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COURSE OUTLINE

Course Title: Physics
Course Code: SPH3U
Grade: 11
Course Type: University Preparation
Credit Value: 1
Prerequisite: SNC2D
Curriculum Policy Document: Science, The Ontario Curriculum, Grades 11 and 12, 2000
Department: Science
Course Developer: Mr. Robert Smythe
Development Date: June 2002
Course Revised by: Mrs. Felicia Palage
Revision Date: 2005

Course Description:

This course develops students' understanding of the basic concepts of physics. Students will study the laws of dynamics and explore different kinds of forces, the quantification and forms of energy (mechanical, sound, light, thermal, and electrical), and the way energy is transformed and transmitted. They will develop scientific-inquiry skills as they verify accepted laws and solve both assigned problems and those emerging from their investigations. Students will also analyse the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	Review of Kinematics Kinematics is usually introduced to students in Grade 10 Science. However, we are going to do a full review for your convenience. Kinematics is the part of mechanics that deals with motion without reference to the causes of motion, forces.	5 hours
Unit 2	Forces and Motion In this unit, we will be studying the explanations and mathematical descriptions for why things move. Dynamics is the study of the forces that cause objects to start moving, stop, change direction, or hold their position. Also included in dynamics is a study of the energies possessed by objects in different states of motion or position.	21 hours
Unit 3	Energy, Work and Power Students will analyze the costs and benefits of various energy sources and energy-transformation technologies that are used around the world. Students will gain an understanding of the concepts of work, energy, energy transformations, efficiency, and power. They will design and carry out experiments and solve problems involving energy transformations and the law of conservation of energy. The end-of-unit task is a cost benefit analysis for various energy sources and transformations.	21 hours
Unit 4	Waves and Sound Students will gain an understanding of the properties of mechanical waves and sound and the principles underlying the production, transmission, interaction, and reception of mechanical waves and sound. They will investigate the properties of mechanical waves and sound through simulations and compare predicted results with actual results. The end-of-unit task is a report on the prevalence of sound in society and nature and the construction of a model of a technological device related to sound.	21 hours
Unit 5	Light and Geometric Optics Optics is the science concerned with the genesis and propagation of light, the changes that it undergoes and produces, and other phenomena closely associated with it. The unit looks at both major branches of optics: physical and geometrical. Reflection, refraction and lenses are the three major sub-topics of this unit.	20 hours
Unit 6	Electricity and Magnetism Students evaluate social, economic, and environmental costs and benefits associated with electromagnetic fields and electrical energy production and distribution in Canada. They develop skills using qualitative and quantitative analysis. Students apply their knowledge of electromagnetic fields to design and construct devices that perform a specific function. The end-of-unit task is a report on systems based on electromagnetic fields, including a timeline and references to environmental costs and benefits.	20 hours
	Final Evaluation The final assessment task is a proctored two hour exam worth 30% of the student’s final mark.	2 hours
	Total	110 hours

Teaching / Learning Strategies:

Since the over-riding aim of this course is to help students use language skillfully, confidently and flexibly, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These include:

Labs	Research	Directed Reading
Visuals	Direct Instruction	Independent Reading
Problem Sets	Writing Processes	Multimedia Productions
Laboratory Activities	Model Analysis	Self-Assessments
Research Projects	Guided Internet Research	Animations

Assessment and Evaluation Strategies of Student Performance:

Assessment is a systematic process of collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student learning based on established criteria. The purpose of assessment is to improve student learning. This means that judgments of student performance must be criterion-referenced so that feedback can be given that includes clearly expressed next steps for improvement. Tools of varying complexity are used by the teacher to facilitate this. For the more complex evaluations, the criteria are incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.

Strategy	Purpose	Who	Assessment Tool
Problem Sets	Diagnostic	Self	Marking scheme
Exercises	Diagnostic	Self	Marking scheme
Review Questions	Diagnostic	Self	Records
Problem Sets	Assessment	Peer/teacher	Anecdotal records
Guided Research	Assessment	Peer/teacher	Anecdotal records
Research Project	Assessment	Peer/Teacher	Anecdotal records
Laboratory Activity	Assessment	Self/Teacher	Marking Scheme
Labs	Evaluation	Teacher	Rubric
Guided Internet Research	Evaluation	Teacher	Rating Scale
Problem Solving Sets	Evaluation	Teacher	Marking scheme
Graph Analysis	Evaluation	Teacher	Marking Scheme
Research Papers	Evaluation	Teacher	Rubric
Unit Tests	Evaluation	Teacher	Checklist
Final Exam	Evaluation	Teacher	Checklist

Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.

Overall Expectations - SPH3U

Forces and Motion
Overall Expectations
PFM.01	demonstrate an understanding of the relationship between forces and the acceleration of an object in linear motion;
PFM.02	investigate, through experimentation, the effect of a net force on the linear motion of an object, and analyse the effect in quantitative terms, using graphs, free-body diagrams, and vector diagrams;
PFM.03	describe the contributions of Galileo and Newton to the understanding of dynamics; evaluate and describe technological advances related to motion; and identify the effects of societal influences on transportation and safety issues.
Energy, Work, and Power
Overall Expectations
PEW.01	demonstrate an understanding, in qualitative and quantitative terms, of the concepts of work, energy (kinetic energy, gravitational potential energy, and thermal energy and its transfer [heat]), energy transformations, efficiency, and power;
PEW.02	design and carry out experiments and solve problems involving energy transformations and the law of conservation of energy;
PEW.03	analyse the costs and benefits of various energy sources and energy-transformation technologies that are used around the world, and explain how the application of scientific principles related to mechanical energy has led to the enhancement of sports and recreational activities.
Waves and Sound
Overall Expectations
PWS.01	demonstrate an understanding of the properties of mechanical waves and sound and the principles underlying the production, transmission, interaction, and reception of mechanical waves and sound;
PWS.02	investigate the properties of mechanical waves and sound through experiments or simulations, and compare predicted results with actual results;
PWS.03	describe and explain ways in which mechanical waves and sound are produced in nature, and evaluate the contributions to entertainment, health, and safety of technologies that make use of mechanical waves and sound.
Light and Geometric Optics
Overall Expectations
PLG.01	ademonstrate an understanding of the properties of light and the principles underlying the transmission of light through a medium and from one medium to another;
PLG.02	investigate the properties of light through experimentation, and illustrate and predict the behaviour of light through the use of ray diagrams and algebraic equations;
PLG.03	evaluate the contributions to such areas as entertainment, communications, and health made by the development of optical devices and other technologies designed to make use of light.
Electricity and Magnetism
Overall Expectations
PEM.01	demonstrate an understanding of the properties, physical quantities, principles, and laws related to electricity, magnetic fields, and electromagnetic induction;
PEM.02	carry out experiments or simulations, and construct a prototype device, to demonstrate characteristic properties of magnetic fields and electromagnetic induction;
PEM.03	identify and describe examples of domestic and industrial technologies that were developed on the basis of the scientific understanding of magnetic fields.

The Final Grade:

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning.

The percentage grade represents the quality of the student's overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.

A credit is granted and recorded for this course if the student's grade is 50% or higher. The final grade for this course will be determined as follows:

• 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student's most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.



• 30% of the grade will be based on a final exam administered at the end of the course. The exam will contain a summary of information from the course and the student's reports and will consist of well-formulated multiple choice questions. These will be evaluated using a checklist.

The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.

A Summary Description of Achievement in Each Percentage Grade Range and Corresponding Level of Achievement
Percentage Grade Range	Achievement Level	Summary Description
80-100%	Level 4	A very high to outstanding level of achievement. Achievement is above the provincial standard.
70-79%	Level 3	A high level of achievement. Achievement is at the provincial standard.
60-69%	Level 2	A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50-59%	Level 1	A passable level of achievement. Achievement is below the provincial standard.
below 50%	Level R	Insufficient achievement of curriculum expectations. A credit will not be granted.

Achievement Chart: Science, Grades 9-12

Categories	50-59% (Level 1)	60-69% (Level 2)	70-79% (Level 3)	80-100% (Level 4)
Knowledge and Understanding - Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)
	The student:
understanding of concepts, principles, laws, and theories (e.g., identifying assumptions;eliminating misconceptions; providing explanations)	demonstrates limited understanding of concepts, principles, laws, and theories	demonstrates some understanding of concepts, principles, laws, and theories	demonstrates considerable understanding of concepts, principles, laws, and theories	demonstrates thorough understanding of concepts, principles, laws, and theories
knowledge of facts and terms	demonstrates limited knowledge of facts and terms	demonstrates some knowledge of facts and terms	demonstrates considerable knowledge of facts and terms	demonstrates thorough knowledge of facts and terms
transfer of concepts to new contexts	infrequently transfers simple concepts to new contexts	sometimes transfers simple concepts to new contexts	usually transfers simple concepts to new contexts	routinely transfers simple concepts to new contexts
understanding of relationships between concepts	demonstrates limited understanding of relationships between concepts	demonstrates some understanding of relationships between concepts	demonstrates considerable understanding of relationships between concepts	demonstrates thorough and insightful understanding of relationships between concepts
Thinking and Inquiry - The use of critical and creative thinking and inquiry skills and/or processes
	The student:
application of the skills and strategies of scientific inquiry (e.g., initiating and planning, performing and recording, analysing and interpreting, problem solving)	applies few of the skills and strategies of scientific inquiry	applies some of the skills and strategies of scientific inquiry	applies most of the skills and strategies of scientific inquiry	applies all or almost all of the skills and strategies of scientific inquiry
application of technical skills and procedures (e.g., microscopes)	applies technical skills and procedures with limited competence	applies technical skills and procedures with moderate competence	applies technical skills and procedures with considerable competence	applies technical skills and procedures with a high degree of competence
use of tools, equipment, and materials	uses tools, equipment, and materials safely and correctly only with supervision	uses tools, equipment, and materials safely and correctly with some supervision	uses tools, equipment, and materials safely and correctly	demonstrates and promotes the safe and correct use of tools, equipment, and materials
Communication - The conveying of meaning through various forms
	The student:
communication of information and ideas	communicates information and ideas with limited clarity and precision	communicates information and ideas with some clarity and precision	communicates information and ideas with considerable clarity and precision	communicates information and ideas with a high degree of clarity and precision
use of scientific terminology, symbols, conventions, and standard (SI) units	uses scientific terminology, symbols, conventions, and SI units with limited accuracy and effectiveness	uses scientific terminology, symbols, conventions, and SI units with some accuracy and effectiveness	uses scientific terminology, symbols, conventions, and SI units with considerable accuracy and effectiveness	uses scientific terminology, symbols, conventions, and SI units with a high degree of accuracy and effectiveness
communication for different audiences and purpose	communicates with a limited sense of audience and purpose	communicates with some sense of audience and purpose	communicates with a clear sense of audience and purpose	communicates with a strong sense of audience and purpose
use of various forms of communication (e.g., reports, essays)	demonstrates limited command of the various forms	demonstrates moderate command of the various forms	demonstrates considerable command of the various forms	demonstrates extensive command of the various forms
use of information technology for scientific purposes (e.g., specialized databases)	uses technology with limited appropriateness and effectiveness	uses technology with moderate appropriateness and effectiveness	uses appropriate technology with considerable effectiveness	uses appropriate technology with a high degree of effectiveness
Application - The use of knowledge and skills to make connections within and between various contexts
	The student:
understanding of connections among science, technology, society, and the environment	shows limited understanding of connections in familiar contexts	shows some understanding of connections in familiar contexts	shows considerable understanding of connections in familiar and some unfamiliar contexts	shows thorough understanding of connections in familiar and unfamiliar contexts
analysis of social and economic issues involving science and technology	analyses social and economic issues with limited effectiveness	analyses social and economic issues with moderate effectiveness	analyses social and economic issues with considerable effectiveness	analyses complex social and economic issues with a high degree of effectiveness
assessment of impacts of science and technology on the environment	assesses environmental impacts with limited effectiveness	assesses environmental impacts with moderate effectiveness	assesses environmental impacts with considerable effectiveness	assesses environmental impacts with a high degree of effectiveness
proposing of courses of practical action in relation to science and technology-based problems	extends analyses of familiar problems into courses of practical action with limited effectiveness	extends analyses of familiar problems into courses of practical action with moderate effectiveness	extends analyses of familiar problems into courses of practical action with considerable effectiveness	extends analyses of familiar and unfamiliar problems into courses of practical action with a high degree of effectiveness

Resources:

• SPH3U online course of study
• animations
• visuals
• videos
• various internet websites

Reference Materials:

• Addison-Wesley Physics 11; Elgin Wolfe, Eric Brown, Dale Parker, Susan Green, Ceclilia Chan, Julia Hubble, Jodi Webber; Pearson Education Canada, 2001
• McGraw-Hill Ryerson Physics 11; Greg Dick, Arthur N. Geddis, Ed James, Tom McCaul, Barry McGuire, Richard Poole, Bob Holzer, Rob Smythe; McGraw-Hill Ryerson, 2001
• Nelson Physics 11; Al Hirsch, David Martindale, Steve Bibla, Charles Stewart; Nelson Thomson Learning, 2001
• Physics: Concepts and Connections; Igor Nowikow, Brian Heimbecker, Lina Mockus-O'Brien; Irwin Publishing, 2001

Program Planning Considerations for Science:

Teachers who are planning a program in Science must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000. The areas of concern to all teachers that are outlined there include the following:

• types of secondary school courses
• education for exceptional students
• the role of technology in the curriculum
• English as a second language (ESL) and English literacy development (ELD)
• career education
• cooperative education and other workplace experiences
• health and safety

Considerations relating to the areas listed above that have particular relevance for program planning in Science are noted here.

Education for Exceptional Students. In planning courses in Science, teachers should take into account the needs of exceptional students as set out in their Individual Education Plan. All Science courses reflect the real world, which offers a vast array of opportunities for exceptional students. Students who use alternative techniques for communication may find a venue for their talents as they go about researching the nature of their world.

The Role of Technology in the Curriculum. Information technology is considered a learning tool that must be accessed by Science students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any environment.

English As a Second Language and English Literacy Development (ESL/ELD). This Science course can provide a wide range of options to address the needs of ESL/ELD students. Assessment and evaluation exercises will help ESL students in mastering the English language and all of its idiosyncrasies. In addition, since all occupations require employees with a wide range of English skills and abilities, many students will learn how the operation of their own physical world can contribute to their success in their social world.

Career Education. Science definitely helps prepare students for employment in a huge number of diverse areas. The skills, knowledge and creativity that students acquire through this course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity, solve problems, make connections between this Science course and the larger world, etc., would be an overall intention of this Science course, as it helps students prepare for success in their working lives.

Cooperative Education and Other Workplace Experiences. By applying the skills they have developed, students will readily connect their classroom learning to real-life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer-employee relationship. Teachers of Science should maintain links with community-based workers to ensure that students have access to hands-on experiences that will reinforce the knowledge they have gained in school.

Health and Safety. The Science program provides the reading and analytical skills for the student to be able to explore the variety of concepts relating to health and safety in the workplace. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students can read and understand the importance of issues relating to health and safety in the workplace.