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Course Profile Physics (SPH4C), Grade 12, College
Preparation, Public
Course Overview
Policy
Document: The Ontario Curriculum, Grades 11 and 12, Science,
2000.
Prerequisite: Science, Grade 10, Academic or Applied
Course Description
This
course develops students’ understanding of the basic concepts of physics.
Students will explore these concepts as they relate to mechanical, electrical,
fluid (hydraulic and pneumatic) and communications systems, as well as to the
operation of commonly used tools and equipment. They will develop scientific
inquiry skills as they verify accepted 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.
Course
Notes
The
Goals of Grade 12 Physics
SPH4C has
three goals identified in The Ontario Curriculum, Grades 11 and 12, Science,
2000:
·
to
relate science to technology, society, and the environment;
·
to
develop skills, strategies, and habits of mind required for scientific inquiry;
·
to
understand basic concepts of science.
The activities and assessment tasks in this
profile reflect the importance of the three goals and have been developed
around clusters of Specific Expectations. A design-down approach was used in
developing the overall course and individual units. Based on the Overall
Expectations, the Final Assessment Task for the course was developed first,
followed by the End-of-Unit Tasks. The expectations in each unit were clustered
into activities that connected together logically and provided the necessary
background knowledge and skills to be applied in the completion of the
End-of-Unit Tasks. The unit activities were then expanded following each
overview chart. The activities suggested are not intended to be either
restrictive or prescriptive; instead their intent is to provide teachers with
suggestions for course development. Teachers may adapt the profile, including
the clustering of selection of expectations and modification of the timing for
activities, to suit their circumstances and to match the needs of their
students.
Scientific Literacy for
All Students and Preparation for Further Study
The
paramount task of science education is to develop scientific literacy – the
combination of knowledge, skills, and habits of mind that enable students to
think creatively, reason logically, evaluate information critically, and
communicate effectively – within all students. This is an essential base for
making productive and ethical decisions, not only about scientific and
technological issues, but in all areas of life.
The
Ontario Curriculum, Grades 11 and 12, Science, 2000 notes that, “Achieving excellence in
scientific literacy is not the same as becoming a science specialist.” (p. 4)
The focus in Grade 12 Physics is scientific literacy for all students, with
preparation for further studies in physics and related disciplines by some
students. The policy document goes on to note, “The newer aspects of the
science curriculum – especially those that focus on science, technology,
society, and the environment (STSE) – call for students to deal with the
impacts of science on society and the environment, which includes both the
natural environment and the workplace environment. This requirement brings in
issues that relate to human values. Science, therefore, can not be viewed as
merely a matter of ‘facts’; rather, it is a subject in which students learn to
weigh the complex combinations of fact and value that developments in science
and technology have given rise to in modern society.” (p. 4) This perspective is
consistent with the vision advanced in this Course Profile.
The
challenge in delivering the course is to find ways to bring to the classroom an
STSE focus from which the specific facts and skills of physics derive
naturally. At the same time, SPH4C must adequately prepare those students who
will opt for further study of the subject in college and similar postsecondary
institutions. Knowledge and skills, including study skills and independent
learning strategies, must be learned, practised, assessed, and evaluated at a
standard that enables students to assess realistically their aptitude and
chances for success in further studies in physics and possible employment in a
related field.
Policy Requirements
The
Ontario Curriculum, Grades 11 and 12, Science, 2000 contains the following recommendations
regarding teaching approaches and curriculum expectations that are reflected in
this profile and should be evident in courses developed using this profile as a
template. (pp. 8-10)
·
The
expectations in Science courses call for an active, experimental approach to
learning, and require all students to participate regularly in laboratory
activities.
·
Where
opportunity allows, students might be required, as part of their laboratory
activities, to design and conduct research on a real scientific problem for
which the results are unknown.
·
Where
possible, concepts should be introduced in the context of real-world problems
and issues.
·
In all
courses, a list of expectations is given that precedes the strands. These
expectations describe skills that are considered to be essential for scientific
investigation, e.g., skills in research, in the use of materials, and in the
use of units of measurement, and skills required for investigating possible
careers in the subject area. These skills apply to all areas of course content
and must be developed in all strands of the course… Assessment of
students’ mastery of these skills must be included in the evaluation of
students’ achievement of the expectations for the course. These expectations
are called Science Investigative Skills (SIS). When developing detailed
course plans, it is recommended that teachers use these SIS Expectations as a
primary guide. These skills serve as a lens through which all Expectations in
the profile are interpreted.
Planning and Implementing
Grade 12 Physics
As
teachers organize and plan the delivery of expectations of SPH4C, using and/or
adapting activities described in this profile, they should consider the
following:
·
SPH4C
requires an emphasis on inquiry skills. Through a variety of investigations,
students describe objects and events, ask questions, construct explanations,
test those explanations against current scientific knowledge, and communicate
their ideas to others. They identify their assumptions, use critical and
logical thinking, and consider alternative explanations. Direct experience with
technology, materials, and laboratory equipment is necessary to illuminate
theoretical concepts and develop skills.
·
Learning
activities in this profile are set in a context that relates science to
technology, society, and the environment.
·
A
number of activities in this Course Profile have a research focus that requires
accessing information beyond the laboratory or field trip. Students should be
taught how to use all available sources of information – people, print, online
sources, and other media – both within the school and in the community. They
should also be given opportunities to use those skills, and to experience the
challenges that invariably accompany the location and acquisition of valid
information. However, care must be taken that student time is spent primarily
on processing information rather than accessing information, so that the
research does not become an end in itself.
·
Some
of the expectations are given special emphasis in learning activities and are
often revisited. These are expectations that are taught, assessed, evaluated
and where necessary revisited using alternate instructional strategies.
·
The
expectations are central to all aspects of this profile. The context in which
each unit is delivered, the skills and concepts developed, and the assessment
tasks used must be interconnected, and linked to the expectations. The
assessment data accumulated throughout the course must be sufficient (in kind
and number) to permit teachers to evaluate the consistent level of performance
for each student in each of the four categories in the Achievement Chart for
Science.
·
Students
interpret new information in terms of what they already know. They try to make
sense of what is taught by trying to fit it with their experiences. A key
concept is understood when students examine significant examples that represent
the concept, then create a generalization from those personal experiences. The
teacher must be aware of the experiences that students have had prior to Grade
12 and use them as the basis for new and more complex concepts. Students will
be entering the course from either an academic or applied background; the
applied students will likely display strengths in practical problem solving,
while those from the academic will have a more theoretical background. Students
may also bring knowledge and skills from a variety of technical courses.
Students may also arrive with misconceptions from prior experience that will
interfere with their ability to understand new concepts. Identifying
misconceptions and revising them using concrete examples may be required at
times. A number of diagnostic tools and activities are suggested throughout the
profile.
·
Terminology,
formulae, and algorithms should be viewed by students as tools for describing
observations, solving problems, and communicating ideas, not as fragmented
pieces of information. It is important to emphasize key skills and concepts
without obscuring them by expecting students to memorize a multitude of facts,
equations, and formulae. Students could be encouraged to develop reference
sheets of significant formulae, algorithms and concepts for use in class and on
tests or examinations. When the size of the sheet is limited, e.g., to a single
sided sheet of paper, handwritten, preparation requires that students review
their work, then identify and summarize critical information. Such reference
sheets may be submitted for assessment and evaluation as part of an End-of-Unit
Task or a component of the Final Assessment Task for the course. Teachers may
also choose to supply a reference sheet for student use. Use of reference
sheets allows teachers to move the focus of evaluation away from factual recall
and toward higher level thinking skills.
·
Assessment
and evaluation should focus on the application of terminology to explain
concepts and phenomena, not on terms and definitions in isolation. It is
essential that students understand the concept before acquiring the vocabulary.
·
This
Course Profile describes a Physics course in which students are encouraged to
ask their own questions and, in many cases, find their own answers by inquiry
(experiment or research). Fundamental to the skill set of a scientifically
literate person/citizen is the ability to ask incisive questions, to interpret
the answers critically, and to identify un-stated assumptions.
·
Practical
applications and real world examples are key to the clustering of expectations
in SPH4C. Throughout the course students are shown, or investigate on their
own, how knowledge of physics concepts is applied. Career links, college course
offerings, and school-to-work linkages, both in the local community and beyond,
are also important considerations when implementing SPH4C.
·
In
this Course Profile, there is a reduced emphasis on traditional laboratory
activities in which students are provided step-by-step instructions. Teacher
demonstrations can be used in place of these activities and the time saved used
for developing students’ ability to devise and carry out true experimental
inquiry. The teacher’s role is to decide what knowledge and skills students
must have to proceed safely and successfully in a laboratory setting. Many
traditional laboratory exercises can be made more open-ended by rewording
statements into questions, and replacing detailed procedures with a teacher-led
class discussion. This could be followed by a challenge, which requires
students to devise a procedure and have its safety confirmed by the teacher
before carrying it out. By making decisions regarding what data to collect and
which format to use for reporting both data and results, students develop
skills of Inquiry and Communication essential in science.
Resources
Resources
are listed throughout the unit overviews and the full unit, wherever the
writers felt it provided the most support for teachers. 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 website
prior to assigning them for student use.
Units in
this course profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need 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, teachers need to ensure
that their board/ school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. Teachers are 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 the permission of the owner.
The two resources listed below offer suggestions for
cooperative work groups and the use of graphic organizers such as concept maps.
Barton,
Mary Lee and Deborah L. Jordan. Teaching Reading in Science: A Supplement to
Teaching Reading in the Content Areas Teacher’s Manual. Aurora: McRel,
2001. ISBN 1-893476-03-0
Bennet,
Barrie and Carol Rolheiser. Beyond Monet – The Artful Science of
Instructional Integration. Toronto: Bookation, Inc., 2001. ISBN
0-9695388-3-9
Rationale for the Unit
Sequence in the Course Profile
In this
Course Profile the first strand, Mechanical Systems, is immediately followed by
Hydraulic and Pneumatic Systems. This is a departure from the sequence followed
in the curriculum document, yet, it is felt that the immediate extension of
forces and simple machines, from Strand 1, to a typical workplace setting
provides a logical and interesting sequencing of the concepts. The social and
economic consequences of applications related to the motion and control of
fluids is analysed, and investigations involving hydraulic and pneumatic
systems are designed and carried out. In Strand 3, common applications of
electrical and electronic circuits are studied, and links to the first two
strands are explored. This strand also leads logically into the next,
Communications Technology. The last strand, Energy Transformations, enables the
students to explore and identify a variety of energy types and sources. The
course is then completed through the Final Assessment Task.
Units: Titles and Times
|
Unit 1 |
Mechanical
Systems |
21
hours |
|
* Unit
2 |
Hydraulic
and Pneumatic Systems |
20
hours |
|
Unit 3 |
Electricity
and Electronics |
20
hours |
|
Unit 4 |
Communications
Technology |
20
hours |
|
Unit 5 |
Energy
Transformations |
21
hours |
|
Unit 6 |
**
Final Assessment Task |
8 hours |
* This
unit is fully developed in this Course Profile.
** It is
assumed that part of the time allocated to Unit 6 will be shared with the other
units since devices that are constructed in the units are to be included in the
final model.
Unit Overviews
Key to
Abbreviations
|
K/U = Knowledge/Understanding |
|
I =
Inquiry |
|
C =
Communication |
|
MC =
Making Connections |
Unit 1: Mechanical Systems
Time:
21 hours
Unit
Description
In this
unit students describe and apply concepts related to forces, Newton’s laws of
motion, and simple machines. Forces and simple machines are investigated
through experimentation. Applications of forces, friction, and simple machines
in real-world devices and in the human body are identified and analysed.
Unit
Overview Chart
|
Activity/ Time |
Focus |
Learning Expectations |
Assessment Categories |
|
1.1 |
Forces
and Newton’s Laws |
MSV.01,
MSV.02, MSV.03, MS1.01, MS1.02, MS1.03, MS2.01, MS2.02, MS3.01 |
Inquiry, |
|
1.2 |
Identifying
Simple Machines |
MSV.01,
MSV.02, MSV.03, MS1.04, MS2.04, MS2.05, MS3.02 |
Making
Connections, |
|
1.3 |
Torque,
Force, and Displacement |
MSV.01,
MSV.02, MS1.05, MS2.03 |
Inquiry, |
|
1.4 |
The Law
of the Lever |
MSV.01,
MSV.02, MSV.03, MS1.06, MS2.03, MS3.03 |
Knowledge/Understanding,
Inquiry, |
|
1.5 |
Simple
Machines and Mechanical Advantage |
MSV.01,
MSV.02, MSV.03, MS1.07, MS1.08, MS2.04, MS2.05, MS3.03 |
Knowledge/Understanding, |
|
1.6 |
End-of-Unit
Task: Construct a Machine |
MSV.01,
MSV.02, MSV.03, MS1.04, MS1.08, MS2.04, MS2.05, MS3.02, MS3.03 |
Inquiry, |
Suggested Activities
Forces
and Newton’s Laws
1.1.1 Introduction
to Linear Motion, End-of-Unit Task, and Final Assessment Task
(Appendix
1 – Planning the Final Performance Task.) After introducing the assessment
tasks establish an optimum size for the model in the Final Assessment Task and
discuss the “scaling factor” required when including End-of-Unit devices into
the Final Assessment Task. Diagnostic activity to determine students’
understanding of linear motion including graphs and equations.
1.1.2 Investigation: Newton’s Second Law, using
spring scales and a variety of masses
1.1.3 Review of linear motion and Newton’s laws of motion; address
misconceptions evident from diagnostic activity
1.1.4 Multi-lab carousel: analysis of types of forces acting on an
object. Free-body diagrams are explored and utilized.
1.1.5 Investigation: static and dynamic friction;
coefficient of friction
1.1.6 Research/report: friction – its advantages, disadvantages, and
applications. Reference Canadian examples, e.g., road salt, snowmobiles,
skiing.
Assessment Lab reports (I, C), Presentation: Types of
Force and Their Applications (MC, C)
Identifying
Simple Machines
1.2.1 Multi-lab carousel: types of simple machines (wedge, screw,
pulley, wheel and axle). Safety Caution: care should be taken regarding
the use of large masses and stability of apparatus. Some computer simulations
can be used as demonstrations and/or student activities.
1.2.2 Research/report/presentation: role of simple machines in daily
life and industry, including career component. Reference Canadian examples,
e.g., ice auger.
1.2.3 Design and construct: a mechanical system that includes at least
two simple machines with consideration to the End-of-Unit Task and the Final
Assessment Task.
Assessment Report/Presentation (MC, C), Design Criteria
(I)
Torque,
Force, and Displacement
1.3.1 Quicklab: examples of simple machines, e.g., lever showing
effect of changing force, action (lever) arm, and displacement of object
compared with displacement of point where force is applied. Include Canadian
example, e.g., Canadarm, hockey stick.
1.3.2 Discussion: definition of torque 
1.3.3 Quantitative analysis of force, torque,
effort arm, with clear reference to angle
Assessment Report on Quicklab (I), Written Test (K/U)
The Law
of the Lever
1.4.1 Investigate the relationship among force,
torque, and displacement of a simple lever.
1.4.2 Discussion/analysis: the law of the lever
1.4.3 Problem set
1.4.4 Analyse the operation of a natural system, e.g., human arm,
Achilles tendon in terms of the operation of the lever. Include a Canadian
reference, such as a Canadian athlete.
Assessment Written
Quiz, (K/U, MC), Lab Report (I, C)
Simple
Machines and Mechanical Advantage
1.5.1 Discussion: definition of mechanical
advantage of a simple machine
Discussion/problems: determining the mechanical
advantage of simple, compound, and bio-mechanical systems (human arm, jaw)
1.5.2 Student-designed investigation: the input, output, and
mechanical advantage of a compound mechanical system, e.g., bicycle, stage
curtains, exercise machines, sports equipment such as tennis racquets and golf
clubs
1.5.3 Research/analysis/report on function and
structure of technological systems that employ principles of simple machines,
e.g., hockey stick, block and tackle, loading ramps. Career references are
included as appropriate.
Assessment Written
quiz (K/U, MC), Lab (I, C), Report (C, K/U, MC, I)
End-of-Unit
Task – Construct a Machine
1.6.1 Teacher-guided discussion to develop construction criteria
rubric for Activity 1.6.2. Although students collaborate on the design, final
rubric components are the responsibility of the teacher.
1.6.2 Design and construct a simple or compound machine (one that will
be used in the Final Assessment Task) that solves a practical problem;
determine its mechanical advantage; relate its application to systems in
everyday life or industry, e.g., a crane for lifting radioactive samples into a
lead container; a model “Canadarm;” a working backhoe. Include references to
actual career(s).
1.6.3 Unit Test
Assessment Criterion
Checklist (I, MC, C), Accuracy and communication of Simple Machine Principles
(K/U, C), Unit Test (K/U, I, MC, C)
Resources
Interactive
Physics – http://www.interactivephysics.com.
Simulations of many concepts considered in this unit.
“The
Incredible Machine” – computer software package.
Construct many types of complex “machines” using drag and drop components.
Web
Physics – www.webphysics.ph.msstate.edu/jc/library/9-3a. Includes a
torque/lever applet.
Unit
2: Hydraulic and Pneumatic Systems
Time:
20 hours
Unit
Description
This unit
develops students’ understanding of the scientific principles related to
hydraulic and pneumatic systems. Students research and evaluate the social and
economic consequences of applications related to the motion and control of
fluids. They use scientific equipment safely and effectively in designing and
carrying out investigations of fluid statics and dynamics, and of simple
hydraulic and pneumatic systems. The End-of-Unit Task involves the construction
and testing of a prototype of a hydraulic or pneumatic system, and a
description of the scientific principles involved in the operation of the
device, as well as its social and economic significance. The inclusion of this
device in the Final Assessment Task is considered.
Unit
Overview Chart
|
Activity/ Time |
Focus |
Learning Expectations |
Assessment Categories |
|
2.1 |
Fluid
Concepts and Historical Development |
HPV.01,
HPV.03, HP1.01, HP3.01, HP3.03 |
K/U, MC, C |
|
2.2 2.5 h |
Static
Pressure Head |
HPV.01,
HPV.02, HP1.01, HP1.04, HP2.02 |
I, K/U |
|
2.3 |
Pascal’s
Principle and Fluid Systems |
HPV.01,
HPV.02, HPV.03, HP1.05, HP1.06, HP1.07, HP2.03, HP2.04, HP2.05 |
K/U, I, |
|
2.4 |
Laminar
Flow: Bernoulli’s Principle |
HPV.01,
HPV.02, HP1.01, HP1.02, HP1.03, HP2.01 |
K/U, I, MC |
|
2.5 |
Work,
Power, and Robotics |
HPV.01,
HPV.02, HPV.03, HP1.08, HP2.06, HP3.02, HP3.03 |
K/U, MC, C, I |
|
2.6 |
End-of-Unit
Task: Construct a Prototype |
HPV.01,
HPV.02, HPV.03, HP1.06, HP2.06, HP3.02, HP3.03 |
I, K/U, |
Unit 3: Electricity and Electronics
Time: 20 hours
Unit
Description
In this
unit, students demonstrate an understanding of common applications of
electrical and electronic circuits and components. Students construct, analyse,
and troubleshoot simple electrical circuits by using schematic diagrams and
appropriate electrical tools, measuring equipment, and examining familiar
electrical devices. Through investigation, students study the development and
application of electrical technologies and their impact on local and global
economies and the environment. Students complete this unit using real or
computer-simulated circuits where appropriate.
Unit Overview Chart
|
Activity/ Time |
Focus |
Learning Expectations |
Assessment Categories |
|
3.1 |
History
and Terms |
EEV.01,
EEV.03, EE1.01, EE1.02, EE1.03, EE3.02 |
I, MC, C |
|
3.2 |
Circuits:
Parallel and Series |
EEV.01,
EEV.02, EEV.03, EE1.01, EE1.03, EE1.05, EE2.01, EE2.02, EE2.03, EE2.04,
EE2.06, EE3.01, EE3.03 |
K/U, I, MC |
|
3.3 |
Kirchhoff’s
Rules |
EEV.01,
EEV.02, EEV.03, EE1.01, EE1.03, EE1.05, EE2.01, EE2.02, EE2.03, EE2.04,
EE2.06, EE3.01, EE3.03 |
I, K/U, C |
|
3.4 |
Digital
vs. Analog |
EEV.01,
EEV.02, EEV.03, EE1.06, EE1.07, EE2.03, EE3.02 |
MC, C |
|
3.5 |
Components,
Sub-systems and Devices |
EEV.01,
EEV.02, EEV.03, EE1.01, EE1.03, EE1.04, EE1.05, EE2.01, EE2.02, EE2.03,
EE2.04, EE2.05. EE2.06, EE3.01, EE3.03 |
K/U, MC, C, I |
|
3.6 |
End-of-Unit Task: Construct a Prototype |
EEV.01, EEV.02, EEV.03, EE1.01, EE1.03,
EE1.05, EE2.01, EE2.02, EE2.03, EE2.04, EE2.05, EE2.06, EE3.01, EE3.03 |
K/U, I, MC, C |
Suggested Activities
History
and Terms
Caution:
only CSA-approved
circuits may be connected to main voltage.
3.1.1 Introduction to End-of-Unit Task with reference to Final
Assessment Task. Discussion: concepts and units related to electrical and
electronic systems (AC, DC, V, R, I, P, W (Ee), efficiency). A short
diagnostic quiz may help to determine students’ prior knowledge and identify
misconceptions.
3.1.2 Research/report: the historical development of an electrical or
electronic appliance or device, e.g., dry-cell, rechargeable battery, toaster,
elevator, computer, and report on its efficiency, safety, cost, availability,
and environmental impact
3.1.3 Home Survey: comparison of AC and DC use in
daily life
Assessment Written report (I, MC, C), Impact Analysis (I,
MC)
Circuits:
Parallel and Series
3.2.1 Safety: Students review safety
considerations for the next investigation.
3.2.2 Investigation: Make, measure and draw. Students make simple
parallel and series circuits using a power source, loads, wires, and switches.
Students use multi-meters, and draw labelled diagrams of completed circuits
that indicate V, I and R values, including RT, IT, and VT.
3.2.3 Develop: Students use the results of the investigation to
develop electrical formulae:
V = IR, RT = R1 + R2 + R3…, and 
Add the findings to a
Formula Review Sheet.
3.2.4 Investigation: Students troubleshoot a simple electrical circuit
using a multi-meter, e.g., the circuit involves resistive components only, with
one layer of series/parallel complexity, such as two strings (each of three
light bulbs connected in series), connected in parallel.
3.2.5 Report: Students describe applications of simple circuits,
identify the energy transformations that occur, and the cost of operation.
3.2.6 Problem Solving: Students complete numerical problems dealing
with V, I, and R (including resistive loads connected in series, in parallel,
or a combination of both).
Assessment Observation
(I), Completed circuits (Problem Solving) (I, K/U, MC),
Written Quiz (K/U, I, MC)
Kirchhoff’s
Rules
3.3.1 Safety: Students review safety
considerations for the next investigation.
3.3.2 Investigation: Make, measure, and draw. Students make parallel
and series circuits using a power source, loads, wires, male and female banana
plugs, and switches (although soldering is a useful skill it may become too
time consuming as circuits are altered, as well as being a safety concern).
Students use multi-meters and draw labelled diagrams of completed circuits that
indicate V, I, and R values, including RT, IT, and VT.
(A circuit consisting of a power supply connected to a parallel pair of
resistors, themselves connected in series to another resistor, would be
sufficient to enable Kirchhoff’s rules to be derived in the next activity.)
Students more familiar with electronics could be challenged with more advanced
circuits.
3.3.3 Develop: Students use the results of the investigation to
develop Kirchhoff’s Junction Rule, 
and Loop Rule, 
. Add the findings to a Formula Review Sheet.
3.3.4 Application: Discussion/demonstration of
Wheatstone bridge
3.3.5 Investigation: Students determine the
resistance of load using a Wheatstone bridge 
.
3.3.6 Investigation: Students troubleshoot an electrical circuit using
a multi-meter, and/or a computer probe, e.g., the circuit could consist of two
sets of three parallel resistors, connected in series to a battery; all
elements have their value labelled, but unknown to the students, one of the
elements is faulty, or has a different value; an investigation of current and
voltage values would locate the wrongly labelled, or defective, resistor.
3.3.7 Problem Solving: Students solve numerical
problems dealing with V, I, R, P, W, and cost.
Assessment Diagrams
(C); Completed Circuits (Problem Solving) (I, K/U), Written Quiz (K/U, I, C)
Digital
vs. Analog
3.4.1 Teacher-led lesson: Students distinguish
between and explain the functions of analog and digital circuits. Examples of
each type of circuit are identified and reasons for their use are explored.
3.4.2 Discussion: impact of digital and analog circuits. The relative
use of these circuits are summarized in chart form. (Consider Canadian
references such as electronic firms, average Canadian use.)
3.4.3 Research: Students research the use of “black boxes” in
electronic equipment, e.g., CPU, “smart” telephone card, aircraft data
recorders and prepare a summary.
Assessment Comparison Chart (MC, C)
Components,
Subsystems and Devices
3.5.1 Safety: Review of safety considerations for the next
investigation (including the requirement for CSA approval to use mains
voltage).
3.5.2 Investigation: Students investigate the properties of a
capacitor, a diode, and an LED in an AC circuit. If a signal generator and
oscilloscope are available, the input and output waveforms of a simple
voltage-smoothing (filtering) rectifier circuit is demonstrated. Possible tasks
for students would be the construction and analysis of simple rectifying
circuits (such as a half-wave rectifier and full-wave rectifier – see Activity
3.5.4). An extension for interested students could be the PI rectifier circuit.
3.5.3 Discussion: Students use block diagrams to describe the
operation of electrical and electronic devices, and their sub-circuits, e.g., a
radio receiver could be represented by its tuner, detector (similar to a
rectifier), demodulator, amplifier, and transducer. Other examples include a
computer printer, telephone, CD player, electrical power tools, hair dryer.
3.5.4 Investigation: Students troubleshoot an electrical circuit using
a multi-meter, computer probe, and/or oscilloscope (if available). This could
involve an analysis of the rectifier circuits in Activity 3.5.2 such as the
effect of a capacitor in smoothing out a ripple, or the detection of a
defective diode or capacitor.
3.5.5 Students review the knowledge and skills gained in the circuit
work of this and previous activities and begin the initial design of their end
of unit task.
Assessment Circuit
Diagrams (C), Report (MC), Problem Solving with circuits (I),
Quiz on circuit design (K/U, I)
End-of-Unit
Task – Construct a Prototype
3.6.1 Safety: Review of safety
considerations for the End-of-Unit Task (including CSA requirement).
3.6.2 Investigation: Design, make, measure, and draw. Students design
and make a circuit using a selection of components (depending on their
familiarity with electronic components, many will use just DC and resistive
elements) from power source, loads, wires, soldering irons, switches, diodes,
fuses/circuit breakers, photocells, LEDs, and capacitors. Students use
multi-meters to draw labelled diagrams of completed circuits that indicate (for
resistive circuits) V, I, and R values. Possible tasks could be: PI rectifier
circuit, water level tester (photocells), humidity indicator, elevator,
perimeter security system.
Another option would be to build a “kit”
circuit from an electronics store and explain its operation in the block
diagram format. The scale of the device and its appropriate inclusion in the
Final performance model is considered.
3.6.3 Report: Students analyse and describe the operation of the
electrical/electronic device, its sub-circuits, and components and their
interrelationships. Applications for the device are listed.
3.6.4 Unit Test: written with practical
components.
Assessment Circuit
Diagrams (C), Observation (I), Report (MC) Unit Test (K/U, I, MC, C)
Resources
Crocodile Clips –
www.crocodile-clips.com/education/index.html
Free demonstrations of electricity principles.
Half
way Rectifier – www.pserie.psu.edu/faculty/instdes/success/halfwave.html
simulation.
Interactive
Physics and Math – www.phys.hawaii.edu/~teb/optics/
A set of five applets on Kirchhoff’s Rules.
Java
Applets on Physics http://home.a-city.de/walter.fendt/phe/accircuit.htm,
Shows a simple circuit consisting of an alternating voltage source
Play
Hookey – www.play-hookey.com/analog/full-wave_rectifier.html
Simulation of rectifier and other applets.
Vanderbuilt
University – http://relax.ltc.vanderbilt.edu/onr/invariants/invariants.html
Shows a variety of definitions and Java applets.
Virtual
Physics Lab – http://www.phy.ntnu.edu.tw/java/rc/rc.html
Shows the transient behaviour when the capacitor is being charged and
discharged.
Wheatstone
Bridge – http://www.dwiarda.com/scientific/Bridge.html
Unit 4: Communications Technology
Time:
20 hours
Unit
Description
This unit
develops students’ understanding of the scientific principles and technological
applications of communications systems. Students design and conduct experiments
to investigate the basic components of communications systems. Students
identify the influence of communications technology on the global community and
describe Canadian contributions to communications technology.
Unit
Overview Chart
|
Activity/ Time |
Focus |
Learning Expectations |
Assessment Categories |
|
4.1 |
Wave
Properties |
CTV.01,
CTV.02, CT1.01, CT1.02, CT2.01, CT2.02 |
I, C |
|
4.2 |
Reflection
and Refraction of Waves |
CTV01,
CTV.02, CTV.03, CT1.01, CT1.03, CT1.06, CT1.07, CT1.08, CT2.04, CT2.05 |
K/U, I, |
|
4.3 |
Interference
of Waves |
CTV.01,
CTV.02, CTV.03, CT1.04, CT1.05, CT2.03, CT2.02, CT3.03 |
MC, I |
|
4.4 |
Energy Transformations |
CTV.01, CT1.09, CT2.06, CT2.07, CT3.01 |
K/U, I, |
|
4.5 |
Communication
Issues |
CTV.03,
CT3.02, CT3.03 |
I, C, MC |
|
4.6 |
End-of-Unit
Task Development of a Device |
CTV.01,
CTV.02, CT2.07 |
K/U, I, |
Suggested Activities
Wave
Properties
4.1.1 Introduction to End-of-Unit Task with
reference to its place in the Final Assessment Task.
4.1.2 Investigation: relationships among length, period and frequency
of various sources of vibrations such as a pendulum, tuning forks and springs.
(Safety Caution: large masses as pendulum bobs; high tension wire
pendulums.)
4.1.3 Investigation: comparison of the properties of transverse and
longitudinal waves, e.g., ripple tanks, wave tables, slinkies and computer
simulations
Assessment Lab
reports (I, C)
Reflection
and Refraction of Waves
4.2.1 Investigation: reflection, refraction and total internal
reflection of waves through ripple tanks and light, with the development of 
,
, and 
4.2.2 Jigsaw: how the reflection and total internal reflection of
waves are used in communications technology, e.g., police radar, communications
satellites, and reflectors. Include a Canadian reference, e.g., communication
companies, satellites.
Assessment Lab Report (I, C), Written Quiz (K/U, MC)
Interference
of Waves
4.3.1 Demonstration: the principle of superposition using slinkies,
wave tables, tuning forks, an oscilloscope or ripple tanks
4.3.2 Discussion: the production of standing waves in musical
instruments. Students draw diagrams to show different overtones in different
instruments and discuss how to make a musical instrument. (Perhaps invite a
music teacher as a guest.)
4.3.3 Project: build a musical instrument, acoustic or electronic; one
that must be capable of playing a recognizable piece of music with at least six
different notes.
4.3.4 Brainstorm: how interference of waves is used in communications
technology, e.g., frequency modulation in radio waves, noise reduction, and
evaluate the risks and benefits to society and the environment.
Assessment
Project (I, MC) including Performance
Energy
Transformations
4.4.1 Teacher-led lesson: the operation of a simple transducer and the
energy transformations that occur, e.g., those contained in microphones,
loudspeakers, remote controllers (radio frequency, infrared, ultrasonic) VCR,
TV, product code readers
4.4.2 Research: Students compare various models of a particular
communications system or device and determine which model is the best. Students
present their findings.
4.4.3 Project: Design a simple communications system that can be used
in the Final Assessment Task (with consideration to an appropriate scaling
factor).
Assessment Research
and Presentation (K/U, I, C, MC), Written Project (I, MC)
Communications
Issues
4.5.1 Research: Canadian contributions to
communications technology
4.5.2 Debate: Privacy issues, and access of information relating to
communications technology. The risks and benefits are assessed.
4.5.3 Discussion: Health risks of communication devices, e.g.,
electric and magnetic fields of cell phones and medical devices
Assessment Research and Presentation (I, C, MC), Debate
(MC, C)
End of
Unit Task – Development of a Device
4.6.1 Project: Construct a simple communications system. Using the
design that was developed in Activity 4.4.3, students construct their
communications system, one that will constitute a component of the Final
Assessment Task. Students demonstrate their system along with an explanation of
how each component works. Possible examples include an intercom system, a light
signal, a speaker system, an electronic marquee bulletin board, doorbell. (Note:
more difficult projects may be built from hobby shop kits, or components may be
scavenged from other devices, rather than starting from scratch.)
4.6.2 Unit Test: written with practical
components
Assessment Demonstration
and Explanation (K/U, I, C, MC), Unit Test (K/U, I, MC, C)
Resources
Canadian
Communications Foundation
– www.rcc.ryerson.ca/ccf/personal/hof/fessen_r.html - Biographies
Hammond
Museum of Radio – www.kwarc.on.ca/hammond/fessenden.html
History of radio and biographies
Java
Applets on Physics – http://home.a-city.de/walter.fendt/phe/interference.htm
Demonstrates interference of spherical waves
Java
Applets on Physics – http://home.a-city.de/walter.fendt/phe/beats.htm
Demonstrates beats
Multimedia
Physics Studio – www.glenbrook.k12.il.us/gbssci/phys/mmedia/#waves
Virtual
Physics Lab – www.phy.ntnu.edu.tw/~hwang/waveType/waveType.html
Demonstrates transverse and longitudinal waves
Virtual
Physics – www.phy.ntnu.edu.tw/~hwang/waveSuperposition/waveSuperposition.html
Demonstrates superposition of waves
Web
Physics – http://webphysics.davidson.edu/Applets/Superposition/GroupVelocity.html
Demonstrates superposition of waves
Unit 5: Energy Transformations
Time:
21 hours
Unit
Description
Students
identify a variety of energy types and their sources. Transformations between a
variety of energy types are investigated. Students investigate the power and
efficiency of a dynamics cart spring. Through research, students identify the
benefits and drawbacks of alternative energy sources. As part of their
End-of-Unit Task, students design and develop a device that demonstrates four
energy transformations.
Unit
Overview Chart
|
Activity/ Time |
Focus |
Learning
Expectations |
Assessment
Categories |
|
5.1 |
Energy Sources and Types |
ETV.01, ET1.01, ET1.04 |
I, C |
|
5.2 |
Energy
Transformations |
ETV.01,
ETV.03, ET1.01, ET1.02, ET1.03, ET1.04, ET3.01 |
K/U, I, |
|
5.3 |
Power
and Efficiency |
ETV.01,
ETV.02, ET1.01, ET1.05, ET2.01 |
K/U, I, C |
|
5.4 |
Transmissions
and Losses |
ETV.01,
ET1.01, ET1.04 |
K/U, MC |
|
5.5 |
Alternative
Energy Sources |
ETV.01,
ETV.03, ET1.03, ET1.04, ET3.02 |
I, C, MC |
|
5.6 |
End of
Unit Task: Build a Device |
ET.01V, ETV.02,
ET1.01, ET2.02 |
K/U, I, |
Suggested Activities
Energy
Sources and Types
5.1.1 Introduction to End-of-Unit Task with
reference to Final Assessment Task
5.1.2 Brainstorm: the variety of technologies with which students
interact on a daily basis, including energy sources. This activity could also
serve as a diagnostic determination of misconceptions.
5.1.3 Teacher-led discussion: various forms of energy, e.g.,
mechanical, chemical, sound, thermal, electromagnetic, gravitational, nuclear.
Review of joule as the unit used to measure energy. Address any
misconceptions that may have been identified.
5.1.4 Jigsaw Activity: expert groups learn about how an energy source,
e.g., the sun, natural gas, oil, coal and hydroelectric is used in production
of electricity, and where the technology is used in Canada.
5.1.5 Concept Map: Students develop a concept map that summarizes
forms of energy, sources and some of the technologies related to them.
Assessment Concept
Map (I, C)
Energy
Transformations
5.2.1 Carousel: Students investigate the operation of various energy
transformation devices, e.g., electric motor, generator, an incandescent lamp,
fluorescent lamp, solar power calculator, diagram of an internal combustion
engine, batteries. Students draw a schematic diagram of the devices and
indicate the energy transformations involved. A portfolio with device
schematics and extra research on one device can be included. Safety Caution –
electrical current.
5.2.2 Discussion (with video introduction): Mars Lander air bag
system. Students analyse and describe the energy transformations involved. If a
video is unavailable, students can view video clips through various electronic
sources.
Assessment Quiz
(K/U, MC), Portfolio (I, C)
Power
and Efficiency
5.3.1 Discussion: introduction of the formulae 
and 
through sample problems.
Review of watt as the unit of power.
5.3.2 Investigation: efficiency of a spring powered dynamics cart.
Given the spring constant, students determine the energy stored in the spring.
(
) Students can use a ticker taper timer, photogates, sonic
sensors such as the CBR for graphing calculators, or a computer probe package,
if available, and determine the kinetic energy gained by the cart in the first
10 cm of travel. (
) Students determine both the efficiency and the power of the
cart.
Assessment Lab Report (I, C), Problem Set (I), Quiz (K/U)
Transmissions
and Losses
5.4.1 Teacher-led lesson: energy transmission. Using the example of
transmitting the energy from a power plant to a home (Canadian examples), the
transmission and the components involved (e.g., transmission lines,
transformers) are discussed. Address any misconceptions regarding transmission,
e.g., lower voltage.
5.4.2 Application
(through sample problems): the use of transformers to minimize losses.
Assessment Quiz (K/U, MC)
Alternative
Energy Sources
5.5.1 Research: Students research a variety of alternative energy
sources and prepare a presentation, e.g., solar power, hydrogen fuel cells,
wind power, photovoltaic cells on the benefits, drawbacks and how the
technology works, and its efficiency.
5.5.2 As part of their presentation, students build a model or
simulate the operation of the device in preparation for their End-of-Unit Task
(with due consideration to appropriate scaling).
Assessment Presentation
and Report (C, MC), Model or Simulation (I)
End-of-Unit
Task – Build a Device
5.6.1 Students design and build a device (one that will be used in the
Final Assessment Task) that uses four energy transformations and present their
device to the class. Students explain its operation and the energy
transformations involved. Students incorporate estimates of the efficiency of
the energy transfers.
5.6.2 Unit Test: written with practical
components
Assessment Device
Rubric (I, C, MC); Unit Test (K/U, I, MC, C)
Accommodations
Teachers
may wish to alter the number of transformations required depending on time
constrains and skill level of students.
Resources
NASA –
www.grc.nasa.gov/WWW/PAO/html/marspbag.htm – Mars Pathfinder air bags
NASA – http://mars.jpl.nasa.gov/technology/landers/
– Mars exploration
Discovery
– www.discovery.com/area/science/mars/mars1.8.html – Mars pathfinder
Unit 6: Final Assessment Task
Time:
8 hours
Unit
Description
This
culminating unit allows students to draw together the knowledge and skills
gained throughout each of the preceding units through the final construction of
a working model of an industrial or research facility. This model will include
the individual components constructed in each unit, but must also represent a
unified operating facility. Students connect together the individual components
and write a report on the operating principles of each component and how they
contribute to the operation of the whole facility. A written examination is
included as an additional evaluation instrument.
Unit
Overview Chart
|
Activity/ Time |
Focus |
Learning Expectations |
Assessment Categories |
|
6.1 |
Technological
Applications of Physics Concepts |
MSV.01,
MSV.02, MSV.03, EEV.01, EEV.02, EEV.03, HPV.01, HPV.02, HPV.03, CTV.01,
CTV.02, CTV.03, ETV.01, ETV.02, ETV.03 |
K/U, I, |
|
6.2 |
Written
and Practical Examination |
MSV.01,
MSV.02, MSV.03, EEV.01, EEV.02, EEV.03, HPV.01, HPV.02, HPV.03, CTV.01,
CTV.02, CTV.03, ETV.01, ETV.02, ETV.03 |
K/U, I, |
Suggested Activities
Technological
Applications of Physics Concepts
6.1.1 Early in the course, with teacher guidance and final approval,
the class brainstorms and designs a rubric that will be used to evaluate the
final model, as well as a rubric to evaluate individual portfolios.
6.1.2 Students construct a model of an industrial or research facility
that includes, and links together, the individual components designed and
constructed in each unit. (See Appendix 1 at the end of the Course Overview.)
6.1.3 Students prepare and publish a portfolio detailing the physics
concepts inherent in each of the components making up the final model, and also
explain how the various components work together.
Assessment Working Model (I, MC), Portfolio (K/U, C, MC)
Examination
6.2.1 A written examination, is completed which includes test items
from the four categories of the Achievement Chart in the curriculum document,
with more questions related to Knowledge/Understanding and Making Connections.
A practical component could be used to evaluate skills acquisition.
Assessment Examination
(K/U, I, MC, C)
Teaching/Learning
Strategies
Since the
over-riding aims of this course are to develop scientific literacy in all
students and to prepare students for physics or related technology courses at college,
the teacher should use a wide variety of instructional strategies to provide
learning opportunities that accommodate a range of learning styles and
interest. In planning activities for a Physics class, make sure that your
students will have:
·
opportunities
to work individually, in pairs and small groups, and in large groups;
·
direct
instruction as well as opportunities for open-ended exploration;
·
opportunities
to develop concepts themselves from observed data;
·
tasks
in which they define some of the parameters (such as scope or procedure);
·
opportunities
to acquire knowledge and apply that knowledge in a variety of contexts;
·
opportunities
to communicate using standard formats (such as lab reports) as well as
opportunities to choose and develop the format;
·
opportunities
to develop skills that would help them to succeed at college: note taking
during a lecture, preparing for an examination, taking a multiple choice test,
conducting in-depth independent research, writing a report, and establishing
good time management habits;
·
opportunities
to make connection between the somewhat more theoretical physics course and the
more practical, senior level technology courses.
Students
need to be informed in advance of methods of assessment and evaluation. From
the beginning, students should understand the nature and scope of the course’s
Final Assessment Task and how the completion of the End-of-Unit Tasks assists
them in gaining the skills and knowledge necessary for its successful
completion. Expectations are presented in such a way as to prepare students for
the End-of-Unit Tasks. Assessment and evaluation then become an integral part
of the teaching/learning strategies.
Skills are Developed
through Experience and Refined with Practice
Lesson
design should evolve during the course. Initially, lessons could centre around
the familiar guided discovery approach, but the final unit(s) of the course
could be organized around a lecture, laboratory, tutorial and seminar format.
Early experiences with the use of the lecture format should include assessment
opportunities. The adequacy of recorded notes may be assessed by the teacher,
peers, or self, using a checklist, or teacher assessed through an open note
quiz.
Many of
the Learning Expectations describe Inquiry Skills. Students should be given
repeated opportunities to carry out genuine inquiries in which they are
responsible for defining one or more of the components of the inquiry: the
topic or question, the methodology, the mode of presentation, the criteria of
success. Within this course, students should have multiple opportunities to
practise a variety of inquiry styles, including the following:
·
Research: accessing information that has
already been previously gathered, selecting the relevant details, analysing the
information for patterns and meaning, and communicating findings or conclusion.
Students require instruction and practice in techniques for effective use of
library/resource centre resources, searching the Internet and interviewing
experts.
·
Experimentation: developing questions, identifying
controls and variables, designing the experimental procedure, observing and
measuring, analysing the data for patterns and meaning, and communicating
conclusions. This may occur in laboratories or the field. Ensure that laboratory
techniques and safety procedures are taught and assessed.
·
Design/Innovation: applying knowledge to define a
problem or challenge, setting criteria for a satisfactory solution, devising
and executing a procedure, and assessing the result.
Every inquiry should be driven by a clear
question that is manageable and has relevance to the students. Students must be
given instruction and repeated practice in: identifying and refining good
inquiry questions; developing testable hypotheses; setting the parameters of
the solutions to be sought; and assessing results.
All
forms of inquiry as well as other activities throughout the course helps
students develop Communications Skills. Although the traditional written
report is one form of communication, students need to describe what they do and
what they learn in other formats as well, e.g., poster presentations; computer
presentations, video, music. Through various formats of cooperative learning,
they discuss, debate and reflect on their own thinking and learning.
In
addition to key physics concepts, every learning activity should identify a
technique or skill that is to be taught or reinforced and assessed. Over the
length of the course, all skills required to meet the Overall Expectations
should be practised repeatedly in a variety of contexts.
Initially,
the teacher may assign specific review exercises from a textbook or other
resource. Later students could simply be told to complete what questions they
feel are necessary to ensure their own understanding of the concepts.
Use
of Computer Technology
Computer
applications should be included in activities whenever they enhance student
learning since they enable them to complete work more efficiently or to
complete work that otherwise could not be done. A wide variety of software
tools should be used to record and display information. Examples include
word-processing (e.g., reports), spreadsheets (e.g., class data from
measurements taken in the laboratory), graphics (e.g., flow charts, concept
maps, diagrams in place of written reports of investigations), databases (e.g.,
to gather observations taken by small groups or individuals into a class set);
collections of data from replicated experiments, and presentation programs
(e.g., an alternative for reporting on investigations, particularly by groups).
Probeware should be used to collect data, e.g., to permit replications of
experiments where complex procedures would limit students to single
experiments. Simulations may substitute for experiences but should not be used
to replace direct experiences that are safe, ethical, and available. The
portability of calculator-based laboratory systems makes them useful for work
outside the classroom.
Online
communication between teacher and students could occur throughout the course. Homework
assignments and answers could be posted, along with reminders about upcoming
assignment deadlines and evaluation dates. Sample exam questions could be
included and links made to pertinent sites, covering a variety of STSE topics.
Online tutorials could be arranged and one of the later units in the course
could be presented online. Many of these experiences will mirror what students
will encounter at college.
Learning Skills
While not
evaluated for marks, learning skills – Works Independently, Teamwork,
Organization, Work Habits/Homework, Initiative – are keys to success in school
and beyond. As with other skills, they should be taught, practised, and
assessed in the Science classroom. Variety is essential: individual assignments
foster independence; small group cooperative learning experiences (including
laboratory work done in pairs) provide opportunities to develop teamwork.
Making Connections
The
Knowledge/Understanding expectations of this course have intrinsic worth as
useful information, but they also serve as vehicles for developing other
expectations:
·
acquisition
of knowledge through inquiry develops inquiry skills;
·
connecting
Physics concepts to social and environmental issues develops the necessary
habits of mind for making connections;
·
applying
scientific knowledge to practical problems makes connections to technology;
considering how scientific knowledge is acquired brings understanding of the
role that technology plays in scientific discovery.
During
their study of Physics, students should be encouraged to develop attitudes that
support the responsible acquisition and application of scientific and
technological knowledge to the mutual benefit of self, society, and the
environment.
Assessment &
Evaluation of Student Achievement
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
methods of evaluation.
Assessment
is the process of gathering information and providing descriptive feedback
about student learning. Evaluation is the process of judging work and assigning
a value, based on established criteria.
The
purpose of assessment is to improve student learning. This means that
judgements of student performance must be criterion-referenced so that feedback
can be given that includes clearly expressed next steps for improvement. Tools
of varying complexity can facilitate this.
·
For
assessing/evaluating a test or quiz, a marking scheme is used.
·
Where
completion or non-completion is the issue, a checklist is sufficient.
·
Where
quality of performance is easily identifiable, a rating scale can be used.
·
For
more complex tasks, the criteria may be incorporated into a rubric where levels
of performance for each criterion are stated in language that can be understood
by students. Rubrics describe performance of a generalized skill (such as
Inquiry) or can be task-specific.
Marking schemes, checklists, rating scales and
rubrics become powerful tools for improving learning when students understand
the criteria and levels of performance before they undertake the task.
Discussion of the criteria for success should be part of every learning task.
Wherever possible, involve students in the development of the rating scale or
rubric (identifying criteria and setting levels of achievement in terms they
understand).
Assessment
must be embedded within the instructional process throughout each unit rather
than being an isolated event at the end. Often, the learning and assessment
tasks are the same, with formative assessment provided throughout the activity.
In every case, the desired demonstration of learning is articulated at the
beginning and the learning activity is planned to make that demonstration
possible. When planning learning activities for Physics, this process of
beginning with the end in mind helps to focus on the expectations and to reduce
the inclination to expand what is taught beyond what is required by the
guideline.
Assessment,
Evaluation and Reporting are tied to the Learning Expectations and Achievement
Chart for Science, pp. 172-175 in the Ontario Curriculum, Grades 11 and 12,
Science, 2000. Every learning activity and its assessment should provide data
for making judgements about performance in one or more of the Achievement
Categories: Knowledge/Understanding, Inquiry, Communication and Making
Connections. Within each unit and across the course, the teacher must collect
sufficient data (in kind and number) to make valid judgements about individual
student performances in all categories.
In
the end, the evaluation of the assessment data is expressed as a percentage
based on Achievement Chart levels. That evaluation must be based on individual
student performances relative to the criteria, not to other students’
performances. Final evaluations should reflect the teacher’s informed,
professional judgement of each student’s most consistent level of performance
in each category of the Achievement Chart. Added weight should be given to more
recent performances.
The
teacher needs a wide and balanced range of assessment strategies to accommodate
the varied learning styles of all students, to meet the needs of students with
special needs, and to encompass a broad range of knowledge and skills
expectations.
There must be opportunities for students to demonstrate
learning at all levels of the Achievement Chart. Strategies include:
·
diagnostic,
formative and summative assessments;
·
performance
tasks and pencil-and-paper instruments. Both are needed to assess the full
range of expectations;
·
teacher
assessment and student (self- and peer) assessment. With clearly articulated
criteria, students become partners in the assessment process;
·
individual
and group assessment. When students are engaged in group tasks it is
appropriate to consider group interaction as an indicator of learning skills.
However, evaluation must focus on students’ individual demonstration of the
expectations;
·
practical
assessments and laboratory-based tests and examination components.
Diagnostic Activities
Students
enrolled in SPH4C will come to this course with a wide variety of learning
experiences. Certainly, the number and kind of science courses in students’
background will vary, but some students will also have completed technology
courses in different disciplines. Part-time jobs and hobbies will also provide
these students with various sets of knowledge and skills. Diagnostic
activities, at the start of all units, are important for providing a context
for the unit design (based on student interest and background), for planning
lessons to meet student needs, for filling in gaps and correcting
misconceptions, and for tapping into student strengths. Diagnostic activities
should consider Knowledge/Understanding, Inquiry and Communication skills, and
Making Connections.
A range of activities should be considered including:
·
pencil-and-paper
quiz (marks are not recorded);
·
class
discussion suggested by one or more focus questions;
·
brainstorming
activities, such as placemat or graffiti;
·
carousel
of laboratory activities for assessment of skills;
·
KWL
charts (Know, Want to know, and then later, what was Learned);
·
carousel
of different applications;
·
student
survey;
·
responding
to a short reading passage (fiction or non-fiction) or a video clip (fiction,
documentary, or news broadcast) on a connected societal issue.
Diagnostic
activities suggested within the profile can be substituted by any of the above
or one of the teacher’s own design. By varying the activity from unit to unit,
different learning styles will be addressed.
Group Work Considerations
A number
of group activities are described in this profile. These allow students
opportunities to practise and be assessed and evaluated for Teamwork, one of
the five Learning Skills. Teamwork is often identified as a key employability
skill. Initiative, Organization, and Work Habits/ Homework, three other
Learning Skills, can be practised, assessed, and evaluated to some extent.
However,
when group assignments are used to evaluate course expectations, the teacher
must ensure that this is done on an individual basis. This can be accomplished
in a number of ways:
·
Arrange
individual teacher/student conferences. Student responses to a series of questions
can most easily be used to evaluate Knowledge/Understanding, Communication
skills and Making Connections, but can also be used for Inquiry.
·
On a
regular basis collect and evaluate work journals or log books, where students
describe their role and responsibility in completion of an activity.
·
Students
use reflection journals to describe their learnings from a certain activity,
and then are evaluated for Knowledge/Understanding and Making Connections.
·
Work
logs and reflection journals can be in formats other than pencil-and-paper.
Some students might produce more complete and detailed answers if they were
using a tape recorder or a concept map. This would allow different learning
styles to be addressed.
·
Students
could pool their experimental or research results, and produce an independent,
individual final product that would be evaluated.
·
Students
could contract for different aspects of research or communication for a group
project. This is another opportunity to address individual learning styles.
When evaluating the group presentation, the teacher is aware of individual
responsibilities.
·
A quiz
could be used to evaluate specific Knowledge/Understanding or Making Connection
expectations gained through a group activity.
·
Teacher
observation, using a checklist, and on the spot questioning can be used to
assess and evaluate meeting of expectations on an individual basis.
·
Acquisition
of technical skills could be evaluated in another, individual situation such as
a summative, practical skills test.
Self- and peer assessment of individual
performances within a group setting are appropriate and useful to assist
students in becoming self-monitoring. However such assessments are not to be
the basis for evaluation; evaluation is the responsibility of the teacher.
Links to Technological
Education
Students
intending to enroll in technology programs at a community college upon
graduation may be required to complete both SCH4C and SPH4C. These students may
also be enrolled in a number of technological education courses related to
their future community college studies. Some schools may wish to package a
number of these courses together where numbers warrant to meet a community
need. A work experience (a one- to four-week learning opportunity in a
workplace) could be designed using expectations from all the courses that were
packaged together. For example expectations from SCH4C (Organic Chemistry),
SPH4C (Mechanical Systems and Hydraulic and Pneumatic Systems), and TTJ4C could
all be met through a placement with a mechanic. Expectations from SCH4C
(Electrochemistry), SPH4C (Communications Technology and Electricity and
Electronics), and ICE4M are connected in the computer industry. The same SCH4C
and SPH4C expectations could link with expectations from TGJ4M in the
communications industry.
Accommodations
Students
with special needs, whether identified formally or not, need additional
supports to reach their full potential in Grade 12 Physics. Teachers should
consult individual student IEPs for specific direction on accommodation for
exceptional students. Where there are specific accommodations required in an
activity, the suggestions are noted within the activity. Adjust the number of
components required for assessments, e.g., the Final Assessment Task, as
appropriate while still ensuring thorough evaluation. The following are
examples of accommodations and aids that may be helpful in a general way:
·
Ensure
that peer helpers are available when students are working in small groups.
·
Provide
handout sheets with sample calculations and specific skill instructions.
·
Help
students create data charts into which they record information.
·
Record
key words on the board when students are expected to make their own notes.
·
Allow
students to report verbally to a scribe (teacher or student) who can then help
in note making.
·
Utilize
student strengths by permitting them a wide range of options for recording and
reporting their work, e.g., drawings, diagrams, flow charts, concept maps.
·
Extend
timelines to give students more time to process language and put their thoughts
into words.
·
Give
readings in advance to students or provide a selection of materials at
different reading levels.
·
Check
the IEPs of all identified students for specific modifications in teaching
methodologies and evaluation.
·
Have
students keep a science dictionary of terms using pictures and first language
words.
Resources
Units in this Course Profile make
reference to the use of specific texts, magazines, films, videos, and websites.
The teachers need to consult their board policies regarding use of any
copyrighted materials. Before reproducing materials for student use from
printed publications, teachers need 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, teachers need 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
teachers are 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 from
the Internet is not allowed without the permission of the owner.”
Ministry
of Ontario. The Ontario Curriculum Grades 11 and 12, Technological
Education, 2000. (includes Communication Technology, Construction
Technology, Technological Design)
General References
Additional
resources may be found in the SPH3U profile at www.curriculum.org.
Physics References
Brophy, James J. Basic Electronics for Scientists. USA: McGraw-Hill Inc., 1966. Library of Congress Catalog Number 65-26162
Cutnell, John and Kenneth Johnson. Physics, 4th
ed. Canada: John Wiley and Sons, Inc., 1998.
ISBN 0-471-15519-5
From the Ground Up. Ottawa, Canada:
Aviation Publishers Co. Limited,
1996.
ISBN 09690054-9-0
Martindale,
David G., et al. Fundamentals of Physic: An Introductory Course.
Canada: D.C. Heath Canada Ltd., 1987. ISBN 0-669-95113-7
Martindale, David G., et al. Fundamentals of Physics: A Senior Course. Canada: D.C. Heath Canada Ltd., 1986. ISBN 0-669-95047-5
Routledge, Robert. Discoveries and Inventions
of the Nineteenth Century. London: Bracken Books, 1989.
ISBN 1-85170-267-9
Tippens, Paul E. Physics, 6th ed. USA: Glencoe/McGraw-Hill, 2001. ISBN 0-07-820340-6
Wolfe Elgin, T.J. Physics Today 1. Scarborough,
Ontario: Prentice-Hall Canada Inc., 1989.
ISBN 0-13-669391-1
General Physics Internet
Resources
Note: URLs have also been included within
the individual activities.
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.
MAACIE
Newsletter – www.geocities.com/Athens/Parthenon/6549/art12.html
Describes a variety of brainstorming techniques
Glenbrook
South The Physics Classroom
– http://www.glenbrook.k12.il.us/gbssci/phys/Class/BBoard.html
– http://www.glenbrook.k12.il.us/gbssci/phys/mmedia/index.html
Covers most Physics topics.
University
of Guelph – http://eta.physics.uoguelph.ca/tutorials/index.html
A collection of tutorials.
Science-Ebooks
– http://www.science-ebooks.com/physics.htm
This site has a variety of links to other physics sites.
Java
Applets on Physics –
http://pathfinder.esu2.k12.ne.us/java/physics/physengl/physengl.htm
A variety of physics Java applets
The
American Institute of Physics – http://www.aip.org
Canadian
Association of Physicists – http://www.cap.ca
Netscape
Physics site – http://search.netscape.com/Science/Physics
Links to physics concepts
Yahoo
Physics site – http://dir.yahoo.com/Science/Physics/
Links to physics concepts
IE rubric
search – http://www.glenbrook.k12.il.us/gbssci/phys/projects/q1/intprub.html
Rubric for physics investigation
Software
Interactive
Physics 2000
Science
Works
Physics and Science
Association Publications
Ontario
Association of Physics Teachers (OAPT) newsletters
The
Physics Teacher
Crucible
General Publications
Magazines: New Scientist, Scientific
American, Popular Science, Popular Mechanic, Discover.
OSS Policy Considerations
Students
can apply and refine the skills, knowledge and habits of mind they acquire in
SPH4C through Cooperative Education, work experience, and service placements
within the community.
A
work site placement must be directly connected to the expectations of SPH4C if
it is to contribute to a student’s perspective of future careers or educational
opportunities. The wording in the document Cooperative Education and Other
Forms of Experiential Learning (Ontario Ministry of Education, 2000)
provides clear direction, and should be the focus of the personalized learning
plans for students. “The personalized learning plan must include the following:
the curriculum expectations of the related course that describe the knowledge
and skills the student will extend and refine through application and practice
at the workplace” (p. 23). The placement is not intended to introduce the
student to the expectations, but should connect closely enough that significant
Expectations are clearly extended and refined in a workplace setting. Both
workplace and community experiences may offer unique opportunities for students
to achieve aspects of the goal of SPH4C: “To relate science to technology,
society, and the environment,” and to gain experience in the Science
Investigative Skills defined at the beginning of the course description in the
guideline. The personalized placement-learning plan for the exceptional student
who has an Individual Education Plan (IEP) must be developed with direct
reference to the IEP.
Students
graduating from Ontario schools must be technologically literate. Through the
study of this Science course, students must come to understand and apply
technological concepts, use computers in various applications, and analyse the
implications of technology on individuals and society.
Appendix 1
Planning the Final Performance
Task
This
course lends itself to a link with a co-op placement and/or to a visit to one
or more local industrial or research facilities early in the course, if
possible. The visit should be structured so that the students are on the
lookout for the various kinds of processes that will be covered in the course.
This visit would provide a realistic idea of what goes on in the practical
world.
A
follow-up to the visit could be a report from individual students which
includes a short list of the kinds of processes under consideration for the
final task. As the course proceeds, students can refine and update the list as
they gain insight into what is manageable. One possible scenario is described
below:
Scenario
A
student decides to make a process to fill soft drink bottles. Electricity is
used to run a conveyor. Photocells are used to start it when an empty bottle is
placed on it, and stop it under the filling spout. Hydraulics or pneumatics are
used to turn on the soft drink flow. Photocells are used to control the filler
to stop it when the bottle reaches the desired level, and move the bottle to
the end of the conveyor. Communications technology is used to announce the
successful filling of the bottle to the capping machine (which might be
somebody else’s project). There are opportunities for energy transformations
(gravitational potential energy to fill the bottle) as well as for cost
analyses and operational analyses.
Rubric
Development
It is
beneficial early in the course to involve students in determining criteria to
be use in assessing End-of-Unit Tasks as well as the Final Assessment Task.
With teacher guidance and final approval students may also collaborate on
developing the assessment rubric by helping to define and clarify criteria to
be used.
Coded
Expectations, Physics, Grade 12, College Preparation, SPH4C
Scientific Investigation
Skills
SIS.01
- demonstrate an
understanding of appropriate safety practices by selecting, operating, and
storing electrical equipment, components, and materials in accordance with the
Ontario Electrical Code, and by acting in accordance with Workplace Hazardous
Materials Information System (WHMIS) legislation in selecting and applying
appropriate techniques for handling, storing, and disposing of laboratory
materials (e.g., wear appropriate protective goggles and clothing when
soldering electrical connections or carrying out experiments involving fluids
under pressure);
SIS.02
- select
appropriate instruments and testing equipment and use them effectively and
accurately in collecting observations and data (e.g., troubleshoot electrical
circuits using electrical tools and such measuring instruments as ammeters,
voltmeters, and oscilloscopes);
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 and carry out an experiment to determine the
relationships among force, area, pressure, volume, and time in a hydraulic
system);
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., explain the
reflection and refraction of light in various situations, using ray 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, free-body 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 (e.g., compile a
table listing the efficiencies of the energy transformations that occur in the
operation of some transducers used in communications systems);
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., filmmaker, kinesiologist, navigator, tool-and-die maker,
machinist, fluid power technologist, communications technician).
Mechanical Systems
Overall Expectations
MSV.01 · describe and apply concepts related to
forces, Newton’s laws of motion, static and kinetic friction, simple machines,
torques, and mechanical advantage;
MSV.02 · design and carry out experiments to
investigate forces, coefficients of friction, and the operation of simple
machines;
MSV.03 · identify and analyse applications of applied
forces, friction, and simple machines in real-world machines and in the human
body.
Specific Expectations
Understanding
Basic Concepts
MS1.01 – define and describe the concepts
and units related to force, coefficients of friction, torque, mechanical
advantage, and work;
MS1.02 – state Newton’s laws of motion,
and apply them to mechanical systems (e.g., identify and explain the conditions
associated with the movement of objects at constant velocity);
MS1.03 – analyse, in qualitative and
quantitative terms, the forces (e.g., gravitational forces, applied forces,
friction forces) acting on an object in a variety of situations, and describe
the resulting motion of the object;
MS1.04 – identify, describe, and
illustrate applications of types of simple machines, that is, the inclined
plane and the lever, and modifications of these (the wedge, the screw, the
pulley, and the wheel and axle);
MS1.05 – apply quantitatively the
relationships among torque, force, and displacement in simple machines;
MS1.06 – state the law of the lever, and
apply it quantitatively in a variety of situations for all three classes of
levers;
MS1.07 – explain the operation and
mechanical advantage of simple machines;
MS1.08 – determine the mechanical
advantage of a variety of compound machines and bio-mechanical systems.
Developing
Skills of Inquiry and Communication
MS2.01 – verify Newton’s second law of
motion through experimentation;
MS2.02 – determine, through
experimentation, the factors affecting static and dynamic friction and the
corresponding coefficients of friction;
MS2.03 – select appropriate instruments
and use them effectively and accurately in investigating the relationships
among force, displacement, and torque for the load arm and effort arm of
levers;
MS2.04 – analyse, in quantitative terms, a
mechanical system with respect to its component simple machines, input and
output forces, and mechanical advantage (e.g., determine the mechanical
advantage of the simple machines in a bicycle);
MS2.05 – construct a simple or compound
machine to solve a practical problem, and determine its mechanical advantage
(e.g., design and construct a prototype of a machine for lifting a patient from
a hospital bed, calculate the mechanical advantage of each of the simple
machines used in the device, and explain the operation of each simple machine).
Relating
Science to Technology, Society, and the Environment
MS3.01 – describe advantages and
disadvantages of friction in real-world situations, as well as methods used to
increase or reduce friction in these situations (e.g., advantages of, and
methods for increasing, friction on the surface of car tires and the soles of
mountain-climbing boots; disadvantages of, and methods for reducing, friction between
moving parts on industrial machines, and on wheels spinning on axles);
MS3.02 – describe the role of machines in
everyday domestic life and in industry (e.g., identify simple machines that are
part of a device used in the home, and explain the function of each machine;
explain the function of the simple machines used in one of the following:
robotics equipment, pulley systems, lever systems on backhoes, bulldozers,
winches, the “Canadarm”);
MS3.03 – analyse natural and technological
systems that employ the principles of simple machines, and explain their
function and structure (e.g., analyse the operation of the human arm in terms
of the operation of a lever).
Electricity and
Electronics
Overall Expectations
EEV.01 · demonstrate an understanding of common
applications of electrical and electronic circuits, and the function and
configuration of the components used;
EEV.02 · construct, analyse, and
troubleshoot simple electrical circuits by using schematic diagrams and
appropriate electrical tools and measuring equipment, and by examining familiar
electrical devices;
EEV.03 · investigate the development and
application of electrical technologies and their impact on local and global
economies and the environment.
Specific Expectations
Understanding
Basic Concepts
EE1.01 – define and describe the concepts
and units related to electrical and electronic systems (e.g., direct current,
alternating current, electric potential, resistance, power, energy);
EE1.02 – compare direct current and
alternating current in qualitative terms, and describe situations in which each
is used;
EE1.03 – describe the function of basic
circuit components (e.g., power supplies, resistors, diodes, fuses, circuit
breakers, light-emitting diodes [LEDs], capacitors, and switching devices);
EE1.04 – analyse and describe the
operation of electrical and electronic devices that control other systems
(e.g., programmable thermostats, control switches for fans or pumps, logic
circuits, security systems, smoke detectors);
EE1.05 – analyse, in quantitative terms,
circuit problems involving potential difference, current, and resistance;
EE1.06 – distinguish between, and explain
the functions of, analog and digital circuits (e.g., identify one device that
requires an analog circuit to function – audio amplifier, audio-tape recorder –
and another that requires a digital circuit – computer data storage device,
alarm circuit, compact disc [CD] recording, digital video disc [DVD] – and
explain why each kind of circuit is used);
EE1.07 – describe examples of electrical
sub-circuits that are micro-miniaturized and used as “black boxes” that serve a
particular purpose in electronic equipment (e.g., identify and describe the
function of a computer central processing unit [CPU] and a “smart” telephone
card).
Developing
Skills of Inquiry and Communication
EE2.01 – use appropriate meters (analog or
digital), computer probes, and oscilloscopes to measure electric potential
difference, current, and resistance in electrical circuits;
EE2.02 – construct simple electrical
circuits using common tools appropriately and safely (e.g., soldering irons,
wire strippers, crimping tools, screwdrivers, common connectors);
EE2.03 – draw, by hand or using a
computer, schematic diagrams to represent real circuits;
EE2.04 – analyse, in quantitative terms,
real or computer-simulated circuits, using Ohm’s law and Kirchhoff’s rules;
EE2.05 – design and construct an electrical circuit
to perform a simple function (e.g., perimeter security system, water-level
detector), and evaluate it on the basis of specified criteria;
EE2.06 – analyse real or simulated
circuits to identify faults and suggest corrective changes (e.g., analyse the
operation of a small home appliance and identify the problem in one that is
broken or defective).
Relating
Science to Technology, Society, and the Environment
EE3.01 – describe common applications of
simple circuits, and identify the energy transformations that occur (e.g.,
energy transformations in one of the following appliances or devices: refrigerator,
kettle, food mixer, amplifier, television set, light bulb, oscillator,
electromagnet, electric motor, garage door opener);
EE3.02 – investigate the use and historical
development of an electrical or electronic appliance or device (e.g., dry-cell,
rechargeable battery, toaster, refrigerator, computer), and describe its
performance since its development with respect to safety, cost, availability,
and environmental impact;
EE3.03 – identify and describe proper
safety procedures to be used when working with electrical circuits, and
identify electrical hazards that may occur in the science classroom or at home.
Hydraulic and Pneumatic
Systems
Overall Expectations
HPV.01 · demonstrate an understanding of
the scientific principles related to fluid statics and dynamics, and to
hydraulic and pneumatic systems;
HPV.02 · design and carry out
investigations of fluid statics and dynamics, and of simple hydraulic and
pneumatic systems;
HPV.03 · analyse and describe the social
and economic consequences of the development of technological applications
related to the motion and control of fluids.
Specific Expectations
Understanding
Basic Concepts
HP1.01 – define and describe the concepts
and units related to fluids and to hydraulic and pneumatic systems (e.g.,
density, atmospheric pressure, absolute pressure, laminar and turbulent flow,
static pressure head, pressure, volume, flow rate);
HP1.02 – identify factors affecting
laminar flow, and describe examples of laminar flow (e.g., identify the factors
affecting the streamlining of cars, boats, planes, turbine blades, propellers,
golf balls, or shark skin, and describe how each of these factors has been
considered in the design of at least one of these applications);
HP1.03 – state Bernoulli’s principle and
explain some of its applications in the fields of technology and health (e.g.,
explain spray atomizers, propellers, spoilers on racing cars, turbine blades in
jet engines);
HP1.04 – identify factors affecting static
pressure head, analyse static pressure head in quantitative terms, and explain
its effects in liquids and gases (e.g., identify factors affecting static
pressure head in the Earth’s atmosphere and calculate the absolute pressure at
5000 m);
HP1.05 – state Pascal’s principle and
explain its applications in the transmission of forces in fluid systems;
HP1.06 – describe common components used
in hydraulic and pneumatic systems (e.g., cylinders, valves, motors, fluids,
hoses, connectors, pumps, reservoirs);
HP1.07 – apply quantitatively the relationships among
force, area, pressure, volume, and time in hydraulic and pneumatic systems
(e.g., calculate the force exerted by the hydraulically operated brake pad on
the wheel of a motorcycle or car; calculate the time required for a robotic
system to complete one cycle of operation);
HP1.08 – analyse, in quantitative terms,
the relationships among work, power, and time in hydraulic and pneumatic
circuits.
Developing
Skills of Inquiry and Communication
HP2.01 – demonstrate Bernoulli’s principle
through experiments (e.g., experiments involving wind tunnel demonstrations,
suspension of table tennis balls, blowing between pieces of paper, or use of a
Venturi tube);
HP2.02 – identify factors that affect the
static pressure head in fluids by carrying out procedures, compare theoretical
and empirical values, and account for discrepancies;
HP2.03 – verify Pascal’s principle through
experimentation;
HP2.04 – draw simple hydraulic or
pneumatic circuits, using correct circuit symbols;
HP2.05 – determine, through experimentation, the
relationships among force, area, pressure, volume, and time in a hydraulic or
pneumatic system (e.g., build a two-cylinder circuit using small plastic
cylinders filled with air or water, and measure and quantitatively analyse the
extension of the cylinders and the forces exerted by them);
HP2.06 – design, construct, and evaluate a
hydraulic or pneumatic system (e.g., the braking system on a car; a clamping
device; a model of a crane) and solve problems as they arise.
Relating
Science to Technology, Society, and the Environment
HP3.01 – describe the historical
development of fluid systems, analyse their design, and determine why these
technologies were developed and improved (e.g., identify examples of the use of
hydraulic systems in aircraft and other transportation vehicles, in heavy
equipment, and in precision machining, and explain why they have become the
preferred system for each of the identified uses);
HP3.02 – identify and analyse some of the
social and economic consequences of the use of robotic systems for many
different kinds of operations (e.g., identify examples of the use of robotic
systems in the computer-manufacturing industry, for lifting and manoeuvring
heavy objects on assembly lines in factories, for handling hazardous materials,
and for activities under water and in space, and explain how the use of
robotics has affected the training required of people employed in these
industries);
HP3.03 – identify various applications of
hydraulic and pneumatic systems in everyday life, and evaluate the impact of
the use of these systems on the quality of life.
Communications Technology
Overall Expectations
CTV.01 · demonstrate an understanding of
the scientific principles and technological applications involved in the
design, development, and operation of communications systems;
CTV.02 · design and carry out experiments
to investigate and illustrate the fundamental operating principles and basic
components of communications systems;
CTV.03 · identify and describe Canadian
contributions to communications technology, and demonstrate awareness of the
wide-ranging and ever-growing influence of communications technology on the
global community.
Specific Expectations
Understanding
Basic Concepts
CT1.01 – define and explain the concepts
and units related to communications technology (e.g., frequency, period, cycle,
wavelength, amplitude, longitudinal and transverse waves, electromagnetic
waves, reflection, refraction, total internal reflection, interference,
transmission, absorption);
CT1.02 – describe the periodic motion of a
vibrating object in qualitative terms, and analyse it in quantitative terms
(e.g., the motion of a pendulum, a vibrating spring, a tuning fork);
CT1.03 – describe the characteristics of
waves, and analyse, in quantitative terms, the relationships among velocity,
frequency, and wavelength to explain the behaviour of waves in different media;
CT1.04 – explain and illustrate the
principle of superposition of waves (e.g., explain the sound produced by a
musical instrument in terms of its fundamental frequency and the associated
overtones, and draw diagrams to show the relationships between them);
CT1.05 – describe how the interference of
waves is used in communications technology;
CT1.06 – explain, in qualitative terms,
and illustrate how the reflection of waves is used in communications technology
(e.g., in loudspeaker enclosures, police radar, communications satellites,
parabolic reflectors);
CT1.07 – explain and predict, in
quantitative terms and with the use of Snell’s law, the refraction of
electromagnetic waves;
CT1.08 – describe and illustrate total internal
reflection, and explain its significance in communications systems;
CT1.09 – analyse and describe the
sequences of energy transformations and transmissions that occur in commonly
used communications systems (e.g., analyse and describe the function of each of
the energy transformations that occur in a sound system, a video camera, a
video cassette recorder [VCR], and a television set).
Developing
Skills of Inquiry and Communication
CT2.01 – determine, through
experimentation, the properties of and the relationships among the major
variables for a vibrating object (e.g., conduct an experiment to determine the
factors that affect the frequency of a pendulum);
CT2.02 – investigate, through
experimentation or the use of computer simulations, the characteristics of
transverse and longitudinal mechanical waves (e.g., conduct experiments, using
slinkies, springs, wave machines, ripple tanks);
CT2.03 – demonstrate and explain the
principle of superposition (e.g., explain the production of standing waves,
overtones in musical instruments, beats in sound waves, amplitude and frequency
modulation in radio waves);
CT2.04 – verify Snell’s law through
experimentation, and identify the conditions required for total internal
reflection;
CT2.05 – investigate the reflection and
refraction of light through experimentation, and interpret results using
algebraic and geometric models (e.g., investigate reflection of light from differently
shaped surfaces, refraction of light in different media, and total internal
reflection);
CT2.06 – analyse, in qualitative terms,
the operation of simple transducers used in communications systems or in
information-processing equipment (e.g., in microphones, loudspeakers, tape
recorder heads, remote controllers, product code readers), and describe the
energy transformations that occur;
CT2.07 – design and construct a simple
communications system, and demonstrate the operation of each of the major components
in the system (e.g., design and construct a simple house intercom system).
Relating
Science to Technology, Society, and the Environment
CT3.01 – evaluate, using their own
criteria, available models of a particular communications system or device (e.g.,
cell phone, computer system, satellite data transmission system, home
entertainment system), and determine which model is the best on the basis of
their evaluation;
CT3.02 – describe and evaluate Canadian
contributions to communications science and technology (e.g., evaluate the
contributions of Alexander Graham Bell, Reginald A. Fessenden, the Canadian
communications industry, or the Canadian satellite and space exploration
industry);
CT3.03 – assess, using their own criteria,
the risks and benefits to society and the environment of introducing a
particular technology from the communications industry (e.g., consider such
factors as effects on personal privacy, control of the mass media, criminal
activities, health concerns related to electric and magnetic fields, and the
transfer of information).
Energy Transformations
Overall Expectations
ETV.01 · demonstrate an understanding of
forms of energy, energy sources, energy transformations, energy losses, and
efficiency, and the operation of common energy-transforming devices;
ETV.02 · construct or investigate devices
that involve energy sources, energy transformations, and energy losses, and
assess their efficiency;
ETV.03 · analyse and describe the
operation of various technologies based on energy transfers and
transformations, and evaluate the potential of energy-transformation
technologies that use sources of renewable energy.
Specific Expectations
Understanding
Basic Concepts
ET1.01 – define and describe the concepts
and units related to energy transformations (e.g., energy, forms of energy,
power, efficiency);
ET1.02 – describe and compare various
energy transformations (e.g., describe energy transformations among mechanical,
sound, thermal, electromagnetic, gravitational, and nuclear forms of energy);
ET1.03 – describe, with the aid of
diagrams, the operation of energy-transforming devices (e.g., electric motors
and generators, heat engines, photoelectric cells, electrochemical cells);
ET1.04 – analyse and describe, using
energy flow diagrams, the relationships among and efficiencies of various
energy sources (e.g., the sun, natural gas, oil, coal, moving water),
transformations (e.g., between thermal energy and its transfer [heat] and
electrical energy), transmissions (e.g., of electrical energy), and energy
losses (e.g., of electrical energy as a result of resistance);
ET1.05 – determine, in quantitative terms,
the power and efficiency of energy transformations in some common devices
(e.g., electric motor, internal combustion engine, incandescent light bulb,
fluorescent light bulb).
Developing
Skills of Inquiry and Communication
ET2.01 – determine, through
experimentation, the efficiency of a simple process of energy transformation
(e.g., a rubber band stretched to propel a cart through photogates; an electric
motor used to lift a mass);
ET2.02 – collaboratively design and build
a device that uses at least four functional energy transformations to complete
a task (e.g., an alarm system for a house), and explain its operation.
Relating
Science to Technology, Society, and the Environment
ET3.01 – analyse and describe examples of
technologies based on various combinations of energy transfer and
transformation (e.g., a shock absorber, a vehicular airbag, a Mars landing
system);
ET3.02 – evaluate the benefits and drawbacks, with respect to such factors as economic viability, use of energy resources, efficiency, safety, and general utility, of energy-transforming devices based on sources of renewable energy (e.g., photoelectric cells, solar cookers, hydrogen fuel cells, wind-up radios, Archimedes’ pumps).