Welcome to your comprehensive guide to the International Baccalaureate (IB) Physics program, designed to help you navigate the syllabus, excel in your Internal Assessment (IA) and Extended Essay (EE), understand the assessment structure, and discover effective study strategies. IB Physics is a rigorous and rewarding course that explores the fundamental principles governing the universe, providing a strong foundation for those interested in pursuing studies and careers in STEM fields.

Table of Contents

1. Introduction to IB Physics
2. Core Topics (Standard Level & Higher Level)
3. Additional Higher Level (AHL) Topics
4. Guide to Internal Assessment (IA)
5. Extended Essay (EE) in Physics
6. IB Physics – Theory of Knowledge and Scientific Inquiry
7. Study Tips to Excel in IB Physics
8. Useful Resources & Further Reading

 

1. Introduction to IB Physics

The IB Physics course, for first assessment in 2025, aims to develop inquiring, knowledgeable, and caring young people. It provides students with a fundamental understanding of physics and experience in associated skills at the Standard Level (SL), while the Higher Level (HL) requires students to increase their knowledge and understanding in greater breadth and depth, providing a solid foundation for university-level studies.

Overview of the IB Physics Syllabus

The physics syllabus is structured around five organizing themes: Space, time and motion; The particulate nature of matter; Wave behaviour; Fields; and Nuclear and quantum physics. These themes are further divided into topics that include guiding questions, recommended teaching hours, understandings, guidance, and linking questions. The syllabus emphasizes a conceptual approach to learning, connected through the concepts of energy, particles, and forces.

SL vs. HL: Key Differences

The key differences between SL and HL lie in the teaching hours (SL: 150 hours, HL: 240 hours), the breadth and depth of the content studied, and the inclusion of additional HL-specific topics. HL content often delves into more conceptually demanding areas, requiring students to make more connections between diverse areas of the syllabus. Topics designated as HL-only are clearly indicated in the syllabus.

Importance of IB Physics in STEM Fields

IB Physics equips students with critical thinking, problem-solving, and experimental skills that are essential for success in various STEM (Science, Technology, Engineering, and Mathematics) fields. The emphasis on both theoretical knowledge and practical investigation provides a well-rounded understanding of the scientific process. As a rigorous pre-university course, it prepares students for the challenges of higher education in scientific disciplines.

Assessment Structure

The assessment in IB Physics includes both external and internal components.

• Internal Assessment (IA): This is one task: the scientific investigation, accounting for 20% of the final grade at both SL and HL. It is internally assessed by the teacher and externally moderated by the IB. The IA assesses skills in research design, data analysis, conclusion, and evaluation.
• External Assessment: This comprises written examinations.
  • Paper 1: Consists of multiple-choice questions (Paper 1A) and data-based questions (Paper 1B), testing assessment objectives 1, 2, and 3. Paper 1 contributes significantly to the overall grade.
  • Paper 2: Includes short-answer and extended-response questions on syllabus material.
• Extended Essay (EE): An independent research paper of 4,000 words, allowing for in-depth study of a focused physics topic.
• Theory of Knowledge (TOK) Connections: Physics, as a science, inherently connects with TOK through discussions on the nature of scientific knowledge, the role of evidence, and the limitations of scientific models.

2. Core Topics (Standard Level & Higher Level)

Both SL and HL students cover a range of core topics, building a foundational understanding of physics.

• Measurements & Uncertainties: This fundamental topic involves understanding SI units, uncertainties in measurements, and methods of error analysis. Students learn to record uncertainties as a range and propagate them through data processing.
• Mechanics: Explores the motion of objects, including kinematics, dynamics (forces and Newton’s laws), energy, momentum, and circular motion. HL additionally covers rigid body mechanics and Galilean and special relativity.
• Thermal Physics: Deals with concepts of temperature, heat capacity, and phase changes. HL extends this with thermodynamics.
• Waves: Covers the properties of wave motion, including sound, light, and the Doppler effect. HL includes simple harmonic motion and more in-depth study of wave phenomena.
• Electricity & Magnetism: Introduces electric fields, circuits (including Ohm’s law and combinations of resistors), and magnetism. HL delves deeper into electric and magnetic fields, motion in electromagnetic fields, and induction.
• Circular Motion & Gravitation: Examines centripetal forces and Newton’s law of gravitation, often explored in the context of planetary orbits. This connects to the broader topic of gravitational fields at HL.
• Energy Production: Covers different methods of energy production, including renewable and non-renewable sources, efficiency, and nuclear processes like fission and fusion.

3. Additional Higher Level (AHL) Topics

HL students explore these topics in addition to the core SL material, providing a more advanced understanding of physics.

• Further Mechanics: Includes a more detailed study of impulse and momentum, simple harmonic motion (SHM), and builds upon the foundational mechanics concepts.
• Fields: Expands on the understanding of gravitational, electric, and magnetic fields, including concepts like electric potential.
• Electromagnetic Induction: Focuses on Faraday’s Law of induction, transformers, and the principles of electromagnetic induction.
• Quantum & Nuclear Physics: Introduces the photoelectric effect as evidence of the particle nature of light, atomic models, and nuclear reactions, including radioactive decay and fission.

4. Guide to Internal Assessment (IA)

The Internal Assessment (IA) is a crucial component of IB Physics, allowing you to explore a physics topic of your interest through independent investigation.

Choosing a Topic

Your research question should be clear and distinct, focusing on quantifiable variables. It should be scientifically interesting and appropriate for the IB level, neither too simplistic nor too complex. The investigation must be unique to you and not a repetition of classwork or identical to others. You can choose between an experimental IA involving data collection, a simulation-based IA using computer models, or a research-based IA analyzing existing data. Ensure your chosen context relates to specific physics theory.

Data Collection & Analysis

Effective data collection involves selecting relevant data, using appropriate methods and protocols for measuring variables, considering the range and interval of measurements, and performing repeated measurements. Uncertainties in raw data must be acknowledged and propagated throughout the analysis process. Data should be clearly and precisely recorded and processed, following physics conventions for notation, units, and significant figures. The use of graphs is essential for presenting and interpreting data. A best-fit line (linear or curved) should be determined based on theoretical considerations.

 

Updates to the Assessment Criteria for Internal Assessments in 2025

Personal Engagement and Communication are no longer separate assessment criteria in the new IB Physics Internal Assessment criteria for first assessment in 2025.

Personal Engagement was removed because it was often being made up. This suggests that students were often fabricating or exaggerating their personal connection to the research topic, making it difficult to assess authentically. The removal aims to refocus the assessment on the core scientific skills.

While Communication is no longer a standalone criterion, it has not been entirely eliminated. Although communication is not a criterion on its own, communication is an essential part of all four criteria. This implies it has been embedded in the new IA Assessment Criteria. The ability to communicate effectively is now integrated into the assessment of the other four criteria. Assessment will be based on the evidence presented in the student’s report, and this evidence needs to be communicated clearly and scientifically to demonstrate achievement in Research Design, Data Analysis, Conclusion, and Evaluation. Poor communication that leads to ambiguity or incomprehension can still negatively impact the marks awarded for these criteria.

Here’s how communication is embedded within the new criteria:

• Research Design: Effective communication is explicit, as the student needs to communicate the methodology (purpose and practice) and the context of their investigation clearly. The clarity and detail in describing the research question, background, and method are crucial for demonstrating understanding.
• Data Analysis: Effective communication is an aspect under this criterion, where the recording, processing, and presentation of data should be clear, precise, and accurate in relation to the research question. Tables and graphs should be well-organized, labeled, and include units and uncertainties where appropriate.
• Conclusion: Effective communication is implicit here. The answer to the research question must be justified based on the analysis, and this justification needs to be expressed clearly and coherently, referring to the evidence in the analysis and the scientific context.
• Evaluation: Effective communication is also implicit. Evidence of the evaluation of the investigation methodology and suggested improvements needs to be clearly articulated and explained. The impact of weaknesses and the relevance of improvements must be communicated effectively.

Structure of a High-Scoring IA

A high-scoring IA typically includes:

• A well-defined research question with relevant context and background theory.
• A clearly communicated methodology (purpose and practice) that allows for reproduction.
• Thorough and relevant data collection with appropriate consideration of uncertainties.
• Accurate and appropriate data processing and presentation, often involving graphs with uncertainty bars.
• A justified conclusion that directly addresses the research question and is supported by the analysis, with comparison to accepted scientific context.
• A critical evaluation of the investigation’s methodology, including weaknesses, limitations, and realistic improvements.
• Clear and concise communication throughout the report, with appropriate referencing.

Common Mistakes & How to Avoid Them

• Unclear or inappropriate research question: Ensure your question is focused and manageable for the time and resources available.
• Inadequate methodology: Plan your method carefully, considering all relevant variables and controls. Teacher guidance on a draft report can be beneficial.
• Incorrect handling of uncertainties: Understand how to determine and propagate uncertainties correctly.
• Inappropriate or poorly presented data analysis: Choose relevant quantities to graph and justify the type of fit used.
• Unsupported conclusions: Ensure your conclusion is directly linked to your data analysis and compared to relevant scientific knowledge. Avoid claiming incorrect relationships based on forced fits.
• Superficial evaluation: Identify specific weaknesses and limitations relevant to your investigation and suggest realistic improvements. Avoid general statements like “take more measurements” without context.

Several factors can make an internal assessment (IA) in physics unsuitable. One key aspect is whether the investigation is feasible and has the potential to yield meaningful, measurable results within the constraints of a school laboratory and the allotted time.

Regarding the IA example of investigating how gravity varied from different heights in an apartment building using a simple pendulum, this would likely be unsuitable for several reasons, as indicated in the sources and our previous conversation:

• Feasibility and Sensitivity: variations of gravity cannot be measured using a simple pendulum. This strongly suggests that the sensitivity of a simple pendulum to the minute variations in gravitational acceleration within the height of an apartment building would be practically immeasurable with standard school equipment. The chosen method is not appropriate for the research question.
• Scientific Context and Expected Outcome: While the concept of gravity is a core physics principle, the expected variation within a small vertical distance requires a level of precision and theoretical sophistication that a typical high school IA might struggle to achieve experimentally. The research question could be too ambitious or demand resources and expertise beyond the scope of the IB Physics course. Teachers are expected to guide students away from such investigations.

In contrast, the Doppler effect is mentioned in the sources as a potentially “top mark” IA topic. This suggests its suitability because:

• Relevance to Physics Concepts: The Doppler effect is a recognized phenomenon within the IB Physics syllabus, relating to wave behavior (sound and light) and relative motion.
• Potential for Experimental Investigation or Simulation: The Doppler effect can be investigated through various means. The transcript mentions “Doppler effect and, using it to measure the speed of a car” as a successful IA. The syllabus also suggests considering the “use of the Doppler effect in medical physics and in radars” as examples. Furthermore, simulations can sometimes provide a useful environment for experiments that are not easily conducted in a school setting, potentially including investigations related to the Doppler effect.
• Demonstration of Skills: An investigation into the Doppler effect can allow a student to demonstrate skills in areas such as:
  • Research Design: Formulating a focused research question and identifying relevant variables (e.g., speed of source/observer, frequency shift).
  • Data Collection: Designing a method to collect data on the Doppler shift under varying conditions. This might involve using sound sensors and moving sources, or analyzing data from simulations.
  • Data Analysis: Processing the collected data to determine the relationship between variables, potentially involving graphical analysis.
  • Conclusion and Evaluation: Interpreting the results in the context of the Doppler effect theory, discussing uncertainties and limitations in the methodology, and suggesting improvements.

Therefore, an IA is unsuitable if the chosen methodology is inherently incapable of addressing the research question or is not feasible with the available resources. The topic should be grounded in relevant physics concepts and offer opportunities for the student to demonstrate a range of scientific skills. Teachers play a vital role in guiding students towards research questions that are both scientifically sound and practically investigable.

Sketching of graphs for IB Physics Internal Assessment

 

Error bars for the independent variable are typically optional in the physics IA 

• Uncertainty bars are normally drawn only for the dependent variable in the physics IA. This is often because the independent variable is known to a higher degree of precision, and graphing software assumes precise values for the independent variable when determining a best-fit line 
• Even if there are not many differences in the data collected in a physics IA, representing uncertainties through error bars for the dependent variable remains crucial. These error bars help determine if there is a significant trend beyond the experimental error. Large uncertainty bars can even make seemingly present trends meaningless .
• For repeated measurements in a physics IA revealing no differences, the least count of the measuring instrument should be taken as the uncertainty, implying the potential need for error bars even in such cases.

Therefore, when constructing graphs for the physics internal assessment, students should generally include error bars for the dependent variable to represent the uncertainty in their measurements. The inclusion of error bars for the independent variable depends on the magnitude of its uncertainty and its potential impact on the interpretation of the graph. The importance of considering and representing uncertainties through error bars holds true even when the differences in the collected data appear to be small.

5. Extended Essay (EE) in Physics

Yes, students may choose to write an extended essay (EE) in physics, but it is not a compulsory component specifically for the physics course.

The sources indicate the following regarding the extended essay within the IB Diploma Programme:

• The extended essay (EE) is an opportunity for IB students to investigate a topic of special interest.
• The area of research can be chosen from one of the student’s six DP subjects, including physics, or in the case of a world studies essay, two subjects.
• All DP students participate in the three course elements that make up the core of the model, which includes the extended essay. This means that all Diploma Programme students must complete an extended essay, but they have a choice of subject for their research.
• Students who choose to write an EE in physics undertake independent research as part of an in-depth study of a focused topic, which may be generated from the physics course or relate to a subject area beyond the syllabus content.

In summary, while the extended essay is a mandatory component of the IB Diploma Programme for all students, students have the option to choose physics as the subject for their extended essay. It is not a requirement specifically tied to completing the IB Physics course.

The Extended Essay provides an opportunity for independent research on a physics topic of special interest.

Research Question Selection

Your EE research question should be focused and specific, allowing for in-depth analysis within the 4,000-word limit. The topic can be generated from the physics course or relate to an area beyond the syllabus. Choose a topic that genuinely interests you, as this will sustain your engagement throughout the research process.

Data-Driven vs. Theoretical Essays

Your EE can be data-driven, involving the collection and analysis of primary or secondary data, or theoretical, focusing on the in-depth exploration and analysis of physics concepts and theories. The approach you choose will influence the methodology and structure of your essay.

Best Practices & Common Pitfalls

• Start early: Allow ample time for research, data collection (if applicable), analysis, and writing.
• Refine your research question: Ensure it is clear, focused, and manageable.
• Conduct thorough research: Utilize a variety of reliable sources and ensure proper referencing.
• Develop a clear structure: Organize your essay logically with a well-defined introduction, methodology (if applicable), analysis, discussion, and conclusion.
• Maintain academic integrity: Ensure all sources are appropriately acknowledged to avoid plagiarism.
• Seek guidance from your supervisor: Regular meetings with your supervisor will provide valuable feedback and support.
• Avoid simply summarizing information: Your EE should involve critical analysis and your own reasoned arguments.
• Ensure the essay focuses on physics: If your topic has interdisciplinary aspects, the primary focus should remain on the physics.

The Benefits of Writing a Physics Extended Essay in your University Applications

Writing a physics Extended Essay (EE) is beneficial for several reasons, particularly when considering university applications.

The EE provides an opportunity for you to investigate a topic of special interest in physics in depth, culminating in a 4,000-word piece of independent research. This allows you to go beyond the standard curriculum and explore a specific area of physics that genuinely interests you. This in-depth study helps develop crucial skills that are highly valued in higher education.

Specifically, the physics EE helps you to develop:

• High-level research and writing skills. You will learn how to formulate a research question, conduct thorough research, analyze information, and present your findings in a reasoned and coherent manner. These skills are fundamental for success in university-level studies.
• Independent learning and self-management skills. The EE requires you to take ownership of your research, manage your time effectively, and work independently over an extended period. These are essential attributes for thriving in a university environment.
• Critical thinking and analytical skills. Through the process of researching and writing your EE, you will develop your ability to analyze information critically, evaluate different perspectives, and form your own well-supported conclusions.
• Communication skills. You will learn to communicate complex scientific ideas clearly and concisely in a formal academic setting.

Regarding your university application, a well-executed physics EE can significantly enhance your portfolio. While the sources do not explicitly state that universities will choose a candidate with a better EE score over another with the same IB points, the skills and qualities demonstrated through the EE can provide a distinct advantage in a competitive application process.

When two candidates have the same IB points, universities will look for other factors to differentiate them. A strong Extended Essay, particularly in a subject relevant to your intended university major, can demonstrate several key attributes that admissions committees value:

• Intellectual curiosity and passion for the subject: Choosing to undertake in-depth research in physics showcases your genuine interest and enthusiasm for the field, going beyond the requirements of the standard curriculum.
• Readiness for university-level research: The EE provides tangible evidence of your ability to conduct independent research, a crucial skill for university studies. A strong EE suggests you are better prepared for the demands of undergraduate research projects and academic writing.
• Developed academic skills: A high score on the EE signifies that you have successfully applied research, analytical, and writing skills to a significant academic undertaking. This can assure universities of your academic capabilities.
• Personal initiative and dedication: Completing a substantial piece of independent research demonstrates your initiative, self-discipline, and commitment to academic pursuits.

In essence, while identical IB points indicate similar overall academic achievement, the Extended Essay offers a deeper insight into your individual strengths, intellectual curiosity, and preparedness for university-level work, particularly in the chosen field of study. A well-researched and well-written physics EE can provide a compelling narrative that sets you apart from other candidates with similar academic profiles, potentially making you a more attractive applicant to universities. The experience of writing the EE also aligns with the IB learner profile attributes, such as being inquirers, thinkers, communicators, and knowledgeable, which are qualities that universities often seek in prospective students.

6. IB Physics – Theory of Knowledge and Scientific Inquiry

IB Physics strongly emphasizes scientific inquiry, mirroring the process by which scientific knowledge is developed.

How Physics Relates to Knowledge and Perception

Physics, as a natural science, seeks to understand the natural world through observation, experimentation, and the development of theories. This process involves questions about what constitutes reliable knowledge, the role of perception in observation, and the influence of bias in scientific investigations. The Nature of Science (NOS) is an overarching theme in the course, encouraging students to explore the purpose, features, and impact of scientific knowledge.

The Role of Models and Theories in Scientific Progress

Physics relies heavily on the development and use of models and theories to explain and predict natural phenomena. These models are often simplifications of reality and have their limitations. Scientific progress occurs through the refinement or replacement of existing models and theories as new evidence emerges. The IA and EE provide opportunities to engage with this process by developing and testing hypotheses or exploring the underpinnings of existing theories.

7. Study Tips to Excel in IB Physics

Excelling in IB Physics requires a combination of effective study habits and a deep understanding of the core concepts.

• Understand the Fundamentals: Build a strong foundation in the core topics before moving on to more complex material.
• Practice Problem Solving: Regularly work through a variety of problems to develop your application skills.
• Engage with Experimental Work: Actively participate in lab activities and ensure you understand the underlying physics principles and the handling of data and uncertainties.
• Review and Consolidate: Regularly review your notes and understanding of concepts. Use linking questions to connect different topics.
• Utilise Available Resources: Make the most of textbooks, online platforms, and past papers.
• Active Recall and Spaced Repetition: Employ these effective revision strategies to strengthen your memory and understanding.
• Identify and Address Weaknesses: Focus on areas where you struggle and seek clarification from your teacher or peers.
• Understand Command Terms: Familiarize yourself with the IB command terms used in assessment to ensure you answer questions appropriately.
• Pay Attention to Details: Be meticulous with units, significant figures, and the presentation of your work.
• Seek Teacher Feedback: Regularly ask your teacher for feedback on your understanding and progress, especially on IA drafts.

8. Useful Resources & Further Reading

To further support your learning in IB Physics, consider utilizing the following resources:

• Recommended IB Physics Books: Consult your teacher for recommended textbooks that align with the 2025 syllabus.
• Online Learning Platforms: Explore reputable online platforms, such as dedicated YouTube channels, websites, and forums that offer explanations, tutorials, and practice problems for IB Physics.
• IB Programme Resource Centre: This password-protected IB website (resources.ibo.org) provides a wealth of official materials, including the subject guide, teacher support materials, specimen papers, and markschemes.
• IB Store: You can purchase past examination papers and markschemes from the IB store (store.ibo.org).
• Physics Data Booklet: Ensure you have access to a clean copy of the Physics data booklet, which contains essential equations, constants, and symbols.
• IB Physics Tuition: Consider seeking support from qualified IB Physics tutors if you require personalized guidance.
• IB Publications: Refer to official IB publications on academic integrity and effective citing and referencing.

By utilizing this comprehensive guide and the resources available to you, you can confidently navigate the IB Physics course and strive for success in your internal and external assessments. Remember that consistent effort, a genuine curiosity for the subject, and effective study strategies are key to mastering the fascinating world of physics.