The ‘Space, time, and motion’ unit seeks to cover much of the same ground as the old mechanics unit. Students will learn kinematics, forces, momentum, work, energy, and power. The higher-level candidates will also extend their knowledge by looking at rigid body mechanics and – most excitingly – Galilean and special relativity.
For a more in-depth look at the unit, check out the new topic notes.
For the first time since 2016, IB physics is undergoing a revamp!
As one of the three natural sciences in the IB Diploma Programme, physics is concerned with an attempt
to understand the natural world; from determining the nature of the atom to finding patterns in the
structure of the universe. It is the search for answers from how the universe exploded into life to the
nature of time itself. Observations are essential to the very core of the subject. Models are developed
to try to understand observations, and these themselves can become theories that attempt to explain
the observations. Besides leading to a better understanding of the natural world, physics gives us the
ability to alter our environments.
DP physics enables students to constructively engage with topical scientific issues. Students examine
scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the
subject, they develop understandings, skills and techniques which can be applied across their studies
and beyond.
Integral to the student experience of the DP physics course is the learning that takes place through
scientific inquiry both in the classroom and the laboratory.
Through the overarching theme of the nature of science, the course aims to enable students to:
The DP physics course promotes concept-based teaching and learning to foster critical thinking.
The DP physics course is built on:
• approaches to learning
• nature of science
• skills in the study of physics.
These three pillars support a broad and balanced experimental programme. As students progress through
the course, they become familiar with traditional experimentation techniques, as well as the application
of technology. These opportunities help them to develop their investigative skills and evaluate the
impact of error and uncertainty in scientific inquiry. The scientific investigation then places a specific
emphasis on inquiry-based skills and the formal communication of scientific knowledge. Finally, the
collaborative sciences project extends the development of scientific communication in a collaborative
and interdisciplinary context, allowing students to work together beyond the confines of physics.
| Syllabus Component | Teaching Hours SL | Teaching Hours HL |
|---|---|---|
| Syllabus content | 110 | 180 |
| A Space, time and motion A.1 Kinematics • A.2 Forces and momentum • A.3 Work, energy and power • A.4 Rigid body mechanics ••• A.5 Galilean and special relativity ••• | 27 | 42 |
| B. The particulate nature of matter B.1 Thermal energy transfers • B.2 Greenhouse effect • B.3 Gas laws • B.4 Thermodynamics ••• B.5 Current and circuits • | 24 | 32 |
| C. Wave behaviour C.1 Simple harmonic motion •• C.2 Wave model • C.3 Wave phenomena •• C.4 Standing waves and resonance • C.5 Doppler effect •• | 17 | 29 |
| D. Fields D.1 Gravitational fields •• D.2 Electric and magnetic fields •• D.3 Motion in electromagnetic fields • D.4 Induction ••• | 19 | 38 |
| E. Nuclear and quantum physics E.1 Structure of the atom •• E.2 Quantum physics ••• E.3 Radioactive decay •• E.4 Fission • E.5 Fusion and stars • | 23 | 39 |
| Experimental programme | 40 | 60 |
| Practical work Collaborative sciences project Scientific investigation | 20 10 10 | 40 10 10 |
Key to table:
• Topics with content that should be taught to all students
•• Topics with content that should be taught to all students plus additional HL content
••• Topics with content that should only be taught to HL students
The skills and techniques students must experience through the course are encompassed within the
tools. These support the application and development of the inquiry process in the delivery of the
physics course.
Tools
• Experimental techniques
• Technology
• Mathematics
Inquiry process
• Exploring and designing
• Collecting and processing data
• Concluding and evaluating
Teachers are encouraged to provide opportunities for students to encounter and practise the skills
throughout the programme. Rather than being taught as stand-alone topics, these skills should be
integrated into the teaching of the syllabus when they are relevant to the syllabus topics being covered.
There are four assessment objectives for the DP physics course. Having followed the physics course,
students are expected to demonstrate the following assessment objectives.
Assessment objective 1
Demonstrate knowledge of:
• terminology, facts and concepts
• skills, techniques and methodologies.
Assessment objective 2
Understand and apply knowledge of:
• terminology and concepts
• skills, techniques and methodologies.
Assessment objective 3
Analyse, evaluate, and synthesize:
• experimental procedures
• primary and secondary data
• trends, patterns and predictions.
Assessment objective 4
Demonstrate the application of skills necessary to carry out insightful and ethical investigations.
| Type of Assessment | Type of Assessment | Format of Assessment | Time (hours) SL / HL | Weighting of final grade |
|---|---|---|---|---|
| External | Paper 1 | Paper 1A: Multiple-choice questions | 1.5 / 2 | 36 |
| External | Paper 2 | Paper 1B: Data-based questions | 1.5 / 2.5 | 44 |
| Internal | Scientific Investigation | The scientific investigation is an open-ended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words. | 10 | 20 |