COURSE OUTLINE – Grades 11 and 12 (2022-24)

IBDP – Physics
Teacher: Mr. Krishna Kumar Purohit

Philosophy statement
“Physics is a tortured assembly of contrary qualities: of skepticism and rationality, of freedom
and revolution, of passion and aesthetics, and of soaring imagination and trained common
sense.”
Leon M Lederman (Nobel Prize for Physics, 1988)

Physics is the most fundamental of the experimental sciences, as it seeks to explain the
universe itself from the very smallest particles—currently accepted as quarks, which
may be truly fundamental—to the vast distances between galaxies. Physics is not just
about sliding boxes on an inclined plane or the tension in a rope. Physics is at the
intersection of many disciplines (biophysics, medical physics, geophysics, etc.), ties
these disciplines together, and bridges them to mathematics.

The NMS Physics Department strives to share its passion for physics and how widely
applicable physics is in areas that range from muscles and body mechanics, to diffusion
in a cell, to space exploration and our climate. The goal of physics is to understand the
way the world works from the tiniest speck of matter to the entire cosmos.

At NMS Physics Department, we endeavor to create a learning environment which is

stimulating, tolerant and pleasant and which encourages intellectual inquiry and
curiosity. The IB Diploma Programme Physics course enhances your ability to think
critically and develops problem solving skills. It also enables the students to develop
interpersonal skills and information and communication technology skills which are the
pre-requisites in today’s world. More than anything we hope that by the end of the
course you will share our enthusiasm for physics.

IB Diploma Programme Physics Course

The Diploma Programme physics course includes the essential principles of the subject
but also, through selection of an option, allows students some flexibility to adapt the
course to meet their needs. The course is available at both SL and HL, and therefore
accommodates students who wish to study physics as their major subject in higher
education and those who do not.
At the school level both theory and experiments should be undertaken by all students.
They should complement one another naturally, as they do in the wider scientific
community. The Diploma Programme physics course allows students to develop
traditional practical skills and techniques and increase their abilities in the use of
mathematics, which is the language of physics.

Distinction between SL and HL

IB Diploma Programme Physics students at standard level (SL) and higher level (HL)
undertake a common core syllabus, a common internal assessment (IA) scheme and
have some overlapping elements in the option studied. They are presented with a
syllabus that encourages the development of certain skills, attributes and attitudes, as
described in the “Assessment objectives” section of this document. While the skills and
activities of DP Physics are common to students at both SL and HL, students at HL are
required to study some topics in greater depth, in the additional higher level (AHL)
material and in the common options. The distinction between SL and HL is one of
breadth and depth.

Past experience shows that students will be able to study Physics at SL successfully
with no background in, or previous knowledge of, Physics. However, for most students
considering the study of Physics at HL, some previous exposure to formal Physics
education would be necessary.

Aims
Through studying Physics, students should become aware of how scientists work and
communicate with each other. While the scientific method may take on a wide variety
of forms, it is the emphasis on a practical approach through experimental work that
characterizes Physics.

The aims enable students to:

1. appreciate scientific study and creativity within a global context through

stimulating and challenging opportunities
2. acquire a body of knowledge, methods and techniques that characterize science and
technology
3. apply and use a body of knowledge, methods and techniques that characterize
science and technology
4. develop an ability to analyze, evaluate and synthesize scientific information
5. develop a critical awareness of the need for, and the value of, effective collaboration
and communication during scientific activities
6. develop experimental and investigative scientific skills including the use of current
technologies
7. develop and apply 21st-century communication skills in the study of science
8. become critically aware, as global citizens, of the ethical implications of using
science and technology
9. develop an appreciation of the possibilities and limitations of science and
technology
10. Develop an understanding of the relationships between scientific disciplines and
their influence on other areas of knowledge.

Syllabus outline
Syllabus component SL/HL
Core 95
1. Measurements and uncertainties 5
2. Mechanics 22
3. Thermal physics 11
4. Waves 15
5. Electricity and magnetism 15
6. Circular motion and gravitation 5
7. Atomic, nuclear and particle physics 14
8. Energy production 8

Additional higher level (AHL)(only for HL) 60

9. Wave phenomena 17
10. Fields 11
11. Electromagnetic induction 16
12. Quantum and nuclear physics 16

SL HL
Option 15 25
 A. Relativity 15 25
B. Engineering physics 15 25
C. Imaging 15 25
D. Astrophysics 15 25
Practical scheme of work 40 60
Practical activities 20 40
Individual investigation (internal assessment – IA) 10 10
Group 4 project 10 10
Total teaching hours 150 240

Syllabus content
 CONTENT and SKILLS

Year 1
Core
HRS AHL HOURS
(SL+ HL)
Measurements and
Topic 1 5
uncertainties
Topic 2 Mechanics 22
Circular motion and
Topic 6 5
gravitation
Topic 3 Thermal physics 11
Topic 4 Waves Topic 9 Wave
15 17
Phenomenon
Atomic, nuclear and Topic 10
Topic 7 14 Fields 11
particle physics
Group 4 10
Practical’s 10 10

Year 2

Topic 5 Electricity and 15 Topic 11 Electromagnetic 16

magnetism induction
Topic 8 Topic 12 Quantum and
8 16
Energy production Nuclear Physics
Astrophysics
Option
Astrophysics 15 10

Practical 10 20
IA 10

SKILLS:

 Observational skills
  Data collection

 Analysis and synthesis of knowledge

 Organizational skills

 Manipulative skills

 Personal Skills

 Collaborative working skills

Prescribed Practical

Topic 2.1 Determining the acceleration of free-fall

Topic 3.1 Applying the calorimetric techniques of specific heat capacity or
specific latent heat
Topic 3.2 Investigating at least one gas law
Topic 4.2 Investigating the speed of sound
Topic 4.4 Determining refractive index
Topic 5.2 Investigating one or more of the factors that affect resistance
Topic 5.3 Determining internal resistance
Topic 7.1 Investigating half-life
Topic 9.3 Investigating Young’s double-slit (HL only)
Topic 11.2 Investigating a diode bridge rectification (HL only)
 TEXTBOOKS AND MATERIALS USED

TEXTBOOKS:

• Physics for IB Diploma – K.A. Tsokos

LIBRARY RESOURCES:

Advanced Physics - Keith Gibbs

Advanced Physics for you - Keith Johnson and

Others

Physics – 1 - David Sang

IB Diploma Programme Physics Course Companion - Tim Kirk

The Structure of Scientific Revolutions - Thomas S. Kuhn

Cambridge International As/A Level Physics - Lowrie Ryan, Roger

Norris

Physics SL-IB Diploma Programme - David Homer

Physics HL-IB Diploma Programme - David Homer

University Physics - Nelkon & Parker

Fundamentals of Physics - Muncaster

The IB Physics Study Guide – Tim Kirk

WEBSITES AND LINKS:

• [Link]
• [Link]
• [Link]
• [Link]
• [Link]
 [Link]
[Link]
 [Link]

More sites will be explored in the course of our teaching

Assessment
Assessment objectives

The assessment objectives for biology, chemistry and physics reflect those parts of the
aims that will be formally assessed either internally or externally. These assessments
will centre upon the nature of science. It is the intention of these courses that students
are able to fulfill the following assessment objectives:
1. Demonstrate knowledge and understanding of:
a. facts, concepts and terminology
b. methodologies and techniques
c. communicating scientific information.
2. Apply:
a. facts, concepts and terminology
b. methodologies and techniques
c. methods of communicating scientific information.
3. Formulate, analyse and evaluate:
a. hypotheses, research questions and predictions
b. methodologies and techniques
c. primary and secondary data
d. scientific explanations.
4. Demonstrate the appropriate research, experimental, and personal skills necessary to
carry out insightful and ethical investigations.
School Assessment Composition (Grade 11)

Assessments Weighting Description

Formative Assessments (FA 1 & Mid Semester Written Test 1 &

20%
2) Formative Task

Semester Examination I 30% Written papers

Formative Assessments (FA 3 & Mid Semester Written Test 2 &

20%
4) Formative Task

Semester Examination 2 30% Written papers

School Assessment Composition (Grade 12)

Assessments Weighting Description

Formative Assessments (FA 1 & Mid Semester Written Test 1 &

20%
2) Formative Task

Semester Examination I 30% Written papers

Formative Assessments (FA 3 &

10% Formative Tasks &
4) Mid Semester Written Test 1

Pre Board Mock 40% Based on IB Papers

KEY DATES of assessment-refer to School Calendar in Student handbook 2022-23.

External Assessment
External assessment details—SL

Paper 1
Duration: 3/4 hour
Weighting: 20%
Marks: 30
• 30 multiple-choice questions on core, about 15 of which are common with HL.
• The questions on paper 1 test assessment objectives 1, 2 and 3.
• The use of calculators is not permitted.
• No marks are deducted for incorrect answers.
• A physics data booklet is provided.

Paper 2
Duration: 1¼ hours
Weighting: 40%
Marks: 50
• Short-answer and extended-response questions on core material.
• The questions on paper 2 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted.
• A physics data booklet is provided.

Paper 3
Duration: 1 hour
Weighting: 20%
Marks: 35
• This paper will have questions on core and SL option material.
• Section A: one data-based question and several short-answer questions on
experimental work.
• Section B: short-answer and extended-response questions from one option.
• The questions on paper 3 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted.
• A physics data booklet is provided.

External assessment details—HL

Paper 1
Duration: 1 hour
Weighting: 20%
Marks: 40
• 40 multiple-choice questions on core and AHL, about 15 of which are common with
SL.
• The questions on paper 1 test assessment objectives 1, 2 and 3.
• The use of calculators is not permitted.
• No marks are deducted for incorrect answers.
• A physics data booklet is provided.

Paper 2
Duration: 2¼ hours
Weighting: 36%
Marks: 90
• Short-answer and extended-response questions on the core and AHL material.
• The questions on paper 2 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted.
• A physics data booklet is provided.

Paper 3
Duration: 1¼ hours
Weighting: 24%
Marks: 45
• This paper will have questions on core, AHL and option material.
• Section A: one data-based question and several short-answer questions on
experimental work.
• Section B: short-answer and extended-response questions from one option.
• The questions on paper 3 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted.
• A physics data booklet is provided.
IB Assessment Outline SL

First assessment 2016

Approximate
Overall weighting of Duration
weighting Objectives (%)
Component (hours)
(%)
1+2 3
Paper 1 20 10 10 ¾
Paper 2 40 20 20 1¼
Paper 3 20 10 10 1

Internal Covers objectives

assessment 20 1, 2, 3 and 4 10

Assessment outline HL

First assessment 2016

Approximate
Overall weighting of Duration
weighting Objectives (%)
Component (hours)
(%)
1+2 3
Paper 1 20 10 10 1
Paper 2 36 18 18 2¼
Paper 3 24 12 12 1¼
Covers
Internal objectives
assessment 20 1, 2, 3 and 4 10
Internal Assessment

Internal assessment is an integral part of the course and is compulsory for both SL and
HL students. It enables students to demonstrate the application of their skills and
knowledge, and to pursue their personal interests, without the time limitations and
other constraints that are associated with written examinations.
The internal assessment is woven into normal classroom teaching and is not a separate
activity conducted after a course has been taught. The internal assessment requirements
at SL and at HL are the same.

Duration: 10 hours

Weighting: 20%

• Individual investigation
• This investigation covers assessment objectives 1, 2, 3 and 4.

Internal assessment criteria

The new assessment model uses five criteria to assess the final report of the individual
investigation with the following raw marks and weightings assigned:

Personal
engagement Exploration Analysis Evaluation Communication Total

2 (8%) 6 (25%) 6 (25%) 6 (25%) 4 (17%) 24 (100%)

Group 4 Project

The group 4 project is a collaborative activity where students from different Science
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
“develop an understanding of the relationships between scientific disciplines and their
influence on other areas of knowledge”.
The project can be practically or theoretically based. The group 4 project allows students
to appreciate the environmental, social and ethical implications of science and
technology. It may also allow them to understand the limitations of scientific study, for
example, the shortage of appropriate data and/or the lack of resources. The emphasis is
on interdisciplinary cooperation and the processes involved in scientific investigation,
rather than the products of such investigation.