IB Physics SL Year 2 Summer Assignment Summer 2017 Welcome to IB Physics Year 2! As IB physics requires students to retain information for a two-year period, it is imperative that students continue their study over the summer. In order to best retain and apply important objectives, the summer assignment must be completed before the first day of school. 1. Before the end of the school year, I met with each student to discuss a preliminary brainstorm for their Internal Assessment topic. The document given during the school year is copied below to guide your research process. Over the summer, students are expected to write a draft of the Exploration section. See below for a rubric of what should be included in the Exploration draft. Bring a printed copy of the Exploration draft to the first day of class. 2. Since the IB Exam is quickly approaching in May 2018, it is imperative that students arrive in Year 2 with an organized Year 1 binder. Over the summer, students should ensure that all dividers are appropriately labeled and all loose-leaf papers are filed in their respective dividers in your Year 1 Binder. Feel free to email me at hjhotchkiss@fcps.edu with any questions or concerns. Enjoy your summer! Mrs. Hotchkiss Internal Assessment Proposal You will begin the process of completing your Internal Assessment by investigating a topic that interests you. Before the school year ends you must conference with your instructor to solidify your topic, sources, and (if able) research question and means of investigation. 1. Decide on a Topic (note: this is NOT a research question) Look over previous units and next year s units (see Year 1 & 2 topics below AND consult your textbooks). Decide on a few topics that might interest you. Note: If you choose a Year 2 topic, it may require additional research over the summer as you haven t learned it yet) Remember: Internal Assessment questions MUST be within the scope of this course. Feel free to ask your instructor if any doubt). See a more detailed list of Year 2 topics below. Once you ve decided on the topic, imagine a physical situation that you d like to explore (ex. a bird flying, riding a rollercoaster, etc.) 2. Personal Connection A portion of your IA grade is based on Personal Engagement. Explain why this topic interests you. Do you have a personal anecdote? Is there a real-world application? Why do you care? Why should the reader care? 3. Find Quality Resources Find 2-3 quality (credible!) sources on this topic. Highlight interesting information, experiments, or equations. If there is not much to highlight, it is not a good source option! 4. Focus in on a Mathematical Model Within your topic of study, look at the Data Booklet & textbooks to find 4-5 relevant equations for your situation.
Consider various types of investigations that may be possible (hands-on vs. database vs. simulation) (see Allowable Types of Investigations below) Choose a combination of equations (ex. 1/2mv2=mgh+W) that interests you most. You may want to return to Step 2 to identify an equation that fits with your Personal Connection. Once you decide on your equation, you may want to return to Step 3 to find more focused resources. 5. Decide on Variables & Research Question Define each variable in your chosen equation. What are the standard units for each variable? What instrument would you use to measure each variable? (if applicable) Choose two variables to investigate one for your IV, the other for your DV All remaining variables will be your control variables Write a research question of the form How does the [IV] affect the [DV]? 6. Predictions Manipulate your equation so that it s of the form DV=[constant]*IV What pattern do you expect? Will you need to linearize, if so how? What is your expected slope? What is your expected y-intercept? *In Year 1, we have done several labs in class focusing on IA skills (e.g. analysis in logger pro, original design, meaning of slope/y-intercept, etc.). YOU MAY NOT REDO A LAB WE DID IN CLASS AS YOUR ACTUAL IA. Rather you should use these labs as a springboard for brainstorming your own unique and interesting IA topic. Yr 1 Topics: Patterns: Linear, Flat Line, Quadratic and Inverse Constant Velocity: Scalar vs. Vector Motion maps and x-t graphs Distance, displacement, speed, (linear) velocity, average velocity, instantaneous velocity LAB: Buggy Lab measuring distance vs. time (with stopwatches and meter sticks) Constant Acceleration: x-t, v-t, and a-t graphs Kinematic equations LAB: Drop Analysis (distance vs. time) (video analysis) Balanced Forces: Vector Components Force Webs and Free Body Diagrams (balanced) Newton s 1 st Law: Inertia Newton s 3 rd Law: action-reaction forces Force due to Gravity LAB: Verify Fg=mg (force vs. mass) (using spring scales and weights) LAB: Verify Ff,s μsfn (force of friction vs. normal force)(using a book and spring scale) LAB: Verify Ff,k=μkFN (force of friction vs. normal force)(using a book and spring scale) Unbalanced Forces: Free Body Diagrams (unbalanced) Newton s 2 nd Law: Fnet=ma
LAB: Data mining for F=ma (force vs. acceleration; force vs. mass)(given spreadsheet of data) LAB: Finding g Projectile Motion LAB: Projectile Motion (x-component and y-component velocity and acceleration)(using a basketball and video analysis) Circular Motion: Net inward force, Centripetal acceleration Linear vs. angular velocity Gravitational Force and Field Circular Motion and Gravity LAB: Circular Motion Kepler Project Momentum: Conservation of momentum Inelastic vs. elastic collisions Impulse & F-t graphs LAB: Impulse of stopping a cart (force vs. time) (using one rubberband, two rubberbands, and string to stop a cart) Energy: Types of energy Conservation of Energy Work & F-d graphs Power & Efficiency LAB: Ramp Lab (position down ramp vs. total Mechanical Energy) Thermal: Heat vs. Thermal Energy vs. Internal Energy vs. Temperature Heat and change in temperature Heat and change in phase LAB: Calorimetry Lab (using boiling water, unknown substance, thermometer, and thermos) Energy Sources: Nuclear Energy Fossil Fuels Solar Energy Wind Energy Water Energy Yr 2 Topics: Electric Circuits: Voltage, current, resistance Ohm s Law Series vs. Parallel Internal Resistance and Sensors LAB: Ohm s Law Lab (resistance vs. current) (using wires, resistors, and multimeter) Waves: Oscillations (simple harmonic motion) Characteristics of waves/wave behavior (sound and light) Standing waves
Atomic, Nuclear, Particle: Discrete energy and Radioactivity Nuclear reactions Structure of matter Energy Production: Thermal energy transfer (Greenhouse Effect, climate change) Astrophysics: Stellar quantities Stellar characteristics/evolution Cosmology Allowable Types of Investigations The IA criteria allow for and indeed encourage a wide range of investigation types. IA Criteria as given by the IB Hands-on investigations This includes many traditional experiments. Investigations are not restricted to syllabus content, and the concepts and skills required need only be in line with the level of the course the student is taking. Modeling and spreadsheet investigations Here the student may process primary or secondary data and analyse it with a computer model. Spreadsheets and graphing software can be used in all investigation types. In some cases, real data can be compared to ideal or theoretical data by using a spreadsheet. Database investigations Here the student would access online databases for scientific information. They would design a method to answer their research question using the database, and perhaps graph or model their results. Teachers with large classes may encourage students to take this approach. Computer-simulation investigations Investigations may involve computer simulations. Here, students can obtain information or data that will be processed to discover something that goes beyond the simulation s routine. Students can also combine a hands-on investigation with a computer model and compare the results. Students may also combine real data with a mathematical model. Teacher Clarifications Choose an IV /DV and then select values of control variables that make those measurements easier and able to take on a wide range of values. Usually involves comparing to a known value / constant / empirically determined engineering properties. More advanced: Typically involves using a mathematical model to make a prediction of how a variable will change over time as a result of certain choices in parameter. Uncertainty comes from computer rounding and step sizes used in calculation. Examples: Predict temperature change for a simple climate model. Predict motion including velocity-dependent forces like drag. You should investigate several sources for information, and choose the best, but you must understand/explain how others collected this data, and explain/propagate uncertainties. Usually good for interesting, complex data. Could involve comparing to professional results using the same data. Examples: astronomical data for orbits, brightnesses, velocities; particle accelerator data, nuclear / quantum data You should be able to set at least one variable as a control variable in addition to your IV/DV. Explain why you set that control variable at the value you did. You must investigate SEVERAL simulations and justify why you chose this one. It MUST allow you to estimate and propagate uncertainties. Examples: Shooting charged particles into electric/magnetic fields, making measurements of phenomena too fast for hands-on data. Hybrid investigations It is understood that students might perform any combination of the above investigation types. The types are not exclusive categories but rather illustrate the wide range of acceptable investigation types. Examples: Using a database to look up specific heat capacities of materials, then testing them using hands-on data. Using database data as input to a modeling/spreadsheet calculation, as for nuclear reaction rates or radioactive decay. Collecting hands-on data to compare to the results of a simulation.
Conferencing Notes Sheet (STUDENT) TO BE FILLED OUT BEFORE YOUR CONFERENCE WITH YOUR INSTRUCTOR IB Year 2 Internal Assessment Background and Design Pre-summer Conference Remember: The internal assessment is to be student (thus inquiry) driven. Your instructor is simply checking in to see if you are on the right track, and the experiment is feasible. Student Name: Pd in Yr1: Pd in Yr2: Topic: (note: this is NOT a research question) Physical situation: sketch a picture of the real-world situation you re looking at Personal Connection: 1-2 sentences explaining why you re interested in this topic (include personal anecdote, real-world applications, etc.) Quality Resources: 2-3 quality (credible!) sources; list citations here and BRING THESE RESOURCES WITH YOU TO THE CONFERENCE 1. 2. 3.
Derivation of your Mathematical Model: get into the form DV = [constant]* IV Variables: fill out the table below for each variable in your mathematical model above IV, DV, Meaning of Variable Standard Instrument Variable or C (in words) Unit used to measure Research Question: in the form How does the [IV] affect the [DV]? Predictions: Expected Graph: Linearized Graph: (if applicable) Expected slope/proportionality constant: (in terms of variables) Expected y-intercept: (in terms of variables)
RUBRIC GUIDE TO THE INTERNAL ASSESSMENT (IA): KEY: Reminder Common Mistake Example EXPLORATION Rubric: 0-6 score Descriptor 1: Identify Topic Context/purpose Reminder: help the reader understand why this experiment is important in an objective sense include your personal connection, but you must go BEYOND that. Why should we care about your research? Is there a real-world application? List a focused research question Common Mistake: Your research question should be a question, not a statement Descriptor 2: Background Information Background physics knowledge Reminder: You should include ALL relevant physics knowledge here, including equations, theories, laws, or previous experiments you ll be building on. Reminder: Should be about 1 page in length Start with the big picture physics ideas that are important, and narrow down to explaining how those ideas are applied directly in YOUR system. THEN, derive or state the mathematical model that will be applied to your system. Should relate the DV to the IV. Use physics tools such as motion maps, force webs, free body diagrams, energy conservation bar charts, etc. State what you should plot to obtain a linearized graph, and give the theoretical values for the slope and/or vertical intercept. All sources are credible All sources are properly cited (any format: MLA, APA, etc.) Descriptor 3: Methodology Description of your procedure Reminder: NOT a numbered list of steps but a broad overview of the logic Diagram/picture of setup with IV and DV labeled for clarity IV is evident Describe method to measure and change the IV Justify your range of IV: Why did you choose your IV levels? Why is your maximum IV what it is? Why is your minimum IV what it is? Why did you go up by certain increments? How will you set up the system to get the LARGEST POSSIBLE range of IV within the constraints of your classroom? Reminder: Your need justify that you used a sufficient amount of data to look for a reliable pattern DV is evident Describe method to precisely measure the DV Explain your choice of number of trials Reminder: you re choosing enough trials to be convinced that your data is reproducible. Identify relevant control variables Describe method to keep the control variables constant Common Mistake: Your design should be so precise that someone could re-create the EXACT same experiment that you did. So don t just list height as a control variable, but keep going and quantify that your control height is 2m. Leave little to the imagination! Describe assumptions (things you can t actively control, but are assuming remain constant)
Why did you choose the values of the constant variables you did? Spend significant time here to consider if you want large or small values of the constants. How will that make it easier or harder to measure your IV and DV? How will that affect your slope value? (Hint: is it better to have a larger or smaller slope?) Do NOT state that the constant is the cart what ABOUT the cart stays constant? Common Mistake: you only need to speak to the relevant control variables and assumptions! If it s not relevant, don t list it! Descriptor 4: Awareness of Safety, Ethics, and Environment Issues If appropriate to your experiment: Statement of significant safety, ethical or environmental issues. Reminder: If this does not make sense to comment on, please write Safety, ethical, and environmental issues are not relevant to my investigation. topic of the investigation is identified and relevant research question described IB Exploration Rubric: Descriptor 0 1 2 3 4 5 6 standard relevant but not not reached fully focused some relevance is stated but it is not focused relevant, fully focused and clearly described background information provided for the investigation standard not reached superficial or of limited relevance and does not aid the under-standing of the context of the investigation mainly appropriate and relevant and aids the understanding of the context of the investigation entirely appropriate and relevant and enhances the understanding of the context of the investigation appropriate of methodology of the investigation, consideration of factors for reliability and sufficiency of data standard not reached limited to research question, few if any factors considered mainly appropriate but some limits on significant factors highly appropriate, all or nearly all factors are considered evidence of awareness of the significant safety, ethical or environmental issues that are relevant to the methodology of the investigation standard not reached limited awareness some awareness full awareness