Physics 11

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Big Ideas

Grandes idées

An object’s motion

motion

Sample questions to support inquiry with students:
- How can uniform motion and uniform acceleration be modelled?
- How can the path of a projectile be changed?

can be predicted, analyzed, and described.

Forces

Sample questions to support inquiry with students:
- How can forces change the motion of an object?
- How can Newton’s laws be used to explain changes in motion?

influence the motion of an object.

Energy

Sample questions to support inquiry with students:
- What is the relationship between work, energy, and power in a system?
- How are the conservation laws applied in parallel and series circuits?
- Why can’t a machine be 100% efficient?

is found in different forms, is conserved, and has the ability to do work.

Mechanical waves

waves

Sample questions to support inquiry with students:
- What are the factors that affect wave behaviours?
- How would you investigate the relationships between the properties of a wave and properties of the medium?
- How can you determine which harmonics are audible in different musical instruments?

transfer energy but not matter.

Curricular Competencies

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Students are expected to be able to do the following:

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Questioning and predicting

Sample opportunities to support student inquiry:
- Make observations to determine the effect that launch angle has on the path of a projectile.
- Generate a hypothesis about the factors that affect the force of friction.
- Find examples of simple machines developed by local First Peoples.
- Observe the similarities and differences between series and parallel circuits.
- Observe waves in natural settings (e.g., lakes, oceans, rivers).

Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest

Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world

Formulate multiple hypotheses and predict multiple outcomes

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Planning and conducting

Sample opportunities to support student inquiry:
- Choose appropriate equipment and variables to experimentally determine acceleration due to gravity.
- Collect accurate and precise data to determine a spring constant, using correct units.
- Compare weight measurements from a stationary and accelerating elevator (i.e., apparent weight).
- Collect voltage and current data with analog and digital tools using appropriate units.
- Use a calorimeter to collect accurate and precise data needed to determine specific heat capacity.
- What data are needed to determine the speed of sound in air?

Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative)

Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods

Use appropriate SI units and appropriate equipment, including digital technologies, to systematically and accurately collect and record data

Apply the concepts of accuracy and precision to experimental procedures and data:

significant figures
uncertainty
scientific notation

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Processing and analyzing data and information

Sample opportunities to support student inquiry:
- Derive equations and construct diagrams that use graphical vector addition or subtraction to determine a resultant for a physical phenomenon (e.g., displacement of an object, change in velocity or acceleration of an object, F_net equations).
- Compare an experimental result with a theoretical result and calculate % error or difference (e.g., acceleration due to gravity, coefficient of friction).
- Diagram the orthogonal components of the forces acting on an object on a horizontal surface and an inclined plane.
- Interpret free-body diagrams to develop an equation that describes the motion of an object.
- Create and interpret circuit diagrams.
- Identify wave behaviour patterns in mediums with different properties (e.g., material, fixed/open-end, densities).

Experience and interpret the local environment

Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information

Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies

Construct, analyze, and interpret graphs, models, and/or diagrams

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence

Analyze cause-and-effect relationships

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Evaluating

Sample opportunities to support student inquiry:
- Identify sources of random and systematic error in lab activities.
- Investigate assumptions regarding surface area and the force of friction.
- What are the limitations of free-body diagrams?
- What explanations can you offer when your experimental data show that energy is not conserved?
- Describe ways to improve accuracy and precision when launching projectiles.
- Consider the social and environmental implications of noise pollution generated by sources such as ear buds, cell phones, or sporting events.

Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations and conclusions

Describe specific ways to improve their investigation methods and the quality of their data

Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled

Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and in primary and secondary sources

Consider the changes in knowledge over time as tools and technologies have developed

Connect scientific explorations to careers in science

Exercise a healthy, informed skepticism and use scientific knowledge and findings to form their own investigations to evaluate claims in primary and secondary sources

Consider social, ethical, and environmental implications of the findings from their own and others’ investigations

Critically analyze the validity of information in primary and secondary sources and evaluate the approaches used to solve problems

Assess risks in the context of personal safety and social responsibility

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Applying and innovating

Sample opportunities to support student inquiry:
- Design and create a carnival game that applies the principles of projectile motion.
- Collaboratively design an obstacle course that demonstrates Newton’s laws.
- Using exemplars of First Peoples traditional dwellings, design your own heat-efficient structure.
- Use research to present possible innovations to replace the internal combustion engine.
- How has an understanding of physics influenced innovations in sports (e.g., technical clothing and/or materials, ski design, luge technique, bicycle gears, skate parks)?

Contribute to care for self, others, community, and world through individual or collaborative approaches

Co-operatively design projects with local and/or global connections and applications

Contribute to finding solutions to problems at a local and/or global level through inquiry

Implement multiple strategies to solve problems in real-life, applied, and conceptual situations

Consider the role of scientists in innovation

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Communicating

Sample opportunities to support student inquiry:
- Present and defend evidence to prove that an object has uniform or accelerated motion.
- Visually represent the differences between scalar and vector quantities on a local map.
- Model the reduction in friction on an object as the angle of inclination increases.
- Create a model that demonstrates constructive and destructive interference of waves.

Formulate physical or mental theoretical models to describe a phenomenon

Communicate scientific ideas and information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations

Express and reflect on a variety of experiences, perspectives, and worldviews through place

place

Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives.

Content

Students are expected to know the following:

vector and scalar quantities

addition and subtraction
right-angle triangle trigonometry

horizontal uniform and accelerated motion

uniform and accelerated motion

graphical and quantitative analysis

projectile motion

1D and 2D, including:

vertical launch
horizontal launch
angled launch

contact forces

for example, normal force, spring force, tension force, frictional force

and the factors that affect magnitude and direction

mass, force of gravity, and apparent weight

Newton’s laws of motion

First: the concept of mass as a measure of inertia
Second: net force from one or more forces
Third: actions/reactions happen at the same time in pairs

and free-body diagrams

balanced and unbalanced forces in systems

forces in systems

one-body and multi-body systems
inclined planes
angled forces
elevators

conservation of energy; principle of work and energy

power and efficiency

mechanical and electrical (e.g., light bulbs, simple machines, motors, steam engines, kettle)
numerical examples (e.g., resistance, power, and efficiency in circuits)

simple machines

lever, ramp, wedge, pulley, screw, wheel and axle

and mechanical advantage

applications of simple machines by First Peoples

electric circuits (DC), Ohm’s law, and Kirchhoff’s laws

including terminal voltage versus electromotive force (EMF) (e.g., safety, power distribution, fuses/breakers, switches, overload, short circuits, alternators)

thermal equilibrium

as an application of law of conservation of energy (e.g., calorimeter)

and specific heat capacity

generation and propagation of waves

propagation of waves

transverse versus longitudinal
linear versus circular

properties and behaviours

properties: differences between the properties of a wave and the properties of the medium, periodic versus pulse
behaviours: reflection (open and fixed end), refraction, transmission, diffraction, interference, Doppler shift, standing waves, interference patterns, law of superposition

of waves

characteristics

for example, pitch, volume, speed, Doppler effect, sonic boom

of sound

resonance and frequency

frequency

for example, harmonic, fundamental/natural, beat frequency

of sound

graphical methods

plotting of linear relationships given a physical model (e.g., uniform motion, resistance)
calculation of the slope of a line of best fit, including significant figures and appropriate units
interpolation and extrapolation data from a constructed graph (e.g., position, instantaneous velocity)
calculations and interpretations of area under the curve on a constructed graph (e.g., displacement, work)

in physics

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Physics 11

Core Competencies

Big Ideas

Grandes idées

Learning Standards

Curricular Competencies

Questioning and predicting

Planning and conducting

Processing and analyzing data and information

Evaluating

Applying and innovating

Communicating

Content