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COURSE OUTLINE

Course Title: Physics
Course Code: SPH4C
Grade: 12
Course Type: College Preparation
Credit Value: 1
Prerequisite: SNC2D
Curriculum Policy Document: Science, The Ontario Curriculum, Grades 11 and 12, 2000
Department: Science
Course Developer: Mrs. Felicia Palage
Development Date: November 2003
Course Revised by: -
Revision Date: -

Course Description:

This course develops students' understanding of the basic concepts of physics. Students will explore these concepts as they relate to mechanical, electrical, fluid (hydraulic and pneumatic), and communications systems, as well as to the operation of commonly used tools and equipment. They will develop scientific-inquiry skills as they verify accepted laws of physics and solve both assigned problems and those emerging from their investigations. Students will also consider the impact of technological applications of physics on society and the environment.

Unit	Titles and Descriptions	Time and Sequence
Unit 1	Mechanical Systems This unit begins with a focus on measurement and the importance of making these measurements as accurate and reproducible as possible including the role of significant digits and converting between imperial and metric measurement units. Forces and Newton’s laws form the bulk of the new learning in this unit. In order to analyze forces and their effects on objects we use two types of force diagrams which are practiced. The unit concludes with a variety of force problems.	15 hours
Unit 2	Simple Machines Simple machines can be divided into two families that have the same characteristics: the lever family of machines and the inclined family of machines. Both the lever and inclined families of simple machines are investigated. Next student swill introduced to the concept of torque and torque problems which will lead into a study of mechanical advantage.	15 hours
Unit 3	Electricity Although electricity has been studied before in Science course, the focus here is to consolidate that learning and then move on. Topics include structure of electricity, circuits, fields, potential difference, evaluating costs of electricity, determining power needs and the application of Kirchhoff’s Law.	16 hours
Unit 4	Electronics Students will develop an understanding of digital versus analog and then will look intensively at components. The unit concludes with a detailed understanding od how compact discs work.	16 hours
Unit 5	Hydraulic and Pneumatic Systems Several topics form our study here including fluid concepts, static pressure heads, Pascal’s Principle, Bernoulli’s Principle and fluid systems.	20 hours
Unit 6	Energy Transformations In this unit students explore both kinetic and potential energy. Several kinds of energy are examined in detail including alternative sources as well as the transmission and transformation of energy.	15 hours
Unit 7	Communications Three significant topics form this unit: wave properties, reflection and refraction and interference.	21 hours
Final Evaluation	The final assessment task will be a 2 hour proctored final exam worth 30% of the student’s final mark in the course.	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
Multiple Choice Quizzes	Diagnostic	Self	Marking Scheme
Discussion board posting	Assessment	Self/teacher	Rating scale
Computer Assisted Instruction	Assessment	Self	Marking Scheme
Simulation	Assessment	Self	Checklist
Mathematical Problem Solving	Assessment	Self	Rubric
Discussion board posting / internet research	Assessment	Self/teacher	Rating scale
Discussion board posting / role playing	Assessment	Self/teacher	Rating scale
Guided Writing	Evaluation	Teacher	Checklist
Spreadsheet Applications	Evaluation	Teacher	Checklist
Comparison Report	Evaluation	Teacher	Marking Scheme
Case Study Report	Evaluation	Teacher	Checklist
Unit Tests	Evaluation	Teacher	Marking scheme
Guided Writing	Evaluation	Teacher	Checklist
Database Application	Evaluation	Teacher	Checklist
Accounting Simulations	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 - SPH4C

Mechanical Systems
Overall Expectations
PMS.01	describe and apply concepts related to forces,Newton’s laws of motion, static and kinetic friction, simple machines, torques, and mechanical advantage;
PMS.02	design and carry out experiments to investigate forces, coefficients of friction, and the operation of simple machines;
PMS.03	identify and analyse applications of applied forces, friction, and simple machines in real-world machines and in the human body.
Electricity and Electronics
Overall Expectations
PEE.01	demonstrate an understanding of common applications of electrical and electronic circuits, and the function and configuration of the components used;
PEE.02	construct, analyse, and troubleshoot simple electrical circuits by using schematic diagrams and appropriate electrical tools and measuring equipment, and by examining familiar electrical devices;
PEE.03	investigate the development and application of electrical technologies and their impact on local and global economies and the environment.
Hydraulic and Pneumatic Systems
Overall Expectations
PHN.01	demonstrate an understanding of the scientific principles related to fluid statics and dynamics, and to hydraulic and pneumatic systems;
PHN.02	design and carry out investigations of fluid statics and dynamics, and of simple hydraulic and pneumatic systems;
PHN.03	analyse and describe the social and economic consequences of the development of technological applications related to the motion and control of fluids.
Communications Technology
Overall Expectations
PCT.01	demonstrate an understanding of the scientific principles and technological applications involved in the design, development, and operation of communications systems;
PCT.02	design and carry out experiments to investigate and illustrate the fundamental operating principles and basic components of communications systems;
PCT.03	identify and describe Canadian contributions to communications technology, and demonstrate awareness of the wide-ranging and ever-growing infuence of communications technology on the global community.
Energy Transformations
Overall Expectations
PET.01	demonstrate an understanding of forms of energy, energy sources, energy transformations, energy losses, and efficiency, and the operation of common energy-transforming devices;
PET.02	construct or investigate devices that involve energy sources, energy transformations, and energy losses, and assess their efficiency;
PET.03	analyse and describe the operation of various technologies based on energy transfers and transformations, and evaluate the potential of energy-transformation technologies that use sources of renewable energy.

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:

• sph4c online course of study
• animations
• visuals
• videos
• various internet websites

Reference Materials:

• Nelson Physics 12, College Preparation; Alan J. Hirsch; Thomson Nelson, 2003

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.

Final Assessment Tasks:

By curriculum policy, the final summative evaluation of the course accounts for 30% of the final grade of the course. This summative evaluation is based on an assessment of achievement in all four categories of the Achievement Chart for Science and of expectations from all units of the course. The Final Examination, which includes well-formulated multiple-choice questions as well as essay questions. Skills of analysis and application are tested as well as Knowledge from all strands of the course. An extended response question exploring the broader themes of the course can be used to assess skills for Making Connections. A Research Project allows students to apply knowledge and skills gained throughout this course. Inquiry and Communications Skills are assessed.

Accommodations:

Students with special needs, whether identified formally or not, need additional supports to succeed in this course. For each identified student, teachers will be familiar with the Individual Education Plan (IEP) about specific accommodations designed to compensate for specific disabilities. The following are examples of accommodations which may exist or be put in place in the online courses for students with special needs:

• Procedures for peers to communicate online with each other when working in small groups;
• Clear directions for assignments with sample calculations and specific skill instructions;
• Guidance through the provision of samples of data charts into which they record information;
• Provision of pop-up definitions throughout the text when students are expected to make their own notes;
• Provisions for the students to use electronic means to create assignments, with spell-check, etc.
• Provision of a wide range of options for reporting work to utilize student strengths, ie. drawings, diagrams, flow charts, concept maps, etc.;
• Provision of extended timelines for assessments to give students more time to put their thoughts into words;
• Provision of extended time to do readings or provision of alternate selections at different reading levels;
• Allowance for ESL/ELD students to keep a science dictionary of terms using pictures and first language words;
• Permission to the use of a translation dictionary on assessments;
• Provision of additional time on assessments for dictionary use and processing language;
• Advanced notice when significant written work is required.

Computer Technology:

The course encourages the students to use a wide variety of software tools to record and display information, including word-processing, spreadsheets, graphics, concept maps, diagrams in place of written reports of investigations databases, and presentation programs.

The online course itself makes use of simulations to substitute for experiences that would not otherwise be feasible. These simulations are not used to replace direct experiences that are safe, ethical and available.