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

Unit Titles and DescriptionsTime Allocated
Kinematics

Students will demonstrate an understanding of uniform and non-uniform linear motion, in one and two dimensions. They will investigate, in qualitative and quantitative terms, uniform and non-uniform motion, and solve related problems. They will analyse technologies that apply concepts related to kinematics, and assess the technologies’ social and environmental impact.

22 hours
Forces

Students will demonstrate an understanding of the relationship between changes in velocity and unbalanced forces in one dimension. They will investigate qualitatively and quantitatively net force, acceleration, and mass; and solve related problems. They will analyse and propose improvements to technologies that apply concepts related to dynamics and Newton’s laws, and assess the technologies’ social and environmental impact.

22 hours
Energy and Society

Students will demonstrate an understanding of work, efficiency, power, gravitational potential energy, kinetic energy, nuclear energy, and thermal energy and its transfer as heat. They will investigate energy transformations and the law of conservation of energy, and solve related problems. They will analyse technologies that apply principles of, and concepts related to energy transformations, and assess the technologies’ social and environmental impact.

21 hours
Waves and Sound

Students will demonstrate an understanding of the properties of mechanical waves and sound and of the principles underlying their production, transmission, interaction, and reception. They will investigate the properties of mechanical waves and sound, and solve related problems. They will analyse how mechanical waves and sound affect technology, structures, society, and the environment, and assess ways of reducing their negative side effects.

21 hours
Electricity and Magnetism

Students will demonstrate an understanding of the properties of magnetic fields, the principles of current and electron flow, and the operation of selected technologies that use the properties and principles to produce and transmit electrical energy. They will investigate magnetic fields and electric circuits and solve related problems. They will 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.

21 hours
Final Assessment
Exam

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

3 hours
Total110 hours

Resources required by the student:

Note: This course is entirely online and does not require or rely on any textbook.

  • A non-programmable, non-graphing, scientific calculator

Resources provided by ICE:

  • Online calculator

Overall Curriculum Expectations

A. Scientific Investigation Skills and Career Exploration
A1demonstrate 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);
A2identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.
B. Kinematics
B1analyse technologies that apply concepts related to kinematics, and assess the technologies’ social and environmental impact;
B2investigate, in qualitative and quantitative terms, uniform and non-uniform linear motion, and solve related problems;
B3demonstrate an understanding of uniform and non-uniform linear motion, in one and two dimensions.
C. Forces
C1analyse and propose improvements to technologies that apply concepts related to dynamics and Newton’s laws, and assess the technologies’ social and environmental impact;
C2investigate, in qualitative and quantitative terms, net force, acceleration, and mass, and solve related problems;
C3demonstrate an understanding of the relationship between changes in velocity and unbalanced forces in one dimension.
D. Energy and Society
D1analyse technologies that apply principles of and concepts related to energy transformations, and assess the technologies’ social and environmental impact;
D2investigate energy transformations and the law of conservation of energy, and solve related problems;
D3demonstrate an understanding of work, efficiency, power, gravitational potential energy, kinetic energy, nuclear energy, and thermal energy and its transfer (heat).
E. Waves and Sound
E1analyse how mechanical waves and sound affect technology, structures, society, and the environment, and assess ways of reducing their negative effects;
E2investigate, in qualitative and quantitative terms, the properties of mechanical waves and sound, and solve related problems;
E3demonstrate 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
F1analyse 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;
F2investigate, in qualitative and quantitative terms, magnetic fields and electric circuits, and solve related problems;
F3demonstrate 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.

 

Teaching & Learning Strategies:

As in a conventional classroom, instructors employ a range of strategies for teaching a course:

  • Well-presented, clear writing and helpful graphics and diagrams
  • Hands-on laboratory activities
  • Research assignments, with direct instruction and coaching

In addition, teachers and students have at their disposal a number of tools that are unique to electronic learning environments:

  • Electronic simulation activities
  • Discussion boards and email
  • Assessments with real-time feedback
  • Interactive activities that engage both the student and teacher in subject

Assessment, Evaluation and Reporting Strategies of Student Performance:

Our theory of assessment and evaluation follows the Ministry of Education’s Growing Success document, and it is our firm belief that doing so is in the best interests of students. We seek to design assessment in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students, and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.

Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by ICE teachers. ICE assessments and evaluations,

  • are fair, transparent, and equitable for all students;
  • support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
  • are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
  • are communicated clearly to students and parents at the beginning of the course and at other points throughout the school year or course;
  • are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
  • provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
  • develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

The Final Grade:

The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade will be determined as follows:

  • 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
  • 30% of the grade will be based on final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a project.

The Report Card:

Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, ICE will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.

Program Planning Considerations:

Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.

Course Curriculum

1. Kinematics
Kinematics- 0.0 Glossary of Terms 00:00:00
Kinematics- 1.0 Intro to Kinematics 00:00:00
Kinematics- Unit1 Notes 00:00:00
Kinematics- A1 Assignment10, 00:00
Kinematics- 1.1 PPPP v,d,t Assignment10, 00:00
T1 TEST 02:00:00
3U1 – QUIZ#1 02:00:00
2. Forces
Forces- Unit 2 00:00:00
SPH3U Forces TEST 02:00:00
3. Energy and Society
Energy and Society- Unit 3 00:00:00
SPH3U Energy TEST 02:00:00
Energy Challenge Quiz 02:00:00
4. Waves and Sound
Waves and Sound- Lesson 5 00:00:00
SPH3U Sound TEST 02:00:00
6. Electricity and Magnetism
Electricity and Magnetism- 07 Electromagnet Note 00:00:00
Magnetism Assignment10, 00:00
SPH3U Electricity TEST 02:00:00
1 STUDENTS ENROLLED

Institute of Canadian Education (ICE), Toronto.

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140 La Rose Ave #201, Etobicoke, ON M9P 1B2
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