高中物理课程图电子杂志-翻页电子书制作-云展网在线书城

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教育部基础教育课程教材发展中心、课程教材研究所

实验区重点课题《基于中国学生发展核心素养的“中外融通课程”湾区实践

研究——博实乐课程体系的实践范式》研究成果

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WE EMPOWER STUDENTS TO BE DISTINCTIVE AND EXTRAORDINARY.

博实乐“中外融通课程”

高中物理课程图

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咨询热线 : 0757-26677003

学校地址 : 广东省佛山市顺德区北滘镇碧桂园

广东碧桂园学校编印

2023 年 3 月 10 日

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高中物理课程图

广东碧桂园学校编印

2023 年 3 月 10 日

博实乐“中外融通课程”

第4页

CMYP Physics SL Curriculum Map …………………………………………… 1

1 Course Introduction ………………………………………………………… 2

2 Course Structure …………………………………………………………… 3

3 Course outline ……………………………………………………………… 4

4 Assessment ………………………………………………………………… 37

5 Resources …………………………………………………………………… 38

CMYP Physics HL Curriculum Map …………………………………………… 39

1 Course Introduction ………………………………………………………… 40

2 Course Structure …………………………………………………………… 41

3 Course outline ……………………………………………………………… 42

4 Assessment ………………………………………………………………… 77

5 Resources …………………………………………………………………… 78

CPreDP Physics Curriculum Map ……………………………………………… 79

1 Course Introduction ………………………………………………………… 80

2 Course Structure …………………………………………………………… 81

3 Course outline ……………………………………………………………… 82

4 Assessment ……………………………………………………………… 111

5 Resources ………………………………………………………………… 111

CDP Physics Curriculum Map ……………………………………………… 112

1 Course Introduction ……………………………………………………… 113

2 Course Structure ………………………………………………………… 115

3 Course outline …………………………………………………………… 116

4 Assessment ……………………………………………………………… 140

目录 CONTENTS

第5页

5 Resources ………………………………………………………………… 141

CDP Physics Curriculum Map ……………………………………………… 142

1 Course Introduction ……………………………………………………… 143

2 Course Structure ………………………………………………………… 145

3 Course outline …………………………………………………………… 146

4 Assessment ……………………………………………………………… 182

5 Resources ………………………………………………………………… 183

CIG Physics Curriculum Map………………………………………………… 184

1 Course Introduction ……………………………………………………… 185

2 Course structure ………………………………………………………… 186

3 Course outline …………………………………………………………… 187

4 Assessment ……………………………………………………………… 189

5 Resources ………………………………………………………………… 190

CIG Physics Curriculum Map………………………………………………… 191

1 Course Introduction ……………………………………………………… 192

2 Course structure ………………………………………………………… 193

3 Course outline …………………………………………………………… 194

4 Assessment ……………………………………………………………… 196

5 Resources ………………………………………………………………… 197

CAL 物理课程图 ……………………………………………………………… 198

一、课程介绍……………………………………………………………… 199

二、课程结构……………………………………………………………… 201

三、课程内容……………………………………………………………… 202

四、课程评估……………………………………………………………… 210

五课程资源 ……………………………………………………………… 215

第6页

CAP Physics 1 Curriculum Map ……………………………………………… 216

1 Course Introduction ……………………………………………………… 217

2 Course Structure ………………………………………………………… 218

3 Course outline …………………………………………………………… 219

4 Assessment ……………………………………………………………… 223

5 Resources ………………………………………………………………… 226

CAP Physics 1 Curriculum Map ……………………………………………… 227

1 Course Introduction ……………………………………………………… 228

2 Course Structure ………………………………………………………… 229

3 Course Outline …………………………………………………………… 230

4 Assessment ……………………………………………………………… 234

5 Resources ………………………………………………………………… 237

CAP Physics 2 Curriculum Map ……………………………………………… 238

1 Course Introduction ……………………………………………………… 239

2 Course Structure ………………………………………………………… 240

3 Course Outline …………………………………………………………… 241

4 Assessment ……………………………………………………………… 245

5 Resources ………………………………………………………………… 248

AP Physics C Curriculum Map ……………………………………………… 249

1 Course Introduction ……………………………………………………… 250

2 Course Structure ………………………………………………………… 251

3 Course Outline …………………………………………………………… 252

4 Assessment ……………………………………………………………… 256

5.Resources ………………………………………………………………… 259

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1

高中物理课程图

Chinese and International Integrated

Curriculums for Bright Scholar

High School Section

CMYP Physics SL

Curriculum Map

（2022 version）

Complied by Guangdong Country Garden Senior High Section

第8页

博实乐“中外融通课程”

2

MYP Curriculum Mapping

Subject Physics Grade G1&G2 Level SL

Course Code Credit 16 Duration 2 Years

Teaching Periods 320 Contributor

Li Panfang

W a n g j u n c h a o

Yangzhezhen

Jiang Xiaohan

Start from 2023.9

1 Course Introduction

1.1 Introduction

The MYP physics curriculum aims to build on what students learn and do in the PYP

and other student-centred programmes of primary education. There are no prior formal

learning requirements. The main approach to teaching and learning physics is through

structured inquiry in the context of interdisciplinary units. Students are encouraged

to investigate physics by formulating their own questions and finding answers to those

questions, including through research and experimentation. Scientific inquiry enables

students to develop a way of thinking and a set of skills and processes that they can use to

confidently tackle the internal assessment component of DP physics. Moreover, the MYP

physics objectives and assessment criteria A-D are aligned with the DP physics objectives

and internal assessment criteria, supporting the smooth transition from the MYP to the DP.

The aims of all MYP subjects state what a teacher may expect to teach and what a

student may expect to experience and learn. These aims suggest how the student may be

changed by the learning experience.

1.2 Aims

The aims of all MYP subjects state what a teacher may expect to teach and what a

student may expect to experience and learn. These aims suggest how the student may be

changed by the learning experience.

第9页

3

高中物理课程图

The aims of MYP physics are to encourage and enable students to:

· understand and appreciate physics and its implications

· consider physics as a human endeavor with benefits and limitations

· cultivate analytical, inquiring and flexible minds that pose questions, solve problems,

construct explanations and judge arguments

· develop skills to design and perform investigations, evaluate evidence and reach

conclusions

2 Course Structure

CMYP physics SL G1&G2

electromag

netism

Magnetism,

static

electricity,

electromagn

etic force,

electromagn

etic

induction

Nuclear

physics

Atomic

physics,

radioacti

vity

Astrophysics

The solar

system,

Planets

and

satellites,

Big

Bang

theory

Light, sound

and wave

Sound,

light,

properties

of waves,

spectra

General

physics

Making

measurement,

Force and

motion, work

energy and

power, energy

resources

Thermal

physics

The kinetic

model of

matter,

Thermal

properties

of matter,

Thermal

energy

transfers

第10页

博实乐“中外融通课程”

4 3 Course outline

MYP G1

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

Unit 16

Magnetism

10

Key contents

16.1 Simple

phenomena of

magnetism

16.2 Magnetic

fields

Skills:

1.How to represent

magnetic fields

using field lines

2.How to explain

magnetic forces in

terms of magnetic

fields: explain that

magnetic forces are

due to interactions

between magnetic

field

3.Knowing how

electromagnets are

made and used

4.The comparison

between

electromagnets and

permanent magnets

Systems Function Fairness

and

developme

nt

The

developme

nt of

machines

and

systems

has

changed

the way in

which

human

beings

function

Thinking

skills:

Critical

thinking

skills、

Creative

thinking

skills

Research

skills:

Informatio

n literacy

skills

IB:

Inquirers

Learners

Thinkers

Communicato

r

Reflective

Core

competency:

Physical

concept

1 B

C

1. Paper

Test for

objective A

2. Evaluate

the

experiment

design of

the factors

affecting the

strength of

electromage

net.

(objective

B&C)

Connection to

service as action

Inform the

community that

the new Mag-lev

train is both

cheap and fast,

and the magnetic

principles behind.

Connection to

International-mi

ndedness

Do research on

the Mag-lev train

in China and

around the world,

how could our

technology have

developed in

these years.

第11页

5

高中物理课程图

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

Unit 17

Electrical

quantities

11

Key contents

17.1 Electric

charge

17.2 Electric field

Skills

1. 1.Recall how to

charge an object.

2. about charging

by friction

3. about charging

by induction

4. the electron

transfer model of

charging

5. Recall typical

electric field

pattern

- describe an

electric field as a

region in which an

electric charge

experiences a force

- describe

simple field

patterns, including

the field around a

point charge, the

field around a

charged conducting

sphere and the field

between two

parallel plates(not

including end

Systems Function Fairness

and

developme

nt

The

developme

nt of

machines

and

systems

has

changed

the way in

which

human

beings

function

Communic

ation:

Communic

ation skills

Thinking:

Transfer

skills

IB:

Knowledgeab

le

Thinkers

Risk-takers

Critical

thinking

Collaboration

Core

competency:

Physical

concept

Scientific

Thinking

1 A

B

C

1. Paper

Test for

objective A

2. Design,

construct

and evaluate

an

electroscope

.(objective

B&C)

Connection to

service as action:

Making gadgets

to avoid

discharges.

Connection to

International-mi

ndedness：

Finding

applications using

the Static

electricity.

第12页

博实乐“中外融通课程”

6

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

effects)

1. Knowing what

electric charges

are.

Unit 18

Electric

quantities

14

Key contents

18.1Current

18.2Electromotive

force and potential

difference

18.3Resistance

18.4Electrical

working

Skills

1. Recalling how

is electric current is

related to electron

flow

2. Knowing how

to measure and

calculate electrical

resistance

3. recall and use

quantitatively the

proportionality

between resistance

and length, and the

inverse

proportionality

between resistance

and cross-sectional

area of a wire

4. sketch and

explain the

Systems Function Fairness

and

developme

nt

The

developme

nt of

machines

and

systems

has

changed

the way in

which

human

beings

function

Social：

Collaborati

on skills

Thinking:

Critical

thinking

skills

Transfer

skills

IB:

Inquirers

Thinkers

Communicato

r

Reflective

Critical

Thinking

Communicati

on

Collaboration

Core

competency:

Physical

concept

Scientific

Thinking

2 A

B

C

1. Paper

Test for

objective A

2. Design

and carry

out

experiments

that used to

find

resistance

and power

of a

component

in a

circuit.(obje

ctive B&C)

Connection to

service as action:

Disassemble lamp

and try to identify

the circuit.

Try to fix broken

electric

appliances.

Connection to

International-mi

ndedness：

Study the Second

Industrial

Revolution, and

how it affect our

life.

第13页

7

高中物理课程图

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

current-voltage

characteristic of an

ohmic resistor and

a filament lamp

5. how to calculate

energy and power

in electric circuits

recall and use the

equations P = IV

and E = IVt

Unit 19

Electric

circuits

18

Key contents

19.1 Circuit

diagrams

19.2 Series and

parallel circuits

19.3 Action and

use of circuit

components

19.4 Digital

electronics

19.5 Electrical

safety

Skills

1. Being able to

correctly connect

simple circuits

2. Calculate the

effective resistance

of two resistors in

parallel

3. Recall and use

the fact that the

sum of the p.d.s

Systems Function Fairness

and

developme

nt

The

developme

nt of

machines

and

systems

has

changed

the way in

which

human

beings

function

Communic

ation:

communic

ation skills

Thinking:

creative

thinking

skills.

IB:

Inquirers

Thinkers

Communicato

r

Critical

Thinking

Communicati

on

Core

competency:

Physical

concept

Scientific

Thinking

Scientific

Inquiry

Scientific

Attitude and

Responsibilit

y

2 A

B

C

D

1. Paper

Test for

objective A

2. Evaluat

e the pros

and cons of

AC and

DC(Object

D)

Connection to

service as action:

Finding out the

basics about

building a

computer, and

make a

reasonable

recommendation.

Connection to

International-mi

ndedness：

Do research on

what kinds of

subject would

rely on the

circuit.

What do you

think about the

future of these

subject?

第14页

博实乐“中外融通课程”

8

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

across the

components in a

series circuit is

equal to the total

p.d. across the

supply

4. Recall and use

the fact that the

current from the

source is the sum

of the currents in

the separate

branches of a

parallel circuit

5. describe the

action of a diode

and show

understanding of

its use as a rectifier

Unit 20

Electromag

netic forces

14

Key contents

20.1 The magnetic

effect of a current

20.2 Force on a

current-carrying

conductor

20.3 d.c. motor

Skills

1. Using right-hand

grip rule to

determine spiraling

fields around a

current in a straight

wire.

Change Consequ

ences

Personal

and

cultural

expression

The

consequen

ces of

actions are

predicted

by the

laws of

physics.

Communic

ation:

Communic

ation skills

Thinking:

Transfer

skills

IB:

Inquirers

Learners

Thinkers

Communicato

r

Reflective

Critical

Thinking

Communicati

on

Collaboration

Core

competency:

1 A

B

C

1. Paper

Test for

objective A

2. Design

and carry

out

experiments

that used to

find the

difference of

hard

magnetic

material and

soft

magnetic

Connection to

service as action:

Electromagnetic

forces are widely

used in real life,

such as, crane,

television,

powder coating.

Connection to

International-mi

ndedness：

Research on

exposure to

man-made

第15页

9

高中物理课程图

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

2. Demonstrate an

experiment to

show the

corresponding

force on beams of

charged particles.

3. Sketch a

schematic diagram

of a motor and

explain the

working principle

of motor.

Physical

concept

Scientific

Thinking

magerial(obj

ective B&C)

electromagnetic

fields.

Unit 21

Electromag

netic

induction

14

Key contents

21.1

electromagnetic

induction

21.2 a.c. generator

21.3 transformer

21.4 electricity

transmission

Skills

1. Design an

experiment to

demonstrate the

Lenz’s law.

2. Design an

experiment to

illustrate how to

increase the e.m.f

generated by an

a.c. generator

–turn the coil

more rapidly

Change Consequ

ences

Personal

and

cultural

expression

The

consequen

ces of

actions are

predicted

by the

laws of

physics.

Communic

ation:

Communic

ation skills

Thinking:

Transfer

skills

IB:

Inquirers

Learners

Thinkers

Communicato

r

Reflective

Critical

Thinking

Communicati

on

Collaboration

Core

competency:

Physical

concept

Scientific

Thinking

Scientific

Inquiry

1 A

B

C

D

1. Paper

Test for

objective A

2. Evaluat

e the pros

and cons of

electical

cars

（Objective

D）

Connection to

service as action:

Electromagnetic

induction has

found many

applications,

including

electrical

components such

as inductors and

transformers, and

devices such as

electric motors

and generators.

Connection to

International-mi

ndedness：

More than 90%

world’s power is

being generated

using

第16页

博实乐“中外融通课程”

10

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

–use a coil with

more turns of wire

–use a coil with a

bigger area

–use stronger

magnets

3. Make a simple

transformer by

themselves,

provided with

copper wires, iron

core, etc.

4. Sketch a

schematic diagram

about electricity

transmission, from

generation to

distribution,

compare different

ways to transmit

electricity, such as

burying

transmission cable

underground and

supporting lines

above ground.

electromagnets

based on the

faraday’s law of

electro-magnetic

induction. Many

new technologies

were discovered

with time

which led a

drastic change in

the perception of

electric energy.

But at the same

time there is

misconception of

FREE ENERGY.

Energy becomes

free only at a

point after which

we don’t have to

pay for power

generation after

commissioning

the unit. By using

the magnetic

force of magnets

continuous motion

(Energy) is

generated.

Unit 9 The

kinetic

model of

matter

12

Key contents

9.1 State of matter

9.2 The kinetic

model of matter

9.3 Evaporation

Systems Environ

ment

Globalizati

on and

sustainabili

ty

Changes

in our

environme

nt require

all living

Communic

ation:

Communic

ation skills

IB:

Knowledgeab

le

Thinkers

Risk-takers

2 A

B

C

1. Paper

Test for

objective A

2. Design

and carry

Connection to

service as action

Investigate the

cooling and

heating machines,

第17页

11

高中物理课程图

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

9.4 Pressure

changes

Skills

1. Able to change

states of matter in

different ways.

2. Explain

pressure in terms

of the change of

momentum of the

particles striking

the walls creating a

force;

3. Describe this

motion (sometimes

known as

Brownian motion)

in terms of random

molecular

bombardment;

4. Describe

qualitatively the

pressure of a gas in

terms of the motion

of its molecules

5. Explain the

cooling of a body

in contact with an

evaporating liquid

6. Recall and use

the equation: pV =

constant for a fixed

mass of gas at a

things to

adapt in

order to

survive.

Thinking:

Transfer

skills

Critical

thinking

Collaboration

Core

competency:

Physical

concept

Scientific

Thinking

Scientific

Inquiry

Scientific

Attitude and

Responsibility

out

experiments

that used to

find

Brownian

motion.(obje

ctive B&C)

how are they

evolved? Reuse

and modify these

machines.

Connection to

International-mi

ndedness:

How is liquefied

natural gas made?

What is the

history of

liquefied natural

gas?

Where is

liquefied natural

gas used the most

and why?

第18页

博实乐“中外融通课程”

12

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

constant

temperature

Unit 10

Thermal

properties

of matter

14

Key contents

10.1 Thermal

expansion of

solids, liquids and

gases

10.2 Designing a

thermometer

10.3 Thermal

capacity

10.4 Latent heat

Skills

1. Identify and

explain some of the

everyday

applications and

consequences of

thermal expansion

2. Know how to

Calibrate a

liquid-in-glass

thermometer

3. Recall and use

the equation

change in energy =

mcΔT;

4. Recall and use

the equation

thermal capacity =

mc;

5. Give a simple

Change Transfor

mation

Scientific

and

technical

innovation

Scientific

innovation

can

transform

our human

existence.

Social：

Collaborati

on skills

Thinking:

Critical

thinking

skills

Transfer

skills

IB:

Inquirers

Thinkers

Communicato

r

Reflective

Critical

Thinking

Communicati

on

Collaboration

Core

competency:

Physical

concept

Scientific

Thinking

2 A

B

C

1. Paper

Test for

objective A

2. Design

and carry

out

experiments

that used to

find the

specific

thermal

capacity of

water

(objective

B&C)

Connection to

service as action

Cook for your

family with

different technics.

Pay extra

attention to the

relationship

between oil,

water and

temperature.

Connection to

International-mi

ndedness:

The range of

known

temperature.

Finding out what

absolute zero is.

How is the

temperature

measuring

technics changes

with time.

Link to TOK:

Observation

第19页

13

高中物理课程图

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

molecular account

of an increase in

internal energy

6. Recall and use

the equation

energy = ml;

7. Use the terms

latent heat of

vaporisation and

latent heat of

fusion and give a

molecular

interpretation of

latent heat

through sense

perception plays a

key role in

making

measurements.

Does sense

perception play

different roles in

different areas of

knowledge?

When does

modelling of

“ideal” situations

become “good

enough” to count

as knowledge?

(hl)

Link to IM:

• The topic of

thermal physics is

a good example

of the use of

international

systems of

measurement that

allow scientists to

collaborate

effectively (hl)

Unit 11

Thermal

(heat)

energy

transfers

Key contents

11.1.Conduction

11.2.Convection

11.3.Radiation

11.4.Consequences

Change Evidence Identities

and

relationshi

ps

Experimen

ts and

measurem

ents

provide

Thinking

skills:

Critical

thinking

skills、

IB:

Learners

Inquirers

Thinkers

Communicato

2 A

C

D

1. Paper

Test for

objective A

2. Evaluat

e the pros

Connection to

service as action

Infra-red

topographic

photograph of a

第20页

博实乐“中外融通课程”

14

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

12 of energy transfer

Skills

1. Comparing four

good thermal

conductors

(copper, aluminum,

steel, brass). Wax

is placed on one

end of these four

conductors and the

other end is placed

into hot water. Ten

minutes or so after

the boiling water

has been tipped

into the tank, the

length of melted

wax shows which

material is the best

conductor; List

some of the ways

in which insulating

materials are used

to reduce heat

losses from a house

in winter.

2. Use potassium

permanganate

crystals to color

water and

demonstrate the

convection current

in fluids.

evidence

to support

or

disprove

scientific

claims

Creative

thinking

skills

Research

skills:

Informatio

n literacy

skills

r

Reflective

Critical

Thinking

Communicati

on

Collaboration

Core

competency:

Physical

concept

Scientific

Thinking

Scientific

Inquiry

and cons of

insulation

materials in

buildings

(Object D)

human body. The

colors are added

artificially to

represent the

different

intensities of

infra-red radiation

being released.

Students can

design a house in

which the

temperature is

very satisfied in

different seasons

Connection to

International-mi

ndedness

Earth’s weather

systems are, in

large part, caused

by the movement

of heat through

the atmosphere.

第21页

15

高中物理课程图

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

3. Investigating the

relationship

between the

amount of

radiation emitted

and surface

temperature or

surface area of a

body.

4. Design a perfect

container to reduce

heat transfer;

Discuss and

evaluate the effects

of some ways of

household

insulation on

economic,

environments and

society.

Unit 12

Properties

of waves

11

Key contents

12.1 Describing

waves

12.2 Explaining

wave phenomena

Skills

1. Illustrate wave

motion by

vibration in ropes

and springs；Use a

ripple tank to study

the properties of

Relatio

nships

Models Scientific

and

technical

innovation

A good

model can

simplify

and

illuminate

our

understand

ing of

complex

phenomen

a

Communic

ation:

Communic

ation skills

Thinking

skills:

Critical

thinking

skills、

Creative

thinking

skills、

Transfer

skills

IB:

Inquirers

Learners

Thinkers

Communicato

r

Reflective

Critical

Thinking

Communicati

on

Collaboration

1 A

B

C

1. Paper

Test for

objective A

2. Design

and carry

out

experiments

that used to

find snell's

law.(objecti

ve B&C)

Connection to

service as action

Explore musical

scales and

musical forms

from different

cultures and find

out about the

physics of waves

behind them.

Connection to

International-mi

ndedness

The internal

第22页

博实乐“中外融通课程”

16

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

waves.

2. Use of water

waves to

demonstrate

reflection,

refraction and

diffraction.

Core

competency:

Physical

concept

Scientific

Thinking

waves in the

ocean play an

important role in

transferring heat,

energy, and

momentum in the

ocean.

Unit 13

Sound

11

Key contents

13.1 Making

sounds

13.2 At the speed

of sound

13.3 Seeing sounds

13.4 How sounds

travel

Skills

1. Sounds travel

through the air as

vibrations.

Recognize the

movement of air

molecules due to

the sound waves.

Note sound waves

cannot ravel

through vacuum, it

needs a medium to

travel.

2. Utilize the

principle of echo to

determine distance.

3. Use a signal

generator and an

Change Consequ

ences

Personal

and

cultural

expression

The

consequen

ces of

actions are

predicted

by the

laws of

physics.

Communic

ation:

Communic

ation skills

Thinking

skills:

Critical

thinking

skills、

Creative

thinking

skills、

Transfer

skills

IB:

Inquirers

Learners

Thinkers

Communicato

r

Reflective

6C:

Critical

Thinking

Communicati

on

Collaboration

Core

competency:

Physical

concept

Scientific

Thinking

Scientific

Inquiry

2 A

B

C

D

1.Paper Test

for objective

A

2.Evaluate

the

experiment

design to

measure the

speed of

sound.

(objective

C)

3. Write an

short essay

about the

application

of

ultrasound.(

objective D)

Connection to

service as action

Develop new

ways to refine

communication

and turn it into

forms of creative

expression, such

as music.

Connection to

International-mi

ndedness

Watch some

examples of

extreme

longitudinal wave

motion, such as

Tacoma Narrows

Bridge; 1989 San

Francisco

earthquake and

East Japan

earthquake 2011.

第23页

17

高中物理课程图

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

oscilloscope to

show traces for

different sounds,

compare the pitch

and loudness and

test the range of

hearing.

4. Use a vibrating

tuning fork

produces a series

of compressions

and rarefactions as

it pushes the air

molecules back

and forth and relate

this to the wavy

trace on an

oscilloscope

screen. Use sound

technology to solve

medical problems.

Unit 14

Light

14

Key contents

14.1Reflecting

light

14.2Refraction of

light

14.3Lenses

Skills

1. Check the law of

reflection using a

plane mirror and

investigate the

characteristics of

image of plane

Systems Develop

ment

Change

Scientific

and

technical

innovation

The

consequen

ces of

actions are

predicted

by the

laws of

physics.

Communic

ation:

Communic

ation skills

Thinking:

Critical

thinking

skills

IB:

Inquirers

Learners

Thinkers

Communicato

r

Reflective

6C:

Critical

Thinking

Communicati

on

2 A

B

C

D

1.Paper Test

for objective

A

2.Evaluate

the

experiment

design to

measure the

refractive

index of

material.

(objective

C)

Connection to

service as action

Dimming the

lights can help

reduce

emotionality as

you make

everyday

decisions. Light

affects the way to

live on a daily

basis. Humans

and animals have

第24页

博实乐“中外融通课程”

18

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

mirror.

2. Use a ray box to

investigate the

refraction of light

by a glass or

plastic block.

3. Uses of optical

fibers: eg. explain

why must

high-purity glass

be used for optical

fibres used in

telecommunication

s?

4. Investigate the

characteristics of

image by using

convex lens.

Collaboration

Core

competency:

Physical

concept

Scientific

Thinking

3. Write an

short essay

about the

application

of optical

fibre.(object

ive D)

always used the

sun and the

amount of light at

different times of

the day to

regulate their

body clock. This

is natural and the

body does it

automatically.

Connection to

International-mi

ndedness

The inappropriate

or excessive use

of artificial light

– known as light

pollution – can

have serious

environmental

consequences for

humans, wildlife,

and our climate.

Unit 15

Spectra

9

Key contents

15.1 Dispersion of

light

15.2 The

electromagnetic

spectrum

Skills

Demonstrate an

experiment about

dispersion of light

through prism.

Relatio

nship

Pattern Identities

and

relationshi

ps

Patterns

can

demonstra

te

relationshi

ps

between

events and

shed light

on how

they are

Social：

Collaborati

on skills

Thinking:

Critical

thinking

skills

Transfer

skills

IB:

Learners

Inquirers

Thinkers

Communicato

r

Reflective

6C:

Critical

Thinking

1 A

D

1.Paper Test

for objective

A

2. Write an

short essay

about the

use of

microwaves

and

X-rays.(obje

ctive D)

Connection to

service as action

Making posters

telling others that

5G signals are not

harmful to us.

Connection to

International-mi

ndedness

Investigate the

第25页

19

高中物理课程图

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

Criterion D:

electromagnetic

spectrum: e.g.

demonstrate an

awareness of safety

issues regarding

the use of

microwaves and

X-rays

caused. Communicati

on

Collaboration

Core

competency:

Physical

concept

Scientific

Thinking

development of

internet

connection from

1G to 5G.

Unit 22

The nuclear

atom

10

Key contents

22.1Atomic model

22.2 Nucleus

22.3 Fundamental

particles

Skills

1.Can do the

scattering of α

-particles

experiment.

2.Balance

equations

involving nuclide

notation

Relatio

nships

Models Scientific

and

technical

innovation

A good

model can

simplify

and

illuminate

our

understand

ing of

complex

phenomen

a

Communic

ation:

Communic

ation skills

Social

skills:

affective

skills

IB

Inquirers

Learners

Thinkers

Communicato

r Reflective

6C:

Critical

Thinking

Communicati

on

Collaboration

Core

competency:

Physical

concept

A

C

1.Paper Test

for objective

A

2.Evaluate

the

experiment

design to

determine

the structure

of atoms.

(objective

C)

Connection to

service as action

Visit nuclear

power plant and

show the working

principle or some

advantages and

disadvantages of

nuclear plants by

video or post.

Connection to

International-mi

ndedness

Research into

particle physics

requires

ever-increasing

funding, leading

to debates in

governments and

international

research

第26页

博实乐“中外融通课程”

20

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

organizations on

the fair allocation

of precious

financial

resources

Unit 23

Radioactivi

ty

16

Key contents

23.1 Detection of

radioactivity

23.2

Characteristics of

the three kinds of

emission

23.3 Radioactive

decay

23.4 Using

radioisotopes

Skills

1. How to detect

the α-particles,

β-particles and

γ-rays (β + are

not included: β

-particles will be

taken to refer to β

–)

2. Interpret their

relative ionising

effects

3. Investigating

the relationship

between number of

nuclei remaining

and time taken by

Relatio

nships

Patterns Identities

and

relationshi

ps

Patterns

can

demonstra

te

relationshi

ps

between

events and

shed light

on how

they are

caused

Research

skills:

Informatio

n literacy

skills,

Media

literacy

Reflection

skills

Organizati

on skills:

Collaborati

on skills

IB

Inquirers

Learners

Thinkers

Communicato

r Reflective

6C:

Critical

Thinking

Communicati

on

Collaboration

Core

competency:

Physical

concept

Scientific

Thinking

Scientific

Inquiry

Scientific

Attitude and

Responsibilit

y

A

D

1.Paper Test

for objective

A

2..Write an

short essay

about the

application

of

radioactivity

materials .(o

bjective D)

Connection to

service as action

Understanding

the usage of

radioisotope and

propagate some

knowledge of

using

radioisotope and

how to keep safe

when suffering

radioactivity for

community by

post or video.

Connection to

International-mi

ndedness

The geopolitics of

the past 60+ years

have been greatly

influenced by the

existence of

nuclear weapons

第27页

21

高中物理课程图

Unit tittle,

Teaching

periods

Contents(subtopic

s, knowledge,

skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

building the model.

Radioactivity has

many uses

commercially, in

engineering and

technology, and in

medicine. Discuss

and evaluate the

use of radioactivity

for this application.

Compare them to

use of

radioactivity,

identifying

important factors

such as economics,

environment and

culture.

第28页

博实乐“中外融通课程”

22 MYPG2

Unit tittle,

Teaching

hours

Contents(subtopic

s, knowledge, skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

Unit 1

Making

measureme

nt

16

Key contents

1.1 Physics

quantities and SI

units

1.2 Measuring

length and volume

1.3Density

1.4Measuring time

Skills

1 use vector

triangle or

parallelogram rule

to solve problems

related with force,

velocity.(*)

2 use liquid

displacement to

determine the

volume of irregular

objects.

3 use different

methods to

determine the

density of different

shape of objects and

use the equation of

volume with

different shape.

4 investigating the

relationship

Relatio

nships

Evidence

Develop

ment

Identities

and

relationsh

ips

Experiments

and

measuremen

ts provide

evidence to

support or

disprove

scientific

claims

Commun

ication:

Commun

ication

skills

Thinking:

Transfer

skills

IB:

Inquirers

Thinkers

Communicator

Reflective

6C:

Critical

Thinking

Communicatio

n

Collaboration

Core

competency:

Physical

concept

Scientific

Thinking

Scientific

Inquiry

1 A

B

C

1.Paper Test

for objective

A

2.Evaluate

the

experiment

design to

measure the

density of

material.

(objective

B&C)

3. use liquid

displacemen

t to

determine

the volume

of irregular

objects

(objective

B&C)

Connection to

service as action

Research and

suggest ways in

which your

design will do

this. For

example, if you

have a museum

or science

exhibition

nearby, look at

the ways in

which the

exhibits

communicate

ideas in science

in different ways

like postage,

video…

Connection to

International-mi

ndedness

Scientist try to

explain how and

why things

happen. In

physics, the

students are

concerned with

第29页

23

高中物理课程图

Unit tittle,

Teaching

hours

Contents(subtopic

s, knowledge, skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

between the period

of pendulum and

length of a rope.

the way the

universe works,

and physicists in

world develop

theories and

hypothesis may

seem to be

common sense

whereas other

theories may

make claims that

seem bizarre. The

test of the truth

of these theories

is whether there

is sufficient

evidence to

support them.

Unit 2

Describing

motion

17

Key contents

2.1.Understanding

distance and

displacement, speed

and velocity *

2.2.Understanding

and calculating

acceleration *

2.3.

Displacement-time

and velocity-time

graphs*

2.4.Five equations

for constant

acceleration.*

Change Moveme

nt

Orientati

on in

time and

space

movement

enables

humans and

animals to

change their

surrounding

s for the

better.

Social：

Collabora

tion skills

Thinking:

Critical

thinking

skills

Transfer

skills

IB:

Knowledgeabl

e

Thinkers

Risk-takers

6C:

Critical

thinking

Collaboration

Core

competency:

Physical

concept

Scientific

2 A

B

C

1.Paper Test

for objective

A

2.Evaluate

the

experiment

design to

1use light

gate (smart

gate) to

measure the

instant

velocity of

an object

and use

ticker-tape

Connection to

service as action

Measuring the

final speed of the

car when it

travels down the

slope so that

suggest a limited

speed for the

people in the

community and

propagate the

danger of

overspeed in

community by

video or post.

第30页

博实乐“中外融通课程”

24

Unit tittle,

Teaching

hours

Contents(subtopic

s, knowledge, skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

Skills

1 use light gate

(smart gate) to

measure the instant

velocity of an

object.

2 use ticker-tape

timer to obtain

acceleration.

3 use mathematics

methods to

determine the

displacement,

velocity and

acceleration.

4 solve problems

using equations that

represent uniformly

accelerated motion

in a straight line,

including the

motion of bodies

falling in a uniform

gravitational field

without air

resistance.

Thinking

Scientific

Inquiry

timer to

obtain

acceleration.

(objective

B&C)

Connection to

International-mi

ndedness

International

cooperation is

needed for

tracking

shipping,

land-based

transport, aircraft

and objects in

space.

Unit 3:

Forces and

motion

17

Key Content:

3.1 We have lift

off*

3.2 Mass, weight

and gravity*

3.3 Force, mass and

acceleration*

3.4 The idea of

System

s

Function

s

Fairness

and

Develop

ment

The

developmen

t of

machines

and systems

has changed

the way in

which

Commun

ication:

communi

cation

skills

Thinking:

creative

thinking

IB:

Inquirers

Thinkers

Communicator

Reflective

6C:

Critical

1 A

B

C

D

Paper Test

(A)

Design and

carry out

experiments

that used to

find

gravitational

Connection to

service as

action: Use

relevant

knowledge, make

a poster or video

to show how

danger throwing

第31页

25

高中物理课程图

Unit tittle,

Teaching

hours

Contents(subtopic

s, knowledge, skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

momentum

C: Know kinetic

friction and static

friction, their

coefficients. Use

coefficients to

calculate friction.

Skills:

1 Plan

experiments(laborat

ory trolley, light

gate and timer) to

investigate

relationship

between

acceleration and

force/mass*

2 Make record

observations,

measurements and

estimates*

3 Interpret and

evaluate

experimental

observations and

data*

4 Find the

magnitude and

direction of

resultant force

when multiple

forces were given.*

human

beings’

function.

skills.

HL:

Transfer

skills

Thinking

Communicatio

n

Collaboration

Core

competency:

Physical

concept,

Scientific

Thinking

acceleration.

( B&C)

Discuss

whether

carbon

re-inforced

plastic

bumper or

steel bumper

is better (D)

Use the idea

of

centripetal

force to

analyze

gondola

rides (D)

object from a

high place.

Connection to

International-mi

ndedness:

Research and

find some

information

about invention

of machines, and

how nature of

force being

changed by it?

And compare the

machines in

modern society,

第32页

博实乐“中外融通课程”

26

Unit tittle,

Teaching

hours

Contents(subtopic

s, knowledge, skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

5 Determine the

forces act on an

object are balanced

or not.*

C: Research and

learn the

Aristotolian view of

force and motion,

as well as his

method of research

C: Research and

learn how Galileo

experimented and

deduced the free

fall motion.

C: Learn curved

motion and what is

required of curved

motion. Learn how

to analyze projectile

motion using the

composition and

decomposition of

velocity vectors.

Simplify

convoluted object

trajectory and

analyze projectile

motion in everyday

life.

C: Learn the motion

in free fall through

experiment. Learn

how experiment

第33页

27

高中物理课程图

Unit tittle,

Teaching

hours

Contents(subtopic

s, knowledge, skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

and scientific

reasoning are used

in physics research

based on historical

development of

physics as a subject.

C: Through

experiment, learn

the change in

apparent weight in

everyday life.

C: Learn the unit of

force in SI units.

C: Use linear

velocity, angular

velocity and period

to explain uniform

circular motion.

Know the

centripetal

acceleration of

uniform circular

motion. Know the

relationship

between the

centripetal force

and radius*, angular

velocity and mass*.

Use Newton's

second law to find

the centripetal force

in uniform circular

motion. Learn and

explain the origin of

第34页

博实乐“中外融通课程”

28

Unit tittle,

Teaching

hours

Contents(subtopic

s, knowledge, skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

the fictitious

centrifugal force in

everyday life.

C: Find the reason

behind tilted road in

highways and

railways.

Applications and

skills:

• Determining the

acceleration of

free-fall

experimentally

• Analysing

projectile motion,

including the

resolution of

vertical and

horizontal

components of

acceleration,

velocity and

displacement*

• Describing solid

friction (static and

dynamic*) by

coefficients of

friction*

 Using

Newton’s second

law quantitatively

and qualitatively in

cases where

mass is not constant

第35页

29

高中物理课程图

Unit tittle,

Teaching

hours

Contents(subtopic

s, knowledge, skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

 Identifying

force pairs in the

context of

Newton’s third

law*

 Impulse and

force–time graphs

 Applying

conservation of

momentum in

simple isolated

systems including

(but

not limited to)

collisions,

explosions, or water

jets*

 Determining

impulse in various

contexts including

(but not limited to)

car

safety and sports

Unit 4:

Turning

effects of

forces

12

Key Concept:

4.1 The moment of

a force

4.2 Calculating

moments

4.3 Stability and

centre of mass

Skill:

1 Find the pivot and

determine the

direction of

System

s

Function

s

Fairness

and

Develop

ment

The

developmen

t of

machines

and systems

has changed

the way in

which

human

beings’

function.

-Commu

nication

skills:

Using

subject-s

pecific

terminolo

gy

-Thinking

in

context:

IB:

Inquirers

Thinkers

Communicator

6C:

Critical

Thinking

Communicatio

n

2 A

B

Paper

test( A)

Design and

do the

experiment

to find the

centre of

mass of an

irregularly

shaped piece

of card(B)

Connection to

service as

action:

Find some levermachines in your

daily life, fix or

improve it by

applying the

knowledge

learned in school

第36页

博实乐“中外融通课程”

30

Unit tittle,

Teaching

hours

Contents(subtopic

s, knowledge, skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

moment for a

system

2 Design and do the

experiment to find

the centre of mass

of an irregularly

shaped piece of

card

3 Solve problems in

Balancing moments

case ( total

clockwise moment

= total

anticlockwise

moment)

what

happens

to the

Earth

when you

jump up

in the air

-Creative

thinking

skills:

Proposin

g

metaphor

and

analogies

Core

competency:

Physical

concept,

Scientific

Thinking,

Scientific

inquiry

Connection to

International-mi

ndedness:

Study the

explanation of

lever by

Archimedes of

Syracuse, whom

is a Greek

mathematician,

physicist. Find

more theories

and ideas he

raised, like

determine

volume of

irregular object,

and see how

scientists think or

deal with

problems

Unit 5:

Forces and

matter

17

Key Concept:

5.1 Forces acting on

solids*

5.2 Hooke’s law*

5.3 Pressure

Skill:

1 Design and finish

an experiment to

investigate the

stretching of a

spring. Collect and

record data in a

table

Transfo

rmation

Change Scientific

and

technical

innovatio

n

Scientific

innovation

can

transform

our human

existence

-Commu

nication

skills:

Organizin

g and

depicting

informati

on

logically

- Critical

thinking

skills

IB:

Inquirers

Thinkers

Communicator

6C:

Critical

Thinking

Communicatio

n

Core

competency:

Physical

3 A

B

C

D

Paper

Test( A)

Find the

gravitational

acceleration

using

Hooke's law

(B&C)

Discuss

whether

carbon

re-inforced

plastic

Connection to

service as

action:

Make a poster or

video, or make a

speech to people

to emphasize the

danger of staying

underwater for

long time, and

the importance of

wearing right

equipment.

第37页

31

高中物理课程图

Unit tittle,

Teaching

hours

Contents(subtopic

s, knowledge, skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

2 Plot an

extension-load

graph for a spring,

based on the table.

3 Design an

experiment to

determine the

spring constant of a

spring*

4 Describe and use

of a manometer

C: Investigate the

shape of spring and

its function in

everyday life.

C: Make a simple

spring scale and use

Hooke's law to

explain its

principles.

thinking

Scientific

thinking

bumper or

steel bumper

is better (D)

Connection to

International-mi

ndedness:

Use the

knowledge of

pressure,

calculate the

average pressure

that Eiffel Tower

and the Great

Pyramid exert on

the ground

Unit 6:

Energy

transforma

tions and

energy

transfer

12

Key Concept:

6.1 Forms of

energy*

6.2 Energy

conversions*

6.3 Conservation of

energy*

Skills:

1 Distinguish the

Internal and

Thermal energy

2 State the energy

conversions are

change Energy Globaliza

tion and

sustainab

ility

The need for

sustainabilit

y is

changing

the way in

which we

produce and

use energy

-Commu

nication

skills:

Using

subject-s

pecific

terminolo

gy

- Media

literacy

skills:

Seeking a

range of

IB:

Inquirers

Thinkers

Communicator

6C:

Critical

Thinking

Communicatio

n

Core

competency:

Physical

1 A

D

Paper

test( A )

Compare

electric cars

with cars

using fossil

fuels (D)

Connection to

service as

action:

Research and

find information

about energy use

in now days.

Make a

presentation

about the

efficiency of

energy use, and

environmental

第38页

博实乐“中外融通课程”

32

Unit tittle,

Teaching

hours

Contents(subtopic

s, knowledge, skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

going on in the

given device*

3 Apply formulas

1/2mv2=mgh while

energy convert

from g.p.e. to k.e.*

C: Work-energy

theorem: the change

in kinetic energy

equals the amound

of work done. Use

work-energy

theorem to explain

phenomena in life.

C: Use Newton's

second law to

derive work energy

theorem.

C: Verify the

conservation of

energy through

experiments.

perspecti

ves from

multiple

sources

thinking

Scientific

thinking

pollution it cased.

Connection to

International-mi

ndedness:

Discuss the

impact of use of

energy, from

economic, social,

environmental,

and political

aspects

Unit 7

energy

resources

11

Key contents

7.1. The energy we

use

7.2. Energy from

the Sun

Skills

1 Discuss the

advantage and

disadvantage of the

energy we use in

terms of

Change Energy Globaliza

tion and

sustainab

ility

The need for

sustainabilit

y is

changing

the way in

which we

produce and

use energy.

Commun

ication:

Commun

ication

skills

Research:

Media

literacy

skills

IB:

Knowledgeabl

e

Thinkers

Communicator

Reflective

6C:

Critical

Thinking

Communicatio

n

2 A

D

Paper

test( A )

Compare

electric cars

with cars

using fossil

fuels (D)

Connection to

service as action

Visit nuclear

power plant, and

research the

arguments for

and against

nuclear power

using nuclear

power issues.

And show the

arguments by

第39页

33

高中物理课程图

Unit tittle,

Teaching

hours

Contents(subtopic

s, knowledge, skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

renewability, cost,

reliability, scale and

environmental

impact.

Distinguish whether

the source of energy

is from the Sun or

not.

Collaboration

Core

competency:

Physical

thinking

Scientific

attitude and

responsibility.

video or post.

Connection to

International-mi

ndedness

Scientific

evidence shows

that human

activity is leading

to major changes

in global

environment.

Unit 8

work and

power

11

Key contents

8.1. work

8.2. Power

Skills

1 Recall and use W

= Fd = ∆E*

2 investigate the

relationship

between work done

by gravity and the

heights.*

3 Recall and use

the equation P =

∆E/t in simple

systems*

use the definition of

work done to

deduce the

relationship

between power and

velocity.*

C: Find the work

Change Energy Globaliza

tion and

sustainab

ility

The need for

sustainabilit

y is

changing

the way in

which we

produce and

use energy.

Commun

ication:

Commun

ication

skills

Research:

Media

literacy

skills

HL:

Transfer

skills

IB:

Inquirers

Thinkers

Communicator

Reflective

6C:

Critical

Thinking

Communicatio

n

Collaboration

A

B

C

Paper

test(A)

Find the

work done

by gravity in

free fall

when

dropping a

given mass

by using a

ticker tape

timer or a

light gate to

find its final

velocity

(B&C)

Connection to

service as action

Use different

mechanical

device to

transport large

load to

investigate which

kind of device

has higher power

and use this kind

of device to serve

the community to

reduce the load

brought to the

house with ladder

by propagation in

forms of post or

video.

第40页

博实乐“中外融通课程”

34

Unit tittle,

Teaching

hours

Contents(subtopic

s, knowledge, skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

done by a force

when the

displacement and

force are not on the

same line.

C: Application of

power in cars:

When the power is

constant, find the

relationship

between the force

exerted by the

motor and the

speed.

Applications and

Skills:

Qualitatively and

quantitatively

comparing

situations involving

elastic

collisions, inelastic

collisions and

explosions

Connection to

International-mi

ndedness

Human life has

been completely

changed and

developed

through the use

of machine that

are created to

transform energy

and do useful

work.

Unit 24

Astrophysi

cs

17

Key contents

24.1 The Earth

24.2 The Solar

System*

24.3 The Solar

System continued*

24.4 The Sun as a

star

24.5 Stars*

24.6 The Universe*

System

s

Form

Identities

and

Relations

hips

Determining

the form of

objects can

help us to

understand

how they

behave

Commun

ication

Skills

Thinking

in context

Collabora

tion skills

IB:

Inquirers

Learners

Thinkers

Communicator

6C:

Critical

Thinking

Communicatio

1 A

B

D

A: Paper test

B: Design

an

experiment

to find the

gravitational

acceleration

D: Discuss

the pros and

cons of

Connection to

service as

action：

Introduce some

concepts of

Astrophysics to

people in the

community, let

them know

something more

第41页

35

高中物理课程图

Unit tittle,

Teaching

hours

Contents(subtopic

s, knowledge, skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

Skills

1. Explain why a

planet might not be

in the habitable

zone if its orbit is

too

Close or too far

away from its

parent star.

2. Discuss what

kinds of planets are

suitable for human

race to live?

Explain your

reasons.

3. Kepler's Three

laws

4. Newton's

universal law of

gravitation*

C: Learn how

Newton's law of

universal

gravitation was

found in history.

Know Newton's

gravitation law, its

importance. Know

how scientific

principles help

humans explore the

unknown. Ex: the

discovery of

Neptune

n

Collaboration

Core

competency:

Physical

thinking

Scientific

thinking

Scientific

attitude and

responsibility.

giving out

signals in

outer space

in the social,

economic

and

environment

al aspects.

beyond the Earth

Connection to

International-min

dedness：

Astrophysicists

seek to

understand the

universe and our

place in it. At

NASA, the goals

of astrophysics

are \"to discover

how the universe

works, explore

how it began and

evolved, and

search for life on

planets around

other stars,\"

第42页

博实乐“中外融通课程”

36

Unit tittle,

Teaching

hours

Contents(subtopic

s, knowledge, skill)

Key

concept Related concepts Global context Statement of inquiry ATL skills

IB learner

profile &

Core

Competency

Academic

Proficien

cy Level

Subject

objectiv

es

Summative

assessment

Connection to

service as action

or IDL or

international-mi

ndedness or both

C: Calculate the

orbital speed of

artifical satellites.

Know the second

universal speed

(escape velocity

from earth) and the

third universal

speed (escape

velocity from solar

system)

Learn the great

contribution of

Newton's laws to

space development

C: Know the

limitation of

Newton's laws and

the unceasing

human exploration

of the natural

world.

C: Know the theory

of relativity: the

Lorentz time

dilation and length

contraction, the

curvature of

space-time

第43页

37

高中物理课程图

4 Assessment

4.1 In-school assessment

(1) Formative assessment (including monthly exam, mid-term, and final term

exam):

First monthly test Midterm exam Second monthly test Final exam

90% paper grade

(including Criteria A)

10% daily

performance

70% paper grade

(including Criteria A)

20% homework

10% daily

performance

90% paper grade

(including Criteria A)

10% daily

performance

70% paper grade

(including Criteria A)

20% homework

10% daily

performance

(2) Summative assessment

Criteria A Criteria B Criteria C Criteria D

Average score of the

four tests (1-8 points)

A v e r a g e s c o r e o f

designed experiments

twice every semester

(1-8)

A v e r a g e s c o r e o f

experiments analysis

twice every semester

(1-8)

A v e r a g e s c o r e o f

reflection homework

twice every semester

(1-8)

4.2 External assessment: eAssessment

Assessment for physics courses in all years programme is criterion-related, based on

four equally weighted assessment criteria:

Criterion A Knowing and understanding Maximum 8

Criterion B Inquring and designing Maximum 8

Criterion C Processing and evaluating Maximum 8

Criterion D Reflecting on the impacts of science Maximum 8

Subject groups must address all strands of all four assessment criteria at least twice

in each year of the MYP. In the MYP, subject group objectives correspond to assessment

criteria. Each criterion has eight possible levels of achievement (0-7), divided into four

第44页

博实乐“中外融通课程”

38

bands that generally represent limited (1-2); adequate (3-4); substantial (5-6); and

excellent (7-8) performance. Each band has its own unique descriptor which teachers use

to make “best-fit” judgments about students’ progress and achievement.

Students seeking IB MYP results for MYP sciences complete an on-screen

examination in which they can demonstrate their achievement of subject group objectives.

Successful results can contribute to students’ attainment of the IB MYP certificate. This

verification of learning assures accurate and consistently-applied standards, as set forth in

the Guide to MYP eAssessment.

5 Resources

[1]Middle Years Programme Physics guide，Published by the International

Baccalaureate Organization，Published May 2014, Updated July 2014, September 2015,

September 2017, October 2018, January 2019, May 2019, April 2021, September 2021.

[2]MYP Physics: A Concept Based Approach, Oxford University Press, 2018

[3]http://www.ibo.org/

[4]http://www.cambridgeinternational.org

[5] 普通高中物理课程标准 .（2017 年版，2020 年修订）

第45页

39

高中物理课程图

Chinese and International Integrated

Curriculums for Bright Scholar

High School Section

CMYP Physics HL

Curriculum Map

（2022 version）

Complied by Guangdong Country Garden Senior High Section

第46页

博实乐“中外融通课程”

40

MYP Curriculum Mapping

Subject Physics Grade G1&G2 Level HL

Course Code Credit 24 Duration 2 Years

Teaching Periods 480 Contributor