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Course Profile Physics (SPH4U), Grade 12, University
Preparation, Catholic
Course Overview
Prerequisite: Grade 11,
Physics, University Preparation
This
course enables students to deepen their understanding of the concepts and
theories of physics. Students further explore the laws of dynamics and energy
transformations, and investigate electrical, gravitational, and magnetic
fields; electromagnetic radiation; and the interface between energy and matter.
They will further develop inquiry skills, learning, for example, how the
interpretation of experimental data can provide indirect evidence to support
the development of a scientific model. Students will also consider the impact
on society and the environment of technological applications of physics.
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
As well, students are encouraged to make the connection
with elements of their faith culture with regards to the sacramental nature of
the physical environment and the mandate for responsible stewardship of the
earth. As the
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
postsecondary level. Throughout the course students are given many
opportunities to analyse, describe, and explain various technological
applications of the physics principles being studied.
The teacher will 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 practise 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 101 and 102 of The
Students are expected 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 must be taken, however, to ensure that students are provided with an adequate opportunity to learn how to use the computer technology and to understand the physics concepts being studied.
Consistent
with the expectation of an academic environment enriched with theological,
moral and scriptural insights, students are provided with opportunities to
explore connections between the scientific knowledge and elements of their
faith culture.
The
underlying theme of the course is that physics develops theories of the way the
universe works and that experiments may verify or refute these theories. The
strands of the course are recommended as the units of study. It is recommended
that the first unit should be Forces and Motion: Dynamics, followed by Energy
and Momentum. This way students begin by investigating the theoretical
underpinnings of the fundamentals of physics in a real-world context, before
they move on to the more abstract concepts of modern physics in the topics of Electric,
Gravitational, and Magnetic Fields; The Wave Nature of Light; and Matter-Energy
Interface. It is also important in the modern physics section that the unit
dealing with the concept of fields should be taught before The Wave Nature of
Light and Matter-Energy Interface in order that students may understand and use
the concept in these units. In all units students are encouraged to examine
technological applications of theoretical concepts in order that they may
relate theory to possible applications in the world around them.
Frequently
students have their own concepts about how the world works and this has
implications for their learning of physics concepts. If teachers can anticipate
these preconceptions or alternate concepts they can address them explicitly in
their teaching. A useful source to help teachers identify possible
preconceptions is a website called, “Students’ Alternate Conceptions,” found at
http://phys.udallas.edu/C3P/altconcp.html.
|
Unit 1 |
Forces
and Motion: Dynamics |
22
hours |
|
* Unit
2 |
Energy
and Momentum |
22
hours |
|
Unit 3 |
Electric,
Gravitational, and Magnetic Fields |
22
hours |
|
Unit 4 |
The
Wave Nature of Light |
22
hours |
|
Unit 5 |
Matter-Energy
Interface |
22
hours |
* This
unit is developed in this Course Profile
Time:
22 hours
Unit Description
During
this unit, students expand the framework of knowledge acquired in Grade 11. The
resolution of vectors into perpendicular components is used to predict the
motion of projectiles and objects on inclined planes. Uniform circular motion
is introduced through an understanding of inertial and noninertial frames of
reference. Experiments are designed to study uniform circular motion and objects
that travel in two dimensions. Using data analysis, students compare the
results of investigations with theoretical predictions. Students predict the
motion of satellites using
Note: The numbering of the Scientific
Investigation Skills (SIS) is taken from the order of the expectations given on
page 101 and 102 of The
Unit
Synopsis Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Task |
|
1 |
FMV.01,
FMV.02, FM1.01, FM1.02, FM2.01, FM2.02 |
Knowledge |
Dynamics
Concepts and Inclined Planes: |
|
2 |
FMV.01,
FMV.02, FM1.03, FM2.01, FM2.03 |
Knowledge |
Projectile
Motion: |
|
3 |
FMV.01,
FMV.02, FMV.03, FM1.01, FM1.04, FM1.05 |
Knowledge |
Inertial
and Noninertial Frames: |
|
4 |
FMV.01,
FMV.02, FM1.06, FM2.04 |
Knowledge |
|
|
5 |
FMV.01,
FMV.02, FMV.03, FM1.02, FM1.03, FM1.04, FM3.01, FM3.02 |
Knowledge |
Application
of Dynamics: |
Time: 22
hours
Unit
Description
Students
learn the concepts of work, energy, and momentum, and the laws of energy and
momentum for objects moving in two dimensions. They investigate these laws
experimentally for both elastic and inelastic collisions, and then solve
problems involving these laws using vectors, graphs, and free body diagrams.
Students study Hooke’s law and analyse it in quantitative terms. They also
analyse planetary and satellite motion in terms of energy and energy transformations.
As a conclusion, students investigate the economic and social costs and
benefits of various types of protective equipment and safety devices used in
the world around them.
Unit
Synopsis Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Tasks |
|
1 |
EMV.01,
EM1.01, EM1.03, EM1.05, EM1.08, EM2.02 |
Knowledge |
Energy
Concepts: |
|
2 |
EMV.01,
EM1.01, EM1.03, EM1.05 |
Knowledge |
Energy
Transformations: |
|
3 |
EMV.01,
EMV.02, EM1.01, EM1.02, EM1.03, EM1.04, EM1.05, EM2.01, EM2.02 |
Knowledge |
Conservation
of Momentum and Energy: |
|
4 |
EMV.01,
EM1.03, EM1.06, EM1.07, SIS.04, .06, .07 |
Knowledge Inquiry |
Energy
and Satellite Motion: |
|
5 |
EMV.03,
EM1.03, EM1.05, EM3.01, EM3.02 |
Knowledge |
Energy
and Protective Equipment and Devices in Automobile Safety: |
Time:
22 hours
Unit Description
The
concept of a field is presented to students as a scientific model to deal with
forces that act at a distance. A historical development of experiments allows
students to evaluate different theories and the effect of technological
advances on scientific thinking. The properties of gravitational, electric and
magnetic fields are introduced. Students quantitatively analyse the fields
around a mass, charged particles, and a conductor. Through experimentation and
simulations, students describe the motion of a charged mass in a combination of
fields. The theory of energy conservation is applied to objects that travel in
gravitational and electrical fields. An experiment is conducted to analyse the
factors that affect the electrical field around a conductor. Forces derived
from uniform magnetic fields on current-carrying conductors and charged
particles are determined. Finally, students evaluate the social and economic
impact of new field-based technologies using the principles of the Catholic
faith tradition and the social teaching of the Church.
Unit
Synopsis Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Task |
|
1 |
EGV.01,
EGV.03, EG1.01, EG3.01, EG3.02, SIS.04, .05, .06, .07, .08, .09, .10, .11 |
Knowledge |
Concepts
and History of Field Theory: |
|
2 |
EGV.01,
EGV.02, EG1.01, EG1.02, EG1.03, EG1.06, EG1.07, EG2.02, SIS.01, .02, .03,
.05, .06, .07, .08, .09, .10, .11 |
Knowledge |
Electric
Forces and Fields: |
|
3 |
EGV.01,
EGV.02, EG1.01, EG1.04, EG1.08, EG2.01, SIS.01, .02, .03, .05, .06, .07, .08,
.09, .10, .11 |
Knowledge |
Magnetic
Forces and Fields: |
|
4 |
EGV.01,
EGV.03, EG1.01, EG1.05, EG3.03, SIS.04, .05, .06, .07, .08, .09, .10, .11 |
Knowledge |
Energy
in Fields: |
Time: 22 hours
Unit
Description
The wave
nature of light provides students with an understanding of many of the
phenomena that have become the basis for applications of electromagnetic
radiation (e.g. lasers, compact disks). Using field theory from the preceding
unit as a basis, students develop an understanding of light as an
electromagnetic wave. The electromagnetic spectrum is examined. Students
investigate the wave behaviour of light through the properties of reflection,
refraction, dispersion, diffraction, interference, and polarization.
Experiments include investigations of diffraction (Young’s experiment), the
separation of light into colours (thin films), and polarization. Various
applications of the wave nature of light are examined with an emphasis on new
technologies that resulted from advancement of scientific theories. Students
investigate careers associated with the advances in applications of
electromagnetic radiation. Students discuss ways that progress in laser
technology can be used both for the enhancement and for the destruction of
human life, e.g., in the medical field or in weaponry and wars. Students are
also encouraged to explore the symbolic use of light within their faith
tradition and in scripture.
Unit
Synopsis Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
WAV.01,
WA1.01, WA1.02, WA1.03, WA1.05, WA2.03, WA2.04 |
Knowledge |
Field
Theory: |
|
2 |
WAV.02,
WA1.01, WA1.05, WA2.01, WA2.03, WA2.04, WA3.03 |
Knowledge |
Reflection
and Refraction: |
|
3 |
WAV.01,
WAV.02, WAV.03, WA1.01, WA1.02, WA1.05, WA2.01, WA2.03, WA2.04, WA3.03 |
Knowledge |
Dispersion
and Colour: |
|
4 |
WAV.01,
WAV.02, WA1.01, WA1.02, WA1.03, WA1.04, WA1.05, WA2.01, WA2.02, WA2.03,
WA2.04 |
Knowledge |
Diffraction,
Interference and Polarization: |
|
5 |
WAV.03,
WA3.01, WA3.02 |
Making
Connections |
Applications: |
Time: 22 hours
Unit
Description
In this
unit students investigate two theories that gave rise to modern physics:
quantum theory and the theory of relativity. Students use critical thinking,
problem solving and thought experiments to examine these theories. These
theories are related to matter and energy to describe various phenomena
including the particle nature of light and the wave nature of matter. Students
apply modern and classical physics in an investigation of the atom and principal
forms of nuclear decay through an analysis of emission spectra, trajectories of
elementary particles, simulations, and information collection. Canadian
contributions to physics are examined in this unit. Students apply the
historical development of modern physics to describing new scientific advances
that have benefited society. A fundamental dogma of the Catholic faith is the
belief in the resurrection of the body, of matter that has undergone a
qualitative change. Students are encouraged to read and discuss 1 Cor.15.36-58
where
Unit
Synopsis Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Task |
|
1 |
MEV.01,
MEV.03, ME1.01, ME1.03 |
Knowledge |
Quantum
Theory, Photoelectric Effect: |
|
2 |
MEV.01,
MEV.02, MEV.03, ME1.01, ME1.02, ME1.04, ME1.07, ME2.01, ME2.03, ME2.04 ME3.01 |
Knowledge |
Model
of the Atom: |
|
3 |
MEV.01,
MEV.02, MEV.03, ME1.01, ME1.05, ME1.06, ME2.01, ME2.02 |
Knowledge |
Einstein’s
Theory of Relativity: |
|
4 |
MEV.01, MEV.03, ME3.02, ME3.03 |
Making Connections |
Applications of Quantum Theory and Special
Relativity: |
Since
this is a university preparation course, teaching and learning strategies
emphasize the theoretical aspects of the course content, but they 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. Theories
are developed and then tested through critical experiments to see if the theory
is supported or refuted.
An
essential expectation of this course requires students to examine, criticize,
and refine theoretical models of matter and its behaviour based upon
experiment. It is important that students understand that models are human
constructs that may be tested a
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 a reflection paper is a strategy that can help students raise their
thoughts to this transcendental reality. The reflection paper can also help
students achieve some of the Catholic Graduate Expectations. In writing a
Reflection Paper, 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 about 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, so that they can take what
they value, and to put 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
individuals’ 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.” Another aspect of this reflection paper can
focus on the relationship between scientific knowledge and knowledge based on
faith. Students recognize that empirical knowledge does not exhaust the
boundaries of knowledge and truth. There are “truths” that are unknown to
science and cannot be discovered through empirical or scientific means, but can
be recognized “when reason is suspended.” (Soren Kierkegaard)
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;
·
Concept
Maps – students may use various ways of illustrating their understanding of the
interrelationships among concepts;
·
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;
·
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 definitions or other explanations of their meanings.
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;
·
Lab-Based
Inquiry - students perform investigations in the laboratory under the
supervision of the teacher;
Expectations that
encourage the development of Communication
may be developed through:
·
Conferencing
- teacher to student discussion;
·
Concept
Maps - a type of graphic organizer that is a diagram that represents how
science ideas are related;
·
Debate
- an organized argument between two points of view about an issue;
·
Graffiti
Sheets - the free expression of ideas relating to a topic by students on large
sheets of paper placed around a room;
·
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;
·
Lab
Book - a notebook or a binder that students use to record their observations of
all in-class experiments;
·
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 for students 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;
·
Journal
- personal student reflective 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 developing countries from a Catholic perspective; the
“Learning/Valuing/Acting Model” should be used);
·
Outreach
- students are invited to contact local charitable organizations (St. Vincent
de Paul Society, Salvation Army, Scarborough Missions, etc.) and to see if
there is a need for used eyeglasses or other technological devices such as
computers that may be collected and then donated to those who are less
fortunate;
·
Reflection
Paper - a thoughtful written report by a student attempting to relate the ideas
of the course to their Catholic values and beliefs.
Assessment
is the process of gathering information from a variety of sources that a
Assessment strategies will include the
following:
Paper-and-Pencil Tasks
·
quizzes
·
tests
·
lab
reports
Performance Tasks
·
student
demonstration of science skills
·
student
interviews
·
student-performed
experiments
Personal Communication
·
short
written reports
·
journals
·
lab
reports
·
log
books
·
self-assessment
·
student-teacher
conferences
Observation
·
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. A
The
teacher must consider the needs of exceptional students in planning the
delivery of the science curriculum. A
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 event sponsored by colleges or universities that
allow them to extend their work beyond the day-to-day and ordinary.
For
English as a Second Language (ESL) students or English Literacy Development
(ELD) students, the teacher should provide opportunities for students to
demonstrate their learning by alternative means (such as spoken English, direct
demonstration and pictorial representation) while written English is developing.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. The teacher needs to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, the teacher needs to ensure that their
board has a Cancopy licence and that this licence covers the resources they
wish to use. Before screening videos/films with their students, the teacher
needs to ensure that their board/school has obtained the appropriate public
performance videocassette licence from an authorized distributor, e.g., Audio
Cine Films Inc. The teacher is reminded that much of the material on the
Internet is protected by copyright. The copyright is usually owned by the
person or organization that created the work. Reproduction of any work or
substantial part of any work on the Internet is not allowed without permission
of the owner.
Various
approved textbooks that exist for the previous Grade 12 and OAC Physics courses
should be consulted in order to determine proper procedures for science skill
development as well as background knowledge for students. The teacher should
consult The
Science
classrooms should also have a Bible available for reference. The teacher 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 Fireside Catholic Bible Publishers,
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 sources of current information about physics and the
teaching of physics.
Some textbook resources
include the following:
Dick,
Greg, A. Geddis, E. James, T. McCaul, B. McGuire, R. Poole, B. Holzer. McGraw-Hill
Physics 11.
ISBN 0-13-672627-5
Hirsch,
Alan J. Physics for a Modern World.
Hirsch,
Alan, D. Martindale, S. Bibla, and C. Stewart. Nelson Physics 11.
Hobson,
Art. Physics: Concepts and Connections, Second Edition
ISBN 0-13-095381-4 (pbk)
Kane,
J.W. and M.M. Sternheim. Physics, 3rd edition.
ISBN 0-471-85221-X
Martin,
B. and C. Sprank. Physic-AL: An Activity Approach to Physics.
Martindale,
D.G. et al. Fundamentals
of Physics: An Introductory Course.
Martindale,
D.G., R.W. Heath, and P.C. Eastman. Fundamentals of Physics: A Senior
Course.
McFarland,
E. L. Special Relativity: An Introduction.
Nowikow,
Igor and Brian Heimbecker. Physics: Concepts and Connections.
Spencer,
P.T., K.G. McNeill, and J.H. MacLachlan. Matter and Energy: The Foundation
of Modern Physics, 3rd edition.
Wolfe,
T.J.E., E. Brown, D. Parker, and F. Mustoe. Physics Today 1.
Wolfe,
T.J.E., E. Brown, and D. Parker. Addison-Wesley Physics 11.
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 unit for
specific examples.
Beyond
the Mechanical Universe series of 26 videos available through Magic Lantern Communications Ltd.
(www.magiclantern.ca)
Collisions available through Classroom Video
(www.classroomvideo.com)
Energy
and Society
available through Hawkhill Video (www.hawkhill.com)
Mechanical
Universe: Introduction to Physics series of 26 videos available through Magic Lantern Communications Ltd.
(www.magiclantern.ca)
Physics
Demonstrations in Electricity and Magnetism available through Physics Curriculum and
Instruction (www.physicscurriculum.com)
Physics
Demonstrations in Light available through Physics Curriculum and Instruction
(www.physicscurriculum.com)
Physics
Demonstrations in Mechanics available through Physics Curriculum and Instruction
(www.physicscurriculum.com)
Physics
Demonstrations in Sound and Waves available through Physics Curriculum and Instruction
(www.physicscurriculum.com)
Physics
Essentials series
of 6 videos available through Magic Lantern Communications Ltd.
(www.magiclantern.ca)
Physics
of Motion available
through Classroom Video (www.classroomvideo.com)
Physics-The
Basic Science
available through Hawkhill Video (www.hawkhill.com)
Physics:
What Matters, What Moves series of 6 videos available through Magic Lantern Communications Ltd.
(www.magiclantern.ca)
Crocodile
Physics -
simulations of various physics phenomena available through Spectrum Educational
Supplies (www.spectrumed.com)
Data
Studio and related
probes available through Merlan Scientific (www.merlan.ca)
Interactive
Physics 2000 - a
modeling and simulation program available from Tangent Scientific
(www.tangentscientific.com)
Professor
Sanctuary’s General Physics - a CD of movies, animations and audio of physics ideas available from
Tangent Scientific (www.tangentscientific.com)
The
URLs for the websites were verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them for student use.
American
Association of Physics Teachers – www.aapt.org
American
Physical Society – http://physicscentral.com
BBC
Scotland Education Physics Review –
www.bbc.co.uk/scotland/revision/physics/energy/
Ben
Wiens Energy Science – www.benwiens.com
Catholic
Information Network – www.cin.org/
Contemporary
College Physics Simulation library –
http://webphysics.ph.msstate.edu/jc/library/
Contemporary
Physics Education Project – www.cpepweb.org
How
Stuff Works – www.howstuffworks.com/sports-physiology.htm
Multimedia
Physics Studios –
http://www.glenbrook.k12.il.us/gbssci/phys/mmedia/index.html#work
– http://www.physics.montana.edu/physed/misconceptions/Quarknet –
http://quarknet.fnal.gov
Science
Joy Wagon – www.sciencejoywagon.com/physicszone/
Science
Teachers’ Association of Ontario – www.stao.org
String
Theory Web Site – www.superstringtheory.com
Students’
Alternate Conceptions – http://phys.udallas.edu/C3P/altconcp.html
The
The
Physics Teacher’s Index –
http://www.messiah.edu/hpages/facstaff/barrett/phy_ind.htm
Air
tables, air tracks, electrical and magnetic devices, power supplies,
voltmeters, ammeters, oscilloscopes, soldering irons, wire strippers,
computers, and relevant interfaces along with assorted laboratory equipment.
The document The
The
document also emphasizes the role of technology in the curriculum. Students
should have the opportunity to use air tables, electrical meters, electronic
probes, and computers as part of this physics course.
Cooperative
education is also identified in the science document as an aspect of science
that should be addressed. Students should be encouraged to gain experiences
outside of school to help them see the application of the knowledge and skills
of the physics course.
The
teacher of this course should also refer to The
Coded
Expectations, Physics, Grade 12, University Preparation, SPH4U
SIS.01
- demonstrate an
understanding of safety practices by selecting, operating, and storing
equipment appropriately, and by acting in a
SIS.02
- select
appropriate instruments and use them effectively and a
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., design an experiment to determine the relationship between the
force applied to a spring and the extension produced);
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., analyse the forces
acting on an object, using free-body diagrams);
SIS.06
- use appropriate
scientific models (theories, laws, explanatory devices) to explain and predict
the behaviour of natural phenomena;
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, 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 a
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., mechanical engineer, civil engineer, medical doctor,
astronomer, air-traffic controller, nuclear physicist).
FMV.01 · analyse the motion of objects in horizontal,
vertical, and inclined planes, and predict and explain the motion with
reference to the forces acting on the objects;
FMV.02 · investigate motion in a plane, through
experiments or simulations, and analyse and solve problems involving the forces
acting on an object in linear, projectile, and circular motion, with the aid of
vectors, graphs, and free-body diagrams;
FMV.03 · analyse ways in which an understanding of
the dynamics of motion relates to the development and use of technological
devices, including terrestrial and space vehicles, and the enhancement of
recreational activities and sports equipment.
Understanding
Basic Concepts
FM1.01 – define and describe the concepts
and units related to dynamics (e.g., inertial and non-inertial frames of
reference);
FM1.02 – analyse and predict, in
quantitative terms, and explain the linear motion of objects in horizontal,
vertical, and inclined planes;
FM1.03 – analyse and predict, in
quantitative terms, and explain the motion of a projectile with respect to the
horizontal and vertical components of its motion;
FM1.04 – analyse and predict, in
quantitative terms, and explain uniform circular motion in the horizontal and
vertical planes with reference to the forces involved;
FM1.05 – distinguish between inertial and
a
FM1.06 – describe
Developing
Skills of Inquiry and Communication
FM2.01 – analyse experimental data, using
vectors, graphs, trigonometry, and the resolution of vectors into perpendicular
components, to determine the net force acting on an object and its resulting
motion;
FM2.02 – carry out experiments or
simulations involving objects moving in two dimensions, and analyse and display
the data in an appropriate form (e.g., investigate the motion of objects on a
horizontal or inclined plane; or the motion of projectiles);
FM2.03 – predict the motion of an object,
and then design and conduct an experiment to test the prediction (e.g., verify
predictions for such quantities as the time of flight, range, and maximum
height of a projectile);
FM2.04 – investigate, through
experimentation, the relationships among centripetal a
Relating
Science to Technology, Society, and the Environment
FM3.01 – describe, or construct prototypes
of, technologies based on the concepts and principles related to projectile and
circular motion (e.g., construct a model of an amusement park ride and explain
the scientific principles that underlie its design; explain, using scientific
concepts and principles, how a centrifuge separates the components of blood);
FM3.02 – analyse the principles of
dynamics and describe, with reference to these principles, how the motion of
human beings, objects, and vehicles can be modified (e.g., analyse the physics
of throwing a baseball; analyse the frictional forces acting on objects and
explain how the control of these forces has been used to modify the design of
objects such as skis and car tires).
EMV.01 · demonstrate an understanding of the concepts
of work, energy, momentum, and the laws of conservation of energy and of
momentum for objects moving in two dimensions, and explain them in qualitative
and quantitative terms;
EMV.02 · investigate the laws of
conservation of momentum and of energy (including elastic and inelastic
collisions) through experiments or simulations, and analyse and solve problems
involving these laws with the aid of vectors, graphs, and free-body diagrams;
EMV.03 · analyse and describe the
application of the concepts of energy and momentum to the design and
development of a wide range of collision and impact-absorbing devices used in
everyday life.
Understanding
Basic Concepts
EM1.01 – define and describe the concepts
and units related to momentum and energy (e.g., momentum, impulse, work-energy
theorem, gravitational potential energy, elastic potential energy, thermal
energy and its transfer [heat], elastic collision, inelastic collision, open
and closed energy systems, simple harmonic motion);
EM1.02 – analyse, with the aid of vector
diagrams, the linear momentum of a collection of objects, and apply
quantitatively the law of conservation of linear momentum;
EM1.03 – analyse situations involving the
concepts of mechanical energy, thermal energy and its transfer (heat), and the
laws of conservation of momentum and of energy;
EM1.04 – distinguish between elastic and
inelastic collisions;
EM1.05 – analyse and explain common
situations involving work and energy, using the work-energy theorem;
EM1.06 – analyse the factors affecting the
motion of isolated celestial objects, and calculate the gravitational potential
energy for each system, as required;
EM1.07 – analyse isolated planetary and
satellite motion and describe it in terms of the forms of energy and energy
transformations that o
EM1.08 – state Hooke’s law and analyse it
in quantitative terms.
Developing
Skills of Inquiry and Communication
EM2.01 – investigate the laws of
conservation of momentum and of energy in one and two dimensions by carrying
out experiments or simulations and the necessary analytical procedures (e.g.,
use vector diagrams to determine whether the collisions of pucks on an air
table are elastic or inelastic);
EM2.02 – design and conduct an experiment
to verify the conservation of energy in a system involving kinetic energy,
thermal energy and its transfer (heat), and gravitational and elastic potential
energy (e.g., design and conduct an experiment to verify Hooke’s law; develop
criteria to specify the design, and analyse the effectiveness, through
experimentation, of an “egg-drop” container).
Relating
Science to Technology, Society, and the Environment
EM3.01 – analyse and describe, using the concepts and
laws of energy and of momentum, practical applications of energy transformations
and momentum conservation (e.g., analyse and describe the operation of a shock
absorber, and outline the energy transformations that take place; analyse and
explain, using scientific concepts and principles, the design of protective
equipment developed for recreational and sports activities; research and
explain the workings of a clock);
EM3.02 – identify and analyse social
issues that relate to the development of vehicles (e.g., analyse, using their
own or given criteria, the economic and social costs and benefits of the
development of safety devices in automobiles).
EGV.01 · demonstrate an understanding of
the concepts, principles, and laws related to electric, gravitational, and
magnetic forces and fields, and explain them in qualitative and quantitative
terms;
EGV.02 · conduct investigations and
analyse and solve problems related to electric, gravitational, and magnetic
fields;
EGV.03 · explain the roles of evidence and
theories in the development of scientific knowledge related to electric,
gravitational, and magnetic fields, and evaluate and describe the social and
economic impact of technological developments related to the concept of fields.
Understanding
Basic Concepts
EG1.01 – define and describe the concepts
and units related to electric, gravitational, and magnetic fields (e.g.,
electric and gravitational potential energy, electric field, gravitational
field strength, magnetic field, electromagnetic induction);
EG1.02 – state Coulomb’s law and
EG1.03 – apply Coulomb’s law and
EG1.04 – compare the properties of
electric, gravitational, and magnetic fields by describing and illustrating the
source and direction of the field in each case;
EG1.05 – apply quantitatively the concept of electric
potential energy in a variety of contexts, and compare the characteristics of
electric potential energy with those of gravitational potential energy;
EG1.06 – analyse in quantitative terms,
and illustrate using field and vector diagrams, the electric field and the
electric forces produced by a single point charge, two point charges, and two
oppositely charged parallel plates (e.g., analyse, using vector diagrams, the
electric force required to balance the gravitational force on an oil drop or on
latex spheres between parallel plates);
EG1.07 – describe and explain, in
qualitative terms, the electric field that exists inside and on the surface of
a charged conductor (e.g., inside and around a coaxial cable);
EG1.08 – predict the forces acting on a
moving charge and on a current-carrying conductor in a uniform magnetic field.
Developing
Skills of Inquiry and Communication
EG2.01 – determine the net force on, and resulting
motion of, objects and charged particles by collecting, analysing, and
interpreting quantitative data from experiments or computer simulations
involving electric, gravitational, and magnetic fields (e.g., calculate the
charge on an electron, using experimentally collected data; conduct an
experiment to verify Coulomb’s law and analyse discrepancies between
theoretical and empirical values);
EG2.02 – analyse and explain the
properties of electric fields and demonstrate how an understanding of these
properties can be applied to control or alter the electric field around a
conductor (e.g., demonstrate how shielding on electronic equipment or on connecting
conductors [coaxial cables] affects electric and magnetic fields).
Relating
Science to Technology, Society, and the Environment
EG3.01 – explain how the concept of a
field developed into a general scientific model, and describe how it affected scientific
thinking (e.g., explain how field theory helped scientists understand, on a
macro scale, the motion of celestial bodies and, on a micro scale, the motion
of particles in electromagnetic fields);
EG3.02 – describe instances where
developments in technology resulted in the advancement or revision of
scientific theories, and analyse the principles involved in these discoveries
and theories (e.g., analyse the operation of particle a
EG3.03 – evaluate, using their own
criteria, the social and economic impact of new technologies based on a
scientific understanding of electric, gravitational, and magnetic fields.
WAV.01 · demonstrate an understanding of
the wave model of electromagnetic radiation, and describe how it explains
diffraction patterns, interference, and polarization;
WAV.02 · perform experiments relating the
wave model of light and technical applications of electromagnetic radiation
(e.g., lasers and fibre optics) to the phenomena of refraction, diffraction,
interference, and polarization;
WAV.03 · analyse phenomena involving light
and colour, explain them in terms of the wave model of light, and explain how
this model provides a basis for developing technological devices.
Understanding
Basic Concepts
WA1.01 – define and explain the concepts
and units related to the wave nature of light (e.g., diffraction, dispersion,
wave interference, polarization, electromagnetic radiation, electromagnetic
spectrum);
WA1.02 – describe, citing examples, how
electromagnetic radiation, as a form of energy, is produced and transmitted,
and how it interacts with matter;
WA1.03 – describe the phenomenon of wave
interference as it applies to light in qualitative and quantitative terms,
using diagrams and sketches;
WA1.04 – describe and explain the
phenomenon of wave diffraction as it applies to light in quantitative terms,
using diagrams;
WA1.05 – describe and explain the
experimental evidence supporting a wave model of light (e.g., describe the
scientific principles related to Young’s double-slit experiment and explain how
his results led to a general a
Developing
Skills of Inquiry and Communication
WA2.01 – identify the theoretical basis of
an investigation, and develop a prediction that is consistent with that
theoretical basis (e.g., predict diffraction and interference patterns produced
in ripple tanks; predict the diffraction pattern produced when a human hair is
passed in front of a laser beam; predict effects related to the polarization of
light as it passes through two polarizing filters);
WA2.02 – identify the interference pattern
produced by the diffraction of light through narrow slits (single and double
slits) and diffraction gratings, and analyse it in qualitative and quantitative
terms;
WA2.03 – collect and interpret
experimental data in support of a scientific theory (e.g., conduct an
experiment to observe the interference pattern produced by a light source
shining through a double slit and explain how the data supports the wave theory
of light);
WA2.04 – analyse and interpret experimental
evidence indicating that light has some characteristics and properties that are
similar to those of mechanical waves and sound.
Relating
Science to Technology, Society, and the Environment
WA3.01 – describe instances where the
development of new technologies resulted in the advancement or revision of
scientific theories (e.g., outline the scientific understandings that were made
possible through the use of such devices as the electron microscope and
interferometers);
WA3.02 – describe and explain the design
and operation of technologies related to electromagnetic radiation (e.g.,
describe the scientific principles that underlie Polaroid filters for enhancing
photographic images; describe how information is stored and retrieved using
compact discs and laser beams);
WA3.03 – analyse, using the concepts of
refraction, diffraction, and wave interference, the separation of light into
colours in various phenomena (e.g., the colours produced by thin films), which
forms the basis for the design of technological devices (e.g., the grating
spectroscope).
MEV.01 · demonstrate an understanding of
the basic concepts of Einstein’s special theory of relativity and of the
development of models of matter, based on classical and early quantum
mechanics, that involve an interface between matter and energy;
MEV.02 · interpret data to support
scientific models of matter, and conduct thought experiments as a way of
exploring abstract scientific ideas;
MEV.03 · describe how the introduction of
new conceptual models and theories can influence and change scientific thought
and lead to the development of new technologies.
Understanding
Basic Concepts
ME1.01 – define and describe the concepts
and units related to the present-day understanding of the nature of the atom
and elementary particles (e.g., radioactivity, quantum theory, photoelectric
effect, matter waves, mass-energy equivalence);
ME1.02 – describe the principal forms of
nuclear decay and compare the properties of alpha particles, beta particles,
and gamma rays in terms of mass, charge, speed, penetrating power, and ionizing
ability;
ME1.03 – describe the photoelectric effect
in terms of the quantum energy concept, and outline the experimental evidence
that supports a particle model of light;
ME1.04 – describe and explain in
qualitative terms the Bohr model of the (hydrogen) atom as a synthesis of
classical and early quantum mechanics;
ME1.05 – state Einstein’s two postulates for the
special theory of relativity and describe related thought experiments (e.g.,
describe Einstein’s thought experiments relating to the constancy of the speed
of light in all inertial frames of reference, time dilation, and length
contraction);
ME1.06 – apply quantitatively the laws of
conservation of mass and energy, using Einstein’s mass-energy equivalence;
ME1.07 – describe the Standard Model of
elementary particles in terms of the characteristic properties of quarks,
leptons, and bosons, and identify the quarks that form familiar particles such
as the proton and neutron.
Developing
Skills of Inquiry and Communication
ME2.01 – collect and interpret
experimental data in support of a scientific theory (e.g., conduct an
experiment, or view prepared slides, to analyse how the emission spectrum of
hydrogen supports Bohr’s predicted transition states in his model of the atom);
ME2.02 – conduct thought experiments as a
way of developing an abstract understanding of the physical world (e.g.,
outline the sequence of thoughts used to predict effects arising from time
dilation, length contraction, and increase of mass when an object travels at
several different velocities, including those that approach the speed of
light);
ME2.03 – analyse images of the trajectories
of elementary particles to determine the mass-versus-charge ratio;
ME2.04 – compile, organize, and display
data related to the nature of the atom and elementary particles, using
appropriate formats and treatments (e.g., using experimental data or simulations,
determine and display the half-lives for radioactive decay of isotopes used in
carbon dating or in medical treatments).
Relating
Science to Technology, Society, and the Environment
ME3.01 – outline the historical
development of scientific views and models of matter and energy, from Bohr’s
model of the hydrogen atom to present-day theories of atomic structure (e.g.,
construct a concept map of scientific ideas that have been developed since
Bohr’s model, and outline how these ideas are synthesized in the Standard
Model);
ME3.02 – describe how the development of
the quantum theory has led to scientific and technological advances that have
benefited society (e.g., describe the scientific principles related to, and the
function of, lasers, the electron microscope, or solid state electronic
components);
ME3.03 – describe examples of Canadian
contributions to modern physics (e.g., contributions to science and society
made by Bert Brockhouse, Werner
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
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 -a
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.