Ib-Notes PDF

Contents

Page
1 Links
2 Aims and Objectives + Agenda
3 Learner Profile
4 Combined SL and HL
7 Possible Schedule
10 Data Collection and Processing
24 Conclusion and Evaluation
36 Design
58 Example worksheets
78 Design Ideas
79 Filling out the 4PSOW
83 Sample example
93 Feedback
101 The Exam
118 Extended Essay
127 Group 4 Project
131 TOK Moments

Barcelona 2009 Chris Hamper
INTHINKING PHYSICS WORKSHOP
Barcelona 2009

This workbook contains exercises and outlines of presentations that will be
used in this course. All other material used can be found on one of the
following internet sites
http://occ.ibo.org (The IB online Curriculum Centre)
http://occ.ibo.org/ibis/occ/resources/ict_in_physics/ (IB and ICT)
http://www.physics‐inthinking.co.uk/ (IB Physics maintained by me)
1
InThinking Physics Workshop

For Teachers New to the IB Diploma INTHINKING
Barcelona, Spain www.inthinking.co.uk
Friday 30th October - Sunday 1st November 2009
Workshop Leader: Chris Hamper
Aims and Objectives

Introduce participants to the DP (incl. the Core & Learner Profile) and allow them to develop their DP subject-specific
knowledge.
• How the learner profile effects the way we teach Physics
• Why we shouldn’t lose sight of the complete hexagon
• TOK and internationalism
Provide tools to implement the programme in their subject or school.

• How to set up a practical programme
• Sharing methods of delivering the syllabus
• Sharing resources
• What Extended Essay supervision entails
Engage participants in activities, discussion and reflection about the challenges and rewards of implementing the
DP.
• What makes IB physics different?
Gain understanding of methods preparing students for IB assessment.

• A comprehensive guide to Internal Assessment and its pitfalls
• How to organise your record keeping
• How to get the level right when assessing student work
Share ideas about ways to incorporate ICT into the classroom.

• Use of SMARTBOARD
• Using simulations
• Datalogging
• Analysis of data
Agenda
Session 1 Introductions and the syllabus
Session 2 Internal assessment: Data collection
Session 3 Datalogging
Session 4 Internal Assessment: Processing data
Session 5 Internal Assessment: Data Presentation and Graphing
Session 6 Internal Assessment: Design Labs
Session 7 Internal Assessment: Conclusion and evaluation
Session 8 The complete practical programme
Session 9 TOK and the Extended Essay
Session 10 Gp 4 Project
2
The Learner profile

The learner profile is a list of the characteristics that we as IB
Diploma teachers should be encouraging in our students but how do
we do this in our Physics class?

Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Openminded
Caring
Risk takers
Balanced
Reflective
3
Combined HL / SL classes

A lot of schools do not have enough students to run separate HL and SL classes this means they have
to be taught together. If the SL students did the same hours as the HL they would be overloaded so
one way of making this fit into a timetable is to teach 2 classes a week with SL and HL then one extra
class with HL. One way of making this work is to teach the core with the SL and HL then teach the
relevant AHL in the extra classes. Sometimes it might be difficult to achieve continuity with the AHL
students but with a bit of planning it’s possible to run a coherent course.
The following table shows the areas of overlap with some comments about how the topics might be
integrated.

Topic 1: Physics and physical measurement HL SL Comments
1.1 The realm of physics CORE No need to teach this section first.
1.2 Measurement and uncertainties CORE Most of this will come up in the
1.3 Vectors and scalars CORE practical programme or mechanics.

Topic 2 : Mechanics
2.1 Kinematics CORE The projectiles bit is only a short
9.1 Projectile motion AHL section combined HL students will
2.2 Forces and dynamics CORE have to bide their time with extra
2.3 Work, energy and power CORE practicals.
2.4 Uniform circular motion CORE

Topic 3 : Thermal physics
3.1 Thermal concepts CORE Quite a lot of AHL here so HL group
3.2 Thermal properties of matter CORE can be working on thermodynamics
10.1 Thermodynamics AHL in their extra classes. Only have to
10.2 Processes AHL know basic kinetic theory before they
10.3 Second law of thermodynamics and AHL start.
entropy

Topic 4: Oscillations and waves
4.1 Kinematics of simple harmonic motion CORE The AHL material in this section is the
(SHM) same as the SL option A (apart from
4.2 Energy changes during simple harmonic CORE the bit about the eye). Could either
motion (SHM) get HL students to do this in extra
4.3 Forced oscillations and resonance CORE classes or do it with the whole group.
4.4 Wave characteristics CORE
4.5 Wave properties CORE
11.1 Standing (stationary) waves AHL Op A
11.2 Doppler effect AHL Op A
11.3 Diffraction AHL Op A
11.4 Resolution AHL Op A
11.5 Polarization AHL Op A

Topic 5: Electric currents
4
5.1 Electric potential difference, current and CORE May seem strange doing this before

resistance electric fields but works ok.
5.2 Electric circuits CORE

Topic 6: Fields and forces
6.1 Gravitational force and field CORE No overlap here so HL students will
9.2 Gravitational field, potential and energy AHL have to do the AHL in their extra
9.4 Orbital motion AHL classes.
6.2 Electric force and field CORE
9.3 Electric field, potential and energy AHL
6.3 Magnetic force and field CORE
12.1 Induced electromotive force (emf) AHL
12.2 Alternating current AHL
12.3 Transmission of electrical power AHL

Topic 7: Atomic and nuclear physics
7.1 The atom CORE Quantum physics AHL is the same as
13.1 Quantum physics AHL Op B the SL option B so whole class could
7.2 Radioactive decay CORE do this however it might be more
7.3 Nuclear reactions, fission and fusion CORE useful to do the AHL in the HL extra
13.2 Nuclear physics AHL Op B classes.

Topic 8: Energy, power and climate change
8.1 Energy degradation and power generation CORE Everyone does this topic. The theory
8.2 World energy sources CORE can be taught quite quickly with the
8.3 Fossil fuel power production CORE HL but SL need more time.
8.4 Non‐fossil fuel power production CORE
8.5 Greenhouse effect CORE
8.6 Global warming CORE

Topic 14: Digital technology
14.1 Analogue and digital signals AHL Op C Same as the SL option C without the
14.2 Data capture; digital imaging using charge‐ AHL Op C mobile phone, and electronics; this is
coupled devices (CCDs) in the HL option F.

Option E: Astrophysics
E1 Introduction to the universe Op E This would be a good option for a
E2 Stellar radiation and stellar types Op E combined class.
E3 Stellar distances Op E
E4 Cosmology Op E
E5 Stellar processes and stellar evolution AHL
E6 Galaxies and the expanding universe AHL

Option F: Communications
F1 Radio communication Op F If SL did this option and topic 14 with
F2 Digital signals Op F HL then they’d get their two options.
F3 Optic fibre transmission Op F Wouldn’t be a very balanced course
F4 Channels of communication Op F though.
F5 Electronics Op C
F6 The mobile phone system Op C
5

Option G: Electromagnetic waves
G1 Nature of EM waves and light sources Op G This would be a good option if you
G2 Optical instruments Op G have extra HL classes.
G3 Two‐source interference of waves Op G
G4 Diffraction grating AHL
G5 X‐rays AHL
G6 Thin‐film interference AHL

Option H: Relativity
H1 Introduction to relativity Op D This is part of the SL
H2 Concepts and postulates of special relativity Op D Relativity/Particles option. would
H3 Relativistic kinematics Op D work nicely with a combined class if
H4 Some consequences of special relativity Op D the HL did both particles and
H5 Evidence to support special relativity Op D relativity.
H6 Relativistic momentum and energy AHL
H7 General relativity AHL
H8 Evidence to support general relativity AHL

Option I: Medical physics
I1 The ear and hearing Not in the SL course at all, don’t know
I2 Medical imaging why.
I3 Radiation in medicine

Option J: Particle physics
J1 Particles and interactions Op D This is part of the SL
J2 Particle accelerators and detectors AHL Relativity/Particles option. would
J3 Quarks Op D work nicely with a combined class if
J4 Leptons and the standard model Op D the HL did both particles and
J5 Experimental evidence for the quark and AHL relativity.
standard models
J6 Cosmology and strings AHL

Note:
All the topics in the SL options, Sight and waves, Quantum and Nuclear, Digital and Relativity and
Particle are included in either AHL or HL options. EXCEPT Sight and the eye.

6
Possible schedule

Based on a ratio of 2 lessons of SL to 3 HL the core could be organised as follows.
Mechanics plus Physics and physical measurement

Intro Extra Pracs
Intro

Kinematics Extra Problems
Kinematics

Forces Parabolic motion
Forces

Newtons laws Extra Problems
Cons of momentum

Work Extra Pracs
Energy

Circular motion Extra Problems
Circular motion

Thermal Physics

Kinetic model 1st Law of thermodynamics
Heat and Temp

Sp ht cap Engines
Change of state

Oscillations and waves

SHM intro 2nd law of thermodynamics
SHM equations

SHM energy Extra problems
DHM, FHM and resonance

7

Waves intro Standing waves
Wave properties

Examples of waves Doppler
Test

Electric currents

Electricity intro Diffraction
V, I and R

Electric circuits Resolution
Test

Fields and Forces

Gravitation intro Polarisation
G field strength

Electric field intro G potential
E field strength

Magnetism intro Orbits escape velocity
Electromagnetism

Atomic and Nuclear

Atom intro E Potential
Atomic models

The nucleus Faradays law
Binding energy

Decay AC generator, transformer and
Fission and Fusion transmission

8
Energy Power and Climate change

Energy degradation Intro to quantum physics
World fuel sources

Fossil fuel power Photoelectric effect
Non fossil power

Non fossil power Wave nature of matter
Greenhouse effect

Global warming Extra nuclear

This now leaves the options for both and Digital for HL

An alternative and probably more sensible approach would be to teach the SL core to the whole
class followed by the AHL for HL only. This would mean that the SL students would get their free
time at the end of the topics rather than once each week. This would make a much more coherent
programme but might not fit into all timetable structures.
9
Data collection and Processing
Aspect 1: Recording Raw Data
IB Criteria
Complete/2 Records appropriate
quantitative and associated
qualitative raw data, including
units and uncertainties where
relevant.
Partial/1 Records appropriate
quantitative and associated
qualitative raw data, but with
some mistakes or omissions.
Not at All/0 Does not record any
appropriate quantitative raw
data or raw data is
incomprehensible.
Check List
Draw a table (using Excel) with a column for each measurement. This will generally
mean one column for the independent variable and 5 for the repeated measurements
of the dependent. There should be at least 5 rows one for each time you change the
independent variable.
If your data is coming from the gradient of a “data logger graph” or other graphic
computer display include an example of this graph in you report.
The number of decimal places should be the same for all values in a column
Each column must have a heading and the units of the quantity
You should estimate the uncertainty of the measuring instrument this must be in the
header.
Uncertainties should be rounded of to 1 significant figure ±0.2 not ±0.17
The number of decimal places in the data should not exceed the limit of the
uncertainty.
e.g. if uncertainty is ±0.2 the measurement should only be quoted to 1 decimal place
Comment on how you arrived at any uncertainty value in the table
Comment on any observations you made that might be relevant later; there might not
be anything here.
10
Results
Raw Data Table
Below is a table of the data from the 5 runs performed for each of the 7 different heights.
The Uncertainty in Distance is estimated to be ±5mm due to the difficulty of measuring the
position of the ball and the point at which the landing pad is activated.
Uncertainty in Time is calculated from the (Max Time – Min Time)/2
Time 1 Time 2 Time 3 Time 4 Time 5 Errors and
/s /s /s /s /s
Distance/m Av. Time Time calculations
± 0.005m ±0.001s ±0.001s ±0.001s ±0.001s ±0.001s /s unc. /s explained
0.090 0.135 0.137 0.136 0.135 0.134 0.135 0.002
0.145 0.172 0.171 0.170 0.170 0.171 0.171 0.001
0.170 0.184 0.185 0.184 0.184 0.185 0.185 0.001
0.235 0.217 0.217 0.218 0.217 0.218 0.217 0.001
0.290 0.241 0.241 0.238 0.240 0.241 0.240 0.002
0.310 0.248 0.248 0.247 0.248 0.249 0.248 0.001
0.365 0.270 0.271 0.271 0.270 0.270 0.271 0.001
Measurements were taken from the bottom of the ball to the depressed landing pad.
Table has consistent

decimal places and
units. Uncertainties
seem reasonable.

11
Aspect 2: Processing Raw Data
IB Criteria
Complete/2 Processes the quantitative raw
data correctly
Partial/1 Processes quantitative raw
data, but with some mistakes
and/or omissions.
Not at All/0 No processing of quantitative
raw data is carried out or major
mistakes are made in
processing.
Check list
The data should be processed in some way, for example averaging, squaring or
finding the sine. Processed data should be displayed in a table separate to the raw
data table.
The table must have headers that include units and uncertainties
Calculate uncertainties in the repeated measurements by finding the 1/2(max value –
min value) in the spread of data.
Calculate the uncertainties in processed data by calculating the (max value – min
value)/2
e.g. if uncertainty in time is 0.2 then uncertainty in t2 is (t+0.2)2 –(t-0.2)2/2.
The number of decimal places in each column must be consistent with each other and
the uncertainty.
Any calculation must be explained
12
An extract from a report that completes all requirements
Processed Data
Since the initial velocity is zero, the vertical displacement and time are related by the equation
s=1/2at2 a graph of s vs t2 will give a straight line. The gradient of this line will be 1/2a.
Unc.
Distance(m) Av. Time Time Time² Time²
± 0.005 /s unc. /s /s² /s²
0.090 0.135 0.002 0.0183 0.0004
0.145 0.171 0.001 0.0291 0.0003
Table has consistent decimal places
and uncertainties. All columns
0.170 0.185 0.001 0.0340 0.0002
have correct units. Calculations
0.235 0.217 0.001 0.0472 0.0004 explained.
0.290 0.240 0.002 0.0578 0.0007
0.310 0.248 0.001 0.0615 0.0005
0.365 0.271 0.001 0.0732 0.0003
The equation used to calculate the uncertainty in time2 was (Max time2 – Min time2)/2 where
the max and min values were taken to be the average value + and – the uncertainty.
13
Aspect 3 Presenting Processed data
IB Criteria
Complete/2 Presents processed data
appropriately and, where
relevant, includes errors and
uncertainties.
Partial/1 Presents processed data
appropriately, but with some
mistakes and/or omissions.
Not at All/0 Presents processed data
inappropriately or
incomprehensibly.
Check List
Processed data should be presented in a graph. This graph should be linearised if
possible. The graph should be drawn using Graphical Analysis. If not possible to
linearise the function then a curve can be plotted, however this makes the analysis
more difficult so the following points are for straight lines only.
The graph must have heading, axis labels and units.
Independent variable should be on the x axis
Graph must include error bars
A best fit line should be plotted automatically
The equation of the line must be displayed (y=mx+c).
Manually fit the steepest and least steep lines that fit the error bars
Quote uncertainty in gradient
14
Graph has correct labels, units,
custom error bars, best fit line, and
Graph of s vs t2 max and min gradients.
Max gradient = 5.198 ms-2

Min gradient = 4.796 ms-2
Uncertainty in gradient = (5.198 – 4.796)/2 = 0.2 ms-2
Gradient = 5.0 ± 0.2 ms-2
15
Background on Examples
The following examples are taken from 3 student reports. To clarify the way the different
criteria are applied the reports are split into two parts DCP and CE.
The practical was related to hydro electric power (topic 8).
Student’s worked from the following worksheet which gives some details about the theory but
does not give details on how to collect or process data.
Practical 11 Hydro Power Simulation
Introduction
When water flows from the reservoir (bottle) to the end of the pipe PE is converted to KE, this
causes the water to squirt out of the pipe with velocity v falling in the parabolic path shown in
the diagram below.
Theory
Applying the law of conservation of energy to a mass m of water
1 1

2 2
The water falls with uniform acceleration, applying the equations of uniform acceleration to
the vertical motion:
1 1 2

2 2
The horizontal velocity of the water is constant therefore:
Substituting for t gives

2

2
Substituting into the energy equation gives
16
1

2 2 4
Method
By measuring the height of the top of the water in the bottle and the distance squirted by the
water confirm this relationship and find y.
Measuring the distance squirted by the water is not easy so introduces some uncertainties into
the measurement which are much greater than the uncertainty in the ruler. Students sometimes
find that their spread of data is zero, this gives something to talk about.
17
DCP Example 1
Raw data:
The table below contains the data from four measurements of the dependent variable
(distance) for all the five times, the independent variable was changed.
Height Distance 1 Distance 3 Distance 4

Distance 2
(cm) ± 0,3 (cm) ± 0,5 (cm) ± 0,5 (cm) ± 0,5
(cm) ± 0,5 cm
cm cm cm cm
23,8 1,6 1,7 1,5 1,5
35,8 5,7 5,4 5,3 5,6
47,8 8,5 9,1 8,3 8,2
59,8 10,9 10,8 10,5 10,2
71,8 11,8 11,3 11,2 11,5
• The uncertainty in height was estimated ±0,3 cm because the bar we measured the
height from was circular and we probably didn’t take the measurement of distance
when the water was exactly at the mark.
• The uncertainty in distance was estimated ±0,5 cm because the water DCP Aspect 1
gush was approximately that thick and fluctuated a little. C
P
N
Processed data:
The table below contains manipulated date, to allow us plotting a graph, in which I can use the
gradient to find out the height of the end of the pipe, above the scale.
Error in
Height Average Uncertainty Max (Average (max
(average
(cm) ± 0,3 distance in distance ± distance distance)² distance)²
distance)² ±
cm (cm) (cm) (cm) (cm) (cm)
(cm)
11,8 1,6 0,1 1,7 2,5 2,9 0,4
23,8 5,5 0,2 5,7 30,3 32,5 2,2
35,8 8,5 0,5 9,0 72,7 81,0 8,3
47,8 10,6 0,4 11,0 112,4 121,0 8,6
59,8 11,5 0,3 11,8 131,1 139,2 8,1
18
• The average value of distance was found by applying the average function
in Excel to the values in the raw data table. DCP Aspect 2
• The uncertainty in distance was found by applying (MAX value – MIN C
value)/2 to the values in the raw data table. P
• Max distance was found by adding each uncertainty to the average value N
• (Average distance)² and (max distance)² was found by squaring the value
it’s based on
• The error in (average distance)² was found by: [(max distance)²- (Average distance)²]
Processed data: Graphical Analysis
• Manually fit, steepest and least steep line, to find out the uncertainty in the
answer could not be plotted due to inaccuracy in the data. DCP Aspect 3
C
P

N
19
DCP Example 2
Results
Raw Data Table
Below is a table of the data from the 5 runs performed for each of the 5 different heights.
The uncertainty in Height is estimated to be ½ the smallest division of the meter stick (1mm).
The uncertainty in Horizontal Displacement (Hor.disp.) is calculated by the (Max Disp. – Min
Disp.)/2.
DCP Aspect 1
C
P
N
Height(cm) Hor.disp. Hor.disp. Hor.disp. Hor.disp. Hor.disp. Avg.hor. Hor.disp

±0.05cm 1 (cm) 2 (cm) 3 (cm) 4 (cm) 5 (cm) disp.(cm) unc.(cm)
80 11.0 11.9 11.0 11.0 10.9 11.2 0.5
100 13.5 13.1 13.0 12.8 12.9 13.1 0.3
115 14.0 13.7 14.2 14.3 14.0 14.0 0.3
120 16.2 16.0 17.0 16.5 16.4 16.4 0.5
205 20.9 21.4 21.1 21.0 21.1 21.1 0.25
There was no system for which side of the stream of water would be used to measure the x-
value, which was approximately 1cm in diameter. This may have affected the variation in the
measurements.
Processed Data
The height and the horizontal displacement are related by the equation h=x2/4y, and so a
graph of h vs. x2 will have a gradient of 4y.
Height(cm) Avg.hor. Hor.disp Avg.hor. Avg.hor.disp.2
±0.05cm disp.(cm) unc.(cm) disp.2(cm2) unc.(cm2)
80 11.2 0.5 125 11.4
100 13.1 0.3 171 9.21
115 14.0 0.3 196 8.40
120 16.4 0.5 269 16.5
205 21.1 0.25 445 10.6
DCP Aspect 2
C
P
N
20
Graph of Height vs. Distance2
DCP Aspect 3
C
P
N
21
DCP Example 3
RAW DATA AND UNCERTAINTY
Below is a table of the data from the 5 runs performed for each of the five different heights.
The uncertainty in the measurement of the height of water in the bottle is estimated to be ½ of
the smallest division of ruler (1mm). However, the design of the experiment and the manner
in which the equipment had been set up did not allow me to hold the ruler close enough to the
bottle. Thus the ruler had to be held at a distance of 3-4 cm away from the bottle and I had to
rely upon eye measurement. The uncertainty can thus be assumed to be 0.5 cm.
The distance was measured using eye measurement and thus wasn’t very precise. The ruler
used to measure the distance lay on top of the bucket, while I measured where the water hit
the bottom of the bucket, which was approximately 30 cm below. Due to this the maximum
precision I was able to make was up to 0.005 m. Also, the water was constantly running and
filling up the bucket, making it harder to accurately measure the distance squirted by water.
Thus the uncertainty in the measurement of the different runs is 0.005m.
Average
Height of water Distance squirted Run2 Run 3 Run 4 Run 5 Distance Uncertainty
(m) ± 0.005 m (m) Run1 ± 0.005m ±0.005m ±0.005m ±0.005m ±0.005m (m) (m)
0.62 0.260 0.265 0.255 0.270 0.260 0.262 0.008
0.60 0.250 0.250 0.240 0.250 0.255 0.249 0.008
0.58 0.245 0.240 0.245 0.250 0.245 0.245 0.005

0.56 0.240 0.245 0.240 0.250 0.240 0.243 0.005
0.53 0.230 0.230 0.220 0.230 0.230 0.228 0.005
DCP Aspect 1 DCP Aspect 2

C C
P P
N N
PROCESSED DATA
Uncertainty
Height of water (m) ± Average Distance Uncertainty Distance² Distance²
0.005 m (m) (m) (m²) (m²)
0.620 0.262 0.008 0.069 0.004
0.600 0.249 0.008 0.062 0.004
0.580 0.245 0.005 0.060 0.002
0.560 0.243 0.005 0.059 0.002
0.530 0.228 0.005 0.052 0.002
The equation used to calculate the uncertainty in distance was (Max distance – Min
distance)/2.
22
The uncertainty in distance² is found using (Max²-Min²)/2 where the maximum and minimum
values for distance² are calculated using the average value + and – the uncertainty.
From the theory we know that
Meaning that
Therefore,
Resultantly, we will get a graph of x² against h will give a gradient equal to 4y.
GRAPH
DCP Aspect 3
C
P
N
23
Conclusion and Evaluation
Aspect1: Concluding
IB Criteria
Complete/2 States a conclusion, with
justification, based on a
reasonable interpretation of the
data.
Partial/1 States a conclusion based on a
reasonable interpretation of the
data.
Not at All/0 States no conclusion or the
conclusion is based on an
unreasonable interpretation of
the data.
Check List
State whether your graph supports the theory. E.g. Is the relationship between the
quantities linear? This is only true if the line touches all error bars, don’t say it is if it
isn’t.
Are there any points on the graph that appear to be due to mistake (outliers), maybe
it’s best to remove these and plot the line again?
Normally the data will be arranged so that the gradient will give you some value (e.g.
“g”) calculate this value from the gradient.
Calculate the uncertainty in this value from the steepest and least steep lines.
Don’t forget units.
Compare your result with an accepted value, say where this value is from and quote
uncertainty if known.
24
Conclusion
From the graph it can be seen that within the uncertainties in the experiment s is proportional
to t2. Since the acceleration is therefore constant we can apply the equation s=1/2at2 so the
gradient of the line can be deduced to be 1/2a where a is the acceleration of free fall.
From the graph the gradient = 4.966ms-2so the acceleration g=9.932ms-2
The uncertainty in the gradient can be found from the steepest and least steep lines
Max value = 2x5.198 = 10.396ms-2
Min Value = 2x4.796 = 9.593ms-2
Uncertainty = (Max-min)/2 = ±0.4ms-2
The final value obtained for g is therefore 9.9 ±0.4 ms.2
The accepted value established by the 3rd General Conference on Weights and Measures is
9.80665 ms-2, this lies within the limits of uncertainty of the experimental value obtained,
although it should be noted that g is not the same all over the world so this is an average
value. The value in Oslo is 9.819 ms-2 (Wikepedia)
Here is the graph referred to in this conclusion

Value of g
calculated from the
gradient.
Uncertainty
calculated from max
and min lines. Value
compared.
25
Aspect 2: Evaluation
IB Criteria
Complete/2 Evaluates weaknesses and
limitations.
Partial/1 Identifies some weaknesses
and limitations, but the
evaluation is weak or missing.
Not at All/0 Identifies irrelevant
weaknesses and limitations.
Check List
This is where you say if the conclusion is reasonable or not, you must have evidence
for anything you write here, this can be from your results (the graph) or the
observations you made during the experiment. You shouldn’t say friction was a
problem without evidence. It might help to do a small experiment to show that
something was a problem.
Comments do not have to be negative.
Comment on whether your graph shows a trend; is it clearly a curve even though the
line passes through the error bars? Are the errors reasonable, are they obviously too
big or too small
Comment on whether the intercept tell you anything, if it is supposed to be (0,0) and
isn’t it might suggest a systematic error.
Comment on whether you manage to keep the “controlled variables” constant?
Comment on the equipment used and the method in which you used it.
Comment on the range of values and the number of repetitions.
Comment on time management
26
Extract from a report that completes all requirements
Evaluation
Looking at the graph I can see that the data points lie very close to the best fit line although
there is some small deviation. The small error bars realistically reflect the accuracy of the
measurement. The final value was quite close to the accepted value supporting this
deduction.
Air resistance was not seen to be a problem; if there had been air resistance the graph would
not have been a straight line
Although the experiment gave a good value the random uncertainty could be reduced by
repeating the measurements more times or using a wider range of heights. In this case air
resistance would start to be a problem so a smaller ball could be used.
They intercept was very close to the theoretical value of 0, this shows that the height
measurement was carried out accurately with no zero error.
Evaluation based on results,
Graph referred to: error bars and intercept
27
Aspect 3: Improving the Investigation
IB Criteria
Complete/2 Suggests realistic
improvements in respect of
identified weaknesses and
limitations.
Partial/1 Suggests only superficial
improvements.
Not at All/0 Suggests unrealistic
improvements.
Check List
List ways of improving the investigation (I.e. reducing the uncertainties). Anything
you write here must be related to something you mentioned in the evaluation. This in
turn should be linked to the results. Think like a detective, look for evidence.
If possible do a calculation or a small experiment to show how the improvement
might improve the accuracy of the result.
If you had a more reading (wider range or more repetitions) would it improve your
result?
Is there any modification to the apparatus that would make the results better?
If you made any modification to the original method then mention it here, you will
then get credit for suggesting improvements.
28
Improvements
The method gave good results but the uncertainty ±0.4m/s2 could be reduced. The weak point
of the experiment was the positioning of the ball and the release mechanism. This was not
completely stable and even though we could measure the height to ± 0.5mm the ball could
easily move after the measurement, a more solid support would reduce this error.
To reduce the uncertainty in the height measurement would have to replace the ruler with
something more accurate, perhaps a vernier calliper could be used to position the ball
however if the support was not made more stable this would be pointless.
A bigger range of values is often seen as a way of reducing the uncertainty however if we
dropped the ball from higher up then air resistance may be a problem since it is related to the
speed of the ball which would in this case be higher.
As stated early there was no evidence that air resistance was a problem, probably due the
short drops used, repeating the experiment in a vacuum would therefore not lead to a
significant improvement.
All improvements supported

by evidence either from the
results or observation.
29
CE Aspect 1
CE Example 1 C
P
Conclusion and evaluation: N
Conclusion:
From looking at the graph we can see that (distance)2 and height seem to be proportional.
However, I cannot confidently state that, due to the inaccuracies in the data. The linear graph
does not pass through all the error bars.
If I assume that the relationship is proportional, I can apply the equation that was
presented in the theory part earlier.
From this
equation, we can divide the gradient by 4 and the result of that
should be equal to the real height of the pipe above the scale, 12 cm
(y).
The results of that calculation is on the other hand:
We can clearly see that there is a mistake in the data collection or in the theory the calculations
are based on.
Things that could have made the results inaccurate:
• The path that the water flowed through the pipe did clearly affect the power
at which the water squirted out of it.
CEAspect 2
o The evidence for this statement is the fact that when we changed the
C
path from how it is on picture A to how it is on picture B, the distance
P
that the water squirted increased. More energy is used on the way
through A than B. N
30
o When the independent variable, height was change, the path of the pipe
changed significantly (Picture C) and from my observation connecting power
and path of the water, I can state that this is a factor that could easily influence
the results.
Picture C
• The bucket where the scale was placed on (see picture c) might have moved slightly
between measurements, even we market the place on the table
o This was found out by measuring two times during the experiment, how far
over the bucket, the end of the pipe was.
o The scale also moved slightly and it was difficult to adjust it with the curved
edge of the bucket.
• The reason for the points being scattered around the best fit line is probably the
different paths of the pipe (the difference, in how we held it), combined with the
factors just mentioned.
o Another possibility is that, by holding the pipe it is possible that I made it
narrower and caused more energy to be used up on the way, in some of the
cases.
• The reasons for the interception being -31,42 are not known but might suggest a
systematic error
31
Improvements:
• What we did:
o Marked the place on the table where the bucket should stand, to decrease the
inaccuracies in distance.
• What we could have done:
o Wrapped the pipe around a horizontal wheel that would make sure that there
were never sharp curves on it and that we are not making the pipe narrower in
some of the cases.
The difference would then always have the same effect and the points
would therefore not be scattered but with a systematic uncertainties.
o Get the bucket and the scale into a position where it would not be necessary to
move it. Pump the water out of the bucket, when it has to be emptied.
• Because the reasons for the error in the result of this experiment are not known, I can’t
suggest any improvements for it.
CE Aspect 3
C
P
N
32
CE Example 2
Conclusion
From the graph it can be seen that the linear fit is nearly within the uncertainties of the
experiment. It seems as though the uncertainty was not large enough or for an unknown
reason the measurements at h=120cm were taken consistently incorrectly. Otherwise, the
slope appears to be constant, and so the equation h=x2/4y can be applied.
From the graph the gradient=2.574cm, so the vertical displacement y=0.6435cm
The uncertainty in the gradient can be found in the steepest and least steep lines
Max value = ¼x2.738 = 0.6845cm
Min value = ¼x2.477 = .61925cm
Uncertainty = ½(Max - Min) = ±0.03cm
The final obtained for y is therefore 0.64±0.03cm
The value measured with the meter stick for y was 0.65cm; this lies within the limits of
uncertainty of the experimental value obtained.
Improvements
The measurements could be taken from a constant position in order to minimize parallax
error.
CE Aspect 1 CE Aspect 2 CE Aspect 3

C C C
P P P
N N N
33
CONCLUSION
As the height of the open end of the pipe from the table upwards, wasn’t changed; y was held
constant throughout the experiment. Therefore, a linear relationship should exist. However,
since the line doesn’t touch all the error bars, this is not the case for this particular experiment.
We know that the gradient, taken from the first graph, is equal to 4y.
Therefore
The uncertainty in the gradient can be found from the steepest and least steep lines.
Max value
CE Aspect 1
Min value
C
P
Uncertainty N
The final value obtained for y is therefore 0.042 m ± 0.010

EVALUATION
This conclusion seems unreasonable as I was unable to prove, through the experiment, that a
linear relationship exists between the two variables, even though such a relationship should
exist. This may be due to the imprecision of the uncertainties in my measurements, which
could have been greater than was accounted for.
Also, the y-value originally measured in order to obtain the height of water in the bottle, being
approximately 30 cm, was significantly higher than the value that was calculated through the
experiment itself. The y-intercept was not (0,0) i.e. the line did not pass through the equation
y=x, as can be seen from the graph, so a systematic error could have occurred. The y-intercept
not being (0,0) obviously does not make sense, for there cannot be a value for y when there is
in fact no height (h) from which to spurt water.
The position of the clamps to which both the bottle (reservoir) and the end of the pipe were
clamped, was not changed throughout the experiment. Thus I was able to control my
controlled variables.
The equipment used made it extremely difficult to measure:
• The height of water since the shape of the bottle clamped to the stand was hard to
measure precisely with the use of a ruler
• The distance that water was spurted was imprecisely measured since the only means
of measuring it was a ruler placed on top of the bucket. The distance of the ruler from
the top to the bottom of the bucket (which is where the water fell) was 30 cm; this
distance between the place from which distance of water spurted was measured, and
from where it should have been measured, made the measurement itself inaccurate
• The shape of the bucket too was a problem. Since the bucket was circular, instead of
being uniformly shaped, with a smaller diameter at the bottom than at the top, it was
difficult to measure exactly where the water spurted out and touched the bucket. So a
human error in measurement may have led to a repeated systematic error in the
experiment, thus contributing to a shift in the y-intercept
• The pipe was stretched by the use of clamps, since without the use of them, the pipe
contracted. Fastening the pipe to the clamp may have resulted in the clamp squeezing
34
the pipe. This may have induced pressure applied on the pipe which wasn’t accounted
for in the experiment and thus may have led to a spurt of water to a greater distance
than might actually be the case if the pipe wasn’t squeezed at all
As I spilled water everywhere in the beginning of the experiment, I had to carry out the whole
experiment again. Also the fact that I realized after having carried out 2 runs, that the clamp
was squeezing the pipe and thus the values were more likely to be imprecise, meant that I
used more time on this experiment than was originally allotted.
CE Aspect 2
C
P
N
IMPROVEMENTS
The uncertainty of ±0.010 m being too high could be reduced by improving the experiment in
the following ways:
• Use of digital equipment, such as a digital camera with which the whole experiment
could be filmed may enable a more precise measurement for the distance that the
water spurts
• Using a smaller ruler at the bottom of the bucket may give a more exact value for x
• Using a cuboid bucket for the water to spurt in, would make it easier to measure x and
rid the experiment of the systematic error
The h-values chosen could have had a greater difference in between them. This may have
made it easier for me to find a systematic trend in the results. The amount of repetitions was
appropriate. Further repetitions probably wouldn’t have made a significant difference since
the element of systematic and human error due to eye measurement could not be erased even
through more runs.
I carried out certain improvements, though, when going through the experiment for the second
time:
• I used a pen to mark the bottle (reservoir) in order to measure “h” easily
• I tried to clamp the end of the pipe to the stand in such a manner that it would squeeze
the pipe as little as possible
• I also emptied the bucket each time a run was carried out so that I could measure the
distance the water was spurted (x) more accurately
CE Aspect 3
C
P
N
35
Design
Aspect 1:Research Question
IB Criteria
Complete/2 Formulates a focused
problem/research question and
identifies the relevant
variables.
Partial/1 Formulates a problem/research
question that is incomplete or
identifies
only some relevant variables.
Not at All/0 Does not identify a
problem/research question and
does not identify any relevant
variables.
Check List
State the research question clearly under the heading “Research question”. It should
be phrased in the form “how is y dependant on x”. If the topic is not obvious it is
wise to write a paragraph introducing the topic before you state the research question.
Identify and list the independent variable (this is the one you are changing, x) and
dependent variable (the one that changes, y).
Identify and list the controlled variables. These are all the other quantities that you
could change but that are being kept constant.
You will not be graded on writing a hypothesis but it is good practice to say what you
expect to happen.
36
Extract from a report that competes all requirements
Introduction
This practical is an investigation into a rubber bung connected to an elastic band. The free
end of the elastic band is clamped to a stand and the bung hung vertically from it. When the
bung was lifted and released the elastic band stretched (as shown in the diagram below). I
decided to investigate the relationship between the maximum stretch of the elastic band and
the height of release.
Good idea to introduce topic since
it’s not obvious what this is about
from the research question alone

Diagram helps clarify research
question
h

x
Research Question
How does the extension of the elastic band (x) depend upon the height of release (h)?

Clear Research question
Independent Variable: The height of release
Dependent Variable: The stretched length of the elastic
Variables listed
Controlled Variables:
• The mass of the bung
• The length of the elastic band
Controlled variables
• The type of elastic band listed
• The initial velocity of the bung
Hypothesis
Applying the law of conservation of energy I expect that the GPE at the top will equal the
EPE at the bottom. mgh=½kx2 Since mg and k are constant I expect that x will be
proportional to √h
Hypothesis included but
not necessary for a
complete score
37
Design Aspect 2 Controlling variables
IB Criteria
Complete/2 Designs a method for the
effective control of the
variables.
Partial/1 Designs a method that makes
some attempt to control the
variables
Not at All/0 Designs a method that does not
control the variables.
Check List
List the apparatus used
Draw a labelled diagram of the apparatus, a photo is also a good idea
Describe how you are going to change and measure the independent variable
Describe how you are going to measure the dependent variable.
Describe what you did to make sure the controlled variables remained constant.
38
Method
Measuring the variables
Apparatus List
Plumb line Apparatus list
Ruler
Rubber bung
Elastic cord
To measure the height of release and extension a ruler was mounted next to the elastic. It is
important that the ruler is vertical so it was positioned using
a plumb line.
All measurements were made from the bottom of the bung; I
decided to do this because it was a straight line therefore
easy to line up with the ruler.
The bung was lifted so that it lined up with a cm mark on the
ruler and released. To reduce parallax errors I positioned
my head in line with the bung when I took the reading. The
ruler was positioned close to the bung but not touching.
After release the lowest position of the bung was measured
using the same ruler. I found that if I did this a couple of Details on how
times I could position my head in line with the lowest point variables are varied
before release again minimizing parallax error. and measured
Controlling the controlled variables
The same bung and elastic band was used throughout the experiment.
After each run I waited a few seconds so that the elastic would lose any heat generated.
I was careful to make sure that the bung was released from rest each time.
Details on how each of

the controlled
variables is kept
39
Design Aspect 3 Developing a method for collection of data
IB Criteria
Complete/2 Develops a method that allows
for the collection of sufficient
relevant data.
Partial/1 Develops a method that allows
for the collection of
insufficient relevant data.
Not at All/0 Develops a method that does
not allow for any relevant data
to be collected.
Check List
State the range of values of the independent variable that you are going to use
State how many times you are going to repeat the measurements of the dependant
variable
40
Extract from a report that competes all requirements
The experiment was repeated 5 times for each of 8 different heights ranging from 4cm above
the “at rest” position to 12cm above. The elastic supplied by the teacher wasn’t long enough
to give the range that I wanted so I swapped it for a longer one.
I decided only to use initial positions where the elastic was slack. This is because I didn’t
want the elastic to have any elastic PE before release.
The student has chosen a
good range of values and
repeated each
41
Background on Examples
Sponge
In this practical students were given a large piece of foam rubber. It was actually an old
mattress from one of the student houses.
All they were told was that they must think of a research question related to some property of
the sponge (squashiness, absorbency, bounciness etc.)
The research question must be in the form “how is y related to x”.
An experiment to test the relationship between x and y is then designed and carried out.
Students work in pairs but only one of the pair writes up the experiment.
42
Practical Report. Sponge
Introduction
This practical is an investigation about a sponge. The Investigated material is used for
making mattresses, such as those used for beds. This material can absorb some energy from
an object which is dropped on it so the surface under the sponge experiences smaller force
than it would without the sponge. It can also be soaked in water, it bounces when dropped,
objects bounce when dropped on the sponge... I decided to investigate the first characteristic:
the change of energy absorbed by the surface under the sponge when an object is dropped on
it.
Research question
How the percentage change in the force exerted when a mass is dropped on the sponge and
without the sponge is related to the mass dropped onto it.
In order to investigate my research question I will measure the force applied on the surface of
the plate attached to a force sensor; once with and once without the sponge (without changing
the mass of the plasticine).
Independent variable: Weight of the object (plasticine).
Dependent variable: Energy absorbed by the surface of the force sensor plate. D Aspect 1
C
Controlled variables:
• Height from which the object is dropped P
• Elasticity of the sponge (type of sponge, shape of sponge) N
• The initial velocity
• Surface under the sponge

plasticine
Method
Measuring the variables
Apparatus List:
• Sponge (cuboid shape)
• Plasticine
• Triangular holder
• Ruler
• Force sensor + wooden plate adjustage
• Digital scale

I set the apparatus as shown on the picture on the right: Sensor with
a sponge
Sensor without a
sponge

43
I used plasticine for this experiment because I can easily change its mass without changing other
characteristics of it.

I used the triangular holder for making sure that I will drop the plasticine always from the same
height.
Then I used a pendulum to make sure that the end of the upper metal stick ‐the place from which I
will later drop the plasticine‐ is ideally above the force sensor, so after I drop the plasticine, it will
precisely fall on the sensor.

I made sure during the measurements that the position from which is the plasticine dropped is
always the same, so the lower edge of the plasticine was in the same level as the end of the upper
metal stick.

I used a ruler to measure the height difference between the end of the metal upper stick and the
surface of the force sensor (not the surface of the sponge). After I set the apparatus up, I did not
move it in any way.

I used a knife to shape the sponge to an appropriate shape. It could not be too think because then
the possibility of measuring small masses could be restricted and also if the sponge would be too
thin, measurements for greater masses may not be very clear and distinctive. I also tried to make the
cut surface of the sponge as even as possible so that the measurement is as precise
as possible.
D Aspect 2
For making sure that the sponge will stay on the force sensor plate and will not slip
aside, I used a thin –so that it will effect the measurement as little as possible‐ C
layer of sticky plasticine to stuck it there.
P

Controlling the controlled variables: N
The same sponge was used during the whole experiment

I did not move the triangular holder or the force sensor after I set the apparatus so that the height
difference will not change.

I made sure that I am releasing the plasticine from rest – without any initial velocity.

There was a small mechanical problem with the force sensor; sometimes when a greater mass hit
the surface of the sensor, the plate which is connected to the sensor itself became more loose.
Therefore after every impact I made sure that the adjustage is fasted enough.

The measurements were done for 5 different masses. I first repeated the measurement
´without sponge´ 10 times in order to decrease the uncertainty as I find my human
factor in the setting up the experiment very crucial and also highly inclined to cause
D Aspect 3
systematic error. Further I did not repeat the measurement ´without sponge´. The
experiments ´with the sponge´ were repeated at least 4 times as I observed huge C
differences in measured values after the first set of measurements. I will discuss this
problem later in my report. P
N

44
Raw Data
Below is the data.
The way I measured force is that I took the value of the peek of each measurement from the
graph (shown below). As I observed, sometimes the graph showed huge uncertainty. I
suppose that this happened when the plasticine hit the wrong place on the sensor plate.
Otherwise I can not explain this unpredictable behavior.
Place where the DCP Aspect 1

plasticine probably
hit the wrong spot. C
P
N
For this problem I took many measurements for the first mass. I decided to take to account
only those values for measurement with the sponge, which are smaller than the value of the
force measured for ´without sponge´. I followed the same procedure for the rest of the
measurements . Data are shown below:
I calculated the uncertainty for force as (max force – min force)/2. The uncertainty for the
mass of the plasticine is the smallest mass which could be measured on the scale.
I counted how many percent from the force applied on the sensor plate without the sponge
was applied on the sensor with the sponge: (force with the sponge) / (force without
sponge*0,01)
mass /g/ 306,5 ± 0,1

force /N/ Uncertainty for percentage I counted as a sum of
run without sponge with sponge percentage uncertainty for force with sponge and
1 2,32 1,98 without sponge.
2 3,05 1,74
3 2,47 1,04
4 2,93 1,31
5 2,32 1,25
6 2,38 1,25
7 2,69 1,34
45
8 2,78 1,07
9 2,14
10 2,35
average 2,543 1,3725
uncertainty 0,455 0,455
percentage 54,0 %
Uncertainty: 51,0 %
224,6 mass 186,7 mass 138,7 mass 85,7

mass /g/ ± 0,1 /g/ ± 0,1 /g/ ± 0,1 /g/ ± 0,1
force /N/ force /N/ force /N/ force /N/
without without without without with
run s. with s. s. with s. s. with s. s. s.
1 2,82 1,07 1,9 1,71 1,71 2,56 1,07 0,89
2 1,53 1,59 1,4 1,01
3 2,11 1,1 0,64
4 1,16
1,16
average: 1,57 1,65 1,48 0,85
uncertainty 0,52 0,06 0,73 0,185
percentage 55,7 % 86,8 % 86,5 % 79,4 %
Uncertainty: 51,0 Uncertainty: 21,5 Uncertainty:67,2 Uncertainty:
I graph the relationship between change of the mass and the percentage of the force applied
through the sponge. I also plot the uncertainties.
DCP Aspect 2
C
P
N
46
DCP Aspect 3
C
P
N
From the data tables and also from graphically from the graph I see that the uncertainty for
different masses is too big. In some cases is it more, or much more than 50%. For this reason
this experiment is invalid. This experiment must be repeated with more precise equipment
and each measurement repeated more times.

C C C
P P P
N N N
47
DESIGN
N PRAC
CTICAL
L
Introdu uction:
This praactical is ann investigatiion of a soaaked spongee being droppped from a certain height onto
a flat suurface. We will study the t relationnship existin
ng between the height (h) from which
w the
sponge is dropped and the amount of watter lost from m the spongee after the ddrop.
Research Questioon:
How is the amountt of water lost from thee sponge affter its dropp dependant on the heig ght from
which the
t sponge is i dropped?
Variab bles:
• The indepen ndent Variab
ble: the heighht from which the spongee is dropped D Aspecct 1
• The dependent Variable: the amoun nt of water loost from the sponge C
• The controlled Variabless:
P
a) The size of the sponge
b) Consstant stability position of the ruleer located n
next to the N
sponnge
Hypothhesis:
The am
mount of waater lost afteer the drop is directly proportiona
p al to the heigght from which
w the
sponge is dropped..
Methodd:
Measurring the variiables D Aspect 2
Instrumennts used C
P
Mattress sponge
N
Plastic ruler
Scale
Plastiiline
To begin thhe experimeent I first cuut of a squaared like spoonge with a sharp knifee from a
big matttress providded. I thenn went on too soak the sp ponge with about half a cup of water; the
sponge was then positioned
p o the scalee and the weight was recorded.
on r Too carry on with
w the
experimment, the sponge was first
fi raised too a height ofo 30cm, to measure thhe height off release,
a ruler was posittioned nextt to the spponge but without w comming in coontact with h it. All
measureements werre made from m the bottoom of the spponge as thee reading pooint. This wasw done
in ordeer to simpliify the proocess of thee experiment since thhe bottom oof the spon nge was
obvioussly a straighht line.
The spoonge was liifted so as to t be lined up with thee readings of o the ruler,, in order to o reduce
parallaxx errors the readings were taken with
w my eyess lined up with w the sponnge.
The spoonge was thhen swiftly dropped
d oveer the table.. After this trial
t it was clear to seee that the
sponge had lost a certain amoount of watter becausee of the wettness on thee table. It was w then
measureed once again in order to calculaate the diffeerence in weightw and tthus the am
mount of
water loost after it having
h beenn dropped. This
T processs was done a number oof 7 times changing c
the heigght of the sponge froom the surfface of the table `by 0.30m, 0.35m 0.40m,, 0.45m,
0.50m, 0.55m, andd 0.60m resppectively.
To meeasure “W” the weightt loss of thhe sponge, a scale wass used. In oorder to ob btain the
weight loss, the weeight of the sponge wass recorded before
b and after
a each experiment. In order
48
to reduce systemaatic error, thhe scale waas dried after every triial in orderr to ensure that the
weight given wass in fact the t weight of the sp ponge alonee. Also I attempted to have
approxiimately the same initiall weight forr the spongee to be expeerimented onn.
D Aspectt 3
C
P
N
Resultss:
Raw Daata Table
Below isi a table off the data from
fr the tests made forr the 7 diffeerent heightts, and the recorded
r
weightss before andd after the trrials.
The Unncertainty inn the height when raisinng the spon nge is estimated to be tthe smallestt
divisionn of the ruleer 1(mm). DCP Asspect 1
The uncertainty
u in weeight of the spo onge is calculatedd through h
C
w
where the max
m and the min valuess were takeen to be thee
P
averagee value + annd – uncertaainty.
Heighht (m) Weight Weiight Total
T Weigh ht N
±0.0001m before(g) afteer(g) loss(g)
0.300(m) 34.2 322.8 1.4
±0.0001m
0.35 (m) 34.4 322.7 1.7
±0.0001m
0.400(m) 34.8 322.8 2.0
±0.0001m
0.455(m) 34.0 311.1 2.9
±0.0001m
0.500(m) 34.1 300.6 3.5
±0.0001m
0.555(m) 34.7 300.7 4.0
±0.0001m
0.600(m) 34.4 299.8 4.6
±0.0001m
49
A total of 4 trials were done for each height. In order to be able to examine the amount of
weight with the height, the total grams obtained were then transformed into ml through a
simple transformation through knowing that: 1000g-----1 liter.
Once again the uncertainty in the amount of water lost of the sponge is calculated through

where the max and the min values were taken to be the
average value + and – uncertainty. The final recordings were as follows:
Height (m) Amount of Amount of Amount of Amount of Uncertainty
±0.001m water lost (ml) water lost (ml) water lost(ml) water lost(ml) In amount
Trial 1 Trial 2 Trial 3 Trial 4 of water
lost(ml)
0.30(m) 1.4 1.6 1.2 1.3 0.20
±0.001m
0.35 (m) 1.7 1.5 1.7 1.8 0.15
±0.001m
0.40(m) 2 2.2 2.4 1.9 0.25
±0.001m
0.45(m) 2.9 2.6 2.8 2.6 0.15
±0.001m
0.50(m) 3.5 3.1 3.3 3.4 0.20
±0.001m
0.55(m) 4.0 4.1 4.3 4.4 0.20
±0.001m
0.60(m) 4.6 4.5 4.6 4.7 0.10
±0.001m
Processed Data table:

The average amount of water lost for each height was calculated through
Height (m) Average amount of water lost Uncertainty
±0.001m (ml) In amount of water lost(ml)
0.30(m) 1.38 0.20
±0.001m
0.35 (m) 1.68 0.15
±0.001m
0.40(m) 2.13 0.25
±0.001m
0.45(m) 2.73 0.15
±0.001m
0.50(m) 3.33 0.20
±0.001m
0.55(m) 4.2 0.20
±0.001m
0.60(m) 4.6 0.10
±0.001m
DCP Aspect 2
C
P
N
50
GRAPH
H:
Height vss. Average water lost

DCP Aspecct 3

C

P

N

51
Conclusion:
From the graph it can be seen that the uncertainties fit more or less the linear fit, as well as
demonstrating that the amount of water lost is proportional to the height from which the
sponge was dropped.
Evaluation:
Although the method proved to be successful the uncertainties could be stabilized, one flaw
in the experiment could have been the position of the eye in front of the sponge to calculate
the height , this automatically creates an uncertainty because of the difficulties in keeping the
eye in the same exact position for every testing and assuring that the bottom of the sponge is
in fact at the same height for every repeated trial.
An important aspect to take into consideration was whether or not the sponge hit the table in
the same way every time. Although I attempted to drop the sponge in a straight position, it is
possible that it did not always reach the table the same way; this is important to examine
because depending on the final position of the sponge it could have lost more or less amounts
of water, thus creating a bigger uncertainty for the amount of water lost.
Improvements:
To reduce the uncertainty in the measuring of the height from which the sponge was dropped,
the ruler would have to be replaced with a more specific instrument seeing as though it is
very probable to have an error with such a device.
Although I did attempt to have the sponge with more or less the same weight for every trial, it
was very difficult to achieve this successfully, I believe that if the sponge had been the exact
weight for every trial the results would have come to be much more precise.

C C C
P P P
N N N
52
PRACTICAL 11 BASED ON A SPONGE:

I- INTRODUCTION:
The practical is an investigation into the sponge. Sponge has several properties such as
compression, deflection, elongation, water absorption, thermal conductivity, brittleness
temperature, and sound insulation. This last property will be investigated in this experiment,
to find out the relationship between sound loudness and the thickness of the sponge we use
against the microphone. That is going to be done by varying the thickness of the sponge and
then measure the maximum variation in pressure for each set of data. Indeed, the sound
pressure is an adequate loudness indicator because it is directly related to the amplitude
(sound amplitude relates directly to loudness).
Let us first shortly elaborate on that in order to fully understand the D Aspect 1
relevance of the problem (investigating the maximum variation in pressure - C
which is an indicator of sound loudness- according to the thickness of sponge
between the earphones and the microphone as a sound insulator) and the P
selected variables (thickness of the sponge used and maximum variation in N
pressure).
The amplitude of a sound wave indicates how high and low the air pressure is in the high-
pressure and low-pressure regions. The following diagram may help explain this better:
Highest Amplitude Lowest Highest Amplitude
Amplitude
/|\ | ***** ***** Sound wave
| | *** . *** *** . ***
| | ** . ** ** . **
| * . * * . *
Amplitude | * . * * . *
(y) |*-------------------*-------------------*-------------------*-
| . * * . Time
| | . * * . ----->
| | . ** ** . (x)
\|/ | . *** *** .
| . ***** .
. . .
. . . Air
| o o oo o o o o o o o o o ooo o o o
|o o oooo o o o o o oo ooo o o o
molecule
| o o oooo o o o o o o ooooo o o
|o o o oo o o o o o o o ooo oo o o
| o oo oooo o o o o o o oooo o o oo o
Highest Lowest Highest

Density Density Density
(Pressure) (Pressure) (Pressure)
Amplitude corresponds to the amount of pressure oscillation in the air caused by the sound
wave. (source: http://atrevida.comprenica.com/atrtut21.html)
Therefore, maximum variation is a good indicator of loudness that will show us clearly how
sound varies according to the sponge thickness.
Setting the apparatus:

Materials used:
- Pieces of sponges that have different thicknesses
53
- A Vernier microphone
m e,
- Headphonees
- Fourier makking waves software (ssound sourcce)
Plate 1: the
t different layers of spoonge and the Vernier
V micrrophone Plate 2: Th
he Vernier intterface
DCP Aspeect 2
C
P
N
The exxperiment was

w pretty straight
s forrward: first we used thet program m named above
a to
producee a constantt sound thaat is going tot be kept innvariable thhroughout tthe experim
ment. We
used thee earphoness as a sourcce to get thee maximum accuracy of o the soundd that is goin
ng to be
amplifieed and delivvered to thee computer port
p by the microphonee. Keeping the sound constant,
c
we usedd the spongge as sound insulator anda placed it i in betweeen the speakker and the Vernier
microphhone. Usingg loggerproo software, we recordeed the variaation in preessure for different
d
thicknesses of the sponge.
s
1) Reseearch Question:
How does the maaximum vaariation in pressure depend
d on the thicknness of the sponge
placed between th he sound soource (earp
phones) andd the microophone?
Indepenndent variaable: is thhe thicknesss of the sponge
s betwween the eearphones and the
microphhone
54
The dependent variable: is the maximum variation in pressure recorded.
The controlled variables that I kept constant here are:

- the sound wave that is being recorded
- the earphone-microphone distance
- the material used, the sponge,
- In regard to the three dimensions constituting the sponge, only the third dimension of
thickness is changed so the two other dimensions are kept constant.
- Finally, all the measurements have been taken in the same place, in a short period of time so
that the external factors such as room atmosphere, temperature and noise are the same.
2) Hypothesis:
Since maximum variation in pressure indicates sound loudness and since sponge is a sound
insulator, I expect that as the thickness of the sponge used between the earphones and the
microphone increases, the maximum variation in pressure will decrease.
II DATA COLLECTION AND PROCESSING:
a) Collecting the data:
The measurements are made from six different values of sponge thickness and the
measurement for each value has been made five times. The thickness of the sponge has been
measured using a ruler and the maximum variation in pressure by using loggerpro. Here is a
sample:
D Aspect 3
C
P
N
55
III. RESULTS:
a. Uncertainties in the sponge’s thickness:
The smallest division of the ruler is 1mm. Normally, we would take an uncertainty of half the
smallest division but here, since we cut the sponge ourselves without any adequate machine, I
consider that the uncertainty should be: 1mm= 0.001m.
b. Uncertainty in the maximum variation in pressure:
It is caused by the different sounds in the room since there were other people as well talking
and due to the reading of the maximum variation in pressure from the graph in loggerpro. We
repeated the experiment five times to get more accurate results and accurate uncertainties.
The uncertainty is obtained by the difference between maximum and minimum and then
divided by 2.
The maximum variation in pressure was measured directly on the graph recorded in
Loggerpro since the maximum variation in pressure is the amplitude of the graph.
Sponge trial 1 trial 2 trial 3 trial 4 trial 5 Uncertainty
thickness (±Pa) (±Pa) (±Pa) (±Pa) (±Pa) (±Pa)
(±0.001m)
0.005 0.310 0.308 0.312 0.310 0.305 0.004
0.012 0.120 0.114 0.117 0.119 0.124 0.005
0.015 0.093 0.088 0.093 0.098 0.094 0.005
0.025 0.055 0.057 0.051 0.057 0.061 0.005
0.060 0.009 0.023 0.017 0.019 0.019 0.008
0.085 0.008 0.008 0.012 0.016 0.015 0.004
c. Table of results:
sponge's trial 1 trial 2 trial 3 trial 4 trial 5 Uncertainty Average
thickness (±Pa) (±Pa) (±Pa) (±Pa) (±Pa) (±Pa) (±Pa)
(±0.001m)
0.005 0.310 0.308 0.312 0.310 0.305 0.004 0.309
0.012 0.120 0.114 0.117 0.119 0.124 0.005 0.118
0.015 0.093 0.090 0.093 0.096 0.094 0.003 0.093
0.025 0.055 0.057 0.051 0.057 0.061 0.005 0.056
0.060 0.009 0.021 0.017 0.019 0.019 0.006 0.017
0.085 0.008 0.008 0.012 0.016 0.015 0.004 0.012
DCP Aspect 1 DCP Aspect 2

C C
P P
N N
56
IV. GRAPH : MAXIMUM VARIATION IN PRESSURE AGAINST SPONGE THICKNESS:
DCP Aspect 2
C
P
N
V- CONCLUSION:
As we can see from the graph, as the thickness of the sponge is increasing, the
maximum variation in pressure is inversely proportional and decreasing. The CE Aspect 1
hypothesis is being proved true.
That might be explained by the formula: pressure = force /area where area refers to C
the area of the sponge and the force to the air molecules. P
N
VI - EVALUATION:
The graph is accurate and passes through all the points and error bars. This is probably due to
the precision of the software and microphone we are using and the fact that the source of the
sound is an earphone so it could almost be totally delivered to the computer port.
However, as the maximum variation in pressure is getting smaller, the uncertainties are then
relatively big because the uncertainty and the value of maximum variation in pressure are of
the same order.
I think the experiment went well except from the fact that I do not have any precise formula
directly linking the sponge thickness and the maximum variation in pressure. However, due
to researches and readings, I could find some related and relevant formula that I think are
appropriate to be used in the experiment.

CE Aspect 2 CE Aspect 3
C C
P P
N N
57
Example worksheets
The following are a sample of the worksheets I use with my students.
1. Introduction to Data Studio
In this practical student use the Pasco interface to measure the temperature increase when water is
heated in an electric kettle for one minute. The aim is to introduce students to the data logging
equipment and software.
2. Introduction to data analysis and uncertainties
This is a continuation of 1. Students repeat the measurements to ascertain the uncertainties in their
method and plot a graph with error bars. The aim is to introduce students to the concept of
uncertainty, how to use Excel to process data and plot graphs with logger pro.
3. Determining g
This is a classic method for finding g by timing a ball falling different distances. The aim is to
reinforce the theory of uniform acceleration and to practice processing data. Far too much
information is given on the worksheet for this to be used in assessment.
4. Determining Specific Heat capacity of water
In this practical varying masses of water are heated in an electric kettle and a graphical method used
to find c. The aim is to reinforce theory and assess DCP and CE. Note the students are given the
theory but not told what how to analyse their data.
5. Single slit diffraction
This is an example of how a classic practical set up can be adapted to fit in with IB assessment. A
vernier calliper is used as a variable slit so a graph can be plotted to determine λ. Tyhe Aim is to
reinforce theory and assess DCP and CE.
6. Verifying Kepler’s Law
This is an example of how a database can be used in physics. The aim is to reinforce theory and give
an opportunity for students to use an online database.
7. Video Analysis of a wave
In this exercise a simulation of a wave is used to plot a graph to test the relationship between the
tension and speed. The aim is to introduce the student to analysing video with logger pro and
experience using a simulation. The result is not what would be expected!

58
Practical 1: Introduction to
using Data Studio

Introduction
In this practical you will be measuring the temperature of water
using a temperature sensor connected to the computer via a Pasco
Interface. The aim of the experiment is to learn how to use the
equipment rather than to understand the physical principles.

Setting up the interface
You will be using the following apparatus:
500 Interface

USB Connector

Temperature sensor

There is also a power supply but I don’t have a picture.
59

• Connect the power supply to the back of the interface then connect it to the mains plug using a
power lead (hanging on the cupboard door)
• Connect the USB connector to the back of the interface, do this very carefully so you don’t break any
of the pins, ask me to do it if not sure.
• Connect the USB connector to the USB port on your computer.
• Connect the Temperature sensor to “Analog Channel A”.
• Start the program “Data Studio”.
• When asked “How would you like to use data studio?” click “create experiment”
• You will get a window like the one below. Make sure the interface looks like the one you are using,
if not change it as instructed below. Add temperature sensor by double clicking chsnnel A on gthe
interface picture (we have two types ordinary and stainless steel). Finally drag the graph icon to
“channel A”. You are now ready to start.

Note: If you have a yellow triangle next to the picture of the interface ( like above) ask Chris for
help.
• To see if everything is working click the start button and see if you can see the temperature recorded
on the graph. Try rubbing the sensor in your hand to make the temperature go up.
• Try changing the “sampling rate”, this is on the right hand side of the window. This changes how
often the computer measures temperature.

Taking Measurements.

You are going to investigate how the temperature rise of water is related to it’s mass.
• Put a known mass of water into the kettle/water boiler.
• Start measuring the temperature by clicking the start button
• Switch on the heater and measure how much the temperature goes up in 1 minute.
60
• Repeat the experiment with 5 different masses of water, enter your results in a table like the one
below.

Mass (kg) Temperature (ºC)
Plotting the Graph (Analysing the Data)
You are going to plot the graph using the computer programme “Graphical Analysis. Open the
programme and you will see a blank table on the left and a blank graph on the right as shown below.

Copy the data from your table of results into the Graphical analysis table, you can do everything in
one go.
To add titles to the columns double click the column header, you will get a box like the one shown
below. Fill in the title and units.
61
The graph will be plotted automatically if it you can’t see it click the autoscale button
You should now have a graph like the one below

Next lesson you will find out how to add a smooth curve and deal with uncertainties.

62
Practical 2: Introduction to Data
Analysis and Uncertainties

Part 1 Uncertainties
Physical measurements are never exact. For example, when you use a ruler you can estimate the
length to within 0.05cm. So if we use a ruler to measure a piece of string and find it to be 5cm then
we should say that it is 5 ± 0.05 cm. We say the uncertainty or error is ±0.05cm.

If you are simply using a scale then the uncertainty is ± half the smallest division.
Sometimes it’s not so simple, then you should repeat the measurement several times, the
uncertainty is found from (highest reading – lowest reading)/2

To find the uncertainty in the water heating experiment
• Heat the same amount of water 4 times.
• Calculate the temperature difference for each run.
• Calculate the average value.
• Find the uncertainty from (highest reading – lowest reading)/2

Part 2 Data analysis
You have already used graphical analysis (GA) to draw a simple graph. You can see that the graph is
not linear. To get the labels double click the table headers and fill out the form.

Temperature rise is in fact inversely proportional to mass so the equation of the line is something
like y=k/x where k is some constant

63
Curve plotting
You can plot a curve using GA but first remove the line joining the dots by double clicking on the
graph. You will then see a message box like this:

Untick the connect points option and then Done.
To plot a curve click this button
You will get the following message box:

Choose A/X (Inverse) and OK
What does the line look like?
It might not be very good, why doesn’t the line pass through all the points?

64

Plotting error bars
An error bar is a line that is drawn on each point on a graph to show the maximum and minimum
values. Below is an example of a graph with error bars

Now you can see that although the line doesn’t pass through all the points it does touch all the error
bars.
To plot error bars for mass double click the table header on the mass column. You will get a
message box, click the options tab. You will now get the following message

Tick the Error Bar Calculations box then the Fixed value and Error Constant boxes as above. Enter
the error in the mass reading. This is 0.1g due to the balance.
Do the same for the Temperature column and enter the uncertainty that you calculated in part 1.
• Does your line pass through all the error bars?

65

Plotting a Straight Line
Instead of plotting mass vs temperature you could have plotted mass vs 1/temperature this would
have given a straight line graph. You are now going to use EXCEL to manipulate the data.

• Copy and paste the table Into Excel

Note: the numbers in the columns
have the same number of significant
figures as the uncertainties.

Add a third column called 1/Temperature. To do the calculation follow these steps

• Click the first cell in the new column
• Write =1/ then click the first cell in the temperature column. The equation should now read =1/B3
• Press return
• Now hold the cursor on the bottom corner of the first cell until you get a cross like the one below

• Pull this down like a blind, the equation will now copy into all the other cells automatically
calculating 1/Temp for all the values.
• You can now copy the mass and 1/temperature back into GA
• Remove the line connecting the points as before
• Add a best fit straight line by clicking this button ’

66
Your graph should look like this:

If you want to adjust the scale of the graph then you can put your cursor near the axis labels to get
the wiggly arrow shown below, You can then slide this up and down to adjust the scale.

To move the graph sideways or up and down then use the arrows next to the labels.
To automatically scale the graph to fit the page click this button on the tool bar
Plot a best fit line by clicking the linear fit button

Plotting error bars on the 1/Temp graph

Go back to the Excel table and add columns as below

• The max temp is the temp + the uncertainty, fill this in by writing the equation=B3+(uncertainty) and
filling down as before
In the 1/Max ΔT column write an equation =1/C3 and fill down
In the 1/Min ΔT column write an equation =1/D3 and fill down
• The error in 1/temp is found by subtracting (1/MinΔT – 1/MaxΔT)/2
67
• The following table has been filled in assuming error in temp was 1°C

• Notice that the error in 1/temp is not the same for all the values; this means that they have to be
plotted in a different way.
• Also note that the number of significant figures in the error has been reduced to 1 and the number
of decimal places in 1/ΔT is the same as the error.
Back to GA
• From the Data menu choose “New data set”
• This will add two new columns onto the table, add the heading “error in 1/T” to one of these and cut
and paste the data from excel.

• Double click the 1/temp column select the option tab. Again tick the Error bar calculations box but
this time “use column”.
• Select the Data set 2“error in 1/T “ option from the list
• Add the error bars to the mass column as before.
• You should now have a graph like this

68
Plotting the Least Steep and Steepest lines.
The best fit line that you have drawn is not the only line you can draw through the error bars. It is
useful to plot the steepest line and least steep line to give you some idea of the uncertainty in the
gradient, to do this open the curve fit window by clicking the curve fit button .

This time select Linear then press Try Fit. This will place a best fit line on you graph. Now select
manual (top right) and use the arrows to the right of m1(Slope) and b(Y‐intercept) to place the
steepest line through the error bars. The best way to do this is to get the line to pass through the top
of the right hand bar and the bottom of the lefthand bar as shown below.

Now press OK and the line will appear on your graph.
Repeat the process but with the least steep line. Your finished graph will look like the one below.
This is difficult so I will demonstrate it to the class.

69

The gradient of the best fit line is 0.2829 kg‐1°C‐1
The uncertainty in the gradient is (max grad – min grad)/2 = (0.47 – 0.15)/2
= 0.16 kg‐1°C‐1 rounding down to 1sf = 0.2 kg‐1°C‐1
So the gradient = 0.3 kg‐1°C‐1 ± 0.2 kg‐1°C‐1

Note that the gradient is only given to 1 decimal place since the uncertainty is
0.2 kg‐1°C‐1

In this example the error bars have been exaggerated so that you can see what is being done, you
probably won’t get such large uncertainties in a real experiment.

This is a lot to take in but you will get more practice over the next few months, if you want more
help you can ask me or one of the peer tutors, alternatively go to my website
http://occ.ibo.org/ibis/occ/resources/ict_in_physics/ and look under graphplotting.

70
Practical 3: Measurement of g

Introduction
In this practical the acceleration due to gravity will be calculated by using an electronic timer to
measure the time taken for a small steel ball to fall a known distance.
Procedure
The apparatus is set up as in the diagram. Find out how the release mechanism works and make a
couple of trial runs to see if it works properly. Measure the time for the same height and see if you
get the same reading. Estimate the uncertainty in the time measurement from the last decimal
place of the time reading (If you have 4 digits e.g.0.3214s then the uncertainty is ±0.0001s). This is
the uncertainty in the measuring device however you will probably find that the spread of results is
much bigger.

The height is to be measured using a meter rule; the uncertainty in this measurement depends upon
how well you can read the scale, the best you can do with a ruler is ± 0.5mm but you probably won’t
be that accurate.

Copy the table below ready for your results fill in the uncertainties. Now fix the height of the ball at
a convenient level and measure its height. Release the ball and measure the time of fall. Repeat to
make sure that no mistake was made. Enter the distance and time in your table, repeat for 10
different heights.
To calculate the uncertainty in time find (Max time – Min time )/2, this is the uncertainty in your
measurement rather than the device, this is the value you will use from now on.

Distance Time1 /s Time2/ s Time3/ s Time4/ s Time5/ s Average Uncertainty
m ±? ±? ±? ±? ±? time Time
±? s s

71
Processing the data

The equation relating distance and time is s = ut + 1 2 at
2
Since the initial velocity is 0 this simplifies to s = 1
2 at 2
s is therefore proportional to t² so a graph of s (y axis) against t² (x axis) will give a straight line. The
slope of this line will be ½a
Add the columns below to your spreadsheet and calculate the time2 and the uncertainty in time2,
uncertainty in time2 = (Max time2 ‐ Min time2)/2

Average time2 Uncertainty in time2
s2 s2

Presenting Data
You are now ready to present your data in a graph. Copy the distance and time2 columns into
loggerPro (or Graphical Analysis) and plot the best fit line and find the acceleration due to gravity
from the gradient of the line. Create another data set and use the “uncertainty in time2” Column to
plot the error bars.
Plot the steepest and least steep lines manually to find the uncertainty in the acceleration. If you
can’t remember how to do this see the ICT and IB Physics website. On my website you will also find
this practical used as an example.

Conclusion and evaluation
Use your graph to answer the following questions
• Is the acceleration truly constant?
• Were your estimates of uncertainties reasonable?
• Is there any way that this experiment could be improved?

72
Practical 4: Specific Heat Capacity

Introduction
In this experiment the specific heat capacity of water will be
determined by heating different quantities of water in an electric
kettle. The method used is far from ideal, try to think of ways to
make your result as accurate as possible and modify the method as
appropriate (don’t forget to write about these modifications in your
report).
Method
Pour some water into the electric kettle and determine it’s mass.
Switch on the kettle and measure the rate of temperature rise using
a temperature sensor connected to the computer. Repeat the
procedure with at least 5 different masses of water. Enter your
results into an appropriate table.

Theory
The rate of temperature rise of the kettle ΔT/Δt is related to the
power of the kettle, P by the following equation:

⎛ ΔT ⎞
P = mc⎜ ⎟
⎝ Δt ⎠
Where
m = Mass of water
c = Specific heat capacity of water

Find out the power rating of the kettle then using a graphical
method find the specific heat capacity of the water.
73
Practical 5: Diffraction of light
Introduction
When light passes through a narrow slit it spreads out, this is called diffraction. The light does not
spread out uniformly but form bright and dark areas as shown below.

The width of the central maximum depends on the size of the slit, small slit gives wide maximum.
With the apparatus set up as shown the relationship between the angle θ and the slit size is:
bsinθ = λ

If the angles are small then sinθ=y/D
so the equation becomes: by/D=λ
Method
Using the Vernier calliper as a slit form a diffraction pattern on the wall. By measuring the width of
the central maximum and the size of the slit use a graphical method to find λ.

74
Reading a Vernier Scale

To read the vernier scale you first read
the position of the 0 on the slider. In
the example the slider points at
something between 2 and 3 mm. To
find the next significant figure we look
to see where the sliding scale coincides
with the fixed scale. This is at 5 on the
sliding scale. The reading is therefore
2.5mm.

You can try reading a vernier scale at
http://people.westminstercollege.edu/faculty/ccline/vernier/vernier.html
to see if you do it right.

75
Practical 6: Kepler’s Law
Introduction
This isn’t really a practical but it is an exercise in using data from a database. A database is a
computer programme that allows you to make connections between different bits of data. The
college timetable uses a database to make lists of the students in different classes, the teachers in
different rooms and what time the different classes happen. When teachers mark a student absent
the database makes a list for the advisor so they know when the student missed a class. In this
exercise a database containing data about the solar system will be used to plot a graph verifying
Kepler’s law.
Kepler’s Law
For many years before Newton thought of his “Universal Law of Gravity” man was interested in the
movement of the planets, this interest led to very precise measurement of their time periods and
orbital radii. By manipulating this data Kepler found out that the square of the Time period was
proportional to the cube root of the radius.
r³αT²
Later Newton showed how this could be derived from the “Universal law of Gravity”.
We know that if a body moves in a circle the force acting toward the centre = mv²/r
Newton’s Law said that this force = GMm/r² where M is the mass of the sun.
So

But the speed of the body v = 2πr/T where T= time period
• Substitute this into the equation above and show that
• Using the data about the solar system found here(http://hyperphysics.phy‐
astr.gsu.edu/hbase/solar/solill.html#c1) (press ctrl and click to open link), plot a graph of r³ against
T².
• Use your graph to find the mass of the sun.
• More info about databases can be found on the ICT site.

76
Practical 8: Measuring the velocity of a
wave using video analysis
Introduction
In this practical the Phet simulation “waves in a string” will be used to investigate the relationship
between the tension in the string and the wave speed. This is not really an experiment since you are
not measuring real physical quantities but simulated ones, however it will introduce you to the use
of loggerpro to analyse videos, and this might be useful later in the course.
Method
Open loggerpro, this is very similar to graphical analysis but can also be used to collect data using
the vernier interface and analyse video. Open the video by selecting movie from the insert menu.
The movie is in my public drive (ac90cham). I have already prepared the video to save time. You
should see something like this

Run the video by clicking the arrow at the bottom of the video window. To analyse the video got to
http://home.no/champer/ict/Home/Home.html “video analysis”. Here you will find step by step
instructions on how to do it. When setting the scale assume the length of the string is 1m.
Analysis
The video shows the wave travelling through the string at different tension setting. The actual
tension is not given but assume the tension scale is in Newtons (ON ‐ 10N). Using loggerpro draw a
graph of the displacement of the wave at each Tension setting (4N – 10N), find the wave velocity by
plotting a best fit line for each graph and recording the gradient of the line. You should enter your
results into a suitable table. Don’t forget to estimate the uncertainties.
The velocity, v of the wave is given by the formula T = Tension and µ = mass per unit
length. By plotting a suitable graph show that v is proportional to √T and find µ.

77
Design Practicals
One of the nice thing about doing design practicals is that you don’t need to prepare a worksheet, all
you do is give the students a topic to work with and off they go. However you do need to make sure
that the topic has a lot of possibilities, its best if all the students in a class have different research
questions so the topic has to be fairly broad, alternatively you could give a variety of different topics.
To test out a topic I try to think of 10 different research questions in 10 minutes, if I can’t do that I
abandon the idea. Here are some of the topics I have tried with a sample of research questions.
Jelly
In Norway you can by blocks of readymade jelly as well as powder that can used to make you own, I
give students both to increase the possibilities.
• What is the relationship between the intensity of a laser beam and the thickness of a slab of
jelly?
• What is the relationship between the number of beta particles passing through a slab of jelly
and its thickness?
• What is the relationship between the electrical resistance of a slice of jelly and the amount
of jelly powder mixed with a constant volume of water?
• What is the relationship between the volume of a cube of jelly and its natural frequency?
• What is the relationship between the temperature of jelly and its frequency of vibration?
• What is the relationship between the elastic constant of jelly cube of jelly and the amount of
jelly powder used to make the jelly?
Balloons
I have used this example after we have done mechanics, thermal physics, SHM, electrical ccts and
fields. I don’t restrict students to a particular topic. Some of the research questions are a bit obscure;
it is therefore a good idea for students to always write an introduction to the topic before writing
their research question.
• What is the relationship between the radius of a balloon and its terminal velocity?
• What is the relationship between the amount of air in a balloon and the charge it gains after
being rubbed the same number of times?
• What is the relationship between the volume of a balloon and its temperature?
• What is the relationship between the height reached by a balloon and the distance that the
end is pulled down?
What is the relationship between the deflection of two charge
balloons and
78
Filling out the 4PSOW

The 4PSOW is the name of the IB form used to record and submit Internal Assessment grades. There
are several electronic versions of this (for example G4IA) which simplify the process no end.
Here are some answers to a selection of frequently asked questions:
• You should record all the practical sessions not just the ones that are assessed, In this
example I have included a visit to a Glacier Museum with a lot of hands on exhibits.
• Only lab hours are included not the time writing up the reports.
• You must include at least one of each ICT example.
• You don’t have to include marks for all the labs, just the ones used for assessment/ ones the
student wrote up. In this example the first 6 were not assessed however they were marked,
from then onwards almost all were assessed but the student only wrote reports for the ones
shown.
• The dates don’t have to be exact.
• You should try to cover a range of different topics.
• You must select the top two scores for each criteria, the programme G4IA does this for you.
• When sending 4PSOWs of the sampled work you must highlight the scores that were
achieved on the samples sent. If you have a choice then send the ones that you feel are best.
• The 4PSOW only shows scores for each criteria but you must break this down to individual
aspects on the students work.

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80
This one is used in the workbook
81
4/IA
Internal assessment coversheet: group 4 (except design technology)

Submit to: Moderator Arrival date: 20 Apr / 20 Oct Session: .May/Nov 2010..
School number: 0 0
School name: .............................................................................................................................................
Please check () the boxes below to confirm that you have carried out the following requirements in
preparing the sample.
I have read section H6 to H9 and section 4 in the handbook.
Internal standardization has taken place where two or more teachers are responsible for the internal
assessment of candidates.
A Form 4/PSOW is included for each candidate in the sample set.
Photocopied material is legible (ideally, original work should be sent to the moderator).
Criteria D, DCP and CE have all been assessed on at least two occasions.
The two highest levels for each of the criteria D, DCP and CE have been clearly circled or highlighted on
each candidate’s 4/PSOW.
The corresponding write-ups/reports and teacher instruction sheets for each candidate in the sample set are
clearly identified.
The title of the group 4 project is included in the outline of experiments in the 4/PSOW and the level
achieved for PS in the group 4 project has been noted. (Candidates doing two subjects must have the same
mark in both.)
The summative mark for MS has been noted.
The experiments/dates on which the candidates experienced specific ICT applications have been flagged.
No written evidence is required for PS and MS.
The final mark out of 48 for internal assessment must be recorded on the internal assessment option
on IBIS.
Atypical candidates
It is important that the sample work received by the moderator is typical of the marking standards
applied to the whole group of candidates. If IBIS selects a candidate’s work for a moderation sample
that is atypical, include the work of another candidate with the same or a similar mark in addition to
that candidate’s work.
I confirm that, to the best of my knowledge, the write-ups/reports submitted are the authentic work of
each candidate.
Teacher’s name: ……………………………………………………. Date: ...................................
Teacher’s signature: ………………………………………………….
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Example of a Sampled Report
This is the marked student report for the sampled experiment on magnetism.
Any worksheet given to the student must also be sent with the sample however in this case there wasn’t
one so the following statement was included.
“In this experiment student were given some ready wound coils, some wire and a variety of magnets.
They were asked to devise a research question related to electromagnetism.”
The practical was marked using a tablet PC. The grade table including comments pasted to the end was
made using the program G4IA. It is very useful for the moderator if you write why the student gained
the grade given for each aspect.

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Designer Practical: Measuring EMF
Introduction
This practical is an investigation into a magnet falling through a coil. It falls down vertically from a
particular height through a rolled paper and a coil (see the illustration below). I decided to investigate
the relationship between the height of a magnet and the electromotive force (EMF) in the coil.

Æ
EMF
Figure 1: The height is measured with a ruler from the top of the coil (base) to the middle of the pencil
(top). Then the magnet is placed at the same height as the tip of the pencil where the south‐seeking
pole is always on the top.
Research question
How is the EMF (y) dependant on the height h (x) of the magnet?
84

Defining the independent, dependent and controlled variables

The independent variable is the height (h) since it is the one which changes in order to measure the
EMF. This means that the dependent variable is the EMF, because it changes when h charges. There are
3 more variables that could have been changed, but kept constant. The 1st one is the height of the clam
that holds the coil; it was kept constant so h can be measured from the same place. This is indicated by
line drawn on the stand. The 2nd variable that was kept constant was the number of turns in the coil,
which was 1600. The 3rd variable is the magnet. Now, the variables can be named:
Independent variable: Height (h) of the magnet
Dependant variable: The EMF generated
Constant: The height of the clam holding the coil, the number of turns in the coil + magnet
The independent variable h will be changed by changing the position of the pencil which is horizontal
and perpendicular to the stand. h will be measured with a ruler from the base to the top.
The measurement of EMF was performed by using an interface (500) that was connected to a computer.
Moreover, a computer program called DataStudio was used to draw the graph. The graph was essential,
since the amplitude of the graph shows the EMF generated. The maximum point of the graph is the
value that is defined as the independent value.
The number of turns of the coil was 1600 and the same coil was used at all times. In contrast, the line
drawn on the stand was changed once because the experiment had to be continued another day; it
affects the experiment. This might have been because of the magnet.
85

Method
Apparatus List
Stand
Clam
Coil (1600)
Pencil
Ruler
Magnet
Rolled paper Figure 2: Illustration of the apparatus used in the experiment.

A line has been drawn on the stand in order to be able to measure the height of the magnet (h). That is
done by using a ruler, and it is important that the ruler is parallel to the stand and perpendicular to the
pencil. h changes when the height of the pencil changes. In addition, it was important to keep the pencil
parallel to the table.
After deciding h the magnet was dropped from the tip of the pencil with the south‐seeking pole first at
least 5 times, but sometimes there were more than 5 droppings because of some readings were
significantly different than the others. I think that will minimize the error of the EMF.
The experiment was repeated at least 5 times for each different 5 heights ranging from 4.2 cm above
the base to 24.3 cm. Since the length of the stand is quiet small, the range of height is pretty small. On
the other hand, I think the range of height was good enough to have significantly different results in
EMF.
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Results
Raw Data Table
The table below shows the data from the 5 runs performed for each of the 5 different heights.
The uncertainty in height is estimated to be 0.2. It was decided to be around 0.15 and then
approximated to 0.2. The reason is that I used a ruler to measure h, which means that it touches 2
points. Only that gives us the smallest division of the ruler (1 mm). I took the pencil into consideration,
because it might not be parallel to the table when changed in height, and that made the uncertainty a
bit higher.
Height (cm) EMF, run 1 EMF, run 2 EMF, run 3 EMF, run 4 EMF, run 5

±0.2 (V) ±0.001 (V) ±0.001 (V) ±0.001 (V) ±0.001 (V) ±0.001
4.2 0.283 0.293 0.258 0.312 0.259
10.5 0.488 0.500 0.439 0.459 0.440
13.4 0.586 0.566 0.595 0.613 0.576
17.0 0.667 0.673 0.702 0.685 0.686
24.3 0.800 0.911 0.798 0.801 0.772

The measurement of EMF was done by using a computer program called DataStudio. I measured the
maximum point of the graph (shown in the illustration below).
As mentioned before, the maximum point was sometimes considerably different that the rest of the
droppings, and that kind of values were ignored.
V vs. t
Figure 3: An example of a graph used to find out the value of EMF by finding the maximum value. It is in
V (EMF) against time (sec.) even though time in this case doesn’t really matter.
87

Processed Data table

The table below shows processed data that shows the average EMF and its uncertainty.
Height EMF
(cm) ± Av. EMF Uncertainty
0.2 (V) (V)
4.20 0.28 0.03
10.50 0.47 0.03
13.40 0.59 0.02
17.00 0.68 0.02
24.30 0.82 0.07

The average EMF was found by adding all the values then divided by the number of values:
run1 + run 2 + run3 + run 4 + run5

Av.EMF =
5
The uncertainty of EMF was found by subtracting the maximum EMF by minimum EMF then divide it by
2:
max − min
Un. =
2
There is only one decimal place for the uncertainties.
Graph of V vs. s

88

Conclusion
From the graph it can be seen that some of the points are not in the line. This can mean that the
relationship between V and s is not linear or the fact that the experiment might have been affected by a
different magnet. This will be explained more in details. In addition, it is clear that the relationship
between them is positive; when the magnet was dropped from a higher place the EMF generated
became bigger.
There are two points that seem not to fit in the graph which are the 3rd and the 4th point. If removed the
graph will look like this:
In this case the slope of the graph is 0.02662 V/cm instead of 0.02720 V/cm which is the case in the first
graph.
89

Evaluation
The graph shows that there are two points that don’t fit with the rest and that the error bar of the 5th
run is a lot bigger that the rest. It is obviously too big since the difference in height between all of them
is not big, so they should have almost the same uncertainties.
Air resistance was not a problem even though the graph is not linear. The experiment was repeated at
least 5 times for each height so the problem is not the air resistance.
The graphs y‐intersect is at approximately (0;0.3). The reason why it is like that might be because of the
position of the coil when the experiment was performed. It was around 10 cm. above the ground, so if I
dropped a magnet from the base then it will just fall down and generate EMF.
The controlled variables play a big role. As mentioned the experiment had to be continued in another
day which means that the height of the base might have changed and the magnet used might have been
changed. This magnet might be stronger or weaker than the one used in the 1st part of the experiment.
It is less likely that the coil changed the results because it had 1600 turns all the time.
The method used was fairly simple. The height of the clam was changed, measured with a ruler then the
magnet was ready to be dropped. On the other hand, the magnet used might have changed. The pencil
was used because it gave a better positioning of the magnet by using its end.
The range of values is from 4.2 to 24.3. I don’t know if the graph would have been linear or something
else if the range was bigger, but it would have definitely given a better overview of the graph, because
the range used is very small. The number of repetitions made it possible to calculate the uncertainty and
the average value. At least 5 repetitions were enough to give me the data I needed to calculate them.
90

Improving the investigation
The experiment was as mentioned in 2 parts. The 1st one had to be stopped and that might have
affected the experiment. The points in the graph could have been more connected if the experiment
was performed in one piece. This can be supported by saying that these 2 parts might have had different
apparatus i.e. the magnet. It is the one that generates the EMF e.g. if the magnet is stronger then it will
generate more than the weaker on if dropped from the same height and with the same apparatus.
The uncertainty of the last run is difficult to explain since it is a lot more different than the rest even
though the difference in height is not big e.g. from 0.68 ± 0.02 in jumped to 0.82 ± 0.07. It could be
improved by performing the experiment calmly in that sense that the magnet should be dropped in the
same way all the time. The biggest value, or the smallest value, in run 5 might be because of that I was
hurrying up which means that I might have pushed it very slightly down when I dropped it or the other
way. If the maximum value was 0.801 and the minimum value 0.772 the uncertainty would have been:
0.801 − 0.772
Un. = = 0.0145 ≈ ± 0.01
2
The measurement of the height was performed with a ruler. It is mobile which means that it easily can
be moved, but if the measurer was immobile I think it would have been better. This could be done by
having a stand that have a “ruler” on it.
Even though the friction in the rolled paper to the magnet is very small it can be lessened. It could be by
using a glass tube that can fit through a coil, and where a small magnet can fit in.
A wider range would give a wider range and domain in the graph. That would maybe show a different
shape of the graph which would make it easier to see if it is linear, quadratic or something else.

91

G4IA Assessment sheet 18/05/2008
Student:
Investigation: 11. Magnetism design
Time: 3Hrs
Date(s): 08/09/07
Design
Defining the problem
2 and selecting variables
Controlling variables
2
Describing a method
2 for collection of data
6

Data collection & presentation
Collecting raw data
2
Processing raw data
2
Presenting processed
1 data
5

Conclusion & Evaluation
Concluding
1
Evaluating procedure(s)
2
Improving the
2 investigation
5

G4IA
92
Internal Assessment Feedback (4/IAF)
Some weeks after the results are released your school will receive feedback on the practical
programme. This does not give information about the grading just the programme and the
procedures for submitting the sample
If you want more information you have to request an IMR (see next section).
93
Subject: PHYSICS Level: HL/SL Component: PRACTICAL WORK

Internal assessment feedback form: group 4 (4/IAF)
NAME OF TEACHER(S)
Chris Hamper
A) COMMENTS TO TEACHER(S) ON SAMPLE WORK
Were the investigations/projects appropriate for the assessment of particular criteria? If NO,
please complete section below
YES
Name of investigation(s) not suitable for assessing D and reasons why
Name of investigation(s) not suitable for assessing DCP and reasons why
Name of investigation(s) not suitable for assessing CE and reasons why
ADDITIONAL COMMENTS ON SECTION A
Good variation in design investigations. Strong DCP skills. Organized programme.
Student work is moderated for Section A ONLY

B) COMMENTS TO TEACHER(S) ON THE PRACTICAL PROGRAMME
Was the practical programme of the correct duration (40hrs SL, 60hrs HL)?
YES
Was the syllabus coverage (Core, AHL, Options) appropriate?
YES
94
Was the sample of work of suitable complexity?
YES
Was there good coverage of ICT applications?
YES
ADDITIONAL COMMENTS ON SECTION B
Excellent use of both Vernier and Pasco tools for ICT related skills.
C) CLERICAL/PROCEDURAL
Was the form 4/PSOW submitted for each candidate completed correctly?
YES
Were the two highest levels for each criterion circled/highlighted on the form 4/PSOW for each
sample candidate?
YES
Were written instructions or outlines of verbal instructions included?
YES
ADDITIONAL COMMENTS ON SECTION C
Clearly communicated.

95
Internal Assessment Moderation
Report (IMR)
This is an IMR from the previous criteria. It is included here to show the sort of detail
included on an IMR.
96
INTERNAL ASSESSMENT MODERATION REPORT (IMR)
Examination Session: May 2007

IMR Reference Number:
School Name:
School Code:
Subject: Physics
Level: HL/SL
Component: Practical Work
Language: English
1. Strengths and weaknesses of the work.
Strengths: The samples sent for moderation were well organized, with all clerical/procedural aspects
correctly completed. Written comments on the lab reports provided useful feedback to candidates
regarding their performance on individual labs, as well as providing information to the moderator(s)
regarding teacher assessment. The practical program was diverse and suitably complex, generally
allowing candidates to demonstrate the full depth and breadth of each required criterion.
Weaknesses: Occasionally grading appeared to overlook the absence of required elements in certain
criteria (see below for details). While topics 1-5 are all represented in the PSOW, there appear to be
no lab investigations relating to topic 6 or either option. This deficit should be addressed in future
years, allowing for a more even distribution across the curriculum. Simulations and computer-based
labs are suitable for topic 6, an area where actual experimentation may be impractical.
2. Suitability of the task(s) set.
Laboratory investigations included in this PSOW are entirely suitable for the demands of the IB
physics program. There is a range of topics and complexities, allowing candidates to develop
necessary practical skills along with the corresponding analysis and discussion of findings.
3. Application of the criteria.
In all cases the criteria chosen for assessment are appropriate based on the lab outline provided by
the teacher.
4. Accuracy of assessment.
Application of the criteria was consistent, recognizing candidate achievements; however

occasional key errors or omissions appeared not to be recognized.
Pl (a) - The majority of research questions were sufficiently focused however on occasion
candidate research questions were unclear. Despite clarification in the hypothesis and
methodology section, if a research question is not suitably clear and concise, a
candidate cannot earn a ‘c’ in the first aspect of Pl (a). Certain candidate hypotheses
were stated but not sufficiently explained; a theoretical explanation is particularly
important for HL candidates. The hypothesized relationship needs to be specified, for
example claiming the dependent and independent variables are directly proportional
97
rather than simply stating that an increase in one results in an increase in the other. It
is in the third aspect of this criterion where the moderator’s assessment most frequently
deviated from that of the teacher. To obtain a ‘c’ for the control of variables, the
candidate must explicitly state the dependent, independent, and relevant control
variables. More often that not, candidates in this moderation sample neglected to
identify relevant control variables without penalty.
Pl (b) - All materials used must be listed; a ‘c’ should not be awarded if required materials are
included by implication only. If a candidate requires a meter stick, uses one during the
lab, but fails to include it in his/her materials list, a ‘p’ is earned. With regard to the
control of variables, candidates need to provide specific instructions for how key
variables will be controlled. Furthermore, candidates need to recognize that all
variables but the selected independent variable need to be kept constant. For example,
if a candidate increases the mass of a plasticine ball while intending to increase the
diameter of that ball (the identified independent variable), this experiment is not
properly controlled and should be graded accordingly. Finally, to satisfy the third
aspect of ‘sufficient relevant data’, candidates should indicate the number of times that
all measurements are repeated to minimize random error.
DC - Uncertainties and units are always required, and were occasionally missing without
penalty. When assessing DC, candidates should be provided with an opportunity to
demonstrate the full depth and breadth of the criterion. Overly simplistic data tables,
even when correct, should not earn a ‘c’ level. Multivariate data tables are most
appropriate for assessment of DC, in particular for HL candidates. Candidates are
required to record all raw data; on occasion it appeared that candidates were tabulating
calculated averages only. In one extreme case, the candidate failed to record any raw
data at all; rather the data appeared only in what appeared to be a computer-generated
graph. When no raw data is recorded, a candidate must be awarded a ‘0’ for this
criterion.
DPP - Of the two aspects of this criterion, the first refers to numerical calculations, the
processing of data prior to graphing, and the second to a graphical
presentation/analysis of the calculated data. In order to obtain a ‘c’ on the first aspect,
the calculations, including their units and significant figures, must be correct. It is useful
for candidates to record calculated data in a clearly labelled table, complete with errors
and units. Candidates should be encouraged to show one sample calculation for all
computations, including error propagation for HL candidates. If a lab does not require
numerical calculations as seen in several candidate-planned labs, a candidate must be
awarded an ‘n’ for the first aspect of DPP; it would therefore be best to avoid assessing
DPP on these labs. To satisfy the second aspect of this criterion, candidates are
required to generate a graph. Graphs produced by data loggers are not acceptable and
would earn the candidate an ‘n’ for this aspect. Error bars are required on graphs for
both SL and HL candidates, and HL candidates should include max/min lines in order to
determine the error in slope and intercept values.
CE - In the conclusion, candidates should explain the theoretical relationship between the
dependent and independent variables rather than merely stating it. When possible,
they should compare their results to known values, calculating a percent error value.
For example, in the planning lab relating to conducting paper, many candidates
investigated the resistance of the paper and calculated an R-value for the paper. Since
the manufacturer’s value for the resistance of this paper was known, in order to receive
a ‘c’ for the conclusion, candidates should have calculated their percent error. HL
candidates should also comment on the reliability of their results. Limitations of the
experiment should be stated explicitly, including the effects these limitations would
likely have on the results. Candidates should explain identified limitations; for example,
a candidate suggesting that the clay used may have become ‘stickier’ throughout the
investigation should explain why this might have happened. Finally, suggested
improvements need to be specific and relate to methodology; ‘treat the table so the clay
would not stick to it’ will earn the candidate an ‘n’. Improvements should be meaningful,
and provide solutions for the identified limitations present in the experiment.
98
5. Recommendations for future improvement.
This is a good physics practical program. One suggestion for improvement relates to the current use
of mark sheets; candidates are provided with comments in the body of the lab, but only a final number
grade is awarded. It may be more useful for candidates (and for moderators) if the teacher were to
indicate candidate performance on each aspect of the criteria, e.g. n, p or c. Secondly, there was
some indication that candidates were not planning labs individually (the use of the word ‘we’ in Pl(a)
and Pl(b) descriptions). In order to be assessed for either planning criteria, a lab must be planned by
an individual candidate. While group planning can certainly be useful from a learning perspective,
they are not appropriate for formal assessment. Closer scrutiny of candidate work, in particular with
Pl(a) and Pl(b) criteria, should result in grading more consistent with that of the moderators.
99
Internal Assessment Sample
Before entering grade
Have students have submitted enough examples
Have you have marked them properly
Have you got a copy?
Were the practicals suitable?
Selecting sample
You must send 2 examples of practicals with the highest grade achieved in
each sample
Much better if you have a choice
Select the best examples
Show your range of practicals
Don’t send the same Design prac for all the sample
Don’t send the same Research question for whole sample
Check for duplicates
Substitute if non typical
Notes for the Moderator
Explain using the criteria why you awarded the marks you did
Include worksheet or explain what the students were told or given
Organise the sample well, attach worksheets, 4PSOW cover sheets etc.
Submit on time
If it all goes wrong
Ask Diploma coordinator to contct IB
Ask for feedback

100
The Exam
This section contains one exam question from paper 2 section A plus 3 student answers, these will
be used for a practice marking exercise.
Exam questions use command terms as an indication of the complexity of the answer required. The
exam as a whole is balanced in terms of how many questions are set of varying complexity, this can
be seen in the table copied from the subject guide.
After the exam is over it is possible to buy a copy of the mark scheme, the IBO also publishes an
examiners report which is available free on the OCC. The relevant sections of these related the
question used are included here also.
101
Group 4
Command terms
These command terms indicate the depth of treatment required for a given assessment statement. These
command terms will be used in examination questions, so it is important that students are familiar with the
following definitions.
Objective 1
Define Give the precise meaning of a word, phrase or physical quantity.
Draw Represent by means of pencil lines.
Label Add labels to a diagram.
List Give a sequence of names or other brief answers with no explanation.
Measure Find a value for a quantity.
State Give a specific name, value or other brief answer without explanation or calculation.
Objective 2
Annotate Add brief notes to a diagram or graph.
Apply Use an idea, equation, principle, theory or law in a new situation.
Calculate Find a numerical answer showing the relevant stages in the working (unless instructed
not to do so).
Describe Give a detailed account.
Distinguish Give the differences between two or more different items.
Estimate Find an approximate value for an unknown quantity.
Identify Find an answer from a given number of possibilities.
Outline Give a brief account or summary.
© International Baccalaureate Organization 2007 11

102
Command terms
Objective 3
Analyse Interpret data to reach conclusions.
Comment Give a judgment based on a given statement or result of a calculation.
Compare Give an account of similarities and differences between two (or more) items, referring
to both (all) of them throughout.
Construct Represent or develop in graphical form.
Deduce Reach a conclusion from the information given.
Derive Manipulate a mathematical relationship(s) to give a new equation or relationship.
Design Produce a plan, simulation or model.
Determine Find the only possible answer.
Discuss Give an account including, where possible, a range of arguments for and against the
relative importance of various factors, or comparisons of alternative hypotheses.
Evaluate Assess the implications and limitations.
Explain Give a detailed account of causes, reasons or mechanisms.
Predict Give an expected result.
Show Give the steps in a calculation or derivation.
Sketch Represent by means of a graph showing a line and labelled but unscaled axes but with
important features (for example, intercept) clearly indicated.
Solve Obtain an answer using algebraic and/or numerical methods.
Suggest Propose a hypothesis or other possible answer.
12 © International Baccalaureate Organization 2007

103
Group 4
Assessment outline
SL assessment specifications
First examinations 2009
Component Overall Approximate Duration Format and syllabus coverage

weighting weighting of (hours)
(%) objectives (%)
1+2 3
Paper 1 20 20 ¾ 30 multiple-choice questions on the

core
Paper 2 32 16 16 1¼ Section A: one data-based question

and several short-answer questions on
the core (all compulsory)
Section B: one extended-response
question on the core (from a choice of
three)
Paper 3 24 12 12 1 Several short-answer questions in

each of the two options studied (all
compulsory)
© International Baccalaureate Organization 2007 13

104
Assessment outline
HL assessment specifications
First examinations 2009
Component Overall Approximate Duration Format and syllabus coverage

weighting weighting of (hours)
(%) objectives (%)
1+2 3
Paper 1 20 20 1 40 multiple-choice questions (±15

common to SL plus about five more
on the core and about 20 more on the
AHL)
Paper 2 36 18 18 2¼ Section A: one data-based question

and several short-answer questions on
the core and the AHL (all compulsory)
Section B: two extended-response
questions on the core and the AHL
(from a choice of four)
Paper 3 20 10 10 1¼ Several short-answer questions and

one extended-response question in
each of the two options studied (all
compulsory)
In addition to addressing objectives 1, 2 and 3, the internal assessment scheme for both SL and HL addresses
objective 4 (personal skills) using the personal skills criterion to assess the group 4 project, and objective 5
(manipulative skills) using the manipulative skills criterion to assess practical work. For both SL and HL,
calculators are not permitted in paper 1 but are required in papers 2 and 3.
A clean copy of the Physics data booklet is required for papers 1, 2 and 3 at both SL and HL.
14 © International Baccalaureate Organization 2007

105
106
107
108
109
110
111
112
113
M09/4/PHYSI/HP2/ENG/TZ2/XX/M+
MARKSCHEME
May 2009
PHYSICS
Higher Level
Paper 2
15 pages
114
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General Marking Instructions

Subject Details: Physics HL Paper 2 Markscheme
Mark Allocation
Candidates are required to answer ALL questions in Section A [45 marks] and TWO questions in
Section B [2  25 marks]. Maximum total = [95 marks].
1. A markscheme often has more marking points than the total allows. This is intentional. Do not award
more than the maximum marks allowed for part of a question.
2. Each marking point has a separate line and the end is signified by means of a semicolon (;).
3. An alternative answer or wording is indicated in the markscheme by a slash (/). Either wording can
be accepted.
4. Words in brackets ( ) in the markscheme are not necessary to gain the mark.
5. Words that are underlined are essential for the mark.
6. The order of marking points does not have to be as in the markscheme, unless stated otherwise.
7. If the candidate’s answer has the same “meaning” or can be clearly interpreted as being of
equivalent significance, detail and validity as that in the markscheme then award the mark.
Where this point is considered to be particularly relevant in a question it is emphasized by
writing OWTTE (or words to that effect).
8. Effective communication is more important than grammatical accuracy.
9. Occasionally, a part of a question may require an answer that is required for subsequent
marking points. If an error is made in the first marking point then it should be penalized.
However, if the incorrect answer is used correctly in subsequent marking points then
follow through marks should be awarded.
10. Only consider units at the end of a calculation. Unless directed otherwise in the mark scheme,
unit errors should only be penalized once in the paper.
11. Significant digits should only be considered in the final answer. Deduct 1 mark in the paper for
an error of 2 or more digits unless directed otherwise in the markscheme.
e.g. if the answer is 1.63:
2 reject
1.6 accept
1.63 accept
1.631 accept
1.6314 reject
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–7– M09/4/PHYSI/HP2/ENG/TZ2/XX/M+
A4. (a) conversion to mechanical energy described e.g. oscillating water column/duck
/turbine;
mechanical energy converted to electrical energy e.g. dynamo/  Do not allow
electrical generator;  turbine. [2]

(b) (i) mass of water in crest  12 A L  ;

this “falls” through a height A;
change in potential energy  mgh  12 A2 L g ; [3]
v
(ii) crests pass a point in unit time;

v 1
power per unit length  12 A2 L g  ;
 L
 A  gv
1
2
2
[2]
(c) estimate of speed as 0.5  10 m s 1 ;

power per unit length  12  0.32 1.2 103 10  [0.5  10] yields
270 W m 1  5.4 kW m 1 ; [2]
Award [1 max] for answer where no speed estimate made, response will leave
answer in form 540v. Do not apply a unit penalty in this question whether
algebraic or numerical solution.
(d) sinusoidal would have a smaller volume of water in each peak;

some indication that first marking point leads to a smaller amount; [2]
A5. (a) small area on silicon/semiconductor chip/semiconductor lattice;

that is the smallest part of the chip that can detect a photon / that behaves as a
capacitor / OWTTE; [2]
(b) photons cause emission of electrons/holes;

this changes the potential difference (developed across the pixel);
potential difference is proportional to light intensity; [3]
(c) position of pixel/colour/wavelength; [1]
(d) e.g. much greater quantum efficiency;

sensitive to wider range of e.m. spectrum;
processing time of image very much shorter;
image can be processed easily / no need for image to be developed;
image data can be transmitted directly;
much less storage space needed;
digital material can be re-used unlike film;
film degrades with time;
film experiences reciprocity failure; [2 max]
116
The Examiners Report on Question A4

117
The Extended Essay
This is an unedited extract from the soon to be published HL Physics
book by Heinemann.
Extended Essay
The extended essay is a 4000 word piece of independent research on
an IB topic of your choice. Tackling an extended essay in physics can
be a frightening prospect but your physics teacher will be given the
task of supervising your research and will be on hand to give
guidance and help solve any practical problems that you might come
across. Your supervisor will also give you a booklet; ”the extended
essay guide” giving guidance on how to construct the essay with
some specific recommendations for physics.
Choosing a Topic
If you have a good topic then writing an extended essay in Physics
can be quite straight forward, choose a bad topic and it could be a
nightmare, your supervisor will help guide you but here are some
guidelines to help:
• Don’t be too ambitious, simple ideas often lead to the best
essays. Students often don’t believe that they can write 4000
words on something as simple as a ball of plasticene being
dropped on the floor but end up struggling to reduce the
number of words.
• Make sure its physics, avoid anything that overlaps with
chemistry or biology and keep well away from metaphysics
or bad science.
• Although the essay does not have to be something that has
never been done before it mustn’t be something lifted
straight from the syllabus.
• Avoid a purely theoretical based essay unless you have
specialist knowledge. The essay must include some personal
input; this is very difficult if you write about some advanced
topic like “black holes” or “super strings”.
• It is best if you can do whatever experiments you require in
the school laboratory under the supervision of your
supervisor. If you do the experiments at home during the Photo 1 Roberto Carlos’ free kicks
holiday keep in contact with your supervisor so your are an interesting phenomenon but
can you do them in the lab?
research is kept on the right track.
• Choose a topic that interests you then it will be easier to
keep motivated when the going gets tough.
118
• Sports offer a wide range of interesting research questions
but sometimes it is very difficult to perform experiments.
Roberto Carlos’ famous free kick is a fascinating topic for an
extended essay but not even he can do it every time let
alone with different amounts of spin. If you are keen to do
this sort of research try to think how you can simplify the
situation so it can be done in the laboratory not on the
football pitch.
• You mustn’t do anything dangerous or unethical.
The Research Question
Once a topic has been decided upon you will have to think of a
specific research question, this normally involves some experimental
trials and book research. The title of the essay often poses a
question that could be answered in many ways; the research
question focuses in on the way that you are going answer the
question. It is important that as you write the essay you refer back to
the original topic and don’t get lost in the intricacies of your
experimental method.
Examples of topics and research questions

Does the depth of a swimming pool affect the maximum speed
achieved by a swimmer?
Rather than trying to measure the speed of swimmers in different
depth pools experiments were performed in the physics lab pulling a
floating ball across a ripple tank. This led to the research question
“What is the relationship between the depth of water and the drag
experienced by a body moving across the surface?”

Why isn’t it possible to charge a balloon that isn’t blown up?
This topic led to the research question “what is the relationship
between the electron affinity of rubber and the amount that the
rubber is stretched”. To perform the experiment a machine was built
that could rub different samples of stretched rubber in the same
way.

Why does my motorbike lean to the left when I turn the handle
Photo 2 Giovanni Braghieri IB physics student
bars to the right? and EE writer riding his motorbike.
Rather than experimenting on a motorbike experiments were
performed in the lab with a simple gyroscope. The research question
was “how is the rate of precession of a spinning wheel related to the
applied torque?”

119
Performing the practical work
Most extended essays will involve some practical work, you should
start this as early as possible, if it doesn’t work or you find you don’t
have the right equipment then you might want to change the
research question. You don’t have to spend hours and hours on the
experiment (although some students do) the whole essay is only
supposed to take 40 hours so keep things in perspective. Make sure
the experiments are relevant to the research question and that you
consider possible sources of error like you would in any other piece
of practical work. If you get stuck ask your supervisor for help, they
can’t do it for you but can help you solve problems.
Research
Remember that you’re doing research not a piece of internal
assessment, this means that you should find out what other people
have done and compare their findings with your own. This might be
difficult if you have chosen a particularly novel topic but most things
have been done before. You can try the internet but Science journals
found in University libraries are often the best good source of
information.

Writing the Essay
Once you have done some research and conducted your experiment
you are ready to write the essay. Remember you are trying to
answer a research question so get straight to the point, there is no
need to tell a story about how this has been your greatest interest
since you were a small child or something of that nature, you are
expected to make some personal input but not like that.
Make a plan of how you want your essay to be, the thread running
through it is the research question, don’t lose sight of this. Here is a
plan of the essay mentioned above about the balloon:
• Introduction of the topic and research question, how the
electron affinity of rubber is connected to the charging of a
balloon.
• The theory of charging a balloon and electron affinity
• Hypothesis based on the theory
• How I am going to test the hypothesis
• Details of experimental technique
• Results of experiment
• Interpretation of results including evaluation of method.
• Conclusion, how my results support my hypothesis and the
findings of others.
• Why a balloon that is inflated cannot be charged.

120
What can go wrong
In the real world things are rarely as simple as they first appear and
you might find that your data does not support you original
hypothesis, this can be disappointing but shouldn’t ruin your chances
of writing a good essay. First make sure that you haven’t made any
mistakes in your initial assumptions or analysis of data then try to
think what why the experiment doesn’t match the theory and write
this in the conclusion. Don’t pretend that it does if it doesn’t.

Extended Essay Assessment
The extended essay is marked by experienced Physics teachers
against 11 criteria it is important that you understand the criteria
since if your essay doesn’t satisfy them it won’t score well even if it’s
really good.
A Research Question
Most importantly your research question must be physics and not
just loosely related to physics. “Did Isaac Newton’s mother influence
his laws of motion”? Isn’t physics. “An investigation into the
relationship between the thickness of Jelly and the attenuation of a
laser beam” is. Assuming you have a good research question make
sure you emphasise it in the introduction of your essay, the first
paragraph would be good.
Introduction
The introduction puts your research question in context; it is not
supposed to be a story. Give some background information about
the topic you are investigating to help the reader to understand the
research question. For example if your research question is “the
relationship between the velocity of a toy hedgehog and the angle of
the slope” you had probably better explain how the toy hedgehog
works, however don’t bother telling a story about the day you
bought it and how your love of physics blossomed from that day
forth.
Investigation
This mark is for the practical work that you carried out or in the case
of a theoretical essay the research. Include enough detail so that the
reader can understand what you did but don’t get bogged down in
detail. Remember it is an essay not a lab report, don’t whatever you
do use titles like “Data collection and Processing”. If you have used
secondary data make sure you reference the sources and give some Photo 3 Simple toys based on
indication of their reliability. If you have got the idea for your complex physics are often a good
source of ideas
experimental design from a book or the internet then quote the
source. Make sure you estimate the uncertainties in all of your
measurements and propagate then correctly through any
calculations; all graphs should include error bars.
121
Knowledge and Understanding of Topic Studied
To gain marks in this criteria you must show that you understand the
physics that you are using. It is almost impossible to write an essay
that shows you understand something if you don’t understand it so
choose a topic that you either understand or think you will be able to
understand if you read up on it. This is why it’s not a good idea to
write an essay on something like string theory (unless you are
brilliant of course), it’s also why interesting applications of
Newtonian mechanics to novel situations often lead to good essays.

Reasoned Argument
To have a reasoned argument that runs through an essay requires a
good essay plan. When you have your data and know your
conclusions plan how you are going to tell the story. The
introduction should lead into the experiment, the results should
imply the conclusion, and the evaluation should be based on
evidence that can be seen in the results. Essays in Physics can
become unconnected sections, think carefully about how it fits
together, if something takes you away from the main argument
leave it out.
Application of Analytical and evaluative skills appropriate to the
subject
Most essays in physics will include some mathematics, make sure
you understand what you are doing, don’t just copy derivations from
a book or use computer software blindly. Analyse your data
properly; some of the approximations for calculating errors used in
the internal assessment are not good enough if using large amounts
of data. Evaluate your experimental technique honestly, don’t try to
hide mistakes, it shows you understand what you are doing if you
can spot mistakes.
Use of Language appropriate to the subject
In physics words don’t have two meanings, use the language of
physics carefully. If you use symbols to represent quantities define
them clearly and be consistent. Always give the units of any quantity.
If you don’t know what a term means then don’t use it, stick to what
you know.
Conclusion
The results of your experiment should lead logically to the
conclusion; this is part of the development of the argument
mentioned previously. When you first thought of your research
question you may already have thought of the conclusion, try to
forget this and base the conclusion on what your experiment tells
you not on what you thought would happen. Your conclusion will be
have greater validity if your uncertainties are small, if they are large
then explain how they affect your conclusion. If your results are
122
inconclusive say what further investigation could be done to resolve
the problem.
Formal presentation
Make sure you have included all of the components listed in the
official extended essay guide:
Title page
Abstract
Table of contents
Page numbers
References
Bibliography
Abstract
The abstract is an overview of the whole essay including the research
question method of research and conclusion, here is an example:

The Relationship between the Depth and the Drag of Water

The aim of the essay is to investigate the relationship between the
depth of water and the resisting force caused by the water on a
floating object that is being pulled parallel to the surface of the
water. The experiment only deals with a small spherical object that is
being pulled with a constant force, on a low velocity and on shallow
depths to limit the scope.

According to the developed hypothesis the resisting force, drag, is
proportional to 1/depth² because the movement of the sphere
pushes the water towards the bottom which means that the bottom
is also pushing the water towards the sphere. The longer the
distance between the sphere and the bottom the more the force is
dispersed to other directions.

A method of measuring the acceleration of the sphere at a certain
velocity but different depths was used to examine the relationship.
From the acceleration, the masses and the gravitational force
involved it is possible to calculate the drag.

The conclusion of the experiment is that the hypothesis does hold
true for the conducted experiment i.e. the drag is proportional to
1/depth² for the limited scope of situation that the experiment deals
with. There are also certain reservations about the accuracy of the
experiment.

Joonas Govenius RCNUWC

123
Holistic Judgement
These marks are awarded to the essay as a whole to reward
intellectual initiative, Insight, originality and creativity. Even if the
essay isn’t well written it can still gain marks here if you have for
example shown original thought in devising an ingenious way of
solving a practical problem.

124
Some Extended Essay Hints
(From Geoff Neuss)
Research Question
The research question MUST be clearly worded and sharply focused.
Without this the whole EE will be on very shaky ground as the whole essay
should be based on the RQ.
It’s not a “normal Lab” Students must not just follow the IA criteria. They
must address ALL the EE criteria.
Research
The EE is about research. Students must find out and report what others
have done in the area. It is no good just doing 'an investigation' into some
problem without putting it into proper context.
Sources
The quality of the sources must be analyzed. Students do this ad nauseam
for the equipment they use to produce their own results but often they do
not question the veracity of internet sources nor do they tend to question
the underlying physical assumptions in their own work.
Development of Argument
Students must develop an argument rather than just write a narrative
account. It can be particularly helpful to try to arrive at a solution to a
problem by two independent routes as then the merits of the two routes
can be compared.
Address Criteria
Don't lose marks by failing to address all the criteria correctly. The checklist
to be found in my IB Study Guide is extremely useful here. Students must
be able to check 'yes' to every point.
Initiative
Students must demonstrate personal input and initiative.
125
Enough detail
When giving experiment details give enough information so that the work
could be repeated by others. Acknowledge where the basic experimental
method was obtained from. Detail specific equipment such as the make of
a visible spectrometer but do not give spurious lists of basic equipment.
Also do not include unnecessary photographs.
Explain
It is not necessary to explain basic physics that is covered in the core or AHL
programme, but the student must ensure that it is clear that they
understand the underlying physics and use the correct terminology. Physics
that is not on the core/AHL etc should be explained and the physics
underlying specialized techniques should also be explained.

126
Group 4 Project

Why?
Encourage an understanding of the relationships between scientific disciplines
and the overarching nature of the scientific method. (Aim 10)
Encourage students to work as a team. The ability to be a good team member
is seen as a positive attribute by most employers and universities.
The Team
A group of students from different scientific disciplines.
How many?
Cooperation – each team member doing a part
Collaboration – The end result is produced by the team
Give guidance on team management
Designing the task
Clearly defined outcome
Assessment Criteria
A variety of roles and responsibilities
Scope for creativity
Group product
Requirement for cooperation
Give enough time
Assessment
must understand the assessment criteria and how they will be applied.
Assessing individual contributions.
Not easy to do if you aren’t there all the time
Difficult to judge as an outsider
Assessing the final product.
Should all team members get the same mark?
Don’t expect the final product to be high quality.
127
Assessment Criteria
Peer Assessment
The team members know more about who contributed most than you do.
Students don’t like giving their friends low marks
Moderated Teacher Assessment
Give a mark for each student.
Get each student to grade their peers.
Moderate your mark based on the peer assessment.
Assessment Example
Teachers mark + average of peer marks

128
Group 4 Project 2008 Assessment
Name_______________________________
Project title___________________________
Using the following criteria grade yourself and the members of your team
Self Member 1 Member 2 Member 3 Member 4 Member 5

Name:
Motivation
Teamwork
Reflection

Evaluation:
On the IB scale of 1‐7 (1 Bad ‐ 7 Excellent) rate the following
1. The day overall
2. The topic of the project
3. The organisation of the day
4. The Information given

Any other comments:
129

130
TOK Moments
We can bring up TOK in every physics lesson but here are a few memorable moments.
Topic 1: Physics and physical measurement
1.1 The realm of physics Measurement vs perception.
How we define quantities.
What if the standard meter kept changing.
Why is everything based on numbers?
Is there such a thing as a non physical world?
1.2 Measurement and uncertainties Can we ever measure exactly, if we can’t how
can we really know anything?
Why do we use graphs?
Anscombes quartet.
1.3 Vectors and scalars Is everything really a vector or a scalar?

Topic 2 : Mechanics
2.1 Kinematics Using graphs to aid understanding.
Using equations to models what the physical
world.
9.1 Projectile motion
2.2 Forces and dynamics Why do we call “Newton’s Laws” laws.
How are physics laws different to other laws
Using laws to make predictions
2.3 Work, energy and power Misuse of the word energy.
2.4 Uniform circular motion Does centrifugal force exist?

Topic 3 : Thermal physics
3.1 Thermal concepts Does heat mean the same thing in other
contexts?
3.2 Thermal properties of matter Particles, the recurring theme.
10.1 Thermodynamics Laws make strong arguments.
10.2 Processes Using graphs to visualise the invisible.
10.3 Second law of thermodynamics and Isothermal changes, not practically possible or
entropy impossible.
Decreasing entropy, impossible or unlikely.
Arrows of time

Topic 4: Oscillations and waves
4.1 Kinematics of simple harmonic motion Patterns in physics
(SHM)
4.2 Energy changes during simple harmonic
motion (SHM)
4.3 Forced oscillations and resonance Learning the hard way, Tacoma Narrows.
4.4 Wave characteristics Patterns again
4.5 Wave properties
11.1 Standing (stationary) waves
131
11.2 Doppler effect Using physics to cheat the speed trap.
11.3 Diffraction
11.4 Resolution When we use an electron microscope are we
seeing?
11.5 Polarization

Topic 5: Electric currents
5.1 Electric potential difference, current and Analogies in physics
resistance
5.2 Electric circuits Does it matter what’s happening in the wire as
long as the light goes on?

Topic 6: Fields and forces
6.1 Gravitational force and field How can things accelerate without anything
touching them?
9.2 Gravitational field, potential and energy
9.4 Orbital motion Galileo and the church.
6.2 Electric force and field The symmetry of the physical world
9.3 Electric field, potential and energy
6.3 Magnetic force and field Monopoles and dipoles
12.1 Induced electromotive force (emf) Rules not Laws
12.2 Alternating current
12.3 Transmission of electrical power Health hazards and the media.

Topic 7: Atomic and nuclear physics
7.1 The atom The development of models through
experiment.
Is this History?
13.1 Quantum physics How can something be a particle and a wave?
Paradigm shifts.
7.2 Radioactive decay Ethics of using data from Hiroshima.
Radioactive dating and religion.
7.3 Nuclear reactions, fission and fusion Ethics of research to make bombs
13.2 Nuclear physics Is the WWW the only thing that CERN has done?

Topic 8: Energy, power and climate change
8.1 Energy degradation and power generation
8.2 World energy sources How do we know how much oil is left?
8.3 Fossil fuel power production
8.4 Non‐fossil fuel power production Is it physics or economics?
8.5 Greenhouse effect
8.6 Global warming International problem and international
solutions.
What does 99% certain mean?
Politics and physics

Topic 14: Digital technology
14.1 Analogue and digital signals Chinese alphabet and ASCII
14.2 Data capture; digital imaging using charge‐ The effects of developments in Physics on
coupled devices (CCDs) society.
132

Option E: Astrophysics
E1 Introduction to the universe Mans obsession with the stars.
Horoscopes.
E2 Stellar radiation and stellar types Based on a small amount of light.
How bright is a star, early measurements.
E3 Stellar distances Can we have a feel for these distances.
E4 Cosmology Recreating the big bang at CERN.
E5 Stellar processes and stellar evolution Graphs and charts.
How can we know what happened when we
only see what is there today.
E6 Galaxies and the expanding universe Cosmology and religion
What was there before the big bang?
Chance discoveries.
Justifying the expense of research.

Option F: Communications
F1 Radio communication
F2 Digital signals The digital revolution.
Redundant technology.
Sampling and the interpretation of signals
F3 Optic fibre transmission Optical fibres everywhere, who decides?
F4 Channels of communication Satellites and space law.
F5 Electronics Can anyone comprehend the electrical ccts in a
computer?
F6 The mobile phone system Mobile phones and society.
Can a mobile cook your brain?

Option G: Electromagnetic waves
G1 Nature of EM waves and light sources EM radiation and Health.
G2 Optical instruments
G3 Two‐source interference of waves
G4 Diffraction grating
G5 X‐rays
G6 Thin‐film interference Does knowing why a bubble is coloured make it
more beautiful?

Option H: Relativity
H1 Introduction to relativity
H2 Concepts and postulates of special relativity The use of postulates in science.
To prove it wrong you must prove the postulate
wrong.
H3 Relativistic kinematics The use of though experiments
H4 Some consequences of special relativity Is this all just made up by physicists?
Do things get shorter or is it an optical illusion?
H5 Evidence to support special relativity Uncertainties
H6 Relativistic momentum and energy
H7 General relativity How can we visualise curved space time?
H8 Evidence to support general relativity Is it a field or a curved space?

133
Option I: Medical physics
I1 The ear and hearing Perception and measurement
I2 Medical imaging Technology for the rich.
I3 Radiation in medicine Benefits outweigh the risk.
No safe limit
Ethics of testing.

Option J: Particle physics
J1 Particles and interactions
J2 Particle accelerators and detectors Is CERN worth the expense?
exploding black boxes
Technology and knowledge
J3 Quarks Is the simplest model necessarily the right one?
When numbers are not enough.
If a quark cannot exist on its own does it exist?
Strangeness and Charm, language in physics.
J4 Leptons and the standard model
J5 Experimental evidence for the quark and Is this physics or stamp collecting?
standard models
J6 Cosmology and strings Are we getting closer to the truth or simply
digging a deeper hole?
Do we have to know everything?

134

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Contents

InThinking Physics Workshop

Aims and Objectives

Provide tools to implement the programme in their subject or school.

Gain understanding of methods preparing students for IB assessment.

Share ideas about ways to incorporate ICT into the classroom.

Session 2 Internal assessment: Data collection

Session 4 Internal Assessment: Processing data

Session 5 Internal Assessment: Data Presentation and Graphing

Session 6 Internal Assessment: Design Labs

Session 7 Internal Assessment: Conclusion and evaluation

Session 8 The complete practical programme

Session 9 TOK and the Extended Essay

5.1 Electric potential difference, current and CORE May seem strange doing this before

Table has consistent

Max gradient = 5.198 ms-2

The practical was related to hydro electric power (topic 8).

Substituting for t gives

Height Distance 1 Distance 3 Distance 4

Height(cm) Hor.disp. Hor.disp. Hor.disp. Hor.disp. Hor.disp. Avg.hor. Hor.disp

Graph of Height vs. Distance2

0.58 0.245 0.240 0.245 0.250 0.245 0.245 0.005

DCP Aspect 1 DCP Aspect 2

Here is the graph referred to in this conclusion

All improvements supported

CE Aspect 1 CE Aspect 2 CE Aspect 3

The final value obtained for y is therefore 0.042 m ± 0.010

Details on how each of

Place where the DCP Aspect 1

mass /g/ 306,5 ± 0,1

224,6 mass 186,7 mass 138,7 mass 85,7

CE Aspect 1 CE Aspect 2 CE Aspect 3

Processed Data table:

CE Aspect 1 CE Aspect 2 CE Aspect 3

PRACTICAL 11 BASED ON A SPONGE:

Highest Lowest Highest

Setting the apparatus:

The exxperiment was

The dependent variable: is the maximum variation in pressure recorded.

The controlled variables that I kept constant here are:

DCP Aspect 1 DCP Aspect 2

IV. GRAPH : MAXIMUM VARIATION IN PRESSURE AGAINST SPONGE THICKNESS:

This one is used in the workbook

Internal assessment coversheet: group 4 (except design technology)

School name: .............................................................................................................................................

I have read section H6 to H9 and section 4 in the handbook.

A Form 4/PSOW is included for each candidate in the sample set.

The summative mark for MS has been noted.

No written evidence is required for PS and MS.

Teacher’s name: ……………………………………………………. Date: ...................................

Teacher’s signature: ………………………………………………….

Height (cm) EMF, run 1 EMF, run 2 EMF, run 3 EMF, run 4 EMF, run 5

run1 + run 2 + run3 + run 4 + run5

Subject: PHYSICS Level: HL/SL Component: PRACTICAL WORK

A) COMMENTS TO TEACHER(S) ON SAMPLE WORK

Name of investigation(s) not suitable for assessing D and reasons why

Name of investigation(s) not suitable for assessing CE and reasons why

ADDITIONAL COMMENTS ON SECTION A