SPH3U

 

Academy Of Distance Education

Grade 11 Physics course Outline

School Name: Academy of Distance Education

Department: Department of Science

Curriculum Policy: Ontario Curriculum Grade 11 and 12, 2008 (Revised).

Course developer: Department of Science

Course Development Date: Feb 2011

Course title: Physics

Course Type: University Preparation

Course Level: Grade 11

Course Code: SPH3U

Credit Value: 1.0

Duration: 110 hours

Course origin:

This course was developed by the Academy of Distance Education’s department of
science using the curriculum document “The Ontario Curriculum, Grade 11 and 12, 2008 (Revised).

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 analyze the interrelationships between physics and

technology, and consider the impact of technological applications of physics on society

and the environment.

 

Prerequisite

Science, grade 10, Academic (SNC2D)

 

Strand 1: Scientific Investigation Skills and Career Exploration

Overall Expectations:

Throughout this course, students will:

1- demonstarate scientific investigation skilss ( related both to inquiry and resaerch)in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

2- identify and describe careers related to the fields of science under study, and describe the contribution of scientists including Canadian to those fields.

Strand 2: Kinematics

Overall Expectations

By the end of this course, students will:

1. Analyze technologies that apply concepts related to kinematics, and assess the

technologies’ social and environnemental 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.

 

Strand 3: Forces

Overall Expectations

By the end of this course, students will:

1. Analyze 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.

 

 

Strand3 Energy and Society

Overall Expectations

By the end of this course, students will:

1. Analyze technologies that apply principles 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).

 

Strand4: Waves and Sound

Overall Expectations

By the end of this course, students will:

 

1. Analyze 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.

 

Strand5: Electricity and Magnetism

Overall Expectations

By the end of this course, students will:

 

1. Analyze 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;

 

2. Investigate, in qualitative and quantitative terms, magnetic fields and electric circuits,

and solve related problems;

 

3. 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.

 

 

 

Course Content

Strand 1(unit 1), Scientific exploration and career development, will be embedded in every other unit from unit 2 to unit 6 throughout the length of the course.

Strand 2/Unit 2:

Kinematics

22 hours

Strand 3/Unit 3:

Forces

22 hours

Strand 4/Unit 4:

Energy and Society

21 hours

Strand 5/Unit 5:

Waves and Sound

21hours

Strand 6Unit 6:

Electricity and Magnetism

21 hours

 

Final Assessment

3 hours

Total hours =110 hours

Teaching and Learning Strategies:

Because the course the nature of the teaching strategies of the course is electronic delivery, media for conveying learning will be either synchronous or asynchronous. Academy of Distance Education is dedicated to maximize possibility of establishing “comfort zone” for students while opportunities for learning successfully are continuously explored. For that reason, both of the mediums of electronic delivery mentioned above are equally utilized as per the need and suitability of each one in different situations.

Examples E- Teaching/ E-Learning Strategies in the course/courses:

  • Lectures/handouts/note taking (through on-line vehicles both synchronously and asynchronously)
  • Case Studies (both synchronously and asynchronously)
  • Brainstorming (in virtual class discussions as well as in face book or other social sites used for the purpose of e-learning and e-teaching)
  • Writing (research, essays, poems)
  • Homework, class work, assignments
  • Labs and demonstrations (mainly computer simulations to accommodate distance learning)
  • Small/large group discussions (virtual classes or one-on-one virtual situations)
  • Multimedia presentations (all on-line)
  • Guest speeches

Teaching/Learning Tools: (all designed to meet the requirements of e-schooling)

  • Textbook
  • Overhead projector, screen, electronic writing devices like the electronic pen pad and transparencies
  • Online software, CDs, DVDs, videos/films
  • Chart paper,
  • Posters
  • Online educational activities and games
  • Relevant scientific sites & magazines & articles

Assessment & Evaluation;

Assessment and evaluation at the Academy of Distance Education is based heavily on dividing the assessment strategies equally between comprehensive, on-site and supervised assessments and assessments conducted by the student alone and sent electronically or through other means by the student. The latter will include instances where the student does access-controlled on-line testing and quizzing where possibilities of extra-personal efforts are eliminated completely making sure that the student does the work. Other opportunities will allow for students meeting assessment requirements while seeking help from any source but making sure knowledge has been gained by the student through the help provided to him/her. All these systems are designed the benefits of e-learning and e-teaching are maximized and not diminished by factors that could be brought forth by the introduction of non-traditional classrooms.

In general, Assessment is a continuous process of gathering evidence to facilitate and enhance student learning, provide feedback, and improve instructional strategies. Evaluation is the process of judging the quality of student work in an assessment, on the basis of established criteria, and the assigning of a value to represent that quality. The purpose of evaluation is to summarize student progress at a given point in time.

 

In the 2010/2011 and beyond, Numerous and varied assessment opportunities will be given to students and various strategies and tools will be employed throughout the course in order to achieve maximum precision and fairness in assessing how well students learned the curricular expectations of each strand and the course. This will be an attempt meet ministry of education guidelines introduced for the 2010 and effective successive years until further notice of change. Diagnostic assessments will be used to determine prior learning, students’ strengths and for planning purposes and therefore will not be used to determine term or final grades for report cards. Formative assessments will be used regularly as a learning tool and feedback mechanism to improve student learning and instructional strategies. Summative assessments will be used to provide final professional judgment and evaluation of student learning of curricular expectations and therefore will be used to evaluate term work and the final assessment for reporting purposes. When planning assessments, the curricular expectations will be reviewed and linked to the achievement categories to which they relate. This is to ensure that all the expectations are accounted for in instruction, and that achievement of the expectations is assessed within the appropriate categories. All three types of assessments are still further regrouped into three parts: assessment for learning, feedback mechanisms meant to enhance student learning (formative and diagnostic); assessment as learning, self assessment and peer assessment tools done led and/or teachers in which students learn how to independently assess the level of their own learning (diagnostic , formative)’ and assessment of learning (summative only), which is led by the teacher alone and is used for purposes of evaluation and reporting of student achievement to parents and other stake holders.

Assessment Methods: The means through which student learning may be assessed (i.e., written, spoken, or done). In this course, students will use all three methods to demonstrate their learning: oral work (debates, discussions, presentations, skits), written work (tests, quizzes, reports, essays), and performances (labs, models, pamphlets, charts). Both synchronous and asynchronous opportunities are made available.

Assessment Strategies:The actual assessment instruments used as the process used for assessing student learning and the level of their achievement of meeting curricular expectations (e.g. journal). ADE will use conduct assessments both synchronously and asynchronously throughout the course. Below is a list of the most commonly used assessment strategies for this course:

  • Tests/Quizzes (done both on-line and a designated site with supervision)
  • Interviews/Conferences (Virtual class discussions)
  • Examinations (done only comprehensively at a site with supervision)
  • Multimedia Presentations (virtual class presentation synchronously
  • Assignments, Research Projects/Reports (on-line)

Assessment Tools: An instrument that is used to initiate or guide the assessment strategy or to track, monitor or record the assessment data (e.g. rubric). Below is a list of the most commonly used assessment tools for this course:

  • Check lists (learning skills, homework check, completion of a task, basically to check absence or presence of a concept, process, skill, or attitude)
  • Marking Scheme (tests/quizzes, assignments, worksheets, to quantify student response; value based tasks)
  • Rating Scales (to assess frequency of achieving a task or quality of task)
  • Rubrics (performances, written reports, presentations, labs, complex projects/tasks)
  • Anecdotal Comments (learning skills, group work, independent work, presentations,

 

Course Evaluation

In this course, two parts make up the evaluation of student achievement through different assessment strategies mentioned above.

a) The term work accounts for 70% of the overall grade for the course. Assignments for this portion are spread throughout the course and will terminate 3-4 weeks before the end of the study term.

b) The final evaluation will account for 30% of the overall grade for the course. It is a comprehensive assessment that will commence within the year

with emphasis on the last portions of the course.

Term work = 70%

Strand 2/ unit 2: Kinematics

Quizzes 2.0%

Assignments 4%

Unit Test 8%

Total: 14%

Strand 3/ Unit 3: Forces

Quizzes 2.0%

Assignments 4%

Unit Test 8%

Total: 14%

 

Strand 4/ Unit 4: Energy and Society

Quizzes 2.0%

Assignments 4%

Unit Test 8%

Total: 14%

Strand 5/ Unit 5: Waves and Sound

Quizzes 2.0%

Assignments 4%

Unit Test 8%

Total: 14%

 

Strand 6/Unit 6: Electricity and magnetism

Quizzes 2.0%

Assignments 4%

Unit Test 8%

Total: 14%

 

 

Final examination: 30%

 

Final Grade = Term work + Final Exam = 70% + 30% = 100%


Main resources

  1. Nelson Physics 11.
  2. Online Teacher’s resource – Nelson Physics 11.
  3. Internet & Physics related sites, software, animations, and video tapes.
  4. Computer lab.
  5. Public libraries.