Physics, Grade 11，SPH3U

Strand 1: Scientific Investigation Skills and Career Exploration

Overall Expectations:

By the end of this course, students will be able to

· Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

· Identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

Strand 2:Kinematics

Overall Expectations:

By the end of this course, students will be able to

· Analyse technologies that apply concepts related to kinematics, and assess the technologies’ social and environmental impact;

· Investigate, in qualitative and quantitative terms, uniform and non-uniform linear motion, and solve related problems;

· Demonstrate an understanding of uniform and non-uniform linear motion, in one and two dimensions.

Strand 3: Forces

Overall Expectations:

By the end of this course, students will be able to

· Analyse and propose improvements to technologies that apply concepts related to dynamics and Newton’s laws, and assess the technologies’ social and environmental impact;

· Investigate, in qualitative and quantitative terms, net force, acceleration, and mass, and solve related problems;

· Demonstrate an understanding of the relationship between changes in velocity and unbalanced forces in one dimension.

Strand 4: Energy and Society

Overall Expectations:

By the end of this course, students will be able to:

· Analyse technologies that apply principles of and concepts related to energy transformations, and assess the technologies’ social and environmental impact;

· Investigate energy transformations and the law of conservation of energy, and solve related problems;

· Demonstrate an understanding of work, efficiency, power, gravitational potential energy, kinetic energy, nuclear energy, and thermal energy and its transfer (heat).

Strand 5: Waves and Sound

Overall Expectations:

By the end of this course, students will be able to:

· Analyse how mechanical waves and sound affect technology, structures, society, and the environment, and assess ways of reducing their negative effects;

· Investigate, in qualitative and quantitative terms, the properties of mechanical waves and sound, and solve related problems;

· Demonstrate an understanding of the properties of mechanical waves and sound and of the principles underlying their production, transmission, interaction, and reception.

Strand 6:Electricity and Magnetism

Overall Expectations:

By the end of this course, students will be able to:

· Analyse the social, economic, and environmental impact of electrical energy production and technologies related to electromagnetism, and propose ways to improve the sustainability of electrical energy production;

· Investigate, in qualitative and quantitative terms, magnetic fields and electric circuits, and solve related problems;

· Demonstrate an understanding of the properties of magnetic fields, the principles of current and electron flow, and the operation of selected technologies that use these properties and principles to produce and transmit electrical energy.

Unit 1:Kinematics (22 hours)

In this unit, you will be introduced to kinematics – the how of motion. You will first explore equations and graphs used to analyze both uniform motion and uniform acceleration. Motion in two dimensions will be introduced as well as projectile motion. Throughout the unit, you will be provided with examples and practice questions, and you will participate in interactive simulations and discussions with classmates. You will also complete a hands-on investigation, simulated investigations, quizzes, and research assignments. The unit ends with a student designed investigation of the acceleration of gravity, and the completion of a unit test.

Unit 2: Forces (22 hours)

In this unit, you will be introduced to dynamics – the whyand how come of motion. You will first explore forces and free body diagrams. Newton's laws will be introduced as well as frictional force. Gravity forces will be explained as a result of Universal Gravitation. Throughout the unit, you will be provided with examples and practice questions, and you will participate in interactive simulations and discussions with classmates. You will also complete a hands-on investigation, simulated investigations, quizzes, and research assignments. The unit ends with a student created presentation of the social and environmental implications of transportation technology, and the completion of a unit test.

Unit 3: Energy and Society (22 hours)

In this unit, you will demonstrate an understanding of work, energy. Drawing from Grade 10 concepts of the laws of conservation of energy, you will extend these ideas to conservation of momentum in one and two dimensions. Through computer simulation and other modes of inquiry you will investigate these phenomena and solve related problems. You 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 4:Electricity and Magnetism (24 hours)

In this unit, you will learn about electricity and magnetism, and how they are related to one another. The unit begins with a look at the movement of electrons through different types of circuits and the energy gains and losses they experience along their paths. You will then explore magnetic fields created by permanent magnets and by current–carrying conductors, and learn about their functions in the DC motor. Throughout the unit, you will complete computer simulated investigations into electricity and electromagnetism, creating your own circuits and analyzing others. Near the end, you will perform hands-on work with a motor, or a model of a motor. Finally, you will apply what you have learned to assess the effects of electric and electromagnetic technologies on society and the environment and complete a unit test.

Unit 5: Waves and Sound (10 hours)

In this unit, you will be introduced to waves and sound; sound is a special kind of mechanical wave. You will investigate longitudinal and transverse types of mechanical waves and you will briefly look at other types of waves. You will also explore the uses of sound in technology and biological systems. Throughout the unit, you will be provided with examples and practice questions, and you will participate in interactive simulations and discussions with classmates. Hands-on activities, simulated investigations, quizzes, and research assignments will form the basis of the unit's evaluation and assessment, and the unit will conclude with a written unit test.

The following teaching/learning strategies from the Checklist for Teaching/Learning Strategies from, the Ministry of Education’s “Ontario Curriculum Unit Planner: Teaching/Learning Companion” will be practiced in the classroom/encouraged to adopt.

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

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). Assessmentsof learning consider product, observation, and conversation as sources of evidence.

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 theCategoriesof 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: 30% Level 1: 50 - 59%

Thinking and Inquiry: 20% Level 2: 60 – 69%

Application: 30% Level 3: 70 – 79%

Communication: 20% 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. In the case of this course, this final assessment task will take the form of a proctoredtwo-hour final examination and a summative inquiry activity. The exam is worth 20% and an summative inquiry worth 10% of the student's final mark for a total of 30%.

Final Summative Evaluation (Final Exam and Summative Inquiry Activity): 30%

Knowledge and Understanding: 30%

Thinking and Inquiry: 20%

Application: 30%

Communication: 20%

· Pencil

· Pen

· Eraser

· Ruler

· Line Paper

· Graph paper

· Scientific calculator

Textbook Used:Nelson Physics 11 University Preparation,Nelson Education Ltd, 2011.

Other Resources:

· Growing Success: Assessment, Evaluation and Reporting in Ontario Schools

· The Ontario Curriculum,Science, Grades 11 and 12, 2008

Various websites appropriate to the topic