Course Description
This course develops students’ understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion; different kinds of forces; energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyse the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment.
Course Code: SPH3U
Course Name: Physics Grade 11, University Preparation
Department: Science
Hours: 110
Credit Value: 1.0
Pre-requisites: Science, Grade 10, Academic
Curriculum Policy Documents:
The Ontario Curriculum, Science, The Ontario Curriculum, Grades 11 and 12, 2009 (Revised)”; “Growing Success Documents, 2010
Development Date: September 2015
Developed By: Kelda Wells
Teacher: Tyler Wiebe
Teacher: Lauren Dehens
Overall Curriculum Expectations
- Formulate relevant scientific questions about observed relationships, ideas, problems, or issues,
- Make informed predictions, and/or formulate educated hypotheses to focus inquiries or research
- Select appropriate instruments (e.g., probeware, calorimeters, pendulums, solenoids) and materials (e.g., drag sleds, electric bells, balls, ramps), and identify appropriate methods, techniques, and procedures, for each inquiry
- Identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately
- Apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory materials; and by using appropriate personal protection Performing and Recording
- Conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data
- Compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams
- Select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation Analysing and Interpreting
- Synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data; solve problems involving quantitative data; determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory;
- Identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error
- Analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias
- Draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge
- Communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)
- Use appropriate numeric (e.g., SI and imperial units), symbolic, and graphic modes of representation for qualitative and quantitative data (e.g., vector diagrams, free-body diagrams, algebraic equations)
- Express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places or significant figures
- Identify and describe a variety of careers related to the fields of science under study (e.g., theoretical physicist; communications, networks, and control systems professional; engineer; metallurgist) and the education and training necessary for these careers
- Describe the contributions of scientists, including Canadians (e.g., Richard E. Taylor, Leonard T. Bruton, Willard S. Boyle, Martha Salcudean, Harriet Brooks, Louis Slotin), to the fields under study.
Course Content
Unit | Unit Title | Time (hrs.) |
1 | Kinematics | 18 |
2 | Forces | 18 |
3 | Energy and Society | 18 |
4 | Waves and Sound | 18 |
5 | Electricity and Magnetism | 18 |
Laboratory Experiment | Laboratory Experiment and Formal Lab Report | 10 |
Lab Test | Lab Test | 5 |
Final Test | Final Test | 5 |
TOTAL | 110 |
Achievement Chart
The following table provides 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% | Insufficient achievement of curriculum expectations. A credit will not be granted. |
Evaluation Breakdown
Evaluation Type | Percentage of Final Grade |
Test 1 | 12% |
Test 2 | 12% |
Test 3 | 12% |
Test 4 | 12% |
Test 5 | 12% |
Laboratory Investigation and Formal Lab Report | 10% |
Lab Test | 5% |
Final Exam | 25% |
Program Planning Considerations
- Modelling of expectations
- Reference to and use of online ESL and subject-specific and dictionaries
- Concrete examples and materials whenever possible
- Use of a variety of learning resources including visual material and cues, , graphic organizers and visual
- Materials that reflect cultural diversity
- Pre-writing strategies
- Previewing course readings / texts
- Community Connections
- Environmental Perspective
- Simulation
- Problem Solving
- Surveys
- Co-operative Learning
- Inquiry-based learning
- Cross-curricular connections
- think critically about themselves and others in the world around them in order to promote fairness, healthy relationships, and active responsible citizenship.
- work to high standards, as it affirms the worth of all students, and helps students strengthen their sense of identity and develop a positive self-image.
- value and show respect for diversity.
- Developing a learning environment where all students feel safe
- Promotion of diversity and inclusivity in the classroom
- Getting students involved within their school community
- Making community connections
- Peer tutoring
- Role playing
- Group discussion
- Case Study analysis
- Making community connections
- Peer tutoring
- Role playing
- Group discussions
- Case study analysis
- Simulation
- Problem solving
- Cross-curricular connections
- Media connections
- Surveys and interviews
- Model ethical behavior
- Explore ethical standards
- Explore ethical concerns
- Inclusive practices
- Foster positive relationships with others
- Assist students in developing an understanding of ethical judgments
- Assist students in understanding confidentiality standards
- Community connections
- Simulation
- Problem Solving
- Inquiry-based learning
- Cross-curricular connections
- Issue-based analysis
- Critical literacy skills
- Setting financial goals
- Developing intra-personal skills
- Reading, interpreting, and analysing various texts, including diaries, letters, government legislation and policy documents, interviews, speeches, information from non-governmental organizations, news stories, and fiction and non-fiction books
- Extracting information
- Analysing various types of maps and digital representations, including charts, diagrams, pictures, etc.
- Using appropriate and correct terminology, including that related to the concepts of disciplinary thinking
- Making community connections
- Peer tutoring
- Role playing
- Group discussions
- Case study analysis
- Simulation
- Problem solving
- Cross-curricular connections
- Media connections
- Kinesthetic opportunities
- Foster use of proper terminology
- Inquiry and research skills
- Help students to develop a language for literacy, inquiry and numeracy skills
- Assist students with developing communication skills in areas of literacy, inquiry and numeracy
- Experiential Learning: Library visits, Guest Speaker, Role Playing, mock trials, writing anthology, author visits, writers reading, theatre workshops