- Introduction
Introduction
In this section I have provided a lesson by lesson plan of how you can get through the syllabus. Included in this will be the actual SMART board notes from the lesson and links to any animations videos or pictures that I use. I would not suggest that anyone use this as it is but it might give you some ideas to base your own scheme of work on. I have based the scheme on what I do which is to teach a combined HL/SL first year then split into - Programme Overview
Programme Overview
The IB Hexagon This section contains some basic information about IB Physics, I have aimed this at the teacher totally new to the IB although it could also provide some reassurance to old hands that "it is what you though it was". Before delving into the depths of the physics syllabus we should take a look at the IB hexagon. This is actually my version of the hexagon (gets around copyright issues), I have put CAS around the outside encompassing everything and TOK and the EE on the inside holding- Aims
Aims
The 10 aims of group 4 courses All IB Diploma group 4 courses are based on 10 aims with 5 objectives The difference between aims and objectives is not obvious but if we take an example from lower down the school. A teachers might take the class on a visit to a farm which provides the children with the opportunity to see lots of animals, this is the aim. The objective is that the children will learn the names of farm animals. Here I have listed the aims with some - Objectives
Objectives
The 5 objectives of group 4 courses If the course is designed along the lines of the aims then it should achieve the objectives which are as follows: The student should be able to: Demonstrate an understanding of physics. Apply and use physical principles and models Construct research questions and analyse and evaluate methods and results. Demonstrate the personal skills of cooperation, perseverance and responsibility. Demonstrate that they can manipulate apparatus and perform experiments safely. So, if the course "enables students to apply and use a body of knowledge, methods - Core
Core
Core or Base? A core is the centre of something but I'm not sure that the syllabus core is really the centre, I would call it the base since the its the basics that everything else is built upon. Maybe it's just the way that I think but I like the parts of the course to follow on from each other and I think whoever wrote the syllabus had the same idea, I don't like modular courses where topics are taught in isolation of each other so I beleive that - AHL
AHL
Additional Higher Level The core is not a big enough base for HL students so needs to be built up a bit so the AHL material is extra bits of mechanics, thermal physics, waves, fields, atomic and nuclear and then an extra topic called digital technology If you teach HL and SL separately then it would make sense to do all the AHL topics along with the relevant part of the core and since my HL book is written for HL students this is how it is put together. However - Options
Options
Just when you thought it was getting simple. Students often ask if they have to do the options because they sound like they are optional, the reason they are called options is because there are several options to opt for not that they are optional. This is where the syllabus becomes a bit complicated especially if you are teaching HL and SL together, some of the AHL material is the same as SL options and parts of some of the HL options are the same as the SL options, if
- Aims
- SL Core
SL Core
1st year sequence with practicals I thought it might be interesting to see how the whole of the first year looks including tests exams and practicals. I do a lot of mini tests at the start of class then bigger hour long tests at the end of a topic. I haven't linked to the lesson plans since they are listed in the sidebar however I thought it might be handy to link the practicals. 1 measurement prac Intro to datalogging (1) 2 Vectors and scalars 3 Displacement and- Mechanics
Mechanics
Introducing The Little Red Ball This section is basically about how to model a little red, bouncy ball. Defining position Measuring length Defining a scale The meter 3dimensions Defining time Measuring time The second Fundamental units Motion Displacement velocity acceleration s=ut+½at2 v2=u2+2as Forces Newtons 1st and 2nd Momentum Newtons 3rd Kinetic energy Work Power Gravity PE Circular motion Centripetal Force SMARTboard notes Mechanics View more documents from Chris Hamper.- Measurement
Measurement
Lesson 1: Introduction to Physics and Physical measurement Aims Introduce the realm of physics use of models Define and put into context position and time How to define a scale What is a fixed point Measurement of length Volume and derived units Mass Density Fundamental quantities TOK How we use quantities to model the universe. What is the meaning of Time, if nothing ever changed would there be time. Is there an absolute zero of position? What zero do we use in the measurement of time? Observation, the first steps - Vectors and Scalars
Vectors and Scalars
Lesson 2: Vectors and Scalars Aims Introduce vectors and scalars Understand the difference between displacement and distance. representing vector quantities with arrows Addition of vectors Examples of vector addition The sign of a vector. Pythagorus taking components TOK The symmetry of nature, is everything either a vector or scalar? using vectors to represent totally different things. Notes Students really don't have to know that much about vectors, just how to add two together and resolve one into two perpendicular components. they will have to do this a lot over - Displacement and Velocity
Displacement and Velocity
Lesson 3: Displacement and Velocity Aims The concept of motion as change of position, this always takes time. Introduce velocity as rate of change of displacement Understand the difference between velocity and speed. The difference between average velocity and instantaneous velocity. calculate velocity from v=s/t The meaning of relative. Calculate relative velocities TOK The use of language velocity and speed, ask students if other languages make a distinction. The way we break problems down into simple components e.g considering small steps that are constant velocity. What else is relative? - Acceleration and suvat
Acceleration and suvat
Lesson 4: Constant Acceleration Aims Define acceleration in general terms. Introduce the simple version of constant acceleration. Understand the relevance of the sign of acceleration. Derive the suvat equations from the definitions of acceleration and average velocity already covered. Consider acceleration due to gravity as an (the) example of constant acceleration. Practice using the suvat equations. TOK Is there such a thing as constant acceleration? Why study it if it is so rare? Common use of "acceleration" vs physics use. If a physical quatity is -ve it must have physical - Graphs of Motion
Graphs of Motion
Lesson 5: Graphical representation of motion Aims Introduce the reasons for using graphs to represent physical quantities. Sketch graphs of s-t, v-t and a-t from the description of motion. Describe motion by looking at graphs of either s-t, v-t, of a-t. Understand the relationship between the different graphs. Understand that the gradient of an x vs t graph is the rate of change of x. The relevance of the -ve parts of the graph TOK The use of graphs to help us to visualise physical processes. Are graphs useful to - Forces
Forces
Lesson 6: Introduction to Forces Aims Why do we need to introduce forces? Define force as a push or a pull. Understand that force is a vector Know how big 1N is. Types of force, Tension, weight, Normal, Friction, Air resistance and upthrust. Free body diagram Balanced forces Components of forces TOK The difficulty of defining force. Why are there so few types of force? The meaning of the word displaced in Archimedes principle. Notes Friction is always an interesting one to spend some time on. According to our - Newton's 1st Law
Newton's 1st Law
Lesson 7: Newton's 1st law and momentum Aims Understand connection between forces and motion. Understand and apply Newton's first law. See how the first law can be used both ways (to determine if forces are balanced or that the velocity is constant) Why do we introduce momentum? Define momentum and understand its application. TOK The use of laws in Physics How we quote a law to give a convincing argument. Do other subjects have laws? Difference between a Physics law and a "legal law". Notes Newtons 1st law is - Newtons 2nd Law
Newtons 2nd Law
Lesson 8: Newtons 2nd law Aims Understand the relationship between change in momentum and unbalanced force. Derive F=ma from F=Δmv/Δt Understand that F=ma is a special case understand when F=ma doesn't apply Solve problems using F=ma Understand how the definition of the Newton is related to Newtons Law. Solve problems by finding the unbalanced force then applying F=ma. TOK Why only 3 laws? Simple is best. How we define units to make equations simple. Notes Newtons second law is easy to understand in the from F=ma but more problematic - Newtons 3rd Law
Newtons 3rd Law
Lesson 9: Newton's 3rd law and conservation of momentum Aims Understand that the third law relates to two bodies. Apply the 3rd Law to a variety of situations including the box on the earth and friction examples. See how the principle of conservation of momentum is a consequence of Newtons 3 laws. Apply conservation of momentum to a variety of simple situations including collisions, coalitions, explosions water jet and moving coal truck examples. Understand that momentum is only conserved if bodies are isolated. Learn that impulse is the change in - Work and Energy
Work and Energy
Lesson 10: Work energy and KE Aims See why we have to introduce the concept of energy to solve the two body collision problem Understand that when a Force moves it point of application in the direction of the force work is done. Apply knowledge of vectors to calculate work done by a force acting at an angle to the direction of movement. Understand that no work is done if there is no movement in the direction of the Force. Understand the significance of the sign of work. Understand that - PE, and Power
PE, and Power
Lesson 11: PE, elastic and inelastic collisions and power Aims Derive an expression for the PE of body lifted up close to the earth and understand that this is not a general case but a specific example. Introduce Hookes law. Derive an expression for the elastic PE of a stretched spring. Understand the law of conservation of energy and its far reaching consequences. Understand the difference between elastic and inelastic collisions. Define power and understand what powerful means with relation to cars and people. How to use energy as an - Circular Motion
Circular Motion
Lesson 12: Centripetal Force Aims Introduce the quantities of circular motion, Understand that if a body moves in a circle there must be an acceleration towards the centre and therefore an unbalanced force towards the centre. Accept that centripetal Force=mv2/r and use this equation to solve simple problems Identify the centripetal force in a variety of examples. TOK This is another example of perception vs physical reality. Ones feeling when you go round a corner in a car is that you are being pushed outwards however physics says the force
- Measurement
- Thermal Physics
Thermal Physics
Lots of Little Red balls Red Balls have little balls that make up what's inside 'em. And little balls have smaller balls and so ad infinitum. (not quite true) Smartboard notes Internal energy Heat and work Temperature Avagadros number and moles States of matter Specific heat capacity Change of state Gases SMARTboard notes Thermal View more documents from champer.- Temperature and Heat
Temperature and Heat
Lesson 13: Introduction to Heat, work and temperature Aims Introduce the concept of Temperature and heat. Understand the difference between temp and heat. Understand the connection between heat and work. See how the particle nature solves the problem of where energy goes when there is friction. TOK Temperature is a quantity that we can perceive and measure, why isn't feeling good enough to base a physical model on? The symmetry of models. It is interesting that the thermal model fits so nicely with what we learnt in mechanics. This also - Moles and heat transfer
Moles and heat transfer
Lesson 14: States of matter, moles and heat transfer Aims Understand how the states of matter can be explained using the particle model. Introduce the concept of amount of matter being quantified by number of atoms. Define the mole and Avagadro's number. Understand how the macroscopic quantities heat and temperature relate to the microscopic properties of atoms. Describe the processes of heat transferred, conduction convection and radiation TOK Could matter be continuous? Is there an alternative to the particle theory of matter What was the greek's evidence for believing that - Specific heat capacity
Specific heat capacity
Lesson 15: Specific heat capacity and change of state Aims Define Specific heat capacity and understand how it relates heat and temperature. How to perform a simple experiment to measure the specific heat capacity. Define heat capacity and understand when it is used instead of specific heat capacity. Understand the how energy is associated with change of state. Define Specific latent heat. TOK Notes There are lots of examples to talk about here: Why water is used as the fluid in both cooling and heating systems. Why molten sugar - Gases
Gases
Lesson 16: Gases Aims Understand why gases are the simplest state to model. Know what assumptions are made about the motion of atoms in gas in the simple kinetic model.. Understand how the pressure exerted by a gas can be explained in terms of molecular motion. Understand why the pressure changes with change in volume and temperature. Introduce the concept of absolute temperature and understand why it is based on the Pressure of a fixed volume of gas. TOK Students often understand the bouncy ball model but don't understand the
- Temperature and Heat
- SHM and Waves
SHM and Waves
Oscillating Balls and Introducing the Wave Frequency Time period Amplitude a=-ω2x x=Asinωt KE=½mω2r2cos2ωt Forced oscillation Damping Resonance Wavelength wave speed v=fλ longitudinal Transverse Reflection Refraction Diffraction Interference Waves View more documents from Chris Hamper.- Intro to oscillations
Intro to oscillations
Lesson 17: Introduction to oscillations Aims Realise that there are many physical systems that have some sort of periodic motion, pendulum and mass on a spring are common examples. Using the pendulum as an example define the quantities used to describe oscillations. Understand why the acceleration of a pendulum is proportional to its displacement from a fixed point. Draw graphs of s,v and a against time for SHM. TOK Patterns in nature; many unrelated examples have the same equation. Notes Good to start by observing some examples of oscillating systems - Defining SHM
Defining SHM
Lesson 18: Circular SHM model, Energy, Damping and Resonance Aims Understand how circular motion is related to SHM. Understand how to use the components of a vector to analyse the vertical components of displacement, velocity and acceleration for circular motion. Follow the steps in the derivation of the formula a=-ω2x using the circular model. Follow the steps in the derivation of the KE and PE of a body moving with SHM. Draw graphs of PE and KE against time and understand why the total energy is constant. Understand that if - Intro to waves
Intro to waves
Lesson 19: Introduction to waves and wave quantities Aims Introduce the concept of waves using water waves as an example. Define the quantities used to describe wave motion, frequency, wavelength, amplitude and wave speed. Derive the relationship v=fλ. understand the difference between longitudinal and transverse waves. TOK Up to this point in the course everything has been described in terms of particles but water waves do not fit into the same model hence the need to introduce a new model; the wave. Water waves have certain properties, anything else that - Wave properties
Wave properties
Lesson 20: Graphical representation of waves and wave properties Aims Show how waves can be represented by displacement time and displacement position graphs. Describe reflection, refraction, diffraction and interference for 2 dimensional waves. Explain refraction in terms of change of wave speed. Apply Snell's law to solve simple problems. Understand how Huygens construction explains diffraction. Understand how superposition of waves leads to the two slit interference pattern. TOK Snell's law comes from experiment but also gives the shortest route from A-B as predicted by the theory of relativity. This is - Examples of waves
Examples of waves
Lesson 21: Examples of waves and their properties Aims Understand that any phenomenon that has the same properties as a water wave is also a wave. Observe light reflecting, refracting, diffracting and interfering. Apply Snell's law to find the angle of refraction given the angle of incidence of a ray of light. Observe (hear) sound reflecting, refracting, diffracting and interfering. TOK Notes SL students are only expected to know what the properties of a wave are but do not have to go into any depth. it is enough that
- Intro to oscillations
- Electrical Currents
Electrical Currents
Little red and blue charged balls To model electrical phenomena we have to introduce charge. Defining charge producing potential difference current simple circuit Circuits in terms of potential Not so simple circuits Circuits View more documents from Chris Hamper.- Intro to circuits
Intro to circuits
Lesson 22: Introduction to ccts via the water analogy Aims Introduce the simplest circuit consisting of a battery, two wires and a light bulb. Realise that the fact that a circuit must be complete before a lamp will light can be explained in terms of the flow of something around the circuit. Define charge and current. See how the circuit can be represented by water flowing through pipes. Understand the energy changes invloved when current flows. Understand that electrical energy is PE and how PD is related to the energy - Ohms law
Ohms law
Lesson 23: Microscopic model of conduction, Ohm's law. Aims Understand how the particle model of matter leads to an explanation of resistance and its relation to temperature. Use the model to explain the difference between conductors, insulators, semi conductors and super conductors. Understand why electrons do not accelerate as they travel along a wire. Solve simple problems using Ohm's law. Understand ccts in terms of the shopping centre model. TOK An Ohmic conductor is one that obeys Ohm's law and Ohm's law applies to ohmic conductors. The consistency between all - Component combinations
Component combinations
Lesson 24: Combinations of resistors and batteries and internal resistance. Aims Show how the laws of conservation of charge and energy can be used with Ohm's law to derive equations for calculating the total resistance of series and parallel resistors. Solve cct problems involving combinations of resistors. Realise that not all combinations are series or parallel. Use the escalator and stairs analogy to see how to calculate the EMF of batteries in parallel and series. Understand why batteries have internal resistance and can solve cct problems including it. TOK The - Power and potential divider
Power and potential divider
Lesson 25: Power in ccts, the use of meters and the potential divider. Aims Apply the definition of power to both EMF and PD to derive the equation for electrical power = IV. Substitute for I and V from Ohm's law to derive the equations P=I2R=V2/R. Solve problems involving power dissipation and power delivered. Measure V and I using appropriate meters correctly positioned in the cct. Recognise the potential divider cct. Apply knowledge of ccts to derive the equation for a potential divider. Understand how the potential divider can be
- Intro to circuits
- Fields and Forces
Fields and Forces
Balls that move without being touched Introducing the concept of field Uniform gravitational field Field strength Radial g field Electric field Magnetic field Fields View more documents from Chris Hamper.- Gravitational Field
Gravitational Field
Lesson 26: Intro to fields and Newton's Universal law of Gravitation Aims Introduce the concept of fields to explain how bodies can experience a force without contact. State Newton's Universal law and apply it to calculate the force acting on a body close to the earth. See how Newton's law gives the correct value for the acceleration of gravity close to the earth and the period of the earth's orbit around the Sun. Understand the concept of "field strength" as a measure of the size of a field and calculate - Electric Field
Electric Field
Lesson 27: Electric fields and Coulombs law Aims Observe that, when rubbed, some materials experience a force that acts without the bodies touching and that this force can be attractive or repulsive depending on what materials are used. Understand how we can explain this force in terms of positive and negative charge. Use Coulombs law to calculate the force between two point charges. Define field strength as force per unit charge. Draw field lines for radial and uniform fields. Add the field strengths due to two or more bodies. TOK - Magnetic field
Magnetic field
Lesson 28: Magnetic fields and the origin of magnetism Aims Observe that when a small magnet is allowed to move freely it points North. Define a magnetic field as a region of space where a small magnet will experience a turning force. Draw field lines for the earth and a bar magnet. Observe that a small magnet placed close to a current carrying wire will experience a turning force and conclude that this means the current in the wire is producing a magnetic field. Use the grip rule to find - Charges in a B field
Charges in a B field
Lesson 29: Force on a current carrying conductor and charges Aims Observe that a current carrying conductor experiences a force when placed in perpendicular magnetic field. Use Fleming's left hand rule to work out the direction of force for a variety of situations. Define flux density in terms of the force experienced by a current carrying conductor. Use the formula F=BIL to calculate the force on a current carrying conductor. Given that current is the flow of electrons understand that a moving charge will also experience a force when it
- Gravitational Field
- Atomic and Nuclear
Atomic and Nuclear
From Christmas pudding to Christmas island Atomic models and decay The plum pudding model Rutherfords experiment leads to the nuclear model. Alpha decay Beta decay fission and the chain reaction Atomic explosions Atomic View more documents from Chris Hamper.- Atomic models
Atomic models
Lesson 30: From red bouncy balls to electron energy levels Aims Review what the course has taught us about the atom so far and understand why this implies that the atom is small and charged. Explain why Thomson's experiment led to the discovery of the electron and the plum pudding model. Describe the Geiger Muller experiment and its results. Understand why the GM results could not be explained by the plum pudding model. Understand why the Rutherford model explains the GM results. Apply knowledge of EM to understand why the - EM radiation and the atom
EM radiation and the atom
Lesson 31: The interaction between light and the atom Aims Understand that light is a form of energy and that it comes from matter which is made of atoms. Remember that light has wave like characteristics. Accept that different colours of light have different wavelengths. See how a spectrum can be obtained using a diffraction grating. distinguish between a line spectrum and a continuous spectrum. Understand that if different frequencies of light have different energies then the line spectrum implies that the electrons can only have discrete energies. Understand why - The Nucleus
The Nucleus
Lesson 32: The nucleus and nuclear force Aims Remember that the size of the nucleus is 10-15m. Understand that the experimental fact that all nuclei have a mass that is a multiple of some fundamental mass implies that the nucleus is made of a number of smaller particles. Understand that the fact that nuclear charge (also quantized) is less than the number of mass particles implies that there are is another particle, the neutron, in the nucleus. Remember the definitions of nuclear quantities Z, A and N. Understand why we - Binding Energy
Binding Energy
Lesson 33: The Binding energy curve Aims Be amazed that classical ideas of potential energy do not explain where the energy is transferred to when a nucleus is split up. Accept that increased mass would give an answer if mass and energy were equivalent E=mc2. Introduce the electron Volt as a unit of energy. Have a feeling for the scale of difference between energy associated with chemical and nuclear reactions. Understand that binding enery is not in the nucleus but has been released. Introduce the Unified mass unit. Understand how - Alpha decay
Alpha decay
Lesson 34: Nuclear decay and the Alpha particle Aims Understand that if a nucleus can change into one with higher BE then it will as this will release energy. Distinguish between α, β and γ radiation Identify and α particle as a Helium nucleus. Write the nuclear equation for α decay and calculate the amount of energy released. Apply the conservation of momentum and energy to predict that α radiation is mono-energetic. Understand why α particles are so ionising and see how this property enables them to be easily detected - Beta and gamma decay
Beta and gamma decay
Lesson 35: Beta decay, the neutrino and antimatter plus gamma radiation Aims Remember that β particles are electrons and understand why there can't be electrons inside the nucleus. Be surprised to find out that unlike α's, β's are not mono-energetic. By simple application of conservation of charge understand that a neutron could change into a proton and electron. Write the nuclear equations for β decay. Apply the conservation of energy and momentum to deduce that if β particles are not mono-energetic then there must be a third invisible particle, the - Exponential Decay
Exponential Decay
Lesson 36: Exponential Decay Aims Accept that nuclear decay is a random process and that the probability of decay is related to the amount of energy that will be released when it happens. Understand that the number of decays per second in a sample of material is directly proportional to the number of nuclei. See that if dN/dt ∝ N then the decay is exponential. Understand how half life gives a measure of the rate of decay of a sample. Understand why the activity is also exponential and that the - Fission and Fusion
Fission and Fusion
Lesson 37: Fission and Fusion Aims Interpret the BE curve to understand why a large nucleus will release energy if it splits into two small ones. Understand that two pull a nucleus apart requires energy to be put in and this can be achieved by adding a neutron to 235U. Calculate the energy released in a simple fission reaction. Interpret the isotope chart to understand why fission fragments are neutron rich. Interpret the BE curve to understand why small nuclei joining together will release energy. Apply the conservation of energy
- Atomic models
- Energy Power and Climate
Energy Power and Climate
From basic principles to complex systems Sources of energy and climate change. The 2cnd law of thermodynamics Energy flow diagrams use of resources Power stations renewable alternatives Global warming Topic 8 View more documents from Chris Hamper.- Sources of energy
Sources of energy
Lesson 38: Sources of energy, fuel and heat engines Aims Introduce the idea of a fuel as a source of energy. Understand that the chemical energy in fuel can not be converted to work without a machine. Understand that heat must be transferred from a hot body to a cold one for a heat engine to work. Introduce the second law of thermodynamics. Use Sankey diagrams to represent energy flow. TOK It might be interesting to explore the difference between this topic and the rest of the course. Physics is - Generation of electricity
Generation of electricity
Lesson 39: Generation of electricity and power stations (+ intro to nuclear) Aims Apply knowledge of force on a moving charge to understand how an EMF is induced in a conductor moving in a B field. Understand that to convert the chemical energy in a fuel into electrical energy the fuel must first be burnt then used to heat water that turns a turbine that turns a generator. Undestand the principle of coal, gas and nuclear power stations. Draw Sankey diagrams for power stations. Revsion of BE and fission. TOK - Nuclear power
Nuclear power
Lesson 40: The Nuclear power plant Aims Revise BE and fission. Get a feel for the different orders of magnitude between chemical and nuclear reactions. Understand the role of neutrons in the chain reaction. Understand why a chain reaction can not be achieved below the critical mass Understand why neutrons need to be slowed down to achieve a chain reaction. Understand how a chain reaction can be controlled by absorbing neutrons. Describe the operation of a nuclear power station. Use the isotope chart to deduce that fission fragments are neutron - Fusion power
Fusion power
Lesson 41: Fusion Power Aims Use understanding of the BE curve to deduce that if two small nuclei fuse then energy will be released. Use knowledge of electric fields and the nuclear force to understand why nuclei must be projected towards each with high speed if they are to get close enough to fuse. Understand the steps in the proton-proton chain. Apply knowledge of the motion of a charge in a B field to understand how a magnetic field can be used to contain a plasma. Outline the different methods - Renewable energy sources
Renewable energy sources
Lesson 42: Solar, wind and waves Aims Define and give examples of renewable energy. Understand how the energy from the sun is formed by the fusion reaction. Understand how the suns power per unit area is related to distance and orientation and why it is different at different locations on the Earth. Describe the heating panel and photovoltaic cell. Understand the energy conversion in a hydro electric power station. Derive the equation for the PE stored in a body of water. Understand the energy conversion in a wind turbine and - EM radiation and matter
EM radiation and matter
Lesson 43: The interaction between EM radiation and matter Aims Revise the electron energy level model of the atom and EM radiation. Understand how the electron energy level model of the atom explains why the different wavelengths of EM radiation interact differently with matter. Use the black-body radiation curve to explain why the sun radiates visible light and the earth radiates IR. Understand the mechanism by which IR is absorbed by C02. TOK In the course so far we have considered the minutest detail of the simplest things. How is - Greenhouse effect
Greenhouse effect
Lesson 44:The greenhouse effect and Global warming Aims Piece together the relevant parts of physical theory to understand the greenhouse effect. Understand why, without an atmosphere the earth would be colder than it is today. Apply simple atomic theory to understand why the atmosphere transmits most of the radiation from the Sun but absorbs radiation from the Earth. Define Albedo and understand its relevance in the context of the greenhouse effect. Understand sankey diagrams drawn to model the greenhouse effect. Identify the factors that affect the temperature of the Earth.
- Sources of energy
- Mechanics
- AHL
AHL
Additional Higher Level If I taught a HL only class I would teach all the AHL material in context so parabolic motion would be in the mechanics topic and potential would be in the fields topic etc. This is in fact how my HL text book is written since it is primarily for HL students. However the school timetable dictates that I must teach HL and SL together in the 1st year so I try to cover the common core during the first year then go back to each topic- Projectiles
Projectiles
Lesson 45: Projectile motion Aims Review motion with constant acceleration. Understand that the components of projectile motion can be considered seperately. Understand that the horizontal component has constant velocity and the vertical component constant acceleration. Apply the suvat equations to the two components of the motion. Derive the equations for time of flight, range and maximum height for a projectile launched from a horizontal surface. Solve problems involving projectiles. TOK This is a good example of how physics builds up from simple to complex. Using knowledge about vectors we can - Thermodynamics
Thermodynamics
The laws of thermodynamics applied to an ideal gas Sources of energy and climate change. States of an ideal gas PV diagrams and cyclic processes Kinetic models The second law and entropy Thermo View more documents from Chris Hamper.- Gases
Gases
Lesson 46: Gases and gas transformations Aims Introduce the idea of using a gas to model a thermal system. Revise the properties of an ideal gas and the ideal gas equation. Understand how the states of a gas can be represented on a PV diagram. See how constant volume, pressure and temperature transformations can be represented on a PV diagram. Introduce the way energy changes when a gas is transformed. TOK Yet another example of how graphs are used to help us visualise something that we can't see. Describing how - 1st Law
1st Law
Lesson 47: The first law of thermodynamics Aims Apply the law of conservation of energy to a thermal system to derive the 1st law of thermodynamics. Apply the 1st law to constant volume, pressure, temp and adiabatic processes. Understand the relationship between the PV diagram and energy changes. Understand what is meant by a cycle. Understand how to use a PV diagram to represent a cycle and use it to analyse the stages. Understand the principle of a heat engine and how it is represented on a PV diagram. TOK - 2nd law
2nd law
Lesson 48: Carnot Cycle and the Second Law Aims Apply the 1st law to each stage of the carnot cycle. Understand why a heat engine needs to lose heat so that the work done by the gas is more than the work done on the gas. Apply the 1st law to the reverse Carnot cycle. Understand why work needs to be done to move thermal energy from a cold source to a hot one. Understand why energy always tends to spread out. Understand why an isothermal process is impossible. State
- Gases
- Waves
Waves
More about waves A storm in a tea cup (well actually more like a ripple in a tank) Standing waves in strings and pipes Doppler effect for sound and light Single slit diffraction Derivation of dsinΘ=nλ The Rayleigh criteria for resolution Polarisation Liquid crystal displays Smartboard notes Waves View more documents from champer.- Standing waves
Standing waves
Lesson 49: Standing waves Aims Review core work on wave quantities and properties. Understand how a standing wave is the product of two identical waves travelling in opposite directions. State the differences between standing and progressive waves. Consider the wave in a guitar string as an example of a standing wave and understand how the physical properties of the string give rise to the notes played on the guitar. Consider closed and open pipes as examples of standing waves and understand why they have different harmonics. TOK Why is the - Doppler
Doppler
Lesson 50: Doppler effect in sound and light Aims Experience the Doppler effect eeeeeeoowwwwwwwww. Understand why the wavelength will be shorter when a wave source moves towards an observer. Derive the equations for Doppler effect with source moving towards and away from observer. Understand why the velocity of a wave will be greater when an observer moves towards the source. Derive the equations for the Doppler effect for observer moving towards and away from the source. Solve problems involving the Doppler effect. Understand why movement of the medium has no - Diffraction
Diffraction
Lesson 51: Huygens' construction and single slit diffraction Aims Introduce Huygens' construction for the propagation of waves. Use Huygens' construction to show that a wave will spread out if passed through a small opening. Show how the single slit diffraction pattern is obtained by adding wavelets. Use a simple method to derive the formula bsinθ=λ for the angular position of the first minima. TOK Notes Deriving the formula for single slit diffraction is probably one of the most difficult bits of the AHL material. The stumbling block is often - Resolution
Resolution
Lesson 51: Rayleigh criteria and resolution Aims Understand that light passing through an aperture will diffract causing a point object to become a spot. Realise that a consequence of diffraction is that it will make images of point objects impossible to resolve. State the Rayleigh criterion for resolution. Use the Rayleigh criterion to calculate the minimum distance that two points can be resolved for a given aperture. Understand how diffraction limits the resolving power of optical instruments so to improve resolution must use large apertures or short wavelengths. TOK At - Polarisation
Polarisation
Lesson 52: Polarisation, Malus' and Brewster's laws Aims Introduce the concept of polarisation in strings. Demonstrate that light can be polarised by sheets of polaroid. State Malus' equations and use it to solve problems concerning the angle between two polarisers. State Brewsters' angle and calculate it for a given surface. Define what an optically active liquid is. Understand how the rotation of plane of polarisation can be used to measure sugar concentration and do stress analysis. Understand how an LCD works. TOK The polarisation of light is nothing to do
- Standing waves
- Potential and induction
Potential and induction
Energy and fields Wells and 'ills. Gravitational potential Orbits and weightlessness Electric potential Faradays law Lens' law Transformers and AC Potential View more documents from Chris Hamper.- Gravitational Potential
Gravitational Potential
Lesson 53: Gravitational fields and potential Aims Revise gravitational fields, field strength and field lines. Understand that since a force must be exerted to move a mass in a g field then work must be done and ii work is done energy is transferred. Define gravitational energy. Draw lines of equipotential for uniform and radial fields. Understand that field strength is the same as potential gradient. Use the area under the F-x graph to derive the formula V=Gm/r. TOK An example of the way physics is built on definitions. How - Orbits
Orbits
Lesson 54: Escape velocity, Orbits and Weightlessness Aims Understand that since Potential is a scalar potentials simply add. Understand that the potential does not have to be zero if the field is zero. Use potential wells and hills to represent fields. Derive the escape velocity equation and show that the escape velocity from the earth is 11kms-1 . Show that for circular orbits T2 ∝ R3. Derive an equation for the total energy of a satellite in a circular orbit. Understand why an astronaut feels weightless in an orbiting space - Electrical Potential
Electrical Potential
Lesson 55: Electrical Potential Aims Revise electric fields and field strength. See the similarity between gravitational and electric fields. Understand that a the PE of a charge in an E field is dependent on its position. Define electrical potential. Understand that field strength is equal to potential gradient. Draw lines of equipotential for radial and uniform fields. Use the formula V = kq/r to calculate the potential at a point close to a sphere of charge. Understand the relationship between field lines and lines of equipotential. TOK Electric and gravitational - Faraday's Law
Faraday's Law
Lesson 56: Electrical Induction and Faraday's law Aims Revise magnetic fields and the force on a moving charge in a B field. Using knowledge about the force on a moving charge in a B field deduce that the free electrons in a conductor moving in a B field will experience a force. Using Fleming's LHR find the direction of the force and conclude that a PD will be set up across the conductor. Derive the formula for the PD across the conductor. Apply conservation of energy to deduce that if - Lenz's Law
Lenz's Law
Lesson 57: Electromagnetic Induction, Lenz's law Aims Understand how Lenz's law is a consequence of the law of conservation of energy. Use Faraday's and Lenz's laws to solve problems involving conductors in changing B field including the straight conductor amd rotating coil examples. Use Fleming's RHR to find the direction of current in a moving conductor. Apply Faraday's and Fleming's RHR to show that an AC signal will be induced in a rotating coil. TOK Another example of the way laws are used in physics to solve problems. There are - Transformer
Transformer
Lesson 58: Transformers, AC and Transmission of Electrical power Aims Draw a diagram showing the basic parts of a simple transformer. Use Faraday's law to explain the operation of a transformer. Understand why a transformer only works with AC. Apply the formula Vp/Vs = Np/NS for to solve problems invloving sinusoidal currents in transformers. Apply the law of conservation of energy to an ideal transformer. Understand how power is lost in a transformer. Understand why the power delivered by an AC signal is VrmsIrms. Derive the equation Vrms = Vpeak/√2
- Gravitational Potential
- Quantum
Quantum
Photoelectric effect, atomic models and nuclear decay Wave particles and particle waves. The photoelectric effect The quantum nature of light electron energy levels Electron in a box Schrodinger The mass spectrometer More nuclear decay Quantum View more documents from Chris Hamper.- Photoelectric Effect
Photoelectric Effect
Lesson 59: Electron energy levels, photons and the photoelectric effect Aims Revise atomic models and electron energy levels. Understand how discrete energy levels leads to the idea that light is made of photons. Understand the difference between photons and continuous light waves. Describe the photoelectric effect. Understand why the wave model does not explain the photoelectric effect and how it can be explained with the quantum model. Interpret the results of Milikan's experiment. Use Einstein's equation to solve problems. TOK The scientific method: We use the wave model to explain - Probability waves
Probability waves
Lesson 60: Electron Diffraction and de Broglie Waves Aims Accept that a photon can collide with an electron and when this happens the photon is behaving like a particle (waves don't collide). Observe electron diffraction and understand that to explain this we must consider the electron to have wave like properties. Calculate the de Broglie wavelength for particles. Understand why large particles do not exhibit wave properties. Understand the realtionship between the wave and the probability of an interaction. Describe the two slit experiment for electrons. TOK How can an - Atomic models
Atomic models
Lesson 61: Heisenberg's Uncertainty Principle and Quantum Models of the Atom Aims Introduce the concept of Heisenberg's uncertainty principle in relation to momentum and position. Use the passage of electrons through a narrow opening to show how decreasing the uncertainty in position leads to an increae in the uncertainty in momentum. Having accepted that electrons have wave like properties apply the what we know about standing waves to model atomic electrons. Understand how the electron in a box model predicts discrete energy levels. Outline Schrodingers model. TOK Determinism: if we - Exponential decay
Exponential decay
Lesson 62: Measuring Nuclear Mass and Exponential Decay Aims Apply knowledge of electric and magnetic fields to understand the operation of a mass spectroscope. Revise the priciples of radioactive decay. Understand that the if the rate of decay is proportional to the number of nuclei then the equation for the decay curve is exponential. Use the exponential decay equation to solve problems. Understand the principle of carbon dating and solve problems involving the ratio of carbon isotopes in dead matter. TOK The shroud of Turin is believed to be the
- Photoelectric Effect
- Digital Technology
Digital Technology
Smartboard notes Digital View more documents from Chris Hamper.- Signals
Signals
Lesson 63: Introduction to Electrical Signals Aims Introduce the idea of electrical signals. Understand the difference between analogue and digital signals. Explore different types of signal. Using sound as an example discuss the development of sound transmission and storage. TOK How technology changes society. The invention of the telephone changed the way we communicate. Understanding of scientific principles precedes technological development. The telephone could not be developed without a microphone which functions according to Faraday's law. Notes There is very little new physics in this topic but some of the - Storage
Storage
Lesson 64: AD Converter and How the CD Works Aims Outline the advantages of converting an analogue signal to a digital one. Understand that a continuous signal can be converted into a series of voltages by sampling it. Understand that a series of positive voltages can be converted into binary, Understand that the quality of signal is improved by increasing the sampling rate and the number of levels used. Apply knowledge of waves to understand the operation of a CD reader. Calculate the amount of data stored on a CD. - Photography
Photography
Lesson 65: The CCD and Digital Photography Aims Introduce the optics of a simple camera. Define capacitance. Apply knowledge of the photoelectric effect to uderstand how light can cause a capacitor to become charged, Understand how the CCD is read by moving the charges into the serial shift register. Understand what is meant by resolution and how it depends on pixel size, maginification, quantum efficiency. Calculate how far objects must be if they are to be resolved. TOK The digital camera has totally changed the way we record images. When
- Signals
- Projectiles
- Options
Options
There are 6 options available to HL students Particles Relativity Medical Astrophysics Communications Electromagnetic I have taught all of these options and will eventually write sections on each. I have started with Astrophysics and Communications. For more information on the options go to the- Astrophysics
Astrophysics
Astrophysics Its not all dark, just most of it. Whats up there? The sun, planets and the stars Light from the stars Stellar classification The HR diagram. Fusion in stars The cosmos Dark matter- Solar system
Solar system
Lesson 1: The view from here Aims Explain observations made by the naked eye from the Earth e.g. movement of the sun, planets, moon and stars. Put the study of astrophysics into some historical context. Realise that almost everything we know about stars and planets has been deduced by studying the light emitted or reflected from them. TOK A lot of astrophysics is based on the assumption that what happens here happens out there, is this reasonable? What choice do we have but to make this assumption? The story of - Light from stars
Light from stars
Lesson 2: Black bodies, luminosity and brightness Aims Define the Parsec and understand why it is a convenient unit of measure in astophysics. Define a galaxy. Revise nuclear fusion and explain how stars generate energy. Understand that without a source of energy stars would collapse. Define luminosity and understand how a stars luminosity depends upon size and temperature. State stefan's law and use it to find the luminosity from the temperature of the star. State Wein's law and use it to find the temperauture of a star from the the - Stellar classification
Stellar classification
Lesson 3: Classification of Stars and the HR diagram Aims Revise absorption spectra and explain how the absorption of light can give information about the composition of the stars and their temperature. Revise the Doppler effect and use it to determine the direction of movement of a star. State the Harvard classification of stars. Understand how stars can be represented on an HR diagram. TOK Time and time again we use concepts that have been developed on the Earth (Doppler, absorption spectra etc.) to help us understand things that we - Binary stars
Binary stars
Lesson 4: Determining the mass of a star and the standard candle Aims Define the different types of binary star. Understand how the mass of a star can be calculated from the period of a binary star. Understand how the brightness of a binary star is related to the position of the stars in their orbit. Using the HR diagram to find the luminisity of a star given its brightness. Understand how period of a cepheid variable can be used to determine its distance from the Earth. TOK Most binaries - Magnitude
Magnitude
Lesson 5: Absolute and Apparent magnitude Aims Define apparent and absolute magnitude. Understand where the scale originated. Solve problems involving absolute and apparent magnitude. TOK This scale is based on an original attempt to classify the stars in terms of their brightness using the naked eye. It is very difficult to do this bu the ancient Greeks were quite good, have we lost the ability to make these sort of measurements? Notes This topic requires the manipulation og logarithmic equations. probably not worth doing the derivations with SL students unless - Stellar evolution
Stellar evolution
Lesson 6: The birth and Death of a Star Aims Describe how the process of stellar evolution is initiated. Understand how the evolution of a star depends on its mass. Use the mass luminosity relationship to determine where a star joins the main sequence. TOK Notes There is a lot of information to take in in this section so I like to give the students a list of questions and ask them to find out the answers using there text book and internet. I always like to take my - Cosmology
Cosmology
Lesson 7: The Big Bang Aims Describe Newton's model of the universe and explain Olbe's paradox. Outline the evidence for an expanding universe (red shift). Understand how the big bang explains why the universe is expanding and how atoms were formed. Understand why the recession speed of a galaxy is related to its distance from the Earth. Determine the hubble constant and use it to determine the age of the universe. Understand how the existence of CMB is supporting evidence for the big bang. TOK he whole idea of what - models of the universe
models of the universe
Lesson 8: Open closed or Flat Aims Understand that the fate of the universe is related to its density. Distinguish between flat open and closed. Calculate the critical density of the universe. State that due to the increasing rate of expansion of the universe the universe is predicted to continue to expand. TOK We can only see those parts of the universe that give out light, the rest (96%) is called dark matter. How can we model things that we can not detect? Why do scientists give things funny names
- Solar system
- Communications
Communications
Communications Not my favourite option but some students like it and apart from the electronics it's quite straight forward. Communications View more documents from Chris Hamper.- AM Radio
AM Radio
Lesson 1: Radio signals and amplitude Aims Introduce the simple oscillating circuit and show how it can be used to produce a radio wave. With reference to resonance show how a circuit can be tuned to oscillate the frequency of a signal. Show how sound can be converted into an electrical signal using a coil and magnet. Understand why a signal of changing frequency can't be used to transmit sound. Understand the principle of amplitude modulation and see why this introduces new frequencies into the signal. Distinguish between carrier wave - FM Radio
FM Radio
Lesson 2: Frequency modulation Aims Understand how a signal can be transmitted by modulating a carrier signal between two frequencies. Understand why FM has a wider band width than AM. Solve problems related to band width and modulation index. Describe a simple radio receiver using a block diagram. Discuss the relative merits of AM and FM transmission. TOK Notes Not so many students are used to tuning in a radio these days so are not so familiar with terms such as long wave, medium wave, FM and AM. This - Digital signals
Digital signals
Lesson 3: Digital Signals Aims Revise about digital signals and AD conversion from the Digital technology section (if HL). Understand the difference between analogue and digital signals. State the advantage of digital over analogue signals. Describe what is meant by multiplexing. Discuss the consequences of digital communication on a worldwide basis TOK The use of digital communication has affected the lives of almost everyone over the past 10 years. Is it right that the way we communicate is controlled by advances in technology or should advances in technology be controlled - Optical fibres
Optical fibres
Lesson 4: TIR and Optical fibres Aims Revise refraction and Snell's law and see how total internal refection comes about. Understand how light travels along an optical fibre. Understand why bunched fibres need to be coated. Describe modal and material dispersion in fibres and understand how monofibres minimise these effects. TOK Notes Back on safe ground here with good old Snell's law and total internal reflection. Always good to have a length of optical fibre at hand to show students. Funny how few of them actually know that an - Attenuation and Amplification
Attenuation and Amplification
Lesson 5: Attenuation, Amplification and satellites Aims Understand the meaning of attenuation and solve problems invloving deciBels. Revise the principle of the LASER and understand how it can be used to amplify the signal in an optical fibre. Revise topic on satellites and understand that low satellites have a shorter time period than high ones. How a digital signal can be sent by modulating an electromagnetic wave. TOK Notes Text Book page 388 - 396 Homework problems 18 - 23 Vocabulary SMART board Notes Resources Phet - Op Amp Intro
Op Amp Intro
Lesson 6: Introduction to Operational Amplifiers Aims Revise concepts of potential, current and resistance. Accept the conditions for an ideal op amp. TOK This topic is very different from the rest of the course. Normally we break things down to their simplest components so that we can understand the smallest deatils of what is going on. Here we are not interested with what is inside the chip only what it does. Notes The op amp seems a bit out of context in this chapter all about digital electronics so - Op Amp applications
Op Amp applications
Lesson 7: Inverters non inverters and comparators Aims Apply the rules of the ideal op amp to several circuits. Understand the operation of the non inverting amplifier and derive the equation for its gain. Understand the operation of the inverting amplifier and derive the equation for its gain. Understand the operation of the comparator and Scmidt trigger. TOK Notes As long as students don't try to work out what is actually happening this section is OK. Its a bit difficult to accept that the inputs can both be the - Cell phones
Cell phones
Lesson 8: Mobile Phone Networks Aims State that a cell phone network is divided into cells which have their own range of frequencies. Understand how advances in computer technology made possible the complex switching necessary to route calls from a mobile phone. Understand why adjacent cells can not use the same frequency range. Discuss the use of mobile phones in communication and the moral, ethical, economic environmental and international issues arising from their use. TOK Lots of ethical issues relating to the mobile phone and how the advance of technology
- AM Radio
- Relativity
Relativity
Relativity I'm working on this section, it should be finished by the end of this week. Relativity View more documents from Chris Hamper.- Introduction to relativity
Introduction to relativity
Lesson 1: Frames of reference Aims Highlight the concept of measurements being relative and revise relative velocity. Introduce the idea of an observer being committed to take measurements in an frame of reference. Define inertial frame of reference. Explain how measurements can be transformed from one frame of reference to another. Discuss the different frames of reference used to define the velocity of different objects TOK The idea that the size of a quantity such as velocity has different values depending on the frame of reference of the observer - The velocity of light
The velocity of light
Lesson 2: Measuring the velocity of light Aims Outline a method used to measure the velocity of light such as the rotating mirror method. Understand how the velocity of a boat measure by an observer on the bank of a river will is changed by the relative motion of the water. Use simple vector addition to calculate the velocity of a boat as it crosses a river. Understand the principle behind the Michelson Morley experiment. Understand the significance of the velocity of light in a vacuum being the same to - Time dilation
Time dilation
Lesson 3: The two postulates and time dilation Aims Define Einstein's postulates. Understand the idea of the light clock. Apply the light clock to two observers moving relative to each other to show that the moving one will tick slowly. Derive the time dilation formula. Solve problems relating to time dilation. TOK .The way the whole theory is based on two postulates is interesting. If the postulates are true then so is everything else. Students often think that time dilation and length contraction can't be true but agree that the - Length Contraction
Length Contraction
Lesson 4: Twin paradox and length contraction Aims Explain the twin paradox and see how it can be resolved. Understand how the muon decay results lead us to conclude that length must contract. Derive the length contraction formula. TOK Again it's all a bit strange but if the postulates are true then length must contract in the direction of relative motion. Lots of videos on youtube showing what things might look like as we approach the speed of light. Students often ask "what would things look like if we went - Simultaneity and mass
Simultaneity and mass
Lesson 5: Simultaneity and relativistic mass Aims Understand how the postulates of relativity lead to events that are simultaneous in one frame of reference not being simultaneous in all. Understand that simultaneity is not an optical illusion. Apply the concept of simultaneity to resolve different situations. Use the thought experiments of the two Mexican boxers to derive that mass must increase as velocity increases. TOK Are events actually happening at a different time or do they just look like they are? Notes Although the example of the ladder fitting through - Kinetic Energy
Kinetic Energy
Lesson 6: Kinetic Energy Aims Show that KE can be equated to change in mass x c2. Show that at low speeds KE = ½mv2 TOK Now we have shown that KE is in fact an increase in mass why do we still talk about energy? Should new theories wipe out the old ones? Notes In the SMARTboard notes below I have derived the equation for relativistic KE. I don't do this anymore since few students could understand it. Furthermore its a long time since I did this sort of - Momentum and velocity
Momentum and velocity
Lesson 7: Relativistic momentum and velocity transformations Aims Understand that if mass increases with increased relative velocity then momentum will increase too. Use the formula for relativistic momentum to solve problems. Use the formula E2 =p2c2 + mo2c4 to solve problems. Understand why Galilean transformations can not be applied to a photon. Solve problems using the relativistic velocity transformation formula. TOK It seems like magic when you find out that bodies that travel at the speed of light must have zero mass but its not. Same when you use the - Intro to general relativity
Intro to general relativity
Lesson 8: The principle of equivalence and general relativity Aims Introduce the principle of equivalence and discuss possible experiments that could be carried out. Understand why the principle of equivalence implies that the path of light must be bent by gravity. Accept that mass curves space time. Introduce the rubber sheet model for curved space. TOK Again a simple statement has far reaching consequences. The original measurements of the bending of light by the sun by Arthur Eddlington was at the time sited as the first proof of general relativity, - Curved space
Curved space
Lesson 9: Curved space and black holes Aims Understand how the Pound Rebka experiment supports the theory of general relativity. Perform calculations using the equation for gravitational red shift. Understand why light cannot escape from a black hole. Perform calculations using the Schwartzchild radius formula. Perform calculations using the black hole time dilation formula. TOK Why do we still teach about Newtons universal law of gravity when it's wrong? Notes There are many different explanations for the Pound Rebka result. The one I favour at the moment is the loss
- Introduction to relativity
- Astrophysics
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Introduce the concept of waves using water waves as an example. Define the quantities used to describe wave motion, frequency, wavelength, amplitude and wave speed. Derive the relationship v=fλ. understand the difference... more»
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Understand how circular motion is related to SHM. Understand how to use the components of a vector to analyse the vertical components of displacement, velocity and acceleration for circular motion. Follow the... more»
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Realise that there are many physical systems that have some sort of periodic motion, pendulum and mass on a spring are common examples. Using the pendulum as an example define the quantities... more»
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Understand why gases are the simplest state to model. Know what assumptions are made about the motion of atoms in gas in the simple kinetic model.. Understand how the pressure exerted by... more»
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Define Specific heat capacity and understand how it relates heat and temperature. How to perform a simple experiment to measure the specific heat capacity. Define heat capacity and understand when it is... more»
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Understand how the states of matter can be explained using the particle model. Introduce the concept of amount of matter being quantified by number of atoms. Define the mole and Avagadro's number.... more»
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