PRESCRIBED LEARNING OUTCOMES FOR PHYSICS 11
The Prescribed Learning Outcomes for Grade 11 are listed under each of the following organizers:Physics (Introduction)
Wave Motion and Geometrical Optics (Wave Properties of Light)
Wave Motion and Geometrical Optics (Reflection of Light)
Wave Motion and Geometrical Optics (Refraction of Light)
Kinematics (Displacement and Velocity in One Dimension)
Kinematics (Acceleration in One Dimension)
Kinematics (Projectile Motion)
Dynamics in One Dimension (Force of Gravity)
Dynamics in One Dimension (Force of Friction)
Dynamics in One Dimension (Elastic Forces)
Dynamics in One Dimension (Newton's Laws)
Dynamics in One Dimension (Momentum in One Dimension)
Energy (Work and Energy)
Energy (Law of Conservation of Energy)
Energy (Power and Efficiency)
Special Relativity
Nuclear Fission and Fusion
Physics (Introduction)
It is expected that students will demonstrate an understanding and appreciation of the role of physics in society and will be encouraged to develop the skills and methods employed by physicists.
It is expected that students will:
- describe the major branches of physics that comprise the discipline
- compare and contrast physics with other disciplines
- identify the unique characteristics of physics
- give examples of the continuing development and refining of physics concepts
- demonstrate knowledge of physics-related careers in local, regional, and global workplaces
- describe some of the tools and activities of physicists, in particular a reliance on mathematics and experimental design
- gather and organize data, produce and interpret graphs, and determine relationships between variables
Wave Motion and Geometrical Optics (Wave Properties of Light)
It is expected that students will demonstrate an ability to describe and apply the characteristics and properties of waves to light and other everyday phenomena.
It is expected that students will:
- describe the properties associated with waves:
- amplitude
- frequency
- period
- wavelength
- phase
- speed
- types of waves
- use the universal wave equation to solve problems involving:
- speed
- frequency
- wavelength
- describe and give examples of the following wave phenomena and the conditions that produce them:
- reflection
- refraction
- diffraction
- interference (superposition principle)
- Doppler shift
- polarization
- scattering
- identify from an appropriate diagram the visible light portion of the electromagnetic spectrum
- give examples of common applications involving:
- Doppler shift
- polarization
- diffraction
- describe the image formed by a pinhole camera
- draw and analyse a ray diagram for a pinhole camera to determine magnification ratios
Wave Motion and Geometrical Optics (Reflection of Light)
It is expected that students will analyse situations in which light reflects from plane and curved mirrors.
It is expected that students will:
- identify any of the following on an appropriate diagram:
- incident ray
- reflected ray
- angle of incidence
- angle of reflection
- normal
- state the law of reflection
- draw ray diagrams showing how an image is produced by a plane mirror
- describe the characteristics of an image produced by a plane mirror
- identify any of the following on appropriate diagrams:
- principal axis
- vertex
- centre of curvature
- principal focus
- radius of curvature
- focal length
- focal plane
- identify a curved mirror as converging (concave) or diverging (convex)
- conduct an experiment to determine the focal length of a concave mirror
- draw accurate scale diagrams for both concave and convex mirrors to show how an image is produced
- describe the characteristics of images produced by converging and diverging mirrors
- describe some of the uses of plane and curved mirrors
Wave Motion and Geometrical Optics (Refraction of Light)
It is expected that students will analyse situations in which light is refracted.
It is expected that students will:
- define index of refraction
- identify any of the following from an appropriate diagram:
- incident ray
- normal
- refracted ray
- angle of incidence
- angle of reflection
- solve problems using Snell's law, involving:
- index of refraction
- angle of incidence
- angle of reflection
- define critical angle and total internal reflection
- solve problems involving total internal reflection
- identify any of the following from an appropriate diagram:
- principal axis
- principal focus
- focal length
- focal plane
- identify a lens as converging (convex) or diverging (concave)
- conduct an experiment to determine the focal length of a convex lens
- draw accurate scale diagrams for both convex and concave lenses to show how an image is produced
- describe the characteristics of images produced by converging and diverging lenses
- give examples of common devices that refract light
Kinematics (Displacement and Velocity in One Dimension)
It is expected that students will demonstrate an understanding of the relationships between time, displacement, and velocity, and apply these relationships to problems in everyday one-dimensional situations.
It is expected that students will:
- define period and frequency
- differentiate between scalar and vector quantities
- define distance, displacement, speed, and velocity
- construct displacement (and distance)-versus-time graphs
- construct velocity (and speed)-versus-time graphs
- use displacement-versus-time graphs to determine the displacement, average velocity, or instantaneous velocity of objects
- use velocity-versus-time graphs to determine the displacement or velocity of objects
- solve problems involving:
- displacement
- time
- average velocity
Kinematics (Acceleration in One Dimension)
It is expected that students will demonstrate an understanding of the relationships between time, velocity, displacement, and acceleration and apply these relationships to calculations in common situations.
It is expected that students will:
- define acceleration
- use velocity-versus-time graphs to determine the instantaneous or average acceleration of objects
- solve problems for objects with constant acceleration, involving:
- displacement
- initial velocity
- final velocity
- acceleration
- time
Kinematics (Projectile Motion)
It is expected that students will apply the principles learned in kinematics to situations involving simple projectile motion.
It is expected that students will:
- solve real-life or word problems including those involving non-zero initial velocities, falling objects, and projectiles with initial vertical or horizontal velocities
Dynamics in One Dimension (Force of Gravity)
It is expected that students will demonstrate an ability to apply in a variety of situations concepts related to the force of gravity.
It is expected that students will:
- define gravitational field strength
- use the gravitational field strength to relate the mass of objects to the force of gravity (weight) acting on them
- demonstrate that the force of gravity between two objects is an inverse square law with respect to distance
- solve problems involving Newton's law of universal gravitation for:
- force
- mass
- distance of separation
- universal gravitational constant
Dynamics in One Dimension (Force of Friction)
It is expected that students will demonstrate an ability to describe and apply the concept of friction to everyday situations and determine the factors that affect it.
It is expected that students will:
- distinguish between static and kinetic friction
- compare the effects of the normal force, materials involved, surface area, and speed on the force of friction
- define coefficient of friction
- solve problems involving objects sliding on horizontal surfaces for:
- force of friction
- coefficient of friction
- normal force
Dynamics in One Dimension (Elastic Forces)
It is expected that students will demonstrate an ability to describe and apply Hooke's law to everyday situations.
It is expected that students will:
- use appropriate materials to verify Hookes law
- solve problems using Hooke's law that involve:
- force
- spring constant
- distortion
- relate Hooke's law to situations in their homes and community
Dynamics in One Dimension (Newton's Laws)
It is expected that students will demonstrate knowledge of Newton's laws and apply them to common situations.
It is expected that students will:
- state Newton's laws of motion and illustrate each with practical examples
- solve problems using Newton's second law that involve:
- net force
- mass
- acceleration
- apply Newton's laws and the concepts of kinematics to solve problems
Dynamics in One Dimension (Momentum in One Dimension)
It is expected that students will demonstrate an ability to describe and apply the concept of momentum to everyday situations.
It is expected that students will:
- use the definition of momentum to calculate the unknown variable, given any two of the following:
- momentum
- mass
- velocity
- state the law of conservation of momentum for isolated, one-dimensional systems
- use the law of conservation of momentum to calculate any of the following from appropriate data:
- momentum
- mass
- velocity
- identify workplace applications where momentum is measured or controlled
Energy (Work and Energy)
It is expected that students will demonstrate an understanding of the relationship between work and the different forms of energy.
It is expected that students will:
- define work in terms of force and displacement
- solve problems involving:
- work
- force
- displacement
- define energy
- define gravitational potential energy
- solve problems involving:
- gravitational potential energy
- mass
- acceleration due to gravity
- height above a reference point
- define kinetic energy
- solve problems involving:
- kinetic energy
- mass
- velocity
- define temperature, thermal energy, and specific heat capacity
- solve problems involving:
- thermal energy
- mass
- specific heat capacity
- change in temperature
Energy (Law of Conservation of Energy)
It is expected that students will demonstrate an understanding of the law of conservation of energy and the relationships among work, kinetic energy, potential energy, and thermal energy.
It is expected that students will:
- relate energy transformations to work done
- state the law of conservation of energy
- solve problems using the law of conservation of energy including changes in gravitational potential energy, kinetic energy, and thermal energy
Energy (Power and Efficiency)
It is expected that students will demonstrate an ability to describe and apply the concepts of power and efficiency to everyday situations.
It is expected that students will:
- define power
- solve problems involving:
- power
- work
- time
- define efficiency
- calculate and compare the efficiencies of common devices
Special Relativity
It is expected that students will demonstrate an understanding and appreciation of the fundamental principles of special relativity.
It is expected that students will:
- define inertial reference frame
- explain why simultaneous events for one observer may not be simultaneous for another observer
- describe the Michelson-Morley experiment and explain the significance of the "null result"
- state the two postulates of the special theory of relativity:
- the relativity principle
- the constancy of the speed of light
- describe the relativistic effects of time dilation, length contraction, and mass increase and describe examples of experimental evidence that demonstrate these effects
- calculate relativistic time dilation, length contraction, and mass increase
- prove by using relativistic mass increase or relativistic addition of velocities that objects cannot exceed the speed of light in a vacuum
- describe the equivalence of energy and mass, and solve problems involving:
- energy
- mass
- speed of light
Nuclear Fission and Fusion
It is expected that students will demonstrate an understanding of the implications of using nuclear processes.
It is expected that students will:
- compare and contrast fusion and fission reactions and supply examples
- define chain reaction, critical mass, and moderator
- discuss the advantages and disadvantages of using nuclear energy
- compare and contrast different types of nuclear reactors
This information is from The Ministry of Education
Curriculum BranchPLO's Last Revised: January 27, 1999