Holdet 2022 Ph-SL/i - Undervisningsbeskrivelse

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Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2023/24
Institution Herlufsholm Skole
Fag og niveau Fysik -
Lærer(e)
Hold 2022 Ph-SL/i (2i Ph-SL)

Oversigt over gennemførte undervisningsforløb
Titel 1 Study Plan - Tr.1 2023/24

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 Study Plan - Tr.1 2023/24

AIMS/OBJECTIVES
1. Develop conceptual understanding connecting different areas of the subject and other DP sciences.
2. Acquire and apply knowledge, methods, tools, and techniques that characterise science.
3. Analyse, evaluate, and synthesise scientific information and claims.
4. Approach unfamiliar situations with creativity and resilience.
5. Design and model solutions to problems in a scientific context.
6. Appreciate the possibilities and limitations of science.
7. Develop technology skills in a scientific context.
8. Communicate and collaborate effectively.
9. Develop awareness of the ethical, environmental, economic, cultural, and social impact of science.

ACADEMICS
● Foundational Mastery
○ Grasp of core concepts and principles in physics.
○ Ability to recall and apply foundational knowledge in various contexts.
○ Strong understanding of the basic tenets of the subject.
● Problem-Solving Proficiency
○ Ability to apply learned concepts to solve complex problems.
○ Use of critical thinking and analytical skills to approach challenges.
○ Mastery in using scientific methods for problem resolution.
● Real-World Application
○ Application of physics principles to real-world scenarios.
○ Understanding the practical implications and uses of learned concepts.
○ Ability to relate theoretical knowledge to everyday experiences.
● Progression and Continuity
○ Building on foundational knowledge to explore advanced topics.
○ Seamless integration of concepts for a holistic understanding.
○ Ensuring continuity in learning and building upon previous knowledge.
● Exploration and Inquiry
○ Encouraging curiosity and the spirit of inquiry among students.
○ Promoting hands-on experiments and explorations.
○ Fostering a culture of questioning and seeking answers.

TECHNICAL & KNOWLEDGE SKILLS Syllabus topics covered:
● A.1 Kinematics - 9 hrs
○ Study of motion without considering its causes.
● A.2 Forces and momentum - 10 hrs
○ Understanding the causes of motion and the principles of momentum.
● B.5 Current and circuits - 6 hrs
○ Exploration of electric currents and the principles governing circuits.
● D.2 Electric and magnetic fields - 8 hrs -
○ Study of the properties and interactions of electric and magnetic fields.
● E.1 Structure of the atom - 8 hrs
○ Delving into the fundamental structure and components of atoms.

PERSONAL SKILLS (Based on ATL framework)
● Thinking skills: Foster analytical thinking, and application of physics concepts in evaluating outcomes, conclusions, and knowledge assertions.
● Communication skills: Articulate physics ideas; leverage various communication media effectively, especially in teamwork settings.
● Social skills: Enhance collaborative learning, facilitate discussions on challenging topics, respecting varied viewpoints.
● Research skills: Promote independent research, emphasise the importance of academic integrity, and utilise rigorous methodologies.
● Self-management skills: Cultivate a proactive learning attitude, emphasise goal setting, timely task completion, and self-evaluation.

TOK:
● How can it be that scientific knowledge changes over time?
● What role do paradigm shifts play in the progression of scientific
knowledge?
● How do the tools that we use shape the knowledge that we
produce?
● Can Science Shape Human Values? And Should It?

BOOKS & STUDY
BOOK A: Physics for the IB Diploma Coursebook with Digital Access, Cambridge, K.A. Tsokos
BOOK B: Oxford Resources for IB DP Physics Course Book, Oxford, 2023 Edition, Homer et al.

ASSESSMENT/EVALUATION
Students will be assessed using a variety of methods to ensure a comprehensive understanding of the subject and to cater to different learning styles:
● Small Quizzes: Regular quizzes will be conducted to test students' grasp of recent topics. These quizzes will have fast feedback cycles, allowing students to quickly understand and rectify their mistakes.
● Individual Projects and Reports: Students will be tasked with individual assignments where they will delve deeper into specific topics, ensuring a thorough understanding and the ability to apply theoretical knowledge.
● Laboratory Work: Practical laboratory sessions will be conducted, allowing students to experiment with and observe the principles they learn in class. This hands-on approach ensures a practical understanding of theoretical concepts.
● Group Projects: Collaborative group projects will encourage teamwork and collective problem-solving. These projects will also foster communication and collaboration skills among students.
● Written Examinations: Periodic written exams will test students' comprehensive understanding of the syllabus. This includes the final trimester exam, which will assess the cumulative knowledge gained over the trimester.
ASSESSMENT METHODOLOGY
● Knowledge Demonstration:
○ Students should display a clear understanding of terminology, facts, concepts, skills, techniques, and methodologies related to physics.
● Application:
○ Pupils must showcase their ability to apply their knowledge of terminology, concepts, and methodologies in varied contexts.
● Analysis and Synthesis:
○ Learners are expected to critically analyse and evaluate experimental procedures, data (both primary and secondary), and discern patterns and predictions.
● Skill Application:
○ Students are anticipated to demonstrate the application of skills vital for conducting insightful and ethical investigations in physics.
● External & Internal Assessments:
○ Work for external assessment marked by IB examiners.
○ Internal assessment tasks marked by teachers and externally moderated by the IB.
● Assessment Principles:
○ Adhering to the IB's criterion-related assessment approach, focusing on students’ performance in relation to identified levels of attainment, and not in relation to the work of others.
○ Encouraging the dual use of summative assessment tools for formative purposes throughout the teaching and learning process.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 32 moduler
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