PORT COLBORNE HIGH SCHOOL
COURSE OUTLINE College Physics-SPH-4C
Assessment and Evaluation Statement:
Our goal is for each student to achieve and demonstrate a high level of understanding and learning in this course. Please be aware that most of your marks will be coming from a small number of critical tasks completed throughout the semester. In order to be successful, it is very important that you participate in all of the activities in this course.
Practice for Learning:
You will be given ample opportunity to learn and practice the key expectations of this course. The daily activities taking place allow you to build on the knowledge required to be successful. You will use self, peer and teacher assessments for these activities which will allow you to maximize your learning and your mark. You will be given feedback by your teacher that will allow you to submit your very best work for each of these critical tasks. You must participate in the feedback process; critical tasks will not be evaluated unless you have followed the process set up by your teacher.
Evaluation of Learning:
Most of your marks will come from critical tasks that take place towards the end of a unit, after you have had the opportunity to master the expectations. Critical tasks will usually include an activity that connects your learning to life after high school (e.g. research reports, laboratory investigations, multi-media presentations). Where appropriate, it may take the form of a written test.
Mark Break Down:
Formative and Summative Evaluations 70%
End of Course Performance Task 10%
Final Exam 20%
Unit Description
Critical Task
Motion and Its Applications
All motion involves a change in the position of an object over time. Motion can be described using mathematical relationships. Many technologies that utilize the principles of motion have societal and environmental implications.
Critical Tasks
Uniform and Non-uniform motion Investigations
Unit test
Mechanical Systems
Mechanical systems use force to do work. The operation of mechanical systems can bedescribed using mathematical relationships. Friction is a force that influences the design, use, and effectiveness of mechanical systems. Mechanical systems can be used to address social and environmental challenges.
Critical Task
Use simulation software to observe and represent forces
Newton’s 2nd Law Investigation
Unit test
Electricity and Magnetism
Relationships between electricity and magnetism are predictable. Electricity and magnetism have many technological applications. Technological applications that use electricity and magnetism can affect society and the environment in positive and negative ways.
Critical Task
Electromagnetism Laboratory Investigations
Unit test
Energy Transformations
Energy can be transformed from one type to another. Systems that involve energy transformations are never 100% efficient. Although technological applications that involve energy transformations can affect society and the environment in positive ways, they can also have negative effects, and therefore must be used responsibly.
Heat transfer Investigations
Unit test
Research Paper
Hydraulic and Pneumatic Systems
Fluids under pressure can be used to do work. Fluids under pressure have predictable properties and many technological applications. The uses of hydraulic and pneumatic systems can have social and economic consequences.
Critical Task
Hydraulic Investigation
Unit test
End of Course Performance Task
Rube Goldberg Project
Final Evaluation
The final assessment task is a proctored two hour exam worth 20% of the student's final mark.
Learning Skills:
The report card provides a record of the learning skills demonstrated by the student in every course, in the following six categories: Responsibility, Organization , Independent Work, Collaboration, Initiative, and Self Regulation. The learning skills are evaluated using a four-point scale (E-Excellent, G-Good, S-Satisfactory, N-Needs Improvement). The separate evaluation and reporting of the learning skills in these six areas reflects their critical role in students’ achievement of the curriculum expectations. To the extent possible, the evaluation of learning skills, apart from any that may be included as part of a curriculum expectation in a course, should not be considered in the determination of percentage grades.
COURSE OUTLINE College Physics-SPH-4C
Assessment and Evaluation Statement:
Our goal is for each student to achieve and demonstrate a high level of understanding and learning in this course. Please be aware that most of your marks will be coming from a small number of critical tasks completed throughout the semester. In order to be successful, it is very important that you participate in all of the activities in this course.
Practice for Learning:
You will be given ample opportunity to learn and practice the key expectations of this course. The daily activities taking place allow you to build on the knowledge required to be successful. You will use self, peer and teacher assessments for these activities which will allow you to maximize your learning and your mark. You will be given feedback by your teacher that will allow you to submit your very best work for each of these critical tasks. You must participate in the feedback process; critical tasks will not be evaluated unless you have followed the process set up by your teacher.
Evaluation of Learning:
Most of your marks will come from critical tasks that take place towards the end of a unit, after you have had the opportunity to master the expectations. Critical tasks will usually include an activity that connects your learning to life after high school (e.g. research reports, laboratory investigations, multi-media presentations). Where appropriate, it may take the form of a written test.
Mark Break Down:
Formative and Summative Evaluations 70%
End of Course Performance Task 10%
Final Exam 20%
Unit Description
Critical Task
Motion and Its Applications
All motion involves a change in the position of an object over time. Motion can be described using mathematical relationships. Many technologies that utilize the principles of motion have societal and environmental implications.
Critical Tasks
Uniform and Non-uniform motion Investigations
Unit test
Mechanical Systems
Mechanical systems use force to do work. The operation of mechanical systems can bedescribed using mathematical relationships. Friction is a force that influences the design, use, and effectiveness of mechanical systems. Mechanical systems can be used to address social and environmental challenges.
Critical Task
Use simulation software to observe and represent forces
Newton’s 2nd Law Investigation
Unit test
Electricity and Magnetism
Relationships between electricity and magnetism are predictable. Electricity and magnetism have many technological applications. Technological applications that use electricity and magnetism can affect society and the environment in positive and negative ways.
Critical Task
Electromagnetism Laboratory Investigations
Unit test
Energy Transformations
Energy can be transformed from one type to another. Systems that involve energy transformations are never 100% efficient. Although technological applications that involve energy transformations can affect society and the environment in positive ways, they can also have negative effects, and therefore must be used responsibly.
Heat transfer Investigations
Unit test
Research Paper
Hydraulic and Pneumatic Systems
Fluids under pressure can be used to do work. Fluids under pressure have predictable properties and many technological applications. The uses of hydraulic and pneumatic systems can have social and economic consequences.
Critical Task
Hydraulic Investigation
Unit test
End of Course Performance Task
Rube Goldberg Project
Final Evaluation
The final assessment task is a proctored two hour exam worth 20% of the student's final mark.
Learning Skills:
The report card provides a record of the learning skills demonstrated by the student in every course, in the following six categories: Responsibility, Organization , Independent Work, Collaboration, Initiative, and Self Regulation. The learning skills are evaluated using a four-point scale (E-Excellent, G-Good, S-Satisfactory, N-Needs Improvement). The separate evaluation and reporting of the learning skills in these six areas reflects their critical role in students’ achievement of the curriculum expectations. To the extent possible, the evaluation of learning skills, apart from any that may be included as part of a curriculum expectation in a course, should not be considered in the determination of percentage grades.