Physics

Grade Level:

Grade 11, University

Ministry Course Code:

SPH3U

Course Name:

Physics

Department Name:

Science

Teacher’s Name:

Mr. Rasool

Course Developed by:

Mr. Rasool

Course Development Date:

2018

Course Revised by:

Mr. Rasool

Course Revision Date:

2019

Reviewer:

Mr. Rasool

Developed From:

The Ontario Curriculum, Grades 11 and 12, Revised (2008); Growing Success (2010)

Prerequisite/Co-requisite:

Grade 10 Science Academic

Credit Value:

1.0

Course Description

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

Teaching and Learning Strategies

A wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These strategies include, but are not limited to:

  • Activity Learning Center Oral Presentation Discussion Peer Practice
  • Think Pair Share Demonstration Guided Exploration
  • Lecture Visualization Worksheet
  • Independent Study Learning Log Reflection Braing Storming
  • Problem Solving Computer Assisted Instruction
  • Internet Technologies Experimenting Inquiry Process

Program Planning

1.ESL Students: Teachers must adapt the instructional program in order to facilitate the success of these students in their classrooms. Appropriate adaptations include:

  • Use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, and scaffolding; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages);
  • Use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity);
  • Use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers or cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).

2.Role of Technology: Information and communications technology (ICT) provides a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ learning in science. Computer programs can help students collect, organize, and sort the data they gather and to write, edit, and present multimedia reports on their findings.Technology also makes it possible to use simulations – for instance, when field studies on a particular topic are not feasible or dissections are not acceptable.


3.Career Education: Ongoing scientific discoveries and innovations coupled with rapidly evolving technologies have resulted in an exciting environment in which creativity and innovation thrive, bringing about new career opportunities. Today’s employers seek candidates with strong critical-thinking and problem-solving skills and the ability to work cooperatively in a team – traits that are developed through participation in the science program. Through science courses, students will develop a variety of important capabilities, including the ability to identify issues, conduct research, carry out experiments, solve problems, pre- sent results, and work on projects both independently and as a team. Students are also given opportunities to explore various careers related to the areas of science under study and to research the education and training required for these careers.

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