Physics, Grade 12 (University Preparation)
SPH4U
Physics, Grade 12 (University Preparation)
Course Description
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 analyze, 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.
| Unit | Unit Title (Description) | Time |
|---|---|---|
| Unit 0 | Scientific Investigation Skills and Career Exploration | Integrated Throughout the course |
| Unit 1 | Dynamics | 28 hrs |
| Unit 2 | Energy and Momentum | 26 hrs |
| Unit 3 | Gravitational, Electric and Magnetic Fields | 28 hrs |
| Unit 4 | The Wave Nature of Light | 16 hrs |
| Unit 5 | Matter-Energy Interfaces | 12 hrs |
| Total Time | 110 hours |
Resources required by the student
Note: This course is entirely online and does not require or rely on any textbook. All recommended resources are intended to guide a student toward the items they may want to utilize throughout the course. It should be noted that failure to obtain the recommended items will not prevent a student from completing the course. Students are provided options at all assessment points and can complete the course without investing in speciality items.
- A scientific calculator (online or hand-held)
- A scanner, smart phone camera, or similar device to upload handwritten or hand-drawn work
Overall Curriculum Expectations
| A. Scientific Investigation Skills and Career Exploration | |
| 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 a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields. |
| B. Dynamics | |
| 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. |
| C. Energy and Momentum | |
| 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. |
| D. Gravitational, Electric and Magnetic Fields | |
| 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. |
| E. The Wave Nature of Light | |
| 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. |
| F. Revolutions in Modern Physics: Quantum Mechanics and Special Relativity | |
| F1 | 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; |
| 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. |
Teacher and Learning Strategies
Using a variety of instructional strategies, the teacher will provide numerous opportunities for students to develop skills of inquiry, problem solving, and communication as they investigate and learn fundamental concepts. The integration of various aspects of scientific knowledge will provide a powerful tool for reasoning and problem solving, and is reflected in a meaningful blend of both process and content.
| Activity Based Strategies | Technology and Media Based Applications | Cooperative Strategies |
| • Activity/Learning Centers • Carousel • Debate • Game • Oral Presentation • Panel Discussion • Rehearsal/Repetition/Pract ice • Retelling • Simulation • Survey | • Communication Applications • Computer-Assisted Instruction • Email Applications • Graphic Applications • Internet Technologies • Media Presentation • Media Production • Multimedia Applications • Spreadsheet Applications • Time-Management Applications | • Buddy System • Collaborative • Community Links • Conflict Resolution • Discussion • Interview • Jigsaw • Literature Circles • Peer Practice • Round table • Think/Pair/Share |
| Direct Instruction Strategies | Independent Learning Strategies | Inquiry Research Mode |
| • Activity/Learning Centers • Carousel • Debate • Game • Oral Presentation • Panel Discussion • Rehearsal/Repetition/Pract ice • Retelling • Simulation • Survey | • Communication Applications • Computer-Assisted Instruction • Email Applications • Graphic Applications • Internet Technologies • Media Presentation • Media Production • Multimedia Applications • Spreadsheet Applications • Time-Management Applications | • Buddy System • Collaborative • Community Links • Conflict Resolution • Discussion • Interview • Jigsaw • Literature Circles • Peer Practice • Round table • Think/Pair/Share |
| Thinking Skills Strategies | ||
| • Classifying • Concept Clarification • Estimating • Experimenting • Graphing • IDEAL Problem Solving • Lateral Thinking • Manipulatives | • Media Analysis • Model Making • Oral Explanation • Problem Posing • Problem Solving • Process Notes • Statistical Analysis • Mental Calculation | |
The Report Card
The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.
| 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% | Level R | Insufficient achievement of curriculum expectations. A credit will not be granted. |
Assessment, Evaluation and Reporting Strategies of Student Performance
There are three forms of assessment that will be used throughout this course.
Assessment for learning: Will occur before the introduction of a new concept to determine student readiness and to obtain information about student interests and student preferences.
Assessment as learning: Will occur frequently and in an ongoing manner during instruction, to enable students to monitor their own progress towards achieving their learning goals (self–assessment).
Assessment of learning: Will occur at or near the end of a period of learning, this summary is used to make judgments about the quality of student learning using established criteria, to assign a value to represent that quality and to communicate information about achievement to students and parents. Evidence of student achievement for evaluation is collected over time from three different sources–observations, conversations, and student products. Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning.
| Assessment for Learning | Assessment as Learning | Assessment of Learning | |
|---|---|---|---|
| Conversation | – Student teacher conferences – Small group discussions – Pair work – Peer-feedback | – Student teacher conferences – Small group discussions – Pair work – Debate – Oral pre-tests – Oral quizzes | – Student teacher conferences – Question and answer session – Oral tests |
| Observation | – Class discussions – Independent study in class – Self analysis – Peer Analysis | – Whole class discussions – Debate – Self analysis – Peer Analysis | – PowerPoint presentations – Performance tasks – Debate |
| Student Product | – Assignment – Quizzes – note book checks – Learning Logs (anecdotal) | – Quiz – Journals – Assignment – Rough drafts – Portfolios – Posters (rubric/scale) – Graphic organizers – Homework checks – Entrance tickets – Exit tickets | – Quiz – Assignment – Tests – Posters (rubric) – Exam – Essays |
A student’s final grade is reflective of their most recent and most consistent level of achievement. The balance of the weighting of the categories of the achievement chart throughout the course is:
| SUBJECT AREA | Knowledge | Inquiry/Thinking | Communication | Application |
|---|---|---|---|---|
| Science | 20 | 30 | 20 | 30 |
Final Mark Calculation
The Final Evaluation of the course accounts for 30% of the final grade recorded for the course. The Final Evaluation will take place at the end of the course, as a written component. This summative evaluation is based on assessment of achievement in all four categories of the Achievement Chart for English and of expectations from all units of the course.
| Student Product | |
|---|---|
| Term Work | 70% |
| Final Evaluation | 30% |
| Overall | 100% |
| Evaluation | Tests and Final Exam |
In addition to the final grade the report card also shows student achievement of learning skills and work habits throughout the course. These are not included in the calculation of the final grade for this course. The six areas are: Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation. The learning skills are evaluated using a four-point scale (E-Excellent, G-Good, S-Satisfactory, N-Needs Improvement). The separate evaluation and reporting of the learning skills in these six areas reflect their critical role in students’ achievement of the curriculum expectations. To the extent possible, the evaluation of learning skills, apart from any that may be included as part of a curriculum expectation in a course, should not be considered in the determination of percentage grades.
Students who enroll in Maple Ridge Academy courses are subject to the general policies of Maple Ridge Academy. When students enroll in an online course the following roles and responsibilities and expectations are also required.
| Evaluation Throughout the Semester | 70% | Final Evaluation | 30% |
|---|---|---|---|
| Tests (written), Assignments, Debates, Q&A Session, Reports, Presentations, Posters, Visual Thinking Networks, Performance Tasks, Student-Teacher Conferences | 70% | Final Written exam | 30% |
Students who enroll in Leslie Academy High School courses must follow the following expectations which are in addition to the Leslie Academy High School Student Code of Conduct:
Demonstrate honesty and integrity while engaged in online learning, including while in chat rooms, posting assignments and blogging. Profanity, sexist or racially motivated language or harassment will not be tolerated in any form of communication in Leslie Academy High School courses. The Principal will make the final decision on the consequences of any of these actions
Respect others’ work environments
Follow the Acceptable use of internet, social media and online learning platform policies
Students are expected to:
Complete and submit all assignments and assessments within 8 weeks of the enrolment date
Follow and adhere to the Acceptable Use Policy for Leslie Academy High School online learning platform
Attend an approved location, with an approved proctor, for the final exam
Present proof of identification, including a picture, when enrolling in the course, and at the final exam
Students must be aware that:
Activities online are not private to the student. The teacher will have access to all material placed online by individual students, and the teacher reserves the right to remove inappropriate content
Passwords should remain private and not shared with any individual
Any request for inappropriate personal information from you must be reported to the Principal IMMEDIATELY
Any attempt to access unauthorized content, impersonate another user, or destroy or delete data of another user may result in expulsion from the course.
Maple Ridge Academy will make it clear to the students and parents/guardians early in the school year that they are responsible for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher and in a form approved by the teacher. Students must understand that there will be consequences for not completing assignments for evaluation or for submitting those assignments late. Where in the teacher’s professional judgment it is appropriate to do so, a number of strategies will be used to encourage the student to modify his/her behavior. Some of these may include:
Asking the student to clarify the reason for not completing the assignment taking into consideration legitimate reasons for missed deadlines.
Helping students develop better time management skills. Maintaining ongoing communication with students and/or parents about due dates and late assignments, and scheduling conferences with parents if the problem persists.
Setting up a student contract
Reviewing the need for extra support for English Language learners.
Providing alternative assignments or tests/exams where, in the teacher’s professional judgment, it is reasonable and appropriate to do so.
Deducting marks for late assignments, up to and including the full value of the assignment.
Students and parent/guardians will be informed in a timely fashion via phone call, face to face conference, e-mail and if need be a formal letter about the importance of submitting assignments for evaluation when they are due and about the consequences for students who submit assignments late or fail to submit assignments. If the above measures have been put into place and the behavior of the student has not provided sufficient evidence, then 0 will be inserted as the mark for the missed assignment.
Plagiarism occurs when a student presents another person’s work as their own. At the beginning of each course, teachers will review careless plagiarism and dishonest plagiarism with the student. Teachers will use a variety of software and commercial search engines to detect material that has been plagiarized. Plagiarism includes:
Incorrectly paraphrased material
Lack of correct citation
Cutting and pasting from websites, articles, etc., with no intention of citing the work
Copying another student’s/ person’s work and presenting it as your work
Handing in portions of online essays
Having another person write your assignments, assessments and evaluations
Academic dishonesty is a breach of Leslie Academy High School policies on plagiarism and cheating. Any case of academic dishonesty will be reported to the School administration and one or more of the following consequences will be implemented:
The student’s parent/guardian will be informed
Student will receive zero on the assignment
Student will be given the opportunity to demonstrate expectations on an alternate assignment
Documentation of the incident will be placed in the student’s file
A task related to the ethics and morals of cheating and/or plagiarism will be assigned
Academic assistance will be made available
Student may be suspended/expelled from the course if more than one incident occurs
Program Planning Considerations
Planning lessons take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000.
The use of technology has given students access to additional and powerful resources. Students will use simulated lab equipment to perform quantitative and qualitative analysis in this course. Videos, self-quizzes, simulations and surveys will be used throughout the course to engage student learning. A discussion board will be established to highlight practical uses of physics and real-world examples of how physics enhances our daily lives.
Planning lessons adapt the instructional program in order to facilitate the success of these students in the virtual classroom. Appropriate adaptations include:
Use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks, pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages);
Use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity);
Use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers or cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).
During this course, the teacher will take into consideration the wide range of learning styles and needs of the students. Using Student Support Plans, universal design and differentiated instruction are strategies that the teacher will use to meet these specific needs. As per the Student Support Plan, accommodations provided may include: a formula sheet, prompts, copies of notes, process sheet and oral testing.
The knowledge and skills that students acquire in the sciences are useful in preparation for a variety of fields in post-secondary education. References are made throughout the course to applications in research, medicine, engineering, resource management, teaching and science. Students are made aware of these options and are encouraged to investigate areas of interest to them by attending the Ontario University Fair, Study and Go Abroad Fair, Ontario College Fair and university visits to the school. As appropriate, guest speakers will be invited into the class, or the school, to discuss career options related to the sciences. Students also have the opportunity to do a co-op placement in a related field.
Teachers will remind students of safe practices when completing experiments or on field trips that are suggested as part of this online course.
Resources
In addition to the lessons and activities found in this course, students are also referred to additional books, handouts, worksheets and websites. It is the students’ responsibility to keep track of any changes/updates on the course webpage, including calendar/homework/handouts etc. The course webpage can be accessed anytime by following the link that will be provided. In case of webpage accessibility issues the student must notify the teacher in order to get assistance. Textbook
Physics 12. Nelson Education Ltd., 2010 Internet Sources:
http://www.interactivephysics.com (A source of a variety of Physics simulations).
https://phet.colorado.edu/ (A source of a variety of Physics simulations).
http://www.disctronics.co.uk/dvd/dvdspecs/dvdphys.htm (Describes differences between CDs and DVDs)
http://atschool.eduweb.co.uk/rmext04/92andwed/pf_quant.html (Resource explaining oddities of quantum, particle and special relativity physics)
http://phys.educ.ksu.edu/vqm/html/doubleslit/index.html (Simulation of the interference of electrons or larger particles)
http://www-ed.fnal.gov/projects/labyrinth/games/index1.html (Games and simulations to demonstrate different concepts of quantum physics)
http://www.howstuffworks.com/relativity.htm (A resource describing special relativity)
http://www.elibrary.com (A site containing a wide variety of recent newspaper and magazine articles)