Grade 11 University Physics
SPH 3U
Course Outline
Prerequisite
Science, Grade 10, Academic
Mathematics, Grade 10 Academic (Highly Recommended)
Course Description
In this course students develop an understanding of the basic concepts of physics through an analysis of the
interrelationships between physics and technology, and a consideration of the impact of technological
applications of physics on society and the environment. Students study the laws of dynamics and explore
different kinds of forces, the quantification and forms of energy (mechanical, sound, light, thermal, and
electrical), and the way energy is transformed and transmitted. They develop scientific-inquiry skills as they
verify accepted laws and solve both assigned problems and those emerging from their investigations. Each
unit ends with an end-of-unit task, which not only facilitates assessment of the unit itself, but also leads the
student to prepare for the final assessment tasks.
Evaluation
The evaluation of this course will include day-to-day work, assignments, and laboratory exercises. Attendance
and punctuality can significantly affect a student's evaluation.
The student is responsible for all written reports and tests. It is the student's responsibility to contact the
teacher regarding missed work as soon as possible upon return to class following an absence. Doctor's
certificates are acceptable excuses. If not available, then a parental note must be received and/or parental
contact will be made. If an assignment is submitted after marked papers have been returned to the class, the
student will receive a mark of zero (0) for the late work.
There are no make up tests in this course. A student who misses a test may write the test at the discretion of
the teacher. The mark will not be included in the student's mark until the end of the semester at which time
the teacher may consider the mark if it is deemed to be consistent with the other marks of the student. The
decision of the teacher in this matter is final.
If work is copied, both the original writer and the copier will be penalized.
Evaluation Breakdown
Your work will be evaluated on an on-going basis. The final mark will be calculated based on:
IC
I
K
KICA
A
KICA
25%
5%
5%
30%
10%
35%
Projects / Laboratory Exercises
Assignments (Best 4 of 6)
Quizzes
Tests
ISU
Exam
The final mark that you receive at the end of the semester will be based approximately on the following:
Knowledge and Understanding
Inquiry
Communication
Making connection
30%
25%
20%
25%
Grade 11 Physics – University Preparation Course Outline
Textbook
Nowikow & Heimbecker, Physics: Concepts and Connections, Irwin Publishing. ISBN: 0-7725-2872-1
Replacement cost approximately $100.00
Unit Titles
Unit 1
Kinematics
 Describing Motion
 Motion in a Plane
Unit 2
Forces
 Newton’s Law
 Mechanics Problems
Unit 3
Energy and Society
 Work and Mechanical Energy
 Energy Transformation
Unit 4
Waves and Sound
Waves and Transferring Energy
Exploring a Wave Model for Sound
Sound in Our World
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Unit 5
Electricity And Magnetism
 Electric Energy and Circuits
 Magnetism
 Electromagnetic Induction
Your Notebook
In order to keep your work in order, the following is strongly suggested as a method of note keeping:
 All notes are secured in a three ringed binder.
 There is a separate section for each unit.
 Notes are complete.
 Notes are neatly written.
 Notes are written in pen.
 Notes are dated and kept in order.
 Major headings are used to organize notes.
 All notes, tests and assignments are included in the notebook.
 There is nothing unrelated to Biology in the notebook
 There is an outline for each day's work at the end of each day's work.
Participation and Attitude
When evaluating your learning skills in this course, your teacher will take into consideration the following:
 Do you listen and speak politely during lessons and conversations?
 Do you work cooperatively and safely in class with others on projects and tasks?
 Do you complete tasks that are given to you or that you agree to do?
 Do you try your best in lessons, assignment, quizzes, and tests?
 Do you arrive on time for classes?
 Do you attend all classes and pay attention?
 Do you come to class prepared and ready to work?
 Can you tell or write clearly what you need, what you want, and how you feel?
Teacher: Mr. Chung
Page 2
Grade 11 Physics – University Preparation Course Outline
Homework
The purpose of homework is to reinforce and enhance the learning that has taken place in the classroom. It
provides students with opportunities for personal growth in independence, self-discipline and resourcefulness.
There are at least four different kinds of homework:
Completion homework helps students keep up to date with the classroom program. Preparatory homework
allows the student to prepare for future classes. This might include reading, collecting pictures, information
or data to be discussed. Practice allows the student to practice and/or reinforce learning from a class lesson.
Extension homework gives the student an opportunity to learn beyond what was introduced in class and
challenges the student to use the ideas that have been learned in class to produce something requiring their
imagination and resourcefulness.
In addition, students should attend to the following day-to-day homework.:
Notes which are made for future reference and for the basis of study should be revised and rewritten daily.
Review has been proven by research to increase the ability to retain knowledge.
A student who reviews daily will be prepared for Quizzes, which are often spontaneous. Tests will be
announced before they are given. Students who prepare for a test, other than the night before, will have
opportunities to seek help if they encounter difficulties. Examinations will cover material that is presented
over two to five months. The wise student will begin to prepare at least two weeks before the examination.
Quizzes, tests and examinations require preparation time beyond the classroom.
A student who has a job beyond the classroom must be sufficiently organized so that time is allotted to
homework. If this is not possible, it is advisable to see a counsellor.
Remember, for every hour you spend in class, you need to spend the same amount of time outside
the class for homework.
Scientific Drawings
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Make your drawings large.
Keep the drawing left of center on your page so there is room for labeling on the right.
Use only pencil in labeling, drawing and titling.
Make definite lines rather than sketching as in art class.
Do not use colour.
Label lines must be drawn with a ruler and just touch the structure being named.
Labels must be printed horizontally.
The magnification must be written in the lower right corner of the drawing.
A field of view circle from a microscope should NOT be drawn.
Scientific Graphs
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Your graph should be done in pencil.
Your graph should have a title that indicates its content.
Axes are drawn with a ruler.
Axes must be named and labelled.
Axes should be numbered so that the graph fills the available space.
Points on a line graph should be small.
Bars on a bar graph should be drawn with a ruler.
Lines on a line graph should be drawn as a "line of best fit."
A legend should appear in the lower right corner of the graph if needed.
Teacher: Mr. Chung
Page 3
Grade 11 Physics – University Preparation Course Outline
Formal Lab Reports
Formal lab reports are written in a specific manner to report the findings of a particular experiment.
They are not an exercise in "creative" writing. The information should be presented in an objective, concise
and precise manner. Please write on only one side of the page.
A lab report should be broken into distinct sections, each of which covers one particular aspect of the
investigation performed. The headings for each section and the information required in that section are
shown below.
Section
Description
Title Page
Activity title, your name, your teacher’s name, and date.
Abstract
Page two of your report must contain an abstract. The word "Abstract" is centered on the
page. Then a one-paragraph summary of your research report is given, consisting of
approximately 1000 characters, including punctuation and spaces (about 120 words). This
paragraph should concisely describe the problem under investigation, the participants, the
experimental method, findings, and conclusions (1 sentence from each section). To conserve
characters in the abstract, type all numbers except those that begin a sentence as digits.
Introduction
The introduction is designed to inform the reader as to the nature of the study being
conducted. The introduction also describes the organization of the report and tells the reader
why he/she should read the whole report. In an introduction, a report must include:
 the purpose or the objective of the report
 Explanation of concepts, terms and/or any pertinent information that is required by the
reader to understand the study (Usually can be referenced from past research)
 A hypothesis or hypotheses
Materials and
Methods
Do not list the materials that are used in point form. Try to incorporate the used materials
with the procedures. The procedures must be written in proper past passive voice with no
use of any pronouns. (e.g. The test tube was filled with 3 mL of 95% HCl.)
Results
This section includes tables and graphs of data, calculated results, and analysis. Graphs are
often a more succinct way of presenting much data instead of tables. It should present the
data and should inform the reader on how to interpret the data. A reminder, all figures and
tables must be discussed in the text. Whenever possible quantitative (and data) observations
should be in chart or diagram form and qualitative observations should be in complete
sentences. Drawings should follow the scientific drawings rules found on page 4.
Remember, everything presented in this sections are facts.
Discussions
The discussion is the most important component of the report. This section outlines what
you have learned from this experiment. It should at least answer the "purpose" of the
experiment. The relationship of your hypothesis(es) and your findings is explored and
analyzed in this section. Length is not a factor for a good discussion; it is important the
authors indicate the relevance of their findings and explain them. The discussion is written in
the past tense. Also include any other pertinent information which you have learned from
the experiment. You should always try to end this section with the potential future studies.
Reference
Reference all literature sources used, including web sources. There are several 'standard'
formats that are used in the technical literature. For any report, be consistent within the
method of referencing. Arrange alphabetically according to the author’s last names. See the
following pages for doing APA Referencing.
Teacher: Mr. Chung
Page 4
Grade 11 Physics – University Preparation Course Outline
APA Referencing
General Rules:
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Arrange your sources in alphabetical order by the last name of the author.
Given the last name and initials of all authors of a particular work. Use “&”instead of “and” when listing multiple authors of a single work. List
all authors when there are up to six authors. Where there are more than six authors, list the first author and then use “et al.” for the other
authors.
If you have more than one work by a particular author, order them by publication date, oldest to newest (a 1991 article would appear before
a 1996 article).
If a source has no author, put it in the list by title, but leave out ‘A’, ‘The’, or ‘An’ when determining the alphabetical order in the Reference
List.
You may choose to underline the title or to use italics. Be consistent by using one form only in your Reference list. Both forms are corrects.
Examples which follow will consistently use italics.
Indent second and third lines of the entry five spaces.
Double-spaced between entries.
Capitalize only the first word of the title (and the first word of the subtitle, if any) and any proper names for books, articles, and Web pages.
Capitalize magazine and journal titles as they appear in the text you have read.
Include any additional information necessary for retrieving the material, such as edition or volume number immediately after the title.
For well-known encyclopedias, it is not necessary to list the publisher or place of publication. Usually it is only necessary to list the edition
number (if any) and the publication date.
Printing Materials
BOOKS
Follow the general format shown below and in the examples.
Two to six authors
Author (s). (Date of Publication). Title of Book. Place of Publication:
Publisher.
OR
Author (s). (Date of Publication). Title of Book. Place of Publication:
Publisher.
Last name first for each author, then initial, then other authors joined by
ampersand (&). Then follow some format as book with one author.
One author
Pamphlet
Goleman, D. (1995). Emotional intelligence. New York: Bantam.
Aids in the ‘90s: the new facts of life. (1990). [Pamphlet]. Health and
Welfare Canada.
A novel or a play from a book that is a collection of several novels or plays
A part of a book, such as an essay in a collection
Serling, R. The twilight zone. (1988). In R. Smith, (Ed.), Modern American
plays (pp. 78-94). New York: Scribner’s.
Anderson, D. (1975). Real women in fiction, where are you? In E.
McCullough (Ed.), The Role of women in Canadian literature (pp. 122141). Toronto: MacMillan.
More than six authors
Government Publication
Hudson, J., et al. (1988). Justice and the young offender in Canada.
Toronto: Wall & Thompson.
National Council of Welfare. (1990). Women and poverty revisited.
Ottawa: Supply an Services Canada.
No author given
Print Encyclopedia article with no author given
The Darling Kindersley world reference atlas. (1994). London: Darling
Kindersley.
Winnipeg. (1988). In The Canadian Encyclopedia (Vol. 3, pp. 322-327).
Toronto: McLelland and Stewart.
Book by an Editor (s)
Print encyclopedia article with author given
David, J., & Lecker, R. (Eds.). (1982). Canadian poetry: volume one.
Toronto: General Publishing.
Likens, G. (2001). Acid rain. In World Book (Vol. 1, pp. 416-422). Chicago:
World Book.
MAGAZINES, NEWSPAPERS, OR JOURNALS
Gilbert, S., Smith, T. & Jones, W. (1985). The Norton anthology of literature
by women: the tradition in English. New York: Norton.
Newspaper article with no author given
Author (s). (Year, Month Day). Title of Article. Name of Magazine, Volume
Number (if available), page numbers.
Protesters greet Chretien in Vancouver. (1998, January 12). Toronto Sun,
A11.
Magazine article with author given
Newspaper article with author given
Morrow, L. (1991, February 4). The fog of war. Time, 137, 61-62.
Roseman, E. (1997, December 10). Retirement planning pays off. Toronto
Star, B3.
Electronic Sources
CD-ROM AND COMPUTER DISK SOURCES
CD-ROM Newspaper Article Database
Treat sources on CD-ROM or diskette the same as you would for
sources in print, with two main additions: the medium [CDROM], or [Diskette], the edition if one is given, and the distributor
of the electronic work, if one is given, as well as the publisher.
Mitchell, B. Peel sets up squad to deal with abuse. (1994, March 24).
Toronto Star. Canadian News Disc. [CD-ROM]. 1999 edition. Toronto:
Micromedia.
Encyclopedia article on CD-ROM, with no author given
CD-ROM Periodical Database
Aardvark. (1999). In World Book Multimedia Encyclopedia. [CD-ROM].
1999 edition. Chicago: World Book.
Begley, S. Odds on the greenhouse effect. (1997, Dec. 1) Newsweek, 3234. Sirs Research. [CD-ROM]. Spring 1998 edition. Boca Raton, FL: SIRS.
Encyclopedia article on CD-ROM, with author given
Sentman, E. Aardvark (1999). In Multimedia Encyclopedia. [CD-ROM].
1999 edition. New York: Grolier.
Teacher: Mr. Chung
Page 5
Grade 11 Physics – University Preparation Course Outline
Online Sources
ONLINE ENCYCLOPEDIAS, NEWSPAPER AND MAGAZINE
ARTICLES DATABASE SUBSCRIPTIONS
A magazine article found in an online subscription database
Author. (Date of print publication: year, month day). Article Title. Title of
original source of Article, Volume number (if available), page numbers.
Retrieval date (month day, year), Subscription Provider.
Note: It is not necessary to include the Internet address for Online
subscription databases.
Lanken, D. (1996, March-April) When the earth moves. Canadian
Geographic, 73, 64-6. Retrieved November 10, 2000, form Sirs Research
on the Web online database.
An encyclopedia article in an online subscription database (no author)
A newspaper article found in an online subscription database
Fresco. (2000, December 1). In Britannica Online. Retrieved June 12, 2001,
from Britannica Online database.
Anier, N. (1994, April 13). Chemists learn why vegetables are good for
you. Toronto Star, A4. Retrieved October 12, 2001 from Visual News
Library online database.
An encyclopedia article in an online subscription database (with author)
A reference source fond in an online subscription database (no author)
Smith, G. (2001, January 1). Spiders. In World Book Online. Retrieved
March 10, 2001, from World Book Online database.
Benjamin, Franklin. (2001). Retrieved March 20, 2002, from Discovering
World History online database.
MAGAZINES AND JOURNALS ON THE WEB
(NOT ON ONLINE DATABASES)
An article in a free online encyclopedia with no author
Author (s). (Date of posting). Title of Article. Title of Journal, volume or
issue, page numbers. Retrieval date form Internet address, Internet
address.
E.g.
Abilock, D. (1997, November-December). The gestalt of online searching.
MultiMedia School, 6, 34-35. Retrieved October 30, 2001, from
http://www.infotoday.com/MMSchools/nov97/story.htm
Confederation. (December 2001). Canadian Encyclopedia Online.
Retrieved December 14, 2001, from
http://www.thecanadianencyclopedia.com/
Online Government Publication
Discussion Lists and Newsgroups, e.g. a Usenet Group
United States. Centre for Disease Control. National Centre for Chronic
Disease Prevention and Health Promotion. (2000, June 29). Diabetes
public health resource: FAQs about diabetes. Retrieval May 25, 2001,
from http://www.cdc.gov/diabetes/faqs.htm
Madige, E. (1998, January 16). How to build a better mousetrap. [Online
posting]. Retrieved January 21, 1998, from
http://news/sci.tech.inventions.mousetrap
WEB PAGES ON THE INTERNET
Author (s). (Date of original posting or revision, if available-use ‘n.d.’ if there
is no positng date). Name of Page. Retrieval date from Internet address,
Internet address.
Note: For a personal/professional Web site/link within the larger “umbrella”
web site, use the specific author’s name and specific URL of the article as
well as the separate information for the home page.
A personal or professional Web site with date of posting available
A personal or professional Web site, no date of posting available
Schrock, K. (2001, November 10). Kathy Schrock’s guide for educators.
Retrieved January 6, 2000, from
http://www.discoveryschool/schrock.com
Lederman, L. (n.d.). Topics in modern physics-Lederman. Retrieved
December 1, from
http://www.ed.fnal.gov/samplers/hsphys/people/lederman.html
Other Types of Sources
VIDEOCASSETTE OR DVD
Video-CBC News in Review
Title. Director. (if known) and Producer (if known). (Date). Title. [Format].
Distributor.
Pohl, H. (Producer). (1998). Ice storm. CBC news in review, March 1998.
[Videocassette]. Canadian Broadcasting Corporation.
Video
DVD
Rogers, G. (Director). (1990). After the Montreal massacre [Videocassette].
National Film Board.
Spielberg, S. (Producer and Director). (1999). Saving Private Ryan. [DVD].
DreamWorks Home Entertainment.
IMAGES
Cartoon
Reilly, P. (1997, Jan. 28). New Yorker, 322. [Cartoon]. 32.
Slide/Transparency
Map
Parthenon. (1998). [Photograph]. Toronto: Silver Padachey Collection.
Canada. (1996). [Map]. Chicago: Rand McNally.
LIVE EVENT
Concert
Mehta, Z. (Conductor). (2001, May 1). Israel Philharmonic Orchestra.
[Concert]. Toronto: Roy Thomson Hall.
Stage Play
Interview
Smith, S. (Director). (2002, Feb. 4). Lilies. [Play]. Toronto: Theatre Passe
Muraille.
Note: Do not include in reference list. Personal Interviews should be cited
in the text only. (J. Wong, personal interview, 1998, Feb. 8).
Teacher: Mr. Chung
Page 6
SPH3U CLASSROOM CONTRACT
The following are expectations for Mr. Chung’s Classroom:
1) Respect: Throughout this course, we will have many conversations and interactions. Disagreement is
okay, and expected. Disrespect of students, the classroom, or the teacher is not acceptable. We are
discussing about ideas, not people. Please respect yourself and your peers and keep the discussion at an
academic level. Everyone has the right to his or her own opinion.
2) Collaboration: This is an interactive class and will sink or swim depending on student involvement and
collaboration. That means students need to actively participate in discussion or group work. Your input is
a vital part of this course.
3) Teaching and Learning: Teachers have the responsibility to teach and students have the responsibility to
learn. No one has the right to disrupt this process. Students are obligated to stay focused on the task at
hand. This, in turn, raises the learning levels of everyone in the room. I consider myself both a teacher
and student in this regard and I encourage you to as well.
a.
b.
You are responsible for bringing the following items to class. These items should be on your desk
at the BEGINNING of every class:
i. Textbook
ii. Binder with your science notes and blank sheets of lined paper
iii. Writing tools (Pens, Pencils, Erasers, Ruler etc.)
iv. Calculator (if required)
Disrupting the learning process includes doing the following:
i. Arriving late for class.
ii. Private conversations during instruction/group work.
iii. Having a cell-phone or pager go off in class.
iv. Text messaging and web surfing during class without teacher’s permission.
4) Evaluation: Missed assignments, labs, quizzes, and tests will not be graded after the work has been
distributed back to the class. All late work will be noted and the mark will not be included in the
student's mark until the end of the semester at which time the teacher may consider the mark if it is
deemed to be consistent with the other marks of the student. All reported marks are final unless
there is a calculation error. No negotiation regarding this matter is acceptable. Please remember, no
one can fail you except yourself.
5) Media Release: Due to the dynamic learning environment of this class, students at times will be filmed,
audiotaped, interviewed, videotaped, photographed by the media (print and broadcast), and employees,
agents, or servants of the Toronto District School Board during several learning activities. By signing this
contract, you hereby give consent and agree to participate in any of such event.
6) Projects/Safety: Students are expected to complete their ISU and other projects independently without
teacher supervision. Parents/Guardian and students are responsible of exercising safety cautions during the
constructions of all projects. Students have the option of choosing the projects according to their comfort
level.
I have read the course outline of SPH3U and understand the expectations and responsibilities for this class. I agree
to abide by them and understand that my continued participation in this class binds me to this contract.
Student’s Name:
___________________
Parent/Guardian’s Name:
___________________
Student’s Signature: ___________________
Parent/Guardian’s Signature: ___________________
Date:
Date:
___________________
(Please detach this page and return it to Mr. Chung.)
Teacher: Mr. Chung
___________________
Grade 11 Physics – University Preparation Course Outline
1. Why are you taking SPH3U?
2. From a scale of 1 to 5, rate how much you have enjoyed studying Physics in the past.
Not at all
1
2
3
4
5
Very much
3. Do you have internet access at home?
Yes
No
4. State one of strategies that has helped you prepare for a class (helped you tuned into your
‘learning mode’):
5. State any concerns (other than marks) you might have about taking this course:
Teacher: Mr. Chung