Course Syllabi – SPH4U

Physics 12 University Preparation

Instructor: Mr. Chris A. Anderson

Course: Physics 12 University Preparation, SPH4U

Prerequisite: Physics 11 University Preparation, SPH3U

Textbook: Physics 12, Nelson ©2003

Ministry Document: The Ontario Science Curriculum, Grades 11 and 12, © 2000

Course Description:

This course enables students to deepen their understanding of the concepts and theories of physics. Students will explore further the laws of dynamics and energy transformations, and will investigate electrical, gravitational, and magnetic fields; electromagnetic radiation; and the interface between energy and matter. They will further develop inquiry skills, learning, for example, how the interpretation of experimental data can provide indirect evidence to support the development of a scientific model. Students will also consider the impact on society and the environment of technological applications of physics.

Overall Expectations:

Forces and Motion: Dynamics

• analyze the motion of objects in horizontal, vertical and inclined planes, and predict and explain the motion with reference to forces acting on the objects;
• investigate motion in the plane, through experiments or simulations, and analyze and solve problems involving the forces acting on an object in linear, projectile, and circular motion, with the aid of vectors, graphs, and free body diagrams;
• analyze ways in which and understanding of the dynamics of motion relates to the development and us of technological devices, including terrestrial and space vehicles, and the enhancement of recreational activities and sports equipment.

Energy and Momentum

• demonstrate and understanding of the concepts of work, energy, momentum, and the laws of conservation of energy and of momentum for objects moving in two dimensions, and explain them in qualitative and quantitative terms;
• investigate the laws of conservation of momentum and of energy (including elastic and inelastic collisions) through experiments or simulations, and analyze and solve problems involving these laws with the aid of vectors, graphs, and free body diagrams;
• analyze and describe the application of the concepts of energy and momentum to the design and development of a wide range of collision and impact-absorbing devices used in everyday life.

Electric, Gravitational and Magnetic Fields

• demonstrate an understanding of the concepts, principles, and laws related to electric, gravitational, and magnetic forces and fields and explain them in qualitative and quantitative terms;
• conduct investigations and analyze and solve problems related to electric, gravitational, and magnetic fields;
• explain the roles of evidence and theories in the development of scientific knowledge related to electric, gravitational, and magnetic fields, and evaluate and describe the social and economic impact of technological developments related to the concept of fields.

The Wave Nature of Light

•   demonstrate an understanding of the wave model of electromagnetic radiation, and describe how it explains diffraction patterns, interference, and polarization;
• perform experiments relating the wave model of light and technical applications of electromagnetic radiation (e.g. lasers and fibre optics) to the phenomena of refraction, diffraction, interference, and polarization;
• analyze phenomena involving light and colour, explain them in terms of wave model of light and explain how this model provides a basis for developing technological devices.

Matter-Energy Interface

•  demonstrate an understanding of the basic concepts of Einstein’s special theory of relativity and of the development of models of matter, based on classical and early quantum mechanics, that involve an interface between matter and energy;
• interpret data to support scientific models of matter, and conduct thought experiments as a way of exploring abstract scientific ideas;
• describe how the introduction of new conceptual models and theories can influence and change scientific thought and lead to the development of new technologies.

Assessment and Evaluation:

Students will be assessed and evaluated utilizing the TACK system. Every assignment will address TACK by the breakdown below. The weight of each assignment, journal entry, quiz, and test, which will be used to assign a final mark, is also listed below.

*Science Journal       

A Science Journal will be evaluated by answering each of the following questions for  at least two (2) classes per week (minimum of 2 journal entries/week):

        1. What was taught? (date and daily objective)

        2. What was learned or not learned? (explain how and give an example)

        3. How do you feel about the science you are learning?

        4. How is what I am learning applied in the real world?

        5. Any additional comments, questions, or complaints. 

All 5 questions are required to be addressed, to be considered a journal entry. You must attempt to use complete sentences for it to be considered a journal entry. Spelling and grammar will not be evaluated in terms of the final mark, but it will be noted for your own benefit.

School – Wide Deadline Policies:

        •       Students submitting work on/before deadline, meeting minimum requirements, will earn at least 50%.

        •       Students submitting work on time that does not meet minimum requirements will have the opportunity to resubmit the work and earn 50%.

        •       Students who submit work late, meeting minimum requirements will receive a 50% and feedback.

        •       In grade 12 courses, student work will be accepted late and receive a zero. Ability to meet deadlines indicates readiness to graduate.

        •       A final deadline for term assignments will be set two-weeks prior to mid-term and exam periods.

Classroom Deadline Policies:

        •       If possible, students are to inform their teacher if they will be absent for a test. If a student misses a test with an acceptable excuse, then the student will write the test on the day he/she returns to school. There will be no make-ups for tests which have been written.

        •       If a student has an unexplained absence the day of the test, quiz, assignment due date, etc., then they will automatically be given a grade of zero for that item.

        •       Most assignments will be done in class (and will be due at the end of class.). Take-home assignments will be due at the beginning of class the following day.

        •       Cheating of any kind will result in a mark of zero for that item.

Expectations:

Each student is expected to:

        •       Attend class regularly and punctually. Absences and lateness will be monitored in accordance with school policy.

        •       Come to class prepared (text, notebook, scientific calculator, graph paper, ruler, pencil, etc.).

        •       Maintain a neat and organized notebook containing lessons and homework.

        •       Complete all homework and other assignments on time and to the best of their ability.

        •       Participate in classroom activities (including asking and answering questions).

        •       Demonstrate respectful behaviour towards peers and teacher.

Teaching/Learning Strategies

Students will have:

        •       Opportunities to work individually, in pairs and in small groups;

        •       Direct-instruction as well as open-ended exploration;

        •       Opportunities to acquire knowledge and apply that knowledge in a variety of contexts;

        •       Ability to enhance their understanding through communication of the journal entries;

Inquiry Styles

Students will have multiple opportunities to practice a variety of inquiry styles, including the following:

        •       research involves accessing information that has already been gathered elsewhere, selecting what is needed, and analyzing that information for patterns and meaning. This will require instruction and practice in techniques for effective use of Library/Resource Centre resources and searching the Internet.

        •       design/innovation, in which knowledge is applied to define a problem or challenge, set criteria for a satisfactory solution, devise and execute a procedure, and assess the result.

Software Tools

Whenever possible or relevant, a wide variety of software tools will be used to record display information, including:

Career Education

Whenever possible or relevant, a wide variety of careers will be presented in the context of the material being covered.

Although any of the following professions have a variety of applications and employment opportunities, there will be an attempt to relate knowledge gained to real world careers:

Engineering Applications

Mechanical Engineer: The professional discipline of mechanical engineering is concerned with the design, development and manufacture of machines and mechanical engineering systems. These include engines and turbines of various kinds, land transport vehicles, ships, aircraft, pumps and fans, air-conditioning and refrigeration systems, building services, industrial plants, and manufacturing processes. However, practically all areas of engineering make use of the skills of the mechanical engineer to some extent. Mechanical engineers offer expertise in the fields of energy technology, combustion, acoustics, noise and vibration control, biomedical engineering, fluid mechanics and aeronautics, automatic control, manufacturing, robotics, quality management, plant layout and process simulation. Good mechanical engineering is built on a strong foundation of theory, reinforced by an amalgam of experience and innovation.

Today's mechanical engineer is heavily involved in the management of people and resources as well as the development and use of new materials and technologies, especially computer-aided engineering. A rapidly growing field for mechanical engineers is environmental control, comprising the development of machines and processes that will produce fewer pollutants, as well as the development of new equipment and techniques to reduce or remove existing pollution. Mechanical Engineers are committed to the use of technology to improve the quality of life for society as a whole.
taken from <http://www.mecheng.adelaide.edu.au/courses/undergrad/careers/mechanical/whatdoes.html>

Civil Engineer: Civil engineering being four hundred years old, is the oldest branch of engineering.  The structures that the ancient Romans and Egyptians built are not considered to have been engineered.  Most all of the building elements (stone and brick) in use at that time was loaded by compression only.  They had no means of determining internal stress, tension, or bending moments.  The master builders of that time could rarely explain why a structure failed.  It was not until four hundred years ago that we had mathematical methods for stress analyses and metal structural members under tension. The first engineers came from the military for the design of fortifications.  An attacking army would also use engineers to figure out a way of defeating a fortification.  Why did engineers design castles to have moats?  The moat prevented attackers from tunneling under the castle wall.  Without a moat the combat engineering battalion or sappers as they were called would advance on the castle by the use of trenches and tunnels.  When their tunnel was under the wall the sappers would set fire to the wooden braces and the tunnel would collapse, bringing down the wall.

When engineers began to take on projects that benefited the general public they were called civilian engineers or civil engineers.  These projects included bridges, paved roads, public buildings, sewers, drainage, irrigation and fresh water supplies.

Today the civil engineering profession is very broad.  Civil engineers are active in almost all forms of government, military, and industry. In government civil engineers are responsible for the design and maintenance of municipal buildings, bridges, roads, airports, sewage, and drainage systems.  In the military we have the US Army Corp of engineers that are responsible for flood control on a national and local level.  The US Army also has several Combat Engineering Battalions. They are responsible for clearing mines, building bridges for advancing troops, and destroying enemy fortifications.  One of their famous achievements was the design and fabrication of a portable harbor used in  the Allied invasion of Normandy.  In industry civil engineers are used everywhere.  These industries include construction, manufacturing, fabrication, law, design, management, computers, aero-space, mining, and many others.
 taken from http://www.madsci.org/posts/archives/feb99/917503445.Eg.r.html

Electrical Engineer: Electrical engineers design, develop, and operate systems that generate and use electrical waveforms. This includes power generation and distribution, communication, data processing and control, and instrumentation systems. Computers and digital circuits have become an integral part of these systems. The electrical engineer is also concerned with the devices that make up such systems: transistors, integrated circuits, antennas, computer memory devices, and fusion plasma confinement devices. Electrical engineers can choose to specialize in a number of areas, such as automatic control systems; biomedical engineering; communication and signal processing; electromagnetic fields and waves; energy and power systems; photonics; plasmas and controlled fusion; and solid state, quantum, and microelectronics.  
taken from: http://studentservices.engr.wisc.edu/advising/degrees/ece.html

Environmental Engineer: Environmental Engineering is the application of scientific and engineering principles to assess, manage and design sustainable environmental systems for the protection of human and ecological health.

Environmental Engineering encompasses a range of specialties including: Air Pollution and Air Quality Control Processes; Drinking Water, Surface Water, and Groundwater Quality;  Chemical, Physical, and Biological Water and Wastewater Treatment Processes; Environmental Chemistry, Microbiology, Geology, and Ecology;  Hydrology and Water Resources; Hazardous, Radioactive, and Solid Waste Management and Remediation; Solid Waste, Sludge and Disposal, and Wastewater Management; Environmental Toxicology and Risk Assessment; Public Health, Management and Policy; Global- and Regional-Scale Environmental Impacts; Mathematical Modeling of Environmental Processes; Sustainable Engineering Systems; Environmental Sampling, Sensors, Analytical Methods, and Nanotechnologies [- AEESP Mission Committee Final Report (29 September 2004)]
taken from: ,http://www.aeesp.org/whatisenvironmental.htm.

Forensic Scientist --What is Forensic Science? The word forensic comes from the Latin word forensis: public; to the forum or public discussion; argumentative, rhetorical, belonging to debate or discussion. From there it is a small step to the modern definition of forensic as belonging to, used in or suitable to courts of judicature, or to public discussion or debate. Forensic science is science used in public, in a court or in the justice system. Any science, used for the purposes of the law, is a forensic science.
Engineering Sciences: Innovation and problem-solving are key traits of an engineer. An engineer applies the principles of mathematics and science for many purposes. The forensic engineer applies the art and science of engineering to the purpose of the law. Most requests for services involve civil suits. However, the forensic engineer may also assist in the prosecution or defense of criminal or regulatory matters.
Scope of Work: Questions posed to forensic engineers are in subjects as varied as the specialties of the engineers themselves. Typical subjects include: failure analysis, accident reconstruction, causes and origins of fires or explosions, design review, quality evaluation of construction or manufacturing, maintenance procedures, and environment definition. The scopes may range from entire communication networks or transportation systems to the molecular composition or grain structure of a specific component. Structures examined may range from skyscrapers, aircraft, or bridges to surgical implants or bones. Conclusions are applied in personal injury litigation, construction claims, contract or warranty disputes, patent or copyright infringements, criminal, and regulatory matters.

Some questions the engineer may be asked to answer are: Why did the vehicle roll over?;  How could the accident have happened?;  Why did the airplane crash?;  Why did the building collapse?;  Did defects exist?

Taken from: <http://www.aafs.org/?section_id=resources&page_id=choosing_a_career >

More careers may be located at: <http://careerplanning.about.com/od/occupations/p/engineer.htm >

Cooperative Education and Workplace Experiences

Whenever possible or relevant, a wide variety of examples will be presented.