Course Outline
School Name: Fieldstone King’s College School
Department Name: Science
Ministry of Education Course Title: Physics, Grade 12, University Preparation
Grade Level: 12
Ministry Code: SPH4U
Developed by: Mari-Ann Goettsch & Jedon Sequeira
Development date: June 2013
Revised by: Diana Marie Martorelli
Revision Date: September 2014
Developed from: The Ontario Curriculum, Grades 11 & 12:
Science, 2008 (revised)
Prerequisite: SPH3U
Credit Value: One
Teacher: Diana Marie Martorelli
Teacher E-mail: dmmartorelli@fieldstonekcschool.org
Course Evaluation: Coursework 70%
May Summative Evaluation 5%
June Summative Evaluation 25%
Course Description/Rationale
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; electromagnetic radiation. Students will also
explore the wave nature of light quantum mechanics, and special relativity. They will further develop
their scientific investigation skill, learning, for example, how to analyze, qualitatively and
quantitatively, and data related to a variety of physic concepts and principles. Students will also
consider the impact of technological applications of physics on society and the environment.
Dynamics
• Forces affect motion in predictable and quantifiable ways.
• Forces acting on an object will determine the motion of that object.
• Many technologies that utilize the principles of dynamics have societal and environmental
implications.
Energy and Momentum
• Energy and momentum are conserved in all interactions.
• Interactions involving the laws of conservation of energy and conservation of momentum can be
analysed mathematically.
• Technological applications that involve energy and momentum can affect society and the
environment in positive and negative ways.
Gravitational, Electric, and Magnetic Fields
• Gravitational, electric, and magnetic forces act on matter from a distance.
• Gravitational, electric, and magnetic fields share many similar properties.
• The behaviour of matter in gravitational, electric, and magnetic fields can be described
mathematically.
• Technological systems that involve gravitational, electric, and magnetic fields can have an effect
on society and the environment.
The Wave Nature of Light
• Light has properties that are similar to the properties of mechanical waves.
• The behaviour of light as a wave can be described mathematically.
• Technologies that use the principles of the wave nature of light can have societal and
environmental implications.
Revolutions in Modern Physics: Quantum Mechanics and Special Relativity
• Light can show particle-like and wave-like behaviour, and particles can show wave-like behaviour.
• The behaviour of light as a particle and the behaviour of particles as waves can be described
mathematically.
• Time is relative to a person's frame of reference.
• The effects of relativistic motion can be described mathematically.
• New theories can change scientific thought and lead to the development of new technologies.
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Overall Curriculum Expectations
By the end of the course, students will be able to:
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 careers related to the fields of science under study, and describe the contributions
of scientists, including Canadians, to those fields.
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.
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.
Electric, Gravitational 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.
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.
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.
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Outline of Course Content
Unit Length
Dynamics 25 hours
Energy and Momentum 20 hours
Electric, Gravitational, and Magnetic Fields 20 hours
The Wave Nature of Light 25 hours
Revolutions in Modern Physics: Quantum
20 hours
Mechanics and Special Relativity
Total 110 hours
Semester at a Glance
September October November December January
§ Dynamics § Energy and Momentum § The Wave Nature of § Quantum Mechanics § Review
§ Electric, Gravitational, Light and Special Relativity § CCT
and Magnetic Fields § Exam
Cambridge Connections – 9702 Physics AS
With completion of this course and attendance during tutorial sessions students will be prepared to
write the 9702 Physics AS examinations.
Please see Mr. M. Munshaw for details
Resources
Textbooks
- Physics 12, Nelson 2012
ISBN-13: 978-0-17-652038-0
Websites:
- TBD
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Teaching and Learning Strategies
• Lecture • Assignments • Games
• Demonstrations • Debates • Independent Study
• Readings • Problem Solving • Interviews
• Structured Discussions • Brainstorming • Workshop / Field trips
• Inquiry / Discovery • Group work • Self/Peer Analysis
• Practical Exercises • Research Projects
Assessment/Evaluation Strategies
As Learning For Learning Of Learning
Conversation Conversation Conversation
Classroom discussion Classroom discussion Presentations of research
Self-evaluation Small group discussion Q&A during labs
Peer assessment Q&A during labs Debates
Post-lab conferences
Observation Observation Observation
Lab performances (taking direction) Group discussions Lab performances
Steps in problem solving Lab experiments Presentations
Student Products Student Products Student Products
Reflection journals Practice sheets Projects
Check Lists Clicker quizzes Poster presentations
Success Criteria Lab reports
Daily quizzes
Tests
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Program Planning
Differentiated Instruction: Teachers will differentiate the strategies and tools used to assess students’
progress towards their learning goals in a way that enables each student to demonstrate his or her
learning. Content will be differentiated so that achievable learning goals are identified for each
student. Process will be differentiated so that a variety of instructional and management strategies
engage all modalities. Similarly, achievement data will be gathered through various assessment tools
in order to ensure that products are differentiated.
Education for Exceptional Students: A Student Success Plan (SSP) will be maintained for each
student who is identified. The SSP outlines, as appropriate, any modified or alternative curriculum
expectations and any accommodations (i.e., the specialized support and services) that are required to
meet the student’s needs. The SSP also identifies the methods by which the student’s progress will be
reviewed.
The Role of Technology in the Curriculum: In this course, information technology plays an important
role in the development of students’ research and inquiry skills and in their ability to communicate the
results of their research and learning. Students can use electronic and telecommunications tools to
access, organize, and interpret information and ideas; word-processing applications to draft, organize,
revise, format, and transmit written work; statistical software to organize, interpret, and display
statistical data; and presentation software and audio-visual technologies to enhance the effectiveness of
oral and visual presentations.
English Language Learners: This course is focused on acquiring an understanding of the molecular
nature of our daily lives. This is a course that can be adapted for all learners without losing the
challenge of the assignments given. This course also gives ELL students an opportunity to use English
while working within groups to achieve common goals.
Career Education: A course that is based on communication can be productive for many different
careers. Students will be required to identify knowledge and skills they have acquired through lab
activities, and to demonstrate an understanding of ways in which they can apply this learning in career
contexts.
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Important School Policies
*Please See FKCS Student Handbook for details*
Absences/Attendance
Attendance in all classes is compulsory for all students and it is expected that students attend each class on
time. However, we understand that circumstances arise where students must miss class for various reasons.
Absences are classified and dealt with in two ways: explained and unexplained absences.
Explained Absences
These absences are the result of the following:
Legitimate Foreseen Circumstances: The absence was communicated to administration at least 48 hours
in advance. Necessary documentation was provided and administration approved the absence.
Legitimate Unforeseen Circumstances: The absence was the result on an incident or illness that could not
be foreseen. The student/guardian is expected to contact the school as soon as possible. Documentation
related to the absence is provided to the school upon or before return.
Families (or students, if over 18) are urged to phone the school (416-487- 1989 ext. 228 Hala Hussein or
ext. 249 Victoria Bell) on the morning of absences before 8:00 a.m. Hala will attend to the call or a message
can be left regarding students’ absences.
Explained absences are communicated to teachers such that arrangements can be made to ensure the student
is given the opportunity to catch up on missed work and assignments.
Unexplained Absences
These absences have the following characteristics:
The student has not provided the school with sufficient reasoning behind the absence and/or appropriate
documentation has not been provided (ie doctor’s note).
The student could have foreseen the absence and did not inform the school in a timely manner.
School events do not count as absences.
Lateness
Consequences for lateness will be determined by teacher. If lateness becomes a chronic problem, they may
be treated as unexplained absences.
Absence during Summative Evaluations
On-going summative evaluations in all courses take place during the months of December & January
(Semester 1) and May and June (Semester 2). Planned vacation time is not a valid reason for missing
examinations or summative activities. Students who will be travelling in June should book their flight
tickets as early as possible. Students must write their examinations according to the exam schedule and
cannot leave the country before a scheduled exam is to take place.
Absences and Special Circumstances
Some students may have special circumstances, such as extenuating life events, special events or sport
competition. For special permission to be granted for these events, please speak with the Head of School.
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Late Assignment Guidelines
Ever since the implementation of the new Ontario Ministry of Education document Growing Success,
educators in the province have been struggling with how to balance compliance with the new assessment
and evaluation policy with the realities of teaching, inspiring, and motivating young people. In consultation
with the teachers, who have been encouraging school-policy reform in this area, we are continuing to
develop a policy for late assignments that is in line with ministry documents and ultimately helps our
students to succeed at Fieldstone and beyond.
Students are responsible not only for their behaviour in the classroom and the school but also for providing
evidence of their achievement of the overall expectations during the time specified by the teacher. It is
expected that students are proactive in communicating with their teachers ahead of time if they are unable to
meet deadlines. Should a deadline not be met, the teacher will follow, according to their professional
judgment, some or all of the following courses of action:
• Communicating with parents about due dates and scheduling an appointment with the parents if the
problem persists
• Reviewing the need for extra support for English language learners and for students with SSPs
• Asking the student to complete the assignment at lunch time or after school
• Setting up a student contract outlining student specific responsibilities and consequences regarding late
submissions
• Deducting marks up to and including the full value of the assignment (giving the assignment a mark of
zero)
Acceptable Reasons
We understand that there are situations where even the best of intentioned students are unable to meet a
deadline for a variety reasons. Students will not be punished or inconvenienced for matters beyond their
control. Our objective is to ensure that students respect and prepare to meet deadlines not to merely punish
students who are unable to meet deadlines.
Students who are not able to meet deadlines are expected to follow some or all of the following such that
teachers are able to make appropriate accommodations:
• Meet with their teacher to discuss their circumstances well before the due date/test date
• Propose an alternative deadline that is reasonable considering the circumstances
• Show a genuine desire to meet expectations (for example, attend tutorials and actively seek help during
class)
• Provide evidence to corroborate their circumstance (for example, a doctor’s note)
Should a student follow the above steps, the incident may not be recorded as a Late/Missed
Assignment/Test offense at the discretion of the teacher.
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Unacceptable Reasons
Students who fail to meet deadlines for reasons that do not conform with what is described as acceptable
(see above) will be dealt with as follows:
First Offence: In this first instance of a skipped of late submission of an Assessment of Learning, the
student will be made aware of the consequences that will follow subsequent missed assessments and
complete the Missed Evaluation Contract. The student will submit the assignment, or re-write the test, at an
agreed-upon date once this contract is returned.
Second Offence: the student will be scheduled an alternative assessment to be written outside of the regular
school day which may include during PD days, holidays, lunch periods, after school or before school. The
scheduled date will be set by the Assistant Head of School upon consultation with the teacher. For the
purposes of grade reporting, the student will automatically receive a ‘Below Level 1’ evaluation until the
assessment has been evaluated. Should the school year end before the scheduled assessment, the student
will receive a final grade of I (for incomplete). If the student fails to write the scheduled assessment, it will
be evaluated as ‘Below Level 1’ and a final course grade will be determined.
Three or more offences: If a student skips a third or more scheduled Assessments of Learning, the student
will automatically be evaluated at ‘Below Level 1’ and will not be given a second opportunity to write the
assessment.
Cheating and Plagiarism
Students must understand that test/exams they complete and the assessments for evaluation must be their
own work. Cheating and plagiarism will not be accepted.
The Assessment and Evaluation policies of the Ontario Secondary School Curriculum make it clear that
evaluation is only to reflect the extent to which a student has achieved the curriculum expectations of a
given course. When a student is caught cheating or plagiarizing, it is impossible to determine the extent to
which he or she has achieved the curriculum expectations being evaluated in a given assignment or test.
Plagiarism and cheating are both taken very seriously at Fieldstone. Plagiarism is an act or instance of using
or closely imitating the language and thoughts of another author, without crediting the original author.
Plagiarism commonly occurs in schools when students copy text from the internet and submit it as their
own work. Cheating, a form of plagiarism, occurs when a student copies another student’s work during an
evaluation such as a test or exam.
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Plagiarizing Take-Home Assignments: Students who are caught plagiarizing an assignment will be
penalized according to the following procedure:
1st offence The student will be asked to re-submit the assignment in his/her OWN words. The
work will be submitted at a date set by the teacher and no marks will be deducted. If
grades are to be reported prior to the re-evaluation of the assignment in question, the
grade will determined based on all other evaluations and will not be adversely
affected by the incident of plagiarism. If the work is not submitted at this time, the
student will follow the procedure outlined in the late assignment policy.
2nd offence The student will receive a ‘Below Level 1’ evaluation on the assignment and the
Assistant Head of School will be notified. The student may re-submit such that the
assignment is no longer classified as plagiarized; however, all work must be done
under the supervision of the course teacher during tutorial hours. A due date will be
set by the course instructor and late assignments will be dealt with in accordance to
the late assignment policy.
Three or more The student will receive a ‘Below Level 1’ evaluation on the assignment and will
offences meet with the Assistant Head of School to be placed under Conduct Probation. The
probationary contract will outline the student’s violations of the Fieldstone Code of
Conduct, up to and including plagiarism, and the consequences that follow should the
student be found in violation of this contract. Should a student already be placed on
Conduct Probation, this incident would be considered a serious violation of the
Student Code of Conduct and will result in disciplinary action. The student may
correct the assignment(s) in the same manner outlined in the 2nd offense.
Cheating on Unit Tests and Exams
Students caught cheating on unit tests and exams will automatically receive a ‘Below Level 1’ evaluation
on the assessment in question and will meet with the Assistant Head of School, who will consider the
individual circumstances of the student, including grade level and maturity. If deemed appropriate after
such consideration, the student will be placed on Conduct Probation.
Petitioning a Plagiarism/Cheating Accusation or Consequence
Students may petition an accusation or consequence of plagiarism if they believe to be falsely accused or
believe there to be exceptional circumstances that have been overlooked. Students may first petition a
charge by their teacher to the Assistant Head of School upon meeting. If the student does not agree with the
Assistant Head of School’s decision he/she may appeal it to the Head of School.
Fieldstone Math & Science Acceptable Technology Policy
It is important that students in Mathematics and Science courses demonstrate their ability both with and
without the use of technology. To that end some devices are inappropriate for tests and examinations and
will not be permitted during those times. In particular, devices with computer algebra systems (CAS) are
not permitted during evaluations. Use of such systems during evaluations will constitute academic
misconduct and be dealt with accordingly.
The following is a list of acceptable calculators for evaluations:
All scientific (non-graphing) calculators
Permitted graphing calculators:
Texas Instruments: TI-83, TI-83+, TI-83+ Silver, TI-84, TI-84+ Silver, TI-NSPIRE
Casio: FX9750G11, Prizm FXCG10.
As always, if you are unsure if your calculator is permissible, please consult your teacher for clarification.
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