Preface: Using This Integrated Resource Package

This Integrated Resource Package (IRP) provides some of the basic information that teachers require to implement the Applications of Physics 11 and 12 curriculum. The information contained in this IRP is also available through the Internet. Contact the Ministry of Education's home page: http://www.bced.gov.bc.ca/

The Introduction

The Introduction provides general information about Applications of Physics 11 and 12, including special features and requirements. It also provides a rationale for teaching Applications of Physics 11 and 12 in BC schools.

The Applications of Physics 11 and 12 Curriculum

The provincially prescribed curriculum for Applications of Physics 11 and 12 is structured in terms of curriculum organizers. The main body of this IRP consists of four columns of information for each organizer. These columns describe:

• provincially prescribed learning outcome statements
• suggested instructional strategies for achieving the outcomes
• suggested assessment strategies for determining how well students are achieving the outcomes
• provincially recommended learning resources

Prescribed Learning Outcomes

Learning outcome statements are content standards for the provincial education system. Prescribed learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and be able to do in each grade. Learning outcomes are clearly stated and expressed in observable terms. All learning outcomes complete this stem: "It is expected that students will. . . ." Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depend on the professional judgment of teachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the use of techniques, activities, and methods that can be employed to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that will enable their students to achieve the prescribed outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a variety of ways to gather information about student performance. Some assessment strategies relate to specific activities; others are general. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Provincially Recommended Learning Resources

Provincially recommended learning resources are materials that have been reviewed and evaluated by BC teachers in collaboration with the Ministry of Education according to a stringent set of criteria. They are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources that they find most relevant and useful for their students, and to supplement these with locally approved materials and resources to meet specific local needs. The recommended resources listed in the main body of this IRP are those that have a comprehensive coverage of significant portions of the curriculum, or those that provide a unique support to a specific segment of the curriculum. Appendix B contains a complete listing of provincially recommended learning resources to support this curriculum.

The Appendices

A series of appendices provides additional information about the curriculum and further support for the teacher.

• Appendix A lists the prescribed learning outcomes for the curriculum arranged by curriculum organizer.
• Appendix B contains a comprehensive, annotated list of the provincially recommended learning resources for this curriculum. This appendix will be updated as new resources are evaluated.
• Appendix C outlines the cross-curricular reviews used to ensure that concerns such as equity, access, and the inclusion of specific topics are addressed by all components of this IRP.
• Appendix D contains assistance for teachers related to provincial evaluation and reporting policy. Prescribed learning outcomes have been used as the source for samples of criterion-referenced evaluation.
• Appendix E acknowledges the many people and organizations that have been involved in the development of this IRP.

Explanation of Section		Curriculum Sub-Organizer as seen on the World Wide Web
Grade and Curriculum Organizer		Grade 11 - Force (Linear Mechanical Systems) This sub-organizer contains the following sections: Prescribed Learning Outcomes Suggested Instructional Strategies Suggested Assessment Strategies Recommended Learning Resources
Internal links to each section of the document
Prescribed Learning Outcomes		PRESCRIBED LEARNING OUTCOMES It is expected that students will: design, construct, and calibrate devices capable of measuring force describe the role of forces in common situations identify units appropriate for measuring forces explain the importance of force direction and magnitude describe the effects of balanced and unbalanced forces on objects distinguish between scalar and vector quantities use vector analysis to solve problems involving parallel forces apply different forces to an elastic object, measure the extension, plot the data, and interpret the results
Navigational Links to similar sub-organizers
Suggested Instructional Strategies		SUGGESTED INSTRUCTIONAL STRATEGIES By applying and measuring forces in a variety of group activities, students become familiar with the concept of force. As they design and construct their own devices for measuring force, they gain an appreciation of individual forces and their net results. Throw a toy parachutist into the air. Discuss how the concept of unbalanced and balanced forces relates to the rate at which a parachutist falls. Form pairs and have each pair develop an explanation for what causes a parachutist to reach terminal velocity and why this value is lower when a parachute is open. Ask pairs to present their explanations to the class. Have students use diagrams to represent the forces acting on the parachutist as vectors. Create a slingshot by clamping an elastic band to a desk at two points. Propel a wad of paper into the air three times, each time pulling the band back in a different direction, left or right, thus changing the direction of flight. Ask students to describe the relation between the direction of flight and the direction that the elastic band was pulled back. As a class, identify situations in everyday life in which an understanding of forces is useful. Conduct a site visit to analyse how houses, buildings, and bridges are designed to ensure that all forces acting on them are balanced to keep the structures in equilibrium. As a follow-up, ask students in groups to construct models of structures such as bridges or towers. Have students use simple springs or elastic bands to design and construct devices capable of measuring force. Ask them to calibrate their devices, showing the force applied, then participate in a science challenge to see which device is most accurate.
Suggested Assessment Strategies		SUGGESTED ASSESSMENT STRATEGIES Students can demonstrate their understanding of the effects of forces on objects by correctly using terms, finding solutions, and applying force concepts to real-world situations. Ask each student to determine a means of measuring the forces involved in a linear mechanical system by investigating the operation of a parachute, or the effects of helium versus CO2 in a balloon. Observe the extent to which students use the following terms appropriately in their descriptions: unbalanced and balanced forces vector or scalar quantities direction of forces To check students' understanding of relationships between the extension or compression of a spring, the magnitude of the spring constant, and their applications, have students report on these factors in applications such as dump-truck helper springs, automobile springs, spring-door closures, and one application of their own choosing. In assessing students' reports, determine the extent to which they are able to: explain the spring's function in each application describe the forces acting in each situation plot the relationships between force and the extension or compression Have students use their self-assessment journals to reflect on relationships and concepts of linear force in a mechanical system. Guiding comments might include: In this session I learned __________________ . I would describe the effect that linear forces have on mechanical systems as __________________ . One question I still have is __________________ . Note the extent to which students' journal entries indicate understanding of linear forces. Also note any areas of possible confusion or uncertainty. This information could be used as a basis for later review.
Provincially Recommended Learning Resources		RECOMMENDED LEARNING RESOURCES Print Material 75 Easy Physics Demonstrations Advanced Level Physics, Seventh Edition Cambridge Coordinated Science: Physics Conceptual Physics, Third Edition Heinemann Advanced Science: Physics Physics: Principles and Problems, American Edition Physics: Principles and Problems, Canadian Edition Video Hidden by Time: Seeing the Physical World with High-Speed Cameras Physics Demonstrations in Mechanics: Parts III - VI Software Interactive Physics: Student Edition
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Last Modified: April 1, 1998.
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