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FORT SASKATCHEWAN HIGH SCHOOL STUDENT COURSE OUTLINE AND ASSESSMENT CRITERIA: PHYSICS 20 – FALL 2015 Questions or concerns: Please contact Art Packer at Fort High. Email: [email protected] Phone: 780 998 3751 TEXT: Pearson Physics - Ackroyd et al GOALS FOR SECONDARY SCIENCE Science education generally, and Physics 20 in particular, will: Encourage students to develop a critical sense of wonder and curiosity about scientific and technological endeavors Enable students to use science and technology to acquire new knowledge and solve problems so that they may improve the quality of their lives and the lives of others Prepare students to critically address science-related societal, economic, ethical and environmental issues Provide students with a foundation in science that creates opportunities for them to pursue progressively higher levels of study, prepares them for science-related occupations and engages them in science-related hobbies appropriate to their interests and abilities Develop in students of varying aptitudes and interests a knowledge of the wide spectrum of careers related to science, technology and the environment COURSE OUTLINE UNIT - TEXT REFERENCE 1 - Kinematics; Mathematics of Physics (supplemental material) & chapters 1 & 2 2 - Dynamics; chapters 3 & 4 Midterm exam can replace marks from unit 1 or 2 exam, if higher, otherwise not counted 3 - Circular Motion, Work and Energy; chapters 5 & 6 4 - Oscillatory (Vibrational) Motion and Mechanical Waves; chapters 7 & 8 Course review exam mark can replace any unit exam mark, if higher; otherwise not counted *Percent of semester spent on each unit; relative weighting of summative assessments for learning objectives in that unit and relative final exam weighting (see Physics 20 Learning Outcomes following) APPROX. NO. OF CLASSES (incl. exams) Content/exam weighting* 24 (23%) APPROXIMATE COMPLETION OR WRITING DATE October 1 20 (18%) 1 November 3 November 5 19 (15%) 18 (14%) December 8 January 14 1 January 18 82 classes Final exam (30%) January ____ FORMATIVE AND SUMMATIVE ASSESSMENT Part of student evaluation includes summative assessment tasks, which are used to determine the degree of mastery of learning outcomes and to provide ongoing and final student course grades; they are generally intended to provide information to the teacher rather than to the student. A second part of evaluation involves formative assessment tasks, where students and teachers can use the results of tasks to revisit topics or review understandings. Summative assessment for Physics 20 will consist of: – a unit exam and at least one chapter quiz for each unit; some lab reports and other assignments may also be used (students will be informed ahead of time) – a midterm exam which can improve a student’s mark on either of the first two unit exams (will otherwise not be counted) – a course review exam, which can improve a student’s mark on any of the four unit exams (will otherwise not be counted) PHYSICS 20N COURSE OUTLINE AUGUST 2015 - PAGE 1 – a final exam covering the entire course (the final exam will provide a last opportunity for students to demonstrate continuing mastery of major concepts and ideas from the whole of Physics 20 – will count for 30% of student’s final course grade) Formative assessment for Physics 20 may include (but may not be limited to) teacher-marked and peerevaluated quizzes and assignments, some lab write-ups, and other oral and written tasks, as well as daily activities, questioning in class, homework completion and other assignments, and student self-checks. Some of these may be reported in Gradebook using a numerical version of the EPAL system (Excellent/Proficient/Acceptable/Limited) reported as grades 4, 3, 2, or 1, respectively, or as a mark out of a possible total. Formative learning tasks may involve recorded marks and/or indicators of completeness, timeliness and proficiency, but these marks and indicators will not be used to determine ongoing or final student course grades. STUDENT GRADES AND ASSESSMENT DETAILS Grades will be based on the summative assessments noted above. Within each unit, the unit exam will count for approximately 80% of the unit mark. Units will be weighted as indicated in the chart above. Each weighting will be applied to the total of summative assessments in that unit, and these values will be combined to determine a current grade. After all students have written a particular unit exam, and as time permits, the exam will be returned to students in class and discussed. At this time, students should note learning outcomes that they have not mastered, and that require further study. The exams will then be collected and filed. At the end of the semester, students may request to review their unit exams, in school and under supervision. (Students who miss the day an exam is discussed may go over their exam in their teacher’s presence at a mutually convenient time.) All other written assessment tasks will be returned to students for their use. Because the study of physics is cumulative to a significant extent, previous skills and abilities will unavoidably be tested on each exam. However, each unit exam will concentrate on the outcomes of that single unit. Individual records of all summative and formative activities will be available to students and parents on Gradebook through PowerSchool, as they are completed, submitted and graded. Current (calculated) grades will be posted starting at the end of Unit 1 (approximately October 6) and will remain available until the end of the semester; note that current grades will be updated only at the end of each unit, although marks will be entered regularly. Students desiring a grade calculation before calculated grades are posted may request a Progress Report from Mr. Packer. MISSED EXAMS AND OTHER ASSESSMENTS Missed unit exams will be written as soon as possible after a student returns to class. As unit exams require more time than is available at lunch, and must be written at a single sitting, missed exams will usually be written during class time, in the hallway outside the classroom. (Unfortunately, the library is not considered a supervised space, so cannot be used for missed exams.) Students with spares may write missed exams during spare blocks. Students may be asked to write missed quizzes (in class or at lunch), or the quiz mark may be initially exempted and later replaced by the unit exam mark, at the teacher’s discretion. Students who are away from school for one or more classes are encouraged to contact Mr. Packer by phone at 780998-3751, or through email at [email protected] , or through Fort High’s website. For students who miss classes when labs are being performed, the teacher may request that the student obtain needed data from his or her lab partners and complete the lab, or complete the lab outside of class time, if this is feasible. Alternatively, the lab may not be counted, at the discretion of the teacher. STUDENTS WHO MISS A LAB SHOULD BRING THIS FACT TO THE TEACHER’S ATTENTION. Question assignments and individual lab write-ups intended as summative/formative assessments will have due dates, with the assignment due at the start of that class. Late submissions may result in a 10% mark deduction for each day late; late labs and assignments may not be accepted and may receive a mark of zero if not submitted before the lab or assignment is returned to the rest of the class. Individual circumstances (illness, etc.) may be considered by the teacher when applying this policy. PHYSICS 20N COURSE OUTLINE AUGUST 2015 - PAGE 2 BINDERS AND NOTES Students should maintain an organized binder for physics. Binders should include: all notes provided from the board or overhead, any notes (or exercises and examples) provided in photocopied form, returned assignments/quizzes/homework, and completed problems and exercises, properly checked and corrected. Binders may be arranged in any appropriate manner, but should be organized so that material in a particular unit can be easily located. At a minimum, note pages or handouts should be dated. Summaries, extra problems from supplementary sources, etc. that have been completed independently are excellent additions to student notes. Student binders should be available for the teacher (or an administrator) to review if requested. Such a review may constitute a formative assessment task. CALCULATORS Students are required to have their own calculators for work in class and for exams – calculators may not be shared for exams and quizzes. Calculators on cell phones music players are not acceptable for class or exam use. Graphing calculators may be cleared prior to exams. CALCULATORS WHICH CANNOT BE CLEARED MAY NOT BE USED FOR EXAMS. While a graphing calculator (TI-84 Plus or equivalent) is certainly appropriate for Physics 20, an inexpensive scientific calculator (has sine, cosine – retails for under $10) is MORE THAN ADEQUATE. Students who repeatedly use their graphing calculators for games, or other activities not related to solving assigned problems in physics may be allowed to bring only a scientific calculator to class. RESOURCES FOR PHYSICS Students seeking ways of improving their grades in Physics should consult Mr. Packer’s e-teacher page, Success in Physics (accessible through the Elk Island Public Schools website, then Fort High’s website.) Outside resources can also be obtained from bookstores, including the Key book, or the Physics 20 Workbook used in some Edmonton schools. Informal or professional tutoring is always an option as well; although professional physics tutors are not common in the Fort Saskatchewan area, university students are available as tutors for reasonable fees. Physics 20 Learning Outcomes These outcomes are drawn from the Alberta Program of Studies for Physics 20, correlated to each chapter of the prescribed text, Pearson Physics. The numbering of outcomes is not the same as the Alberta Program of Studies. Numbering is formatted as: chapter number: outcome number: knowledge/application (k) or science, technology and society (sts). For example, 2-1sts refers to the first science, technology and society outcome from chapter 2, and 3-1k is the first knowledge/application outcome from chapter 3. Listed outcomes indicate what students must know and be able to do in order to successfully complete Physics 20. Students should use this list of outcomes to judge their own understanding of the objective of each unit, with some cautions: The outcomes do not indicate the depth of understanding required for each – the difficulty level of questions students should be able to answer related to that outcome. The term quantitatively may mean minimal or extensive calculational requirements for that outcome, involving everything from substitution of values into a simple, provided formula (or use of an appropriate proportionality related to a formula or concept) to derivation of a needed formula, rearrangement as needed, and application to a variety of situations. Many outcomes are stated in a highly concise form, relative to the time needed to cover required to cover and achieve the outcome. PHYSICS 20N COURSE OUTLINE AUGUST 2015 - PAGE 3 Unit I: Kinematics General Outcome: Describe motion in terms of displacement, time, velocity and acceleration Outcomes for Knowledge – Chapter 1 1-1k Define, qualitatively and quantitatively, displacement, velocity and acceleration 1-2k Define operationally, compare and contrast scalar and vector quantities 1-3k Explain, qualitatively and quantitatively, uniform and uniformly accelerated motion when provided with written descriptions and numerical and graphical data Outcomes for Science, Technology and Society – Chapter 1 1-1sts Explain that the goal of science is knowledge about the natural world 1-2sts Explain that the process for technological development includes testing and evaluating designs and prototypes on the basis of established criteria Outcomes for Knowledge – Chapter 2 2-1k Explain, quantitatively, two-dimensional motion in a horizontal or vertical plane using vector components 2-2k Interpret, quantitatively, the motion of one object relative to another using displacement and velocity vectors Outcomes for Science, Technology and Society – Chapter 2 2-1sts Explain that the goal of science is knowledge about the natural world 2-2sts Explain that scientific knowledge is subject to change as new evidence becomes apparent and as laws and theories are tested and subsequently restricted, revised or reinforced Unit II: Dynamics General Outcome 1: Explain the effects of balanced and unbalanced forces on velocity General Outcome 2: Explain that gravitational effects extend throughout the Universe Outcomes for Knowledge – Chapter 3 3-1k Explain that a non-zero net force causes a change in velocity 3-2k Apply Newton’s first law of motion to explain, qualitatively, an object’s state of rest or PHYSICS 20N COURSE OUTLINE AUGUST 2015 - PAGE 4 uniform motion 3-3k Apply Newton’s second law of motion to explain, qualitatively, the relationships among net force, mass and acceleration 3-4k Apply Newton’s third law of motion, qualitatively, to interactions between two objects, recognizing that the two forces, equal in magnitude and opposite in direction, act on different bodies 3-5k Explain, qualitatively and quantitatively, static and kinetic force of friction acting on an object 3-6k Calculate the resultant force, or its constituents, acting on an object, using the addition of vectors graphically and algebraically by using vector components 3-7k Apply Newton’s laws of motion to solve, algebraically, linear motion problems in horizontal, vertical and inclined planes near the surface of Earth, ignoring air resistance Outcomes for Science, Technology and Society – Chapter 3 3-1sts Explain that the goal of technology is to provide solutions to practical problems 3-2sts Explain that science and technology develop to meet practical needs 3-3sts Explain that science develops through experimentation Outcomes for Knowledge – Chapter 4 4-1k Identify the gravitational force as one of the fundamental forces in nature 4-2k Describe, qualitatively and quantitatively, Newton’s law of universal gravitation 4-3k Explain, qualitatively, the principles pertinent to the Cavendish experiment used to determine the universal gravitational constant G 4-4k Define field as a concept that replaces action at a distance and apply the definition to describe gravitational effects 4-5k Relate, using the universal law of gravitation, qualitatively and quantitatively, the gravitational constant to the local value of the acceleration due to gravity 4-6k Predict, quantitatively, differences in weight of PHYSICS 20N COURSE OUTLINE AUGUST 2015 - PAGE 5 objects on different planets Outcomes for Science, Technology and Society – Chapter 4 4-1sts Explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations Unit III: Circular Motion, Work and Energy General Outcome 1: Explain circular motion using Newton’s laws of motion General Outcome 2: Understand that in an isolated system, energy is transferred from one object to another whenever work is done Outcomes for Knowledge – Chapter 5 5-1k Describe uniform circular motion as a special case of two-dimensional motion 5-2k Explain, qualitatively and quantitatively, that the acceleration in uniform circular motion is directed toward the centre of the circle 5-3k Explain, quantitatively, the relationships among speed, frequency, period and radius for circular motion 5-4k Explain, qualitatively, uniform circular motion in terms of Newton’s laws of motion 5-5k Explain, quantitatively, planetary, natural and artificial satellite motion, using circular motion to approximate elliptical orbits 5-6k Predict the mass of a celestial body from the orbital data of a satellite in uniform circular motion around the celestial body 5-7k Explain, qualitatively, how Kepler’s laws were used in the development of Newton’s universal law of gravitation Outcomes for Science, Technology and Society – Chapter 5 5-1sts Explain that the process of scientific inquiry includes analyzing the evidence and providing explanations based upon scientific theories and concepts 5-2sts Illustrate how science and technology are developed to meet societal needs and expand human capabilities 5-3sts Analyze the principles and applications of circular motion in daily situations Outcomes for Knowledge – Chapter 6 6-1k Use the law of conservation of energy to explain PHYSICS 20N COURSE OUTLINE AUGUST 2015 - PAGE 6 the behaviour of objects within isolated systems 6-2k Describe the energy transformations in isolated and non-isolated systems using the work-energy theorem, together with kinetic energy, gravitational potential energy, and spring potential energy 6-3k Define mechanical energy as the sum of kinetic and potential energy 6-4k Recall work as a measure of the mechanical energy transferred and power as the rate of doing work Outcomes for Science, Technology and Society – Chapter 6 6-1sts Explain that models and theories are used to interpret and explain observations 6-2sts Explain that technology cannot solve all problems 6-3sts Express opinions on the support found in Canadian society for science and technology measures that work towards a sustainable society Unit IV: Oscillatory Motion and Mechanical Waves General Outcome 1: Describe and examine the set of conditions necessary for oscillatory motion General Outcome 2: General Outcome 2: Describe the properties of mechanical waves and explain how they transmit energy Outcomes for Knowledge – Chapter 7 7-1k Define oscillatory motion in terms of period and frequency 7-2k Define simple harmonic motion as being due to a restoring force that is directly proportional and opposite to the displacement of an object from an equilibrium position 7-3k Explain the quantitative relationships among displacement, acceleration, velocity and time for simple harmonic motion 7-4k Define mechanical resonance Outcomes for Science, Technology and Society – Chapter 7 7-1sts Explain that the goal of science is knowledge about the natural world Outcomes for Knowledge – Chapter 8 8-1k Describe mechanical waves as particles of a medium that are moving in simple harmonic motion 8-2k Compare and contrast energy transmission by matter that moves and by waves PHYSICS 20N COURSE OUTLINE AUGUST 2015 - PAGE 7 8-3k Define longitudinal and transverse waves in terms of the direction of motion of the medium particles in relation to the direction of propagation of the wave 8-4k Define the terms wavelength, wave velocity, period, frequency, amplitude, wave front and ray as they apply to describing transverse and longitudinal waves 8-5k Describe how the speed of a wave depends on the characteristics of the medium 8-6k Predict, quantitatively, and verify the effects of changing one or a combination of the variables in the universal wave equation (v = fλ) 8-7k Explain, qualitatively, the phenomenon of reflection as exhibited by mechanical waves 8-8k Explain, qualitatively, the conditions for constructive and destructive interference of waves and for acoustical resonance 8-9k Explain, qualitatively and quantitatively, the Doppler effect on a stationary observer with a moving source Outcomes for Science, Technology and Society – Chapter 8 8-1sts Explain that the goal of technology is to provide solutions to practical problems Skill Outcomes – Developed Throughout Physics 20 Initiating and Planning Performing and Recording Analyzing and Interpreting Communication and Teamwork PHYSICS 20N COURSE OUTLINE S-1 Ask questions about observed relationships and plan investigations of questions, ideas, problems and issues S-2 Conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information S-3 Analyze data and apply mathematical and conceptual models to develop and assess possible solutions S-4 Work as members of a team in AUGUST 2015 - PAGE 8 addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results Attitude Outcomes – Developed Throughout Physics 20 Interest In Science Mutual Respect Scientific Inquiry Collaboration Stewardship Safety A-1 Show interest in science-related questions and issues and pursue personal interests and career possibilities within science-related fields A-2 Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds A-3 Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues A-4 Work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas A-5 Demonstrate sensitivity and responsibility in pursuing a balance between the needs of human and a sustainable environment A-6 Show concern for safety in planning, carrying out and reviewing activities PHYSICS 20N COURSE OUTLINE AUGUST 2015 - 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