Nova Scotia · Grade 11

Physics 11

  • PHY11

Nova Scotia’s Grade 11 science course, from Kinematics to Waves.

Units
4
Lessons
10
Skills
53
Provincial exam
None

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 5 skills

Kinematics

Describing motion with vectors

  • Frames of reference

    I can identify the frame of reference for a motion and distinguish a fixed from a moving frame.

  • Questions about motion

    I can identify and frame investigable questions from real-world motion problems.

  • Vectors for motion

    I can represent position, displacement, velocity, and acceleration as vectors with magnitude and direction.

  • Vertical motion

    I can analyze vertical motion under gravity using the kinematics equations.

  • Solving kinematics problems

    I can analyze a kinematics word problem, choose the right equation, solve for the unknown, and interpret motion graphs.

The official wording · 5 outcomes
1.1
identify the frame of reference for a given motion and to distinguish fixed and moving frames
1.2
identify and investigate questions that arise from practical problems/issues involving motion
1.3
use vectors to represent position, displacement, velocity, and acceleration
1.4
analyze and describe vertical motion using the principles of kinematics
1.5
analyze word problems, solve algebraically for unknowns, and interpret patterns in data

Key ideas

  1. A frame of reference is the vantage point from which motion is measured.

  2. Motion is relative: an object's velocity depends on the observer's frame.

  3. A fixed (inertial) frame is at rest or moving at constant velocity; a moving frame accelerates or moves with the object.

  4. Relative velocity adds or subtracts frame velocities.

  5. Everyday motion (traffic, sports, falling objects) raises investigable physics questions.

Watch out for

  • Thinking motion is absolute rather than relative.
  • Confusing the observer's frame with the object's.
  • Forgetting to add or subtract frame velocities.

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

Unit 2 · 14 skills

Dynamics

Forces and Newton's laws

Investigating dynamics

  • Designing a dynamics experiment

    I can design a controlled dynamics experiment, identifying and controlling the major variables.

  • Selecting instruments and processes

    I can evaluate and select suitable instruments and inquiry processes for a dynamics investigation.

  • Carrying out procedures

    I can carry out an experimental procedure, control the major variables, and adapt it when problems arise.

  • Collecting data accurately

    I can use dynamics instruments accurately to collect reliable quantitative data.

  • Displaying data

    I can compile dynamics data and display it in the most suitable format, including scatter plots.

  • Interpreting relationships

    I can interpret data patterns and determine whether variables have a linear or non-linear relationship.

Dynamics, technology, and society

  • Society and dynamics science

    I can analyze how society's needs and values direct scientific and technological work in dynamics.

  • Evaluating technological solutions

    I can describe and evaluate a dynamics-based technological solution using the physics behind it.

  • Technology revising dynamics

    I can describe how a new technology enhanced or revised our knowledge of the dynamics of bodies.

  • Scientific milestone in dynamics

    I can explain how a milestone such as Newton's laws revolutionized thinking about motion.

The official wording · 14 outcomes
2.1
use vectors to represent forces
2.2
apply Newton
2.3
analyze natural and technological systems to interpret and explain their structure and dynamics
2.4
describe the functioning of technology devices based on principles of momentum
2.5
design an experiment identifying and controlling major variables
2.6
evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring, and decision making
2.7
carry out procedures controlling the major variables and adapting or extending procedures where required
2.8
use instruments effectively and accurately for collecting data
2.9
compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots
2.10
interpret patterns and trends in data and infer or calculate linear and non-linear relationships among variables
2.11
analyze the influence of society on scientific and technological endeavours in dynamics
2.12
describe and evaluate the design of technological solutions and the way they function, using scientific principles
2.13
analyze and describe examples where knowledge of the dynamics of bodies was enhanced or revised as a result of the invention of a technology
2.14
explain how a major scientific milestone revolutionized thinking in dynamics

Key ideas

  1. A force is a vector with magnitude (newtons) and direction.

  2. A dynamics experiment might measure acceleration against applied force or mass.

  3. Societal needs (transportation safety, space exploration) drive research in dynamics.

  4. A free-body diagram shows all forces acting on an object as vectors.

  5. Identify the independent variable (force or mass), dependent variable (acceleration), and controlled variables.

Watch out for

  • Omitting a force from a free-body diagram.
  • Not controlling friction.
  • Thinking science advances independent of society.

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

Unit 3 · 17 skills

Momentum and Energy

Momentum, work, and power

Mechanical energy and conservation

  • Mass, speed, and thermal energy

    I can use conservation of energy to relate mass, speed, and thermal energy, including energy lost to heat.

  • Mechanical energy

    I can calculate mechanical energy as the sum of kinetic and gravitational potential energy.

  • Empirical vs theoretical energy

    I can compare measured and predicted total energy and explain any discrepancy.

  • Mechanical energy in problems

    I can solve kinematics and dynamics problems using conservation of mechanical energy.

  • Work-energy theorem

    I can apply the work-energy theorem to relate net work and change in kinetic energy.

  • Conservation of energy experiment

    I can design and carry out a full experiment to test conservation of energy and interpret the data.

Applying and evaluating conservation

  • Choosing conservation laws

    I can choose whether to apply conservation of momentum, energy, or both to elastic and inelastic interactions.

  • Physics technology limits

    I can distinguish problems that physics-related technology can solve from those it cannot.

  • Technology from understanding

    I can describe technological solutions built on the scientific understanding of energy and momentum.

  • Energy/momentum technologies over time

    I can describe how an energy- or momentum-related technology developed and improved over time.

  • Evaluating energy/momentum solutions

    I can describe and evaluate a technological solution using energy and momentum principles.

  • Language for momentum and energy

    I can use appropriate physics language and conventions to describe momentum and energy events clearly.

The official wording · 17 outcomes
3.1
apply quantitatively the law of conservation of momentum to one-dimensional collisions and explosions
3.2
analyze quantitatively the relationships among force, distance, and work
3.3
analyze quantitatively the relationships among work, time, and power
3.4
design and carry out an experiment to determine the efficiency of various machines
3.5
determine the percentage efficiency of energy transformation
3.6
analyze quantitatively the relationships among mass, speed, and thermal energy, using the law of conservation of energy
3.7
describe quantitatively mechanical energy as the sum of kinetic and potential energies
3.8
compare empirical and theoretical values of total energy and account for discrepancies
3.9
analyze quantitatively problems related to kinematics and dynamics using the mechanical energy concept
3.10
analyze common energy transformation situations using the closed system work-energy theorem
3.11
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
3.12
determine which laws of conservation, momentum, and energy are best used to analyze and solve particular real-life problems in elastic and inelastic interactions
3.13
distinguish between problems that can be solved by the application of physics-related technologies and those that cannot
3.14
analyze and describe examples where technological solutions were developed based on scientific understanding
3.15
analyze and describe examples where energy- and momentum-related technologies were developed and improved over time
3.16
describe and evaluate the design of technological solutions and the way they function using principles of energy and momentum
3.17
explain the importance of using appropriate language and conventions when describing events related to momentum and energy

Key ideas

  1. Total momentum before equals total momentum after in an isolated system: sum(m*v) is conserved.

  2. Energy is conserved: it transforms between kinetic, potential, and thermal forms but is not created or destroyed.

  3. Momentum is conserved in all collisions; kinetic energy is conserved only in elastic collisions.

  4. In a collision, momenta add as vectors along the line of motion (signs for direction).

  5. Kinetic energy KE = 0.5*m*v^2 depends on mass and speed.

Watch out for

  • Forgetting direction signs.
  • Thinking energy is lost rather than transformed.
  • Assuming kinetic energy is conserved in inelastic collisions.

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

Unit 4 · 17 skills

Waves

Wave nature and the wave equation

  • Mechanical waves

    I can describe how mechanical waves are produced and distinguish longitudinal from transverse waves.

  • Universal wave equation

    I can apply the universal wave equation v = f*lambda to explain and predict wave behaviour.

  • Operational definitions (waves)

    I can formulate operational definitions that specify exactly how each wave variable is measured.

  • Integrating wave information

    I can select credible sources and integrate their information into a coherent explanation of wave phenomena.

Reflection, refraction, and wave phenomena

Sound, EM radiation, and wave technology

  • EM radiation vs sound

    I can compare the properties of electromagnetic radiation and sound.

  • Producing and transmitting energy waves

    I can describe how sound and EM radiation are produced and how they transmit energy.

  • Analyzing wave systems

    I can analyze a natural or technological wave system to explain its structure and dynamics.

  • Risks and benefits of applying wave science

    I can analyze the risks and benefits of a wave-based technology from societal and environmental perspectives.

  • Society and wave science

    I can analyze how society's needs and values direct wave-related science and technology.

  • Prototype a device

    I can construct and test a wave-based prototype and troubleshoot problems as they arise.

  • Wave technology development

    I can analyze why and how a wave-based technology developed and improved over time.

  • Technology enhancing wave understanding

    I can describe how a technological device enhanced scientific understanding of waves.

The official wording · 17 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
formulate operational definitions of major variables
4.4
select and integrate information from various print and electronic sources
4.5
apply the laws of reflection and the laws of refraction to predict wave behaviour
4.6
apply the laws of reflection and the laws of refraction to predict wave behaviour
4.7
explain qualitatively and quantitatively the phenomena of wave interference, diffraction, reflection and refraction, and the Doppler-Fizeau effect
4.8
state a prediction and a hypothesis about wave behaviour based on available evidence and background information
4.9
implement appropriate sampling procedures and evaluate the relevance, reliability, and adequacy of data and data collection methods in wave experiments
4.10
compare and describe the properties of electromagnetic radiation and sound
4.11
describe how sound and electromagnetic radiation, as forms of energy transfer, are produced and transmitted
4.12
analyze natural and technological systems to interpret their structure and dynamics
4.13
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
4.14
analyze society
4.15
construct and test a prototype of a device and troubleshoot problems as they arise
4.16
analyze why and how a particular technology was developed and improved over time
4.17
analyze and describe examples where scientific understanding was enhanced as a result of the invention of a technological device

Key ideas

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

  2. The law of reflection: the angle of incidence equals the angle of reflection, measured from the normal.

  3. Sound is a longitudinal mechanical wave that needs a medium; EM radiation is a transverse wave that travels through a vacuum.

  4. In a transverse wave, the medium moves perpendicular to wave travel (e.g. a wave on a rope).

  5. Reflection occurs when a wave hits a boundary and bounces back into the same medium.

Watch out for

  • Thinking waves transfer matter as well as energy.
  • Measuring angles from the surface instead of the normal.
  • Thinking EM radiation needs a medium.

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

The official curriculum

This page follows Nova Scotia’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.

Citizenship 9 in the MapleMind app on a tablet: its units, Unit 2 open, and the skills done so far with their starsCitizenship 9 in the MapleMind app on a phone: its units, Unit 2 open, and the skills done so far with their stars
Pictured: Citizenship 9, another Nova Scotia course, partway through Unit 2.

Practise it

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
1,758
Price
$4.99
See the Course Companion

Questions about Physics 11

What is Physics 11?

Nova Scotia’s Grade 11 science course: 4 units and 53 skills, from Kinematics to Waves.

What units are in Physics 11?

1. Kinematics, 2. Dynamics, 3. Momentum and Energy and 4. Waves.

Is there a provincial exam for Physics 11?

No. Nova Scotia gives no provincial exam for Physics 11.

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.

Get ready for Physics 11

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