Unit 1: Dynamics (24 hours)
Students will review concepts essential to their success in the course: scientific notation, significant digits, vector operations, and fundamental mathematical tools. Principles of kinematics and free body diagrams will also be reviewed and extended. By the end of the unit, students will demonstrate and understanding of the forces involved in uniform circular motion and motion in a plane. They will have investigated forces involved in these modes of motion and have solved related problems. They will analyse technological devices that apply the principles of dynamics of motion, with particular respect to the effect of g-forces on the human body.
Unit 2: Energy and Momentum (24 hours)
Students will demonstrate an understanding of work, energy, momentum. Drawing from Grade 10 concepts of the laws of conservation of energy, they will extend these ideas to conservation of momentum in one and two dimensions. Through computer simulation and other modes of inquiry they will investigate these phenomena and solve related problems. They will conduct analyses and propose improvements to technologies and procedures that apply principles related to energy and momentum, and assess the social and environmental impact of these.
Unit 3: Gravitational, Electric, and Magnetic Fields (28 hours)
Students will demonstrate an understanding of the concepts, properties, principles and laws related to gravitational, electric and magnetic fields, particularly with respect to their interactions with matter. They will investigate these phenomena graphically and through use of other electronic models. They will analyse the operation of technologies that use these fields, and discuss the social and environmental impact of these technologies.
Unit 4: The Wave Nature of Light (24 hours)
Building upon concepts developed during Grade 10, students will study light with particular respect to its wave nature. Properties of waves will be discussed in a general sense, and the principles of diffraction, refraction, interference and polarization will be investigated theoretically and through simulation. Technologies that make use of the knowledge of the wave nature of light, and their social and environmental impacts, will be discussed.
Course Review:Course Review, Summative Performance Task, Final Exam (12 hours)
In this final unit, students will review all the concepts taught to them in the course in preparation for the final exam. Included, will be a summative performance task where the student will find a working toy that uses two or more unit concepts learned to make the toy move or work. The student shall perform and compare theoretical and empirical calculations on their chosen toy and explain any differences in their calculations.
Unit Titles | Length | |
1: Dynamics | 24 hours | |
2: Energy and Momentum | 24 hours | |
3: Gravitational, Electric and Magnetic Fields | 28 hours | |
4: The Wave Nature of Light | 24 hours | |
5:Course Review, Summative Performance Task, Final Exam | 12 hours | |
Total | 110 hours | |
Resources required by the student:
· A scanner, smart phone camera, or similar device to digitize handwritten or hand-drawn work,
· A non-programmable, non-graphing, scientific calculator.
· Word processing software (e.g. Microsoft WordTM, Mac PagesTM, or equivalent)
· Microphone and audio recording software
Strategies for Assessment & Evaluation of Student Performance |
Types of Assessment
Assessmentsforandaslearning will have a diagnostic and formative purpose; their role is to check for students’ understanding. Assessments that serve this purpose will usually manifest themselves in the form of practice questions in the form of assignments and/or quizzes in class, teacher checking of homework, and conversations/discussions about progress. The purpose these quizzes serve is to encourage students to review daily and to alert students when there is a specific expectation they have not yet achieved. Quizzes and assignments are effective simply because they provide immediate feedback for the student.
Assessmentsoflearning have a summative purpose and are given at strategic instances- for example, after a critical body of information/set of overall or specific expectations has been covered. “This type of assessment collects evidence for evaluating the student’s achievement of the curriculum expectations and for reporting to students and parents/guardians” (Growing Success- assessment, evaluation, and reporting: improving student learning, pg. 1-ii). Assessments of learning consider product, observation, and conversation as sources of evidence.
Evidence of 'Assessment FOR' & 'Assessment AS' | Evidence of 'Assessment OF' | |
Class Discussions | Board Activities | Marked Assignments |
Seatwork | Diagnostic Quizzes | Project |
Worksheets | Independent Study | Unit Tests |
Textbook Practice Problems | Teacher-Led Review | Lab Quizzes |
Practice Test | Victual Lab | Exam |
Assessment and Evaluation Tools Used: | |
Rubrics | Checklists |
Marking Schemes | |
Sources of Evidence: | ||
Product | Conversation | Observation |
Final Mark Calculation
The evaluation for this course is based on the student's achievement of curriculum expectations, the demonstrated skills required for effective learning, and the Categories of the Achievement Chart. This chart is meant to assist teachers in planning instruction and learning activities for the achievement of the curriculum expectations. It is also used in designing assessment and evaluation tasks and tools and in providing feedback to students. 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. Final marks will be calculated 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.
Term Work: 70%Levels of Achievement:
Knowledge and Understanding: 25% Level 1: 50 - 59%
Thinking and Inquiry: 25% Level 2: 60 – 69%
Application: 25% Level 3: 70 – 79%
Communication: 25% Level 4: 80 - 100%
· 30% of the grade will be based on a final assessment task that occurs at or near the end of the course.
Final Summative Evaluation (Final Exam and Summative Performance Task): 30%
Knowledge and Understanding: 25%
Thinking and Inquiry: 25%
Application: 25%
Communication: 25%
Teaching & Learning Strategies
A variety of strategies are used to allow students many opportunities to attain the necessary skills for success in this course and at university. The teacher uses a variety of whole class, small group and individual activities to facilitate learning. The bulk of the teaching in SPH 4U is focused on the learning of physical concepts. Students will do things such as interactive examples and will aid each other in their understanding of the concepts. Students will use diagnostic quizzes, self feedback, reflection, peer reflecting, and many other techniques to check their understanding. The following mathematical processes will form the heart of the teaching and learning strategies used:
Dynamic teaching: Students will have access to materials and support from the teacher when needed. Dynamic examples will be used to help the students learn to expand their knowledge and connect examples to real life. Different types of activities will be used to help the students learn where they struggle and excel.
Communication: Teacher support will allow students to engage on a need basis and provide more individual support if needed. Student will be able to discuss their ideas and thoughts in a variety of methods such as virtual office hours, discussions board and many more example.
Reflection: A variety of tools such as exit cards, formative quizzes, and other activities will allow students to engage and self reflect on their skills and identify their own weakness and strength to further improve and adapt their knowledge in their math journey. Student will also engage in constant feedback between peers and teachers to be able to further enhance their skills thought free flowing conversation and interactive class examples.
Technology: The course utilizes a variety of many tools that will allow students to learn and develop technological prowess to solve example and problems through a variety of means. Student will learn how to use graphing software and utilize technology such as drop boxes and other mean to help prepare for the future. Further students will be able to engage in virtual labs to be able to simulate procedures that would have been done in real life classrooms.
Accessibility: Student will be able to engage the course at their own pace and be provided support by the teacher as they see fit. Students will be able to hand in materials and do online assessment based on their own convince.
Application: Student will do many different activities to connect the material learned to real life application to be able to better understand how these concepts will and are adapted to real life applications.
