Courses

Manitoba · Grade 11

Physics, Grade 11

  • 30S

Manitoba’s Grade 11 science course, from Unit 1: Waves to Unit 4: Fields.

Learn thisPractice test
Units
4
Lessons
11
Skills
90
Provincial exam
None
Official curriculum
Manitoba Education

Unit by unit

Every skill in the course, with its official code.

Unit 1 · 28 skills

Unit 1: Waves

Waves in One Dimension

Waves in Two Dimensions

Sound

The official wording · 28 outcomes
S3P-1-01
Describe a wave as a transfer of energy. Include: medium, mechanical wave, pulse, periodic wave
S3P-1-02
Describe, demonstrate, and diagram the characteristics of transverse and longitudinal waves. Include: crest, trough, amplitude, wavelength, compression, rarefaction
S3P-1-03
Compare and contrast the frequency and period of a periodic wave. Include: T =
S3P-1-04
Derive and solve problems, using the wave equation (v = fλ).
S3P-1-05
Describe, demonstrate, and diagram the transmission and reflection of waves travelling in one dimension. Include: free and fixed ends, different media
S3P-1-06
Use the principle of superposition to illustrate graphically the result of combining two waves. Include: constructive and destructive interference, nodes, antinodes, standing waves
S3P-1-07
Investigate the historical development of a significant application of communications technology that uses waves. Examples: telephone, radio, television, cell phone, communications satellite, motion detectors, remote controls…
S3P-1-08
Describe and give examples of two-dimensional waves.
S3P-1-09
Compare and contrast a wavefront and a wave ray.
S3P-1-10
Describe, demonstrate, and diagram the reflection of plane (straight) and circular waves. Include: linear and parabolic reflectors
S3P-1-11
Describe, demonstrate, and diagram the refraction of plane (straight) waves.
S3P-1-12
Derive Snell’s Law using the relationships between wavelength, velocity, and the angles of incidence and refraction.
S3P-1-13
Experiment to demonstrate Snell’s Law.
S3P-1-14
Describe, demonstrate, and diagram diffraction of water waves.
S3P-1-15
Describe, demonstrate, and diagram how constructive and destructive interference produce an interference pattern from two point sources.
S3P-1-16
Derive the path difference relationship for the interference pattern from two point sources
S3P-1-17
Investigate to analyze and explain how sounds are produced, transmitted, and detected, using examples from nature and technology. Examples: production of sound by a vibrating object, drums, guitar strings, cricket, hummingbird, dolphin, piezocrystal, speakers…
S3P-1-18
Use the decision-making process to analyze an issue related to noise in the environment. Examples: sonic boom, traffic noise, concert halls, loudspeakers, leaf blowers…
S3P-1-19
Design, construct (or assemble), test, and demonstrate a technological device to produce, transmit, and/or control sound waves for a useful purpose. Examples: sound barrier or protective headphones to reduce the effects of noise, electromagnetic speakers, echo chamber, microphone, musical instruments, guitar pickup, electronic tuner, sonar detector, anechoic chamber, communication devices…
S3P-1-20
Describe and explain in qualitative terms what happens when sound waves interact (interfere) with one another. Include: production of beats
S3P-1-21
Experiment to analyze the principle of resonance and identify the conditions required for resonance to occur. Include: open- and closed-column resonant lengths
S3P-1-22
Experiment to calculate the speed of sound in air.
S3P-1-23
Compare the speed of sound in different media, and explain how the type of media and temperature affect the speed of sound.
S3P-1-24
Explain the Doppler effect, and predict in qualitative terms the frequency change that will occur for a stationary and a moving observer.
S3P-1-25
Define the decibel scale qualitatively, and give examples of sounds at various levels.
S3P-1-26
Describe the diverse applications of sound waves in medical devices, and evaluate the contribution to our health and safety of sound-wave- based technologies. Examples: hearing aid, ultrasound, stethoscope, cochlear implants…
S3P-1-27
Explain in qualitative terms how frequency, amplitude, and wave shape affect the pitch, intensity, and quality of tones produced by musical instruments. Include: wind, percussion, stringed instruments
S3P-1-28
Examine the octave in a diatonic scale in terms of frequency relationships and major triads.

Key ideas

  1. A wave transfers energy through a medium without transferring matter.

  2. A two-dimensional wave spreads across a surface, such as ripples on water.

  3. Sound is produced by a vibrating object, transmitted as a longitudinal wave through a medium, and detected by the ear or a sensor.

  4. A mechanical wave needs a medium; a single disturbance is a pulse, and a repeating one is a periodic wave.

  5. We describe it using wavefronts spreading outward from a source.

Watch out for

  • Thinking a wave carries the medium along with it.
  • Thinking waves only travel in one dimension.
  • Thinking sound can travel through a vacuum.

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

Unit 2 · 17 skills

Unit 2: The Nature of Light

Models, Laws, and Theories

The Particle and Wave Models of Light

The official wording · 17 outcomes
S3P-2-01
Use a mystery container activity to outline the relationships among observations, inferences, models, and laws.
S3P-2-02
Plan and perform an experiment to identify a linear pattern between two variables and state the pattern as a mathematical relationship (law). Include: visual, numeric, graphical, and symbolic modes of representation
S3P-2-03
Describe the relationships among knowledge claims, evidence, and evidential arguments. Include: atomic model of matter, a relevant advertising claim
S3P-2-04
Outline the tentative nature of scientific theories. Include: speculative and robust theories
S3P-2-05
Describe the characteristics of a good theory. Include: accuracy, simplicity, and explanatory power
S3P-2-06
Outline several historical models used to explain the nature of light. Include: tactile, emission, particle, wave models
S3P-2-07
Summarize the early evidence for Newton’s particle model of light. Include: propagation, reflection, refraction, dispersion
S3P-2-08
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 (v r > v i ).
S3P-2-09
Outline the historical contribution of Galileo, Rœmer, Huygens, Fizeau, Foucault, and Michelson to the development of the measurement of the speed of light.
S3P-2-10
Describe phenomena that are discrepant to the particle model of light. Include: diffraction, partial reflection and refraction of light
S3P-2-11
Summarize the evidence for the wave model of light. Include: propagation, reflection, refraction, partial reflection/refraction, diffraction, dispersion
S3P-2-12
Compare the velocity of light in a refractive medium predicted by the wave model with that predicted in the particle model.
S3P-2-13
Outline the geometry of a two-point-source interference pattern, using the wave model.
S3P-2-14
Perform Young’s experiment for double-slit diffraction of light to calculate the wavelength of light. Include:
S3P-2-15
Describe light as an electromagnetic wave.
S3P-2-16
Discuss Einstein’s explanation of the photoelectric effect qualitatively.
S3P-2-17
Evaluate the particle and wave models of light and outline the currently accepted view. Include: the principle of complementarity

Key ideas

  1. An observation is what we directly detect; an inference is a conclusion drawn from it.

  2. Early ideas about light included tactile and emission models, later replaced by the particle and wave models.

  3. A model represents how something works, and a law states a regular pattern.

  4. Each model tried to explain how light travels and interacts.

  5. A linear pattern between two variables can be expressed visually, numerically, graphically, and symbolically.

Watch out for

  • Confusing an observation with an inference.
  • Thinking the wave model was always accepted.
  • Thinking a model and a law are the same.

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

Unit 3 · 13 skills

Unit 3: Mechanics

Kinematics

Dynamics

The official wording · 13 outcomes
S3P-3-01
Differentiate between, and give examples of, scalar and vector quantities. Examples: distance, speed, mass, time, temperature, volume, weight, position, displacement, velocity, acceleration, force…
S3P-3-02
Differentiate among position, displacement, and distance.
S3P-3-03
Differentiate between the terms “an instant” and “an interval” of time.
S3P-3-04
Analyze the relationships among position, velocity, acceleration, and time for an object that is accelerating at a constant rate. Include: transformations of position-time, velocity-time, and acceleration-time graphs using slopes and areas
S3P-3-05
Compare and contrast average and instantaneous velocity for non- uniform motion. Include: slopes of chords and tangents
S3P-3-06
Illustrate, using velocity-time graphs of uniformly accelerated motion, that average velocity can be represented as and that displacement can be calculated as
S3P-3-07
Solve problems, using combined forms of
S3P-3-08
Identify the four fundamental forces of nature.
S3P-3-09
Perform an experiment to demonstrate Newton’s Second Law
S3P-3-10
Define the unit of force as the newton.
S3P-3-11
Define as the vector sum of all forces acting on a body. Include: force of friction, normal force, gravitational force, applied forces
S3P-3-12
Construct free-body diagrams to determine the net force for objects in various situations. Include: balanced and unbalanced forces, inclined planes
S3P-3-13
Solve problems, using Newton’s Second Law and the kinematics equations from S3P-3-07. Include: forces applied along a straight line and perpendicular forces

Key ideas

  1. A scalar has magnitude only (distance, speed, mass); a vector has magnitude and direction (displacement, velocity, force).

  2. The four fundamental forces are gravitational, electromagnetic, strong nuclear, and weak nuclear.

  3. Direction is what distinguishes a vector from a scalar.

  4. Everyday forces such as friction ultimately arise from these.

  5. Position is location relative to an origin; distance is total path length (scalar); displacement is the straight-line change in position (vector).

Watch out for

  • Confusing speed (scalar) with velocity (vector).
  • Thinking friction is a fundamental force.
  • Thinking all physical quantities have direction.

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

Unit 4 · 32 skills

Unit 4: Fields

Gravitational Fields

Electric Fields

Magnetic Fields

Electromagnetism

The official wording · 32 outcomes
S3P-4-01
Define the gravitational field qualitatively as the region of space around a mass where another point mass experiences a force.
S3P-4-02
Diagram the Earth’s gravitational field, using lines of force.
S3P-4-03
Define the gravitational field quantitatively as a force per unit mass.
S3P-4-04
Compare and contrast the terms “mass” and “weight.”
S3P-4-05
Describe, qualitatively and quantitatively, apparent weight changes in vertically accelerating systems. Examples: elevators, spacecraft…
S3P-4-06
Derive the acceleration due to gravity from free fall and Newton’s laws.
S3P-4-07
Perform an experiment to calculate g near the surface of the Earth.
S3P-4-08
Solve free-fall problems.
S3P-4-09
Describe terminal velocity, qualitatively and quantitatively.
S3P-4-10
Define the coefficient of friction (µ) as the ratio of the force of friction and the normal force.
S3P-4-11
Distinguish between static and kinetic friction.
S3P-4-12
Compare the effects of the normal force, materials involved, surface area, and speed on the force of friction.
S3P-4-13
Solve problems with the coefficient of friction for objects on a horizontal surface.
S3P-4-14
Define the electric field qualitatively as the region of space around a charge where a positive test charge experiences a force.
S3P-4-15
Diagram electric fields using lines of force with respect to a positive test charge. Include: single point charges (positive and negative), near two like charges, near two unlike charges, between a single charge and a charged plate, between two oppositely charged parallel plates
S3P-4-16
Define the electric field quantitatively as a force per unit charge (E = F/q) and solve problems using the unit field concept (F = qE).
S3P-4-17
Solve problems for the motion of charges between parallel plates where Fnet = Fe + Fg .
S3P-4-18
Describe a simplified version of Millikan’s experiment for the determination of the elementary charge (solve for charge when Fe = Fg ).
S3P-4-19
Define the elementary charge and convert between elementary charges and coulombs. Include: q = Ne
S3P-4-20
Define the magnetic field as the region of space around a magnet where another magnet will experience a force.
S3P-4-21
Demonstrate and diagram magnetic fields, using lines of force. Include: bar magnet, horseshoe magnet, between like poles, between unlike poles
S3P-4-22
Describe the concept of magnetic poles and demonstrate that like poles repel and unlike poles attract.
S3P-4-23
Describe magnetism, using the domain theory. Include: ferromagnetic materials, the attraction of iron objects to north and south poles
S3P-4-24
Investigate the influence and effects of the magnetic field of the Earth. Include: auroras, magnetic declination and inclination
S3P-4-25
Describe and demonstrate the phenomenon of electromagnetism.
S3P-4-26
Diagram and describe qualitatively the magnetic field around a current- carrying wire. Include: direction and intensity of the field
S3P-4-27
Diagram and describe qualitatively the magnetic field of a solenoid. Include: direction and intensity of the field
S3P-4-28
Describe and demonstrate the function of an electromagnet. Include: common applications of electromagnets
S3P-4-29
Perform a lab to demonstrate that B ∝ I for an electromagnetic field.
S3P-4-30
Describe the force on a current-carrying conductor in a magnetic field. Include: FB = BIl sinθ
S3P-4-31
Define the magnetic field quantitatively as a force per unit current element (i.e., B = F B /I l, where Il is a current element).
S3P-4-32
Solve problems, using F B = BIl.

Key ideas

  1. A gravitational field is the region around a mass where another mass experiences a gravitational force.

  2. An electric field is the region around a charge where a positive test charge experiences a force.

  3. A magnetic field is the region around a magnet where another magnet experiences a force.

  4. An electric current produces a magnetic field around it.

  5. The field extends outward from every mass and weakens with distance.

Watch out for

  • Thinking the field exists only when a second mass is present.
  • Confusing the field with the charge that creates it.
  • Confusing the field with the magnet itself.

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

Which course?

Manitoba has 4 science courses for Grade 11. Here they are side by side.

What a university, college or program asks for is theirs to say: check its admission page, and your school’s course guide.

The official curriculum

This page follows Manitoba’s own curriculum for Physics, Grade 11.

Senior 3 Physics: A Foundation for ImplementationManitoba Education · edu.gov.mb.ca · Read August 1, 2026

Study it in MapleMind

MapleMind teaches Physics, Grade 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.

Grade 9 Mathematics (10F) in the MapleMind app on a tablet: its units, Unit 2 open, and the skills done so far with their starsGrade 9 Mathematics (10F) in the MapleMind app on a phone: its units, Unit 2 open, and the skills done so far with their stars
Pictured: Grade 9 Mathematics (10F), another Manitoba course, partway through Unit 2.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Physics, Grade 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
33
Fillable fields
2,315
Price
$4.99
See the Course Companion

Questions about Physics, Grade 11

What is Physics, Grade 11?

Manitoba’s Grade 11 science course: 4 units and 90 skills, from Unit 1: Waves to Unit 4: Fields.

What units are in Physics, Grade 11?

1. Unit 1: Waves, 2. Unit 2: The Nature of Light, 3. Unit 3: Mechanics and 4. Unit 4: Fields.

Is there a provincial exam for Physics, Grade 11?

No. Manitoba gives no provincial exam for Physics, Grade 11.

What comes after Physics, Grade 11?

Biology, Grade 12 (Biology 40S), Chemistry, Grade 12 and Physics, Grade 12.

Can MapleMind help with Physics, Grade 11?

Yes. MapleMind teaches every skill of Physics, Grade 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.

Before this course

After this course

Get ready for Physics, Grade 11

Practise every skill of Physics, Grade 11 in MapleMind, free with daily limits.