Physics
Grade 12, University Preparation (SPH4U)

Course Title: SPH4U, Grade 11, University Preparation (SPH4U)

Course Name: Physics

Course Code: SPH4U

Grade: 12

CourseType: University Preparation

CreditValue: 1.0

Prerequisite: Physics Grade 11 University Preparation,SPH3U

Curriculum Policy Document: Science, The Ontario Curriculum,

Grades 11 and 12, 2008 (Revised)

Course Developer: USCA Academy

Course Reviser: Petra Holub

Development Date: June 2019

Most Recent Revision Date: May 2020

Course Description
 
Thiscourseenablesstudentstodeepentheirunderstandingofphysicsconceptsandtheories.Studentswill continuetheirexplorationofenergytransformationsandtheforcesthataffectmotion,andwillinvestigate electrical, gravitational, and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyse, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact oftechnological applications of physics on society and theenvironment.

Overall Curriculum Expectations

Throughout this course, students will:

A1 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);

A2 identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

By the end of this course, students will:

B1 analyse technological devices that apply the principles of the dynamics of motion, and assess the technologies’ social and environmental impact;

B2 investigate, in qualitative and quantitative terms, forces involved in uniform circular motion and motion in a plane, and solve related problems;

B3 demonstrate an understanding of the forces involved in uniform circular motion and motion in a plane.

By the end of this course, students will:

C1 analyse, and propose ways to improve, technologies or procedures that apply principles related to energy and momentum, and assess the social and environmental impact of these technologies or procedures;

C2. investigate, in qualitative and quantitative terms, through laboratory inquiry or computer simulation, the relationship between the laws of conservation of energy and conservation of momentum, and solve related problems;

C3. demonstrate an understanding of work, energy, momentum, and the laws of conservation of energy and conservation of momentum, in one and two dimensions.

By the end of this course, students will:

D1. analyse the operation of technologies that use gravitational, electric, or magnetic fields, and assess the technologies’ social and environmental impact;

D2. investigate, in qualitative and quantitative terms, gravitational, electric, and magnetic fields, and solve related problems;

D3. demonstrate an understanding of the concepts, properties, principles, and laws related to gravitational, electric, and magnetic fields and their interactions with matter.

By the end of this course, students will:

E1 analyse technologies that use the wave nature of light, and assess their impact on society and the environment;

E2. investigate, in qualitative and quantitative terms, the properties of waves and light, and solve related problems;

E3. demonstrate an understanding of the properties of waves and light in relation to diffraction, refraction, interference, and polarization.

By the end of this course, students will:

F1 analyse, with reference to quantum mechanics and relativity, how the introduction of new conceptual models and theories can influence and Æ’or change scientific thought and lead to the development of new technologies;

F2. investigate special relativity and quantum mechanics, and solve related problems;

F3. demonstrate an understanding of the evidence that supports the basic concepts of quantum mechanics and Einstein’s theory of special relativity.

Outline of Course Content

Unit Titles and Descriptions Time and Sequence
Unit 1 Forces, Motion, Work and Energy

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.

24 hours
Unit 2 Energy and Momentum

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.

22 hours
Unit 3 Electric, Gravitational and Magnetic Fields

By the end of this unit, 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.

20 hours
Unit 4 The Wave Nature of Light

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.

20 hours
Unit 5 Revolutions in Modern Physics: Quantum Mechanics and Special Relativity

In this unit, some of the most exciting and counterintuitive concepts in physics, including Einstein’s ideas about relativity, photoelectric effect, and particle physics, will be examined. Quantum mechanics and special relativity will be investigated mathematically and related problems will be solved. In light of the revolutionary ideas studied in this unit, students will discuss how the introduction of new conceptual models can influence and change scientific thought, and lead to the development of new technologies.

21 hours
Final Evaluation

The final assessment task is a three-hour exam worth 20% of the student’s final mark.

3 hours
Total 110 hours

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 FOR Learning Assessment AS Learning Assessment OF Learning

During this process the teacher seeks information from the students in order to decide where the learners are and where they need to go.

During this process the teacher fosters the capacity of the students and establishes individual goals for success with each one of them.

During this process the teacher reports student’s results in accordance to established criteria to inform how well students are learning.

Conversation Conversation Conversation
Classroom discussion Self-evaluation Peer assessment Classroom discussion Small group discussion Presentations of research Debates
Observation Observation Observation
Drama workshops (taking direction) Steps in problem solving Group discussions Presentations Group Presentations
Student Products Student Products Student Products
Reflection journals (to be kept throughout the duration of the course)
Check Lists
Success Criteria
Practice sheets
Socrative quizzes
Projects
Poster presentations Tests
In Class Presentations

Tools of varying complexity are used by the teacher to facilitate this. For the more complex evaluations, the criteria are incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.

anecdotal tests
quizzes culminating activities including:
Labs/performance tasks − labs/performance tasks
presentations − research reports
research − presentations
labs − portfolios

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.
Unit Number Description Evaluation Weight KICA
Unit 1 Strand 1: Scientific investigation skills and career exploration

Strand 2: Forces, Work and Energy
Quiz 3%
Assignment 5%
Test 6%

Total 14%
25Æ’25Æ’25Æ’25
Unit 2 Strand 1: Scientific investigation skills and career exploration

Strand 3: Energy and Momentum
Quiz 3%
Assignment 5%
Test 6%

Total 14%
25Æ’25Æ’25Æ’25
Unit 3 Strand 1: Scientific investigation skills and career exploration

Strand 4: Electric, Gravitational and Magnetic Fields
Quiz 3%
Assignment 5%
Test 6%

Total 14%
25Æ’25Æ’25Æ’25
Unit 4 Strand 1: Scientific investigation skills and career exploration

Strand 5: The Wave Nature of Light
Quiz 3%
Assignment 5%
Test 6%

Total 14%
25Æ’25Æ’25Æ’25
Unit 5 Strand 1: Scientific investigation skills and career exploration

Strand 6: Revolutions in Modern Physics: Quantum Mechanics and Special Relativity
Quiz 3%
Assignment 5%
Test 6%

Total 14%
25Æ’25Æ’25Æ’25
Culminating activity 10% 25Æ’25Æ’25Æ’25
Final Exam 20% 25Æ’25Æ’25Æ’25
Total 100%
The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement charts and will be 70% of the overall grade for the course; the Final evaluations will be 30% of the overall grade, incorporating a student/teacher conference and final exam.
Percentage of the Mark Categories of Mark Breakdown
70% Assignments (25%)
Tests (30%)
Labs and Quiz (15%)
30% Culminating Activity (5%) and In Class discussion and presentations (Observations and Conversation (5%)
Final Exam (20%)

Main Resources: Textbook

Nelson Physics 12 University Preparation © 2012

Lab simulation software

Various internet websites

For the teachers who are planning a program in Science Education take into account several important areas. The areas of concern to all teachers that are outlined in the policy document of Ontario Ministry of Education, include the following:

  • teaching approaches
  • types of secondary school courses education for exceptional students
  • the role of technology in the curriculum
  • English as a second language (ESL) and English literacy development (ELD) career education
  • cooperative education and other workplace experiences health and safety in mathematics

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, bullyingÆ’harassing, 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.

The school library program in USCA can help build and transform  students' knowledge in order to support lifelong learning in our information− and knowledge−based  society. The school library program of these schools supports student success across the curriculum by  encouraging students to read widely, teaching them to examine and read many forms of text for  understanding and enjoyment, and helping them improve their research skills and effectively use  information gathered through research. USCA teachers assist students in accessing a variety of online  resources and collections (e.g., professional articles, image galleries, videos, databases). Teachers at USCA  will also guide students through the concept of ownership of work and the importance of copyright in all  forms of media.

Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all Virtual High School students when the situation is appropriate within their online course. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other course or any business environment. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.

USCA provides varied opportunities for students to learn about ethical issues and to explore the role of ethics in both public and personal decision making. During the inquiry process, students may need to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, developments, and events. Teachers may need to help students in determining appropriate factors to consider when making such judgements. In addition, it is crucial that USCA teachers provide support and supervision to students throughout the inquiry process, ensuring that students engaged in an inquiry are aware of potential ethical concerns and address them in acceptable ways. Teachers will ensure that they thoroughly address the issue of plagiarism with students. In a digital world in which there is easy access to abundant information, it is very easy to copy the words of others and present them as one's own. Students need to be reminded, even at the secondary level, of the ethical issues surrounding plagiarism, and the consequences of plagiarism should be clearly discussed before students engage in an inquiry. It is important to discuss not only dishonest plagiarism but also more negligent plagiarism instances.


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