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About the course

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 analyse the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment.

Physics University 11

Course Credit


Course Price

$ 550.00

Course Developer

My Learning Oasis

Prerequisite(s) (Text)

Grade 10 Science, Academic (SNC2D)

Course Code

Department Head & Contact Information


Course Type


Grade Level

Grade 11

Course Development Date

June 10th, 2021

Course Outline


Students will be introduced to the concepts of uniform and non-uniform motion. They will apply the basic Newtonian equations of motion to solve related problems in one and two dimensions. Students will then analyse technologies that apply concepts related to kinematics and assess the impacts on society that these technologies have.

Estimated Hours of Instructions: 20 hours


This unit introduces qualitative and quantitative study of Newton's laws of motion. The students will look at various real-life applications of these laws. Students will then do mathematical analysis of force systems using Newton's Laws of motion. Further mathematical analysis of systems that combine these laws and the equations of motion will be addressed. Students will be introduced to moments of a force and its application in real-life.

Estimated Hours of Instructions: 18 hours

Energy and Society

Students will review the various forms of energy. They will then be introduced to The First Law of Thermodynamics (The Law of Conservation of Energy) and how it can be used to determine the efficiency of a system. Students will look at the conversion of energy from one form to the other. The social and environmental impacts of such energy conversions will be addressed and ways to mitigate the negative impacts they have on the environment and its inhabitants. Application problems that combine Newton’s equations of motion, Newton's laws and the Law of Conservation of Energy will be analyzed. Kinetic and potential energy and their interconversion during a process will be addressed. 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.

Estimated Hours of Instructions:20 hours

Waves and Sound

In this unit students will be introduced qualitatively and quantitatively to waves and sounds. Students will be introduced to longitudinal and transverse waves. They will discuss their similarities and differences. They will look at all the parameters used in describing both longitudinal and transverse waves, for instance, frequency, period, and wavelengths. The practical applications of transverse and longitudinal waves are going to be discussed. Students will look at the impact that such waves can have on society and the environment and ways to mitigate the negative impacts.

Estimated Hours of Instructions:18 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 electric motor and electric generator, which will be discussed in the class. Students will discuss and analyse 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.

Estimated Hours of Instructions:31 hours

Final Exam

This is a proctored exam worth 30% of the final grade.

Estimated Hours of Instructions: 3 hours

Total 110 hours


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. Kinematics

B1 analyse 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

C1 analyse 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.

D. Energy and Society

D1 analyse 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

E1 analyse 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

F1 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;
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.

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%

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