About the course
This course develops students’ understanding of the basic concepts of physics. Students will explore these concepts with respect to motion; mechanical, electrical, electromagnetic, energy transformation, hydraulic, and pneumatic systems; and the operation of commonly used tools and machines. They will develop their scientific investigation skills as they test laws of physics and solve both assigned problems and those emerging from their investigations. Students will also consider the impact of technological applications of physics on society and the environment.
Physics College 12
Course Credit
1
Course Price
$ 550.00
Course Developer
My Learning Oasis
Prerequisite(s) (Text)
Grade 10 Science, Academic (SNC2D)
Course Code
Department Head & Contact Information
SPH4C
Ravi Sharma(ravi@mylearningoasis.com)
Course Type
College
Grade Level
Grade 12
Course Development Date
June 10th, 2021
Course Outline
Motion and Its Applications
In this unit students will study Newton's Equation of Motion and Newton's Laws of Motion. They will apply them to different scenarios in real-life. Students will analyze and decipher the difference between a distance-time graph and a displacement-time graph. They will also evaluate the average speed and average velocities from these graphs as well as their accelerations. Students will evaluate the instantaneous velocity and acceleration, given the appropriate graph. They will learn how to draw free body diagrams. They will also evaluate motion under gravitational acceleration.
Expected Hours of Instructions:19 hours
Mechanical Systems
In this unit students will be introduced to the concept of moment of a force (will be used interchangeably with torque), mechanical advantages, simple machines, and how simple machines can be combined to make a complex machine. Real-life applications of these machines will be discussed and evaluated. The concept of work will be introduced and applied to relevant situations. Students will be introduced to the different kinds of frictions. These concepts will be combined with Newton’s laws, and the equations of motions to evaluate real-life situations. Students will look at the positives and negatives of friction and how society benefits (or not) from it. Students will be introduced to Work and Power and the different units used to measure them. They will look at how to convert from one unit to the next, for instance from Watts to horsepower and vice versa.
Expected Hours of Instructions: 25 hours
Electricity and Magnetism
In this unit students will review the three main particles of an atom with particular attention to the electron. The discussion will then migrate to static and electric currents, direct and alternating. They will look at simple circuits and Ohm’s law, applied to series and parallel circuits. They will look at how electrical power is calculated. They will be introduced to magnetism and the basic laws governing magnetism and magnetic fields. Students will look at the relationship between electric current, magnetism, and force. They will be introduced to Lenz’s Law, Faraday’s Law and Fleming’s right hand and left hand rules that relate the direction of current, magnetic field, and force. These laws will be applied to the eclectic motor and electric generator, which will be discussed in the class.
Expected Hours of Instructions: 22 hours
Energy Transformations
In this unit students will look at transducers (devices that convert energy/power from one form the next). They will also look at, discuss, and analyse other ways of converting energy from one form to the other. The discussion will include but not limited to: ways of producing current electricity by traditional means, like the gas turbines and the hydro-electric power plants. The more modern sustainable techniques will be introduced, for instance wind power, solar power, solar cells, geothermal, nuclear, Ocean power, etc. Students will analyse each mechanism/process studied to determine their environmental friendliness and their impacts on society.
22 hours
Hydraulic and Pneumatic Systems
In this unit students will be introduced to pressure and the principles governing its behavior. The definition of pressure and its evaluation will be studied. Some of the fundamental principles that will be studied are Archimedes Principles, Bernoluli’s Principles, etc. These will be applied to practical situations in real life. Students will study applications like the hydraulic life found in mechanic shops and will be shown that in a perfect system, even the weight of an apple can be used to lift a 10 tonne vehicle in hydraulic systems. Students will analyze how an excavator can pick up tonnes of dirt. Here, Newton’s Laws of motion, torque, moment and the principles of fluid mechanics and hydraulics will be combined to explain real-life machines. The mechanisms such as suction systems, vacuum cleaners etc will be evaluated.
Expected Hours of Instructions: 20 hours
Exam
This is a proctored exam worth 30% of your final grade.
Expected Hours of Instructions: 2 hours
Total 110 hours
Resources
The course material (class notes and necessary handouts) will be provided by the teacher.
The students will be required to have:
● Access to a library or the Internet to do research
● Access to the internet as well as electronic devices for note taking and communication for those taking the class online
Overall Curriculum Expectations
A. 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.
B. Motion and Its Applications
B1 analyse selected technologies that are used to move objects or track their motion, and evaluate their impact on society and the environment, including their contribution to scientific knowledge;
B2 investigate, in qualitative and quantitative terms, the linear uniform and non-uniform motion of objects, and solve related problems;
B3 demonstrate an understanding of different kinds of motion and the relationships between speed, acceleration, displacement, and distance.
C. Mechanical Systems
C1 analyse common mechanical systems that use friction and applied forces, and evaluate their effectiveness in meeting social or environmental challenges;
C2 investigate forces, torque, work, coefficients of friction, simple machines, and mechanical advantage, and interpret related data;
C3 demonstrate an understanding of concepts related to forces and mechanical advantage in relation to mechanical systems.
D. Electricity and Magnetism
D1 analyse the development of selected electrical and electromagnetic technologies, and evaluate their impact on society and the environment;
D2 investigate real and simulated mixed direct current circuits and the nature of magnetism and electromagnetism, and analyse related data;
D3 demonstrate an understanding of the basic principles of electricity and magnetism.
E. Energy Transformations
E1 evaluate the impact on society and the environment of energy-transformation technologies, and propose ways to improve the sustainability of one such technology;
E2 investigate energy transformations and the law of conservation of energy, and solve related problems;
E3 demonstrate an understanding of diverse forms of energy, energy transformations, and efficiency.
F. Hydraulic and Pneumatic Systems
F1 analyse the development of technological applications related to hydraulic and pneumatic systems, and assess some of the social and environmental effects of these systems;
F2 investigate fluid statics, fluid dynamics, and simple hydraulic and pneumatic systems;
F3 demonstrate an understanding of the scientific principles related to fluid statics, fluid dynamics, and hydraulic and pneumatic systems.
Special Accommodations
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*).
It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners. The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).
For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 11 and 12: Science, 2008; (Pg:- 33-35) Date of extraction: Sunday, March 14, 2021
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
Teaching/Learning Strategy
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.
This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.
This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.
The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.
Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.
Assessment And Evaluation
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies.
Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.
Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:
● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course.
Final Exam: 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exam: 70%
Do you like rewards? Knowledge grows when you share, so does our benefits when you refer a friend.