Physics in Ib School

TOPICS TO COVER:
Why do we study physics in English?
IB School experience
Curriculum
Unit planner
Optics as an example
Assessment
Practiced textbooks

SKOLKOVO INTERNATIONAL GYMNASIUM

WHAT IS IB SCHOOL?
PYP, MYP and DP programmes.
Vertical and horizontal planning,
Guide references
Global contexts

MYP AND DP GUIDES

KEY CONCEPTS
Table 1 lists the key concepts to be explored across the MYP. The key concepts contributed by the study of sciences are change, relationships and systems.

Change
Change is a conversion/shift/movement from one state to another. Exploring change allows students to examine forces that shape the world: past, present and future. Inquiry into the concept of change invites students to consider causes, processes and consequences: natural and artificial, intentional and unintentional, positive and negative.
Relationships
Relationships allow students to identify and understand the connections and associations between properties, forces, objects, people and ideas, including the human community’s connection with the worlds in which we live.
Systems
Systems are sets of interacting or interdependent components. Everything in the known universe is a component of a system and generally also a part of multiple interacting and interdependent systems.

RELATED CONCEPTS
Related concepts promote deep learning. They are grounded in specific disciplines and are useful for exploring key concepts in greater detail.

GLOBAL CONTEXTS FOR TEACHING AND LEARNING
Global contexts direct learning toward independent and shared inquiry into our common humanity and shared guardianship of the planet. Using the world as the broadest context for learning, MYP sciences can develop meaningful explorations of
identities and relationships
orientation in time and space
personal and cultural expression
scientific and technical innovation
globalization and sustainability
fairness and development.

STATEMENTS OF INQUIRY
Statements of inquiry set conceptual understanding in a global context in order to frame classroom inquiry and direct purposeful learning. Table below shows some possible statements of inquiry for possible units of work in MYP sciences.

STATEMENTS OF INQUIRY

UNIT EXAMPLE ”OPTICS”, 8TH GRADE
Key concept: Relationships
Related concept: Evidence
Global contexts: Scientific and technical innovation
Statements of inquiry: Study of light transmission through different materials has lead to invention of optical devices.

TEAM WORK
goo.gl/3Nh1bE
Please go to the link, choose class, any unit and try to figure out key concept, related concept, global context. Share your ideas with your colleagues.

OBJECTIVES AND ASSESSMENT
A. Knowing and understanding
B. Inquiring and designing
C. Processing and evaluating
D. Reflecting on the impacts of science

A. KNOWING AND UNDERSTANDING
Determine the nature of the images formed by the mirrors and lenses shown below. Is the image: Real or virtual? Upright or inverted? Enlarged or diminished? O stands for the object, I for the image, and F is the focal point.

B. INQUIRING AND DESIGNING
C. PROCESSING AND EVALUATING
These are laboratory works where students show their ability to hold practical work.

D. REFLECTING ON THE IMPACTS OF SCIENCE

TEXTBOOKS