  • Biology
  • Chemistry
  • Design Technology
  • Physics
  • Environmental Systems

11
Course Specifications
  • Standard Level
  • Core 80
  • Options (2) 30
  • Investigations 2530
  • Group 4 Project 10-15
  • Total 150 hours
  • Higher Level
  • Core 80
  • Additional Higher Level 55
  • Options (2) 45
  • Investigations 45-50
  • Group 4 Project 10-15
  • Total 240 hours

12
Course SL (all students)
  • Physics Physical Measurement
  • Mechanics
  • Thermal Physics
  • Waves
  • Electricity Magnetism
  • Atomic Nuclear Physics

13
Course Additional Higher Level
  • Measurement and Uncertainties
  • Mechanics
  • Thermal Physics
  • Wave Phenomena
  • Electromagnetism
  • Quantum Physics and Nuclear Physics

14
Options
  • Option A Mechanics (SL)
  • Option B Quantum Physics and Nuclear Physics
    (SL)
  • Option C Energy Extension (SL)
  • Option D Biomedical Physics (SL HL)
  • Option E The History Development of
    Physics (SL HL)
  • Option F Astrophysics (SL HL)
  • Option G Relativity (SL HL)
  • Option H Optics (SL HL)

15
Assessment Specifications
  • Standard Level
  • Paper 1 20
  • Paper 2 32
  • Paper 3 24
  • Internal Assessment 24
  • Higher Level
  • Paper 1 20
  • Paper 2 36
  • Paper 3 20
  • Internal Assessment
  • 24

16
Internal Assessment
  • 8 Assessment criteria are used by the teacher to
    mark a selection of short and long term
    investigations. The student / or teacher
    selected pracs are then externally moderated by
    the IBO.
  • The Practical Scheme of Work (PSOW) is the
    complete course of practical work planned by the
    teacher and acts as a summary of all the
    investigative activities (including the Group 4
    Project) carried out by the student.
  • SL students must complete at least 40 hours,
    including the Group 4 project and HL students 60
    hours.

17
Practical Scheme of Work (PSOW)
  • CONTENTS
  • EXPT TITLE
  • 1 Waves in One Dimension
  • 2 Waves in Two Dimensions Reflection of Waves
  • 3 Waves in Two Dimensions Refraction of Waves
  • 4 Waves in Two Dimensions Diffraction of Waves
  • 5 Waves in Two Dimensions Interference
    Patterns
  • 6 The Formation of Images in Plane Mirrors
  • 7 Curved Mirrors
  • 8 The Image Formed by a Concave Mirror
  • 9 The Refraction of Light
  • 10 Total Internal Reflection
  • 11 Lenses
  • 12 The Image Formed by a Convex Lens
  • 13 Spherical Aberration and Caustic Curves
  • 14 The Speed of Sound
  • 15 The Speed of Sound (Resonance Method)

18
PSOW
  • 26 Electrostatics
  • 27 Currents in Circuits
  • 28 Energy Transfer in Circuits
  • 29 Relationship between Potential Difference and
    Current
  • 30 Factors Affecting Resistance
  • 31 Resistors in Series and Parallel
  • 32 Controlling Currents and Potential Difference
  • 33 Resistive Components in Circuits
  • 34 Internal Resistance
  • 35 The Field of a Current Carrying Loop
  • 36 Magnetic Field of a Solenoid (Current
    Balance)
  • 37 Electric Motors
  • 38 Electromagnetic Induction
  • 39 A Model Transformer
  • 40 The Half Life of Protactinium
  • 41 Centripetal Force
  • 42 Determination of the Universal Gravitation
    Constant
  • 43 Investigation of Oscillating Systems

19
Group 4 Project
  • Sample topics
  • Skiing
  • Science in the theatre
  • Surface tension of water
  • Weathering
  • Causes and effects of coastal erosion
  • Science of sport
  • Summertime
  • Pollution in the city

20
Group 4 Project
  • MLC Group 4 Project 2003
  • SUMMERTIME and the LIVING IS EASY
  • 1. Groups of 4 or 5 students
  • 1 Physics
  • 1 or 2 Chemistry
  • 1 or 2 Biology
  • 2. Examination of the topic and definition of
    activities
  • (2-4 hours)
  • Each group is to decide on a theme of common
    interest for the topic Summertime and the Living
    is Easy.
  • Within each group, students from each Science
    subject are to brainstorm ideas and note relevant
    aspects of the theme to be studied. You will
    need to investigate one aspect of Physics, and
    one or two aspects of Biology and Chemistry,
    depending on the number of students in your group
    and how many subjects they are representing.
  • 3. Action
  • (5-6 hours/Science subject)

21
Group 4 Project
  • 4. Evaluation
  • (2-4 hours)
  • The emphasis during this stage will be on
    students sharing their findings, both successes
    and failures, with other groups, staff and
    invited guests.
  • Each group will be required to present its
    findings using the poster format, and a 5-7
    minute oral presentation from each student for
    each area of Science that the student studied
    will be required. The presentation should be a
    collaborative effort involving all the members of
    your group.
  • Note while reference to the poster during the
    presentation is permitted, reading from the
    poster is strictly disallowed.
  • The Group 4 project will contribute toward your
    Internal Assessment and may be considered in your
    planning (a), planning (b) and personal skills
    categories.
  • The Log Book
  • Each student must keep a log book, regularly
    documenting their ongoing contribution to the
    project.
  • The log book will contain
  • A record of what was accomplished during each
    session spent on the project.
  • The time spent on each activity during the
    project.
  • All notes, resources, etc. collected during the
    investigation.
  • You will need to consult with your supervising
    teacher about your activities during each
    session. Your supervising teacher will need to
    sign your book to verify the work completed
    during each session.

22
Extended Essay
  • One of the requirements of the IB Diploma is for
    students to write a 4000 word Extended Essay.
  • This may be done in any one of the 6 subjects the
    student takes.
  • To assess the EE, there are several General
    Criteria and also Subject Specific Criteria.
  • In Physics, the EE may be experimental,
    data-based, survey based or a theoretical/computer
    model. The recommended style is for the EE to be
    experimental.

23
EE Sample Topics
  • An investigation in acoustics the testing of
    transmissive, reflective and absorptive
    properties of some common materials.
  • On blowing bubbles in liquid effects of
    detergent on surface tension.
  • The variation in resistance of a wire subjected
    to different strains.
  • The use of interference fringes to measure small
    displacements.

24
Teaching the IB Comparison to the VCE
  • Strengths
  • Interesting course
  • Support is provided via the Online Curriculum
    Centre
  • Criterion referenced
  • Cooperative Learning model students are not
    ranked against each other
  • Difficulties
  • Content driven
  • Lack of hours
  • Workshops
  • Applications
  • Textbooks
  • Isolation

25
IB Physics Teachers Network
  • Please feel free to contact us or help us set up
    a network of Victorian Physics teachers in the IB
    system.
  • dawborlm_at_mlc.vic.edu.au
  • crawfojk_at_mlc.vic.edu.au
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