Tommy Douglas Secondary School 2016-17 York Region District School Board

Science Department
Physics 12, University Preparation, SPH4U1 (1.0 credit)
Teacher: Dr. H. Park (Subject Head)
Prerequisite: Physics 11, University; Textbook: Physics 12 (Nelson)
Course Description
This course enables students to deepen their understanding of the concepts and theories of physics. Students will explore further
the laws of dynamics and energy transformations, and will 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.

University preparation courses are designed to equip students with the knowledge and skills they need to meet the entrance
requirements for university programs.

Goals of the Science Program

1. To relate science to technology, society, and the environment
2. To develop the skills, strategies, and habits of mind required for scientific inquiry
3. To understand the basic concepts of science
Course Units
The following units of study will be covered:
 Dynamics
 Energy and Momentum
 Gravitational, Electric, and Magnetic Fields
 The Wave Nature of Light
 Revolutions in Modern Physics: Quantum Mechanics and Special Relativity
Evaluation Breakdown
The student will be provided with numerous and varied opportunities to demonstrate the knowledge and skills in all four
achievement categories which include Knowledge/Understanding, Thinking/Investigation, Communication, and Application as
indicated below (±5%):

Knowledge/Understanding 20 %
Thinking/Investigation 15 %
Communication 20 %
Application 15 %
Final Exam 30 %

Knowledge/Understanding
 Recalling scientific facts and terminology and understanding scientific concepts and relationships among concepts
 Primarily assessed from tests and quizzes
Thinking/Investigation
 Design/conduct experiments/activities: recording, analysis, interpretation of experimental data and problem solving
 May be assessed through lab performance, lab reports, assignments, tests, quizzes, presentations, projects and journals
Communication
 Correct use of scientific terminology, symbols, units, and written communication following proper scientific format
 May be assessed through lab performance, lab reports, assignments, tests, quizzes, presentations, projects and journals
Application
 Connecting science, technology, the environment to society and every-day life
 May be assessed using assignments, tests, quizzes, presentations, projects and journals
Culminating Activities
 Assignments or labs which summarizes key concepts of the unit, usually assigned near the end of the unit or semester
Exams
 All categories of assessment may be reflected on the final examinations

Tommy Douglas Secondary School 2016-17 York Region District School Board

Ministry Expectations
A: Scientific Investigation Skills and Career Exploration
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and
planning, performing and recording, analysing and interpreting, and communicating);
A2. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including
Canadians, to those fields.

B: Dynamics
B1. analyse technological devices that apply the principles of the dynamics of motion, and assess the technologies’ social and
environmental impact;
B2. investigate, in qualitative and quantitative terms, forces involved in uniform circular motion and motion in a plane, and solve
related problems;
B3. demonstrate an understanding of the forces involved in uniform circular motion and motion in a plane.

C: Energy and Momentum

C1. analyse, and propose ways to improve, technologies or procedures that apply principles related to energy and momentum, and
assess the social and environmental impact of these technologies or procedures;
C2. investigate, in qualitative and quantitative terms, through laboratory inquiry or computer simulation, the relationship between
the laws of conservation of energy and conservation of momentum, and solve related problems;
C3. demonstrate an understanding of work, energy, momentum, and the laws of conservation of energy and conservation of
momentum, in one and two dimensions.

D: Gravitational, Electric, and Magnetic Fields

D1. analyse the operation of technologies that use gravitational, electric, or magnetic fields, and assess the technologies’ social
and environmental impact;
D2. investigate, in qualitative and quantitative terms, gravitational, electric, and magnetic fields, and solve related problems;
D3. demonstrate an understanding of the concepts, properties, principles, and laws related to gravitational, electric, and magnetic
fields and their interactions with matter.

E: The Wave Nature of Light

E1. analyse technologies that use the wave nature of light, and assess their impact on society and the environment;
E2. investigate, in qualitative and quantitative terms, the properties of waves and light, and solve related problems;
E3. demonstrate an understanding of the properties of waves and light in relation to diffraction, refraction, interference, and
polarization.

F: Revolutions in Modern Physics: Quantum Mechanics and Special Relativity

F1. analyse, with reference to quantum mechanics and relativity, how the introduction of new conceptual models and theories can
influence and/or change scientific thought and lead to the development of new technologies;
F2. investigate special relativity and quantum mechanics, and solve related problems;
F3. demonstrate an understanding of the evidence that supports the basic concepts of quantum mechanics and Einstein’s theory
of special relativity

Consideration for Program Planning

Assessment, instructional and environmental accommodations are provided to individual students as per their IEP. Similarly,
adaptations for English Language Learners are provided based upon the student’s level of language development, strengths and
needs.

Accommodations for ELL Learners:

 Modification of some or all of the subject expectations so that they are challenging but attainable for the learner at his or
her present level of English proficiency, given the necessary support from the teacher;
 Use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, and scaffolding;
previewing of textbooks; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages);
 Use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect
cultural diversity);
 Use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual
representations, or tasks requiring completion of graphic organizers or cloze sentences instead of essay questions and
other assessment tasks that depend heavily on proficiency in English).
Tommy Douglas Secondary School 2016-17 York Region District School Board

Learning Skills
In addition students will be assessed on their learning skills as listed below. They are NOT included in determining the final grade.

Responsibility Organization Independent Work Collaboration Initiative Self-Regulation

• Complete work with • Come to class •Use time effectively •Complete your share •Make up missed work • Attend class on time
care prepared during class of work •Ask for future work • Set goals
• Submit assignments • Notebooks tidy & •Follow instructions •Contribute ideas before an absence • Consistent effort to
on time ordered with minimum • Cooperate & • Complete work complete work
• Manage classroom •Plan ahead & manage supervision participate with others without prompting • Correct homework
behaviour time to meet deadlines •Make use of notes to • Listen attentively • Demonstrate interest • Persist and do not
• Prepare for test & • Use an organizer to complete tasks without interrupting • Participate in give up easily on
quizzes help achieve goals •Seek assistance after discussions assigned school work
serious effort • Seek assistance

Assessment & Evaluation

You and your teacher will have many opportunities to review your understanding throughout the course before summative
evaluations occur to determine your mark. At the start of a topic you may get a diagnostic questionnaire in order to determine
your readiness to learn new material. Throughout a topic you will have many instances of formative feedback in order to help
guide you. This feedback may be formal (written comments on your rough draft, practice quizzes, peer & self evaluations) or
informal (verbal feedback & coaching). Finally at the end of a topic you may have a summative evaluation (quiz, test, lab report or
assignment) that will be used to help form your mark for the course.

Instructional Strategies
A variety of instructional strategies may be used in this course. They may include but are not limited to mini-lecture/note-taking
skill development, laboratory investigations, demonstrations, question & answer worksheets, textbook literacy response sheets,
cooperative learning, simulations, role-playing, technological literacy (internet research, power point presentations), as well as
group discussions.

Extra Help
Extra help is available from a variety of resources. Some of these resources include fellow students, textbook & handouts, internet
resources, peer mentors (as available) and your teacher. Each teacher has his/her own time(s) at which extra help will be
available. Your teacher will let you know these times at the beginning of the semester. It is essential that you prepare for extra
help by reviewing course material regularly. Identify specific items that you do not understand or that need clarification. Entire
lessons or units will not be re-taught during extra help.

Assignment Due Dates

You are responsible for providing evidence of your learning within established timelines. You will receive consequences for
cheating, plagiarizing, not completing work or submitting work late. These consequences will result in mark deduction for late
assignments as detailed in the Student Handbook. The due date for each assignment will reflect the complexity of the assignment
and allow an appropriate timeframe for its completion.
Extenuating circumstances may warrant an alternative arrangement. In such a case, it is your responsibility to discuss this with
your teacher in advance of the deadline (more than several days before it is due). Where there are extenuating circumstances, the
decision regarding an extended deadline or an alternative arrangement with the teacher will depend upon course programming. It
is expected that most evaluations will be written the first day upon return to class at a time established by the teacher.
Any assessments, including tests or quizzes, that are late or missed due to truancy will not be accepted for evaluation and a
mark of zero will be assigned.

Classroom Safety
Safety procedures must be followed at all times in the science classroom to ensure the well being of students and staff. Failure to
follow teacher instructions (during laboratory work OR class time) will result in the removal of the student. A mark of zero may be
assigned.

School Contact Information

Students may speak directly to the teacher in class (at an appropriate time) or at a time established by the teacher. Parents may
contact the teacher by phoning the school at 289-342-0001.

Additional Information
The Ontario Curriculum, Grade 9 & 10 Science, 2008 document is available at
http://www.edu.gov.on.ca/eng/curriculum/secondary/science.html