This course develops students’ understanding of the basic concepts of physics. Students will explore these concepts with respect to motion; mechanical, electrical, electromagnetic, energy transformation, hydraulic, and pneumatic systems; and the operation of commonly used tools and machines. They will develop their scientific investigation skills as they test laws of physics and solve both assigned problems and those emerging from their investigations. Students will also consider the impact of technological applications of physics on society and the environment.
By the end of the course, students will gain proficiency in the following areas:
Scientific Investigation Skills and Career Exploration
Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analyzing and interpreting, and communicating);
Identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.
Motion and It’s Applications
Analyse selected technologies that are used to move objects or track their motion, and evaluate their impact on society and the environment, including their contribution to scientific knowledge;
Investigate, in qualitative and quantitative terms, the linear uniform and non-uniform motion of objects, and solve related problems;
Demonstrate an understanding of different kinds of motion and the relationships between speed, acceleration, displacement, and distance.
Analyse common mechanical systems that use friction and applied forces, and evaluate their effectiveness in meeting social or environmental challenges;
Investigate forces, torque, work, coefficients of friction, simple machines, and mechanical advantage, and interpret related data;
Demonstrate an understanding of concepts related to forces and mechanical advantage in relation to mechanical systems.
Electricity and Magnetism
Analyse the development of selected electrical and electromagnetic technologies, and evaluate their impact on society and the environment;
Investigate real and simulated mixed direct current circuits and the nature of magnetism and electromagnetism, and analyse related data;
Demonstrate an understanding of the basic principles of electricity and magnetism.
Evaluate the impact on society and the environment of energy-transformation technologies, and propose ways to improve the sustainability of one such technology;
Investigate energy transformations and the law of conservation of energy, and solve related problems;
Demonstrate an understanding of diverse forms of energy, energy transformations, and efficiency.
Hydraulic and Pneumatic Systems
Analyse the development of technological applications related to hydraulic and pneumatic systems, and assess some of the social and environmental effects of these systems;
Investigate fluid statics, fluid dynamics, and simple hydraulic and pneumatic systems;
Demonstrate an understanding of the scientific principles related to fluid statics, fluid dynamics, and hydraulic and pneumatic systems.
Unit 1: Review of Concepts
Unit 2: Motion and Its Applications
Unit 3: Mechanical Systems
Unit 4: Electricity and Magnetism
Unit 5: Energy and Transformations
Unit 6: Hydraulic and Pneumatic Systems
Teaching and Learning Strategies
Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.
Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.
Individualized Accommodations for Students
Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning.
For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available.
For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents.
A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires: accommodations only; or modified learning expectations, with the possibility of accommodations;
Assessment accommodations are changes in procedures that enable the student to demonstrate his or her learning. These may include: visual supports to clarify verbal instructions, assistive devices, or some form of human support; alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment; alternative settings that may be more suitable for the student to demonstrate his or her learning.
If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP. For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)
Standard Computer Requirements for all courses: -Processor speed of 2 GHz or faster -Memory of 4 GB RAM or greater -A high speed internet connection with a connection speed of 10 MB/s or better. -Monitor and video card with 1024×768 or greater resolution -Keyboard and Mouse is recommended -Speakers/Headphones