Course Overview

Physics, Grade 11, University Preparation, SPH3U

Prerequisite: Science, Grade 10, Academic

Course Description

This course develops students’ understanding of the basic concepts of physics. Students study the laws of dynamics and explore different kinds of forces, the quantification and forms of energy (mechanical, sound, light, thermal, and electrical), and the way energy is transformed and transmitted. They develop scientific-inquiry skills as they verify accepted laws and solve both assigned problems and those emerging from their investigations. Students analyse the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment.

How This Course Supports the Ontario Catholic School Graduate Expectations

Through the study of physics, students have the opportunity to “discover the laws which govern the universe, as well as their interrelationship.” They (scientists, and therefore students) can “stand in wonderment and humility before the created and feel drawn to the love of the Author of all things.” (address of Pope John Paul II to the Jubilee of Scientists May 25, 2000) The study of any science helps students to learn to be reflective, critical, and creative thinkers, as well as discerning believers, who can apply their knowledge to the world around them. They can then make appropriate decisions in light of Gospel values and Church teachings. Through the study of the techniques of science, particularly experimentation, students learn to be collaborative contributors to an interdependent team, respecting the rights, responsibilities, and contributions of others. Overall, students become aware of the spiritual, as well as the physical dimension of the world and of the need to respect the environment and to use resources wisely in order to fulfill their roles as stewards of God’s creation. “By increasing his knowledge of the universe ... man has a veiled perception ... of the presence of God....” (address of Pope John Paul II to the Jubilee of Scientists May 25, 2000)

Course Notes

Students of physics not only go on to study the theoretical aspects of the discipline but also enroll in engineering and other technical programs at the post secondary level. Throughout the course students are given many opportunities to analyse, describe, and explain various technological applications of the physics principles studied. In particular, students are given opportunities to construct, test, and refine optical and electro-magnetic devices. Although no single culminating activity is suggested, the construction and testing of these devices is recommended as a component of the final assessment of the course.

Teachers should provide ample opportunities for students to engage in safe, effective laboratory activities in all units of the course. The health and safety of teachers and students must be of paramount importance when conducting laboratory activities. All must comply with the provisions of Workplace Hazardous Materials Information System (WHMIS) legislation and must practice established safe laboratory procedures. Experimental work provides students with an opportunity to develop their inquiry skills in each unit of the course. The skills essential for scientific investigation are found on pages 89 and 90 of The Ontario Curriculum Grades 11 and 12 Science 2000. These skills apply to all areas of the course and must be developed in all the course units. Assessment of the students’ mastery of these skills must be included in the evaluation of their achievement of the expectations for the course. In this profile these skill expectations have been coded as Scientific Investigation Skills (SIS.01 to SIS.12).

Students should to use computer technology that has been developed for use in physics. Computer interfaces for laboratory equipment, multimedia applications, databases, and computer-based simulations should be used wherever appropriate to do so. Care should be taken, however, to ensure that students are provided with adequate opportunity to learn how to use the computer technology and to understand the physics concepts being studied.

The underlying theme of the course is the concept of energy, its meaning and application to various transformations in the world around us. The strands of the course are recommended as the units of study. It is recommended that the first unit taught is Electricity and Magnetism. This is so the students begin investigating the applications of physics in a context of the world around them, and then investigate the theoretical underpinnings of the technological applications. Students have experienced many electrical devices, so an investigation of their structure and operation is a natural starting point. They have also studied the characteristics of electricity in Grade 9, including electrical energy, power, and efficiency. This provides a basis for the discussion of different forms of energy and the transformation of energy. After Electricity and Magnetism the teacher may develop the theoretical and mathematical basis of the rest of the course by dealing with Force and Motion. The teacher builds on the concepts of kinematics introduced in Grade 10 to develop the concepts of dynamics. Additional time is included in this unit to allow the teacher to review the essential kinematics equations from Grade 10. However, teachers should be careful to not spend too much time on the review of the concepts taught in Grade 10. From this foundation, teachers can develop the mathematical relationships among Energy, Work and Power. This unit was developed in detail in order to model the design of a physics unit in the new curriculum and to show how the Catholic Graduate Expectations may be incorporated into the curriculum. The last two units recommended are Waves and Sound, followed by Light and Geometric Optics.

Units 1 and 5 provide the opportunity to construct, test, and refine various devices that are an application of physics principles. Students may submit either one of these devices for their final evaluation after they have made some refinements. Students should be introduced to the building project early in the unit. Additional time has been allocated to these units to provide sufficient time for students to build and test their devices. It is possible to switch the order of the last two units to allow sufficient time to build the optical device before the end of the course.

Units: Titles and Time

Unit 1	Electricity and Magnetism	25 hours
Unit 2	Forces and Motion	24 hours
* Unit 3	Energy, Work, and Power	22 hours
Unit 4	Waves and Sound	15 hours
Unit 5	Light and Geometric Optics	24 hours

* This unit is fully developed in this Course Profile.

Unit 1: Electricity and Magnetism

Time: 25 hours

Unit Description

In this unit students begin by reflecting on the many electrical devices that exist in the world around them. They may express their gratitude for God’s creation that allows us to create so many useful devices through a prayer such as that written by St. Francis of Assisi or by reading relevant scriptures. They study the basic principles and laws of electricity and magnetism through experimentation. Using these principles, students construct, test, and refine a working prototype device. They are made aware of the energy changes involved in the operation of electrical devices.

This is a basis for the more detailed study of energy, work and power. Students are asked to consider the value of the many electrical devices used by people in light of the need to share and to conserve the world’s resources.

Note: The numbering of the Scientific Investigation Skills (SIS) is taken from the order of the expectations given on page 89 and 90 of The Ontario Curriculum Grades 11 and 12 Science 2000.

Since each cluster includes several Learning Expectations, various Achievement Chart categories may be assessed; however, one or more areas tend to have a greater emphasis. These categories have been indicated in bold in order that it is clear to the teacher which category should be weighted more heavily.

Unit Overview Chart

Cluster

Expectations

Assessment

Focus/Task

EMV.01

EM1.01, 1.02

SIS.08, .09

CGE 2ab

Knowledge

Electricity terminology and concepts:

· basic definitions

· simple problem solving involving the definitions

· review of simple electrical circuits

EMV.01, EMV.02

EM1.01, .03

EM2.01

EM3.01

SIS.01, .03, .06, .10

CGE 2abcd, 5a

Knowledge

Inquiry

Communication

Making Connections

Magnetic fields:

· experiments to examine the properties of magnetic fields

· applications of magnetic fields in practical devices

EMV.01, EMV.02, EMV.03

EM1.01, 1.04, 1.05, 1.06

EM2.02

EM3.02

SIS.01, .02, .03, .04, .05, .06, .10, .11

CGE 2cd, 5a

Knowledge

Inquiry

Communication

Making Connections

Electro-magnetism concepts:

· experiments to relate the current in a straight conductor and a coil with the magnetic field produced

· historical development of technologies related to magnetic fields

EMV.01, EMV.02, EMV.03

EM1.01, 1.07, 1.08, 1.09

EM2.03

EM3.02

SIS.01, .02, .03, .04, .05, .06, .10, .11

CGE 2cd, 5a

Knowledge

Inquiry

Communication

Making Connections

Electro-magnetic induction concepts:

· Faraday’s Law

· Lenz’s Law and AC/DC electricity

· quantitative calculations using transformers

EMV.02

EM2.04

SIS.07, .10, .12

CGE 2cd, 3f, 4f, 5ab, 7i

Inquiry

Communication

Making Connections

Application of electromagnetism:

· building an Electro-magnetic device

· possible careers

Unit 2: Forces and Motion

Time: 24 hours

Unit Description

The study of Force and Motion prepares the theoretical groundwork for physics. This is essential before introducing the concepts of energy and energy transformations. In this unit students demonstrate an understanding of the relationship between forces and the acceleration of an object by first examining the factors that affect linear motion in the horizontal direction. Students investigate the effect of gravitational force by analysing linear motion in the vertical direction. In both cases students use graphs and vector diagrams to aid in their quantitative analysis. Newton’s laws of motion and their applications are investigated as students apply free-body diagrams to various situations to determine the net force acting on an object. Through experimentation and data analysis students verify Newton’s second law of motion. Finally, students apply the concepts of force and motion to explain the design and function of various transportation and sports technologies. Students evaluate these developments based on principles of the Catholic faith tradition.

Unit Overview Chart

Cluster

Expectations

Assessment

Focus/Task

FMV.01

FM1.01, 1.02, 1.03, 2.01

SIS.01, .02, .03, .06, .08, .09

CGE 2cd

Knowledge

Inquiry

Motion in the horizontal plane:

· type of motion and the forces acting

· apply vector diagrams of forces

· experiments to study this

FMV.01, FMV.03

FM1.01, 1.02, 1.04, 1.05, 2.03, 3.01

SIS.06, .07, .08, .09, .11

CGE 2c, 3c

Knowledge

Communications

Making Connections

Motion in the vertical plane:

· the effect of gravitational force on motion

FMV.02

FM1.01, 1.06, 1.07, 2.04

SIS.01, .02, .06, .07, .08, .09, .11

CGE 2b, 3c

Knowledge

Inquiry

Communications

Applying Newton’s Laws:

· free body diagrams

· vector diagrams to study motion

FMV.02

FM1.08, 2.02, 2.03, 2.04

SIS.01, .02, .03, .04, .05, .06, .08, .09, .10, .12

CGE 2e, 3c, 4f, 5ae

Knowledge

Inquiry

Communications

Verifying Newton’s Second Law:

· through experiment

· solving problems relating to its application

FMV.03

FM2.03, 2.04, 3.02, .03

SIS.04, .06, .08, .09, .12

CGE 2be, 3f, 4f, 5e

Communications

Making Connections

Applications of force:

· to technology

· to sport

· various societal issues related to them

Unit 3: Energy, Work, and Power

Time: 22 hours

Unit Description

Both the qualitative and quantitative concepts of work and energy are studied through reference to the electrical devices studied previously. The concepts of kinetic energy, gravitational potential energy, thermal energy, and heat are reviewed. Students investigate the concept of energy conservation in more detail in order to analyse the costs and benefits of various energy sources and energy transformation technologies. This provides them with an opportunity to reflect on the need for energy conservation in a world that has a disproportionate amount of energy used by a small segment of the world’s population. Students reflect on the energy consumption in a Canadian city compared to a similar city in a developing country. The issue of stewardship and the distribution of wealth among the nations of the world is discussed. The transfer of energy through wave motion is then further studied in the next unit.

Unit Overview Chart

Cluster

Expectations

Assessment

Focus/Task

EWV.01

EW1.01, 1.02, 1.03

SIS.06, .07, .08, .11

CGE 2c, 3c

Knowledge

Work and energy concepts:

· definitions

· mathematical problem solving

EWV.01, EWV.02

EW1.01, 1.03, 1.04, 1.05

EW2.01, 2.02, 2.03

SIS.01, .02, .03, .05, .06, .07, .08, .09, .10, .11

CGE 2c, 3c, 4f, 5ae

Knowledge

Inquiry

Communication

Energy transformations and power:

· experiments

· mathematical problem solving

EWV.01, EWV.02, EWV.03

EW1.03, 1.04, 1.05

EW2.01, 2.02, 2.03

EW3.02

SIS.01, .02, .03, .04, 09, .10, .12

CGE 2cd, 3c, 4f, 5ae

Knowledge

Inquiry

Communication

Making Connections

Efficiency of transformations of energy:

· experiments

· mathematical problem solving

EWV.03

EW1.04, 1.05

EW2.03

EW3.01

SIS.04, .05, .09, .11, .12

CGE 1d, 2de, 3c, 7dei

Knowledge

Inquiry

Communication

Making Connections

Societal and environmental issues:

· related to energy sources

· related to energy transformation

Unit 4: Waves and Sound

Time: 15 hours

Unit Description

Through experimentation and simulation students investigate the production, transmission and interactions of mechanical waves. Students demonstrate an understanding of sound as a wave and analyse resonance both qualitatively and quantitatively. Technological devices employing the principles of waves and sound are described by students and evaluated in terms of their enhancement of the quality of life. These wave properties are revisited again in the context of light and geometric optics.

Unit Overview Chart

Cluster

Expectations

Assessment

Focus/Task

WSV.01, WSV.02

WS1.01, 1.02, 1.04

WS2.01

SIS.08, .09

CGE 2ab

Knowledge

Inquiry

Wave terminology and concepts:

· related to the motion of mechanical waves in different media

· experiments

· diagrams

WSV.02

WS1.03

WS2.02

WS3.02

SIS.01, .02, .03, .07,
.10, .11

CGE 2ab, 5a

Knowledge

Inquiry

Making Connections

Sound as a wave:

· demonstrations

· experiments

WSV.03

WS1.04, 1.05, 1.06, 1.08

WS2.03

WS3.02

SIS.01, .02, .03, .06, .07, .10, .11

CGE 2c, 3c, 5a

Knowledge

Inquiry

Making Connections

Resonance:

· meaning of concept

· experiments

WSV.03

WS1.07, 1.08

WS2.03

WS3.01, 3.02,3.03

SIS.01, .02, .03, .04,
.05, .12

CGE 2c, 3c, 4f, 5ab

Knowledge

Inquiry

Communication

Making Connections

Applications of waves and sound:

· demonstrations

· experiments

· research

Unit 5: Light and Geometric Optics

Time: 24 hours

Unit Description

The Light and Geometric Optics unit is designed to provide students with an opportunity to evaluate the contribution of optical devices in fields such as entertainment, communications, and health. The construction and testing of an optical device prototype is the final activity in the unit. The theoretical and practical framework needed to accomplish this project are developed in the first three groups of expectations. The properties of light along with natural phenomena are described using the scientific model for light propagation. Students analyse image formation with lenses in quantitative terms and through the use of ray diagrams. Students submit the prototype and prepare a discussion of the societal impact of the device as a component of the final evaluation. Students are encouraged to explore the symbolic use of “light” within their faith tradition and in scripture.

Unit Overview Chart

Cluster

Expectations

Assessment

Focus/Task

LGV.01, .02

LG1.01, 1.03, 1.04

SIS.06, .07, .08

CGE 2b, 3c, 5a

Knowledge

Light Properties:

· demonstrations

· a scientific model for light

LGV.02

LG1.02, 2.01, 2.02, 2.04

SIS.01, .02, .03, .07, .09, .10, .11

CGE 2c, 3c

Knowledge

Inquiry

Communication

Explaining light:

· ray diagrams

· experiments

LGV.02

LG1.05, 1.06, 1.07, 2.02, 2.04

SIS.01, .02, .03, .05, .07, .09, .10, .11

CGE 2c, 3c, 5a

Knowledge

Inquiry

Communication

Effects of lenses:

· ray diagrams

· experiments

LGV.03

LG1.06, 2.05, 3.01, 3.02, 3.03

SIS.04, .05, .09, .12

CGE 2ce, 3ce, 4f, 5a

Knowledge

Inquiry

Communication

Making Connections

Applications of light:

· construction of an optical device

· research optical devices

· presentation of impact of optical devices on society

Teaching/Learning Strategies

Since this is a university preparation course, Teaching and Learning Strategies emphasize the theoretical aspects of the course content but also include concrete applications. Physics is an activity as much as it is an organized body of knowledge. It cannot be learned in any meaningful way by reading and discussion alone. The experimental nature of physics is emphasized.

An essential expectation of this course requires students to construct, test and refine models of optical and electromagnetic devices. It is important to teach students that model building involves a problem solving process similar to the scientific method. Students begin by brainstorming possible solutions to a practical problem. This is similar to making a hypothesis in an investigation. They then build a model of the proposed solution and test it to determine if it adequately solves the practical problem. This is similar to the experimentation stage of the scientific method. Once the testing is complete the model may be improved and tested again until a satisfactory result is achieved.

Faith implies that one interprets the realities and phenomena of this world as manifestations of the mystery of God, who created and sustains the universe. Writing reflections is a strategy that can help students raise their thoughts to this transcendental reality. The reflections notebook can also help students achieve some of the Catholic Graduate Expectations. In writing reflections, students should consider a “Learning/Valuing/Acting Model.” “Learning” involves the students reflecting on what they have learned from the course, from reading newspapers, from watching television news shows or from their own experience with an issue. “Valuing” requires students to reflect on which Catholic values are important in dealing with the issue. “Acting” requires students to decide on a course of action, taking what they value and putting it into practice, using what they have learned.

This model promotes the importance of the need to act appropriately in light of what we know and what we value. In this way students are constantly challenging themselves about the social teachings of the Church and the importance of every individual’s actions in working towards the common good. This model should be considered when dealing with issues of environmental stewardship, community, social justice and the wise use of resources. Whenever this model is suggested as the basis for a reflection, it will be referenced as the “Learning/Valuing/Acting Model”.

Throughout the course, students are given numerous and varied opportunities to acquire knowledge and to develop skills. Some instructional strategies are more suited to the development of particular types of understanding. Therefore instructional strategies may be placed into categories similar to the categories of learning of the Achievement Charts. Some strategies may be used to develop several types of understanding.

Expectations that require the development of knowledge/understanding may be developed through:

· Audio-visual presentations – films or videos viewed to illustrate concepts or examples that may be difficult to observe directly;

· Collaborative/Cooperative Learning – various small group learning techniques as constructed by the teacher (e.g. think/pair/share, jigsaw);

· Computer-based Learning – students use simulations and relevant computer programs to explore science problems;

· Equation List – a list of equations used in a particular unit, along with their definition or other explanations of each symbol and its corresponding unit;

· Independent Study – students explore and research a topic of interest (an important component of the model building activity in unit 1 and 5);

· Notebook – a student collection of daily work, teacher handouts, and homework attempted and completed;

· Teacher-Directed Lessons and Demonstrations – introductions to key concepts of the course used in all units;

· Vocabulary List – a list of specific physics terminology used in a particular unit, along with their definition or other explanation of their meaning.

Expectations that involve the development of inquiry skills may be developed through:

· Case Study – investigation of real and simulated problems provided by the teacher;

· Independent Study – students explore and research a topic of interest (an important component of the model building activity in unit 1 and 5);

· Lab Based Inquiry – students perform investigations in the laboratory under the supervision of the teacher;

· Model Building – students construct physical representations of electrical and optical devices.

Expectations that encourage the development of communication may be developed through:

· Conferencing – teacher to student discussion;

· Interviewing – students engage in a conversation or dialogue with a person in order to gain information or insights from the person being interviewed or to give information to a person conducting the interview;

· Writing – student writing concerning issues raised in the course (particularly useful in considering issues such as stewardship, justice regarding the fair distribution of natural resources, and the need to invest fairly in Third World countries from a Catholic perspective; the “Learning/Valuing/Acting Model” should be used);

· Lab Book – a notebook or a binder that students use to record their observations of all in class experiments;

· Log Book – a written record of the progress of student’s model building with reference to problems encountered, successes and refinements;

· Report/Presentation – an oral and/or written presentation of a researched topic to the class, perhaps as a poster or a videotaped format.

Expectations that provide opportunities to expand their knowledge and to make connections may be developed through:

· Guest Speaker – an expert is invited from outside the school to present ideas, alternative perspectives, opinions, descriptions of real-life experiences and answer questions generated by students;

· Outreach – students are invited to contact local charitable organizations (St. Vincent de Paul Society, Salvation Army, Scarborough Missions etc.) to see if there is a need for used eye glasses or other technological devices such as computers that may be collected and donated to those who have limited access to such devices.

Assessment & Evaluation of Student Achievement

Assessment is the process of gathering information from a variety of sources that accurately reflects how well a student is achieving the curriculum expectations. In science these expectations include the Understanding of Basic Concepts which may be assessed for Knowledge and Understanding; the Developing Skills of Inquiry and Communication which may be assessed for Inquiry and Communication; and Relating Science to Technology, Society, and the Environment which may be assessed for Making Connections.

Assessment strategies should include the following:

Paper-and-Pencil Tasks (most suitable for assessing Knowledge/Understanding)

· quizzes

· tests

· lab reports

Performance Tasks (most suitable for assessing Inquiry and Making Connections)

· student demonstration of science skills

· student interviews

· student performed experiments

· model building

Personal Communication (most suitable for assessing Communication)

· short written reports

· notebooks

· lab reports

· log books

· self assessment

· student-teacher conferences

Observation (most suitable for assessing Inquiry and Communication)

· formal/informal by teacher

Assessment tools include:

· checklists

· marking schemes

· rubrics

· anecdotal comments with suggestions for improvement

Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and then assigning a value to represent that quality. The value assigned will be in the form of a percentage grade. According to Program Planning and Assessment 2000, 70% of the student’s course grade will be based on the assessments and evaluations conducted throughout the course and 30% will be based upon an examination, performance, essay and/or other method of evaluation suitable to the course content and administered towards the end of the course. The assessment and evaluation in this university preparation science course reflects the course emphasis on theoretical aspects of the content as well as the concrete applications. It is recommended that a final examination should be used as a component of the final evaluation along with the building and testing of a practical device. One of the two devices produced, along with their construction log and their report on the device and its societal implications, should be submitted for assessment. The final project submitted must be a refinement of the earlier work. The Final Examination should be evaluated for all four categories identified in the Achievement Chart. The construction log may be evaluated for inquiry and communication, the report on the device may be evaluated for knowledge/understanding, communication, and making connections and the actual device may be evaluated for knowledge/understanding and inquiry.

Accommodations

Teachers must consider the needs of exceptional students in planning the delivery of the science curriculum. All students should be challenged according to their abilities. Accommodations to the program activities and/or to the environment may be necessary. Where the student has an Individual Education Plan (IEP) the course will be adapted to meet the student’s needs as outlined in the plan. For English as a Second Language (ESL) students or English Literacy Development (ELD) students, teachers should provide opportunities for the students to demonstrate their learning by alternative means (such as spoken English, direct demonstration and pictorial representation) while written English is developing. For students with physical or learning impairments, classroom and laboratory activities should be altered to permit as much participation as possible. Where possible, peers should be encouraged to assist students in order to permit participation in some group or individual activities. For assessment it may be necessary to use oral testing, a scribe to record answers given orally, or other demonstrations of learning in order to determine the level of achievement of certain students. For additional specific suggestions for students with learning disabilities, visual impairment, or hearing impairment teachers should consult Appendix A4 of the Catholic Profile for the Grade 10 Locally Developed Course.

Enrichment possibilities should be considered. Students may be encouraged to read historical articles relating to the development of scientific theories or devices. They may also be encouraged to participate in a Science Fair, Science Olympics or other special events sponsored by colleges or universities that allow them to extend their work beyond the day to day and the ordinary.

Resources

Various approved textbooks that exist for the previous Grade 12 and OAC physics courses can be consulted in order to determine proper procedures for science skill development as well as background knowledge for students. There will be new textbooks written by various publishers for this course. Teachers should consult them when they are available, however they should be aware that they may contain information beyond the range of the actual course expectations. Teachers should consult The Ontario Curriculum, Grades 11 and 12: Science 2000 to be sure appropriate activities are pursued.

Science classrooms should also have a Bible available for reference. Teachers should consult the Religion department in the school or the school Chaplain for the version used by the school. Many schools use the New American Catholic Bible, published by Catholic Bible Publishers, Wichita, Kansas 1992.

Magazines such as Physics Today published monthly by the American Institute of Physics, The Physics Teacher published by the American Association of Physics Teachers and The Crucible published by the Science Teachers Association of Ontario are useful sources of current information about physics and the teaching of physics.

Some useful textbook resources include the following:

Finley, M. Let’s Begin With Prayer. Indiana: Ave Maria Press Inc., 1997. ISBN 0-87793-615-3

Giancoli, D.C. Physics: Principles with Applications, 2nd ed. Toronto: Prentice-Hall, 1985.
ISBN 0-13-672627-5

Hirsch, Alan J. Physics for a Modern World. Toronto: John Wiley and Sons, 1986. ISBN 0-471-79747-2

Kane, J.W. and M.M. Sternheim. Physics, 3rd ed. Toronto: John Wiley and Sons, 1988.
ISBN 0-471-85221-X

Martin, B. and C. Sprank. Physic-AL: An Activity Approach to Physics. Edmonton: J.M. Lebel Enterprises Ltd., 1989. ISBN 0-920008-30-5

Martindale, D.G. et al. Fundamentals of Physics: An Introductory Course. Toronto: D.C. Heath, 1987. ISBN 0-669-95113-7

Martindale, D.G., R.W. Heath, and P.C. Eastman. Fundamentals of Physics: A Senior Course. Toronto: D.C. Heath, 1986. ISBN 0-669-95047-5

Spencer, P.T., K.G. McNeill, and J.H. MacLachlan. Matter and Energy: The Foundation of Modern Physics, 3rd ed. Toronto: Irwin Publishing, 1987. ISBN 0-7725-1558-1

Wolfe, T.J.E., E. Brown, D. Parker, and F. Mustoe. Physics Today 1. Scarborough: Prentice-Hall Canada Inc., 1989. ISBN 0-13-669391-1

Various other print resources that teachers may wish to have available are identified in the unit developed in detail. Refer to the introduction to the developed unit for specific examples.

Videotapes

Beyond the Mechanical Universe (1987) series of 26 videos available through Magic Lantern Communications Ltd.

Energy and Society (1995) available through Hawkhill Video

Mechanical Universe: Introduction to Physics (1985) series of 26 videos available through Magic Lantern Communications Ltd.

Physics Demonstrations in Electricity and Magnetism available through Physics Curriculum and Instruction

Physics Demonstrations in Light available through Physics Curriculum and Instruction

Physics Demonstrations in Mechanics available through Physics Curriculum and Instruction

Physics Demonstrations in Sound and Waves available through Physics Curriculum and Instruction

Physics Essentials (1996) series of 6 videos available through Magic Lantern Communications Ltd.

Physics-The Basic Science (1995) available through Hawkhill Video

Physics: What Matters, What Moves (1992) series of 6 videos available through Magic Lantern Communications Ltd.

Computer Software

Crocodile Physics – simulations of various physics phenomena available through Spectrum Educational Supplies

Data Studio and related probes available through Merlan Scientific

Interactive Physics – a modeling and simulation program available from Tangent Scientific

Internet Sites

American Association of Physics Teachers – www.aapt.org

American Physical Society – http://physicscentral.com

Catholic Information Network – www.cin.org/

How Stuff Works – www.howstuffworks.com/sports-physiology.htm

Multimedia Physics Studios – http://www.glenbrook.k12.il.us/gbssci/phys/mmediaindex.html#work

Physical Sciences Resource Center – www.psrc-online.org

Science Joy Wagon – www.sciencejoywagon.com/physicszone/

Science Teachers’ Association of Ontario – www.stao.org

The Institute of Physics – http://physicsweb.org/resources

The Physics Teacher’s Index – http://www.messiah.edu/hpages/facstaff/barrett/phy_ind.htm

Models and Manipulatives

Electrical and magnetic devices, power supplies, voltmeters, ammeters, oscilloscopes, soldering irons, wire strippers, computers and relevant interfaces along with assorted laboratory equipment should be available in the classroom.

OSS Considerations

Students can benefit from experience in science related activities in the workplace through Cooperative Education or work experience placements within the community. They may consider a Cooperative Education or a work experience placement related to this science course. Students should explore various science related careers throughout the course and consider them when they are developing their Annual Education Plan (AEP).

Students are required to complete 40 hours of community involvement activities prior to graduation. They should consult the Board’s list of eligible Christian Service activities to complete this requirement.

Students graduating from Ontario schools are expected to be technologically literate. Through the study of this science course students should be able to understand and apply technological concepts, to use computers in various applications, and to analyse the implications of technology on individuals and society.

In all classes teachers should make sure to adopt measures to provide a safe environment for learning, free from all types of harassment, violence, and expressions of prejudice.

Coded Expectations, Physics, Grade 11, University Preparation, SPH3U

Scientific Investigation Skills

SIS.01 · demonstrate an understanding of safety practices by selecting, operating, and storing equipment appropriately, and by acting in accordance with the Workplace Hazardous Materials Information System (WHMIS) legislation in selecting and applying techniques for handling, storing, and disposing of laboratory materials (e.g., check all electrical equipment for damage prior to conducting an experiment);

SIS.02 · select appropriate instruments and use them effectively and accurately in collecting observations and data (e.g., collect data accurately using stopwatches, photogates, or data loggers);

SIS.03 · demonstrate the skills required to design and carry out experiments related to the topics under study, controlling major variables and adapting or extending procedures where required (e.g., investigate the relationships among force, mass, and acceleration);

SIS.04 · locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;

SIS.05 · compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams (e.g., interpret data, using graphs and graphical analysis techniques; explain, using a ray diagram, the operation of an optical instrument);

SIS.06 · use appropriate scientific models (theories, laws, explanatory devices) to explain and predict the behaviour of natural phenomena (e.g., use the kinetic molecular theory of matter to explain thermal energy and its transfer [heat]); use ray diagrams to predict the location and nature of images created by lenses);

SIS.07 · analyse and synthesize information for the purpose of identifying problems for inquiry, and solve the problems using a variety of problem-solving skills;

SIS.08 · select and use appropriate SI units (units of measurement of the Système international d’unités, or International System of Units), and apply unit analysis techniques when solving problems;

SIS.09 · select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation (e.g., algebraic equations, vector diagrams, ray diagrams, graphs, graphing programs, spreadsheets) to communicate scientific ideas, plans, and experimental results;

SIS.10 · communicate the procedures and results of investigations and research for specific purposes using data tables, laboratory reports, and research papers, and account for discrepancies between theoretical and experimental values with reference to experimental uncertainty;

SIS.11 · express the result of any calculation involving experimental data to the appropriate number of decimal places or significant figures;

SIS.12 · identify and describe science- and technology-based careers related to the subject area under study (e.g., electrical engineer, computer technologist).

Forces and Motion

Overall Expectations

FMV.01 · demonstrate an understanding of the relationship between forces and the acceleration of an object in linear motion;

FMV.02 · investigate, through experimentation, the effect of a net force on the linear motion of an object, and analyse the effect in quantitative terms, using graphs, free-body diagrams, and vector diagrams;

FMV.03 · describe the contributions of Galileo and Newton to the understanding of dynamics; evaluate and describe technological advances related to motion; and identify the effects of societal influences on transportation and safety issues.

Specific Expectations

Understanding Basic Concepts

FM1.01 – define and describe concepts and units related to force and motion (e.g., vectors, scalars, displacement, uniform motion, instantaneous and average velocity, uniform acceleration, instantaneous and average acceleration, applied force, net force, static friction, kinetic friction, coefficients of friction);

FM1.02 – describe and explain different kinds of motion, and apply quantitatively the relationships among displacement, velocity, and acceleration in specific contexts;

FM1.03 – analyse uniform motion in the horizontal plane in a variety of situations, using vector diagrams;

FM1.04 – identify and describe the fundamental forces of nature;

FM1.05 – analyse and describe the gravitational force acting on an object near, and at a distance from, the surface of the Earth;

FM1.06 – analyse and describe the forces acting on an object, using free-body diagrams, and determine the acceleration of the object;

FM1.07 – state Newton’s laws, and apply them to explain the motion of objects in a variety of contexts;

FM1.08 – analyse in quantitative terms, using Newton’s laws, the relationships among the net force acting on an object, its mass, and its acceleration.

Developing Skills of Inquiry and Communication

FM2.01 – design and carry out an experiment to identify specific variables that affect motion (e.g., conduct an experiment to determine the factors that affect the motion of an object sliding along a surface);

FM2.02 – carry out experiments to verify Newton’s second law of motion;

FM2.03 – interpret patterns and trends in data by means of graphs drawn by hand or by computer, and infer or calculate linear and non-linear relationships among variables (e.g., analyse and explain the motion of objects, using displacement-time graphs, velocity-time graphs, and acceleration-time graphs);

FM2.04 – analyse the motion of objects, using vector diagrams, free-body diagrams, uniform acceleration equations, and Newton’s laws of motion.

Relating Science to Technology, Society, and the Environment

FM3.01 – explain how the contributions of Galileo and Newton revolutionized the scientific thinking of their time and provided the foundation for understanding the relationship between motion and force;

FM3.02 – evaluate the design of technological solutions to transportation needs and, using scientific principles, explain the way they function (e.g., evaluate the design, and explain the operation of, airbags in cars, tread patterns on car tires, or braking systems);

FM3.03 – analyse and explain the relationship between an understanding of forces and motion and an understanding of political, economic, environmental, and safety issues in the development and use of transportation technologies (including terrestrial and space vehicles) and recreation and sports equipment.

Energy, Work, and Power

Overall Expectations

EWV.01 · demonstrate an understanding, in qualitative and quantitative terms, of the concepts of work, energy (kinetic energy, gravitational potential energy, and thermal energy and its transfer [heat]), energy transformations, efficiency, and power;

EWV.02 · design and carry out experiments and solve problems involving energy transformations and the law of conservation of energy;

EWV.03 · analyse the costs and benefits of various energy sources and energy-transformation technologies that are used around the world, and explain how the application of scientific principles related to mechanical energy has led to the enhancement of sports and recreational activities.

Specific Expectations

Understanding Basic Concepts

EW1.01 – define and describe the concepts and units related to energy, work, and power (e.g., energy, work, power, gravitational potential energy, kinetic energy, thermal energy and its transfer [heat], efficiency);

EW1.02 – identify conditions required for work to be done, and apply quantitatively the relationships among work, force, and displacement along the line of the force;

EW1.03 – analyse, in qualitative and quantitative terms, simple situations involving work, gravitational potential energy, kinetic energy, and thermal energy and its transfer (heat), using the law of conservation of energy;

EW1.04 – apply quantitatively the relationships among power, energy, and time in a variety of contexts;

EW1.05 – analyse, in quantitative terms, the relationships among per-cent efficiency, input energy, and useful output energy for several energy transformations.

Developing Skills of Inquiry and Communication

EW2.01 – design and carry out experiments related to energy transformations, identifying and controlling major variables (e.g., design and carry out an experiment to identify the energy transformations of a swinging pendulum, and to verify the law of conservation of energy; design and carry out an experiment to determine the power produced by a student);

EW2.02 – analyse and interpret experimental data or computer simulations involving work, gravitational potential energy, kinetic energy, thermal energy and its transfer (heat), and the efficiency of the energy transformation (e.g., experimental data on the motion of a swinging pendulum or a falling or sliding mass in terms of the energy transformations that occur);

EW2.03 – communicate the procedures, data, and conclusions of investigations involving work, mechanical energy, power, thermal energy and its transfer (heat), and the law of conservation of energy, using appropriate means (e.g., oral and written descriptions, numerical and/or graphical analyses, tables, diagrams).

Relating Science to Technology, Society, and the Environment

EW3.01 – analyse, using their own or given criteria, the economic, social, and environmental impact of various energy sources (e.g., wind, tidal flow, falling water, the sun, thermal energy and its transfer [heat]) and energy-transformation technologies (e.g., hydroelectric power plants and energy transformations produced by other renewable sources, fossil fuel, and nuclear power plants) used around the world;

EW3.02 – analyse and explain improvements in sports performance, using principles and concepts related to work, kinetic and potential energy, and the law of conservation of energy (e.g., explain the importance of the initial kinetic energy of a pole vaulter or high jumper).

Waves and Sound

Overall Expectations

WSV.01 · demonstrate an understanding of the properties of mechanical waves and sound and the principles underlying the production, transmission, interaction, and reception of mechanical waves and sound;

WSV.02 · investigate the properties of mechanical waves and sound through experiments or simulations, and compare predicted results with actual results;

WSV.03 · describe and explain ways in which mechanical waves and sound are produced in nature, and evaluate the contributions to entertainment, health, and safety of technologies that make use of mechanical waves and sound.

Specific Expectations

Understanding Basic Concepts

WS1.01 – define and describe the concepts and units related to mechanical waves (e.g., longitudinal wave, transverse wave, cycle, period, frequency, amplitude, phase, wavelength, velocity, superposition, constructive and destructive interference, standing waves, resonance);

WS1.02 – describe and illustrate the properties of transverse and longitudinal waves in different media, and analyse the velocity of waves travelling in those media in quantitative terms;

WS1.03 – compare the speed of sound in different media, and describe the effect of temperature on the speed of sound;

WS1.04 – explain and graphically illustrate the principle of superposition, and identify examples of constructive and destructive interference;

WS1.05 – analyse the components of resonance and identify the conditions required for resonance to occur in vibrating objects and in various media;

WS1.06 – identify the properties of standing waves and, for both mechanical and sound waves, explain the conditions required for standing waves to occur;

WS1.07 – explain the Doppler effect, and predict in qualitative terms the frequency change that will occur in a variety of conditions;

WS1.08 – analyse, in quantitative terms, the conditions needed for resonance in air columns, and explain how resonance is used in a variety of situations (e.g., analyse resonance conditions in air columns in quantitative terms, identify musical instruments using such air columns, and explain how different notes are produced).

Developing Skills of Inquiry and Communication

WS2.01 – draw, measure, analyse, and interpret the properties of waves (e.g., reflection, diffraction, and interference, including interference that results in standing waves) during their transmission in a medium and from one medium to another, and during their interaction with matter;

WS2.02 – design and conduct an experiment to determine the speed of waves in a medium, compare theoretical and empirical values, and account for discrepancies;

WS2.03 – analyse, through experimentation, the conditions required to produce resonance in vibrating objects and/or in air columns (e.g., in string instruments, tuning forks, wind instruments), predict the conditions required to produce resonance in specific cases, and determine whether the predictions are correct through experimentation.

Relating Science to Technology, Society, and the Environment

WS3.01 – describe how knowledge of the properties of waves is applied in the design of buildings (e.g., with respect to acoustics) and of various technological devices (e.g., musical instruments, audio-visual and home entertainment equipment), as well as in explanations of how sounds are produced and transmitted in nature, and how they interact with matter in nature (e.g., how organisms produce or receive infrasonic, audible, and ultrasonic sounds);

WS3.02 – evaluate the effectiveness of a technological device related to human perception of sound (e.g., hearing aid, earphones, cell phone), using given criteria;

WS3.03 – identify sources of noise in different environments (e.g., traffic noise in neighbourhoods adjacent to highways), and explain how such noise can be reduced to acceptable levels (e.g., noise can be reduced by the erection of highway noise barriers or the use of protective headphones).

Light and Geometric Optics

Overall Expectations

LGV.01 · demonstrate an understanding of the properties of light and the principles underlying the transmission of light through a medium and from one medium to another;

LGV.02 · investigate the properties of light through experimentation, and illustrate and predict the behaviour of light through the use of ray diagrams and algebraic equations;

LGV.03 · evaluate the contributions to such areas as entertainment, communications, and health made by the development of optical devices and other technologies designed to make use of light.

Specific Expectations

Understanding Basic Concepts

LG1.01 – define and describe concepts and units related to light (e.g., reflection, refraction, partial reflection and refraction, index of refraction, total internal reflection, critical angle, focal point, image);

LG1.02 – describe the scientific model for light and use it to explain optical effects that occur as natural phenomena (e.g., apparent depth, shimmering, mirage, rainbow);

LG1.03 – predict, in qualitative and quantitative terms, the refraction of light as it passes from one medium to another, using Snell’s law;

LG1.04 – explain the conditions required for total internal reflection, using light-ray diagrams, and analyse and describe situations in which these conditions occur;

LG1.05 – describe and explain, with the aid of light-ray diagrams, the characteristics and positions of the images formed by lenses;

LG1.06 – describe the effects of converging and diverging lenses on light, and explain why each type of lens is used in specific optical devices;

LG1.07 – analyse, in quantitative terms, the characteristics and positions of images formed by lenses.

Developing Skills of Inquiry and Communication

LG2.01 – demonstrate and illustrate, using light-ray diagrams, the refraction, partial refraction and reflection, critical angle, and total internal reflection of light at the interface of a variety of media;

LG2.02 – carry out an experiment to verify Snell’s law;

LG2.03 – predict, using ray diagrams and algebraic equations, the image position and characteristics of a converging lens, and verify the predictions through experimentation;

LG2.04 – carry out experiments involving the transmission of light, compare theoretical predictions and empirical evidence, and account for discrepancies (e.g., given the index of refraction, predict and verify the critical angle of incidence of a substance; given the focal length of a lens, predict and verify the position and characteristics of an image);

LG2.05 – construct, test, and refine a prototype of an optical device (e.g., construct at least one of the following: telescope, microscope, binoculars, periscope, device producing a mirage or a shimmering effect).

Relating Science to Technology, Society, and the Environment

LG3.01 – describe how images are produced and reproduced for the purposes of entertainment and culture (e.g., in movie theatres, in audio-visual and home entertainment equipment, in optical illusions);

LG3.02 – evaluate, using given criteria, the effectiveness of a technological device or procedure related to human perception of light (e.g., eyeglasses, contact lenses, virtual reality “glasses”, infra-red or low light vision sensors, laser surgery);

LG3.03 – analyse, describe, and explain optical effects that are produced by technological devices (e.g., periscopes, binoculars, optical fibres, retro-reflectors, cameras, telescopes, microscopes, overhead projectors).

Electricity and Magnetism

Overall Expectations

EMV.01 · demonstrate an understanding of the properties, physical quantities, principles, and laws related to electricity, magnetic fields, and electromagnetic induction;

EMV.02 · carry out experiments or simulations, and construct a prototype device, to demonstrate characteristic properties of magnetic fields and electromagnetic induction;

EMV.03 · identify and describe examples of domestic and industrial technologies that were developed on the basis of the scientific understanding of magnetic fields.

Specific Expectations

Understanding Basic Concepts

EM1.01 – define and describe the concepts and units related to electricity and magnetism (e.g., electric charge, electric current, electric potential, electron flow, magnetic field, electromagnetic induction, energy, power, kilowatt-hour);

EM1.02 – describe the two conventions used to denote the direction of movement of electric charge in an electric circuit (i.e., electric current [movement of positive charge] and electron flow [movement of negative charge]), recognizing that electric current is the preferred convention;

EM1.03 – describe the properties, including the three-dimensional nature, of magnetic fields;

EM1.04 – describe and illustrate the magnetic field produced by an electric current in a long straight conductor and in a solenoid;

EM1.05 – analyse and predict, by applying the right-hand rule, the direction of the magnetic field produced when electric current flows through a long straight conductor and through a solenoid;

EM1.06 – state the motor principle, explain the factors that affect the force on a current-carrying conductor in a magnetic field, and, using the right-hand rule, illustrate the resulting motion of the conductor;

EM1.07 – analyse and describe electromagnetic induction in qualitative terms, and apply Lenz’s law to explain, predict, and illustrate the direction of the electric current induced by a changing magnetic field, using the right-hand rule;

EM1.08 – compare direct current (DC) and alternating current (AC) in qualitative terms, and explain the importance of alternating current in the transmission of electrical energy;

EM1.09 – explain, in terms of the interaction of electricity and magnetism, and analyse in quantitative terms, the operation of transformers (e.g., describe the basic parts and the operation of step-up and step-down transformers; solve problems involving energy, power, potential difference, current, and the number of turns in the primary and secondary coils of a transformer).

Developing Skills of Inquiry and Communication

EM2.01 – conduct an experiment to identify the properties of magnetic fields (e.g., use magnetic compasses and iron filings to identify the properties of magnetic fields), and describe the properties that they find;

EM2.02 – interpret and illustrate, on the basis of experimental data, the magnetic field produced by a current flowing in a long straight conductor and in a coil;

EM2.03 – conduct an experiment to identify the factors that affect the magnitude and direction of the electric current induced by a changing magnetic field;

EM2.04 – construct, test, and refine a prototype of a device that operates using the principles of electromagnetism (e.g., construct an operating prototype of one of the following devices: electric bell, loudspeaker, ammeter, electric motor, electric generator).

Relating Science to Technology, Society, and the Environment

EM3.01 – analyse and describe the operation of industrial and domestic technological systems based on principles related to magnetic fields (e.g., electric motors, electric generators, components in home entertainment systems, computers, doorbells, telephones, credit cards);

EM3.02 – describe the historical development of technologies related to magnetic fields (e.g., electric motors and generators, cathode ray [TV] tubes, medical equipment, loudspeakers, magnetic information storage).

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment, and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Unit 3 | Course Profiles Main Menu

Acknowledgments

Prerequisite: Science, Grade 10, Academic

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit 1: Electricity and Magnetism

Unit 2: Forces and Motion

Unit 3: Energy, Work, and Power

Unit 4: Waves and Sound

Unit 5: Light and Geometric Optics

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Videotapes

Computer Software

Internet Sites

Models and Manipulatives

OSS Considerations

Scientific Investigation Skills

Forces and Motion

Overall Expectations

Specific Expectations

Energy, Work, and Power

Overall Expectations

Specific Expectations

Waves and Sound

Overall Expectations

Specific Expectations

Light and Geometric Optics

Overall Expectations

Specific Expectations

Electricity and Magnetism

Overall Expectations

Specific Expectations