British Columbia · Grade 11

Physics 11

  • PH 11

British Columbia’s Grade 11 science course, from Kinematics: Describing Motion to Lab Numeracy: Accuracy and Precision.

Units
5
Lessons
29
Skills
31
Provincial exam
None
Official curriculum
Province of British Columbia

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 8 skills

Kinematics: Describing Motion

Vectors and Scalars

  • Vectors and scalars: graphical addition and subtraction

    I can distinguish vector from scalar quantities and add or subtract vectors graphically to find a resultant.

Vector Components With Right-Angle Trigonometry

  • Vector components with right-angle trigonometry

    I can resolve a vector into perpendicular components with right-angle trigonometry and recombine components into a resultant.

Uniform and Accelerated Motion

  • Horizontal uniform and accelerated motion

    I can analyze and solve problems involving uniform and uniformly accelerated horizontal motion.

Vertical-Launch Projectile Motion

  • Vertical-launch projectile motion (1D)

    I can analyze a projectile launched straight up or dropped straight down under constant acceleration due to gravity.

Horizontal-Launch Projectile Motion

  • Horizontal-launch projectile motion

    I can analyze projectile motion launched horizontally from a height by treating horizontal and vertical components independently.

Angled-Launch (Full 2D) Projectile Motion

  • Angled-launch (full 2D) projectile motion

    I can analyze a projectile launched at an angle by resolving its initial velocity into components and applying independent horizontal and vertical analysis.

Graphical Methods: Slope and Lines of Best Fit

  • Graphical methods: slope and lines of best fit

    I can plot linear relationships from physical models and calculate the slope of a line of best fit with correct significant figures and units.

Graphical Methods: Interpolation, Extrapolation and Area Under the Curve

  • Graphical methods: interpolation, extrapolation and area under the curve

    I can interpolate and extrapolate values from a graph and calculate the area under a curve to find a physical quantity.

The official wording · 8 outcomes
1.1
vector and scalar quantities
1.2
vector and scalar quantities
1.3
horizontal uniform and accelerated motion
1.4
vertical launch
1.5
horizontal launch
1.6
angled launch
1.7
graphical methods in physics
1.8
graphical methods in physics

Key ideas

  1. A scalar has magnitude only — distance, speed, time, mass, energy. A vector has magnitude AND direction — displacement, velocity, acceleration, force.

  2. Any vector at an angle can be split into an x-component and a y-component: Fx=Fcos⁡θF_x = F\cos\theta and Fy=Fsin⁡θF_y = F\sin\theta, where θ\theta is measured from the x-axis.

  3. Uniform motion means constant velocity (zero acceleration): v=dtv = \frac{d}{t}.

  4. A vertically launched or dropped object undergoes uniformly accelerated motion with a=g=9.81 m/s2a = g = 9.81\ \text{m/s}^2 downward — the same kinematics equations apply as for horizontal motion, just along the vertical axis.

  5. Horizontal motion during a projectile's flight is uniform (constant velocity, no horizontal force if air resistance is ignored): dx=vxtd_x = v_x t.

Watch out for

  • Treating speed and velocity as interchangeable — speed is a scalar (magnitude only), velocity is a vector (magnitude and direction); a car circling a track at constant speed has constantly CHANGING velocity.
  • Mixing up sine and cosine — forgetting that which one gives the x-component versus the y-component depends on which angle is actually given in the problem.
  • Believing a moving object with zero acceleration must be slowing down — constant velocity (uniform motion) still has a=0a = 0.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 8 skills

Forces & Newton's Laws

Contact Forces and Their Factors

  • Contact forces and their factors

    I can identify contact forces and explain what changes their magnitude and direction.

Mass, Force of Gravity, and Apparent Weight

  • Mass, force of gravity, and apparent weight

    I can distinguish mass from weight and explain apparent weight in accelerating systems.

Newton's Laws of Motion

  • Newton's First Law: inertia and equilibrium

    I can apply Newton's First Law — inertia — and explain why constant velocity requires zero net force.

  • Newton's Second Law: net force and F = ma

    I can apply Newton's Second Law, F⃗net=ma⃗\vec{F}_{net} = m\vec{a}, to solve quantitative net-force problems.

  • Newton's Third Law: action-reaction pairs

    I can apply Newton's Third Law and explain why action-reaction pairs never cancel.

Free-Body Diagrams and Net Force

  • Free-body diagrams and net force

    I can construct free-body diagrams and use them to determine net force and write an equation of motion.

Balanced and Unbalanced Forces in Flat and Connected Systems

  • Balanced and unbalanced forces in flat and connected systems

    I can analyze one-body and multi-body force systems on flat surfaces — including angled forces, elevators, and connected bodies — to determine whether they are balanced or unbalanced.

Inclined Planes and Angled-Force Analysis

  • Inclined-plane and angled-force component analysis

    I can resolve forces on an inclined plane into ramp-parallel and ramp-perpendicular components and determine the resulting motion.

The official wording · 8 outcomes
2.1
contact forces and the factors that affect magnitude and direction
2.2
mass, force of gravity, and apparent weight
2.3
the concept of mass as a measure of inertia
2.4
net force from one or more forces
2.5
actions/reactions happen at the same time in pairs
2.6
Newton’s laws of motion and free-body diagrams
2.7
one-body and multi-body systems
2.8
inclined planes

Key ideas

  1. Contact forces require touching surfaces: the normal force (perpendicular to the surface, supports weight), friction (parallel to the surface, opposes relative sliding), spring force, and tension force.

  2. Mass is the amount of matter in an object (kg) — it does not change with location. Weight is the force of gravity on that mass, Fg=mgF_g = mg, and DOES change with the local gravitational field.

  3. Newton's 1st law (inertia): an object at rest stays at rest, and an object in motion stays in motion at constant velocity, in a straight line, unless acted on by a net (unbalanced) force.

  4. A free-body diagram shows ONLY the forces acting ON the object of interest (not forces it exerts on other things), each drawn as an arrow from a single point representing the object.

  5. Balanced forces sum to a net force of zero — the object is at rest or moving at constant velocity (Newton's 1st law). Unbalanced forces sum to a nonzero net force — the object accelerates in the direction of the net force (Newton's 2nd law).

Watch out for

  • Assuming the normal force always equals gravity's pull (weight) — true only when the surface is horizontal and no other vertical forces act.
  • Using "mass" and "weight" interchangeably in everyday speech carries into physics, where they are fundamentally different quantities (kg vs. newtons).
  • Believing that "a force is needed to keep an object moving" — Newton's 1st law says an object in motion continues on its own; a force is only needed to CHANGE its motion.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 7 skills

Energy, Work, Power & Circuits

Conservation of Energy and the Work-Energy Principle

  • Conservation of energy and the work-energy principle

    I can apply the work-energy principle and the law of conservation of energy to mechanical systems.

Power and Efficiency

  • Power and efficiency

    I can calculate power as the rate of doing work, and efficiency as the ratio of useful output to total input.

Simple Machines and Mechanical Advantage

  • Simple machines and mechanical advantage

    I can calculate mechanical advantage for simple machines and explain the force-distance trade-off.

Applications of Simple Machines by First Peoples

  • Applications of simple machines by First Peoples

    I can identify simple-machine principles in First Peoples technologies.

DC Circuits: Ohm's Law, Series and Parallel

Kirchhoff's Laws, EMF and Terminal Voltage

  • Kirchhoff's laws, EMF and terminal voltage

    I can apply Kirchhoff's laws to multi-loop circuits and distinguish EMF from terminal voltage.

Thermal Equilibrium and Specific Heat Capacity

  • Thermal equilibrium and specific heat capacity

    I can explain thermal equilibrium and calculate heat transfer using specific heat capacity.

The official wording · 7 outcomes
3.1
conservation of energy; principle of work and energy
3.2
power and efficiency
3.3
simple machines and mechanical advantage
3.4
applications of simple machines by First Peoples
3.5
electric circuits (DC), Ohm’s law, and Kirchhoff’s laws
3.6
electric circuits (DC), Ohm’s law, and Kirchhoff’s laws
3.7
thermal equilibrium and specific heat capacity

Key ideas

  1. Work is done when a force causes displacement: W=Fdcos⁡θW = Fd\cos\theta, where θ\theta is the angle between the force and the direction of motion.

  2. Power is the rate at which work is done (or energy is transferred): P=WtP = \frac{W}{t}, measured in watts (1 W=1 J/s1\ \text{W} = 1\ \text{J/s}).

  3. Mechanical advantage compares output force to input force: MA=FoutFinMA = \frac{F_{out}}{F_{in}} — an MAMA greater than 1 means the machine multiplies force.

  4. First Peoples technologies apply the same simple-machine principles found in the formal physics of levers, wedges, and inclined planes — refined and passed down through generations of careful observation.

  5. Ohm's law relates voltage, current, and resistance: V=IRV = IR.

Watch out for

  • Thinking work is done any time a force is applied, even if there is no displacement in the force's direction (holding a heavy box still does zero physics-work, however tiring it feels).
  • Confusing power and work/energy — believing a "more powerful" device necessarily does more total work, rather than the same (or even less) work in less time.
  • Believing a simple machine "creates" extra force or energy from nothing, rather than trading a smaller input force for a longer input distance.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 6 skills

Mechanical Waves & Sound

Generation and Propagation of Waves

  • Generation and propagation of waves

    I can explain how mechanical waves are generated and propagate through a medium, distinguishing transverse from longitudinal and linear from circular propagation.

Properties of Waves Versus Properties of the Medium

  • Properties of waves versus properties of the medium

    I can distinguish the properties of a wave from the properties of the medium it travels through.

Wave Behaviours: Reflection, Refraction, Transmission, Diffraction

  • Wave behaviours: reflection, refraction, transmission, diffraction

    I can describe and predict wave behaviour at a boundary between media — reflection, refraction, transmission, and diffraction.

Interference, Standing Waves and the Doppler Shift

  • Interference, standing waves and the Doppler shift

    I can apply the law of superposition to predict interference and standing waves, and explain the Doppler shift.

Characteristics of Sound

Resonance and Frequency of Sound

  • Resonance and frequency of sound

    I can explain resonance and relate the resonant frequencies of strings and air columns to standing waves.

The official wording · 6 outcomes
4.1
generation and propagation of waves
4.2
properties and behaviours of waves
4.3
properties and behaviours of waves
4.4
properties and behaviours of waves
4.5
characteristics of sound
4.6
resonance and frequency of sound

Key ideas

  1. A mechanical wave is generated by an oscillating (vibrating) source, which disturbs the medium immediately around it; the wave propagates as each particle interacts with its neighbour, passing the disturbance along — the particles themselves oscillate around a fixed position and don't travel with the wave.

  2. Wave properties: amplitude (maximum displacement from rest), wavelength λ\lambda (distance between repeating points), period TT (time for one full cycle), and frequency f=1Tf = \frac{1}{T} (cycles per second), linked by v=fλv = f\lambda.

  3. Reflection: a wave bounces off a boundary — at a fixed end, the reflected wave inverts; at an open (free) end, it reflects without inverting.

  4. The law of superposition: when two waves overlap, their displacements add together at each point — constructive interference (crests align, larger amplitude) or destructive interference (crest meets trough, reduced or cancelled amplitude).

  5. Sound is a longitudinal wave — the medium's particles vibrate back and forth along the SAME direction the wave travels, creating compressions and rarefactions.

Watch out for

  • Believing the medium itself travels along with the wave (e.g. thinking water molecules ride all the way to shore in an ocean wave) rather than recognizing only energy is transported.
  • Confusing amplitude (height of the wave) with wavelength (length between repeats) — they describe completely different aspects of a wave and change independently.
  • Assuming all reflections invert the wave, without distinguishing a fixed-end reflection (inverts) from an open-end reflection (does not invert).

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 5 · 2 skills

Lab Numeracy: Accuracy and Precision

Significant Figures and Rounding Rules

  • Significant figures and rounding rules

    I can identify the number of significant figures in a measurement and apply rounding rules when calculating with measured quantities.

Measurement Uncertainty and Scientific Notation

  • Measurement uncertainty and scientific notation

    I can state measurement uncertainty, calculate percent error, and write quantities in scientific notation.

The official wording · 2 outcomes
5.1
significant figures
5.2
Apply the concepts of accuracy and precision to experimental procedures and data: — significant figures — uncertainty — scientific notation

Key ideas

  1. Significant figures are all the digits known reliably in a measurement, plus one estimated digit — they represent the actual precision of the measuring tool, not just how many digits you can write down.

  2. Every measurement carries an uncertainty, usually estimated as half the smallest division on the instrument (e.g. a ruler marked in mm has an uncertainty of ±0.5 mm\pm 0.5\ \text{mm}) — reported as value±uncertainty\text{value} \pm \text{uncertainty}.

  3. When adding or subtracting measured values, the answer is rounded to match the LEAST precise decimal place among the values; when multiplying or dividing, the answer is rounded to match the FEWEST significant figures among the values.

  4. Percent error compares an experimental result to a known/theoretical value: % error\%\ \text{error} =∣experimental−theoretical∣theoretical×100%= \frac{|\text{experimental} - \text{theoretical}|}{\text{theoretical}} \times 100\%; percent difference compares two experimental results to each other when no accepted value exists.

  5. Leading zeros are never significant, trailing zeros after a decimal point ARE significant, and zeros between other digits are always significant — these rules let you count sig figs consistently in any measurement.

Watch out for

  • Assuming every digit written down is automatically significant, ignoring the specific rules for leading zeros, trailing zeros, and zeros between digits.
  • Reporting a measurement with no stated uncertainty at all, as if the instrument could measure with perfect precision.
  • Applying the multiplication/division rounding rule (matching fewest sig figs) to an addition/subtraction problem, which actually needs the least-precise-decimal-place rule instead.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

The official curriculum

This page follows British Columbia’s own curriculum for Physics 11.

Study it in MapleMind

MapleMind teaches Physics 11 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Chemistry 11 in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsChemistry 11 in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Chemistry 11, another British Columbia course, partway through Unit 1.

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Course Companion

Your year in one workbook

A fun way to keep Physics 11 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

Pages
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See the Course Companion

Questions about Physics 11

What is Physics 11?

British Columbia’s Grade 11 science course: 5 units and 31 skills, from Kinematics: Describing Motion to Lab Numeracy: Accuracy and Precision.

What units are in Physics 11?

1. Kinematics: Describing Motion, 2. Forces & Newton's Laws, 3. Energy, Work, Power & Circuits, 4. Mechanical Waves & Sound and 5. Lab Numeracy: Accuracy and Precision.

Is there a provincial exam for Physics 11?

No. British Columbia gives no provincial exam for Physics 11.

What textbook does Physics 11 use?

Each school district in British Columbia chooses its own textbooks, so ask your teacher which one your class uses.

What comes after Physics 11?

Biology 12, Chemistry 12 and Physics 12.

Can MapleMind help with Physics 11?

Yes. MapleMind teaches every skill of Physics 11, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

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