Pearson Baccalaureate Standard Level Physics Correlation of Pearson Baccalaureate Standard Level Physics, 2e ©2014 to the International Baccalaureate Standard Level Physics Syllabus

A Correlation of

Pearson Baccalaureate Standard Level Physics

to the

International Baccalaureate Syllabus Physics – Standard Level

A Correlation of Pearson Baccalaureate Standard Level Physics, 2e ©2014 to the International Baccalaureate Standard Level Physics Syllabus

2 SE = Student Edition

Table of Contents

Topic 1: Measurements and uncertainties ........................................................................................ 3

Topic 2: Mechanics ............................................................................................................................... 5

Topic 3: Thermal physics ..................................................................................................................... 8

Topic 4: Waves .................................................................................................................................... 10

Topic 5: Electricity and magnetism .................................................................................................. 14

Topic 6: Circular motion and gravitation ......................................................................................... 17

Topic 7: Atomic, nuclear and particle physics ................................................................................. 18

Topic 8: Energy production ................................................................................................................ 21

Option A: Relativity ............................................................................................................................ 23

Option B: Engineering physics .......................................................................................................... 26

Option C: Imaging ............................................................................................................................... 28

Option D: Astrophysics ...................................................................................................................... 31

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International Baccalaureate Standard Level Physics Syllabus

Pearson Baccalaureate Standard Level Physics, 2e

Topic 1: Measurements and uncertainties 1.1 – Measurements in physics Essential idea: Since 1948, the Système International d’Unités (SI) has been used as the preferred language of science and technology across the globe and reflects current best measurement practice. Understandings:

U1. Fundamental and derived SI units SE: 7-8 U2. Scientific notation and metric multipliers

SE: 5

U3. Significant figures SE: 5 U4. Orders of magnitude SE: 5 U5. Estimation SE: 5-6

Applications and skills: A1. Using SI units in the correct format for all required measurements, final answers to calculations and presentation of raw and processed data

SE: 5-8

A2. Using scientific notation and metric multipliers

SE: 5

A3. Quoting and comparing ratios, values and approximations to the nearest order of magnitude

SE: 7, 29, 31

A4. Estimating quantities to an appropriate number of significant figures

SE: 5, 29-30

Guidance: G1. SI unit usage and information can be found at the website of Bureau International des Poids et Mesures

SE: 7-8

G2. Students will not need to know the definition of SI units except where explicitly stated in the relevant topics in this guide G3. Candela is not a required SI unit for this course

G4. Guidance on any use of non-SI units such as eV, MeV c-2, ly and pc will be provided in the relevant topics in this guide

SE: 7-8

G5. Further guidance on how scientific notation and significant figures are used in examinations can be found in the Teacher support material

SE: 5, 7-8





1.2 – Uncertainties and errors Essential idea: Scientists aim towards designing experiments that can give a “true value” from their measurements, but due to the limited precision in measuring devices, they often quote their results with some form of uncertainty. Understandings:

U1. Random and systematic errors SE: 10-11 U2. Absolute, fractional and percentage uncertainties

SE: 11-12, 23-24, 29-30

U3. Error bars SE: 19, 32-33 U4. Uncertainty of gradient and intercepts SE: 22-23, 33

Applications and skills: A1. Explaining how random and systematic errors can be identified and reduced

SE: 10-11, 29-30

A2. Collecting data that include absolute and/or fractional uncertainties and stating these as an uncertainty range (expressed as: best estimate ± uncertainty range)

SE: 11-12, 23-24, 29-33

A3. Propagating uncertainties through calculations involving addition, subtraction, multiplication, division and raising to a power

SE: 11-12

A4. Determining the uncertainty in gradients and intercepts

SE: 22-23, 29, 33

Guidance: G1. Analysis of uncertainties will not be expected for trigonometric or logarithmic functions in examinations

G2. Further guidance on how uncertainties, error bars and lines of best fit are used in examinations can be found in the Teacher support material

SE: 14-16, 19, 22-23

1.3 – Vectors and scalars Essential idea: Some quantities have direction and magnitude, others have magnitude only, and this understanding is the key to correct manipulation of quantities. This sub-topic will have broad applications across multiple fields within physics and other sciences. Understandings:

U.1 Vector and scalar quantities SE: 25 U.2 Combination and resolution of vectors SE: 25-28

Applications and skills: A.1 Solving vector problems graphically and algebraically

SE: 25-28, 30-31

Guidance: G.1 Resolution of vectors will be limited to two perpendicular directions G.2 Problems will be limited to addition and subtraction of vectors and the multiplication and division of vectors by scalars





Topic 2: Mechanics 2.1 – Motion Essential idea: Motion may be described and analysed by the use of graphs and equations. Understandings:

U.1 Distance and displacement SE: 36 U.2 Speed and velocity SE: 36 U.3 Acceleration SE: 41-42 U.4 Graphs describing motion SE: 45-48 U.5 Equations of motion for uniform acceleration

SE: 41-42, 44-47

U.6 Projectile motion SE: 49-52 U.7 Fluid resistance and terminal speed SE: 52

Applications and skills: A.1 Determining instantaneous and average values for velocity, speed and acceleration

SE: 37-39, 41-43, 46-47, 86-87

A.2 Solving problems using equations of motion for uniform acceleration

SE: 42-43, 44-45, 86-87

A.3 Sketching and interpreting motion graphs

SE: 45-47, 86-87

A.4 Determining the acceleration of free-fall experimentally

SE: 44-45, 88

A.5 Analysing projectile motion, including the resolution of vertical and horizontal components of acceleration, velocity and displacement

SE: 49-52, 88

A.6 Qualitatively describing the effect of fluid resistance on falling objects or projectiles, including reaching terminal speed

SE: 44, 52, 88

Guidance: G.1 Calculations will be restricted to those neglecting air resistance

G.2 Projectile motion will only involve problems using a constant value of g close to the surface of the Earth

SE: 51-52

G.3 The equation of the path of a projectile will not be required





2.2 – Forces Essential idea: Classical physics requires a force to change a state of motion, as suggested by Newton in his laws of motion. Understandings:

U.1 Objects as point particles SE: 53-55 U.2 Free-body diagrams SE: 55-56 U.3 Translational equilibrium SE: 54-55 U.4 Newton’s laws of motion SE: 58 U.5 Solid friction SE: 58-59

Applications and skills: A.1 Representing forces as vectors SE: 53-54, 87-88 A.2 Sketching and interpreting free-body diagrams

SE: 55-56, 87-88

A.3 Describing the consequences of Newton’s first law for translational equilibrium

SE: 56, 68, 87

A.4 Using Newton’s second law quantitatively and qualitatively

SE: 62-65, 86-88

A.5 Identifying force pairs in the context of Newton’s third law

SE: 67-68, 88-89

A.6 Solving problems involving forces and determining resultant force

SE: 54-55, 61, 87, 89

A.7 Describing solid friction (static and dynamic) by coefficients of friction

SE: 58-59

Guidance: G.1 Students should label forces using commonly accepted names or symbols (for example: weight or force of gravity or mg)

SE: 55, 57

G.2 Free-body diagrams should show scaled vector lengths acting from the point of application

SE: 55-56

G.3 Examples and questions will be limited to constant mass G.4 mg should be identified as weight SE: 57

G.5 Calculations relating to the determination of resultant forces will be restricted to one- and two-dimensional situations





2.3 – Work, energy and power Essential idea: The fundamental concept of energy lays the basis upon which much of science is built. Understandings:

U.1 Kinetic energy SE: 78 U.2 Gravitational potential energy SE: 78 U.3 Elastic potential energy SE: 76-77 U.4 Work done as energy transfer SE: 74-76 U.5 Power as rate of energy transfer SE: 84-85 U.6 Principle of conservation of energy SE: 78 U.7 Efficiency SE: 81, 85

Applications and skills: A.1 Discussing the conservation of total energy within energy transformations

SE: 78, 89-90

A.2 Sketching and interpreting force–distance graphs

SE: 76-77

A.3 Determining work done including cases where a resistive force acts

SE: 74-76, 80-81, 89-90

A.4 Solving problems involving power SE: 84-85, 89-90 A.5 Quantitatively describing efficiency in energy transfers

SE: 81, 85, 89-90

Guidance: G.1 Cases where the line of action of the force and the displacement are not parallel should be considered

SE: 75-76

G.2 Examples should include force–distance graphs for variable forces

SE: 75-77

2.4 – Momentum and impulse Essential idea: Conservation of momentum is an example of a law that is never violated. Understandings:

U.1 Newton’s second law expressed in terms of rate of change of momentum

SE: 62-63

U.2 Impulse and force–time graphs SE: 62, 71-72 U.3 Conservation of linear momentum SE: 69-70 U.4 Elastic collisions, inelastic collisions and explosions

SE: 68-70





Applications and skills: A.1 Applying conservation of momentum in simple isolated systems including (but not limited to) collisions, explosions, or water jets

SE: 69-71, 89-91

A.2 Using Newton’s second law quantitatively and qualitatively in cases where mass is not constant

SE: 62-65, 68, 89-91

A.3 Sketching and interpreting force–time graphs

SE: 71-72

A.4 Determining impulse in various contexts including (but not limited to) car safety and sports

SE: 71-72

A.5 Qualitatively and quantitatively comparing situations involving elastic collisions, inelastic collisions and explosions

SE: 68-70, 89

Guidance: G.1 Students should be aware that F = ma is equivalent of F = p/t only when mass is constant

SE: 62-63

G.2 Solving simultaneous equations involving conservation of momentum and energy in collisions will not be required G.3 Calculations relating to collisions and explosions will be restricted to one-dimensional situations G.4 A comparison between energy involved in inelastic collisions (in which kinetic energy is not conserved) and the conservation of (total) energy should be made

SE: 82-83

Topic 3: Thermal physics 3.1 – Thermal concepts Essential idea: Thermal physics deftly demonstrates the links between the macroscopic measurements essential to many scientific models with the microscopic properties that underlie these models. Understandings:

U.1 Molecular theory of solids, liquids and gases

SE: 97-98

U.2 Temperature and absolute temperature SE: 101-103 U.3 Internal energy SE: 99-101 U.4 Specific heat capacity SE: 106 U.5 Phase change SE: 107-108 U.6 Specific latent heat SE: 109





Applications and skills: A.1 Describing temperature change in terms of internal energy

SE: 101-102

A.2 Using Kelvin and Celsius temperature scales and converting between them

SE: 102-103

A.3 Applying the calorimetric techniques of specific heat capacity or specific latent heat experimentally

SE: 111, 121-122

A.4 Describing phase change in terms of molecular behaviour

SE: 107-108, 121

A.5 Sketching and interpreting phase change graphs

SE: 110, 121

A.6 Calculating energy changes involving specific heat capacity and specific latent heat of fusion and vaporization

SE: 106-107, 109, 111, 121-123

Guidance: G.1 Internal energy is taken to be the total intermolecular potential energy + the total random kinetic energy of the molecules

SE: 99-100

G.2 Phase change graphs may have axes of temperature versus time or temperature versus energy

SE: 110

G.3 The effects of cooling should be understood qualitatively but cooling correction calculations are not required

SE: 111

3.2 – Modelling a gas Essential idea: The properties of ideal gases allow scientists to make predictions of the behaviour of real gases. Understandings:

U.1 Pressure SE: 114 U.2 Equation of state for an ideal gas SE: 119 U.3 Kinetic model of an ideal gas SE: 119-120 U.4 Mole, molar mass and the Avogadro constant

SE: 95-96

U.5 Differences between real and ideal gases

SE: 112, 120





Applications and skills: A.1 Solving problems using the equation of state for an ideal gas and gas laws

SE: 119-120, 123

A.2 Sketching and interpreting changes of state of an ideal gas on pressure–volume, pressure–temperature and volume–temperature diagrams

SE: 115-118, 123

A.3 Investigating at least one gas law experimentally

SE: 115-118, 123

Guidance: G.1 Students should be aware of the assumptions that underpin the molecular kinetic theory of ideal gases

SE: 112

G.2 Gas laws are limited to constant volume, constant temperature, constant pressure and the ideal gas law

G.3 Students should understand that a real gas approximates to an ideal gas at conditions of low pressure, moderate temperature and low density

SE: 120

Topic 4: Waves 4.1 – Oscillations Essential idea: A study of oscillations underpins many areas of physics with simple harmonic motion (shm), a fundamental oscillation that appears in various natural phenomena. Understandings:

U.1 Simple harmonic oscillations SE: 142-144 U.2 Time period, frequency, amplitude, displacement and phase difference

SE: 143-144

U.3 Conditions for simple harmonic motion SE: 142 Applications and skills:

A.1 Qualitatively describing the energy changes taking place during one cycle of an oscillation

SE: 147-148, 177

A.2 Sketching and interpreting graphs of simple harmonic motion examples

SE: 145-146, 177

Guidance: G.1 Graphs describing simple harmonic motion should include displacement– time, velocity–time, acceleration–time and acceleration–displacement

SE: 145-146

G.2 Students are expected to understand the significance of the negative sign in the relationship: a -x

SE: 142-143





4.2 – Travelling waves Essential idea: There are many forms of waves available to be studied. A common characteristic of all travelling waves is that they carry energy, but generally the medium through which they travel will not be permanently disturbed. Understandings:

U.1 Travelling waves SE: 152-154 U.2 Wavelength, frequency, period and wave speed

SE: 154

U.3 Transverse and longitudinal waves SE: 154, 159-160 U.4 The nature of electromagnetic waves SE: 171-172 U.5 The nature of sound waves SE: 167

Applications and skills: A.1 Explaining the motion of particles of a medium when a wave passes through it for both transverse and longitudinal cases

SE: 154-156, 159-160, 177-183

A.2 Sketching and interpreting displacement–distance graphs and displacement– time graphs for transverse and longitudinal waves

SE: 154-156, 159-160, 177-183

A.3 Solving problems involving wave speed, frequency and wavelength

SE: 155, 177-183

A.4 Investigating the speed of sound experimentally

SE: 170

Guidance: G.1 Students will be expected to derive c = f

SE: 154-155

G.2 Students should be aware of the order of magnitude of the wavelengths of radio, microwave, infra-red, visible, ultraviolet, X-ray and gamma rays

SE: 171-172





4.3 – Wave characteristics Essential idea: All waves can be described by the same sets of mathematical ideas. Detailed knowledge of one area leads to the possibility of prediction in another. Understandings:

U.1 Wavefronts and rays SE: 162-163 U.2 Amplitude and intensity SE: 154, 172 U.3 Superposition SE: 153 U.4 Polarization SE: 155, 176

Applications and skills: A.1 Sketching and interpreting diagrams involving wavefronts and rays

SE: 162, 177

A.2 Solving problems involving amplitude, intensity and the inverse square law

SE: 155, 172-173, 177-181

A.3 Sketching and interpreting the superposition of pulses and waves

SE: 153, 180-181

A.4 Describing methods of polarization SE: 155, 176, 182 A.5 Sketching and interpreting diagrams illustrating polarized, reflected and transmitted beams

SE: 172-173, 176, 182

A.6 Solving problems involving Malus’s law SE: 176, 182 Guidance:

G.1 Students will be expected to calculate the resultant of two waves or pulses both graphically and algebraically

SE: 157-159

G.2 Methods of polarization will be restricted to the use of polarizing filters and reflection from a non-metallic plane surface 4.4 – Wave behaviour Essential idea: Waves interact with media and each other in a number of ways that can be unexpected and useful. Understandings:

U.1 Reflection and refraction SE: 162-163, 172-173 U.2 Snell’s law, critical angle and total internal reflection

SE: 163-164, 174

U.3 Diffraction through a single-slit and around objects

SE: 164

U.4 Interference patterns SE: 165, 175 U.5 Double-slit interference SE: 175 U.6 Path difference SE: 165-166





Applications and skills: A.1 Sketching and interpreting incident, reflected and transmitted waves at boundaries between media

SE: 155, 172-174, 177

A.2 Solving problems involving reflection at a plane interface

SE: 173

A.3 Solving problems involving Snell’s law, critical angle and total internal reflection

SE: 164, 174

A.4 Determining refractive index experimentally

SE: 172-173

A.5 Qualitatively describing the diffraction pattern formed when plane waves are incident normally on a single-slit

SE: 164, 175

A.6 Quantitatively describing double-slit interference intensity patterns

SE: 175

Guidance: G.1 Quantitative descriptions of refractive index are limited to light rays passing between two or more transparent media. If more than two media, only parallel interfaces will be considered G.2 Students will not be expected to derive the double-slit equation

G.3 Students should have the opportunity to observe diffraction and interference patterns arising from more than one type of wave

SE: 165, 175

4.5 – Standing waves Essential idea: When travelling waves meet they can superpose to form standing waves in which energy may not be transferred. Understandings:

U.1 The nature of standing waves SE: 157-158, 167-169 U.2 Boundary conditions SE: 152-153 U.3 Nodes and antinodes SE: 157

Applications and skills: A.1 Describing the nature and formation of standing waves in terms of superposition

SE: 157, 180-181

A.2 Distinguishing between standing and travelling waves

SE: 157, 180-181

A.3 Observing, sketching and interpreting standing wave patterns in strings and pipes

SE: 157-159, 168-169, 181-183

A.4 Solving problems involving the frequency of a harmonic, length of the standing wave and the speed of the wave

SE: 159, 170, 181-183





Guidance: G.1 Students will be expected to consider the formation of standing waves from the superposition of no more than two waves

SE: 157-158

G.2 Boundary conditions for strings are: two fixed boundaries; fixed and free boundary; two free boundaries

SE: 157-159

G.3 Boundary conditions for pipes are: two closed boundaries; closed and open boundary; two open boundaries

SE: 168-169

G.4 For standing waves in air, explanations will not be required in terms of pressure nodes and pressure antinodes

G.5 The lowest frequency mode of a standing wave is known as the first harmonic

SE: 158, 168

G.6 The terms fundamental and overtone will not be used in examination questions Topic 5: Electricity and magnetism 5.1 – Electric fields Essential idea: When charges move an electric current is created. Understandings:

U.1 Charge SE: 186 U.2 Electric field SE: 187 U.3 Coulomb’s law SE: 189 U.4 Electric current SE: 193-194 U.5 Direct current (dc) SE: 193 U.6 Potential difference SE: 190-191

Applications and skills: A.1 Identifying two forms of charge and the direction of the forces between them

SE: 188

A.2 Solving problems involving electric fields and Coulomb’s law

SE: 189

A.3 Calculating work done in an electric field in both joules and electronvolts

SE: 191-192

A.4 Identifying sign and nature of charge carriers in a metal

SE: 193

A.5 Identifying drift speed of charge carriers SE: 194 A.6 Solving problems using the drift speed equation

SE: 194

A.7 Solving problems involving current, potential difference and charge

SE: 195-196, 224-225





Guidance: G.1 Students will be expected to apply Coulomb’s law for a range of permittivity values

SE: 189

5.2 – Heating effect of electric currents Essential idea: One of the earliest uses for electricity was to produce light and heat. This technology continues to have a major impact on the lives of people around the world. Understandings:

U.1 Circuit diagrams SE: 199-200 U.2 Kirchhoff’s circuit laws SE: 212 U.3 Heating effect of current and its consequences

SE: 195-196, 202-203

U.4 Resistance expressed as R = V/I SE: 195 U.5 Ohm’s law SE: 195 U.6 Resistivity SE: 194-195 U.7 Power dissipation SE: 201-202

Applications and skills: A.1 Drawing and interpreting circuit diagrams

SE: 199-200, 222-224

A.2 Identifying ohmic and non-ohmic conductors through a consideration of the V/I characteristic graph

SE: 195-196, 223-225

A.3 Solving problems involving potential difference, current, charge, Kirchhoff’s circuit laws, power, resistance and resistivity

SE: 195, 212-214, 222-225

A.4 Investigating combinations of resistors in parallel and series circuits SE: 206-207, 210-211

A.5 Describing ideal and non-ideal ammeters and voltmeters

SE: 207-209, 223

A.6 Describing practical uses of potential divider circuits, including the advantages of a potential divider over a series resistor in controlling a simple circuit

SE: 204, 214

A.7 Investigating one or more of the factors that affect resistance experimentally

SE: 211-212, 222-226





Guidance: G.1 The filament lamp should be described as a non-ohmic device; a metal wire at a constant temperature is an ohmic device

SE: 196, 203

G.2 The use of non-ideal voltmeters is confined to voltmeters with a constant but finite resistance G.3 The use of non-ideal ammeters is confined to ammeters with a constant but non-zero resistance G.4 Application of Kirchhoff’s circuit laws will be limited to circuits with a maximum number of two source-carrying loops 5.3 – Electric cells Essential idea: Electric cells allow us to store energy in a chemical form. Understandings:

U.1 Cells SE: 197-198 U.2 Internal resistance SE: 198 U.3 Secondary cells SE: 198, 207 U.4 Terminal potential difference SE: 198 U.5 Electromotive force (emf) SE: 198

Applications and skills: A.1 Investigating practical electric cells (both primary and secondary)

SE: 198, 201, 207, 222-226

A.2 Describing the discharge characteristic of a simple cell (variation of terminal potential difference with time)

SE: 198-199, 201, 224-226

A.3 Identifying the direction of current flow required to recharge a cell

SE: 198, 207

A.4 Determining internal resistance experimentally

SE: 206, 222-225

A.5 Solving problems involving emf, internal resistance and other electrical quantities

SE: 199-201, 222-227

Guidance: G.1 Students should recognize that the terminal potential difference of a typical practical electric cell loses its initial value quickly, has a stable and constant value for most of its lifetime, followed by a rapid decrease to zero as the cell discharges completely

SE: 198-199





5.4 – Magnetic effects of electric currents Essential idea: The effect scientists call magnetism arises when one charge moves in the vicinity of another moving charge. Understandings:

U.1 Magnetic fields SE: 207 U.2 Magnetic force SE: 219

Applications and skills: A.1 Determining the direction of force on a charge moving in a magnetic field

SE: 220-221

A.2 Determining the direction of force on a current-carrying conductor in a magnetic field

SE: 219

A.3 Sketching and interpreting magnetic field patterns

SE: 217-218

A.4 Determining the direction of the magnetic field based on current direction

SE: 218

A.5 Solving problems involving magnetic forces, fields, current and charges

SE: 220

Guidance: G.1 Magnetic field patterns will be restricted to long straight conductors, solenoids, and bar magnets

Topic 6: Circular motion and gravitation 6.1 – Circular motion Essential idea: A force applied perpendicular to its displacement can result in circular motion. Understandings:

U.1 Period, frequency, angular displacement and angular velocity

SE: 126

U.2 Centripetal force SE: 127 U.3 Centripetal acceleration SE: 126-127

Applications and skills: A.1 Identifying the forces providing the centripetal forces such as tension, friction, gravitational, electrical, or magnetic

SE: 128-131, 138

A.2 Solving problems involving centripetal force, centripetal acceleration, period, frequency, angular displacement, linear speed and angular velocity

SE: 127, 138-139

A.3 Qualitatively and quantitatively describing examples of circular motion including cases of vertical and horizontal circular motion

SE: 128-131, 138-139

Guidance: G.1 Banking will be considered qualitatively only





6.2 – Newton’s law of gravitation Essential idea: The Newtonian idea of gravitational force acting between two spherical bodies and the laws of mechanics create a model that can be used to calculate the motion of planets. Understandings:

U.1 Newton’s law of gravitation SE: 132-133 U.2 Gravitational field strength SE: 134

Applications and skills: A.1 Describing the relationship between gravitational force and centripetal force

SE: 132-133, 138-139

A.2 Applying Newton’s law of gravitation to the motion of an object in circular orbit around a point mass

SE: 134, 138-139

A.3 Solving problems involving gravitational force, gravitational field strength, orbital speed and orbital period

SE: 134-137, 138-139

A.4 Determining the resultant gravitational field strength due to two bodies

SE: 135, 139

Guidance: G.1 Newton’s law of gravitation should be extended to spherical masses of uniform density by assuming that their mass is concentrated at their centre

SE: 133-134

G.2 Gravitational field strength at a point is the force per unit mass experienced by a small point mass at that point

SE: 134

G.3 Calculations of the resultant gravitational field strength due to two bodies will be restricted to points along the straight line joining the bodies Topic 7: Atomic, nuclear and particle physics 7.1 – Discrete energy and radioactivity Essential idea: In the microscopic world energy is discrete. Understandings:

U.1 Discrete energy and discrete energy levels

SE: 233

U.2 Transitions between energy levels SE: 233-234 U.3 Radioactive decay SE: 242, 249-250 U.4 Fundamental forces and their properties

SE: 239, 254

U.5 Alpha particles, beta particles and gamma rays

SE: 242-243

U.6 Half-life SE: 249 U.7 Absorption characteristics of decay particles

SE: 242-243

U.8 Isotopes SE: 238





U.9 Background radiation SE: 249-250 Applications and skills:

A.1 Describing the emission and absorption spectrum of common gases

SE: 232-234, 264, 267

A.2 Solving problems involving atomic spectra, including calculating the wavelength of photons emitted during atomic transitions

SE: 234, 264-265, 267

A.3 Completing decay equations for alpha and beta decay

SE: 244-245, 264-266

A.4 Determining the half-life of a nuclide from a decay curve

SE: 249, 265

A.5 Investigating half-life experimentally (or by simulation)

SE: 247-248, 265

Guidance: G.1 Students will be required to solve problems on radioactive decay involving only integral numbers of half-lives

SE: 249-250

G.2 Students will be expected to include the neutrino and antineutrino in beta decay equations

SE: 244-246

7.2 – Nuclear reactions Essential idea: Energy can be released in nuclear decays and reactions as a result of the relationship between mass and energy. Understandings:

U.1 The unified atomic mass unit SE: 238 U.2 Mass defect and nuclear binding energy SE: 238-240 U.3 Nuclear fission and nuclear fusion SE: 250-252

Applications and skills: A.1 Solving problems involving mass defect and binding energy

SE: 240-241, 266-267

A.2 Solving problems involving the energy released in radioactive decay, nuclear fission and nuclear fusion

SE: 250-252, 266-267

A.3 Sketching and interpreting the general shape of the curve of average binding energy per nucleon against nucleon number

SE: 241, 266-267

Guidance: G.1 Students must be able to calculate changes in terms of mass or binding energy

SE: 240

G.2 Binding energy may be defined in terms of energy required to completely separate the nucleons or the energy released when a nucleus is formed from its nucleons

SE: 240-241





7.3 – The structure of matter Essential idea: It is believed that all the matter around us is made up of fundamental particles called quarks and leptons. It is known that matter has a hierarchical structure with quarks making up nucleons, nucleons making up nuclei, nuclei and electrons making up atoms and atoms making up molecules. In this hierarchical structure, the smallest scale is seen for quarks and leptons (10–18m). Understandings:

U.1 Quarks, leptons and their antiparticles SE: 253, 257-259, 262 U.2 Hadrons, baryons and mesons SE: 253, 256 U.3 The conservation laws of charge, baryon number, lepton number and strangeness

SE: 256-258

U.4 The nature and range of the strong nuclear force, weak nuclear force and electromagnetic force

SE: 254

U.5 Exchange particles SE: 254 U.6 Feynman diagrams SE: 255 U.7 Confinement SE: 260 U.8 The Higgs boson SE: 263

Applications and skills: A.1 Describing the Rutherford-Geiger-Marsden experiment that led to the discovery of the nucleus

SE: 230-231

A.2 Applying conservation laws in particle reactions

SE: 256-258, 268

A.3 Describing protons and neutrons in terms of quarks

SE: 258-259, 262, 268

A.4 Comparing the interaction strengths of the fundamental forces, including gravity

SE: 254

A.5 Describing the mediation of the fundamental forces through exchange particles

SE: 254, 268-269

A.6 Sketching and interpreting simple Feynman diagrams

SE: 255-256, 269

A.7 Describing why free quarks are not observed

SE: 260, 268-269

Guidance: G.1 A qualitative description of the standard model is required

SE: 262-263





Topic 8: Energy production 8.1 – Energy sources Essential idea: The constant need for new energy sources implies decisions that may have a serious effect on the environment. The finite quantity of fossil fuels and their implication in global warming has led to the development of alternative sources of energy. This continues to be an area of rapidly changing technological innovation. Understandings:

U.1 Specific energy and energy density of fuel sources

SE: 274

U.2 Sankey diagrams SE: 273, 275-279 U.3 Primary energy sources SE: 272-273 U.4 Electricity as a secondary and versatile form of energy

SE: 275-276

U.5 Renewable and non-renewable energy sources

SE: 272-273, 280-288

Applications and skills: A.1 Solving specific energy and energy density problems

SE: 274, 277

A.2 Sketching and interpreting Sankey diagrams

SE: 273, 275-279

A.3 Describing the basic features of fossil fuel power stations, nuclear power stations, wind generators, pumped storage hydroelectric systems and solar power cells

SE: 276, 278, 281, 284, 286, 300-302

A.4 Solving problems relevant to energy transformations in the context of these generating systems

SE: 277, 280, 283-284, 286, 300-302

A.5 Discussing safety issues and risks associated with the production of nuclear power

SE: 279-280, 301-302

A.6 Describing the differences between photovoltaic cells and solar heating panels

SE: 281-282, 300-301

Guidance: G.1 Specific energy has units of J kg–1; energy density has units of J m–3

SE: 274

G.2 The description of the basic features of nuclear power stations must include the use of control rods, moderators and heat exchangers

SE: 278-279

G.3 Derivation of the wind generator equation is not required but an awareness of relevant assumptions and limitations is required

SE: 285-286





G.4 Students are expected to be aware of new and developing technologies which may become important during the life of this guide

SE: 280-288

8.2 – Thermal energy transfer Essential idea: For simplified modelling purposes the Earth can be treated as a black-body radiator and the atmosphere treated as a grey-body. Understandings:

U.1 Conduction, convection and thermal radiation

SE: 104

U.2 Black-body radiation SE: 284-290 U.3 Albedo and emissivity SE: 250, 295, 299 U.4 The solar constant SE: 292, 299 U.5 The greenhouse effect SE: 295 U.6 Energy balance in the Earth surface–atmosphere system

SE: 295-296

Applications and skills: A.1 Sketching and interpreting graphs showing the variation of intensity with wavelength for bodies emitting thermal radiation at different temperatures

SE: 291, 302-303

A.2 Solving problems involving the Stefan–Boltzmann law and Wien’s displacement law

SE: 289-292, 303

A.3 Describing the effects of the Earth’s atmosphere on the mean surface temperature

SE: 296, 302-303

A.4 Solving problems involving albedo, emissivity, solar constant and the Earth’s average temperature

SE: 295-297, 303

Guidance: G.1 Discussion of conduction and convection will be qualitative only G.2 Discussion of conduction is limited to intermolecular and electron collisions G.3 Discussion of convection is limited to simple gas or liquid transfer via density differences

G.4 The absorption of infrared radiation by greenhouse gases should be described in terms of the molecular energy levels and the subsequent emission of radiation in all directions

SE: 293-295

G.5 The greenhouse gases to be considered are CH4, H2O, CO2 and N2O. It is sufficient for students to know that each has both natural and man-made origins.

SE: 293-294





G.6 Earth’s albedo varies daily and is dependent on season (cloud formations) and latitude. The global annual mean albedo will be taken to be 0.3 (30%) for Earth.

SE: 295

Option A: Relativity Core topics A.1 – The beginnings of relativity Essential idea: Einstein’s study of electromagnetism revealed inconsistencies between the theory of Maxwell and Newton‘s mechanics. He recognized that both theories could not be reconciled and so choosing to trust Maxwell’s theory of electromagnetism he was forced to change long-cherished ideas about space and time in mechanics. Understandings:

U.1 Reference frames SE: 306-308 U.2 Galilean relativity and Newton’s postulates concerning time and space

SE: 308-309

U.3 Maxwell and the constancy of the speed of light

SE: 310-311

U.4 Forces on a charge or current SE: 310-311 Applications and skills:

A.1 Using the Galilean transformation equations

SE: 308-309, 334

A.2 Determining whether a force on a charge or current is electric or magnetic in a given frame of reference

SE: 310-311

A.3 Determining the nature of the fields observed by different observers

SE: 306-308, 332

Guidance: G.1 Maxwell’s equations do not need to be described

G.2 Qualitative treatment of electric and magnetic fields as measured by observers in relative motion. Examples will include a charge moving in a magnetic field or two charged particles moving with parallel velocities. Students will be asked to analyse these motions from the point of view of observers at rest with respect to the particles and observers at rest with respect to the magnetic field.

SE: 310-311





A.2 – Lorentz transformations Essential idea: Observers in relative uniform motion disagree on the numerical values of space and time coordinates for events, but agree with the numerical value of the speed of light in a vacuum. The Lorentz transformation equations relate the values in one reference frame to those in another. These equations replace the Galilean transformation equations that fail for speeds close to that of light. Understandings:

U.1 The two postulates of special relativity SE: 312 U.2 Clock synchronization SE: 315 U.3 The Lorentz transformations SE: 315-316 U.4 Velocity addition SE: 320-321 U.5 Invariant quantities (spacetime interval, proper time, proper length and rest mass)

SE: 314, 317, 324-325

U.6 Time dilation SE: 317-318 U.7 Length contraction SE: 319 U.8 The muon decay experiment SE: 322-324

Applications and skills: A.1 Using the Lorentz transformations to describe how different measurements of space and time by two observers can be converted into the measurements observed in either frame of reference

SE: 315-316, 335

A.2 Using the Lorentz transformation equations to determine the position and time coordinates of various events

SE: 315-316, 335

A.3 Using the Lorentz transformation equations to show that if two events are simultaneous for one observer but happen at different points in space, then the events are not simultaneous for an observer in a different reference frame

SE: 316-317, 335

A.4 Solving problems involving velocity addition

SE: 320-321

A.5 Deriving the time dilation and length contraction equations using the Lorentz equations

SE: 317-319, 335

A.6 Solving problems involving time dilation and length contraction

SE: 318-320, 332

A.7 Solving problems involving the muon decay experiment

SE: 323-324





Guidance: G.1 Problems will be limited to one dimension G.2 Derivation of the Lorentz transformation equations will not be examined

G.3 Muon decay experiments can be used as evidence for both time dilation and length contraction

SE: 322-324

A.3 – Spacetime diagrams Essential idea: Spacetime diagrams are a very clear and illustrative way to show graphically how different observers in relative motion to each other have measurements that differ from each other. Understandings:

U.1 Spacetime diagrams SE: 326-327 U.2 Worldlines SE: 327-328 U.3 The twin paradox SE: 330-331

Applications and skills: A.1 Representing events on a spacetime diagram as points

SE: 326-327

A.2 Representing the positions of a moving particle on a spacetime diagram by a curve (the worldline)

SE: 327-328

A.3 Representing more than one inertial reference frame on the same spacetime diagram

SE: 328-329, 332-333

A.4 Determining the angle between a worldline for specific speed and the time axis on a spacetime diagram

SE: 327

A.5 Solving problems on simultaneity and kinematics using spacetime diagrams

SE: 329, 331-333

A.6 Representing time dilation and length contraction on spacetime diagrams

SE: 329, 332-333

A.7 Describing the twin paradox SE: 330-331 A.8 Resolving of the twin paradox through spacetime diagrams

SE: 330-331

Guidance: G.1 Examination questions will refer to spacetime diagrams; these are also known as Minkowski diagrams

SE: 326-327

G.2 Quantitative questions involving spacetime diagrams will be limited to constant velocity G.3 Spacetime diagrams can have t or ct on the vertical axis

SE: 326-327

G.4 Examination questions may use units in which c = 1

SE: 326-327





Option B: Engineering physics Core topics B.1 – Rigid bodies and rotational dynamics Essential idea: The basic laws of mechanics have an extension when equivalent principles are applied to rotation. Actual objects have dimensions and they require the expansion of the point particle model to consider the possibility of different points on an object having different states of motion and/or different velocities. Understandings:

U.1 Torque SE: 339-340 U.2 Moment of inertia SE: 349-351 U.3 Rotational and translational equilibrium SE: 340-342 U.4 Angular acceleration SE: 345-346 U.5 Equations of rotational motion for uniform angular acceleration

SE: 345-346

U.6 Newton’s second law applied to angular motion

SE: 348-349

U.7 Conservation of angular momentum SE: 355-356 Applications and skills:

A.1 Calculating torque for single forces and couples

SE: 339-342, 370

A.2 Solving problems involving moment of inertia, torque and angular acceleration

SE: 342, 346, 351, 370

A.3 Solving problems in which objects are in both rotational and translational equilibrium

SE: 340-343, 370

A.4 Solving problems using rotational quantities analogous to linear quantities

SE: 347-348, 371

A.5 Sketching and interpreting graphs of rotational motion

SE: 347, 371

A.6 Solving problems involving rolling without slipping

SE: 354-355

Guidance: G.1 Analysis will be limited to basic geometric shapes

G.2 The equation for the moment of inertia of a specific shape will be provided when necessary

SE: 352-353

G.3 Graphs will be limited to angular displacement–time, angular velocity–time and torque–time





B.2 – Thermodynamics Essential idea: The first law of thermodynamics relates the change in internal energy of a system to the energy transferred and the work done. The entropy of the universe tends to a maximum. Understandings:

U.1 The first law of thermodynamics SE: 360 U.2 The second law of thermodynamics SE: 368-369 U.3 Entropy SE: 369 U.4 Cyclic processes and pV diagrams SE: 365 U.5 Isovolumetric, isobaric, isothermal and adiabatic processes

SE: 360-363

U.6 Carnot cycle SE: 366-367 U.7 Thermal efficiency SE: 366-367

Applications and skills: A.1 Describing the first law of thermodynamics as a statement of conservation of energy

SE: 360, 371-373

A.2 Explaining sign convention used when stating the first law of thermodynamics as Q = U + W

SE: 360

A.3 Solving problems involving the first law of thermodynamics

SE: 362-364, 371-373

A.4 Describing the second law of thermodynamics in Clausius form, Kelvin form and as a consequence of entropy

SE: 368-369

A.5 Describing examples of processes in terms of entropy change

SE: 369

A.6 Solving problems involving entropy changes

SE: 369-370

A.7 Sketching and interpreting cyclic processes

SE: 365-367, 371-372

A.8 Solving problems for adiabatic processes for monatomic gases using pV5/3 = constant

SE: 361, 363-364, 372

A.9 Solving problems involving thermal efficiency

SE: 366-367

Guidance: G.1 If cycles other than the Carnot cycle are used quantitatively, full details will be provided

SE: 366-367

G.2 Only graphical analysis will be required for determination of work done on a pV diagram when pressure is not constant

SE: 360





Option C: Imaging Core topics C.1 – Introduction to imaging Essential idea: The progress of a wave can be modelled via the ray or the wavefront. The change in wave speed when moving between media changes the shape of the wave. Understandings:

U.1 Thin lenses SE: 376-377 U.2 Converging and diverging lenses SE: 376-377 U.3 Converging and diverging mirrors SE: 388-391 U.4 Ray diagrams SE: 376-378, 379-380, 381-382, 389, 391, 392-

393 U.5 Real and virtual images SE: 377 U.6 Linear and angular magnification SE: 383, 385-386 U.7 Spherical and chromatic aberrations SE: 387-388

Applications and skills: A.1 Describing how a curved transparent interface modifies the shape of an incident wavefront

SE: 376, 408-409

A.2 Identifying the principal axis, focal point and focal length of a simple converging or diverging lens on a scaled diagram

SE: 376-377, 378-379, 380-382, 408-409

A.3 Solving problems involving not more than two lenses by constructing scaled ray diagrams

SE: 380-382, 408-409

A.4 Solving problems involving not more than two curved mirrors by constructing scaled ray diagrams

SE: 392-393

A.5 Solving problems involving the thin lens equation, linear magnification and angular magnification

SE: 380-383, 385-386, 392-393, 408-409

A.6 Explaining spherical and chromatic aberrations and describing ways to reduce their effects on images

SE: 387-388





Guidance: G.1 Students should treat the passage of light through lenses from the standpoint of both rays and wavefronts

SE: 376

G.2 Curved mirrors are limited to spherical and parabolic converging mirrors and spherical diverging mirrors G.3 Only thin lenses are to be considered in this topic G.4 The lens-maker’s formula is not required

G.5 Sign convention used in examinations will be based on real being positive (the “real-is-positive” convention)

SE: 377

C.2 – Imaging instrumentation Essential idea: Optical microscopes and telescopes utilize similar physical properties of lenses and mirrors. Analysis of the universe is performed both optically and by using radio telescopes to investigate different regions of the electromagnetic spectrum. Understandings:

U.1 Optical compound microscopes SE: 393-396 U.2 Simple optical astronomical refracting telescopes

SE: 397-400

U.3 Simple optical astronomical reflecting telescopes

SE: 400-401

U.4 Single-dish radio telescopes SE: 402 U.5 Radio interferometry telescopes SE: 403 U.6 Satellite-borne telescopes SE: 401-402

Applications and skills: A.1 Constructing and interpreting ray diagrams of optical compound microscopes at normal adjustment

SE: 394-395, 409-410

A.2 Solving problems involving the angular magnification and resolution of optical compound microscopes

SE: 396, 409-410

A.3 Investigating the optical compound microscope experimentally

SE: 395-396

A.4 Constructing or completing ray diagrams of simple optical astronomical refracting telescopes at normal adjustment

SE: 397-399

A.5 Solving problems involving the angular magnification of simple optical astronomical telescopes

SE: 400

A.6 Investigating the performance of a simple optical astronomical refracting telescope experimentally

SE: 399





A.7 Describing the comparative performance of Earth-based telescopes and satellite-borne telescopes

SE: 401-403

Guidance: G.1 Simple optical astronomical reflecting telescope design is limited to Newtonian and Cassegrain mounting

G.2 Radio interferometer telescopes should be approximated as a dish of diameter equal to the maximum separation of the antennae

SE: 403

G.3 Radio interferometry telescopes refer to array telescopes

SE: 405

C.3 – Fibre optics Essential idea: Total internal reflection allows light or infrared radiation to travel along a transparent fibre. However, the performance of a fibre can be degraded by dispersion and attenuation effects. Understandings:

U.1 Structure of optic fibres SE: 404-405 U.2 Step-index fibres and graded-index fibres

SE: 405

U.3 Total internal reflection and critical angle

SE: 404-405

U.4 Waveguide and material dispersion in optic fibres

SE: 406-407

U.5 Attenuation and the decibel (dB) scale SE: 407-408 Applications and skills:

A.1 Solving problems involving total internal reflection and critical angle in the context of fibre optics

SE: 404-405, 410-411

A.2 Describing how waveguide and material dispersion can lead to attenuation and how this can be accounted for

SE: 406-407, 410-411

A.3 Solving problems involving attenuation SE: 407-408, 410-411 A.4 Describing the advantages of fibre optics over twisted pair and coaxial cables

SE: 406

Guidance: G.1 Quantitative descriptions of attenuation are required and include attenuation per unit length

SE: 407-408

G.2 The term waveguide dispersion will be used in examinations. Waveguide dispersion is sometimes known as modal dispersion.

SE: 406-407





Option D: Astrophysics Core topics D.1 – Stellar quantities Essential idea: One of the most difficult problems in astronomy is coming to terms with the vast distances between stars and galaxies and devising accurate methods for measuring them. Understandings:

U.1 Objects in the universe SE: 414-417 U.2 The nature of stars SE: 415 U.3 Astronomical distances SE: 417-418 U.4 Stellar parallax and its limitations SE: 419 U.5 Luminosity and apparent brightness SE: 420-421

Applications and skills: A.1 Identifying objects in the universe SE: 414-417 A.2 Qualitatively describing the equilibrium between pressure and gravitation in stars

SE: 415

A.3 Using the astronomical unit (AU), light year (ly) and parsec (pc)

SE: 417-418

A.4 Describing the method to determine distance to stars through stellar parallax

SE: 419, 441-442

A.5 Solving problems involving luminosity, apparent brightness and distance

SE: 420-421, 441-442

Guidance: G.1 For this course, objects in the universe include planets, comets, stars (single and binary), planetary systems, constellations, stellar clusters (open and globular), nebulae, galaxies, clusters of galaxies and super clusters of galaxies

SE: 414-417

G.2 Students are expected to have an awareness of the vast changes in distance scale from planetary systems through to super clusters of galaxies and the universe as a whole

SE: 417-418





D.2 – Stellar characteristics and stellar evolution Essential idea: A simple diagram that plots the luminosity versus the surface temperature of stars reveals unusually detailed patterns that help understand the inner workings of stars. Stars follow well-defined patterns from the moment they are created out of collapsing interstellar gas, to their lives on the main sequence and to their eventual death. Understandings:

U.1 Stellar spectra SE: 422-423 U.2 Hertzsprung–Russell (HR) diagram SE: 426-427 U.3 Mass–luminosity relation for main sequence stars

SE: 428

U.4 Cepheid variables SE: 424 U.5 Stellar evolution on HR diagrams SE: 426 U.6 Red giants, white dwarfs, neutron stars and black holes

SE: 426-427

U.7 Chandrasekhar and Oppenheimer–Volkoff limits

SE: 432-434

Applications and skills: A.1 Explaining how surface temperature may be obtained from a star’s spectrum

SE: 422-423, 441-443

A.2 Explaining how the chemical composition of a star may be determined from the star’s spectrum

SE: 424-426, 441-443

A.3 Sketching and interpreting HR diagrams SE: 426, 441-443 A.4 Identifying the main regions of the HR diagram and describing the main properties of stars in these regions

SE: 426-427, 441-443

A.5 Applying the mass–luminosity relation SE: 428, 441-443 A.6 Describing the reason for the variation of Cepheid variables

SE: 429, 442

A.7 Determining distance using data on Cepheid variables

SE: 429, 442

A.8 Sketching and interpreting evolutionary paths of stars on an HR diagram

SE: 431-432, 441-443

A.9 Describing the evolution of stars off the main sequence

SE: 431-434

A.10 Describing the role of mass in stellar evolution

SE: 426-428, 432, 441-443





Guidance: G.1 Regions of the HR diagram are restricted to the main sequence, white dwarfs, red giants, super giants and the instability strip (variable stars), as well as lines of constant radius

G.2 HR diagrams will be labelled with luminosity on the vertical axis and temperature on the horizontal axis

SE: 426

G.3 Only one specific exponent (3.5) will be used in the mass–luminosity relation

SE: 428

G.4 References to electron and neutron degeneracy pressures need to be made

SE: 432-433

D.3 – Cosmology Essential idea: The Hot Big Bang model is a theory that describes the origin and expansion of the universe and is supported by extensive experimental evidence. Understandings:

U.1 The Big Bang model SE: 438-440 U.2 Cosmic microwave background (CMB) radiation

SE: 440

U.3 Hubble’s law SE: 436 U.4 The accelerating universe and redshift (z)

SE: 436-437

U.5 The cosmic scale factor (R) SE: 437 Applications and skills:

A.1 Describing both space and time as originating with the Big Bang

SE: 438-439

A.2 Describing the characteristics of the CMB radiation

SE: 440, 443

A.3 Explaining how the CMB radiation is evidence for a Hot Big Bang

SE: 440, 443

A.4 Solving problems involving z, R and Hubble’s law

SE: 436, 438, 443

A.5 Estimating the age of the universe by assuming a constant expansion rate

SE: 438, 439

Guidance: G.1 CMB radiation will be considered to be isotropic with T ≈ 2.76K

SE: 440

G.2 For CMB radiation a simple explanation in terms of the universe cooling down or distances (and hence wavelengths) being stretched out is all that is required

SE: 440

G.3 A qualitative description of the role of type Ia supernovae as providing evidence for an accelerating universe is required

SE: 436

Documents

Pearson Baccalaureate Standard Level Physics Correlation of Pearson Baccalaureate Standard Level Physics, 2e ©2014 to the International Baccalaureate Standard Level Physics Syllabus