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Summary
All of the curriculum expectations will be covered throughout this course. Of course, some expectations are more important than others.
Expectations 1.1 and 1.2 will be addressed in the group project that will serve as a summative evaluation. Students will have a choice of topics and may choose their own topic if the suggested ones don't appeal to them. Students will need to:
There are many definitions and terms to understand. Expectations 2.1, 3.1 and 3.2 will define these terms. The remaining expectations 2.2, 2.3, 2.4, 3.3, 3.4 will be practical applications of the various definitions and terminology use. The practical applications will be addressed as hands-on lab using experiential learning, direct observations and computer simulations. I do not know specifically what equipment will be available in the classroom. If equipment is not available (i.e ripple tank), I will use a computer simulation (PhET, Gizmos etc.) in lieu of. If I am running behind, I would treat expectations 3.3 and 3.4 as lower priority items. I would drop expectation 3.4 first. If certain expectations are omitted I will need to revise the unit test accordingly. |
Assessment and Evaluation
This unit will begin with a diagnostic assessment, ideally it will be conducted on the last day of the previous unit (gravitational fields, electric, and magnetic fields). I want to know how much students remember from SPH3U and the optics unit in SNC2D. This will provide a viewpoint into how much of the basic material needs to be reviewed and readdressed.
Formative assessments will be ongoing and varied in nature utilizing exit tickets, homework (spot checking), and worksheets etc. Ideally there will be some form of work product produced each day. Summative assessments will consist of a quiz, unit test, unit project and 2 labs. Students will have advance notice of due dates. Students will be assessed on the six learning skills identified in Growing Success.
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Diversity and Special Needs
Academic Needs:
Students who finish early - added extra worksheets/questions for this group to work ahead. Students who need extra help - work one on one during the activity period and encourage them to come in a lunch time or after school for extra help. Behavioural/Social/Emotional Needs: I tried to minimize the amount of direct instruction and use experiential learning as much as possible. There will be a lot of opportunities for group work and to get up and move around (kinesthetic learners). As I am a visual learner, I will incorporate lots of pictures and use both the written and spoken word. Physical Needs: I will adapt to these requirements as they arise. I am hard of hearing and understand the issues this group will likely encounter. As for issues with vision, I will adapt to the students needs. If there are any physical (mobility) issues will adjust the classroom as needed. Diversity Needs: ESL/ELL students - I tried to use simple language for this group and lots of pictures. Ethnic Diversity - treat everyone with respect. In my classroom everyone is equal. Students with IEPs: Accommodations and modifications will be made as required in accordance with IEPs. |
Downloadable files
Note: I did not create all the worksheets and handouts. The completed handouts with answer keys can be found below:
0. All files zipped
1. Unit Plan
2. Unit Project
3. Unit Test
4. Day 1 Activity - Refraction
5a. Day 3 - Double Slit Lab
5b. Day 3 - Double Slit Lab Answer Key
6a. Day 3 - Terminology Review
6b. Day 3 - Terminology Review Answer Key
7. Exit Ticket
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Resources
Dr. Quantum - Double Slit Experiment. (2006, September 13).
Retrieved from YouTube: http://www.youtube.com/watch?v=DfPeprQ7oGc
DIY Laser Show: Number 1. (2007, March 5).
Retrieved from YouTube: http://www.youtube.com/watch?v=Imz7IYEJZJ4
Modern Physics for High School. (2013, January).
Retrieved from Roberta Tevlin: http://roberta.tevlin.ca/
Bruni, D., Dick, G., Speijer, J., & Stewart, C. (2012). Nelson Physics 12. Nelson Education Ltd.
Interactive Simulations. (n.d.).
Retrieved from University of Colorado at Boulder: http://phet.colorado.edu/
Thomas Altman Laser Videos. (n.d.).
Retrieved from Altman Science: http://altmanscience.com/Lasers.html
The idea and rubric for the group project is adapted from Gillian Evans, Associate Teacher's Forces in the "Wheel" world project.
Retrieved from YouTube: http://www.youtube.com/watch?v=DfPeprQ7oGc
DIY Laser Show: Number 1. (2007, March 5).
Retrieved from YouTube: http://www.youtube.com/watch?v=Imz7IYEJZJ4
Modern Physics for High School. (2013, January).
Retrieved from Roberta Tevlin: http://roberta.tevlin.ca/
Bruni, D., Dick, G., Speijer, J., & Stewart, C. (2012). Nelson Physics 12. Nelson Education Ltd.
Interactive Simulations. (n.d.).
Retrieved from University of Colorado at Boulder: http://phet.colorado.edu/
Thomas Altman Laser Videos. (n.d.).
Retrieved from Altman Science: http://altmanscience.com/Lasers.html
The idea and rubric for the group project is adapted from Gillian Evans, Associate Teacher's Forces in the "Wheel" world project.