About the course
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 and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyse, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment.
Physics University 12
Course Credit
1
Course Price
$ 550.00
Course Developer
My Learning Oasis
Prerequisite(s) (Text)
Grade 11 Physics, University Preparation(SPH3U)
Course Code
Department Head & Contact Information
SPH4U
Ravi Sharma(ravi@mylearningoasis.com)
Course Type
University
Grade Level
Grade 12
Course Development Date
June 10th, 2021
Course Outline
Dynamics
In this unit students will be introduced to the necessary mathematical tools to correctly represent the results of scientific findings. Such tools are scientific notation, significant digits, precision, and error analysis. The principles of linear kinematics will be revised. Students will study and apply free body diagrams in analyzing a system of forces. Students will be introduced to circular motion. They will look at angular velocity, angular acceleration, and angular displacement. These concepts will be used in the appropriate equations of motion for circular motion. Students will apply these principles to explain the behavior of real life devices and technologies. Students will look at the effect of the g-force on humans as a limitation for the acceleration of rockets taking off into space. Both dynamic and static friction will be introduced and systems that involve them will be analysed on the horizontal and inclined planes. Centrifugal, centripetal forces, and torque will be introduced with their analysis of real life applications.
Estimated Hours of Instructions:30 hours
Energy and Momentum
In this unit students will be introduced to the Law of Conservation of Momentum. At this point they will discuss moments of inertia. The Law of Conservation of Momentum will be applied to both linear and angular motion. Problems that combine Energy, momentum, friction, and angular motion will be analysed qualitatively and quantitatively. Such devices can be, but not limited to The GrandFather clock, the circular motion lawn sprinkler etc.
Estimated Hours of Instructions: 27 hours
Gravitational, Electric and Magnetic Fields
In this unit, students will be introduced to the concept of gravitational field and Newton’s Universal Law of Gravitation. Students will compare and contrast magnetic and electric fields. They will analyze equipment that use electric and magnetic fields. Students will look at the impact these fields can have on the environment and their benefits by way of the technologies that use them. Students will investigate the usefulness of the earth’s magnetic fields in preventing deadly radiation from the sun from reaching us. They will further investigate the movement and dynamics of the earth’s magnetic field and the implication to life on earth.
Estimated Hours of Instructions: 18 hours
The Wave Nature of Light
In this unit students will study the nature of light - the wave theory and the particle theory. They will investigate the authenticity of each by way of experimentation - Newton’s single and double slit experiments. The laws of reflection and refraction will be qualitatively and quantitatively studied. Students will apply the theory of light to real-life devices and analyze them e.g., the CD and DVD players.
Estimated Hours of Instructions:18 hours
Revolutions in Modern Physics: Quantum Mechanics and Special Relativity
In this unit students will be introduced to the modern concepts in physics, including Einstein's theory of relativity, photoelectric effect, and particle physics, will be examined. Students will discuss how these new conceptual models can influence and change scientific thought, and lead to the development of new technologies.
Estimated Hours of Instructions:14 hours
Exam
This is a proctored exam worth 30% of your final grade.
Estimated Hours of Instructions:3 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 a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields.
B. 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.
C. 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.
D. Gravitational, Electric 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.
E. 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.
F. 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.
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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