Course Code: SPH3U
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 the 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.
Department: Science
Course Type: University
Credit Value: 1.0
Prerequisite: SNC2D, Science, Grade 10, Academic
Curriculum Policy Document: Science, The Ontario Curriculum, Grades 11 and 12, 2008
Course Developer: Canadian Global School
Development Date: 2020-2021
Course Outline
Physics SPH3U- Total Hours (110 Hours)
Unit One: Kinematics (22 Hours)
Unit Two: Forces (20 Hours)
Unit Three: Energy and Society (19 Hours)
Unit Four: Waves and Sounds (20 Hours)
Unit Five: Electromagnetism (20 Hours)
RST and Final Exam 30%
This is a proctored exam worth 30% of your final grade
RST – 6 Hours
This is a proctored assessment worth 30% of your final grade
Resources required by the student:
- Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
- Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
- Stable internet connection
- A non-programmable, non-graphing, scientific calculator
- Physics Mobile Application gives the students information related to physics formulas with description and images. (for android PhysicsOne apps and for IOS Pocket Physics)
Resources provided by Canadian Global School
- Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
- Supplemental Ebook materials for physics
- Access to Canva for Education if needed
- Access to Gizmos and Labster for their virtual laboratory simulations
- Interactive pear deck lessons
- Online calculator
Note: This course is entirely online and does not require or rely on any textbook.
Grade 11, University Preparation
Overall Expectations:
By the end of this course, students will:
- 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.
Overall Expectations:
By the end of this course, students will:
- Analyse technologies that apply concepts related to kinematics, and assess the technologies’ social and environmental impact;
- Investigate, in qualitative and quantitative terms, uniform and non-uniform linear motion, and solve related problems;
- Demonstrate an understanding of uniform and non-uniform linear motion, in one and two dimensions
Overall Expectations:
By the end of this course, students will:
- Analyse and propose improvements to technologies that apply concepts related to dynamics and Newton’s laws, and assess the technologies’ social and environmental impact;
- Investigate, in qualitative and quantitative terms, net force, acceleration, and mass, and solve related problems;
- Demonstrate an understanding of the relationship between changes in velocity and unbalanced forces in one dimension.
Overall Expectations:
By the end of this course, students will:
- Analyse technologies that apply principles of and concepts related to energy transformations, and assess the technologies’ social and environmental impact;
- Investigate energy transformations and the law of conservation of energy, and solve related problems;
- Demonstrate an understanding of work, efficiency, power, gravitational potential energy, kinetic energy, nuclear energy, and thermal energy and its transfer (heat).
Overall Expectations:
By the end of this course, students will:
- analyse how mechanical waves and sound affect technology, structures, society, and the environment, and assess ways of reducing their negative effects;
- investigate, in qualitative and quantitative terms, the properties of mechanical waves and sound, and solve related problems;
- demonstrate an understanding of the properties of mechanical waves and sound and of the principles underlying their production transmission, interaction, and reception.
Overall Expectations:
By the end of this course, students will:
- 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;
- Investigate, in qualitative and quantitative terms, magnetic fields and electric circuits, and solve related problems;
- 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
Strategies for Assessment and Evaluation of Student Performance
There are three forms of assessment that will be used throughout this course:
Assessment for learning will directly influence student learning by reinforcing the connections between assessment and instruction, and provide ongoing feedback to the student. Assessment for learning occurs as part of the daily teaching process and helps teachers form a clear picture of the needs of the students because students are encouraged to be more active in their learning and associated assessment. Teachers gather this information to shape their teaching environment.
Assessment for learning is:
- Ongoing
- Is tied to learning outcomes
- Provides information that structures the teachers’ planning and instruction
- Allows teachers to provide immediate and descriptive feedback that will guide student learning
The purpose of assessment for learning is to create self-regulated and lifelong learners.
Assessment as learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their own personal goals and advocate for their own learning.
The purpose of assessment as learning is to enable students to monitor their own progress towards achieving their learning goals.
Assessment of learning will occur at or near the end of a period of learning; this summary is used to make judgements 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 will increase the reliability and validity of the evaluation of student learning.
Teaching and Learning Strategies
- This course's main goal is to assist students in learning science and applying their knowledge and skills. Language is used effectively, confidently, and flexibly by course writers.
- Effective instructional strategies and learning activities build on students' prior knowledge, stimulate their attention, and provide opportunities for meaningful practice. Students will be more interested if they can understand the link between the scientific concepts they are studying and how they are used in the world around them and in real-life situations.
- Teachers will design activities and challenges that actively involve students in investigations that respect the ideas and talents they bring to the table while also improving their conceptual understandings and vital abilities. Students will be able to employ scientific reasoning throughout their life if they understand huge ideas.
- Contextualized teaching and learning also gives teachers valuable insights into their students' thinking, conceptual grasp, and ability to reflect on their work. This knowledge enables teachers to provide assistance to students in order to improve their learning. To meet a diversity of learning styles, interests, and skill levels, a number of instructional tactics are employed to give learning opportunities.
- The learning goals and objectives in teaching physics are to develop students problem solving, reasoning, and meta-cognitive skills and become independent learners and excellent problem solvers in line with that teachers needs to know the student well by building rapport in order to gauge the capability of the student in order to plan an effective teaching method on how to make the students more engaged in different activities provided based on student needs. .
- Incorporating interactive tools and recorded video discussion that help students stay focused and engaged in the class. Additionally, it aids students in mastering the physics concept.
- Virtual laboratories, simulations, and journal papers have all been used. Virtual laboratories, such as gizmos and labster, are one of the most effective ways to connect students to the actual world. Because of the dangers and limited face-to-face connection, students are able to undertake numerous experiments that are difficult to perform in traditional laboratories
- Virtual clues can easily supplement auditory information, allowing students to better engage with ideas.
- The multi-sensory experiences improve their understanding and memorization skills. Drawings, diagrams, and image analysis are used to aid theory, as well as laying up instances to demonstrate its application side.
- The sequence of lab procedures can be better taught using pictures with words.
- Scaffolding on their laboratory activities and unit projects provide the students support level along the process of learning given by the teacher. Teacher feedback at each level enables students to improve both style and content in their written pieces.
- In physics, students must be familiar with the formulas for many types of physics problems, as one of the time-tested strategies of deepening neural pathways is to provide mnemonic devices. Linguistic hacks and rhymes are entertaining and active strategies to keep students engaged in the course.
- Students who are not challenged are both recipes for a lack of learning, so the quality and quantity of homework should be evaluated. Giving immediate feedback is the greatest way to keep track of students’' progress.
ENROLL A CHILD
The Final Grade
| Percentage of Final Mark | Categories of Mark Breakdown |
| 70% | Assessments of Learning Tasks Throughout the Term |
| 30% | Final Written Examination And/Or RST |
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:
| Physics | Knowledge | Inquiry/Thinking | Communication | Application |
| 100% | 25 | 25 | 25 | 25 |
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 Needs Improvement, Satisfactory, Good and Excellent. The report card also indicates whether an OSSD credit has been earned.
Upon completion of a course, Canadian Global School 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
Improper Citation
Grade 11 and 12
First Instance: An opportunity to redo the piece to a maximum grade of 75%.
Subsequent Instance: An opportunity to redo the piece to a maximum grade of 50%.
Unaccredited Verbatim
Grades 11 and 12
First Instance: An opportunity to redo the piece to a maximum grade of 50%.
Subsequent Instance: A grade of zero. No opportunity to resubmit.
Full Plagiarism
Grade 11 and 12
First Instance: A grade of zero. No opportunity to resubmit.
Subsequent Instance: A grade zero. No opportunity to resubmit.
Instructional Approaches
Teachers will use a variety of instructional strategies to help students become independent, strategic and successful learners. The key to student success is effective, accessible instruction. When planning this course of instruction, the teacher will identify the main concept and skills of the course, consider the context in which students will apply their learning and determine the students’ learning goals. The instructional program for this course will be well planned and will support students in reaching their optimal level of challenge for learning, while directly teaching the skills that are required for success.
Understanding student strengths and needs will enable the teacher to plan effective instruction and meaningful assessments. Throughout this course, the teacher will continually observe and assess the students’ readiness to learn, their interests, and their preferred learning styles and individual learning needs.
Teachers will use differentiated instructional approaches such as:
- adjusting the method or pace of instruction
- using a variety of resources
- allowing a wide choice of topics
- adjusting the learning environment
- scaffolding instruction
During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning.
Planning the Program for Students with Special Educational Needs
The teacher in this course is the key educator of students with special education needs. The teacher has a responsibility to help all students learn, and will work collaboratively with the guidance counselor, where appropriate, to achieve this goal. In planning this course, the teacher will pay particular attention to the following guidelines:
- All students have the ability to succeed
- Each student has his or her own unique patterns of learning
- Successful instructional practices are founded on evidence-based research, tempered by experience
- Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students
- Online teachers are the key educators for a student’s literacy and numeracy development
- Online teachers need the support of the larger school community to create a learning environment that supports students with special education needs
- Fairness is not sameness
The teacher will use the following strategies:
| Students with Special Educational Needs | |
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Planning the Program for Students with English as a Second Language
In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations. The teacher will adapt the instructional program in order to facilitate the success of these students in their classes. Appropriate adaptations and strategies for this course will include:
| Students with Special Educational Needs | |
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Supporting First Nations, Métis and Inuit Students
Canadian Global School will promote active and engaged citizenship, which includes greater awareness of the distinct place and role of Indigenous (First Nation, Métis, and Inuit) peoples in our shared heritage and in the future in Ontario.
Canadian Global School will:
- increase the focus in school strategic planning to promote the voluntary, confidential self-identification of First Nation, Métis, and Inuit students as a means to enhance the success and well-being of Aboriginal students and to help close the achievement gap
- continue to identify and share practices and resources to help improve First Nation, Métis, and Inuit student achievement and close the achievement gap
- increase the training in our schools to respond to the learning and cultural needs of First Nation, Métis, and Inuit students
- provide quality programs, services, and resources at our schools to support First Nation, Métis, and Inuit student
- provide quality programs, services, and resources at our schools who support First Nation, Métis, and Inuit students to help create learning opportunities that support improved academic achievement and identify building
- provide curriculum links that facilitates learning about contemporary and traditional First National, Métis, and Inuit cultures, histories, and perspectives among all students
- develop awareness among teachers of the learning styles of First Nation, Métis, and Inuit students and employ instructional methods designed to enhance the learning of all First Nation, Métis, and Inuit students
- implement targeted learning strategies for effective oral communication and mastery of reading and writing
- implement strategies for developing critical and creative thinking
- provide access to a variety of accurate and reliable Aboriginal resources such as periodicals, books, software, and resources in other media, including materials in the main Aboriginal languages in schools with First Nation, Métis, and Inuit students
- provide a supportive and safe environment for all First Nation, Métis, and Inuit students
The Role of Information and Communication Technology
ICT tools will be integrated into this course for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse needs and interests of the students in this class. At the beginning of this class, all students will be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. ICT used in this course will include:
| Information and Communication Technology | |
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Literacy, Mathematical Literacy, and Inquiry Skills
At Canadian Global School it is the responsibility of all of our teachers to explicitly teach literacy and inquiry skills. The following skills will be developed in each course delivered at Canadian Global
School
Equity & Inclusive Education in the Learning Environment
At Canadian Global School we embrace multiculturalism, human rights and diversity as fundamental values. Bullying, hate propaganda and cyber bullying, racism, religious intolerance, homophobia and gender-based violence are still evident in
Healthy Relationships in the learning Environment
At Canadian Global School , every student is entitled to learn in a safe, respectful and caring environment, free from violence and harassment. The teacher will create a safe and supportive environment in the class by cultivating
Financial Literacy Connections
There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy.
Environmental Education Connections
Although there are no specific environmental connections in this course, teachers will develop an environmental understanding fostered through
Ethics in the Learning Environment
At Canadian Global School teachers provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in decision making.
Cooperative education programs allow students to earn secondary school credits while completing a work placement in the community. These programs compliment students’ academic programs and are valuable for all students, whatever their post-secondary destination.
Cooperative education courses may be earned using this course as one of the related courses.
Central to the philosophy at Canadian Global School is the focus on experiential learning. Planned learning experiences in the community, including job shadowing, field trips, and hands-on experiences will provide our students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathways through secondary school and make postsecondary plans.
As part of every course, students must be made aware that health and safety in their learning environment are the responsibility of all participants – at home, at school, and in the workplace. Teachers will model safe practices at all times when communicating with students online.
Although Canadian Global School does not have an official school library, students are encouraged to use e-books, local libraries, GALE resource archives and Curriculum Video Digital resources to develop important research and inquiry skills.
Promotion of Careers
The knowledge and skills students acquire in this course will be useful in helping students recognize the value of their education and applications to the world outside of school and identify possible careers, essential skills and work habits required to succeed. Students will learn how to connect their learning in asking questions and finding answers to employable skills.
During this course the teacher will:
- ensure that all students develop the knowledge and skills they need to make informed education and career/life choices;
- Provide learning environment and online school-wide opportunities for this learning; and;
- Engage parents and the broader community in the development, implementation, and evaluation of the program, to support students in their learning
- Use the four-step inquiry process linked to the four areas of learning
- Knowing yourself – Who am I ?
- Exploring opportunities – What are my opportunities?
- Making decisions and setting goals – Who do I want to become?
- Achieving goals and making transitions – What is my plan for achieving my goals?
The teacher will support students in this course in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills to work-related situations; explore subject-related education and career/life options, and become competent, self-directed planners.