SPH4U - Grade 12 Physics,

It is important that students have opportunities to learn in a variety of ways: individually and cooperatively;

independently and with teacher direction; through hands−on activities; and through the study of examples followed by practice;

all of which will be used throughout this course.

The expectations in this science course call for an active, experimental approach to learning, and require all students to participate regularly in laboratory activities. Laboratory activities can reinforce the learning of scientific concepts and promote the development of the skills of scientific investigation and communication. Where opportunity allows, students might be required, as part of their laboratory activities, to design and conduct research on a real scientific problem for which the results are unknown. Connections between science and technology and between science and the world beyond the school will be integrated into students’ learning of scientific concepts and skills. Where possible, concepts will be introduced in the context of real−world problems and issues. Students will also be provided with a variety of opportunities to broaden their understanding of scientific investigation. Many activities used in all the units are developing skills necessary for success in the final examination.

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.

The assessment will be based on the following processes that take place in the classroom:

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.

The evaluation of this course is based on the four Ministry of Education achievement categories of knowledge and understanding (25%), thinking (25%), communication (25%), and application (25%). 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:

• 80% 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.
• 20% 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 will consist of well−formulated multiple-choice questions. These will be evaluated using a checklist.

Lab simulation software

Various internet websites

It is important to ensure that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs. Accommodations (instructional, environmental or assessment) allow the student with special education needs access to the curriculum without changes to the course curriculum expectations.

Environmental education teaches students about how the planet’s physical and biological systems work, and how we can create a more sustainable future. Good curriculum design following the resource document. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.

USCA helps students to become environmentally responsible. The first goal is to promote learning about environmental issues and solutions. The second goal is to engage students in practicing and promoting environmental stewardship in their community. The third goal stresses the importance of the education system providing leadership by implementing and promoting responsible environmental practices so that all stakeholders become dedicated to living more sustainably. Environmental education teaches students about how the planet’s physical and biological systems work, and how we can create a more sustainable future.

USCA provides a number of strategies to address the needs of ESL/ELD students to accommodate the needs of students who require instruction in English as a second language or English literacy development. Our teacher considers it to be his or her responsibility to help students develop their ability to use the English language properly. Appropriate accommodations affecting the teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. School determines the student’s level of proficiency in the English Language upon registration. This information is communicated to the teacher of the course following the registration and the teacher then invokes a number of strategies and resources to support the student in the course.

Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices. 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 in a second language, would be an overall intention of this course, as it helps students prepare for success in their working lives.

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 should maintain links with community−based businesses to ensure that students have access to hands−on experiences that will reinforce the knowledge they have gained in school.

Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Students learn and achieve better in such environments. The safe and supportive social environment at UCSA is founded on healthy relationships between all people. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, bullyingƒharassing, or other inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members.

Critical thinking is the process of thinking about ideas or situations in order to understand them fully, identify their implications, make a judgement, and/or guide decision making. Critical thinking includes skills such as questioning, predicting, analysing, synthesizing, examining opinions, identifying values and issues, detecting bias, and distinguishing between alternatives. Students who are taught these skills become critical thinkers who can move beyond superficial conclusions to a deeper understanding of the issues they are examining. They are able to engage in an inquiry process in which they explore complex and multifaceted issues, and questions for which there may be no clear−cut answers.