top of page
SPH3U, Grade 11, Physics

SPH3U, Grade 11, Physics

C$600.00Price

  • SPH3U COURSE OUTLINE

    Course Title: Physics

    Grade: 11

    Ministry Course Code: SPH3U

    Course Type: Academic

    Credit Value: 1.00

    Course Hours: 110

    Department: Science

    Revision Date: N/A

    Policy Document: Science, The Ontario Curriculum, Grades 11 and 12, 2008 (Revised)

    http://www.edu.gov.on.ca/eng/curriculum/secondary/2009science11_12.pdf


    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


    Scientific Investigation Skills And Career Exploration

    By the end of this course, students will:

    1. 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);

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

    Kinematics

    By the end of this course, students will:

    1. B1. analyse technologies that apply concepts related to kinematics, and assess the technologies’ social and environmental impact;

    2. B2. investigate, in qualitative and quantitative terms, uniform and non-uniform linear motion, and solve related problems;

    3. B3. Demonstrate an understanding of uniform and non-uniform linear motion, in one and two dimensions.


    Forces

    By the end of this course, students will:

    1. C1. 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. C2. investigate, in qualitative and quantitative terms, net force, acceleration, and mass, and solve related problems;

    3. C3. demonstrateanunderstandingoftherelationshipbetweenchangesinvelocityandunbalanced forces in one dimension.


    Energy & Society

    By the end of this course, students will:

    1. D1. analyse technologies that apply principles of and concepts related to energy transformations, and assess the technologies’ social and environmental impact;

    2. D2. Investigate energy transformations and the law of conservation of energy, and solve related problems;

    3. D3. Demonstrate an understanding of work, efficiency, power, gravitational potential energy,kinetic energy, nuclear energy, and thermal energy and its transfer (heat).


    Waves & Sound

    By the end of this course, students will:

    E1. analyse how mechanical waves and sound affect technology, structures, society, and the environment, and assess ways of reducing their negative effects;

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

    E3. demonstrate an understanding of the properties of mechanical waves and sound and of the principles underlying their production, transmission, interaction, and reception.


    Electricity & Magnetism

    By the end of this course, students will:

    F1. analyse the social, economic, and environmental impact of electrical energy production and technologies related to electromagnetism, and propose ways to improve the sustainability of electrical energy production;

    F2. investigate, in qualitative and quantitative terms, magnetic fields and electric circuits, and solve related problems;

    F3. demonstrate an understanding of the properties of magnetic fields, the principles of current and electron flow, and the operation of selected technologies that use these properties and principles to produce and transmit electrical energy.

    OUTLINE OF COURSE CONTENT


    ree

    .

    .

    EVALUATION SCHEME


    A final grade (percentage mark) is calculated at the end of the course and reflects the quality of the student’s achievement of the overall expectations of the course, in accordance with the provincial curriculum.


    The final grade will be determined as follows:


    • Seventy percent (70%) of the grade will be based on evaluation conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.


    • Thirty percent (30%) of the grade will be based on a final evaluation administered at or towards the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay, and/or another method of evaluation suitable to the course content. The final evaluation allows the student an opportunity to demonstrate comprehensive achievement of the overall expectations for the course.

    ree



Stationary photo
TEACHING AND LEARNING STRATEGIES

A variety of teaching and learning strategies are used to allow students many opportunities to attain the necessary skills for success in this course and in future studies. In all activities, consideration will be taken to ensure that individual students’ multiple intelligences and learning strengths are addressed through the use of varied and multiple activities in each lesson.

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE

The primary purpose of assessment and evaluation is to improve student learning. Assessment and evaluation is based on the Ministry of Education’s Growing Success policy document, which articulates the Ministry’s vision for how assessment and evaluation is practiced in Ontario schools.

​

 

Growing Success describes the three assessment types as follows:

​

  • Assessment as Learning: focuses on the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modelling external, structured opportunities for students to assess themselves.

     

  • Assessment for Learning: the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.

     

  • Assessment of Learning: the assessment that becomes public and results in statements or symbols about how well students are learning.

ASSESSMENT AND EVALUATION

A variety of teaching and learning strategies are used to allow students many opportunities to attain the necessary skills for success in this course and in future studies. In all activities, consideration will be taken to ensure that individual students’ multiple intelligences and learning strengths are addressed through the use of varied and multiple activities in each lesson.

10003.png
PLAGIARISM

Plagiarism is a serious offense. It is defined as taking words, phrasing, sentence structure, or any other element of the expression of another person’s ideas, and using them as if they were your own. Plagiarism is a violation of another person’s rights, whether the material taken is great or small.Students will be assisted in developing strategies and techniques to avoid plagiarism. They need to be aware that plagiarized term work will be penalized and could result in a mark of zero.

bottom of page