101 Prompt Guide for IB Physics (SL & HL) – 2025 (Expanded Edition)

Introduction

This guide is designed to empower both educators and students in the IB Diploma Programme Physics course (Standard and Higher Level). The following 101 prompts are engineered to be used with Generative AI tools like Gemini, ChatGPT, or Claude to streamline teaching, enhance learning, and master the IB Physics curriculum. The prompts are based on a thorough analysis of the latest IB Physics guide (first assessment 2025) and are tailored to its specific objectives, topics, and assessment criteria.

How to Use These Prompts:

Simply copy and paste the desired prompt into your chosen AI tool. For best results, you can add specific details or constraints to the prompts. For example, when a prompt mentions “[insert topic],” replace it with a specific content area like “Newton’s Laws of Motion” or “Quantum Tunneling.” The expanded prompts often ask the AI to take on a specific persona (like a tutor or examiner) or to structure its output in a certain way (like a table or a lesson plan). Adapting these to your needs will yield the most powerful results.

Section 1 – Educator Prompts (50)

This section provides prompts to assist teachers in every phase of their work, from long-term curriculum mapping to creating engaging, on-the-fly activities that challenge students and deepen their understanding.

A. Planning & Curriculum Design (15 Prompts)

Syllabus Breakdown: “Act as an experienced IB Physics teacher. Create a detailed, week-by-week teaching schedule for the entire 2-year IB Physics HL course. For each week, specify the key understandings, applications, and skills. Incorporate specific Approaches to Learning (ATL) skills and IB Learner Profile attributes for each unit, and suggest integration points for the ‘Nature of Science’ (NOS) theme.”
Unit Planner: “Generate a comprehensive unit plan for the IB Physics SL topic B.1 Kinematics. The plan must include learning objectives, essential questions, key vocabulary, suggested lab activities, formative/summative assessment ideas, and potential cross-curricular links (e.g., to TOK or Maths). The plan should also detail ATL skills development, connections to international-mindedness, and specific NOS statements from the IB guide that will be addressed.”
Lesson Plan – Conceptual: “Design an engaging 90-minute lesson plan for a mixed SL/HL class introducing Wave-Particle Duality. The plan should include a hook (e.g., a video of the double-slit experiment with electrons), direct instruction with clear diagrams, a collaborative activity where students debate evidence for each model, and a plenary session. Suggest differentiation strategies and include specific, probing questions to ask during the activity. Suggest a homework assignment that extends the HL students’ understanding of the de Broglie hypothesis.”
Lesson Plan – Practical: “Create a detailed lesson plan for a lab activity on investigating Snell’s Law. The plan must include a clear statement of the research question, a comprehensive list of required apparatus, a risk assessment with specific safety precautions, a step-by-step procedure for students, and questions to guide their data analysis, graph linearization, and conclusion. Include a section on evaluating the methodology.”
IA Idea Generation: “Provide a list of 10 original and feasible research questions for the IB Physics Internal Assessment (IA) related to C.4 Simple Harmonic Motion (SHM). For each question, briefly outline a potential methodology, identify the key variables to be measured, and list necessary control variables. Furthermore, for each question, identify potential challenges a student might face (e.g., measurement uncertainty, complex data analysis) and suggest how they could be mitigated.”
TOK Integration: “Suggest three thought-provoking Theory of Knowledge (TOK) discussion prompts related to A.4 Atomic and Nuclear Physics. Frame them to explore the nature of scientific knowledge, the role of models, and the limits of observation. For each prompt, suggest a specific reading or stimulus (e.g., a short article on the discovery of the quark, a quote from Feynman) that could be used to launch the discussion and provide brief arguments for different perspectives.”
Resource Curation: “Curate a list of 10 high-quality online resources (simulations, videos, articles, data sets) to supplement the teaching of D.2 Fields. For each resource, provide a brief description, explain how it aligns with specific IB Physics curriculum points (e.g., ‘visualizing equipotential surfaces’), and suggest a specific task or question for students to complete while using the resource.”
Differentiation Strategy: “My class has students with varying mathematical abilities. Provide three distinct differentiation strategies for teaching B.2 Forces and Dynamics. Specifically, offer a scaffolding approach for vector addition, a challenge task for students comfortable with calculus involving non-uniform forces (for HL), and a hands-on activity for kinesthetic learners to understand free-body diagrams.”
Vertical Alignment: “Explain how the concepts in C.1 Thermal Concepts build upon prior knowledge from the MYP science curriculum. Create a brief diagnostic quiz (10 questions) to assess students’ prerequisite understanding of particles, energy, and temperature. Provide an answer key and suggest remedial activities for students who struggle with the quiz.”
Project-Based Learning: “Design a project-based learning (PBL) assignment based on the Option A: Relativity (HL) topic. The project requires students to work in groups to create a 5-minute animated video explaining a key concept (e.g., time dilation, length contraction, gravitational lensing) to a non-scientific audience. Provide a detailed project brief, a rubric for assessment (covering physics accuracy, clarity, and creativity), and a list of recommended animation tools.”
Worksheet Creation: “Generate a worksheet with 15 practice problems on D.4 Induction (AHL). The problems should range in difficulty from simple application of Lenz’s Law to complex, multi-step scenarios involving rotating coils. Ensure the worksheet includes at least one problem requiring the interpretation of a flux-time graph and one that requires a qualitative explanation. Provide a complete answer key with fully worked solutions.”
Command Term Focus: “Create a short activity to help students understand the difference between the IB command terms ‘Explain,’ ‘Analyse,’ and ‘Evaluate’ using the context of the Photoelectric Effect. Provide a sample student response for each command term and ask students to identify which is which and justify their choice. Then, provide a new prompt and ask them to write a short response for each command term.”
Interdisciplinary Links: “Identify three specific, meaningful connections between the IB Physics topic C.3 Gas Laws and IB Chemistry. For each connection, design a brief collaborative activity. For example, have students use Avogadro’s constant to link molar mass (Chemistry) to the number of particles in an ideal gas simulation (Physics).”
Concept Map: “Generate a detailed concept map that visually outlines the key concepts and their interconnections within A.1 Space, Time, and Motion. The map should use arrows to show relationships (e.g., ‘is calculated by,’ ‘is a type of’) and include formulas, units, and vector/scalar distinctions. The map should be suitable as a classroom poster or a student handout.”
Lab Safety Plan: “Create a comprehensive lab safety contract for an IB Physics classroom. It should cover general rules, specific hazards related to electricity (high voltage), radiation (handling sources), lasers, and rotating machinery. Include a section that students must complete, acknowledging they have understood the procedures for specific high-risk experiments they will conduct during the course. The tone should be clear, firm, and professional.”

B. Delivery & Instruction (15 Prompts)

Real-World Analogy: “Explain the concept of Electric Potential and Voltage using a clear, intuitive analogy related to gravity, height, and ski resorts (e.g., the ski lift provides the potential energy). After providing the analogy, create two simple questions that test a student’s understanding of the analogy and its direct connection to the physics concepts of work done and potential difference.”
Demonstration Script: “Write a script for a 5-minute classroom demonstration that illustrates the principle of Electromagnetic Induction. The script should include the materials needed (strong magnet, coil, galvanometer), step-by-step instructions for the teacher, and key questions to ask students at each stage (e.g., ‘What do you predict will happen if I move the magnet faster?’).”
Socratic Questioning: “Generate a list of 10 probing, Socratic questions to facilitate a class discussion on the ethical implications of nuclear power, linking to the A.4 Nuclear Physics topic. The questions should move from concrete (e.g., ‘How is nuclear waste stored?’) to abstract (e.g., ‘Does the benefit of carbon-free energy outweigh the long-term risk of waste?’).”
Misconception Buster: “Identify three common student misconceptions about Newton’s Third Law (e.g., ‘action-reaction forces cancel out’). For each misconception, provide a clear explanation of the correct physics, a simple thought experiment to debunk it, and a follow-up multiple-choice question that targets that specific misunderstanding.”
HL Extension Explained: “Act as a tutor. Clearly explain the difference in depth and mathematical rigor between the SL and HL understanding of C.4 Simple Harmonic Motion (SHM). Provide a worked example of an HL-level problem that requires setting up and solving the second-order differential equation for SHM for a given physical system (e.g., a mass on a spring).”
Data Analysis Guide: “Create a student-friendly, step-by-step guide on how to process and analyze data from a physics experiment. Use a pendulum experiment as an example. The guide must cover linearization of graphs (e.g., plotting T² vs. L), calculating the gradient and y-intercept, and correctly propagating both absolute and percentage uncertainties to find a final value (e.g., for ‘g’) with its uncertainty.”
Interactive Simulation Prompt: “I am using the PhET ‘Circuit Construction Kit’ simulation. Design a guided inquiry activity for students to discover Ohm’s Law and Kirchhoff’s circuit laws. The activity should be structured as a series of challenges, e.g., ‘Build a circuit that lights a bulb with a specific brightness,’ followed by questions that lead them to formulate the rules themselves.”
Video Explanation Script: “Write a script for a 3-minute educational video explaining the Doppler Effect for both sound and light. The script should include visual cues for an animator (e.g., ‘Show sound waves compressing in front of a moving ambulance’), simplify the formulas for a conceptual understanding, and briefly mention a real-world application like redshift in astronomy.”
Flipped Classroom: “Create a pre-lesson package for a flipped classroom approach to the topic of D.1 Gravitational Fields. The package should include a link to a recommended 10-minute video, a list of key vocabulary with definitions, and three guiding questions for students to answer before class. Add an extension question for HL students related to gravitational potential.”
Whiteboard Activity: “Design a collaborative whiteboard activity where student groups must draw and annotate free-body diagrams for five different physical scenarios of increasing complexity (e.g., a block on an incline, an object in an elevator accelerating upwards, a car turning a banked corner, a satellite in orbit). Specify that they must use the convention of drawing vectors to scale.”
Peer Teaching Task: “Structure a peer-teaching activity where HL students explain the concept of Quantum Tunneling to SL students. Provide a checklist for the HL students to ensure they cover the key ideas accurately but conceptually (e.g., wavefunction, probability, barrier potential). Give the SL students a task to complete afterward, like explaining one real-world application (e.g., Scanning Tunneling Microscope).”
Guest Speaker Briefing: “Imagine you are inviting a particle physicist to speak to your class. Write a briefing document for the speaker. Outline the students’ current knowledge level (based on topic A.4), list key terms they are familiar with, and suggest specific, engaging topics like ‘A day in the life at CERN’ or ‘The search for dark matter.’ Include a request for them to touch upon the collaborative nature of modern science (NOS).”
Historical Context: “Provide a brief historical narrative of the development of the Standard Model of Particle Physics. The tone should be engaging and story-like. Highlight the key experiments (e.g., scattering experiments at SLAC), the scientists involved, and the ‘puzzles’ that led to the prediction of new particles like the charm quark and the Higgs boson.”
Problem-Solving Framework: “Develop a step-by-step framework (e.g., a flowchart or a mnemonic like ‘G.U.E.S.S.’ – Givens, Unknowns, Equation, Substitute, Solve) to guide students through solving complex kinematics problems. Create a worked example of a two-dimensional projectile motion problem using this framework to demonstrate its application clearly.”
Exit Ticket: “Generate three different ‘exit ticket’ questions to quickly assess student understanding at the end of a lesson on C.2 Thermal Energy Transfers. The questions should test recall (‘Define specific latent heat’), application (‘Calculate the energy needed to melt 5kg of ice’), and synthesis (‘Why does sweating cool you down? Explain in terms of energy transfer and latent heat’).”

C. Assessment & Feedback (10 Prompts)

Paper 1 Quiz: “Create a 15-question multiple-choice quiz in the style of IB Physics Paper 1, covering B.3 Work, Energy, and Power. Include plausible distractors for each question. For each question, provide the correct answer and a brief justification, and state the specific syllabus point it addresses.”
Paper 2 Question: “Generate a structured, multi-part exam question in the style of IB Physics Paper 2, Section B, based on D.3 Electric Fields and Forces. The question should include ‘show that,’ ‘calculate,’ and ‘explain’ parts and require data analysis from a provided graph. Provide a detailed markscheme showing the allocation of marks for each step, including ECF (error carried forward), and state the Assessment Objectives (1, 2, 3) being targeted by each part.”
Paper 3 (Section A) Question: “Design a Paper 3, Section A style question based on a hypothetical experiment investigating the relationship between the length of a wire and its resistance. Provide sample data (with uncertainties). Ask students to process the data, plot a linearized graph, draw uncertainty bars, determine the resistivity of the material with its uncertainty, and evaluate the experimental procedure.”
IA Feedback Generator: “Act as an IB Physics examiner. Here is a student’s draft ‘Evaluation’ section for their IA: ‘My results were not very accurate because of human error in timing the pendulum. Also, the ruler might have been old. To improve this, I would use a computer.’ Provide specific, constructive feedback based on the official IA criteria. Your feedback should explain why this is weak and give concrete examples of how to improve it (e.g., ‘Instead of “human error,” identify the specific source of error and estimate its magnitude…’).”
Marking a Solution: “Here is a student’s worked solution to a problem on momentum conservation: [paste student’s work]. Mark this solution according to a 5-point markscheme. Identify and explain any errors in physics principles, mathematical calculations, or unit handling. Provide corrective feedback that doesn’t just give the right answer but guides the student to find it themselves.”
Rubric Creator: “Create a detailed rubric for assessing a student presentation on the topic of Astrophysics (Option B). The rubric should have criteria for Scientific Accuracy, Clarity of Explanation, Quality of Visual Aids, Presentation Skills, and Responding to Questions. Use a 4-point scale (e.g., Exemplary, Proficient, Developing, Beginning) and provide clear descriptors for each level.”
Revision Guide Template: “Generate a template for a one-page revision guide that students can fill out for any IB Physics topic. The template should include sections for: Key Definitions, Key Formulas, Important Diagrams/Graphs, Common Mistakes & Misconceptions, ‘Nature of Science’ Connections, and a section for ‘Cross-Topic Links’ to encourage synthesis.”
Self-Assessment Checklist: “Create a detailed self-assessment checklist for students preparing for their final exams, organized by syllabus topic. For each sub-topic, include ‘I can define…’, ‘I can apply…’, and ‘I can analyze…’ statements. For example, for SHM: ‘I can define SHM in terms of acceleration and displacement,’ ‘I can apply the SHM equations to solve for period,’ ‘I can analyze the energy transformations in an SHM system.'”
Differentiated Test: “Create two versions of a test on Circular Motion and Gravitation. Version A (SL) should focus on core concepts and formulas. Version B (HL) should include more complex problems, links to gravitational fields and potential, and a question requiring the derivation of a formula, such as the velocity of a satellite in orbit.”
Error Analysis Task: “Provide a worked solution to a complex DC circuit analysis problem that contains three deliberate conceptual errors (e.g., applying Ohm’s law to the whole circuit instead of a component, incorrect application of Kirchhoff’s loop rule). Ask students to act as the teacher: identify the errors, explain why they are wrong using physics principles, and provide the fully corrected solution.”

D. Enrichment & Extension (10 Prompts)

Beyond the Syllabus: “A student is fascinated by General Relativity. Suggest three accessible books or documentaries that go beyond the HL syllabus. For each, explain what makes it a good resource for a high school student and generate three starter questions for them to consider while engaging with the resource to guide their thinking.”
Physics Olympiad Problem: “Create a challenging problem in the style of a Physics Olympiad competition, related to Thermodynamics (AHL). The problem should require creative problem-solving, integration of multiple concepts, and minimal reliance on direct formula application. For instance, a problem involving an unusual thermodynamic cycle. Provide a hinted solution as well as a full solution.”
Connecting to University Studies: “Explain how the IB Physics HL topic D.5 Electromagnetic Induction (AHL) and Maxwell’s equations form the foundation for studying electrical engineering or theoretical physics at the university level. Mention specific advanced topics it leads to (e.g., antenna theory, waveguide physics, special relativity) and what a first-year university problem in this area might look like.”
Modern Research Link: “Find a recent (last 2 years) scientific discovery related to Particle Physics or Cosmology. Write a one-page summary suitable for an IB student, explaining the discovery, the experimental method used, and its significance. The summary should also include a ‘Why this matters’ section, connecting the discovery back to fundamental principles in the IB course.”
‘What If?’ Scenario: “Create a thought-provoking ‘what if’ scenario: ‘What would be the observable consequences in our daily lives if the value of the Planck constant were 1.0 J s?’ Guide students to think through the implications for quantum mechanics (e.g., quantization effects on a macroscopic scale) and the breakdown of classical mechanics. Ask them to write a short story from the perspective of someone living in this universe.”
Building a Simple Device: “Provide illustrated, step-by-step instructions for students to build a simple, safe, and functional electric motor using a battery, a magnet, and a coil of wire. After the construction steps, include a section explaining the physics principles at each step (using Fleming’s Left-Hand Rule) and a ‘troubleshooting’ guide for common problems.”
Debate Topic: “Frame a debate topic: ‘Resolved: The pursuit of a unified field theory is the most important goal in modern physics.’ Prepare three opening arguments for the ‘pro’ side (e.g., fundamental understanding, technological spinoffs) and three for the ‘con’ side (e.g., opportunity cost, more pressing problems like climate change), grounded in scientific, philosophical, and economic reasoning.”
Citizen Science Project: “Identify a suitable citizen science project (e.g., from Zooniverse, like ‘Galaxy Zoo’ or ‘Gravity Spy’) that IB Physics students could participate in. Explain how their participation would be relevant to their studies in Astrophysics or Waves. Design a short reflection assignment for them to complete after participating for a few hours.”
Coding Challenge: “Design a simple coding challenge in Python for students to model projectile motion with quadratic air resistance. Provide the basic physics equations and a template for the code structure. The challenge should include extension tasks, such as finding the optimal launch angle for maximum range or visualizing the trajectory using a library like Matplotlib.”
Physics in Movies: “Analyze the physics depicted in a specific scene from a popular science fiction movie (e.g., the use of gravity in ‘The Martian’). Create a task for students to ‘fact-check’ the scene. They must identify what is scientifically accurate and what is artistic license, justifying their claims with calculations and principles from their IB Physics course.”

Section 2 – Student Prompts (50)

This section is for students who want to take control of their learning. These prompts are designed to help you clarify concepts, practice your skills, and prepare effectively for all forms of assessment, from quizzes to the final exams.

A. Understanding Concepts (15 Prompts)

Explain It To Me Simply: “Explain the concept of electric potential difference as if you were talking to a 12-year-old. Use a simple, clear analogy. Then, ask me one question to check if I understood the analogy correctly.”
Concept Comparison: “Compare and contrast elastic and inelastic collisions in terms of momentum, kinetic energy, and total energy conservation. Use a table format. For each type of collision, provide one real-world example (e.g., billiard balls) and one sub-atomic example (e.g., particle interactions).”
Key Differences (SL vs. HL): “I am an SL student. What is the main difference between my understanding of waves and an HL student’s understanding? Explain the HL concepts of standing waves, the Doppler effect formula, and diffraction grating resolution in simple terms.”
Visualizing a Field: “Describe what a gravitational field is. How do we represent it visually using field lines? Explain the relationship between field line density and field strength, and the difference between a radial field and a uniform field.”
Step-by-Step Process: “Explain the process of a nuclear fission chain reaction in a reactor, step-by-step, starting from a neutron hitting a Uranium-235 nucleus. Clearly explain the roles of the moderator and control rods in sustaining a critical reaction.”
Define and Give an Example: “Define Simple Harmonic Motion (SHM) using the defining equation (a ∝ -x). What are the key conditions for SHM to occur? Provide three real-world examples and, for one of them, explain why it is only an approximation of SHM.”
Why Does…?: “Why does the sky appear blue on a clear day, but red at sunset? Explain using the concept of Rayleigh scattering and how the path length of light through the atmosphere changes.”
Summarize a Topic: “Summarize the entire IB Physics topic A.2 The Structure of Matter into five key bullet points. The summary must include quarks, leptons, hadrons, baryons, mesons, and the role of exchange particles.”
Flashcard Creator: “Create a set of 10 digital flashcards for C.1 Thermal Concepts. Each card should have a key term on one side (e.g., Specific Latent Heat) and a clear definition, the formula, units, and a simple diagram or graph on the other (e.g., a heating curve).”
Breaking Down a Law: “Break down Faraday’s Law of Induction. What is ‘magnetic flux’ and what does it mean for it to ‘change’? Explain the three ways flux can be changed. How does this induce an EMF, and how does Lenz’s Law determine its direction?”
Conceptual Bridge: “How does the concept of Work from topic B.3 relate to the concept of Energy? Explain the Work-Energy Theorem clearly, and state the conditions under which it applies (e.g., for a net force).”
Unpacking a Graph: “Explain what the area under a velocity-time graph represents, and what the gradient represents. Do the same for a force-distance graph and an acceleration-time graph. Provide a sample graph for each and explain its physical meaning.”
The Big Picture: “How do the four fundamental forces (gravity, electromagnetism, strong nuclear, weak nuclear) govern the universe? Give an example of the role of each force and list their respective exchange particles and relative strengths.”
Thought Experiment: “Imagine you are in a windowless spaceship accelerating at 9.8 m/s². According to the principle of equivalence, how would dropping a ball in this spaceship feel and look compared to dropping a ball on Earth? Explain why this principle is a cornerstone of General Relativity.”
Translating Jargon: “Translate this sentence into simple English: ‘The quantization of angular momentum in the Bohr model for hydrogen leads to discrete electron energy levels.’ What does this mean for the light emitted by a hydrogen atom? And what is the physical significance of these energy levels being negative?”

B. Practicing & Applying (15 Prompts)

Solve This Problem: “I’m stuck on this problem: [Paste a specific physics problem]. Can you guide me through the solution step-by-step, explaining the reasoning for each step? After explaining the solution, generate a new problem that uses the same principles but with a different scenario or unknown variable.”
Problem Generator: “Generate 5 practice problems on projectile motion. Include problems that require solving for the initial velocity, the maximum height, and the angle of launch. Provide answers separately.”
Check My Work: “I solved this problem and got the answer 42 N. Here is my working: [Paste your solution]. Can you check my work for any errors in my physics method, algebraic manipulation, calculations, or use of units and significant figures?”
IA Research Question Help: “I am interested in doing my IA on music and waves. Can you help me refine my research question ‘How does the length of a guitar string affect its frequency?’ to make it more focused and suitable for the IB Physics IA? Also, suggest the independent, dependent, and key control variables, and recommend a good method for measuring the frequency accurately.”
Data Analysis Practice: “Here is a set of raw data from an experiment: [Provide data table with uncertainties]. Guide me through processing this data to find a physical constant. Include steps for linearizing the data, creating a graph with error bars, drawing lines of best and worst fit, and calculating the uncertainty in the final result from the gradient. Explain the physical meaning of the y-intercept.”
Applying a Formula: “I know the formula for gravitational force is F = Gm₁m₂/r². Give me three different scenarios where I would need to apply this formula, with increasing difficulty. The last one should be an HL-level problem, perhaps involving vector components.”
Choosing the Right Formula: “I am trying to solve a problem involving a collision. How do I know when to use conservation of momentum vs. conservation of kinetic energy vs. conservation of total energy? Create a simple flowchart to help me decide.”
Diagram Drawing: “Guide me on how to draw a clear and fully labeled free-body diagram for a car skidding to a stop on a banked, icy road. Explain why each force is present and in which direction it acts.”
Unit Conversion: “Help me create a personal cheat sheet for converting between common units in physics, especially those involving energy (eV to Joules), mass (atomic mass unit ‘u’ to kg), and astronomical distances (light-years and parsecs to meters).”
HL Challenge Problem: “Give me a challenging, HL-level problem that combines concepts from circular motion and magnetic fields (e.g., finding the radius of the path of a charged particle entering a uniform magnetic field at a known velocity).”
Estimation Skills (Fermi Problem): “Guide me through an estimation problem, like ‘Estimate the number of photons that enter your eye per second from a 100W light bulb 10 meters away.’ Show me how to break down the problem, state my assumptions clearly, and calculate an order-of-magnitude answer.”
Simulation Task: “I’m using a PhET simulation for the photoelectric effect. What specific variables should I change to investigate the relationship between the frequency of light and the kinetic energy of photoelectrons? How should I graph my results to find a value for the Planck constant?”
From Graph to Equation: “I have a graph of Force vs. Extension for a spring that is a straight line passing through the origin. How do I determine the mathematical equation that describes this relationship from the graph? What does the gradient of this graph represent physically?”
Debugging My Logic: “I keep getting conservation of energy problems wrong. I think I’m misunderstanding when gravitational potential energy is positive or negative. Can you give me a short quiz with three different scenarios and ask me to determine the sign of the change in GPE? Provide feedback on my answers.”
Real-World Application: “How would an engineer use the principles of thermal expansion (from topic C.1) when designing a long steel bridge or railway tracks? Explain the calculations they might perform to determine the size of the required expansion joints.”

C. Revising & Preparing for Assessment (20 Prompts)

Create a Study Plan: “Create a detailed 4-week study plan for me to revise the entire IB Physics SL curriculum. Incorporate specific revision techniques into the plan, such as creating mind maps, using the Feynman technique for difficult concepts, and scheduling regular past paper practice under timed conditions. The plan should be balanced and prevent burnout.”
One-Page Summary: “Generate a dense, one-page summary (‘cheat sheet’) for the AHL topic D.6 Quantum and Nuclear Physics. It should include all key formulas, definitions, important diagrams, and a small section highlighting the key differences between related concepts that are often confused (e.g., quarks and leptons, fission and fusion).”
Past Paper Analysis: “Analyze the last three available IB Physics HL Paper 2 exams. What are the most frequently-tested concepts within the Fields topic? What style of questions is most common? Analyze the use of command terms in these questions.”
Explain a Markscheme: “I’m looking at the markscheme for a question about interference, and I don’t understand why a mark was awarded for ‘mentioning coherent sources.’ Why is this concept so important for that specific mark? Explain the physics behind why coherence is a necessary condition for a stable interference pattern.”
Command Term Drill: “Give me three prompts about SHM, one for each of these command terms: ‘State,’ ‘Describe,’ and ‘Explain.’ This will help me practice answering with the correct level of detail for each.”
Predict the Question: “Based on recent trends, if you had to predict one long-form question for Paper 2 on the topic of Energy Production, what would it be? Outline the key points a top-scoring answer would include, covering both the physics of the energy source and its societal/environmental impacts.”
Paper 1 Strategy: “What are the best strategies for tackling the IB Physics Paper 1 multiple-choice exam? How should I manage my time? Provide a specific strategy for ‘intelligent guessing’ when I’m stuck, focusing on eliminating distractors based on dimensional analysis or ‘order of magnitude’ checks.”
IA Checklist: “Create a final checklist for me to review my Physics IA against before I submit it. The checklist should be based on the official assessment criteria (Personal Engagement, Exploration, Analysis, Evaluation, Communication) and phrased as detailed ‘Have I…?’ questions.”
Mnemonic Creator: “Help me create a memorable mnemonic to remember the order of the electromagnetic spectrum from lowest to highest frequency, and another one for the classes of fundamental particles in the Standard Model.”
Topic Quiz: “Quiz me with 10 quick-fire questions on the topic of Wave Phenomena (AHL). The questions should be a mix of conceptual and calculation-based. After I answer, provide the correct answer and a brief explanation.”
Common Mistakes: “What are the top 5 most common mistakes students make on questions related to DC circuits? For each mistake, explain how to avoid it and provide a sample problem that highlights the potential error, showing both the incorrect and correct way of solving it.”
Exam Day Mindset: “Act as a performance coach. Give me five practical tips for maintaining focus and managing stress during the long exam sessions. Include advice on what to do in the first five minutes and what to do if I feel panicked.”
‘Brain Dump’ Sheet: “Help me structure a ‘brain dump’ sheet that I can write down from memory in the first 5 minutes of the exam. What are the most essential formulas, constants, and key diagrams I should include for the core topics?”
Paper 3 Tips: “What is the key to succeeding in Paper 3, Section A (the experimental question)? What are examiners looking for in terms of uncertainty analysis and a detailed evaluation of the experimental procedure, including limitations and realistic improvements?”
Spaced Repetition Plan: “Create a spaced repetition schedule for me to learn the key definitions in the Thermal Physics topic over the next two weeks using a tool like Anki or a manual flashcard system. Outline what I should review each day.”
Peer Review Simulation: “I will provide you with my answer to an exam question. I want you to act as my classmate and give me feedback. Point out one thing I did well and one specific area for improvement, with a suggestion on how to improve it.”
Connecting Topics: “How might a question in Paper 2 combine concepts from Momentum and Electric Fields? Give me a hypothetical example problem, for instance, involving the deflection of a charged particle in a uniform field and its subsequent collision.”
Glossary Builder: “Create a personal glossary of the 20 most important terms in the Wave topic, with simple definitions and a note on whether each is a vector or a scalar.”
Targeted Practice: “I am weak at problems involving resolution (AHL). Generate three practice problems specifically on this concept, starting with a simple application of the Rayleigh criterion and increasing in difficulty. Provide detailed worked solutions.”
Final Review: “It’s the night before my exam. Give me a list of the 10 most important concepts to review one last time across the entire SL/HL curriculum. For each concept, provide one ‘killer’ multiple-choice question that tests a deep understanding of it.”

Section 3 – Bonus Universal Prompt (1)

The Interdisciplinary Innovator: “Act as a team of interdisciplinary experts (a physicist, an economist, a historian, and an ethicist). Analyze the development and impact of [Choose a technology, e.g., the silicon chip, nuclear power, the GPS satellite network].
* Physicist: Explain the core physics principles that make this technology possible, referencing specific IB Physics topics like electromagnetism for GPS or nuclear physics for power plants. Explain the key equations and principles at an IB HL level.
* Economist: Discuss the economic impact of this technology on global markets, GDP, job creation/displacement, and the emergence of new industries. Analyze the cost-benefit of public investment in this technology.
* Historian: Place the development of this technology in its proper historical context. Discuss the key breakthroughs, the scientists involved, and the socio-political climate (e.g., the Cold War’s influence on the space race and GPS) that drove its innovation.
* Ethicist: Evaluate the ethical dilemmas presented by this technology, such as data privacy for GPS, nuclear waste disposal for power, or the digital divide for silicon chips. Consider the technology’s impact on equity, human well-being, and the environment.

Synthesize these perspectives into a cohesive, well-structured report. This prompt can be used by educators for a rich, project-based assessment or by students for a deep, interdisciplinary exploration of physics in the real world.”