Number of lessons

Number of homework
sessions

Title- MYP

Grade 9

Topic 1 Waves

Learning
Objectives

General wave properties

Cross curricular links

Areas of Interaction

Homo Faber. Environment. ATL

Learning
Outcomes

Everyone must do:

Least able should focus on:

Most able should include:

Notes

Students should be able to: describe wave motion using ropes,

springs and water.
Distinguish between transverse and
longitudinal waves and give suitable
examples of each.
Identify speed, frequency, wavelength
and amplitude and be able to use the
term wavefront.
Explain the terms reflection, refraction
and diffraction using water waves.
Recall and use the equation v = f.

Students should be able to:Describe wave motion using ropes,

springs and water.
Distinguish between transverse and
longitudinal waves and give suitable
examples.
Explain the terms reflection, refraction
and diffraction using water waves.

Students should be able to:Use the equation v = f in complicated

applications.
Explain the terms constructive and
destructive interference.
Interpret reflection, refraction,
diffraction and interference using
wave theory.
Standing waves using the words
nodes and antinodes.

Assumed
knowledge
Book reference
and
other material
Extension work
Possible Learning
Activities
I.T. possibilities
and
Investigational
work
Assessment

In grade 7 students study waves. Most of this will be recapping lost knowledge and therefore should not take too long to
cover.

Explaining Physics. Pgs 195 199 on wave motion

Lab work using wave tanks is essential in completing a students understanding of

this topic. Demonstrations using slinkies will also help to reinforce the concepts
covered in this topic.
End of unit assessments, internal assessments and practical assessments.

Community
Service

Homo Faber
Wave
and particle theory.
In particular
looking at
scientists such as
Huygen, Young
and Einstein.

Areas of Interaction
MYP Topic
Environment
Relating properties
of waves to real life
examples of
reflection,
refraction,
diffraction and
interference.

Health and Social

Education

Approaches to
Learning
Using lab
equipment and
producing
laboratory reports.

Number of lessons
Number of homework
sessions

Title- MYP

Grade 9

Learning
Objectives

Reflection, refraction and dispersion of light. Understand how mirrors and lenses work and
their application in the everyday world. The Electromagnetic spectrum.
Homofaber. Environment. Health and social education. ATL

Cross curricular links

Areas of Interaction

Learning
Outcomes
Notes

Assumed
knowledge
Book reference
and
other material
Extension work
Possible Learning
Activities
I.T. possibilities
and
Investigational
work
Assessment

Topic 2 Light

Everyone must do:

Least able should focus on:

Students should be able to:Describe the formation of an image

formed in a plane mirror and use the
law of reflection. Describe the image
formed in a converging mirror.
Describe the action of a thin
converging lens and give practical
uses of a converging lens. Describe
an experimental demo on refraction of
light and relate this to angle of
incidence and angle of refraction.
Give a qualitative account of the
dispersion of light using a prism.
Describe the main features of the
electromagnetic spectrum and their
uses
Students should be familiar with the basic concepts of reflection and refraction.
Students should be able to:Describe the formation of an image
formed in a plane mirror and use the law
of reflection. Describe the image formed in
converging and diverging mirrors and be
able to locate the images by constructing
ray diagrams. Describe the action of a thin
converging and thin diverging lens and
draw ray diagrams to be able to locate the
final image. Give practical uses of a
converging lens. Describe an
experimental demo on the refraction of
light and relate this to angle of incidence
and angle of refraction. Give a qualitative
account of the dispersion of light using a
prism. Describe the main features of the
electromagnetic spectrum and their uses.

15

Most able should include:

Students should be able to:Use the lens equation to calculate the
final position of an image using a
converging lens and a diverging
mirror.
Calculate the magnitude of the final
image for a converging lens and a
diverging mirror.
Define the refractive index n of a
material in terms of speed of light.
Recall and use the equations
n = sin i / sin r and n = 1 / sin C.
Illustrate the use of optical fibres.
Calculate the frequencies and
wavelengths of the parts of the EM
spectrum.

Explaining Physics. Pgs 169 186 on reflection, refraction, mirrors and lenses. Pg 191 on
dispersion. Pgs 204 207 on the electromagnetic spectrum.
Using the optics boxes available in the science prep room there are lots of possibilities to do
extensive practical work on this unit. Mirror image formation lab. Angle of incidence angle of
reflection lab. Refraction lab. Lens and mirror equation lab. There is also a web page available
through yahoo that gives excellent visual resources to back this topic.

End of unit assessments, internal assessment and practical assessments.

Community
Service

Homo Faber
Research
scientists such as
Galileo, Newton
and Maxwell in
reference to light,
optics and the
electromagnetic
spectrum.

Areas of Interaction
MYP Topic
Environment

Health and Social

Education

Approaches to
Learning

Practical uses of
Practical uses of
Using lab
mirrors in everyday mirrors in medicine equipment and
life.
and industry.
laboratory report
writing.

Number of lessons
Number of homework
sessions

Title- MYP

Grade 9

Learning
Objectives

Understand the nature of sound, how it travels in mediums and relate properties of sound to
our everyday lives.
Homofaber. Environment. Health and social education .

Cross curricular links

Areas of Interaction

Topic 3 Sound

Learning
Outcomes

Everyone must do:

Least able should focus on:

Most able should include:

Notes

Students must be able to: Describe the longitudinal nature of

sound waves and explain that the
energy of a sound wave is parallel to
its movement.
Show an understanding that a
medium is required for a sound wave
to travel.
Use the words amplitude and
frequency and relate them to them to
pitch and loudness.
State the audible frequencies of
sound waves to humans and relate
this to the logarithm decibel scale.
Describe how an echo is produced.

Students should be able to: Describe the longitudinal nature of

sound waves.
Show an understanding that a
medium is required for a sound wave
to travel.
Use the words amplitude and
frequency and relate them to pitch
and loudness.
State the audible frequencies of
sound waves to humans.
Describe how an echo is produced.

Students should be able to: Describe compression and

rarefaction.
Use the equation v = f and describe
an experiment that could determine
the speed of sound in air.
State the order of magnitude of the
speed of sound in air, liquids and
solids.

Assumed
knowledge
Book reference
and
other material
Extension work
Possible Learning
Activities
I.T. possibilities
and
Investigational
work
Assessment

Explaining Physics. Pgs 210 - 217

Most of this unit is teachers led or book work. It is really an extension of the waves
and optics unit so not much time should be spent on it. You could do a practical on
calculating the speed of sound in air but this is a little inaccurate.
End of unit assessment and internal assessments.

Community
Service

Homo Faber

Areas of Interaction
MYP Topic
Environment

Logarithms and the How reflections of

decibel scale.
sound are used by
animals in the
natural world.
How the speed of
sound changes in
air due to
fluctuations in air
temperature.
Noise pollution and
the decibel scale.

Health and Social

Education
Ultrasound and
how it is used in
medicine. Sonar
and how it is used
in underwater
location.
Ear damage and
ear protection.

Approaches to
Learning
Using lab
equipment and
producing lab
reports.

Grade 9

Learning
Objectives

Magnets and magnetic fields. Electrostatics and electric fields.

Cross curricular links

Areas of Interaction

ATL. Homofaber

Learning
Outcomes

Everyone must do:

Notes

Assumed
knowledge
Book reference
and
other material
Extension work
Possible Learning
Activities
I.T. possibilities
and
Investigational
work
Assessment

Topic 4 Magnetism and electrostatics

Number of lessons
Number of homework
sessions

Title- MYP

Least able should focus on:

Students must be able to:Students must be able to:Describe ways to magnetise and
Distinguish between ferrous and nondemagnetise a magnet and
ferrous materials. State the properties
distinguish between the magnetic
of magnets and explain how to
properties of iron and steel.
magnetise and demagnetise a
Similarities and differences between
magnet. Give similarities and
permanent magnets and
differences between permanent
electromagnets. Identify the magnetic magnets and electromagnets. Identify
field around a magnets and pairs of
the magnetic field around a bar
magnets. Describe how to produce
magnet. Distinguish between
and detect electrostatic charges.
conductors and insulators. Describe
Explain electrostatic induction and
how to produce an electrostatic
give everyday examples. State that
charge. State that there are positive
there are positive and negative
and negative charges and that like
charges and that like charges repel
charges repel and unlike charges
and unlike charges attract .
attract.
Students should know about magnetic fields and how to draw them.

12

Most able should include:

Students must be able to: Describe an electric field as a region
in which an electric charge
experiences a force. Draw diagrams
of electric fields around single and
pairs of charges and give directions.
Know that charge is measured in
coulombs. Be able to use coulombs
law to calculate the forces between
pairs of charges.
F = kQ1Q2 / r

Explaining Physics. Pgs 280 -287 on magnets and magnetic fields. Pgs 290 291 on
electromagnets. Pg 288 electric fields. There is nothing on coulombs law in this book.
Practical looking at fields around bar magnets and pairs of bar magnets. Electrostatics using cloths,
rods and gold leaf electroscopes. Demonstrations showing how ferrous materials can be
magnetised and demagnetised.

End of unit assessment, internal assessments and practical assessments.

Community
Service

Homo Faber
Research
scientists such as
Faraday, Maxwell
and Coulomb.
Research devices
such as the
capacitor and the
particle accelerator
and discuss the
benefits of such
inventions.

Areas of Interaction
MYP Topic
Environment
The positive and
negative benefits
of electrostatics in
our world.

Health and Social

Education
Electrostatics in
the human body.

Uses of
electrostatic and
Look at how nature magnetic fields in
enhances electric
medicine.
fields in thunder
storms.
Northern and
Southern lights.
What are they and
why do they exist.
Observe the Earths
magnetic field and
discuss its
importance.

Approaches to
Learning
Using lab
equipment and
producing lab
reports.

Title- MYP

Grade 9

Learning
Objectives

Electric circuits their uses and the dangers of electricity

Cross curricular links

Areas of Interaction

ATL. Homofaber. Health and social education.

Learning
Outcomes

Everyone must do:

Notes

Assumed
knowledge
Book reference
and
other material
Extension work
Possible Learning
Activities
I.T. possibilities
and
Investigational
work
Assessment

Topic 5: Electric circuits

Least able should focus on:

Number of lessons
Number of homework
sessions

Most able should include:

Students must be able to :Students must be able to:Students must be able to:Draw and interpret circuits containing
Draw and interpret circuits containing
Draw and interpret circuits containing
sources, switches, resistors(all types), basic components. Explain the basic
diodes and rectifiers. Recall that the
Lamps, ammeters, voltmeters,
difference between series and parallel sum of the p.ds is equal to the source
magnetising coils, transformers, bells, circuits. Describe the use of electricity in a series circuit. Recall that the sum
relays. Explain the differences
in lighting, heating and motors. Show
of the currents in the branches is
between series and parallel circuits
an understanding of the uses of fuses equal to the source of the current in a
using 2 or more resistors. Calculate
and circuit breakers. State the
parallel circuit. Understand that the
total resistance in a series and
hazards of damaged insulation,
sum of resistors in a parallel circuit is
parallel circuit. Describe the use of
overheating of cables and damp
less than either resistor itself and that
electricity in lighting, heating and
conditions.
the total current increases due to this.
motors. Show an understanding of the
Ohms law and use the equation
V
uses of fuses and circuit breakers.
= IR Use the equations P = IV and E =
State the hazards of damaged
IVt.
insulation, overheating of cables and
damp conditions.
Students will have done quite a lot of circuit building and circuit designing in grades 5 and 7. Therefore this is a short
topic and emphasis should be based on the more complicated aspects of this unit.
Explaining physics. Pgs 245 -248 on circuits, current, charge and potential difference. Pgs 249 252 on ohms
law and resistance. Pgs 253 257 series and parallel circuits. Pgs 262 267 on electrical power and
electrical energy ( this is a little more complicated than required but is worth teaching).

Lots of practicals using circuits and circuit components. Lots of investigational work on properties
and uses of components.

End of unit assessment, internal assessments and practical assessments

Community
Service

Homo Faber
Discuss the
positive and
negative aspects of
electricity on our
environment and
everyday lives.

Areas of Interaction
MYP Topic
Environment
What would life be
like without
electricity?

Health and Social

Education

Why do we need to
treat electricity with
respect? Analyse
the dangers of
Why is electricity
electricity and
so important to the research the
world? How does it importance of
What
organise our lives? fuses and circuit
consequences may
breakers.
arise if we have to Environmental
live without
problems created
electricity?
by producing
electricity on a
large scale.

Approaches to
Learning
Using lab
equipment and
producing lab
reports.

Grade 9

Learning
Objectives

Force on a current carrying wire, d.c. motor, electromagnetic induction, a.c. generators,
transformers, magnetic effect of a current.
ATL. Homofaber. Health and social education

Cross curricular links

Areas of Interaction

Learning
Outcomes
Notes

Assumed
knowledge
Book reference
and
other material
Extension work
Possible Learning
Activities
I.T. possibilities
and
Investigational
Assessment

Topic 6: Electromagnetic effects

Number of lessons
Number of homework
sessions

Title- MYP

15

Everyone must do:

Least able should focus on:

Most able should include:

Students must be able to:Describe a magnetic field due to a straight

current carrying wire and a solenoid.
Describe an experiment to show that a
force acts on a current carrying wire and
effects of reversing current and field. State
that a current carrying coil experiences a
turning force and increasing the turns
increases the force. Relate the turning
effect of a coil of wire to that of an electric
motor. Show that changing a magnetic
field in a circuit can produce an e.m.f.
Describe a rotating coil generator and
use of slip rings. Sketch a voltage output
against time for an a.c. generator.
Describe the construction of a basic iron
cored transformer. Describe the use of a
transformer for high voltage transmission
and its advantage.

Students must be able to:-

Students must be able to:-

Describe a magnetic field due to a straight

current carrying wire and a solenoid.
Describe an experiment to show that a
force acts on a current carrying wire. State
that a current carrying coil experiences a
turning force and increasing the turns
increases the force. Relate the turning
effect of a coil of wire to that of an electric
motor. Show that changing a magnetic
field in a circuit can produce an e.m.f.
Describe a rotating coil generator and
use of slip rings. Describe the construction
of a basic iron cored transformer.
Describe the use of a transformer for high
voltage transmission and its advantage.

Describe the effect on the magnetic field

of changing magnitude of the current.
State and use the relative directions force,
field and current. Use the equation F =
BIL. Describe the effect of increasing
current and field on a motor. Describe the
force experienced by charged particles in
magnetic fields. Use the equation
F = Bqv. State the factors affecting the
magnitude on an induced e.m.f. and that
the direction of the e.m.f opposes the
change causing it. Describe the principle
operations of a transformer. Use
equations Vp/Vs = Np/Ns and
VpIp =VsIs. Use the equation P = I2R in

relation to power loss in cables.

Not much as this has not been studied in the past.

Explaining Physics. Pgs 288 297 on fields, current and forces. Pgs 303 317
on electromagnetic induction and transformers.
Mostly demonstrations in this unit. However you could do a few practicals to do with
the transformer. Most of this unit is teacher led and there is a lot of material in the
book to assist in doing this.
End of unit assessment, internal assessments and practical assessments.

Community
Service

Homo Faber
Research
scientists such as
Faraday and Lenz.
Discuss the
positive and
negative
implications of
inventions such as
the electric motor
and generator.

Areas of Interaction
MYP Topic
Environment

Health and Social

Education
How has the
electric motor and
generator
benefited
medicine?

Approaches to
Learning
Using lab
equipment and
producing lab
reports.

Topic 7: Introductory electronics

Number of lessons
Number of homework
sessions

Title- MYP

Grade 9

Learning
Objectives

Cathode rays and the cathode ray oscilloscope. Action and uses of circuit components.

Cross curricular links

Areas of Interaction

ATL. Environment. Health and social education.

Learning
Outcomes

Everyone must do:

Least able should focus on:

Most able should include:

Students must be able to:-

Students must be able to:Describe the production and detection

of cathode rays and how they are
deflected in a magnetic field. Describe
the basic structure of a cathode ray
oscilloscope and how it is used to
detect waveforms. Describe the
action of the following components.
Potentiometer, thermistor, light
dependent resistor, capacitor, reed
switch and reed relays.

Students must be able to:Distinguish between direction of flow

of electron current and conventional
current.
Use the cathode ray oscilloscope to
measure potential differences over
short periods of time. Use the
equation f = 1 / t.

Notes

Describe the production and detection of

cathode rays and how they are deflected
in a magnetic field. Explain that the
particles emitted from thermionic emission
are electrons. Describe the basic structure
of a cathode ray oscilloscope and how it is
used to detect waveforms. Describe the
action of the following components.
Potentiometer, thermistor, light dependent
resistor, capacitor, reed switch and reed
relays. Describe: - how capacitors are
used in delay circuits. Thermistors and
light dependent resistors are used as
input transducers. Reed relays are used in
switching circuits. Show how circuits can
use light and temp sensitive devices in
alarms.

Assumed
knowledge
Book reference
and
other material
Extension work
Possible Learning
Activities
I.T. possibilities
and
Investigational

Students may have some circuit components before in the past. They may have seen the c.r.o in the past when looking
at sound waves but will not be aware how it works.

Explaining Physics. Pgs 324 331 on the cathode ray oscilloscope. Pgs 332 333 on circuit
components.
Not many practicals to do in this unit. It is only a short unit so the demonstration and use of the
oscilloscope is the only physical application available. There are web sites that are easy to find
using google or yahoo for virtual oscilloscope practice.

Assessment

Community
Service

End of unit assessment, internal assessments and practical assessments .

Homo Faber
Discuss the
positive and
negative aspects of
smart electronics.
How may artificial
intelligence benefit
be integrated into
the human world
and what problems
may this cause.

Areas of Interaction
MYP Topic
Environment

Health and Social

Education
How has the
introduction of
television affected
our health and the
way that we
socially interact?
How has the
cathode ray
oscilloscope
benefited medical
health care?
With the
introduction of
smart electronics
how has our lives
changed.

Approaches to
Learning
Using lab
equipment and
producing lab
reports.

Topic 8: Atomic Physics

Number of lessons
Number of homework
sessions

Title- MYP

Grade 5
Year 1

Learning
Objectives

Radioactivity and the nuclear atom

Cross curricular links

Areas of Interaction

Homofaber. Health and social education. Environment.

Learning
Outcomes

Everyone must do:

Least able should focus on:

Most able should include:

Students must be able to:Describe the deflection of alpha and
beta particles in electric and magnetic
fields. Interpret their relative ionising
effects. Describe how the scattering of
alpha particles by thin metal foils
provides evidence for the nuclear
atom. Use the term isotope and
explain practical applications of them.
Describe the inside of a nuclear
reactor and explain the difference
between nuclear fusion and nuclear
fission.

Students must be able to:-

Students must be able to:-

Notes

Describe the detection of alpha, beta and

gamma radiation and be aware of
background radiation. For radioactive
emissions state, their nature, their ionising
effect and their penetrating capabilities.
Use equations to represent changes in
composition of the nucleus when particles
are emitted. Use decay curves or simple
calculations to calculate half life.
Describe how radioactive materials are
handled and stored. Describe the
structure of the atom in terms of electrons,
protons and neutrons. Use the terms
atomic number and mass number to
calculate the number of protons and
neutrons in a nucleus.

Describe the detection of alpha, beta and

gamma radiation and be aware of
background radiation. For radioactive
emissions state, their nature, their ionising
effect and their penetrating capabilities.
State the meaning of radioactive decay.
Describe how radioactive materials are
handled and stored. Describe the
structure of the atom in terms of electrons,
protons and neutrons. Use the terms
atomic number and mass number to
calculate the number of protons and
neutrons in a nucleus.

Assumed
knowledge
Book reference
and
other material
Extension work
Possible Learning
Activities
I.T. possibilities
and
Investigational
work

Students should know about atomic structure.

Explaining physics. Pgs 352 365 cover everything that you need for the core and most of
the extended material. Pgs 366- 369 cover material on the reactor, fission and fusion.

This topic can either be teacher led, book led or there is a possibility of using the
internet as a tool for research. There are no practicals available however there are
good notes in the text book.

Assessment

Community
Service

End of unit assessment, internal assessments and practical assessments.

Homo Faber

Areas of Interaction
MYP Topic
Environment
Discuss the
environmental
issues that are
created by using
nuclear fission on a
world wide scale.

Health and Social

Education

Approaches to
Learning