COURSE OUTLINE OF SPH4U
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 12, University Preparation
Course Code: SPH4U
Course Type: University Preparation
Credit Value: 1
Prerequisite: Physics, Grade 11, University Preparation (SPH3U)
Name of Ministry Curriculum Policy Document(s):
This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion, and will investigate 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 of technological applications of physics on society and the environment.
- 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).
- Identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.
- Analyse technological devices that apply the principles of the dynamics of motion, and assess the technologies’ social and environmental impact;
- 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.
- 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;
- 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;
- Demonstrate an understanding of work, energy, momentum, and the laws of conservation of energy and conservation of momentum, in one and two dimensions.
- Analyse the operation of technologies that use gravitational, electric, or magnetic fields, and assess the technologies’ social and environmental impact;
- Investigate, in qualitative and quantitative terms, gravitational, electric, and magnetic fields, and solve related problems;
- Demonstrate an understanding of the concepts, properties, principles, and laws related to gravitational, electric, and magnetic fields and their interactions with matter.
- Analyse technologies that use the wave nature of light, and assess their impact on society and the environment;
- Investigate, in qualitative and quantitative terms, the properties of waves and light, and solve related problems;
- Demonstrate an understanding of the properties of waves and light in relation to diffraction, refraction, interference, and polarization.
- Analyse, with reference to quantum mechanics and relativity, how the introduction of new conceptual models and theories can influence and/or change scientific thought and lead to the development of new technologies;
- Investigate special relativity and quantum mechanics, and solve related problems;
- Demonstrate an understanding of the evidence that supports the basic concepts of quantum mechanics and Einstein’s theory of special relativity.
Units: Titles and Hours
Titles and Descriptions
Forces and Motion: Dynamics
Energy and Momentum
Electric, Gravitational and Magnetic Field
The Wave Nature of Light
Revolutions in Modern Physics
Review for final exam
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:
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:
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 (%)
A very high to outstanding level of achievement. Achievement is above the provincial standard.
A high level of achievement. Achievement is at the provincial standard.
A moderate level of achievement. Achievement is below, but approaching the provincial standard.
A passable level of achievement. Achievement is below the provincial standard.
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 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.
Scientific Calculator, Pen Pencil, Graph paper, White Paper, LMS, Desmos graphic calculator, Video Conferencing Tool etc.
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.
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