New Brunswick · Grade 11
Physics 11
New Brunswick’s Grade 11 science course, from Kinematics to Waves.
- Units
- 4
- Lessons
- 10
- Skills
- 51
- Provincial exam
- None
- Official curriculum
- gnb.ca
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 13 skills
Kinematics
Describing motion
Questions from motion problems
I can identify investigable questions arising from practical motion problems.
Skill 1.1
Frame of reference
I can identify the frame of reference for a described motion.
Skill 1.2
Vectors for motion
I can represent force, velocity, and acceleration as vectors with magnitude and direction.
Skill 1.3
Displacement, velocity, and time
I can analyse displacement-velocity-time relationships graphically and mathematically.
Skill 1.4
Designing and analysing a motion experiment
Designing a motion experiment
I can design a controlled experiment to investigate motion.
Skill 1.5
Selecting instruments and processes
I can select suitable instruments and processes for measuring motion.
Skill 1.6
Carrying out procedures
I can carry out a motion procedure, controlling variables and adapting as needed.
Skill 1.7
Using instruments accurately
I can use motion instruments accurately to collect data.
Skill 1.8
Displaying motion data
I can display motion data clearly using tables, graphs, and diagrams.
Skill 1.9
Interpreting patterns in data
I can interpret patterns in motion data and infer the relationship among variables.
Skill 1.10
Theoretical vs empirical values
I can compare theoretical and measured values and explain any discrepancy.
Skill 1.11
Extending the investigation
Displaying evidence (second investigation)
I can compile and display evidence from a second, extended motion investigation.
Skill 1.12
Interpreting patterns (extended)
I can interpret trends and calculate relationships from an extended motion data set.
Skill 1.13
The official wording · 13 outcomes
- 1.1
- identify questions to investigate that arise from practical problems and issues
- 1.2
- identify the frame of reference for a given motion
- 1.3
- use vectors to represent force, velocity, and acceleration
- 1.4
- analyse graphically and mathematically the relationship among displacement, velocity, and time
- 1.5
- design an experiment identifying and controlling major variables
- 1.6
- evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring, and decision making
- 1.7
- carry out procedures controlling the major variables and adapting or extending procedures where required
- 1.8
- use instruments effectively and accurately for collecting data
- 1.9
- compile and display evidence and information, by hand or computer, in a variety of formates, including diagrams, flow charts, tables, graphs, and scatter plots
- 1.10
- interpret patterns and trends in data, and infer or calculate linear and non-linear realationships among variables
- 1.11
- compare theoretical and empirical values and account for discrepancies
- 1.12
- compile and display evidence and information, by hand or computer, in a variety of formates, including diagrams, flowcharts, tables, graphs, and scatter plots
- 1.13
- interpret patterns and trends in data, and infer or calculate linear and non-linear relationships among variables
Key ideas
A good investigable question is specific, measurable, and about a relationship between variables.
Identify the independent variable (e.g. ramp angle), dependent variable (e.g. acceleration), and controls.
Extended investigations may need a scatter plot to reveal a subtler relationship.
Practical motion problems (braking distance, projectile range) suggest testable questions.
A fair test changes one variable while holding others constant.
Watch out for
- Asking a question no experiment could answer.
- Changing more than one variable at once.
- Forcing a straight line through scattered data.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 7 skills
Dynamics
Forces and Newton's laws
Representing forces as vectors
I can represent forces as vectors and combine them to find a net force.
Skill 2.1
Newton's laws of motion
I can apply Newton's three laws to explain inertia, F=ma, and interacting objects.
Skill 2.2
Impulse and momentum
I can relate impulse to change in momentum using Newton's second law.
Skill 2.3
Investigating forces in the lab
Using instruments accurately (forces)
I can use instruments accurately to collect force and motion data.
Skill 2.4
Displaying force data
I can display force-and-acceleration data clearly.
Skill 2.5
Interpreting force-data patterns
I can interpret a force-data trend and infer the F = ma relationship.
Skill 2.6
Stating a conclusion
I can state a conclusion that links the evidence to the original question.
Skill 2.7
The official wording · 7 outcomes
- 2.1
- use vectors to represent force
- 2.2
- apply Newton’s laws of motion to explain inertia, the relationship among force, mass, and acceleration and the interaction of objects
- 2.3
- use Newton’s second law to show how impulse is related to change in momentum
- 2.4
- use instruments accurately for collecting data
- 2.5
- compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots
- 2.6
- interpret patterns and trends in data and infer or calculate linear and non-linear relationships among variables
- 2.7
- provide a statement that addresses the problem or answers the question investigated in light of the link between data and the problem
Key ideas
A force has magnitude and direction, drawn as an arrow.
A spring scale or force sensor measures force; a motion sensor measures acceleration.
Multiple forces on an object add as vectors to give the net (resultant) force.
Zero the force sensor before use and read at full precision.
Balanced forces give zero net force; unbalanced forces cause acceleration.
Watch out for
- Forgetting a force (like friction or normal force) on a free-body diagram.
- Not zeroing the force sensor.
- Adding force magnitudes without direction.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 19 skills
Work and Energy
Work, power, and energy
Work: force and distance
I can calculate work from force and distance.
Skill 3.1
Power: work and time
I can calculate power from work and time.
Skill 3.2
Conservation of energy
I can apply the law of conservation of energy to mass, height, speed, and heat.
Skill 3.3
Mechanical energy
I can calculate mechanical energy as the sum of kinetic and potential energy.
Skill 3.4
Energy in kinematics and dynamics
I can solve kinematics and dynamics problems using the mechanical energy concept.
Skill 3.5
The work-energy theorem
I can apply the work-energy theorem to energy transformations.
Skill 3.6
Efficiency of energy transformations
I can calculate the percentage efficiency of an energy transformation.
Skill 3.7
Waves as energy transfer
Longitudinal and transverse waves
I can describe transverse and longitudinal waves as carriers of energy.
Skill 3.8
The wave equation
I can apply the wave equation v = f lambda to predict wave behaviour.
Skill 3.9
Reflection and refraction
I can apply the laws of reflection and refraction to predict wave paths.
Skill 3.10
Interference and diffraction
I can explain wave interference and diffraction qualitatively and quantitatively.
Skill 3.11
EM radiation and sound properties
I can compare the properties of electromagnetic radiation and sound.
Skill 3.12
Producing and transmitting wave energy
I can describe how sound and EM radiation are produced and transmitted as energy.
Skill 3.13
Investigating energy in the lab
Designing an energy experiment
I can design a controlled experiment to investigate energy.
Skill 3.14
Operational definitions
I can write operational definitions of the variables in an energy investigation.
Skill 3.15
Sampling procedures
I can implement appropriate sampling procedures in an energy investigation.
Skill 3.16
Selecting and integrating information
I can select and integrate information from multiple sources on an energy topic.
Skill 3.17
Evaluating data quality
I can evaluate the relevance, reliability, and adequacy of energy data.
Skill 3.18
Building and testing a prototype
I can build, test, and troubleshoot a prototype device that transforms energy.
Skill 3.19
The official wording · 19 outcomes
- 3.1
- analyse quantitatively the relationships among force, distance, and work
- 3.2
- analyse quantitatively the relationships among work, time, and power
- 3.3
- analyse quantitatively the relationships among mass, height, speed, and heat energy using the law of conservation of energy
- 3.4
- describe quantitatively mechanical energy as the sum of kinetic and potential energies
- 3.5
- analyse quantitatively problems related to kinematics and dynamics using the mechanical energy concept
- 3.6
- analyse common energy transformation situations using the work-energy theorem
- 3.7
- determine the percentage efficiency of energy transformations
- 3.8
- describe the characteristics of longitudinal and transverse waves
- 3.9
- apply the wave equation to explain and predict the behaviour of waves
- 3.10
- apply the laws of reflection and the laws of refraction to predict wave behaviour
- 3.11
- explain qualitatively and quantitatively the phenomena of wave interference, diffraction, reflection, and refraction
- 3.12
- compare and describe the properties of electromagnetic radiation and sound
- 3.13
- describe how sound and electromagnetic radiation, as forms of energy, are produced and transmitted
- 3.14
- design an experiment identifying and controlling major variables
- 3.15
- formulate operational definitions of major variables
- 3.16
- implement appropriate sampling procedures
- 3.17
- select and integrate information from various print and electronic sources or from several parts of the same source
- 3.18
- evaluate the relevance, reliability, and adequacy of data and data collection methods
- 3.19
- construct and test a prototype of a device or system and troubleshoot problems as they arise
Key ideas
Work W = F d, done only when a force moves an object along its direction.
A wave transfers energy through a medium (or space) without transporting matter.
Identify the independent variable (e.g. drop height), dependent variable (e.g. bounce height), and controls.
Work is measured in joules (J); 1 J = 1 N times 1 m.
In a transverse wave the medium moves perpendicular to the wave (light, water surface).
Watch out for
- Thinking holding a weight still does work.
- Thinking waves carry matter along with energy.
- Changing several variables at once.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 12 skills
Waves
Wave phenomena
Mechanical waves
I can describe how mechanical waves are produced and how they behave.
Skill 4.1
The universal wave equation
I can apply the universal wave equation to predict and explain wave behaviour.
Skill 4.2
Reflection and refraction of waves
I can apply the laws of reflection and refraction to predict how waves redirect.
Skill 4.3
Interference and diffraction of waves
I can explain interference and diffraction of waves qualitatively and quantitatively.
Skill 4.4
Interference and diffraction applications
I can apply interference and diffraction to real wave technologies.
Skill 4.5
EM radiation and sound as waves
I can compare electromagnetic radiation and sound as waves.
Skill 4.6
Producing and transmitting wave energy
I can describe how sound and EM radiation are produced and transmitted as energy transfer.
Skill 4.7
Investigating waves in the lab
Operational definitions (waves)
I can write operational definitions of variables in a wave investigation.
Skill 4.8
Selecting and integrating information (waves)
I can select and integrate information from multiple sources on waves.
Skill 4.9
Sampling and evaluating wave data
I can sample wave data appropriately and evaluate its quality.
Skill 4.10
Building and testing a wave device
I can build, test, and troubleshoot a wave device.
Skill 4.11
Predicting and hypothesizing about waves
I can state a prediction and hypothesis about wave behaviour from prior evidence.
Skill 4.12
The official wording · 12 outcomes
- 4.1
- describe the production, characteristics, and behaviours of longitudinal and transverse mechanical waves
- 4.2
- apply the universal wave equation to explain and predict the behaviour of waves
- 4.3
- apply the laws of reflection and the laws of refraction to predict wave behaviour
- 4.4
- explain qualitatively and quantitatively the phenomena of wave interference, diffraction, reflection, and refraction
- 4.5
- explain qualitatively and quantitatively the phenomena of wave interference, diffraction, reflection, and refraction
- 4.6
- compare and describe the properties of electromagnetic radiation and sound
- 4.7
- describe how sound and electromagnetic radiation, as forms of energy transfer, are produced and transmitted
- 4.8
- formulate operational definition of major variables
- 4.9
- select and integrate information from various print and electronic sources
- 4.10
- implement appropriate sampling procedures and evaluate the relevance, reliability, and adequacy of data collection methods
- 4.11
- construct and test a prototype of a device and troubleshoot problems as they arise
- 4.12
- state a prediction and a hypothesis about wave behaviour based on available evidence and background information
Key ideas
A mechanical wave needs a medium and is produced by a vibrating source.
An operational definition says how a wave variable is measured.
Transverse mechanical waves (a shaken rope) move the medium perpendicular to the wave.
For example, wavelength is defined as the distance between successive crests.
Longitudinal mechanical waves (sound) compress and rarefy the medium along the wave.
Watch out for
- Thinking mechanical waves travel through a vacuum.
- Defining a variable conceptually but not measurably.
- Confusing compression with amplitude.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
Which course?
New Brunswick has 3 science courses for Grade 11. Here they are side by side.
- Biology 113 units · 68 skillsNo provincial examWhat it coversThe Cell · Biodiversity · Maintaining Dynamic Equilibrium
- Chemistry 112 units · 36 skillsNo provincial examWhat it coversFrom Structures to Properties · Stoichiometry
- Physics 11This course4 units · 51 skillsNo provincial examWhat it coversKinematics · Dynamics · Work and Energy · Waves
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 New Brunswick’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.


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
- 30
- Fillable fields
- 1,728
- Price
- $4.99
Questions about Physics 11
What is Physics 11?
New Brunswick’s Grade 11 science course: 4 units and 51 skills, from Kinematics to Waves.
What units are in Physics 11?
1. Kinematics, 2. Dynamics, 3. Work and Energy and 4. Waves.
Is there a provincial exam for Physics 11?
No. New Brunswick gives no provincial exam for Physics 11.
What comes after Physics 11?
Biology 12, Chemistry 12, Environmental Science 120 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.