Emma

How do you think the "Skills in the study of physics" have changed teaching in DP physics? Many teachers have spotted the fact that this syllabus includes a long list of essential skills. Some might see this as adding a lot to an already full syllabus - especially as we 'conclude the course'. Is there really a change?

Tim

At the risk of creating a literally silent podcast, in my opinion: no.

Emma

Ok! So how was it before? Why are some teachers perceiving an increase?

Tim

It was a mixed bag. Previously, some skills were not listed as skills but were hidden as identifiable topics within the understandings. Other skills were in the mathematical requirements section (just before the beginning of the syllabus content) but not well known. Now it’s all pulled together into the skills and tools section. Here’s the direct comparison between the two approaches:

Emma

The omission of any time allocation in the new Guide sounds like there is now more stuff you need to cover in addition to all the physics content. I wonder if any thought has been given to how that is delivered.

Tim

Yes, it sounds like it - but, to be honest, I’m not sure that there really is more. Previously, no time was allocated to the mathematical requirements and you had to take that list into account. If you look at the old mathematical requirements, most things that were there are still there in the list of mathematical skills for the current syllabus:

Emma

Fair enough - but I can see some differences. The bold text on the right-hand side helps clarify things - especially when it comes to the old myth of there being something called “indirect proportionality”, but there is also some bold text on the left-hand side. Can we be sure, for example, that radians and x-bar notation are definitely in the current syllabus?

Tim

Absolutely, but you have to be careful with updates. The IB wants to try to avoid issuing updates to the syllabus once it goes live - and this is a positive thing. But if mistakes are spotted then they are prepared to issue an update - also a positive thing. To date, there have been five updates! Look at page 3 of the syllabus. At the time of this silent chat, it should look like this:

If you see a last date before November 2024, you need to download the most recent version. The details of any updates (which, to be fair, are mainly minor) are specified in an appendix at the end of the syllabus document.

Emma

Ah, thanks! And what about the things in the current list of tools in the syllabus that go beyond the mathematical requirements from the old syllabus?

Tim

In my opinion, the listed additions contain no real surprises and probably just add things that should have been there in the last syllabus. If you go through the list in detail anything that has been added was either there in the old syllabus (e.g. the syllabus section about uncertainties) or should have been there (e.g. calculating areas of simple shapes).  

They have tried to capture the complete list below. Have a look at the list below which is all the new items that weren’t mentioned in the old syllabus. Is there any content there that you don’t think should be there? 

Emma

No, I agree these additions all seem fine - although I'm still unsure about why we see statements in bold. So, overall, are the changes an improvement?

Tim

As to whether it’s an improvement: absolutely. The full list of the skills is now clearly laid out and the students can go through the list and check their progress in building these skills. It is now a document that it makes sense to share with students for them to check their own progress with developing these skills. 

The bolding highlights some issues that I have found are a worry for some. My view on the bolding is that: 

• Dimensional analysis is just about checking e.g. that units on the RHS of an equation balance the units on the LHS.
• Graphs were always referred to as actual plots. Sketch graphs are useful and something we have probably been using for years.
• Logarithmic scales sound scary but, to me, just refer to the HR diagram rather than a proper log-log graph paper.

These skills are so important and this syllabus finally acknowledges the importance of building these skills over time. My apologies, but I feel a top tip coming on:

When planning lessons, it’s all too easy just to focus on knowledge content. I think that teachers should spend some time reviewing their roadmap to check that these skills have been given sufficient time to be developed.

If you make it explicit in your scheme of work, it’s more likely to happen. 

Emma

Alright, Tim! It's high time I dig out the skills lists I printed and distributed to students two years ago!