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.
|Unit Titles and Descriptions||Time Allocated|
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.
|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.
|Gravitational, Electric 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.
|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.
|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.
This is a proctored exam worth 30% of your final grade.
Resources required by the student:
Note: This course is entirely online and does not require or rely on any textbook.
- A non-programmable, non-graphing, scientific calculator.
- A scanner, smart phone camera, or similar device to upload handwritten or hand-drawn work
Resources provided by ICE:
- Online calculator
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.|
|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.|
Teaching & Learning Strategies:
The over-riding aim of this course is to help students learn science and apply their knowledge and skills. Course writers effectively use language skillfully, confidently and flexibly. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practice. Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations. Teachers will provide activities and challenges that actively engage students in inquiries that honour the ideas and skills students bring to them, while further deepening their conceptual understandings and essential skills. Understanding of big ideas will enable and encourage students to use scientific thinking throughout their lives. As well, contextualized teaching and learning provides teachers with useful insights into their students’ thinking, their understanding of concepts, and their ability to reflect on what they have done. This insight allows teachers to provide supports to help enhance students’ learning. A wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels.
Assessment, Evaluation and Reporting Strategies of Student Performance:
Our theory of assessment and evaluation follows the Ministry of Education’s Growing Success document, and it is our firm belief that doing so is in the best interests of students. We seek to design assessment in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students, and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.
Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by ICE teachers. ICE assessments and evaluations,
- are fair, transparent, and equitable for all students;
- support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
- are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
- are communicated clearly to students and parents at the beginning of the course and at other points throughout the school year or course;
- are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
- provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
- develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
The Final Grade:
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final 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 will be determined as follows:
- 70% 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.
- 30% of the grade will be based on final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a project.
The Report Card:
Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, ICE will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.
Program Planning Considerations:
Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.
Planning Programs for Students with Special Education Needs, Program Considerations for, English Language Learners, Environmental Education, Healthy Relationships, Equity and, Inclusive Education, Financial Literacy Education, Literacy, Mathematical Literacy, and Inquiry Skills, Critical Thinking and Critical Literacy, The Role of the School Library, The Role of Information and Communications Technology, The Ontario Skills Passport: Making Learning Relevant and Building Skills, Education and Career/Life Planning, Cooperative Education and Other Forms of Experiential Learning, Planning Program Pathways and Programs Leading to a Specialist High Skills Major, Health and Safety, Ethics.
|SPH4U Dynamics- L1 Intro to Kinematics||00:00:00|
|SPH4U Dynamics- L2 Graphs of Motion||00:00:00|
|SPH4U Dynamics- L3 2D Motion Practice||00:00:00|
|SPH4U Dynamics- L3 Equations of Motion||00:00:00|
|SPH4U Dynamics- L3 Vector Basics||00:00:00|
|SPH4U Dynamics- L4 Friction||00:00:00|
|SPH4U Dynamics- L5 Centripetal Acceleration||00:00:00|
|SPH4U Dynamics- L5 Intro to Projectile Motion||00:00:00|
|SPH4U Dynamics- L6 Centripetal Force||00:00:00|
|SPH4U Dynamics- L8 Kepler’s Laws||00:00:00|
|Eggceleration Lab||10, 00:00|
|SPH4U Kinematics Test||02:40:00|
|2. Energy and Momentum|
|SPH4U Energy and Momentum- L1 1.0 Intro to Work and Energy||00:00:00|
|SPH4U Energy and Momentum- L2 Hookes Law Elastic Potential||00:00:00|
|SPH4U Energy and Momentum- L3 Conservation of Energy||00:00:00|
|SPH4U Energy and Momentum- L4 Elastic and Inelastic||00:00:00|
|SPH4U Energy and Momentum- L5 Special Case Elastic Collisions||00:00:00|
|SPH4U Energy and Momentum- L6 Momentum and Impulse||00:00:00|
|SPH4U Energy and Momentum- L7 Elastic vs Inelastic Collisions1||00:00:00|
|Work and Energy||10, 00:00|
|SPH4U Energy Test||02:40:00|
|3. Magnets and Fields|
|SPH4U Magnets and Fields- L1 Gravitational Fields||00:00:00|
|SPH4U Magnets and Fields- L1 Gravitational Potential Energy and Escape Speed Questions1||00:00:00|
|SPH4U Magnets and Fields- L1 Orbits and Keplers Laws||00:00:00|
|SPH4U Magnets and Fields- L2 Charges and Forces||00:00:00|
|SPH4U Magnets and Fields- L3 Electric Fields||00:00:00|
|SPH4U Magnets and Fields- L3 Electric Potential Energy and Electric Potential||00:00:00|
|SPH4U Magnets and Fields- L4 Millikan and Motion of Charges||00:00:00|
|SPH4U Magnets and Fields- L5 Magnetism and Electromagnetism||00:00:00|
|SPH4U Magnets and Fields- L5 Magnetic Force on Moving Charges1||00:00:00|
|SPH4U Magnets and Fields- L6 Amperes Law and Electromagnetic Induction||00:00:00|
|Electric and Magnetic Field Test||02:40:00|
|4. Wave Nature of Light|
|SPH4U Wave Nature of Light- L1 Intro to Waves||00:00:00|
|SPH4U Wave Nature of Light- L1 Properties of Waves and Light||00:00:00|
|SPH4U Wave Nature of Light- L2 Differaction and Interference of Water Wave||00:00:00|
|SPH4U Wave Nature of Light- L3 Youngs Double Slit Experiment||00:00:00|
|SPH4U Wave Nature of Light- L4 Em-Waves||00:00:00|
|SPH4U Wave Nature of Light- L5 Polarization of Light Worksheets||00:00:00|
|SPH4U Wave Nature of Light- L6 Single Slite Differaction||00:00:00|
|Assignment- Research Light as Wave||10, 00:00|
|Wave Nature of Light Test||02:00:00|
|5. Modern Physics|
|SPH4U Modern Physics- L1 Overview||00:00:00|
|SPH4U Modern Physics- L2 Intro to Special Relativity||00:00:00|
|SPH4U Modern Physics- L3 Simultaneity and Time Dilation||00:00:00|
|SPH4U Modern Physics- L4 Length Contraction and Relativistic Momentum||00:00:00|
|SPH4U Modern Physics- L5 E=mc2||00:00:00|
|Final Assignment||10, 00:00|