Session SOW – part-I – 30 minutes

 Do you have one hour or how many minutes for an hour in your school?
 Find the number of classes per week and convert it into number of one hour slots.
 Then with the help of the subject guide, fit the hours allotted for the topic in to the SOW.
 Include Lab activities also in the course outline, possibly after a suitable topic is done.
 Show the Semester one and semester two exam schedule in the SOW
 Show various tasks also in the SOW – because IB strongly believes in continuous assessments
 Indicate the Semester exam pattern and final exam pattern as well.

Unit planner session – 1 hour

UNIT PLANNER – DP – GROUP 4 - PHYSICS
TEACHER(S): T. THAVAMANI
UNIT: IMAGING
Course Aims
 Images from microscopes and
telescopes both in the school
laboratory and obtained via the
internet enable students to apply their
knowledge of these techniques.
 Research astronomy and
astrophysics is an example of the
need for collaboration between
teams of scientists from different
countries and continents.
 local amateur or professional
astronomical organizations can be
useful for arranging demonstrations
of the night sky
Essential understandings
Optical microscopes and telescopes utilize similar physical properties of lenses and mirrors. Analysis
of the universe is performed both optically and by using radio telescopes to investigate different
regions of the electromagnetic spectrum.
Syllabus content -- Understandings
1. Optical compound microscopes
2. Simple optical astronomical refracting
telescopes
3. Simple optical astronomical reflecting
telescopes
4. Single-dish radio telescopes
5. Radio interferometry telescopes
6. Satellite-borne telescopes
SUBJECT GROUP: GROUP 4 – SCIENCES
YEAR : 2 /DATE: OCTOBER 2016
Assessment Objectives
Knowledge and understanding of
 The methodologies and techniques of
constructing images in the optical
instruments like, telescopes and
microscopes using the ray diagrams.
 Communicating the scientific information
through mathematical expression –
magnifying power
Application:
 Compare the working of Earth based
telescope with the satellite borne
telescope
 Radio telescopes have more resolution
than the telescopes which employ visible
light. Why?
 Investigating the optical microscope
experimentally.
 Is electron microscope working same as
an optical microscope?
Application and skills
1. Constructing and interpreting ray diagrams
of optical compound microscopes at normal
adjustment
2. Solving problems involving the angular
magnification and resolution of optical
compound microscopes
3. Investigating the optical compound
microscope experimentally
4. Constructing or completing ray diagrams of
simple optical astronomical refracting
telescopes at normal adjustment
5. Solving problems involving the angular
magnification of simple optical astronomical
telescopes
6. Investigating the performance of a simple
optical astronomical refracting telescope
experimentally
7. Describing the comparative performance of
Earth-based telescopes and satellite-borne
telescopes
 Inquiry questions
Skill based Content based Concept based Debatable
1. How can you say 1. What is called chromatic The ray passes through For the construction
that parabolic aberration? How to rectify the Optic Centre does of ray diagrams – we
mirrors would it? not deviate, but the use straight lines – but
reduce spherical 2. Define near point of an tilted parallel beam on people say light can
aberrations? eye. either side bent upward behave as waves – are
Support your answer and down wards. How? ray diagrams correct
using ray diagrams. (Diagrams are made) or not?
2. Using the ray 3. What is called an Why do we consider the
diagram, show that Astigmatic lens? beam of light always
the magnification is 4. What is called magnifying close to the principal
more when the power of a telescope? axis for the image
image is formed at formation?
“D”.

ATL SKILLS
SOCIAL THINKING RESEARCH COMMUNICATION SELF MANAGEMENT
Students learn What makes Students Students learn through Lab activity???
through the electron would be collaboration during the
collaboration during microscope involved to construction of the
the construction of to have a do research microscope in the lab
the microscope in large to explore and share their thoughts
the lab and share magnifying the working to make others to
their thoughts to power? of radio understand.
make others to astronomical
understand. Why the telescope in
resolving comparison
power of a with the
telescope is telescope
increases constructed
with longer in the lab.
wavelength?
 Language & Learning
Activating back Scaffolding learning
ground knowledge
Ask them to reflect Students those who are
on scientific finding little difficult to
terms/terminologies learn, basic worksheets on
related to reflection reflection and refraction are
and refraction of given first then ask them to
light (mirrors and connect with the worksheet
lenses) of current topics
(2 different levels
worksheets are made)
Affirming identity Extending learning
Finding what little they Students those who
know about the are already know
concepts related to the about the concepts
imaging, reflection, well, higher order
refraction and make learning is encouraged
themto suitably
connect/associate with
the scientific terms and
become familiar with
current learning topics
(worksheets made)

TOK connections
Personnel and Ways of knowing Areas of knowledge The knowledge frame
shared knowledge work
The development of Sense perception- Can Biology: Electron Scope: the very idea
microscopes – from technology be used behaves as waves – of meeting the light
simple –compound – effectively to correct our electron microscopes – rays away from the
electron microscope senses? the wave nature Centre of the lens,
depends on speed of made them to imagine
electron – so to what to construct optical
extent the cell structure instruments
is true seen through the Language: math
electron microscope? expression –
magnifying power –
helped them to
construct betterment
of the instruments.
Methodology:Electron
microscope working
principle is the same
as optical compound
microscope

CREATIVITY
Students in different groups
made the telescopes and
explained the working to the
students in the middle school
Students also explained the
microscopic action of the
lenses of different focal
lengths and compared the
magnification produced in
different cases.
CAS
ACTIVITY SERVICE
Students in different groups made the It has been planned to
telescopes and explained the working to the give a demo to nearby
students in the middle school school students –
about reflection and
Students also explained the microscopic action refraction of light
of the lenses of different focal lengths and using lenses and
compared the magnification produced in mirrors
different cases.

ASSESSMENTS LEARNER PROFILE DEVELOPMENT

What summative assessment will be used in this
unit?
Semester end examination
What formative assessment will be used in this
unit?
Homework, Unit test and worksheets
How will students show understanding? And what
will constituteacceptable evidence of
understanding?
The presentation will be assessed as per the given
criteria.
Getting the values of NPP and GPP correct.
Nitrogen and carbon cycles showing all the details
Describe the process for standardization of
marking and moderation?
Solving the worksheet and correcting the unit test
papers as per the marking scheme for each
assessment criteria
Which assessment criteria will be used?
Assessment criteria: Mark bands with best fit
approach and Analytic mark schemes
Internal Assessment (LAB):
Assessment Criteria:
Analysis and Evaluation
Inquirers:
Activities: thicker lens or thin lens – which has
more focal length? Why?
Concave lens and convex mirror do the diverging
action – why? – What decides the size and nature
of the image?
Knowledgeable:
Class work/HW/ worksheets to
state/explain/prove /draw/derive/relate in the
chapter “Imaging”
Thinkers:
TOK connections (apart from this any questions
to promote thinking process you can add)
Communicators
Lab report submission for the following:
1. Proving the lens formula
2. Comparing the magnifying power of a
simple microscope and compound
microscope
Open-minded:
Providing the range of values of focal
length/magnifying power

Content Learning Process

Students will know: Through demonstration
Working of a compound microscope Power point presentation
Magnifying power of simple microscope is less than Lecture method
the compound microscope Small group/pair work in investigation
Working of an astronomical reflecting and Individual presentations
refracting telescope
Radio waves are used in radio astronomy
Working of satellite – borne telescope
Students will be able:
Prove using ray diagrams that magnifying power of
compound microscope is more than the simple
microscope
Understand the Difference between the reflecting
and refracting telescope
Understand the fact that wavelength of the Waves
determines the resolving power of a telescope

Learning Experiences Teaching strategies

Through questioning, the prior knowledge of the Methodologies:
students is understood and the concepts are Feedback of learning: feedback will be given to
triggered accordingly. students for every formative assessment.
Through Lab activity – students witnessed Sample marks bands will be discussed with the
Focal length changes with thickness students.
Compound microscope able to produce more Reinforcing academic honesty: constant
magnification insistence on the original data – importance of
Image formed by the concave mirror on the screen, citation in case of IA – in this chapter
if its curvature changes the image position changes ICT support:PhET simulations to do virtual lab
activity to vary thickness/focal length/distance
between the lenses.
Differentiation
Affirm Identity Value of prior knowledge Scaffold learning
By questioning or Through worksheets – finding out What kind of link worksheets they
interacting to find out their exactly where do they stand – how need to have to build their leaning
learning identity – in image to start from there?– Basics of ray – from simple image construction
formation in lenses/mirrors diagrams – what kind of sign to telescopes and microscopes
and they are differentiated conventions they know? – would it Making the students to see the
to understand the changes be enough or more they should connections between the basic
in learning if any know……… rules of the ray diagrams and how it
is help full in learning the working
of telescopes and microscopes
Resources
 Text book – Chris and Hamper
 Text book – TSOKAS (Numerical exercise higher order learning)
 https://www.youtube.com/watch?v=iNnX_mJHKl0 – Compound microscope
 https://www.youtube.com/watch?v=7eLwbil7Ddk–Telescope
 https://www.youtube.com/watch?v=Yn9fwCYQW6k – radio telescope
 https://www.youtube.com/watch?v=Yn9fwCYQW6k – working of radio telescope
 REFLECTIONS
Prior to the unit During the unit After the unit
Students have fair
knowledge about the ray
diagrams at the basic level.

They are familiar with the

basic terminologies and
terms in Imaging.

They know the difference

between real and virtual
images.

They are familiar with the

lens and mirror formula.
They know about the
magnifying power of a
lens/mirror.

Two students little weak in

applying sign conventions.
So worksheets are
differentiated as per the
need of their levels.