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Physics

INTRODUCTION

An Extended Essay in Physics provides a student with an opportunity to apply a range of skills whilst researching a topic of personal interest in the field of physics. The physical nature of the essay is characterised by a particular physical emphasis within a more general set of scientific criteria.

CHOICE OF TOPIC

It is essential that the Extended Essay has a clear emphasis on Physics and is not biased towards another subject. Although similar criteria apply to all Extended Essays in the Sciences, for an Extended Essay submitted in Physics, the topic chosen must allow an approach which distinctively relates to Physics. Where a topic might be approached from different viewpoints, the treatment of the material must be approached from a viewpoint of Physics. Some topics may be unsuitable fro investigation because of safety issues.

The following examples of titles for Physics Extended Essays are intended as guidance only.

Wind Power: A clean source of Energy? is better than Alternative energies sources.

The investigation and analysis of the modes of vibration of a guitar string is better than Wave theory.

A comparison of glass and perspex as materials for building a greenhouse is better than The insulating properties of different materials.

TREATMENT OF THE TOPIC

Every Extended Essay in Physics will involve some research into the background or theory of the topic selected. However, Extended Essays in Physics may then vary in the nature of further student activity and reporting as follows -

experimental: design and implement an experiment, then personally collect and analyse the data;
data based: locate and extract raw or processed data, not collected directly by the student, which is then further refined and analysed;
theoretical: develop a quantitative or semi-quantitative description of some physical phenomenon, exercise the model, make predictions about its behaviour and limitations;
survey: formulate a cohesive, ordered, analytical and supported (qualitative and quantitative) discussion of the topic;
combination: some combination of the above.


All Extended Essays in Physics should summarise the scope and limitations of the work undertaken. This always includes analysis of any experimental design, uncertainties and precision of data, mathematical techniques, relationships with theoretical models and reliability and quaility of sources. The essay content and development should bear directly on the evaluation of a research question, most appropriately a test of a hypothesis.
Experimental essays offer an opportunity to display the student's own critical thinking skills in a more discernable fashion, but experimental work is not a compulsory requirement for a Physics Extended Essay.
Any experimental work which does not form part of a Physics Extended Essay should be adequately described to allow the work to be repeated by others who would achieve similar outcomes and conclusions. Particular care should be taken with data obtained through secondary sources, for example publications: students must scrutinise such data with the same care that they would apply to data which they themselves have directly collected.
If a computer simulation of a theoretical model is used the algorithms developed or employed should be thoroughly analysed and simulation outcomes compared with reality to check validity. charts or code fragments may be used in the body of the essay to illustrate how the model was translated into software, but the programs themselves should remain in the appendix. The focus of any Extended Essay that uses a computer to build or exercise model or analyse data must remain with the physics, not the software.

ASSESSMENT CRITERIA

J To what extent does the essay have an emphasis on physics?

Achievement Level

0 There is no emphasis of any principles or issues relating to physics

1 Some principles or issues relating to physics are evident but given no emphasis.

2 Some of the relevant principles or issues relating to physics are evident but given limited emphasis.

3 Most of the relevant principles or issues relating to physics are evident and are given emphasis.

4 All of the relevant principles or issues relating to physics are included and are given strong emphasis.

K To what extent are scientific techniques appropriate to chemistry (experimental design/theoretical development/sources) accessed?

Achievement Level

0 No relevant scientific techniques are apparent.

1 Scientific techniques are relevant to the research question but show minimal competence.

2 Scientific techniques are relevant to the research question, are carefully chosen and accurately completed but are applied in a completely routine manner.

3 Scientific techniques are relevant to the research question, are carefully chosen and accurately completed, and there is some evidence of an original or personal approach to their application.

4 Scientific techniques are relevant to the research question, are carefully chosen and accurately completed, and consistently show evidence of an original or personal approach to their application.
L To what extent are the limitations of Physics surrounding the research analysed?

Achievement Level

0 There is no awareness of uncertainties, approximations, quality of experimental design or quality of sources accessed. There are no explanations, confirmations and refutations.

1 Uncertainties, approximations, quality of experimental design or quality of sources accessed are briefly mentioned. There is no supporting evidence for explanations, confirmations and refutations.

2 There is a clear awareness of uncertainties, approximations, quality of experimental design or quality of sources accessed. Explanations, confirmations and refutations are inadequately supported.

3 There is a clear awareness but limited analysis of uncertainties, approximations, quality of experimental design or quality of sources accessed. Explanations, confirmations and refutations are not wholly supported.

4 Uncertainties in experimental data are analysed and approximations in models are accounted for. Inadequate experimental design or any systematic error is exposed. The quality of sources accessed is verified by secondary sources or by direct calculations. Explanations, confirmations and refutations are supported by these analyses.
IB Homepage Extended Essay homepage Subject grading criteria General grading criteria General guidelines

J	To what extent does the essay have an emphasis on physics?
Achievement Level
0	There is no emphasis of any principles or issues relating to physics
1	Some principles or issues relating to physics are evident but given no emphasis.
2	Some of the relevant principles or issues relating to physics are evident but given limited emphasis.
3	Most of the relevant principles or issues relating to physics are evident and are given emphasis.
4	All of the relevant principles or issues relating to physics are included and are given strong emphasis.

K	To what extent are scientific techniques appropriate to chemistry (experimental design/theoretical development/sources) accessed?
Achievement Level
0	No relevant scientific techniques are apparent.
1	Scientific techniques are relevant to the research question but show minimal competence.
2	Scientific techniques are relevant to the research question, are carefully chosen and accurately completed but are applied in a completely routine manner.
3	Scientific techniques are relevant to the research question, are carefully chosen and accurately completed, and there is some evidence of an original or personal approach to their application.
4	Scientific techniques are relevant to the research question, are carefully chosen and accurately completed, and consistently show evidence of an original or personal approach to their application.

L	To what extent are the limitations of Physics surrounding the research analysed?
Achievement Level
0	There is no awareness of uncertainties, approximations, quality of experimental design or quality of sources accessed. There are no explanations, confirmations and refutations.
1	Uncertainties, approximations, quality of experimental design or quality of sources accessed are briefly mentioned. There is no supporting evidence for explanations, confirmations and refutations.
2	There is a clear awareness of uncertainties, approximations, quality of experimental design or quality of sources accessed. Explanations, confirmations and refutations are inadequately supported.
3	There is a clear awareness but limited analysis of uncertainties, approximations, quality of experimental design or quality of sources accessed. Explanations, confirmations and refutations are not wholly supported.
4	Uncertainties in experimental data are analysed and approximations in models are accounted for. Inadequate experimental design or any systematic error is exposed. The quality of sources accessed is verified by secondary sources or by direct calculations. Explanations, confirmations and refutations are supported by these analyses.