Department:

Science

Grade Level:
11 and 12

Credit Hours: 5

Email:amoralez@belizehighschool.edu.bz

Office Hours:Friday 3:30pm to 4:00pm

Required Text(s):

Physics Standard Level, Pearson

Materials:

Notebook, scientific calculator, Lab book, geometric set

Academic Integrity Policy:

This policy addresses the academic integrity violations of students. Students should refer to the School
Policy Manual to identify the appropriate entities in charge of the process.

I. General:

Students, faculty, staff, and administrators of Belize High School (BHS) strive to achieve the highest
standards of scholarship and integrity. Any violation of the Academic Integrity Policy is a serious
offense because it threatens the quality of learning and undermines the community’s integrity. While
academic in scope, any violation of this policy is by nature, a violation of the Standards for Student
Conduct, and will follow the same conduct procedures in the Policy Manual. Questions related to course
assignments and the academic integrity policy should be directed to the instructor. Instructors have the
right to determine the appropriate academic sanctions for violations of the Academic Integrity Policy
within their courses, including a final grade of “F” in the course in which the violation occurs.

II. Definitions:
Cheating/Plagiarism:
Cheating and/or plagiarism will not be tolerated. Cheating includes but is not limited to copying,
plagiarizing, facilitating or fabricating/forging. In any of the instances mentioned above, the student(s)
will automatically receive a grade of zero for the assessment in question and demerits/one work duty.
No make-up assignments will be given. In addition to academic penalties, disciplinary measures will
also be taken; students will serve a work duty or be suspended if considered a ‘repeat offender’. Repeat
offenders are immediately suspended from school for 2 days, 1 work duty day and 1 out of school day.
Classroom Expectations:

A. Hygiene: Students are expected to practice good hygiene and keep the classroom area
clean at all times.
B. Food and Drinks: Students are not allowed to eat inside of the classroom at any time.
Only water is allowed inside the classroom. Students have designated areas outside the
classroom where they are able to consume food and drinks.
C. Hall Pass: Students are not allowed to be outside their classroom unless they have a hall
pass.
D. Materials: Students must have all required materials necessary for their class sessions.

III. Student Expectations:

A. Punctuality: Students are required to be in the designated class area (Classroom, Lab,
gym, etc.) at the start of the class period.
B. Attendance: Students who are absent for more than 15 school days in a semester will
receive no credit for the courses. (Reference Excessive Absences)
C. Behavior: Students are required to stand and greet teachers when they enter the classroom
Students are required to exhibit behavioral qualities of a BHS student at all times as
outlined in the student handbook.
D. Dress Code: Students must comply with dress code for a complete uniform as well as
casual day as outlined in the student handbook. (Uniform Code and appendices):

IV. Teacher Responsibilities/Role:

The teacher of this course agrees to support the students’ learning as best as possible. This
includes but is not limited to, arriving to class on time, answering pertinent questions in class
and providing an environment of focus with intent to work. The teacher will provide meaningful
feedback in a timely manner for students to track their progress. Any further questions or
concerns can also be addressed in the teacher’s available office hours.
 V. Classroom Technology:

Though classroom technology can significantly assist in the educational endeavor, it must be
used wisely and appropriately. With supervision, the use of laptops or tablets during class should
be limited to accessing documents, taking notes (only if allowed by teacher), or conducting other
class-related business. Headphones and cellphones are NOT allowed on campus. Students in
violation will follow the same conduct procedures in the Policy Manual (p. 40-41).

VI. Course Instruction:

1. Use the Teach Unplugged Method and Philosophy

The idea is that by priming your students with time away from these outlets that can become
easily distracted and focusing directly on student needs. It gives educators a chance to teach with
undivided attention and students the opportunity to pose thoughtful questions and answers.
This can be a great exercise for kicking off a STEAM lesson in the classroom. Because the
STEAM learning approach is inclusive with all of the subject areas that it covers, it’s likely that
most learners in your classroom will find a reason to want to learn.

2. Brainstorm Projects — and then Swap Ideas work on a project. Getting students to pause and
think about their strategy is key.

1. Gives students the opportunity to push their communication and sequencing skills by
explaining to another group what their vision was for their initial project idea.

2. Gives students the decomposition challenge of communicating and collaborating on a

brand new challenge set aside from the original one.

3. Learn Through Conversation

The next step is to get students to get students from talking about
their STEAM project requirements to formatting them in a way that makes them
actionable to a user, and this is where “User Stories” come in.

4. Create User Stories Before Design

WHO is this project being designed for? What is their persona?

 What considerations should be taken for the typical user we are designing for?
WHAT are the main objectives we want to accomplish with this project?
WHICH objectives are the most important?

5. Connect Daily Lessons with Each Project

Assessment and Evaluation:

Include your class assessment plan with weightings, grading policies and procedures for
late submission, missed assessments, rewrites, etc.

E.g. TEST 30%

Overview of Assessments Quiz 20%
Summative
Assignment 15%
Formative
Participation Participation 10%
Exam 25%

STEAM Evaluation methods: (Summative, Interim/benchmark and Formative)

There are three main types of assessment considered effective for STEAM grade capture, each
occurring at different points in the learning process: formative, which occurs both before and
during the learning process, Interim/Benchmark , measuring tasks completion based on objective
and summative, which occurs at the end of key segments in a learning cycle or the end of the
learning process.

Summative:
Measures a student’s achievement at the end of instruction.

Formative:
Assesses a student’s performance during instruction, and usually occurs regularly
throughout the instruction process.

Interim/Benchmark : measures students' performance by achieved tasks within a process

.

Formative Summative Interim/Benchmark

Questioning , Test , quiz, exams Benchmark activities

Discussion, exit slips (based on process)

Key focus areas Key focus areas Key focus areas

Knowledge gathering Provides a snapshot of Tracks to see if

on a student’s what a student knows objectives of the
learning path. Design within a specific project are being
learning learning period. realized.
improvements.
 Course Description:

This exciting physics course will take you on a journey of discovery as you explore the
fundamental principles underlying our amazing universe. You'll start by learning to make precise
measurements and then investigate motion, forces and various ways of transferring energy. The
concepts of waves, light and electromagnetism will be brought to life through hands-on
experiments. Diving deeper, you'll probe the microscopic world of atoms, radioactivity and
nuclear processes. By the end of this voyage of exploration, you'll have a solid foundation in
core physics concepts and a newfound appreciation for the profound yet accessible ways physics
helps explain our rich and diverse world.

Standards
The aims enable students, through the overarching theme of the Nature of science, to:
1. appreciate scientific study and creativity within a global context through stimulating
and challenging opportunities
2. acquire a body of knowledge, methods and techniques that characterize science and
technology
3. apply and use a body of knowledge, methods and techniques that characterize science
and technology
4. develop an ability to analyze, evaluate and synthesize scientific information
5. develop a critical awareness of the need for, and the value of, effective collaboration
and communication during scientific activities
6. develop experimental and investigative scientific skills including the use of current
technologies
7. develop and apply 21st-century communication skills in the study of science
8. become critically aware, as global citizens, of the ethical implications of using science
and technology
9. develop an appreciation of the possibilities and limitations of science and technology
10. develop an understanding of the relationships between scientific disciplines and their
influence on other areas of knowledge.
 Assessment objectives

1. Demonstrate knowledge and understanding of:

a. facts, concepts and terminology
b. methodologies and techniques
c. communicating scientific information.
2. Apply:
a. facts, concepts and terminology
b. methodologies and techniques
c. methods of communicating scientific information.
3. Formulate, analyze and evaluate:
a. hypotheses, research questions and predictions
b. methodologies and techniques
c. primary and secondary data
d. scientific explanations.
4. Demonstrate the appropriate research, experimental, and personal skills necessary to
carry out insightful and ethical investigations.

Core

1. Measurements and uncertainties

● Measurements in physics
● Uncertainties and errors
● Vectors and scalars

GENERAL OBJECTIVES
On completion of this Section, students should:
1. understand the importance of measurement and graphical representation of data;
2. appreciate the difference between scalar and vector quantities;

2. Mechanics
● Motion and Circular Motion
● Projectile motion
● Momentum and impulse
● Forces
● Work, energy and power
GENERAL OBJECTIVES
On completion of this Section, students should:

1. be familiar with the various effects of forces;

2. appreciate the universal applicability of the laws of dynamics and the
conservation of momentum;
3. understand the significance of the concept of energy;
4. be aware of the application of hydrostatics in everyday life
________________________________________________________________________
3. Forces
● Types of Forces
● Adding forces
● Moment about a point
● Principle of moments
● Simple Machine
● Work/power
● Mechanical Advantage/Velocity Ratio
● Efficiency / Conservation of Energy

GENERAL OBJECTIVES
On completion of this Section, students should:

1. Understand the nature, classification, and effects of different types of forces in the
physical world.
2. Analyze and calculate the resultant of multiple forces acting on an object and their
impact on equilibrium or motion.
3. Apply the concept of moments and torques to analyze rotational effects of forces.
4. Utilize the principle of moments to determine the balance and stability of objects
subjected to multiple torques.
5. Explore the concepts of work, power, and efficiency in mechanical systems to
understand energy transfer and optimize performance.

4. Pressure
● Pressure
● Pressure in fluid
● U-tube manometer
● Law of floatation and Archimedes Principle
GENERAL OBJECTIVES
 On completion of this Section, students should:
1. Understand the concept of pressure and its definition as the force exerted per unit
area.
2. Apply the formula pressure = force/area to calculate pressure in various situations.
3. Comprehend the relationship between pressure and depth in a fluid, including the
concept of hydrostatic pressure.
4. Analyze and solve problems related to pressure in different fluid systems, such as
Pascal's law and hydraulic systems.
5. Recognize the applications of pressure in everyday life, such as in measuring
atmospheric pressure, designing hydraulic lifts, and understanding the behavior of
fluids in various scenarios.
6. Explain and use Archimedes principle to calculate upthrust force.

5. Thermal physics
● Thermal concepts
● Modeling a gas ***

GENERAL OBJECTIVES
On completion of this Section, students should:
1. be familiar with the development of the theory of heat;
2. relate macroscopic phenomena to the kinetic theory of matter;
3. have a conceptual understanding of thermal quantities and the relationship
between them;
4. understand the various modes of thermal energy transfer

6. Waves and Optics

● Oscillations
● Travelling waves
● Wave characteristics
● Wave behavour
● Standing waves
● Light

GENERAL OBJECTIVES
On completion of this Section, students should:
1. appreciate that wave motion is a means of transferring energy and that there are
certain features common to all waves;
2. understand the way in which sound waves are produced and propagated;
 3. understand the properties of the electromagnetic spectrum;
4. be familiar with the historical development of the theory of light;
5. appreciate how a ray treatment facilitates the understanding of reflection and
refraction of light waves.

7. Electricity and magnetism

● Electric fields
● Heating effect of electric currents
● Electric cells
● Logic gates
● Magnetic effects of electric currents

GENERAL OBJECTIVES
On completion of this Section, students should:
1. understand electrostatic phenomena;
2. understand the ways in which electricity is conducted;
3. understand electrical quantities and the relations between them;
4. have a working knowledge of electrical circuits and components;
5. be aware of the applications of electronics in technology;
6. understand the simple phenomena associated with magnets;
7. have a working knowledge of electromagnetic phenomena.

8. Electronics
● Logic Gates
● Truth Table
● NOT,AND, NOT, NAND, NOR
● Half and Full wave rectification,
● Application of digital circuits

9. Atomic, nuclear and particle physics

● Discrete energy and radioactivity
● The structure of matter
● Nuclear reactions

GENERAL OBJECTIVES
On completion of this Section, students should:
 1. appreciate the development of atomic theory and the concept of the nucleus;
2. understand how the elements differ in atomic structure;
3. be familiar with the phenomenon of radioactivity and the safety measures when
dealing with
4. radioactive substances;
5. know that a change in the nuclear mass is associated with the release of energy;
6. appreciate the importance of nuclear energy on society and the environment

10. Circular motion and gravitation******************

● Circular motion
● Gravitational field and orbits
Understand and Apply the Concepts of Circular Motion:
1. Describe the motion of objects in circular paths, calculate centripetal force, and
understand how velocity, acceleration, and force are interrelated in circular
motion.
Analyze Gravitational Forces and Fields:
2. Explain the concept of a gravitational field, calculate the gravitational force
between two masses using Newton's Law of Universal Gravitation, and describe
how gravitational fields affect the motion of objects.
Explain Orbital Mechanics and Satellite Motion:
3. Apply Kepler's laws of planetary motion, analyze the motion of satellites in orbit
around planets, and calculate orbital parameters such as period, radius, and
velocity.
Explore the Relationship Between Gravitational Fields and Potential Energy:
4. Calculate gravitational potential energy in a gravitational field, understand the
concept of escape velocity, and explain how energy conservation applies to
objects in gravitational fields.
Investigate Real-World Applications of Gravitational Fields and Circular Motion:
5. Apply their understanding of circular motion and gravitational fields to explain
real-world phenomena such as the motion of planets, the functioning of artificial
satellites, and the behavior of objects in free fall near large celestial bodies.
 Course Schedule:

Grade 11: First semester

Cycle Unit/Topics/ Subtopics Activities Readings/

Assignments

19 Aug to Measurements 1. Problem-Solving Chapter 1.3

27 Sept. 1. Careers in physics Scenarios (Page 14)
1 , 2, 3 2. Standard 2. Interactive
formFundamental Worksheets
and derived 3. Assignment
quantities and units 4. Quiz
3. Prefix 5. Test
4. Conversion between
units
5. Instruments for
measuring ( a vernier
calliper and
Micrometer screw
gauge)
6. Uncertainties and
errors
7. Density calculation

8. Vectors and scalars

4,5,6 Motion /Modelling 1. Determine the Chapter 1 and 2

projectile motion/ velocity of sound
30 Sept 2. Determine the
to 9 Nov 1. Speed velocity of a runner
2. Velocity 3. Assignment
3. Acceleration 4. Quiz
4. Graphs 5. Test
5. Projectile Motion

7, 8 Momentum and impulse 1. Collision to calculate Chapter 1 and 2

11 Nov to 1. Elastic and Inelastic the conservation of ( Page 82)
29 Nov collision energy
2. Impulse 2. Worksheet to
3. Change in momentum calculate linear
4. Recoil velocity momentum
5. The space ship 3. Quiz
4. Test
 Grade 11: Second Semester

1, 2,3 **Option B: Engineering 1. Using moment Chapter 10 (page 53)

06 Jan to Physics-Rigid bodies and rotational for the mass of
14 Feb dynamics an apple
2. Determine the
1. Types of Forces center of gravity
2. Adding forces of a lamina
3. Moment about a point 3. Assignment
4. Principle of moments 4. Quiz
5. Clockwise turning moments 5. Test
= anticlockwise turning
moments

4, 5 Simple Machine 1. Running up a Chapter 2 ( pag 72)

17 Feb to 1. Work stairs to calculate
14 2. Power students power
March 3. Mechanical Advantage output
4. Velocity Ratio 2. Use pulley
5. Efficiency system to
6. Energy calculate MA,VR
7. Conservation of Energy and Efficiency
3. Assignment
4. Quiz
5. Test

6, 7 Pressure 1. Calculate the Notes

17 ● Pressure pressure exerted provided
March to ● Pressure in fluid my student foot
11 April
● U-tube manometer
2. Calculate
● Law of floatation upthrust force
and Archimedes 3. Quiz
Principle 4. Test
 8 9, 10 Thermal Energy 1. To investigate the heat Chapter 3
28 April 1. Kinetic Theory capacity of copper using
to 30 May 2. Method of heat transfer the mixture method
3. Specific heat capacity
4. Latent heat capacity 2. To determine the
Specific latent heat of
ice.
3. Quiz
4. Test

12 GRADE -Semester 1

1, 2 Thermal physics 1. To investigate Chapter 3

Modeling a gas Charles’ Law
9 Aug to 2. Assignment
13 Sept 1. Charles’ Law 3. Quiz
2. Boyle’s Law 4. Test
3. Pressure Law
4. Standard Gas Equation

3, 4, 5 Option C: Imaging Waves and 1. Verify the laws Chapter 5

Optics of reflection
16 Sept 1. Reflection using the pin Chapter 11
to 25 Oct 2. Images method.
3. Refraction 2. Determine the
4. Lens formula refractive index
of glass
3. Determine the
focal length of a
given converging
lens
4. Demonstrate
refraction and
total internal
reflection using
the reflection
refraction tank
and laser kit
5. Assignment
6. Quiz
7. Test
6,7, 8 Electricity and Magnetism 1. Investigate the Chapter 6
1. Charge properties of a
28 Oct to 2. Voltage parallel and a
29 Nov 3. Current series circuit.
4. Ohm's law 2. To investigate
5. Series Circuit the Current
6. Parallel circuit voltage
7. I V relationship relationship
8. Electrical Energy 3. Building crystal
9. Kirchhoff's circuit laws AM radio
( Carolina Kit)
4. Assignment
5. Quiz
6. Test

Grade 12 - Semester 2

1, 2 Electronics 1. Using switching Notes

● Logic Gates and filament provided
06 Jan to ● Truth Table lamp to model
31 Jan ● NOT,AND, NOT, NAND, NOT,AND,NAN
NOR D,NOR gate
● Half and Full wave 2. Worksheet
rectification, 3. Quiz
● Application of digital 4. Test
circuits

3 Atomic, nuclear and particle 1. Group Presentation Chapter 7

03 Feb to physics
14 Feb 1. Describing the atoms
(group) Presentation

4,6 Atomic, nuclear and particle 1. Simulating half life Chapter 7 and
17 Feb to physics ( Investigation ) Chapter 8
14 March 1. Radioactivity
2. Calculating Half life
7, 8 Atomic, nuclear and particle 1. Worksheet Chapter 8
17 March physics 2. Quiz
to 11 1. Nuclear reaction 3. Test
April 2. Calculate energy release by
using E=mc2

9 Circular motion and gravitation 1. Quiz Chapter 4

14 April ● Circular motion 2. Test
to 9 May ● Gravitational field
and orbits
SYLLABUS ACKNOWLEDGEMENT SHEET

I have read and understand the syllabus for

__________________________________________

Student’s Name ___________________________________ Date: ____________

Parent/Guardian’s Signature _________________________ Date: ____________

Please note: The syllabus is also distributed electronically through email and Chalk. The
syllabus may be subject to change based upon the instructor’s discretion.