DP unit planner
Teacher(s) Mona Safwat Subject group and course Physics
Course part Topic 3 SL or HL/Year 1 or 2 SL-HL Dates 28 Jan – 20 Feb
and topic
Thermal Physics Year 1
Unit description and texts DP assessment(s) for unit 3
3.1 Thermal Concepts.
3.2 Modelling a gas 3.1: CW work sheets
3.2: CW work sheets
3.1-3.2: H.W past paper questions
Topic 3: Test
INQUIRY: establishing the purpose of the unit
Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.
Explain how temperature changes in terms of internal energy.
State how Kelvin and Celsius temperature scales and converting between them.
Inquire how can we apply the calorimetric techniques of specific heat capacity or specific latent heat experimental.
Explain how can we describe phase change in terms of molecular behavior .
Outline the internal energy is taken to be the total intermolecular potential energy + the total random kinetic energy of the molecules.
Explain how phase change graphs may have axes of temperature versus time or temperature versus energy.
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Outline how the effects of cooling should be understood qualitatively but cooling correction calculations are not required.
Sketching and interpreting phase change graphs.
Calculating energy changes involving specific heat capacity and specific latent heat of fusion and vaporization.
Solving problems using the equation of state for an ideal gas and gas laws.
Sketching and interpreting changes of state of an ideal gas on pressure–volume, pressure–temperature and volume–temperature diagrams.
Investigating at least one gas law experimentally.
Students should be aware of the assumptions that underpin the molecular kinetic theory of ideal gases.
Gas laws are limited to constant volume, constant temperature, constant pressure and the ideal gas law.
Students should understand that a real gas approximates to an ideal gas at conditions of low pressure, moderate temperature and low density.
International mindedness: Communicate the topic of thermal physics is a good example of the use of international systems of measurement
that allow scientists to collaborate effectively.
Focus on command terms and language writing in specific proper sentence structures, grammatical and spelling mistakes to maintain the
language policy criteria.
Assessment criteria, Mark bands and Analytical mar schemes are being followed throughout all assessments.
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ACTION: teaching and learning through inquiry
Content/skills/concepts—essential understandings Learning process
Check the boxes for any pedagogical approaches used during the
unit. Aim for a variety of approaches to help facilitate learning.
3.1-Temperature measure of an object’s kinetic energy; temperature measures how hot or Learning experiences and strategies/planning for self-supporting
learning:
how cold an object is with respect to a standard. Temperature is a property of a system
Lecture
that determines whether the system will be in thermal equilibrium with other systems. Socratic seminar
Objects are in thermal equilibrium when they are at the same temperature. Small group/pair work
Particle speed and temp PowerPoint lecture/notes
3.1-Temperature Scales. The most common scale is the Celsius (or Centigrade, though in the
Individual presentations
Group presentations
United States the Fahrenheit scale is common). Both of these scales use the freezing
Student lecture/leading
point and boiling point of water at atmospheric pressure as fixed points. On the Celcius
Interdisciplinary learning
scale, the freezing point of water corresponds to 0C and the boiling point of water
Details:
corresponds to 100C. On the Farenheit scale, the freezing point of water is defined to be
Power point presentation link:
32F and the boiling point 212F. It is easy to convert between these two scales by
10-140908005121-phpapp02.pdf
remembering that 0C = 32F and that 5C = 9F. The Kelvin scale is based upon absolute
The power point supported the learning process by showing the
zero (-273.15 C), or 0 K. flow of energy through cycles and students were asked to
answer questions posted on the board ahead of the PowerPoint
Thermo. presentation from information acquired from the PowerPoint.
Equilibrium
3.1-Molecular Interpretation of Temperature The concept that matter is made up of atoms in continual random
motion is called the kinetic theory. In an ideal gas, there are a large number of molecules moving in random
Formative assessment:
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directions at different speeds, the gas molecules are far apart, the molecules interact with one another only when
they collide, and collisions between gas molecules and the wall of the container are assumed to be perfectly elastic. Terminology review questions
The average translational kinetic energy of molecules in a gas is directly proportional to the absolute temperature.
Kognity assignments as C.W.
KEav = 1/2mvav2= 3/2 kT Paper 1 practice questions.
Exit ticket questions to ensure students understandings about the
where T is the temperature in Kelvin and k is Boltzmann's constant
topic.
k = 1.38 x 10-23 J/K
The relationship between Boltzmann's constant (k), Avogadro's number (N), and the gas constant (R) is given by: -Mark schemes are used in feedback to help students understand IB
requirements.
k = R/N
-Kognity offers IB questions & moderator notes.
Internal or Thermal Energy(symbol is U; unit is J) sum of all the energy an object possesses; it cannot -Quizzes are formed through kognity using exams styled questions.
be measured; only changes in internal energy can be determined
The kinetic theory can be used to clearly distinguish between temperature and thermal energy. Temperature is a
measure of the average kinetic energy of individual molecules.
Thermal energy refers to the total energy of all the molecules in an object.
Summative assessment:
Heat(symbol is Q; SI unit is Joule)
Chapter test
amount of thermal energy transferred from one object to another due to temperature differences - Chapter test will include Ib aligned questions and group
(heat flows from a hot to a cold body). feedback will be done in the class using questions mark
schemes.
Q = m c T
where m is mass in kg ; c is specific heat of the material
T = Tf - Ti in C
Specific heat (c) (also referred to as heat capacity): a characteristic of a material; the amount of
energy (measured in Joules) that must be added to raise the temperature of one kilogram of the
material one degree Celcius or one Kelvin
Differentiation:
Specific of heat of water: c = 4180 J/kg K (at a temperature of 15C and a pressure of 1 atmosphere). Please note,
Affirm identity—build self-esteem
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the units J/kg K are the same as J/kg C.
Value prior knowledge
3.1-Mesurement of heat capacity (c): In an experiment, a substance of known mass (m) is heated over a period of
time such that the total amount of heat added (Q) is measured along with the known difference in temperature (T),
Scaffold learning
the specific heat capacity can then Extend learning
be found by: Details:
Use KWL chart in order to grasp the students prior knowledge, then
c Q give one to one instructions for stidents who are in need to build on
different levels of their knowledge during their study class.
mT
Energy transfer mechanisms: 1. conduction (solids)-KE transfer due to collisions of particles; heat transfer occurs
only when there is a difference in temperature Thermal Conductivity It is found experimentally that the heat flow
per unit of time (Q/t)is proportional to the corss-sectional area of the object (A), the distance (d) between the two
ends of the object, the temperatures of each end of the object (T 1 and T2), and a proportionality constant, k, called
the thermal conductivity of the substance.
Q/t = kA(T1 - T2)/d. Substances that have large values for k are good thermal conductors. Those with low
values for k are good insulators.
2. convection (fluids)-KE transfer due to movements of fluids over large distances
caused by different densities at different temperatures
3. radiation-energy transfer through a vacuum. Conduction and convection
require the prescence of matter. Radiation consists of electromagnetic waves.
When different parts of an isolated system are at different temperatures, heat will flow
from the part at a higher temperature to that at the lower temperature until they are at thermal equilibrium
Law of heat exchange Qloss + Qgain = 0
the sum of heat losses and gains in a closed system is zero. When two bodies of unequal temperature
are mixed, the cold body absorbs heat (raising its temperature) and the hot body loses heat (lowering
its temperature) until an equilibrium temperature is reached. Thermal equilibrium exists when two
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objects that are in themal contact with one another no longer affect each other's temperature.
Calorimeter: device used to measure changes in thermal energy.
Changes of State: The three most common states of matter are solid, liquid, and gas. When heat is added to a
substance, one of two things can occur. The temperature can increase or the material can change to a different state.
There is a fourth state of matter - plasma. A plasma is a state of matter in which atoms are stripped of their
electrons. In a
plasma, atoms are separated into their electrons and bare nuclei. When a material changes phases from solid to
liquid or from liquid to gas, a certain amount of energy is absorbed (in the reverse process, the heat is given off).
Let's look at ice (a solid) at a temperature of -5. When heat is added to ice, its temperature increases until it
reaches 0. At this point, ice begins to melt--it changes its state from a solid to a liquid. The temperature remains
constant at 0 until all the ice has melted. Now we have
water at 0. As heat is added to the water, its temperature increases until it reaches 100.
At this point, the water begins to boil, changing its state from liquid to gas. The temperature remains constant at
100 until all the water boils, turning into steam. Now we have steam at 100. If you continue to add heat, the
temperature of the steam begins to increase.
Latent heat of fusion, (Hf or Lf)
amount of energy needed to change 1 kg of a substance from a solid to a liquid.
for water, Hf = 333,000 J/kg (333 x 103 J/kg) or 3.33 x 105 J/kg
Latent heat of vaporization,(Hv or Lv)
amount of energy needed to change 1 kg of a substance from a liquid to a gas. for water,
Hv = 2,260,000 J/kg K (or 2.26 x 106 J/kg) or 22.6 x 105 J/kg
If energy is added to a system heating it and causing an increase in temperature, energy is positive; if energy is
removed from a system cooling it and causing a decrease in temperature, energy is negative. If energy is added to a
system causing a change in the state of matter from a solid to a liquid or from a liquid to a solid, that energy is
positive. If energy is removed from a system causing a change in the state of matter from a gas to a liquid or from a
liquid to a solid, that energy is negative. At a phase change, the amount of heat given off or absorbed is found
using:
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Q = m H or Q = mL (where L is the latent heat)
where m is mass in kg and H is heat of transformation. No temperature change occurs at a phase
change. Example: How much heat is added to 10 kg of ice at -20C to convert it to steam at 120C?
Try this from Physics Classroom:
http://www.physicsclassroom.com/getattachment/reasoning/thermalphysics/src19.pdf
Evaporation can be explained in terms of the kinetic theory. The fastest moving molecules in a liquid escape from
the surface, decreasing the average speed of those remaining. When the average speed is less, the absolute
temperature is less. Thus evaporation, the escaping of the fastest moving molecules from the surface of a liquid, is a
cooling process.
3.2-deal Gas Law The volume of a gas is proportional to the number of moles of the gas, n.
The volume varies inversely with the pressure. The pressure is proportional to the absolute
temperature of the gas. Combining these relationships yields the following equation of state for an ideal gas,
PV = nRT = (m/M)RT
Where T is measured in Kelvin and R is the ideal gas constant, R = 8.314 J/ mol K
Characteristics of an Ideal Gas:
1. An ideal gas consists of a large number of gas molecules occupying a negligible volume.
2. Ideal gas molecules have random motion.
3. Ideal gas molecules undergo elastic collisions with the walls of the container and with other gas
molecules.
4. The temperature of an ideal gas is proportional to the kinetic energy of the gas molecules.
Approaches to learning (ATL)
Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide.
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Thinking
Social
Communication
Self-management
Research
Details:
Students researched and communicated their ideas through presentations to their colleagues about how global temperatures and climate patterns are
influenced by concentration of greenhouse gases.
Language and learning TOK connections CAS connections
Check the boxes for any explicit language and Check the boxes for any explicit TOK Check the boxes for any explicit CAS connections.
learning connections made during the unit. For more connections made during the unit If you check any of the boxes, provide a brief note
information on the IB’s approach to language and in the “details” section explaining how students
learning, please see the guide. engaged in CAS for this unit.
Activating background knowledge Personal and shared knowledge Creativity
Scaffolding for new learning Ways of knowing Activity
Acquisition of new learning through practice Areas of knowledge Service
Demonstrating proficiency The knowledge framework Details:
Details: Details: Science team teachers are working with the
Evaluating claims that human activities students on the Go Green campaign to raise their
Focus on command terms and language are not causing climate change awareness about important environmental issues
writing in specific proper sentence which has a global affect.
structures, grammatical and spelling
Students are engaged through producing
mistakes to maintain the language policy Students will reflect on their knowledge by
criteria. different recycling products.
researching the concept and debate with each
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other’s their ideas complementing open
mindedness.
Resources
List and attach (if applicable) any resources used in this unit
Text book (Pearson Baccalaureate Biology book 2 nd Edition)
It is much easier to visualise what
is happening if you look at a
simulation. To do this, visit
www.heinemann.co.uk/hotlinks,
enter the express code 4426P and
click on Weblink 3.3.
To view the simulation ‘gas
properties’, visit
www.heinemann.co.uk/hotlinks,
enter the express code 4426P and
click on Weblink 3.4. https://youtu.be/qK5dXMHSIu8
Online resources
https://www.varsitytutors.com/ap_physics_2-help/heat-transfer-and-thermal-equilibrium
https://en.wikibooks.org/wiki/IB_Physics/Thermal_Physics
Stage 3: Reflection—considering the planning, process and impact of the inquiry
What worked well What didn’t work well Notes/changes/suggestions:
List the portions of the unit (content, assessment, List the portions of the unit (content, assessment, List any notes, suggestions, or considerations for the
planning) that were successful planning) that were not as successful as hoped future teaching of this unit
The mathematical background of the students was not Revision on: equations – conversions- graph sketching-
suitable to the taught content. Momentum- Types of collisions before starting the unit.
The power points used throughout the topics were
very useful to visualize the main concepts and ideas.
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I found out that students were more able to grasp the
concepts and details of the topic easier, this was
reflected during the oral wrap up at the end of the
topic.
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