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Vincent Massey High School
Physics 30SA
Course Outline
Course Title:
Physics 30SA
School Year & Semester:
2013-14 – Semester I
Teacher:
Mr. Michael De Groot
Course Description: This course is intended for students who are on track to write the International AP
Physics B Exam in the second semester of their S4 year. The course is intended to parallel the MB
Physics 30S curriculum while extending in certain topics that will be required for the AP exam. This
course takes an introductory look at Waves (sound and light); Mechanics (motion and forces); and Fields
(gravity, electricity and magnetism). Equation solving and equation manipulation skills will be required.
NOTE: AP B objectives have been listed in appropriate areas – some of the objectives may be advanced
to the next course if not covered this semester. For a complete description of the MB Physics curriculum:
http://www.edu.gov.mb.ca/ks4/cur/science/found/physics30s/index.html
General Learning Outcomes: The Physics 30S curriculum will allow students to:
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Develop an understanding of the basic principles of physical science.
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Develop critical thinking and problem solving abilities.
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Develop the skills and understand the processes of science.
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Develop an understanding of the interconnecting ideas and principles that transcend and unify
the natural science disciplines.
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Attain the level of scientific awareness essential for all citizens in a scientific literate society.
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Make informed decisions about further studies and careers in science.
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Develop scientific attitudes and develop positive attitudes towards science.
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Develop an understanding and an appreciation of the effect technology has on advancements in
science and the resulting effect on society.
Course Evaluation Structure:
Tests:
Assignments/Quizzes:
Labs:
Final Exam:
45%
15%
15%
25%
Unit Descriptions
Unit 1 Title:
Waves Part I
Approximate Instructional Time:
16 classes
Learning Outcomes:
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Describe a wave as a transfer of energy.
Describe, demonstrate, and diagram the characteristics of transverse and longitudinal waves.
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Identify points in the motion where the velocity is zero or achieves its maximum positive or
negative value.
State qualitatively the relation between acceleration and displacement.
Compare and contrast the frequency and period.
Derive and solve problems, using the wave equation (v = f).
Describe, demonstrate &diagram the transmission & reflection of waves traveling in 1-D.
Know factors that determine the speed of waves on a string and the speed of sound.
Use the principle of superposition.
Know the names associated with EM radiation and be able to arrange in order of 
Investigate to analyze and explain how sounds are produced, transmitted, and detected, using
examples from nature and technology.
Describe and explain the production of beats
Experiment to analyze the principle of resonance and identify the conditions required for
resonance to occur. Include: open- and closed-column resonant lengths
Experiment to calculate the speed of sound in air.
Define the decibel scale qualitatively, and give examples of sounds at various levels.
Explain in qualitative terms how frequency, amplitude, and wave shape affect the pitch, intensity,
and quality of tones produced by musical instruments.
Examine the octave in a diatonic scale in terms of frequency relationships and major triads.
Evaluation:
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1 Unit Test (35)
1 Slinky Lab (10)
11-D Problems (10)
1 Speed of Sound Lab (10)
1 Universal Wave Equation Quiz (10)
Unit 2 Title:
[TESTS]
[LABS]
[ASSIGN/QUIZ]
[LABS]
[ASSIGN/QUIZ]
Waves Part II
Approximate Instructional Time:
14 classes
Learning Outcomes:
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Investigate the historical development of a significant application of communications technology
that uses waves.
Describe and give examples of 2-D waves.
Compare and contrast a wave front and a wave ray.
Describe, demonstrate, and diagram the reflection of straight and circular waves.
Describe, demonstrate, and diagram the refraction of straight waves.
Derive Snell’s Law.
Experiment to demonstrate Snell’s Law. (Emphasize index of refraction)
Describe, demonstrate, and diagram diffraction of water waves.
Describe, demonstrate, and diagram an interference pattern from 2-point sources.
Derive the path difference |PnS1 – PnS2| = (n – ½) (be careful with subtle differences in light
equations)
Explain the mechanism that gives rise to a frequency shift (Doppler) in both the moving-source
and moving-observer case, and derive an expression for the frequency heard by the observer.
Write and apply the equations that describe the moving-source and moving-observer Doppler
effect, and sketch or identify graphs that describe the effect.
Use the decision-making process to analyze an issue related to noise in the environment.
Describe the diverse applications of sound waves in medical devices, and evaluate the
contribution to our health and safety of sound-wave-based technologies.
Evaluation:
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1 Unit Test (35)
1 Ripple Tank Activity (10)
[TESTS]
[LABS]
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1 Equations Quiz (6)
1 Snell’s Law Assignment (10)
1 Two-Point Interference Lab (10)
Unit 3 Title:
[ASSIGN/QUIZ]
[ASSIGN/QUIZ]
[LABS]
Models, Laws & Theories
Approximate Instructional Time:
16 classes
Learning Outcomes:
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Use a mystery container activity to outline the relationships among observations, inferences,
models, and laws.
Plan and perform an experiment to identify a linear pattern between two variables and state the
pattern as a mathematical relationship (law).
Describe the relationships among knowledge claims, evidence, and evidential arguments.
Outline the tentative nature of scientific theories.
Describe the characteristics of a good theory.
Outline several historical models used to explain the nature of light.
Summarize the early evidence for Newton’s particle model of light.
Experiment to show the particle model of light predicts that the velocity of light in a refractive
medium is greater than the velocity of light in an incident medium (vr > vi).
Outline the historical contribution of Galileo, Rœmer, Huygens, Fizeau, Foucault, and Michelson
to the development of the measurement of the speed of light.
Describe phenomena that are discrepant to the particle model of light.
Summarize the evidence for the wave model of light.
Compare the velocity of light in a refractive medium predicted by the wave model with that
predicted in the particle model.
Outline the geometry of a two-point-source interference pattern, using the wave model.
Apply the principles of interference to coherent sources oscillating in phase in order to:
a. Describe the condition under which the waves reaching an observation point from
two or more sources will all interfere constructively or destructively.
b. Determine locations of interference maxima or minima for two sources or determine
the frequencies or wavelengths that can lead to constructive or destructive
interference at a certain point.
c. Relate the amplitude and intensity produced by two or more sources that interfere
constructively to the amplitude and intensity produced by a single source.
Apply the principles of interference and diffraction to waves that pass through a single or double
slit or through a diffraction grating so they can:
a. Sketch or identify the intensity pattern that results when monochromatic waves pass
through a single slit and fall on a distant screen, and describe how this pattern will
change if the slit width or the wavelength of the waves is changed.
b. Calculate, for a single-slit pattern, the angles or the positions on a distant screen
where the intensity is zero.
c. Sketch or identify the intensity pattern that results when monochromatic waves pass
through a double slit, and identify which features of the pattern result from single slit
diffraction and which from two-slit interference.
d. Calculate, for a two slit interference pattern, the angles or the positions on a distant
screen at which intensity maxima or minima occur.
e. Describe or identify the interference pattern formed by a grating of many equally
spaced narrow slits, calculate the location of intensity maxima, and explain
qualitatively why a multiple-slit grating is better than a two-slit grating for making
accurate determinations of wavelength.
Perform Young’s experiment for two-slit diffraction of light to calculate the of light.
Apply the principles of interference to light reflected by thin films so they can:
a. State under what conditions a phase reversal occurs when light is reflected from the
interface between two media of different indices of refraction.
b. Determine whether rays of monochromatic light reflected from two such interfaces
will interfere constructively or destructively, and thereby account for Newton’s Rings
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and similar phenomena, and explain how glass may be coated to minimize reflection
of visible light.
Describe light as an electromagnetic wave.
Discuss Einstein’s explanation of the photoelectric effect qualitatively.
Evaluate the particle and wave models of light and outline the currently accepted view.
Evaluation:
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1 Unit Test (35)
1 Light Interference Lab (10)
1 Measurement Lab (10)
1 Models/Laws/Theories Assign (8)
1 Interference Problems (10)
Unit 4 Title:
[TESTS]
[LABS]
[LABS]
[ASSIGN/QUIZ]
[ASSIGN/QUIZ]
Mechanics
Approximate Instructional Time:
21 classes
Learning Outcomes:
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Differentiate between, and give examples of, scalar and vector quantities.
Differentiate among position, displacement, and distance.
Differentiate between the terms “an instant” and “an interval” of time.
Analyze the relationships among position, velocity, acceleration, and time for an object that is
accelerating at a constant rate.
Revisit wave motion. Identify points in the motion where the acceleration is zero or achieves its
greatest positive or negative value.
Compare and contrast average and instantaneous velocity for non-uniform motion.
Illustrate, using velocity-time graphs of uniformly accelerated motion, that average velocity can be
represented as vav = d/t and that displacement can be calculated as
Solve problems, using combined forms of: the 4 basic formulas
Relate velocity, displacement, and time for motion with constant velocity in 2-D. Right angle
relative motion for S3 (all cases in S4).
Calculate the component of a vector along a specified axis, or resolve a vector into components
along two specified mutually perpendicular axis.
Identify the four fundamental forces of nature.
Review Newton’s 3 Laws.
Perform an experiment to demonstrate Newton’s Second Law Fnet = ma
Define the unit of force as the newton.
Define Fnet as the vector sum of all forces acting on a body.
Construct free-body diagrams to determine the net force for objects in various situations.
Write down the vector equation that results from applying Newton’s Second Law to the body, and
take components of this equation along appropriate axes.
Solve problems, using Newton’s Second Law and the equations from S3P-3-07. Include: forces
applied along a straight line and perpendicular forces
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Understand the 3 Law so that, for a given force, students can identify the body on which the
reaction force acts and state the magnitude and direction of this reaction.
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Apply the 3 Law in analyzing the force of contact between 2 bodies that accelerate together
along a horizontal or vertical line, or between 2 surfaces that slide across one another.
Evaluation:
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1 Unit Test (35)
1 Kinematics Quiz (15)
1 Dynamics Lab (10)
2 Kinematics Graphing Labs – CBL (20)
[TESTS]
[ASSIGN/QUIZ]
[LABS]
[LABS]
Unit 5 Title:
Gravity, Electric & Magnetic Fields
Approximate Instructional Time:
20 classes
Learning Outcomes:
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Define the gravitational field qualitatively and quantitatively.
Diagram the Earth’s gravitational field, using lines of force.
Compare and contrast the terms “mass” and “weight.”
Describe, qualitatively and quantitatively, apparent weight changes in vertically accelerating
systems.
Derive the acceleration due to gravity from free fall and Newton’s laws.
Perform an experiment to calculate g near the surface of the Earth.
Solve free-fall problems.
Describe terminal velocity, qualitatively and quantitatively.
Define the coefficient of friction (µ) as the ratio of the force of friction and the normal force.
Distinguish between static and kinetic friction.
Compare the effects of the normal force, materials involved, surface area, and speed on the force
of friction.
Solve problems with the coefficient of friction for objects on a horizontal surface.
Add pulleys with friction and ones on incline (also 3 blocks??)
Determine the direction of the force on a charged particle brought near an uncharged or
grounded conductor.
Understand induced charge and electrostatic shielding. Describe qualitatively the process of
charging by induction.
Define the electric field qualitatively and quantitatively.
Diagram electric fields using lines of force with respect to a positive test charge.
Explain the mechanics responsible for the absence of electric field inside a conductor, and why all
excess charge must reside on the surface of the conductor.
Solve problems for the motion of charges between parallel plates where F net = Fe + Fg .
Describe a simplified version of Millikan’s experiment.
Define the elementary charge and convert between elementary charges and coulombs.
Define the magnetic field as the region of space around a magnet where another magnet will
experience a force.
Demonstrate and diagram magnetic fields, using lines of force.
Describe the concept of magnetic poles and demonstrate that like poles repel and unlike poles
attract.
Describe magnetism, using the domain theory.
Investigate the influence and effects of the magnetic field of the Earth.
Describe and demonstrate the phenomenon of electromagnetism.
Diagram and describe qualitatively the magnetic field around a current-carrying wire.
Diagram and describe qualitatively the magnetic field of a solenoid.
Describe and demonstrate the function of an electromagnet.
Perform a lab to demonstrate that B  I for an electromagnetic field.
Describe the force on a current-carrying conductor in a magnetic field.
Define the magnetic field quantitatively as a force per unit current element.
Solve problems, using FB = BIl.
Students should understand the magnetic field produced by a long straight current-carrying wire
so they can:
a. Calculate the magnitude and direction of the field at a point in the vicinity of such a
wire.
b. Use superposition to determine the magnetic field produced by two long wires.
c. Calculate the force of attraction or repulsion between two long current-carrying wires.
Evaluation:
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1 Unit Test (35)
1 Magnetism Experiment (10)
1 EM Applications Assignment (10)
1 Gravity Problems (10)
[TESTS]
[LABS]
[ASSIGN/QUIZ]
[ASSIGN/QUIZ]
Student Responsibility Guidelines for Assessment and Evaluation
Students actively engaged in their learning are the essence of the Brandon School Division’s mission of educating
the whole child.
The assessment, evaluation and reporting of student learning and achievement involves students, teachers,
principals, parents, superintendents and the Board of Trustees. It is the responsibility of professional educators to
assess, evaluate, and report on each student’s degree of engagement and resulting learning outcomes. Such
assessment, evaluation and reporting is a continuous and fundamental part of the student’s learning process.
Students are responsible for:
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their own learning with the expertise, assistance and motivation of their teachers;
engaging individually and collectively in school/community learning opportunities;
improving their learning involvement
playing an active role in assessing their own learning
providing evidence of their learning within established timelines
The purpose of this document is to identify student responsibilities in assessment and evaluation practices,
provide clear guidelines and consequences so students can make informed decisions, and to provide structures
that improve the relationship between student learning and assessment.
All assessments and/or evaluations will be assigned a reasonable completion date by the classroom teacher.
When a student demonstrates negligence and/or disregard towards the assessment and/or evaluation due date,
the teacher can assign a “0” grade for the incomplete assessment and/or evaluation.
For a “0” grade to remain permanent on the student’s record for that unit of study, a teacher’s records will
demonstrate that he/she had advised the student and the parent/guardian that there was an opportunity to
complete the original assessment or an alternate assessment, but that it would have been penalized in accordance
to divisional guidelines.
Penalization for late assessments is as follows:
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Grade 9 – 10%
Grade 10 – 15%
Grade 11 – 20%
Grade 12 – 25%
Example: Grade 10 student receives 80% for a late assessment. The penalty for the late assessment would be (80)
(0.15)=12 . The adjusted mark would be 80-12=68%.
Once the late assessment is marked, the penalized assessment mark will replace the “0” grade that was originally
assigned to the student by the teacher.
If the original or alternate assessment is not submitted by the new completion date or if the student refuses to
submit a required assessment, the “0” grade assigned to it will remain on the student’s evaluation records. The
“0” grade(s) will be calculated into the student’s final mark for the unit of study and will be used in the calculation
of the final grade of the course.