Physics 11: Course Outline
Teacher: Mr. B. Powell
[email protected]
__________________________________________________________________________________
A. Course Objectives
This course is intended to be an introductory physics course that focuses on principles and theories, that encourages investigation of physical relationships, and illustrates the relationship between theory and application. The application of physics to everyday situations will be emphasized throughout the course. It is intended that the skills and knowledge gained will provide a solid base for further study. It is expected that by the end of the course students will be able to demonstrate an understanding and appreciation of the role of physics in society.
B. Course Content
1. Introduction to Physics
This unit is essentially a review of the all of the math skills the students have already learned and which will be needed for the study of physics.
2. Kinematics
It is expected that students will demonstrate an understanding of the relationships between time, displacement, and velocity, and apply these relationships to problems in everyday one-dimensional situations, demonstrate an understanding of the relationships between time, velocity, displacement, and acceleration and apply these relationships to calculations in common situations.
3. Vectors and Projectile Motion
It is expected that students will demonstrate an understanding of vectors and be able to apply the principles learned in kinematics to situations involving simple projectile motion.
4. Dynamics in One Dimension
It is expected that students will demonstrate an ability to apply in a variety of situations concepts related to the force of gravity, demonstrate an ability to describe and apply the concept of friction to everyday situations and determine the factors that affect it, demonstrate an ability to describe and apply Hooke's law to everyday situations, demonstrate knowledge of Newton's laws and apply them to common situations and demonstrate an ability to describe and apply the concept of momentum to everyday situations.
5. Energy
It is expected that students will demonstrate an understanding of the relationship between work and the different forms of energy, demonstrate an understanding of the law of conservation of energy and the relationships among work, kinetic energy, potential energy, and thermal energy and demonstrate an ability to describe and apply the concepts of power and efficiency to everyday situations.
6. Momentum
It is expected that students will demonstrate an understanding of the relationship between mass and velocity and demonstrate an understanding of the law of conservation of momentum.
7. Wave Motion and Geometrical Optics
It is expected that students will demonstrate an ability to describe and apply the characteristics and properties of waves to light and other everyday phenomena, analyze situations in which light reflects from plane and curved mirrors and analyze situations in which light is refracted.
8. Nuclear Fission and Fusion
It is expected that students will a basic understanding of nuclear processes and be able to demonstrate an understanding of the implications of their use.
9. Special Relativity
Students will be introduced to the concepts of Special Relativity.
C. Curricular Competencies (Skills)
Students are encouraged to develop the following competencies (skills):
1. Questioning and predicting
D. Assessment
Assessment will follow the guidelines outlined below:
1. Formative Assessment (for learning)
2. Summative Assessment (of learning)
Summative assessment tools are not re-doable
E. Reporting of Student Progress
Your Physics 11 course mark is cumulative and based on summative assessment tools completed up to the marks cut-off deadline imposed by the teacher for each school term.
Evaluation is an ongoing process. Students will be assessed continuously throughout the year. Grades will be assigned on midterm reports and at the end of the year based on marks collected for tests, quizzes, projects and laboratory work based approximately on the following percentages:
Tests and Quizzes 30%
Laboratory Work 25%
Projects 25%
Final Exam 20%
F. Grades
Letter grades will be assigned according to the following percentages:
A: 86-100%
B: 73-85%
C+: 67 - 72%
C: 60-66%
C-: 50-59%
I: 0-49%, an "I" becomes an ”F” if this is your final grade not a term grade
G. Student Behaviour
Lates
Absences
H. Academic Dishonesty
I. Miscellaneous
Teacher: Mr. B. Powell
[email protected]
__________________________________________________________________________________
A. Course Objectives
This course is intended to be an introductory physics course that focuses on principles and theories, that encourages investigation of physical relationships, and illustrates the relationship between theory and application. The application of physics to everyday situations will be emphasized throughout the course. It is intended that the skills and knowledge gained will provide a solid base for further study. It is expected that by the end of the course students will be able to demonstrate an understanding and appreciation of the role of physics in society.
B. Course Content
1. Introduction to Physics
This unit is essentially a review of the all of the math skills the students have already learned and which will be needed for the study of physics.
2. Kinematics
It is expected that students will demonstrate an understanding of the relationships between time, displacement, and velocity, and apply these relationships to problems in everyday one-dimensional situations, demonstrate an understanding of the relationships between time, velocity, displacement, and acceleration and apply these relationships to calculations in common situations.
3. Vectors and Projectile Motion
It is expected that students will demonstrate an understanding of vectors and be able to apply the principles learned in kinematics to situations involving simple projectile motion.
4. Dynamics in One Dimension
It is expected that students will demonstrate an ability to apply in a variety of situations concepts related to the force of gravity, demonstrate an ability to describe and apply the concept of friction to everyday situations and determine the factors that affect it, demonstrate an ability to describe and apply Hooke's law to everyday situations, demonstrate knowledge of Newton's laws and apply them to common situations and demonstrate an ability to describe and apply the concept of momentum to everyday situations.
5. Energy
It is expected that students will demonstrate an understanding of the relationship between work and the different forms of energy, demonstrate an understanding of the law of conservation of energy and the relationships among work, kinetic energy, potential energy, and thermal energy and demonstrate an ability to describe and apply the concepts of power and efficiency to everyday situations.
6. Momentum
It is expected that students will demonstrate an understanding of the relationship between mass and velocity and demonstrate an understanding of the law of conservation of momentum.
7. Wave Motion and Geometrical Optics
It is expected that students will demonstrate an ability to describe and apply the characteristics and properties of waves to light and other everyday phenomena, analyze situations in which light reflects from plane and curved mirrors and analyze situations in which light is refracted.
8. Nuclear Fission and Fusion
It is expected that students will a basic understanding of nuclear processes and be able to demonstrate an understanding of the implications of their use.
9. Special Relativity
Students will be introduced to the concepts of Special Relativity.
C. Curricular Competencies (Skills)
Students are encouraged to develop the following competencies (skills):
1. Questioning and predicting
- Identify a question to answer or a problem to solve through scientific inquiry
- Make predictions regarding the outcome of experiments
- Plan and carry out an experiment following the scientific process
- Use scientific understandings to identify relationships and draw conclusions
- Represent data and relationships in data using a variety of methods
- Evaluate their experimental method and the validity of data and identify sources of error
- Transfer and apply learning to new situations
- Communicate scientific information and findings in a variety of formats (lab reports, diagrams, scientific drawings, projects)
D. Assessment
Assessment will follow the guidelines outlined below:
1. Formative Assessment (for learning)
- Teacher, student and peer assessment
- For feedback only – not for marks in determining the student’s term and year end marks
- Assessment tools may include:
- Workbook questions
- Textbook questions
- Practice quizzes
- Homework check
- Laboratory skills checklist/rubric
- Laboratory report writing skills checklist/rubric
- Formative assessment tools are re-doable and students are encouraged to redo formative assessment tools until concept mastery is attained
2. Summative Assessment (of learning)
- Teacher assessment
- For marks and to be used in determining the student’s term and year-end marks
- Assessment tools may include:
- Quizzes and tests
- Laboratory evaluations
- Project
Summative assessment tools are not re-doable
- Each major unit will include multiple summative assessments
- A student who misses a summative assessment tool and who is excused by a parent/guardian’s note acknowledging the missed assessment tool will be offered the opportunity to write an alternate summative assessment tool at the teacher’s convenience
- A student who misses this second opportunity to write the excused, missed summative assessment tool will receive a mark of zero on the summative assessment tool
- A student who has an unexcused absence on the day of a summative assessment tool will receive a mark of zero on the summative assessment tool and will not be able to write an alternate summative assessment tool
- Cheating, plagiarism, or any form of academic misconduct on a summative assessment tool will result in a mark of zero for all parties involved in the academic dishonesty
- Opportunities are provided in class for students to review summative assessment tools. Summative assessment tools cannot be taken home and are the property of the teacher
E. Reporting of Student Progress
Your Physics 11 course mark is cumulative and based on summative assessment tools completed up to the marks cut-off deadline imposed by the teacher for each school term.
Evaluation is an ongoing process. Students will be assessed continuously throughout the year. Grades will be assigned on midterm reports and at the end of the year based on marks collected for tests, quizzes, projects and laboratory work based approximately on the following percentages:
Tests and Quizzes 30%
Laboratory Work 25%
Projects 25%
Final Exam 20%
F. Grades
Letter grades will be assigned according to the following percentages:
A: 86-100%
B: 73-85%
C+: 67 - 72%
C: 60-66%
C-: 50-59%
I: 0-49%, an "I" becomes an ”F” if this is your final grade not a term grade
G. Student Behaviour
Lates
- Students are expected to arrive to class before the bell rings. If you are not in the classroom when the bell rings, you are late.
- If you arrive late to class, either
- if the door is open: quietly enter, sit down, and begin work, or
- if the door is closed: knock once and quietly wait outside the door and review until I open the door.
- Do not be late for a summative assessment tool. You will not receive extra time for the summative assessment tool due to your tardiness.
Absences
- Students are expected to attend class on a regular basis.
- If you miss a class for any reason, it is your responsibility to talk with Mr. Powell on the morning of the day you return to school.
- A student who misses a summative assessment tool and who is excused by a parent/guardian’s note acknowledging the missed assessment tool will be offered the opportunity to write an alternate summative assessment tool at the teacher’s convenience
- A student who misses this second opportunity to write the excused, missed summative assessment tool will receive a mark of zero on the summative assessment tool
- A student who has an unexcused absence on the day of a summative assessment tool will receive a mark of zero on the summative assessment tool and will not be able to write an alternate summative assessment tool
H. Academic Dishonesty
- Cheating and/or plagiarism are not acceptable. Cheating and/or plagiarism on a summative assessment will result in a mark of zero. Your parents/guardians and the school administration will be notified of this academic dishonesty. The following Ministry of Education Examination Rules will apply in the course:
- Students must not be in possession of or have any secure examination materials prior to the examination session.
- Students must not communicate with other students during the examination.
- Students must not give or receive assistance of any kind in answering an examination question during an examination, including allowing one’s paper to be viewed by others or copying answers from another student’s paper.
- Students must not possess any book, paper or item that might assist in writing an examination, including a dictionary or piece of electronic equipment, that is not specifically authorized for the examination by ministry policy.
- Students must not copy, plagiarize or present as one’s own, work done by any other person.
- Students must immediately follow the invigilator’s order to stop writing at the end of the examination time and must not alter an examination after the invigilator has asked students to hand in examination papers.
- Students must not remove any piece of the examination materials from the examination room, including work pages.
- The use of inappropriate language or content may result in a mark of zero being awarded.
- Upon completion of the examination, return all examination materials to the supervising invigilator.
I. Miscellaneous
- Food and/or drink are not permitted in the classroom.
- Electronic devices such as cellular telephones, are not permitted in the classroom without prior permission.
- The primary goal in the classroom is student learning. No student will be allowed to interfere with another student’s learning.
Photo used under Creative Commons from mrmatthogg