RIDLEY COLLEGE

COURSE OUTLINE – SPH3U

Grade 11 University/College
PHYSICS

Department: Pure and Applied Science

Course developers: K. Oude-Reimerink, B. Martin

Course development 2000

date: K. Oude-Reimerink 2015, 2017, 2019

O. Smakhtina 2021
Course revisers/revision dates:
Heather Rhind

Department Head: Physics / Grade 11 / University

Preparation
Course title/grade/course type:
SPH3U

Ministry course code: 1.0

Credit value: The Ontario Curriculum

Grades 11 and 12
Ministry curriculum document: Science, 2008

Prerequisite(s) and co requisite(s): Science, Grade 10, Academic

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 GRADE ELEVEN PHYSICS COURSE OUTLINE

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.

Overall Curriculum Expectations

A: Scientific Investigation Skills and Career Exploration
Throughout this course, students will:
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the
four areas of skills (initiating and planning, performing and recording, analyzing 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.

B: Kinematics
By the end of this course, students will:
B1. analyze technologies that apply concepts related to kinematics, and assess
the technologies’ social and environmental impact;
B2. investigate, in qualitative and quantitative terms, uniform and non-uniform linear motion,
and solve related problems;
B3. demonstrate an understanding of uniform and non-uniform linear motion, in one and two
dimensions.

C: Forces
By the end of this course, students will:
C1. analyze and propose improvements to technologies that apply concepts related to
dynamics and Newton’s laws, and assess the technologies’ social and environmental
impact;
C2. investigate, in qualitative and quantitative terms, net force, acceleration, and mass, and
solve related problems;
C3. demonstrate an understanding of the relationship between changes in velocity
and unbalanced forces in one dimension.

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D: Energy and Society
By the end of this course, students will:
D1. analyze technologies that apply principles of and concepts related to energy
transformations, and assess the technologies’ social and environmental
impact;
D2. investigate energy transformations and the law of conservation of energy, and solve
related problems;
D3. demonstrate an understanding of work, efficiency, power, gravitational potential energy,
kinetic energy, nuclear energy, and thermal energy and its transfer (heat).

E: Waves and Sound

By the end of this course, students will:
E1. analyze 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.

F: Electricity and Magnetism

By the end of this course, students will:
F1. 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;
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.

Notes on Strand A: Scientific Investigation Skills and Career Exploration

The expectations of this strand are integrated throughout the units of study in a way that ensures
students develop these skills in appropriate ways as they work to achieve the curriculum
expectations in the content strands. Examples include: formulating their own questions in
planning a research project; deciding what variables to change and what variables to control in
an experiment; choosing appropriate organizing formats for data collected; drawing conclusions
from data and research; reporting in a variety of forms and for different audiences; and
recognizing how the content being studied is applied in various careers. Students’ mastery of
these skills is assessed and evaluated as part of their achievement of the overall expectations of
the course, through both observation and written or oral assessments. These skills can be
categorized in four broad areas as follows.
• Initiating and planning skills include formulating questions or hypotheses or making
predictions about ideas, issues, problems, or the relationships between observable
variables, and planning investigations to answer those questions or test those
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 hypotheses.
• Performing and recording skills include conducting research by gathering, organizing, and

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 recording information, and safely conducting inquiries to make observations and to collect,
organize, and record data.
• Analyzing and interpreting skills include evaluating the adequacy of the data from inquiries
or the information from research sources, and analyzing the data or information in order to
draw and justify conclusions.
• Communication skills include using appropriate linguistic, numeric, symbolic, and
graphic modes of representation, and a variety of forms, to communicate ideas,
procedures, and results.

Outline of Course Content

1. Kinematics 15 hrs
2. Dynamics 15 hrs
3. Energy 25 hrs
4. Waves & Sound 25 hrs
5. Electricity & Magnetism 25 hrs
6. Summative Unit & Review 5 hrs
110 hrs total

Unit Descriptions

1. Kinematics (15 hrs)

In this unit, students learn to describe and interpret motion through words,
diagrams, graphs, and equations. The time is roughly equally divided between
classroom instruction, lab work, and problem solving practice. Emphasis is placed
on constant velocity and constant acceleration motions in a straight line. Topics
covered include:
a. descriptions, graphs, and equations of linear, constant velocity motion;
b. descriptions, graphs, and equations of linear, constant acceleration motion;
c. problem solving with constant velocity and constant acceleration motion;
d. projectile motion as an example of both constant velocity and
constant acceleration motion.

2. Dynamics (15 hrs)

In this unit, students learn to link motions observed to their causes (forces).
Newton’s laws and their applications are discussed, and students are given
opportunities to develop problem solving skills with force problems. Students
are also introduced to multi-variable analysis in a laboratory investigation of
Newton’s 2nd law. Topics covered include:
a. characteristics of friction, gravity, normal, and tension forces;
b. Newton’s laws of motion – statements and applications;
c. problem solving with vector force diagrams and Fnet = ma in one dimension.
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3. Energy (25 hrs)
In this unit, students learn to classify types of kinetic and potential energy, and to apply
the law of conservation of energy to different situations. Social and environmental
impacts of various energy-transforming technologies are discussed. This unit forms a
natural link into the next unit on Electricity and Magnetism. Topics covered include:
a. classifying and calculating different forms of kinetic and potential energy (eg.
gravitational potential, bulk kinetic, thermal, nuclear energies);
b. work-energy equivalence, energy transfer, and the law of conservation of energy;
c. problem solving with work, energy and power;
d. nuclear reactions.

4. Waves & Sound (25 hrs)

In this unit, students learn about basic wave properties, and use those properties to
describe the production and perception of sound. After studying general wave properties
on strings and in water, students look for the same behaviours in sound. Students study
how wave properties have influenced musical instrument designs and building designs,
and how different species perceive sounds differently. Topics covered include:
a. vocabulary and basic rules of transverse and longitudinal vibrations and waves;
b. using the wave equation to relate speed, frequency, and wavelength of waves;
c. transmission, reflection, and interference in water waves;
d. properties of sound and their related wave characteristics (eg. loudness,
pitch, sound quality);
e. standing waves and resonance on strings and in air columns.

5. Electricity & Magnetism (25 hrs)

In this unit, students learn to work safely with DC and AC electric circuits, and to
analyse electrical devices and electric circuits. Multi-variable lab analysis skills are
reinforced in studying the electromotive force. The emphasis of this unit is more applied,
with lots of hands-on work, and some research. Discussion of environmental impacts of
energy transformation technologies is continued from the previous unit. Topics covered
include:
a. simple electric circuits and Ohm’s law;
b. complex electric circuits and Kirchoff’s laws;
c. magnetic fields and forces around naturally magnetic materials;
d. magnetic fields and forces created by moving electric charges;
e. applications of electromagnetism, including speakers, motors, generators and
transformers;
f. summary activity: analysis of a specific electric energy production station of the
student’s choice

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 6. Summative Unit & Review (5 hrs)
At the end of this course, students are required to review and reflect on the course, and to
demonstrate their understanding of the content and skills covered. Components of the
summative unit include:
a. research assignment (with some choice of topics);
b. creation of and reflection on course summary notes;
c. summative exam.

Teaching & Learning Strategies

In Physics class students have:

· opportunities to work individually, in pairs and small groups, and in large groups;
· direct instruction as well as opportunities for open-ended exploration;
· opportunities to develop concepts themselves from observed data;
· tasks in which they define some of the parameters (such as scope or procedure);
· opportunities to acquire knowledge and apply that knowledge in a variety of contexts;
· opportunities to communicate using standard formats (such as lab reports) as well as
opportunities to choose and develop the format;
· opportunities to develop skills that would assist them in being successful at
university: note taking during a lecture, examination preparation, multiple choice test
taking, in- depth independent research, report writing, and time management.

Initial lessons focus on the guided discovery approach and teacher-led discussions, but the final
units are organized around a lecture, laboratory, tutorial, and seminar format and student-led
discussions.

Seminars enhance class discussions of science issues as they relate to technology and the
environment.

Students are given repeated opportunities to carry out genuine inquiries in which they are
responsible for defining one or more of the components of the inquiry: the topic or question, the
methodology, the mode of presentation, the criteria of success. Students have multiple
opportunities to practice a variety of inquiry styles.

Although the traditional written report is one form of communication, students also describe
what they do and what they learn in other formats, such as poster presentations, computer
presentation software, videos, webpages, or personal interviews.

Computer applications are included in activities whenever they enhance learning. A wide variety
of software tools are used to record and display information.

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A variety of learning skills are taught and practiced throughout the course. These skills are
reported on through the effort grade system approximately every six weeks using six broad
categories: Responsibility, Organization, Independent Work, Initiative, Collaboration, and Self-
Regulation.

Assessment and Evaluation of Student Performance

Strategies for Assessment and Evaluation

Assessment for learning, of learning and as learning will serve to analyze and interpret learning.
Embedded in this course are a wide variety of assessment strategies and tools: teacher
observations, oral presentations, labs, quizzes, tests, examinations, self-assessment, peer
assessment, questions and answers, challenges. Lab work may be submitted electronically or on
paper, and is graded by a checklist or rubric organized by Achievement Categories. Tests and
summative exam questions are classified by Achievement Categories. Peer and self-assessment
are used for some formative and diagnostic activities. The achievement categories are:
Knowledge and Understanding. Subject-specific content acquired in each
course (knowledge), and the comprehension of its meaning and significance
(understanding).
Thinking and Investigation. The use of critical and creative thinking skills and
inquiry,research, and problem-solving skills and/or processes.
Communication. The conveying of meaning through various forms.
Application. The use of knowledge and skills to make connections within and between
various contexts.

The achievement chart for science is referenced in preparing all assessment items, and is
included on the next two pages. Where the same objectives are assessed multiple times, special
consideration is given to the most recent and most consistent level of achievement.

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Summary of methods, strategies, purposes and tools used in the units and final
evaluation
Students are assessed often and all work is corrected to ensure that they learn from all tasks.
Evaluation is objective and consistent. There is a balance of diagnostic, formative, and
summative assessment instruments. Seventy per cent of the student’s grade is based upon
evaluations (observations, assignments, quizzes, tests) conducted throughout the course.

The lab skills mark is determined through a mix of teacher observation and informal lab
assignments, assessing knowledge, thinking/inquiry, and communication. The lab reports mark
is based on 2 or 3 major reports written throughout the year. These reports focus on
communication and making connections, and later work is weighted more than earlier work.
Quizzes and tests focus mainly on knowledge and thinking/inquiry. The summative assessment
includes a final research assignment (5%) and the final course exam (25%). These assessments
are designed to evaluate students’ knowledge of key concepts, lab and problem solving skills,
and their ability to communicate connections between in-class concepts and real-world
applications.

Coursework (quizzes, tests, informal labs, formal 70%

lab conversations, etc)
Summative Examination 30%

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 Considerations for Program Planning
Area of How it is addressed in the course
Consideration
Students with special  IEPs are available for teachers digitally on TigerNet so that we are aware of all
needs students with exceptionalities and can accommodate appropriately.
Accommodations are done on a student-by-student basis with reference to the IEP
and/or the needs of the individual (as communicated by the health centre, councilor,
or otherwise). The most common accommodations are listed below, but others may
be employed as needed.
 Priority seating: Students identified as needing priority seating will have their
seating needs addressed individually. All class notes are available on OneNote so
they can be accessed through individual computers improving availability and
visibility of notes.
 Additional time – accommodated for either in the classroom where desired by the
student, or in the learning centre as needed.
 Communication accommodations – the use of digital resources allows notes to be
communicated in advance for students who need them. This also allows for text to
voice software and voice recording of assessment as necessary. Where necessary
scribes or oral assessment can be used to replace written assessment when
recommended by an IEP.
 Students with anxiety concerns make arrangements on a case-by-case basis with
special consideration for presentations and other stressful assessment types.
 Gifted students – encouraged to reach higher standards by the choices they make on
assessments that are often open ended.

English Language  There are a number of key terms that are learned anew by all students in physics.
Learners These terms are directly taught, with clear definitions, often demonstrated in class.
 Students are encouraged to use translators, or to speak in their first language where
necessary to understand instructions or difficult tasks.
 Lab instructions are often demonstrated as well as provided in written form.
 Question styles that will be seen on tests and the exam are practiced many times in
class, so students become comfortable with the language used.
 During tests, quizzes and the exam, students can ask about any words used in
communicating the question (i.e. not directly taught in class or tested by the
question).
Environmental  Wherever appropriate, environmental issues are included in the discussion of the
education topics covered in all science courses. Student interest and learning is enhanced
when they understand the potential relevance of the topic to their lives.
 Energy is a primary theme through this course, and allows frequent discussion of
environmental impacts. Examples include light and sound pollution, thermal energy
produced due to friction, and environmental impacts of various electric energy
production systems.
Healthy relationships  Healthy relationships are important in the classroom in order to complete group
work and most lab work as that is done in partners or groups.
 Students work on their open communication, and on understanding each other’s
strengths in order to collaborate well.
 Teacher-student relationships are also a focus throughout the year creating an
encouraging environment where students are comfortable discussing concerns. The
teacher’s duty of care is openly discussed with students so they understand why and
how their concerns will be communicated to others within the community who care
for them.

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Area of How it is addressed in the course
Consideration
Equity and inclusive  In the design of posters in the classroom, scientists were specifically chosen to
education highlight the diversity seen in classroom in terms of gender, race, nationality and
LGBTQ diversity.
 When discussing scientists, both modern and historical, issues relating to the
recognition of marginalized groups and the positive use of positions of privilege are
openly discussed.
 The teacher makes it a priority to ensure that students feel they are in a safe space
and that their human rights are not questioned.
Financial literacy  The costs associated with various forms of energy are discussed and evaluated.
Students are asked to apply this in relation to their electric energy use in particular.
Literacy  An essential component of the course as student success depends on clear written
communication skills.
 Students learn how to communicate technically. They use clear, scientific language.
 Procedural writing is a common focus, as is writing explanations for conclusions
drawn from observed phenomena using qualitative and quantitative data to support
the observations.
Numeracy  A major focus of the grade 11 physics course, as students employ algebra skills to
(mathematical solve equations in most units of study. Calculations are directly taught and regularly
literacy) reviewed.
 An additional numeracy focus is that of data manipulation and analysis. Students
learn how to make and analyze a number of different graph types with a focus on
scatter plots. They learn the importance of statistical analysis tools like trendlines, R2
values and error bars. They are taught not only to interpret the meaning of a point on
the graph, but also the meanings of the slope of the graph, the area under the graph,
and changing trends.
Inquiry skills  Inquiry skills are developed most deliberately in the lab. Students are asked to
design and conduct their own experiments within given parameters. In this way they
must formulate and test their own inquiry questions.
 During lessons that are not lab-based students are often encouraged to explore
concepts and ideas in groups to try and construct their own knowledge. This
improves their inquiry skills as it requires them to both ask and respond to
questions that delve deeper into the topic.
 Their summative project brings together their inquiry skills in a research project,
where students explore one particular electric energy production facility.
Critical  Critical thinking in chemistry is often connected to the numeracy skills and
thinking/critical specifically graphical analysis. Interpreting a new graph requires the application of
literacy course content to data displayed in a graph. This skill is worked on and developed
throughout the course.
 Critical thinking is also taught in terms of justifying conclusions. In order to choose
what data, theory or law can be used to explain a point the student is trying to make
involves the refinement of this skill and is practiced throughout the course.
The role of the  Students are encouraged to make use of the library data bases to search for relevant
library scientific journal articles.
 The library is a great resource for the students when they are working on citations
for their written assessments.

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Area of How it is addressed in the course
Consideration
The role of  Computers are used in all classes to communicate with the student through email
Information and TigerNet.
Communication  Students learn to use Excel to graph data, Word to write reports and PowerPoint for
Technology presentations.
 Students collect data using multiple devices, most notably PASCO hardware and
probes with Capstone software. This software also allows for data manipulation and
analysis.
 Online simulations and videos are also commonly used as teaching and learning
tools.
 Online classes on Teams. All classes recorded, so students have an
opportunity to go back later.
 All lessons are saved in One Note. All work is distributed and submitted using One
Note too.
Cooperative N/A
education
Ethics  Is dealt with in relation to discussions on ethical decisions around energy production
and energy use. Typical discussion points center around land rights, pros and cons
of nuclear fuel, and the effects of air pollution due to fossil fuel use.
Health and Safety  This is a priority when dealing with materials, equipment, and lab
procedures. Proper ventilation, emergency electrical cut-off switches, eye-wash
stations, first aid kits, fire blankets, and fire extinguishers are readily available in all
lab areas.
 Information regarding safe storage, handling, and disposal of toxic substances is
always adhered to, as outlined on the Workplace Hazardous Materials Information
System (WHMIS) safety sheets.
 Students are taught about where to find the safety equipment and are reminded
before each lab activity.
 Students are instructed as to the specific safety considerations for each lab before
the activity begins.
 Students learn to consider safety in their own lab designs, but their
recommendations are checked before they are allowed to complete the experiment.
 Food is not consumed in the lab but may be consumed in the lecture room. When
students bring food into the room, they are asked not to bring in any applicable
allergens. Student allergy information is available to teachers on TigerNet.

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Resources
Primary Textbook
DiGiuseppe et al, Physics 11 University Prepartion, Nelson Education, 2011

Supplementary Textbook
Dick, Geddes, James et al, Physics 11, McGraw-Hill Ryerson, 2001

Software
Capstone, Pasco Scientific
Microsoft Office Suite
First Class Client email
WhippleHill Course Management software (including Gradebook)

Videos
Physics of Spaceflight Series, Parts I, II, III, Physics Curriculum and Instruction
Physics Demonstrations Series, Physics Curriculum and Instruction
Collisions, Classroom Video
Sergeant Magnet and the Electron Army, Classroom Video
Tacoma Narrows Bridge and Resonance, Mechanical Universe

Journals
The Physics Teacher, AAPT
Physics Today, AAPT
Scientific American

Websites
PHET Interactive Simulations, University of Colorado.
https://phet.colorado.edu/en/simulations/category/physics
The American Physical Society Physics Internet Resources, www.APS.org/resources/
NASA, www.nasa.gov
Physics Central, www.physicscentral.com/resources
American Institute of Physics, www.aip.org/
How Stuff Works, www.howstuffworks.com/index
Einstein’s Letters to Roosevelt, hypertextbook.com/eworld/einstein/shtml
The Particle Adventure (Berkeley), particleadventure.org/particleadventure/
Double Slit Diffraction, Kansas State University,
phys.educ.ksu.edu/vqm/html/doubleslit/index.html
The Electron, Egglescliffe School, UK,
www.egglescliffe.org.uk/physics/particles/electron/electron.html
OAPT Grade 11 Physics Prize Contest, helios.physics.uoguelph.ca/OAPT/contest/contest.html
Veritasium YouTube Channel, https://www.youtube.com/channel/UCHnyfMqiRRG1u-
2MsSQLbXA

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Sir Isaac Newton Exam, University of Waterloo, www.science.uwaterloo.ca/physics/sin/sin.html

Major Equipment
Students bring their own Apple laptops to class. All equipment listed below is provided for a
minimum of 6 groups, unless noted as demonstration equipment only.

Pasco Dynamics Track System with motion sensors, force sensors, and 850-series interfaces
Pasco Projectile Launchers and photogates

Magnets and magnetic materials of various shapes and

sizes Sigmatron demo wires and loops for showing RHR
effects
Pasco Basic Current Balance (EM Force apparatus), with interchangeable wire loops and
magnets (demo only)
Induction coils with metal cores, magnets, and
galvanometers AC function generators and Oscilloscopes
High voltage transformers (demo only)
Sigmatron circuit boards, DC power supplies, electrical components, and digital multimeters

Ripple Tanks and associated wave studies apparatus

Mechanical Wave Driver for standing wave studies (demo
only) Sound sensors for Pasco 850-series interfaces
Pasco resonance tubes with built-in speaker/microphone assemblies

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