Unit Name Total Total Number of Lessons Lessons Subtopic
Topic 1: Measurements and Uncertainties 6 (5 hours teaching)
Topic 1.1 Measurement in Physics
Number of Lessons
1
Essential Idea Since 194! the S"st#me $nternational $nternational %&Unit's (S$) has been use% as the preferre% language of science an% technolog" across the globe an% reects current best measurement practice Nature of Science *ommon terminolog"+ Since the 1th centur"! scientists ha,e sought to establish common s"stems of measurements to facilitate international collaboration across science %isciplines an% ensure replication an% comparabilit" of eperimental .n%ings (16)
$mpro,ement in instrumentation+ /n impro,ement in apparatus an% instrumentation! such as using the transition of cesium-100 atoms for atomic clocs! has le% to more re.ne% %e.nitions of stan%ar% units (1) *ertaint"+ /lthough scientists are percei,e% as 2oring to2ar%s .n%ing 3eact ans2ers! the una,oi%able uncertaint" in an" measurement al2a"s eists (06) Learning !"ecti#e $S%ills& 'ontent and (no)ledge* Understandings:
un%amental an% %eri,e% S$ units Scienti.c notation an% metric multipliers Signi.cant .gures r%ers of magnitu%e 7stimation
Teaching Methodology Methodolo gy
Suggestions
,ata !oo%let reference:
Utiliation:
8etric (S$) multipliers can be foun% on page 5 of the ph"sics %ata boolet -uidance:
This topic is is able to be integrate% integrate% into an" topic taught at the start of the course an% is important to all topics Stu%ents stu%"ing more than one group 4 sub:ect 2ill be able to use these sills across all sub:ects See Mathematical studies SL subtopics 1.2–1.4 +ims:
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+pplications and s%ills:
Using S$ units in the correct format
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S$ unit usage an% information can be foun% at the 2ebsite of Bureau International des Poids et Mesures Stu%ents 2ill not nee% to no2 the %e.nition of S$ units ecept 2here eplicitl" state% in the rele,ant topics in this gui%e *an%ela is not a reuire% S$ unit for this
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+im / and 0: this is an essential area of no2le%ge that allo2s
for all reuire% measurements! .nal ans2ers to calculations an% presentation of ra2 an% processe% %ata •
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Using scienti.c notation an% metric multipliers ;uoting an% comparing ratios! ,alues an% approimations to the nearest or%er of magnitu%e 7stimating uantities to an appropriate number of signi.cant .gures
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course ! l" an% pc 2ill be pro,i%e% in the rele,ant topics in this gui%e urther gui%ance on ho2 scienti.c notation an% signi.cant .gures are use% in eaminations can be foun% in the Teacher support material
Lesson 1:
Starter+ ?ea%ing /rticle 33 (5 mins) @rief intro%uction to ne2 $@ Ah"sics course (1B mins) 7planation of 3@ase units an% 3Ceri,e% units using Doutube ,i%eos (E mins) Forsheet - S$ Units Gan%out (5 mins) /cti,it"+ Using =ernier calipers an% micrometer scre2 gauge to mae measurements (1B mins)
scientists to collaborate across the globe •
+im and 2: a common approach to epressing results of anal"sis! e,aluation an% s"nthesis of scienti.c information enables greater sharing an% collaboration
3esources: /pparatus+ =ernier calipers! micrometer! paper! steel ball bearings or marbles Ao2erpoint H Topic 11 8easurements in Ah"sics (Feebl") Doutube ,i%eo 3@ase Units https+II222"outubecomI2atchJ ,K:L?osem0B Doutube ,i%eo 3Ceri,e% Units (https+II222"outubecomI2atchJ ,KSbc*4l") Forsheet+ S$ Units Gan%out S$ Unit *on,ersion ?eference *ar% S$ Units an% 8easurement @lan $nformation *ar% • • •
Lin%s to Theory of (no)ledge Fhat has inuence% the common language use% in scienceJ To 2hat etent %oes ha,ing a common stan%ar% approach to measurement facilitate the sharing of no2le%ge in ph"sicsJ
Lin%s to the Learner Pro4le $In5uirers& (no)ledgea!le& Thin%ers& 'ommunicators& Principled& pen6minded& 'aring& 3is%6Ta%ers& 7alanced& 3e8ecti#e* The learners 2ill use their anal"ticalIcreati,e thining sills in accomplishing the assessment an% acti,ities gi,en to them
International Mindedness $3eference to Local& National and 9orld Issues* Scienti.c collaboration is able to be trul" global 2ithout the restrictions of national bor%ers or language %ue to the agree% stan%ar%s for %ata representation
Subtopic
Topic 1./ Uncertainties and Errors
Number of Lessons
0
Essential Idea Scientists aim to2ar%s %esigning eperiments that can gi,e a 3true ,alue from their measurements! but %ue to the limite% precision in measuring %e,ices! the" often uote their results 2ith some form of uncertaint" Nature of Science Uncertainties+ 3/ll scienti.c no2le%ge is uncertain if "ou ha,e ma%e up "our min% alrea%"! "ou might not sol,e it Fhen the scientist tells "ou he %oes not no2 the ans2er! he is an ignorant man Fhen he tells "ou he has a hunch about ho2 it is going to 2or! he is uncertain about it Fhen he is prett" sure of ho2 it is going to 2or! an% he tells "ou! MThis is the 2a" it&s going to 2or! $&ll bet!& he still is in some %oubt /n% it is of paramount importance! in or%er to mae progress! that 2e recognie this ignorance an% this %oubt @ecause 2e ha,e the %oubt! 2e then propose looing in ne2 %irections for ne2 i%eas (04)
e"nman! ?ichar% A 199 The Meaning of It All Thoughts of a !iti"en#Scientist. ?ea%ing! 8assachusetts! US/ Aerseus A 10
Learning !"ecti#e $S%ills& 'ontent and (no)ledge* Understandings:
Teaching Methodology and 3esources
Utiliation:
?an%om an% s"stematic errors /bsolute! fractional an% percentage uncertainties 7rror bars Uncertaint" of gra%ient an% intercepts
Stu%ents stu%"ing more than one g roup 4 sub:ect 2ill be able to use these sills across all sub:ects +ims:
+pplications and s%ills: •
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7plaining ho2 ran%om an% s"stematic errors can be i%enti.e% an% re%uce% *ollecting %ata that inclu%e absolute an%Ior fractional
Suggestions
-uidance:
/nal"sis of uncertainties 2ill not be epecte% for trigonometric or logarithmic
+im : it is important that stu%ents see scienti.c errors an% uncertainties not onl" as the range of possible ans2ers but as an integral part of the scienti.c process +im : the process of using uncertainties in classical ph"sics can be
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uncertainties an% stating these as an uncertaint" range (epresse% as+ best estimate O uncertaint" range) Aropagating uncertainties through calculations in,ol,ing a%%ition! subtraction! multiplication! %i,ision an% raising to a po2er Cetermining the uncertaint" in gra%ients an% intercepts
functions in eaminations •
urther gui%ance on ho2 uncertainties! error bars an% lines of best .t are use% in eaminations can be foun% in the Teacher support material
Lesson 1: Starter:
Ao2erAoint on Uncertainties P propagating errors E;periment - Censit" of a 8icroscope Sli%e
compare% to the ,ie2 of uncertainties in mo%ern (an% particularl" uantum) ph"sics
3esources: +pparatus: Uncertainties an% 7rrors 9or%sheets: *alculating 7rrors $%entif"ing 7rrors
Lesson /:
3esources:
E;periment - 8ass of a 1c *oin from
+pparatus: #?g!@1driA(BC Soft)are: Logger Aro or
Lesson 0:
3esources:
,ata +nalysis Tas%
9or%sheets: Mean and +nomalous 3esults
Lin%s to Theory of (no)ledge 3ne aim of the ph"sical sciences has been to gi,e an eact picture of the material 2orl% ne achie,ement of ph"sics in the
t2entieth centur" has been to pro,e that this aim is unattainable H acob @rono2si *an scientists e,er be trul" certain of their %isco,eriesJ Lin%s to the Learner Pro4le $In5uirers& (no)ledgea!le& Thin%ers& 'ommunicators& Principled& pen6minded& 'aring& 3is%6Ta%ers& 7alanced& 3e8ecti#e* The learners 2ill use their anal"ticalIcreati,e thining sills in accomplishing the assessment an% acti,ities gi,en to them
Subtopic
Topic1.0
Number of Lessons
>
Essential Idea Some uantities ha,e %irection an% magnitu%e! others ha,e magnitu%e onl"! an% this un%erstan%ing is the e" to correct manipulation of uantities This sub-topic 2ill ha,e broa% applications across multiple .el%s 2ithin ph"sics an% other sciences Nature of Science 8o%els+ irst mentione% eplicitl" in a scienti.c paper in 146! scalars an% ,ectors reecte% the 2or of scientists an% mathematicians across the globe for o,er 0BB "ears on representing measurements in three-%imensional space (11B)
Learning !"ecti#e $S%ills& 'ontent and (no)ledge* Understandings:
=ector an% scalar uantities *ombination an% resolution of ,ectors +pplications and s%ills:
Sol,ing ,ector problems graphicall" an% algebraicall" -uidance: •
?esolution of ,ectors 2ill be limite% to t2o perpen%icular %irections
Teaching Methodology
Suggestions
Utiliation:
Na,igation an% sur,e"ing (see $eograph% SL&'L s"llabus+ $eographic s(ills) orce an% .el% strength (see Ph%sics sub-topics 2.2! ).1! *.1 an% 1+.1) =ectors (see Mathematics 'L sub-topic 4.1Q 8athematics SL sub-topic 4.1) +ims: •
+im / and 0: this is a fun%amental aspect of scienti.c language that allo2s for spatial representation an% manipulation of abstract concepts
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Aroblems 2ill be limite% to a%%ition an% subtraction of ,ectors an% the multiplication an% %i,ision of ,ectors b" scalars
Lesson 1: Starter: =ector /%%ition P Subtraction ppt E;periment H =ector /%%ition of orces using force sensors an% ,erticall" mounte% bench pulle"s
3esources:
Lesson /: =ector a%%ition an% subtraction practice
3esources:
+pparatus: @ench pulle"s! force sensors! go-lins! mass hangers an% masses! t2o-si%e% tape! blan /0 sheets of paper! cellotape Po)erpoint : =ector a%%ition an% subtraction timeBcontinue?/D#?nic)S101ouI Po)erpoint: $ Un%erstan% =ectors 9or%sheets: $ Un%erstan% =ectors
Lin%s to Theory of (no)ledge 3ne aim of the ph"sical sciences has been to gi,e an eact picture of the material 2orl% ne achie,ement of ph"sics in the t2entieth centur" has been to pro,e that this aim is unattainable H acob @rono2si *an scientists e,er be trul" certain of their %isco,eriesJ Lin%s to the Learner Pro4le $In5uirers& (no)ledgea!le& Thin%ers& 'ommunicators& Principled& pen6minded& 'aring& 3is%6Ta%ers& 7alanced& 3e8ecti#e* The learners 2ill use their anal"ticalIcreati,e thining sills in accomplishing the assessment an% acti,ities gi,en to them
