Project Description

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

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

This course will include a variety of instructional strategies to help students become independent, strategic and successful learners.  The key to student success is effective, accessible instruction in order to empower students to become lifelong learners. Students will be required to identify the main concepts and skills of the course, consider the context in which they will apply their learning and work toward meeting the stated learning goals.
During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning. It is the student's responsibility to make the most of each learning opportunity provided and grow in their understanding and application of learning skills and strategies that will ensure success in this course and in life beyond.
In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations.  The teacher will adapt the instructional program in order to facilitate the success of these students in their classes.
Appropriate adaptations and strategies for this course will include:
  • 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
When at all possible, this course will include opportunities to integrate environmental education into the material studied, encouraging the students to explore a range of environmental concerns using issue-based analysis and some of the following strategies:
  • Community Connections
  • Environmental Perspective
  • Simulation
  • Problem Solving
  • Surveys
  • Co-operative Learning
  • Inquiry-based learning
  • Cross-curricular connections
When appropriate, the students will have opportunities to analyse the environmental impact of the concepts being studied, such as the impact of Canadian and international political policies, Canadian and international laws, cultural and social differences, human rights legislation and the protection and stewardship of the Earth.
Every student is entitled to learn in a safe, respectful and caring environment, free from violence, discrimination and harassment. Antidiscrimination education encourages all students to:
  • 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.
The course content will use the following strategies to help create a healthy learning environment for all students.
  • 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
Classes taught within the Ontario curriculum seek to create an atmosphere of equity and inclusion based on respecting diversity, promoting inclusive education, and identifying and eliminating discriminatory biases, systemic barriers, and power dynamics that limit the ability of students to learn, grow, and contribute to society.
The Ontario curriculum entrusts educators to create an environment based on the principles of inclusive education, where all students, parents, caregivers, and other members of the school community – regardless of ancestry, culture, ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation, socio-economic status, or other similar factors – are welcomed, included, treated fairly, and respected.
During this course, the teacher will give students a variety of opportunities to learn about diversity and diverse perspectives.
Teachers provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in decision making.  The teacher will support and encourage students to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, advancements, and global events.
During this course the teacher will provide support and oversight to students throughout the inquiry process, ensuring that students engaged in inquiry-based activities are aware of potential ethical concerns and address them in a respectful manner. If students are conducting surveys and/or interviews, teachers will supervise student activities to ensure that they respect the dignity, privacy, and confidentiality of their participants.
The teacher will thoroughly address the issue of plagiarism with students.  Students will be reminded of the ethical issues surrounding plagiarism, and the consequences of plagiarism will be clearly discussed before students engage in an inquiry.
The following strategies will be used to develop students’ understanding of ethics:
  • 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
There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy. Financial literacy education can provide the preparation Ontario students need to make informed decisions and choices in a complex and fast-changing financial world.
Because making informed decisions about economic and financial matters has become an increasingly complex undertaking in the modern world, where appropriate, the teacher will give students the opportunity to build knowledge and skills through a variety of activities in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial issues. Students will come to understand the social, environmental, and ethical implications of their own choices as consumers.
Strategies that will be used will include:
  • Community connections
  • Simulation
  • Problem Solving
  • Inquiry-based learning
  • Cross-curricular connections
  • Issue-based analysis
  • Critical literacy skills
  • Setting financial goals
  • Developing intra-personal skills
Literacy involves a range of critical-thinking skills and is essential for cross-curricular learning. It is the responsibility of all of our teachers to explicitly teach literacy and inquiry skills. Literacy, mathematical literacy, and inquiry/research skills are critical to students’ success in all subjects of the curriculum and in all areas of their lives.  Students will be exposed to literacy skills relating to oral, written, and visual communication.  The following skills will be developed in this course:
  • 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
Central to successful education is the focus on experiential learning.  Planned learning experiences in the community, including job shadowing and job twinning, field trips, work experience, hands-on experiences and cooperative education, will provide our students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathways through secondary school and make postsecondary plans.  Planned learning experiences in this course will include:
  • Experiential Learning: Library visits, Guest Speaker, Role Playing, mock trials, writing anthology, author visits, writers reading, theatre workshops
As part of every course, students must be made aware that health and safety in the classroom are the responsibility of all participants – at home, at school, and in the workplace. Teachers will model safe practices at all times and communicate safety requirements to students.  Health and safety issues not usually associated with a particular course may be important when the learning involves field trips and field studies. Teachers will preview and plan these activities carefully to ensure students’ health and safety.
Although Sophio Academy does not have an official school library, students are encouraged to use e-books, local libraries, and archives to develop important research and inquiry skills.
Sophio Academy maintains and expects a high standard of academic honesty from all of its students as a vital and essential part of their character growth, academic practice and in preparation for their post-secondary studies. Students are expected to properly reference and cite the work of others in their course work and assignments using the proper recognized MLA formatting. As plagiarism is a serious offence that can have significant consequences, Sophio Academy is committed to instilling the values of honesty and hard work within our students which involves the proper acknowledgement of other's ideas and work.