swarkentine@mbci.mb.ca
You might think the essence of physics as a bunch of equations that have no practical applications. However, physics is simply mankind’s attempt to understand our physical universe at its most fundamental level. Richard Feynmann, the great modern physicist of our time, described physics as the nature of nature. Early on, physics encompassed several disciplines such as theology, epistemology, philosophy, astrology. In modern times, however, physics deals more with the physical world phenomena (although quantum mechanics blurs these lines severely!). By this definition, all sciences including chemistry and biology fall into this category. Ernest Rutherford is quoted as saying “In science there is only Physics, everything else is stamp collecting.”
Physics is a pursuit of truth, a method of thinking that assumes as little as possible. It often asks us to give up our preconceptions to make room for new possibilities that explain the widest possible observable phenomena. In “The Sign of
Four”, Sherlock Holmes is quoted as saying to Watson, “How often have I said to you that when you have eliminated the impossible, whatever remains, however improbable, must be the truth?”.
This course is designed to train students how to think critically about the universe with a view to understand it. To do this we often employ models, many of which are mathematical. We start with
Aristotle, Galileo and Newton, but whet your appetite for Einstein and Bohr.
So, how hard is it to understand our physical world? Well, some of the best and brightest minds of the past and present have struggled with answers to seemingly elementary questions about our world.
But physicists are a tenacious lot and despite surmounting difficulties, have made some incredible discoveries that have deepened our understanding of the macro and microscopic world, significantly advanced our technology, and have helped mankind to find its place in the universe. It is impossible to calculate just how much physics has changed our world and how we, in turn, perceive it.

I. Mechanics – Term 1 & 2 Project: What’s New in Physics Presentation
A. Kinematics – Describing motion in one dimension through position, velocity and
acceleration graphs with word problems
B. Dynamics – Understanding the cause of motion (forces) in one dimension using
vectors, free body diagrams and Newton’s laws of motion
II. Fields – Term 2 Project: Spaghetti Bridge Project
A. Gravitational – Describe gravitational force using Newton’s law both regionally
‘g’ and universally ‘G’. Compute various word problem scenarios
B. Electrical – Describe electrical force using Coulomb’s law. Diagram electrical
fields. Discover the elementary charge through Millikan’s experiment.
C. Magnetic – Diagram magnetic fields. Describe the origin of magnetism and its
related phenomena
D. Electromagnetism – Study the relationship between electricity and magnetism
With its extensive applications in today’s society
III. Waves – Term 2 & 3 Project: Speed of Sound Lab
A. Waves in One Dimension – Basic wave characteristics and behavior
B. Waves in Two Dimensions – interference patterns and their applications
C. Sound Waves – Propagation and resonance, musical scales
IV. The Nature of Science (time permitting or integrated throughout course)
A. Models, Laws and Theories – the growing body of scientific knowledge and its
tentative nature
B. The Particle/Wave Model of Light – evidence for light’s dual nature
Assessment Each Term:
Participation/Attitude
Assignments/Labs
Projects
Quizzes
Tests
Total
5%
20%
20%
15%
40%
100%
Final:
Three Terms @ 25% each
+
25% Final Exam
= 100% Final

Students who excel at physics generally possess these attributes to varying degrees:
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Humility – a willingness to change or give up an idea that does not fit with experimental results based on sound logic
Curiosity & Creativity – being able to approach problems from different aspects and/or using available tools in new ways to achieve specific goals
Tenacity – an unwillingness to give up despite adverse or difficult circumstances
Problem Solving Ability – understanding problems properly as well as developing and executing a plan to solve it accurately and efficiently
Mathematical ability – specifically algebraic and computational skills
“Mathematics is the alphabet with which God has written the universe” - Galileo Galilei
These five elements are essential pillars in building a good Physical understanding of our universe. Perhaps you lack a proficiency in one area but you make up for it in another. It is interesting to note that the first three of these pillars are attitudes which you bring to the course. Physics is not passive endeavor but an active one. The last two are skills that require continual sharpening. So then, physics then is both an art (attitudes) and a science
(skills). Unlike other courses, physics topics do not necessarily build on each other. The topics are discrete with some overlap. This means that physics requires a lot of ‘head space’. Be prepared for this. You have been studying math since you were in kindergarten.
You have only been studying physics since grade 10 in depth. If you struggle, study and read over related notes and/or the appropriate section in the textbook Attempt additional practice problems, ask a peer for help or tutoring . Come see me and arrange for extra help. Try to be preemptive with major difficulties in the course work - the day before a quiz or test is probably too late!
There are many questions that you will be asked to solve from the textbook along with various handouts. The typical day will be comprised of a lecture and/or demonstration for about two thirds of the class with the latter given for time to work on the related assignment, project or lab. From time to time, I will highlight problems from the previous day’s homework assignment and solve them along with you to model problem solving. All homework must be handed in to me in a clear, labeled folder the class before the test . This will be marked on completion since you have all the answers given to you ahead of time. The solutions, however, are what I will look for when you hand in your homework. You must show your

work to obtain full marks. That goes for any work (homework, quiz, test, lab) unless otherwise instructed. In addition, random homework checks will occur during the term to ensure that you are keeping up your daily work and not leaving it until the night before.
Homework is worth 20% of your mark and is the key to obtaining good grades in this course.
Any work other than homework not received during the class it is due will be subject to a
10% grade reduction per school day. After one school week, any major assignments, labs or projects received will be given a 50% (satisfactorily complete) or 25% (unsatisfactorily incomplete) grade based upon the instructor's discretion. Technically, a blank paper with a statement of homework for a specific test will receive a mark of 25% BUT ONLY ONCE IN A
YEAR. After the first term, students that achieve a 90% or higher average in the term have the option to either submit their homework or complete as much homework as they see fit to master the concepts without submitting their work formally. The test mark for that section also becomes the homework mark.
Should a student’s overall term mark drop below 90%, that option is relinquished and homework submission will resume. Trying to catch up on assignments can be a daunting and frustrating task.
Most students find that there is not enough time to complete the entire assignment in the time allotted in class. Make sure you designate time for this on a weekly basis.
Labs are usually done together as a group of two or three but, unless otherwise noted, a unique copy of the lab is required for each individual . Although the purpose, apparatus, and quantitative observations will be the same, the qualitative observations, discussion and conclusion will not be the same. Please review the outline of what plagiarism is and its academic penalty from you student handbook to clarify. Make sure you choose lab partners that you think can work as thoroughly and diligently as you can. Marks will not be prorated after in light of a perceived ‘unequal’ yoking among a lab group.
Projects are similar to labs and as such entail the same recommendations about choosing partners as above. Since projects are completed over such large periods of time, milestones and checkpoints for assessment are needed to ensure work progresses evenly are does not put the group into unnecessary stress due to lack of time. Term 1 includes a relatively small presentation whereas Term 2 requires a large amount of time to complete.
Although time is given in class for these projects, time outside of class should be anticipated.
Term 3 is a lab to allow students more time for completing the final review in a very busy time of the year.
Besides the attitudes conducive to learning outlined above, you are expected to bring your textbook, a binder, a scientific or graphing calculator, pens and/or pencils, ruler and protractor. When you hand in your homework each test, you will need a slim clear plastic folder. Have two ready to go at any time. If you come to class without necessary materials to learn and come after the bell you will be marked late.

“The instructor has the right to teach and the student has the right to learn” The Guidelines for Positive School Life provide an excellent framework for a dynamic, successful learning atmosphere.
Some common sense about general expectations is also helpful.
Listen carefully and keep detailed notes so you have something to study for tests and quizzes. Clarify understanding before it grows into a larger problem. Be diligent with homework. Respect the instructor, peers and the classroom atmosphere and allow yourself to be lead in new directions.
It is expected that you will take the initiative to work ahead if you know that you will be away and/or catch up on any missed tests, quizzes, homework or notes the day you get back. It is up to you to take the initiative. If you have missed a day and come back on a test day you will still be required to write the test. Be prepared to write it in the QLC upon returning to class or during an available spare. If you are away for an extended period of time then arrangements will be made accordingly. Failure to write the test on the arranged day or delaying the test without permission may result in a penalty.
There is a lot of information on the Internet about physics but not all of it is helpful for grade 11 physics. I have found these to be pertinent and helpful. Use these as a starting exploration point to help this year. If you find any others that are helpful for this course, let me know! hyperphysics.phy-astr.gsu.edu/hbase/hframe.html surendranath.tripod.com/Applets.html
www.physicsclassroom.com www.physics.org