Lighthouse Academy Canada | Online High School | OSSD Credit Courses

COURSE OUTLINE OF SPH3U

Course Development: Lighthouse Academy Canada
Department: Mathematics, Physics and Computer Science
Teacher: Dr. A B M Shamsur Rahman, OCT
Course Development Date: Aug. 2020
Course Reviser: None
Course Revision Date: Not Applicable
Course Title: Physics, Grade 11, University Preparation
Course Code: SPH3U
Grade: 11
Course Type:  Academic
Credit Value: 1
Prerequisite: Science, Grade 10, Academic

Name of Ministry Curriculum Policy Document(s):

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.

Overall Expectations

  1. 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).
  2. Identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields.
  1. Analyse technologies that apply concepts related to kinematics, and assess the technologies’ social and environmental impact;
  2. Investigate, in qualitative and quantitative terms, uniform and non-uniform linear motion, and solve related problems;
  3. Demonstrate an understanding of uniform and non-uniform linear motion, in one and two dimensions.
  1. Analyse and propose improvements to technologies that apply concepts related to dynamics
    and Newton’s laws, and assess the technologies’ social and environmental impact;
  2. Investigate, in qualitative and quantitative terms, net force, acceleration, and mass, and solve
    related problems;
  3. Demonstrate an understanding of the relationship between changes in velocity and unbalanced forces in one dimension.
  1. Analyse technologies that apply principles of and concepts related to energy transformations, and assess the technologies’ social and environmental impact;
  2. Investigate energy transformations and the law of conservation of energy, and solve related problems;
  3. Demonstrate an understanding of work, efficiency, power, gravitational potential energy, kinetic energy, nuclear energy, and thermal energy and its transfer (heat).
  1. Analyse how mechanical waves and sound affect technology, structures, society, and the environment, and assess ways of reducing their negative effects;
  2. Investigate, in qualitative and quantitative terms, the properties of mechanical waves and sound,
    and solve related problems;
  3. Demonstrate an understanding of the properties of mechanical waves and sound and of the principles underlying their production, transmission, interaction, and reception.

Units: Titles and Hours

Unit

Titles and Descriptions

Hours

Unit 1

Kinematics

22

Unit 2

Forces

20

Unit 3

Energy and Society

20

Unit 4

Unit 5

Waves and Sound

Electricity and Magnetism

22

18

Review for final exam

Final Exam

6

2

Total

110

Learning Skills

The following learning skills will be taught and assessed throughout the course and will be shown on the report card. Students’ performance in these skill areas will not be included in the final numeric mark. It is important to remember, however, that the development and consistent practice of these skills will influence academic achievement. These skills include:

Responsibility

Initiative

Self-regulation

Collaboration

Independent Work

Organization

Teaching Strategies

Assessment and Evaluation Guidelines

Assessment and evaluation are based on the provincial expectations and levels of achievement outlined in the provincial curriculum document for each subject in secondary school. A wide range of assessment and evaluation opportunities allows students to demonstrate their learning in a variety of ways. This information provides the basis for reporting student grades on the Provincial Report Card. Achievement (reflected in a final mark) will be calculated using the following categories:

Knowledge/Understanding

Thinking/Inquiry

Application

Communication

25 %

25 %

25 %

25 %

The student’s grade for the term marks will be based on the most consistent achievement with emphasis on the most recent within each category.

Students will also receive descriptive feedback as part of the learning process which may not be assigned a mark.

Final Mark = 70% Term + 30% Final Evaluation

Achievement Level Chart

Grade Range (%)

Achievement Level

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.

70-79

Level 1

A passable level of achievement.  Achievement is below the provincial standard.

<50

Insufficient achievement, a credit will not be granted.

Considerations for Program Planning

In order to achieve the curriculum expectations, the program is planned to conduct a variety of activities considering the following but not limited to:

  • The teacher will provide with new learning based on the knowledge and skills that the students acquired in the previous years
  • The students will have opportunities to learn in a variety of ways such as individually, cooperatively, independently with the teacher’s direction through investigation involving kinds on experience and through practice examples.
  • The learning/teaching approaches and strategies will vary according to the learning goals and student’s needs in order to help students achieve the curriculum expectations.
  • The teacher will provide with the instructional and learning strategies best suited to the particular learning goal so that the students can learn concepts, acquire procedures and skills and apply the knowledge.
  • The students will learn the concepts in a variety of representations such as algebraic, graphical and in tabular form.
  • The students will also be engaged in learning the concepts, skills and applications by using different technologies such as graphing calculator, online graphing calculator etc.
  • The students will be provided with the opportunities to participate in the group discussion to share ideas and thinking in order to achieve a common goal of learning.
  • The teacher will provide with interesting examples and explanations to enhance the student’s interest in learning Mathematics and to apply the knowledge in various fields.
  • The teacher will encourage students to explore alternate solutions in order to help students become successful problem solvers and develop confidence.
  • The teacher will incorporate appropriate adaptations in instructions and assessments to facilitate the success of English language learners such as using more visual materials, using simple English, offering extra instruction time, granting extra time for assessments etc.

Accommodations

Accommodations will be based on meeting with parent, teachers, administration and external educational assessment report. The following three types of accommodations may be provided:

  • Instructional accommodations: such as changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia.
  • Environmental accommodations: such as preferential seating or special lighting.
  • Assessment accommodations: such as allowing additional time to complete tests or assignments or permitting oral responses to test questions.

Other examples of modifications and aids, which may be used in this course, are:

  • Provide step-by-step instructions.
  • Help students create organizers for planning writing tasks.
  • Record key words on the board or overhead when students are expected to make their own notes.
  • Allow students to report verbally to a scribe (teacher/ student) who can help in note taking.
  • Permit students a range of options for reading and writing tasks.
  • Where an activity requires reading, provide it in advance.
  • Provide opportunities for enrichment.

Teaching/Learning Resources

Teaching/Learning Materials

Scientific Calculator, Pen Pencil, Graph paper, White Paper, LMS, Desmos graphic calculator, Video Conferencing Tool etc.

Additional Information

Behavior

Every student is expected to respect other students’ right to a safe and supportive learning environment. Students are expected to behave in a considerate and reasonable manner at all times. A “zero tolerance” policy with respect to bullying, threatening, harassment, abusive language, spam, disruptive behavior and lack of respect is in effect and misbehavior may result in your removal from the course.

Academic Integrity

Students are expected to submit original work. Students who seek to attain academic advantage or help someone else obtain such advantage through cheating will receive a grade of zero. Any assignments submitted that are not original will receive a mark of zero. Students who persist in submitting un-cited or improperly cited assignments may be suspended or withdrawn from the course