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About the course

This course introduces students to the basic concepts of motion then leads to two and three dimensional motion. It delves into vector mechanics, cross-product and dot product applications in physics. It introduces students to rotational motion and periodic motion. It then delves into Newton’s laws and thermodynamics. Students are introduced to wave motion and fluid dynamics.

University Physics I

Course Credit


Course Price


Course Developer

My Learning Oasis

Prerequisite(s) (Text)

Grade 11 Calculus or Functions or permission of school

Course Code

Department Head & Contact Information


Course Type

First Year University (Part I)

Grade Level

First Year Univ Level

Course Development Date

June 25th, 2021

Course Outline

University Physics I (UP- PHYS I: not for credit)

Prerequisite: Grade 11 Calculus or Functions or permission of school

Suggested Textbook: University Physics with Modern Physics, 14th Edition, Hugh D Young, Roger A. Freedman, 14th edition, Pearson Education

Purpose of Course
By popular demand, My Learning Oasis created this course to give students a head start in university, regardless of their discipline. As such, it is not meant to replace a university course and is not intended to be valued as a university credit, although the content is well in tune with the first course in physics in most universities. As such, students may, on their own volition, seek a credit from the university. My Learning Oasis also offers a follow up to this course called University Physics II.

Course Description
This course introduces students to the basic concepts of motion then leads to two and three dimensional motion. It delves into vector mechanics, cross-product and dot product applications in physics. It introduces students to rotational motion and periodic motion. It then delves into Newton’s laws and thermodynamics. Students are introduced to wave motion and fluid dynamics.

Week 1
Dimensional analysis
Review of significant digits and accuracy

Week 2
Motion in a straight line
Projectile motion
Newton's Laws of Motion

Week 3
Introduction to friction
Applications that involve Newton's Laws of Motion and Friction
Three dimensional motion

Week 4
Work and Energy
Application of work, energy, friction, and Newton’s Laws of Motion

Week 5
Linear Momentum, impulse, and collision

Week 6
Rigid body dynamics
Angular Momentum
Rotational motion

Week 7
Periodic Motion

Week 8

Week 9
Periodic Motion
Introduction to Fluid Mechanics

Week 10
More on Fluid Mechanics
Mechanical Waves

Week 11
More on Waves
Sound and Hearing

Week 12
Temperature and Heat
Thermal Properties of Matter

Week 13
First Law of Thermodynamics
Application of First Law of Thermodynamics

Week 14
Second Law of Thermodynamics
Application of Second Law of Thermodynamics

Marks Break Down
Assignments: 10%
Project: 20%
Midterm: 30%
Final Exam: 40%

If your final mark in the final exam is better than the overall average of the course, then the better of the two will be recorded.


Note: This course does not require or rely on any textbook.

● Every student needs access to an electronic device to communicate with their teacher
● All class notes and assignments will be provided by teachers.

Overall Curriculum Expectation

Overall, by the end of this course student ought to develop a working and academic knowledge of Newtonian Mechanics and Fluid Dynamics. It is also geared to give students an understanding of the first two laws of thermodynamics and how the apply to refrigeration and heating cycles. Students will get an understanding of various thermodynmaic cycles, like the gasonline cycles and Brayton cycles. This course ought to prepare them for a second year university physics course.

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: Technological Education, 2009; Date of extraction: date: Sunday, March 14, 2021

Program Considerations For English Language Learners

Students from a variety of cultural and linguistic backgrounds. For many of tStudents hese 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

Mark breakdown
Assignments: 10%
Project: 20%
Midterm I: 30%
Final Exam: 40%

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