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The official Nova Scotia Physics 11 curriculum
Nova Scotia defines Physics 11 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Nova Scotia's official curriculumRead it on the government site — curriculum.novascotia.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand 1 | 5 | Kinematics |
| Strand 2 | 14 | Dynamics |
| Strand 3 | 17 | Momentum and Energy |
| Strand 4 | 17 | Waves |
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How MapleMind teaches Physics 11 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1KinematicsOfficial strand · Strand 1
Describing motion: frames of reference, vectors for position and velocity, vertical motion under gravity, and solving kinematics problems algebraically and graphically.
Describing motion with vectors
- Frames of referencephys11.1.1 — Identify the frame of reference for a motion and distinguish fixed from moving frames.
- Questions about motionphys11.1.2 — Identify and investigate questions arising from practical problems involving motion.
- Vectors for motionphys11.1.3 — Use vectors to represent position, displacement, velocity, and acceleration.
- Vertical motionphys11.1.4 — Analyze and describe vertical motion using kinematics.
- Solving kinematics problemsphys11.1.5 — Analyze word problems, solve algebraically for unknowns, and interpret patterns in data.
The official wording — 5 outcomes in this unit
- phys11.1.1
identify the frame of reference for a given motion and to distinguish fixed and moving frames
- phys11.1.2
identify and investigate questions that arise from practical problems/issues involving motion
- phys11.1.3
use vectors to represent position, displacement, velocity, and acceleration
- phys11.1.4
analyze and describe vertical motion using the principles of kinematics
- phys11.1.5
analyze word problems, solve algebraically for unknowns, and interpret patterns in data
Unit 2DynamicsOfficial strand · Strand 2
Why objects move as they do: Newton's laws, force vectors, experimental method for force and motion, and the science-society context of dynamics and momentum devices.
Forces and Newton's laws
- Vectors for forcesphys11.2.4 — Use vectors to represent forces.
- Newton's lawsphys11.2.5 — Apply Newton's laws to explain inertia and the relationships among force, mass, and acceleration.
- Analyzing dynamic systemsphys11.2.3 — Analyze natural and technological systems to interpret their structure and dynamics.
- Momentum-based devicesphys11.2.14 — Describe the functioning of technology devices based on momentum principles.
Investigating dynamics
- Designing a dynamics experimentphys11.2.6 — Design an experiment identifying and controlling major variables.
- Selecting instruments and processesphys11.2.7 — Evaluate and select appropriate instruments and processes for inquiry.
- Carrying out proceduresphys11.2.8 — Carry out procedures controlling the major variables and adapting them as needed.
- Collecting data accuratelyphys11.2.9 — Use instruments effectively and accurately to collect data.
- Displaying dataphys11.2.10 — Compile and display evidence in varied formats including graphs and scatter plots.
- Interpreting relationshipsphys11.2.11 — Interpret patterns and infer or calculate linear and non-linear relationships among variables.
Dynamics, technology, and society
- Society and dynamics sciencephys11.2.1 — Analyze the influence of society on scientific and technological work in dynamics.
- Evaluating technological solutionsphys11.2.2 — Describe and evaluate the design and function of technological solutions using scientific principles.
- Technology revising dynamicsphys11.2.12 — Analyze cases where dynamics knowledge was enhanced or revised by a new technology.
- Scientific milestone in dynamicsphys11.2.13 — Explain how a major scientific milestone revolutionized thinking in dynamics.
The official wording — 14 outcomes in this unit
- phys11.2.4
use vectors to represent forces
- phys11.2.5
apply Newton
- phys11.2.3
analyze natural and technological systems to interpret and explain their structure and dynamics
- phys11.2.14
describe the functioning of technology devices based on principles of momentum
- phys11.2.6
design an experiment identifying and controlling major variables
- phys11.2.7
evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring, and decision making
- phys11.2.8
carry out procedures controlling the major variables and adapting or extending procedures where required
- phys11.2.9
use instruments effectively and accurately for collecting data
- phys11.2.10
compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots
- phys11.2.11
interpret patterns and trends in data and infer or calculate linear and non-linear relationships among variables
- phys11.2.1
analyze the influence of society on scientific and technological endeavours in dynamics
- phys11.2.2
describe and evaluate the design of technological solutions and the way they function, using scientific principles
- phys11.2.12
analyze and describe examples where knowledge of the dynamics of bodies was enhanced or revised as a result of the invention of a technology
- phys11.2.13
explain how a major scientific milestone revolutionized thinking in dynamics
Unit 3Momentum and EnergyOfficial strand · Strand 3
Conservation laws in action: momentum in collisions and explosions, work and power, mechanical energy and the work-energy theorem, efficiency, and applying conservation to real problems and technologies.
Momentum, work, and power
- Conservation of momentum (1D)phys11.3.1 — Apply the law of conservation of momentum to one-dimensional collisions and explosions.
- Force, distance, and workphys11.3.2 — Analyze quantitatively the relationships among force, distance, and work.
- Work, time, and powerphys11.3.3 — Analyze quantitatively the relationships among work, time, and power.
- Efficiency of machinesphys11.3.4 — Design and carry out an experiment to determine the efficiency of machines.
- Percentage efficiencyphys11.3.11 — Determine the percentage efficiency of energy transformation.
Mechanical energy and conservation
- Mass, speed, and thermal energyphys11.3.5 — Analyze quantitatively mass, speed, and thermal energy using conservation of energy.
- Mechanical energyphys11.3.6 — Describe quantitatively mechanical energy as the sum of kinetic and potential energies.
- Empirical vs theoretical energyphys11.3.7 — Compare empirical and theoretical values of total energy and account for discrepancies.
- Mechanical energy in problemsphys11.3.8 — Analyze quantitatively kinematics and dynamics problems using the mechanical energy concept.
- Work-energy theoremphys11.3.9 — Analyze common energy transformations using the closed-system work-energy theorem.
- Conservation of energy experimentphys11.3.12 — Design and carry out an experiment to answer a question about conservation of energy.
Applying and evaluating conservation
- Choosing conservation lawsphys11.3.14 — Determine which conservation laws best analyze elastic and inelastic interactions.
- Physics technology limitsphys11.3.13 — Distinguish problems solvable by physics-related technologies from those that are not.
- Technology from understandingphys11.3.10 — Analyze cases where technological solutions were developed from scientific understanding.
- Energy/momentum technologies over timephys11.3.15 — Analyze cases where energy- and momentum-related technologies developed and improved over time.
- Evaluating energy/momentum solutionsphys11.3.16 — Describe and evaluate technological solutions using principles of energy and momentum.
- Language for momentum and energyphys11.3.17 — Explain the importance of appropriate language and conventions in describing momentum and energy events.
The official wording — 17 outcomes in this unit
- phys11.3.1
apply quantitatively the law of conservation of momentum to one-dimensional collisions and explosions
- phys11.3.2
analyze quantitatively the relationships among force, distance, and work
- phys11.3.3
analyze quantitatively the relationships among work, time, and power
- phys11.3.4
design and carry out an experiment to determine the efficiency of various machines
- phys11.3.11
determine the percentage efficiency of energy transformation
- phys11.3.5
analyze quantitatively the relationships among mass, speed, and thermal energy, using the law of conservation of energy
- phys11.3.6
describe quantitatively mechanical energy as the sum of kinetic and potential energies
- phys11.3.7
compare empirical and theoretical values of total energy and account for discrepancies
- phys11.3.8
analyze quantitatively problems related to kinematics and dynamics using the mechanical energy concept
- phys11.3.9
analyze common energy transformation situations using the closed system work-energy theorem
- phys11.3.12
design an experiment, select and use appropriate tools, carry out procedures, compile and organize data, and interpret patterns in the data to answer a question posed regarding the conservation of energy
- phys11.3.14
determine which laws of conservation, momentum, and energy are best used to analyze and solve particular real-life problems in elastic and inelastic interactions
- phys11.3.13
distinguish between problems that can be solved by the application of physics-related technologies and those that cannot
- phys11.3.10
analyze and describe examples where technological solutions were developed based on scientific understanding
- phys11.3.15
analyze and describe examples where energy- and momentum-related technologies were developed and improved over time
- phys11.3.16
describe and evaluate the design of technological solutions and the way they function using principles of energy and momentum
- phys11.3.17
explain the importance of using appropriate language and conventions when describing events related to momentum and energy
Unit 4WavesOfficial strand · Strand 4
Wave physics: mechanical waves, the universal wave equation, reflection, refraction, interference, diffraction, the Doppler effect, electromagnetic radiation versus sound, and the science-society context of wave technologies.
Wave nature and the wave equation
- Mechanical wavesphys11.4.1 — Describe the production, characteristics, and behaviours of longitudinal and transverse mechanical waves.
- Universal wave equationphys11.4.9 — Apply the universal wave equation to explain and predict wave behaviour.
- Operational definitions (waves)phys11.4.2 — Formulate operational definitions of major variables.
- Integrating wave informationphys11.4.3 — Select and integrate information from various print and electronic sources.
Reflection, refraction, and wave phenomena
- Reflection of wavesphys11.4.11 — Apply the laws of reflection to predict wave behaviour.
- Refraction of wavesphys11.4.13 — Apply the laws of refraction to predict wave behaviour.
- Wave phenomenaphys11.4.14 — Explain qualitatively and quantitatively wave interference, diffraction, reflection, refraction, and the Doppler-Fizeau effect.
- Prediction and hypothesis (waves)phys11.4.12 — State a prediction and hypothesis about wave behaviour based on evidence.
- Sampling and data reliability (waves)phys11.4.10 — Implement sampling procedures and evaluate the reliability of wave data.
Sound, EM radiation, and wave technology
- EM radiation vs soundphys11.4.15 — Compare and describe the properties of electromagnetic radiation and sound.
- Producing and transmitting energy wavesphys11.4.16 — Describe how sound and electromagnetic radiation are produced and transmitted as energy.
- Analyzing wave systemsphys11.4.5 — Analyze natural and technological systems to interpret their structure and dynamics.
- Risks and benefits of applying wave sciencephys11.4.4 — Analyze the risks and benefits to society and the environment of applying scientific knowledge or a technology.
- Society and wave sciencephys11.4.6 — Analyze society's influence on scientific and technological endeavours.
- Prototype a devicephys11.4.7 — Construct and test a prototype of a device and troubleshoot problems.
- Wave technology developmentphys11.4.8 — Analyze why and how a wave technology was developed and improved over time.
- Technology enhancing wave understandingphys11.4.17 — Analyze cases where scientific understanding was enhanced by a technological device.
The official wording — 17 outcomes in this unit
- phys11.4.1
describe the production, characteristics, and behaviours of longitudinal and transverse mechanical waves
- phys11.4.9
apply the universal wave equation to explain and predict the behaviour of waves
- phys11.4.2
formulate operational definitions of major variables
- phys11.4.3
select and integrate information from various print and electronic sources
- phys11.4.11
apply the laws of reflection and the laws of refraction to predict wave behaviour
- phys11.4.13
apply the laws of reflection and the laws of refraction to predict wave behaviour
- phys11.4.14
explain qualitatively and quantitatively the phenomena of wave interference, diffraction, reflection and refraction, and the Doppler-Fizeau effect
- phys11.4.12
state a prediction and a hypothesis about wave behaviour based on available evidence and background information
- phys11.4.10
implement appropriate sampling procedures and evaluate the relevance, reliability, and adequacy of data and data collection methods in wave experiments
- phys11.4.15
compare and describe the properties of electromagnetic radiation and sound
- phys11.4.16
describe how sound and electromagnetic radiation, as forms of energy transfer, are produced and transmitted
- phys11.4.5
analyze natural and technological systems to interpret their structure and dynamics
- phys11.4.4
analyze, from a variety of perspectives, the risks and benefits to society and to the environment when applying scientific knowledge or introducing a particular technology
- phys11.4.6
analyze society
- phys11.4.7
construct and test a prototype of a device and troubleshoot problems as they arise
- phys11.4.8
analyze why and how a particular technology was developed and improved over time
- phys11.4.17
analyze and describe examples where scientific understanding was enhanced as a result of the invention of a technological device
Printable workbook · A keepsake of the year
A Physics 11 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
Instant download · see every page, reviews and the full description · five or more workbooks are $2.99 each
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Common questions
Can MapleMind help me with Physics 11?
Yes. MapleMind's AI tutor covers all 53 skills in Nova Scotia's Physics 11 — you pick the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to Nova Scotia's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Nova Scotia's Grade 11 Science curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if I'm stuck on just one topic?
That's the point of skill-level tutoring: open Physics 11 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons you don't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language you choose.
Where can I see the official Nova Scotia curriculum for Physics 11?
The official source is linked on this page — Nova Scotia's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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