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Course Profile Physics (SPH4C), Grade 12, College
Preparation, Catholic
Course Overview
Prerequisite: Grade 10 Science, Academic or Applied
This
course develops students’ understanding of the basic concepts of physics.
Students will explore these concepts as they relate to mechanical, electrical,
fluid (hydraulic and pneumatic), and communications systems, as well as to the
operation of commonly used tools and equipment. They will develop
scientific-inquiry skills as they verify a
The study
of science helps students to learn to be reflective, critical, and creative
thinkers, as well as discerning believers who can apply their knowledge in the
spirit of social justice to the world around them. They can make appropriate
decisions in light of Gospel values and Church teachings. The study of science
teaches students to be collaborative contributors to an interdependent team,
respecting the rights, responsibilities, and contributions of others. Studying
the applications of science with a goal of getting to college leads students to
find meaning, dignity, fulfillment, and vocation in the work they do. Overall,
students become aware of the spiritual, as well as the physical dimension, of
the world and of the need to respect the environment and the sustainability of
resources and their wise use in order to fulfil their roles as stewards of
God’s creation. It is the Christian perspective on life and its meaning as
revealed in Jesus Christ that underlies our approach to education and is
reflected throughout the curriculum.
The
overall intention of the Science curriculum is that all graduates of
College
Preparation courses are designed to equip students with the knowledge and
skills necessary to meet the entrance requirements for college programs.
Teaching and learning emphasize concrete applications of the theoretical
material covered in the course and also emphasizes the development of critical
thinking and problem-solving skills.
The
skills essential for scientific investigation are found on pages 113 and 114 of
The Ontario Curriculum, Grades 11 and 12, Science, 2000. These skills
apply to all areas of the course and must be developed in all the course units.
Assessment of the students’ mastery of these skills must be included in the
evaluation of their achievement of the expectations for the course. In this
profile these skill expectations have been coded as Scientific Investigation
Skills (SIS.01 to SIS.12).
Students may use computer applications that have been
developed for use in Physics. Computer interfaces for laboratory equipment,
multimedia applications, databases, and computer-based simulations may be used
wherever appropriate to do so. Care must be taken, however, to ensure that
students are provided with adequate opportunity to interact with real materials
and equipment in order to understand the physics concepts being studied. In all
units, students are expected to design and to construct devices that illustrate
the particular technology that is the focus of the unit. They also evaluate the
technology a
The
underlying theme of the course is the application of technology to various
energy transformations in the world around us. The strands of the course are
recommended as the units of study. It is recommended that the first unit taught
be Mechanical Systems, in order that the students may begin by investigating
the applications of Physics in a context of the world around them and then by
investigating the basics of simple machines before they go on to other
technological applications such as hydraulic and pneumatic systems and
electricity and electronics that may also apply the concepts of machines using
different driving mechanisms. These units may then be followed with
Communications Technology, which may integrate all of the previous technologies.
The course may end with an examination of more complex systems that include a
variety of technologies to transform energy from one form to another.
It
is recommended, wherever possible, that teachers use a “reverse approach” to
teaching the units. This means to begin with the applications of the concepts
of the unit that exist in the world around the students and then to go on to
the underlying physics laws and theories that explain why things work as they
do. Students are encouraged to recognize the “sacred” within the secular and
see the hand of God in the laws and structures of the physical environment.
Frequently students have their own concepts about how the world works and these concepts have implications for their learning of physics concepts. If teachers can anticipate these preconceptions or alternate concepts, they can address them explicitly in their teaching. A useful source to help teachers identify possible preconceptions is a website called “Students’ Alternate Conceptions” found at http://phys.udallas.edu/C3P/altconcp.html or “Science Hobbyist Misconceptions” found at http://www.amasci.com/miscon/opphys.html
|
Unit 1 |
Mechanical
Systems |
24
hours |
|
Unit 2 |
Hydraulic
and Pneumatic Systems |
22
hours |
|
Unit 3 |
Electricity
and Electronics |
22
hours |
|
* Unit
4 |
Communications
Technology |
24
hours |
|
Unit 5 |
Energy
Transformations |
18
hours |
* This
unit is fully developed in this Course Profile.
Time: 24 hours
Unit Description
Students are introduced to the
concept of force and applications in daily life by examining the factors
affecting friction. Students analyse all forces acting on an object and through
Newton’s laws, explain the resulting motion of the object. Newton’s laws are
verified experimentally. Force concepts are applied to simple machines such as
the lever, the inclined plane, and modifications of these. After determining
the mechanical advantage of several devices, students recognize the need for
simple machines and are able to explain the function of those found in devices
such as robotic equipment and the Canadarm. In the Middle Ages, human life and
technology in the West centred round the construction of sacred buildings,
particularly cathedrals. Students explore how people applied simple machines to
erect outstanding masterpieces of architecture spurred on by their deep faith
and reverence to God and His Church. The culminating activity of the unit has
students design and build a simple machine in order to solve a practical
problem.
Since
each cluster includes several learning expectations, various Achievement Chart
categories may be assessed; however, one or more areas tend to have a greater
emphasis. These categories have been indicated in bold in order that it
be clear to the teacher which category should be weighted more heavily.
Unit
Synopsis Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Tasks |
|
1 |
MSV.01,
MSV.02, MSV.03, MS1.01, MS2.02, MS3.01 |
Knowledge/
Understanding |
Force
Concepts |
|
2 |
MSV.01,
MSV.02, MS1.01, MS1.02, MS1.03, MS2.01 |
Knowledge/
Understanding |
Newton’s
Laws of Motion |
|
3 |
MSV.01,
MSV.03, MS1.01, MS1.04, MS1.05, MS1.06, MS2.03 |
Knowledge/
Understanding |
Simple
Machines |
|
4 |
MSV.01,
MSV.02, MSV.03, MS1.01, MS1.07, MS1.08, MS2.04, MS2.05, MS3.02, MS3.03 |
Knowledge/
Understanding |
Applications
of Simple Machines |
Time: 22 hours
Unit Description
Students are made aware of the
applications of hydraulic and pneumatic systems in the world around them and
then go on to investigate the physical principles involved, such as Bernoulli’s
and Pascal’s principles. They investigate these principles through experiments
and analyse quantitatively the work, power, and time involved in hydraulic and
pneumatic circuits. Students then go on to design, construct, and evaluate a
model hydraulic or pneumatic system. They identify some of the social and
economic consequences of the use of robotic systems in light of Catholic social
teaching relating to the value of human work.
Unit
Synopsis Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Tasks |
|
1 |
HPV.03,
HP3.02, HP3.03 |
Communication |
Observing
Hydraulic and Pneumatic Systems |
|
2 |
HPV.01,
HP1.01, HP1.02, HP1.03, HP1.05, HP1.07, HP1.08 |
Knowledge/
Understanding |
Scientific
Principles of Hydraulic and Pneumatic Systems |
|
3 |
HPV.02,
HP1.04, HP1.06, HP2.01, HP2.02, HP2.03, HP2.05 |
Knowledge/
Understanding |
Investigations
with Hydraulic and Pneumatic Systems |
|
4 |
HPV.02,
HP2.04, HP2.06 |
Knowledge/
Understanding |
Building
a Model Hydraulic and Pneumatic System |
|
5 |
HPV.03,
HP3.01, HP3.02, HP3.03 |
Inquiry |
Social
Consequences of Hydraulic and Pneumatic Systems |
Time: 22 hours
Unit Description
Students
develop their skills with electric circuits introduced in Grade 9 Science.
First, students examine the theoretical aspects of circuits through the
analysis of circuit problems involving potential difference, current, and
resistance. Second, students assemble circuits and measure voltage, current,
and resistance values at various points throughout the circuit to reinforce
Ohm’s Law for fixed resistances and Kirchhoff’s laws. Furthermore, students
explore the operations of electronic control devices as well as analog and
digital circuits and electrical sub-circuits. Students employ their knowledge
of circuit theory as they design, build, and test a circuit that performs a
simple function. Lastly, students choose an electric appliance and describe its
operation, historical development, and its performance in terms of its impact
on society and the environment. Students are encouraged to challenge the view
that industrial and public consumption of electricity is a criterion to gauge
the “development” and “progress” of a country.
Unit
Synopsis Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Tasks |
|
1 |
EEV.01,
EE1.01, EE1.02, EE1.03, EE1.05, EE2.04 |
Knowledge/
Understanding |
Theory
of Circuits |
|
2 |
EEV.02,
EE1.01, EE2.01, EE2.02, EE2.03, EE2.04, EE3.03 |
Knowledge/
Understanding |
Practical
Circuits |
|
3 |
EEV.02,
EE1.04, EE1.06, EE1.07 |
Knowledge/
Understanding |
Control
Devices and Sub-Circuits |
|
4 |
EEV.02,
EE1.01, EE2.01, EE2.02, EE2.03, EE2.05, SIS.03, .07 |
Inquiry |
Design
and Construct an Electrical Circuit to Perform a Simple Function |
|
5 |
EEV.03,
EE1.01, EE2.06, EE3.01, EE3.02 |
Communication |
Historical
Development, and Analysis of an Electrical Appliance |
Time: 24 hours
Unit Description
Students are introduced to various
communication technologies and their roles in society. Students explore the
properties of periodic motion and the behaviour of waves through direct
experimentation. Also, students investigate the refraction of light by
verifying Snell’s Law. Students describe and explain how the phenomena of
reflection and interference of sound waves as well as the reflection,
refraction, and interference of light and of electromagnetic waves are employed
in modern day communication science. Furthermore, students describe and
evaluate Canadian contributions to communication science. Students employ their
knowledge of communication science and electronics as they design, build, and demonstrate
the operation of a simple communication system. Finally, students learn that
communication technology is a tool of great power that can be used for good or
evil depending on how it is used. Catholic social teaching requires that the
media be used ethically and morally. Students apply this knowledge as they
assess the risks and benefits to society, and to the environment, of using a
particular communication technology. Students learn about and reflect on the
widening gap between communication-rich and communication-poor countries and
recognize the unethical nature of this imbalance of resources.
Unit
Synopsis Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Tasks |
|
1 |
CTV.01,
CTV.02, CT1.01, CT1.02, CT1.03, CT1.04, CT1.05, CT1.06, CT2.01, CT2.02,
CT2.03 |
Knowledge/
Understanding |
Vibrations
and Waves - periodic motion -
student lab activities -
student problem solving |
|
2 |
CTV.01,
CTV.02, CT1.01, CT1.07, CT1.08, CT2.04, CT2.05 |
Knowledge/
Understanding Making
Connections |
Light - reflection -
student lab activities |
|
3 |
CTV.01,
CTV.03, CT1.05, CT1.06, CT1.08, CT1.09 CT2.06, CT3.02 |
Communication |
Sound,
Light and Communication Technologies |
|
4 |
CTV.01,
CTV.02, CT1.09, CT2.07, CT3.03 |
Inquiry |
Build a
Communications System |
|
5 |
CTV.03,
CT3.01, CT3.03 |
Communication |
Communication
Technologies and You - class
discussion |
Time: 18 hours
Unit Description
Students
examine various systems that convert one form of energy to another. Once
familiar with the different possible energy transformations, students
quantitatively determine the power and efficiencies of these systems and use
the results to design a device for a particular function that utilizes at least
four functional energy transfers. As many systems rely on non-renewable
resources, the students have an opportunity to evaluate the advantages and
disadvantages of energy transforming devices that are based on renewable
resources. The concept of energy transformation lends itself to reflection on
the whole issue of “conversion” in a religious sense where a person re-directs
his or her energy to a more wholesome and righteous lifestyle. Students may
research examples of saints who experience this transformation of energy such
as St. Ignatius of Loyola who transformed his energy from a military one to a
religious one.
Unit
Synopsis Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus/Tasks |
|
1 |
ETV.01,
ETV.03, ET1.01, ET1.02, ET1.03, ET3.01 |
Knowledge/
Understanding |
Energy
Terminology and Concepts |
|
2 |
ETV.01,
ETV.02, ET1.05, ET2.01, ET2.02 |
Knowledge/
Understanding |
Energy
Transformation Devices |
|
3 |
ETV.01,
ETV.03, ET1.04, ET3.02 |
Knowledge/
Understanding |
Energy
Resources |
Since
this is a College Preparation course, teaching and learning strategies
emphasize the practical applications of the course content but they also
include some theoretical aspects of the content. Physics is an activity as much
as it is an organized body of knowledge. It cannot be learned in any meaningful
way by reading and discussion alone. The experimental nature of Physics is
emphasized. Furthermore, each unit includes a “design and construct” component
to help students understand the nature of the technological application.
Students should be explicitly taught the design process and shown how it
compares to the scientific method. Students’ initial attempts to design a model
are like a hypothesis that is then tested through the building and testing of
the model like an experiment. Once the testing is complete, the model may be
improved and tested again until a satisfactory result is achieved.
One
option for teachers to consider in one or more of the units is to teach the
unit in a reverse order. That is, begin with the applications of the technology
and then develop the theory that explains how the technology works. This may be
a
Students
are required to become aware of the social and economic consequences of the
various technologies that they are studying. They also assess the risks and
benefits to society as well as to the environment of introducing particular
technologies. They should do this within the context of the social teaching of
the Church, that technology is never morally neutral. This should be a
Throughout
the course, students are given numerous and varied opportunities to acquire
knowledge and to develop skills. Some instructional strategies are more suited
to the development of particular types of understanding. Therefore
instructional strategies may be placed into categories similar to the
categories of learning found in the Achievement Chart. Some strategies may be
used to develop several types of understanding. Some examples are listed below:
Expectations that
involve Knowledge/Understanding may be
developed through:
·
Audio-visual
Presentations: films or videos viewed to illustrate concepts or examples that
may be difficult to observe and perform directly;
·
Collaborative/Cooperative
Learning: various small group learning techniques as constructed by the
teacher, e.g., think/pair/share, jigsaw;
·
Computer-based
Learning: students use simulations and relevant computer programs to explore
science problems;
·
Equation
List: a list of equations used in a particular unit, along with the definition
or other explanations of each symbol, its corresponding unit and possible
restrictions or conditions for its use;
·
Independent
Study: students explore and research a topic of interest (an important
component of the “design and construct” activity in all units);
·
Notebook:
a student collection of daily work, teacher handouts, and homework attempted
and completed;
·
Reading:
students read about and explore primitive but effective and sustainable
technologies used in developing countries that seek to develop their economic
activities relying on their own resources rather than becoming dependent on
expensive technology;
·
Teacher-directed
Lessons and Demonstrations: introductions to key concepts of the course used in
all units;
·
Vocabulary
List: a list of specific physics terminology used in a particular unit, along
with their definition or other explanation of their meaning.
Expectations that involve Inquiry skills may be developed
through:
·
Computer
Simulations – students use computer programs to perform activities that are
difficult to do in the laboratory;
·
Independent
Study- students explore and research a topic of interest (an important
component of the design and construct activity in all units);
·
Lab-based
Inquiry: students perform investigations in the laboratory under the
supervision of the teacher;
·
Model
Building: students construct physical representations of various devices.
Expectations that
involve Communication may be developed through:
·
Conferencing:
teacher-student discussion;
·
Interviewing:
students engage in a conversation or dialogue with a person in order to gain
information or insights from the person being interviewed or to give
information to a person conducting the interview;
·
Lab
Book: a notebook or a binder that students use to record their observations of
all in-class experiments;
·
Log
Book: a written record of the progress of each student’s design and construct
activity with reference to problems encountered, su
·
Reading:
students may read books dealing with ethical issues relating to topics in this
course and discussing/presenting some of their concepts;
·
Report/Presentation:
an oral and/or written presentation to the class of a model constructed,
perhaps as a poster or a videotaped format.
Expectations that provide opportunities to expand their
knowledge and to Make
Connections may be developed through:
·
Guest
Speaker: an expert is invited from outside the school to present ideas,
alternative perspectives, opinions, descriptions of real-life experiences and
applications and answer questions generated by students;
·
Field
trip: students may visit a place of work or an industry, such as an auto shop,
a recording studio, a lighting booth, or a sound stage;
·
Outreach:
students are invited to contact local charitable and development organizations
(St. Vincent de Paul Society, Salvation Army, Scarborough Missions, Canadian
Catholic Organization for Development and Peace, etc.) to see if there is a
need for used audio or electronic equipment or other technological devices such
as computers that may be collected and then donated to those who are less
fortunate.
Assessment
is the process of gathering information from a variety of sources that a
Because
some students will not have studied Science since Grade 10, teachers may need
to use some of the strategies listed below as diagnostic so that they will have
information to appropriately adjust instructional strategies to the students’
preparedness. In order to provide maximum opportunity for the development of
student learning, opportunities within collaborative activities and the use of
student reflection should be encouraged as formative assessment. These peer and
self-assessment opportunities should be introduced, where possible.
Paper-and-Pencil Tasks
·
quizzes
·
tests
·
lab
reports
Performance Tasks
·
student
demonstration of science skills
·
student
interviews
·
experiments
performed by student
·
model
building
·
model
demonstrations
Personal Communication
·
short
written reports
·
lab
reports
·
log
books
·
student
teacher conferences
·
checklists
·
marking
schemes
·
rubrics
·
anecdotal
comments with suggestions for improvement
In
this College Preparation course the weighting of the four categories is based
on the rationale that teaching and learning emphasizes concrete applications of
the theoretical material covered in the course, and also emphasizes the
development of critical thinking and problem-solving skills.
Evaluation
refers to the process of judging the quality of student work on the basis of
established criteria, and then assigning a value to represent that quality. The
value assigned will be in the form of a percentage grade. A
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based upon a final
evaluation in the form of an examination, performance, essay, and/or other
method of evaluation suitable to the course content and administered towards
the end of the course. The analysis of a student-designed and built project
that uses at least four functional energy transformations, conducted as part of
the unit on Energy Transformations, is a good example of a performance task
that could count for part of this thirty per cent. A Final Examination,
evaluated for all four categories identified in the Achievement Chart and
addressing all units of the course may count for the rest of the thirty per
cent.
The
teacher must consider the needs of exceptional students in planning the
delivery of the science curriculum. A
Enrichment possibilities should be considered. Students could be encouraged to read articles relating to the development of new technological applications or possible future technological devices. They may also be encouraged to view shows on television that deal with new technologies and to write a brief report on them for sharing in class, or to participate in special events sponsored by colleges such as bridge building that allows them to extend their work beyond ordinary day to day tasks.
For
English as a Second Language (ESL) students or English Literacy Development
(ELD) students, teachers should provide opportunities for the students to
demonstrate their learning by alternative means (such as spoken English, direct
demonstration and pictorial representation) while written English is
developing.
Units in this Course Profile make
reference to the use of specific texts, magazines, films, videos, and websites.
The teacher needs to consult their board policies regarding use of any
copyrighted materials. Before reproducing materials for student use from
printed publications, the teacher needs to ensure that their board has a
Cancopy licence and that this licence covers the resources they wish to use.
Before screening videos/films with their students, the teacher needs to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. The teacher is reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without permission of the
owner.
Science
classrooms should have a Bible available for reference. The teacher should
consult the Religion department in the school or the school Chaplain for the
version used by the school. Many schools use the New American Catholic Bible,
published by Fireside Bible Publishers, Wichita, Kansas 67201.
Magazines such as Physics Today published monthly by the American Institute of Physics, The Physics Teacher published by the American Association of Physics Teachers, and Crucible published by the Science Teachers Association of Ontario are useful sources of current information about physics and the teaching of physics. Also magazines such as Popular Science and Discover may provide some additional information about new technological developments or applications.
Some useful textbook
resources include:
Dick,
Greg, A. Geddis, E. James, T. McCaul, B. McGuire, R. Poole, and B. Holzer. McGraw-Hill
Physics 11. Toronto: McGraw-Hill Ryerson, 2001. ISBN 0-07-088691-1
Dyer,
Frank S. and William R. Tallman. Physics in Action. Toronto: Harcourt
Brace Jovanovich Canada Inc., 1991. ISBN 0-7747-1349-6
Giancoli,
D.C. Physics: Principles with Applications, 2nd edition. Toronto:
Prentice-Hall, 1985.
ISBN 0-13-672627-5
Hewitt,
Paul G. Conceptual Physics. Don Mills: Addison-Wesley Publishing Co.,
Inc., 1987.
ISBN 0-201-20728-1
Hirsch,
Alan, D. Martindale, S. Bibla, and C. Stewart. Nelson Physics 11.
Toronto: Nelson Thomson Learning, 2002. ISBN 0-17-612102-1
Hirsch,
Alan J. Physics for a Modern World. Toronto: John Wiley and Sons, 1986.
ISBN 0-471-79747-2
Kane,
J.W. and M.M. Sternheim. Physics, 3rd edition. Toronto: John Wiley and
Sons, 1988.
ISBN 0-471-85221-X
Martin,
B. and C. Sprank. Physic-AL: An Activity Approach to Physics. Edmonton:
J.M.Lebel Enterprises Ltd., 1989. ISBN 0-920008-30-5
Martindale,
D.G., et al. Fundamentals
of Physics: An Introductory Course. Toronto: D.C.Heath, 1987. ISBN 0-669-95113-7
Martindale,
D.G., R.W. Heath, and P.C. Eastman. Fundamentals of Physics: A Senior
Course. Toronto: D.C. Heath, 1986. ISBN 0-669-95047-5
Nowikow,
Igor and Brian Heimbecker. Physics: Concepts and Connections. Toronto:
Irwin Publishing, 2001. ISBN 0-7725-2872-1
Spencer,
P.T., K.G. McNeill, and J.H. MacLachlan. Matter and Energy: The Foundation
of Modern Physics, 3rd edition. Toronto: Irwin Publishing, 1987. ISBN
0-7725-1558-1
Vickers,
Incorporated. Industrial Hydraulics Manual. Eden Prairie, MN:
Eaton/Vickers Training, 1997.
Wolfe,
T.J.E., E. Brown, and D. Parker. Addison-Wesley Physics 11. Toronto:
Pearson Education Canada Inc., 2002. ISBN 0-201-70792-6
Wolfe,
T.J.E., E. Brown, D. Parker, and F. Mustoe. Physics Today 1.
Scarborough: Prentice-Hall Canada Inc., 1989. ISBN 0-13-669391-1
Zebrowski,
Ernest Jr. Practical Physics. Toronto: McGraw-Hill, Inc., 1980. ISBN
0-07-072788-0
Beyond
the Mechanical Universe series of 26 videos available through Magic Lantern Communications Ltd.
(www.magiclantern.ca)
Electricity
and Magnetism
available through Magic Lantern Communications Ltd. (www.magiclantern.ca)
Electromagnetism available through Classroom Video
(www.classroomvideo.com)
Energy
and Society
available through Hawkhill Video (www.hawkhill.com)
Interference
of Light available
through Classroom Video (www.classroomvideo.com)
Mechanical
Universe: Introduction to Physics series of 26 videos available through Magic Lantern Communications
Ltd. (www.magiclantern.ca)
Physics
Demonstrations in Electricity and Magnetism available through Physics Curriculum and
Instruction (www.physicscurriculum.com)
Physics
Demonstrations in Light available through Physics Curriculum and Instruction
(www.physicscurriculum.com)
Physics
Demonstrations in Mechanics available through Physics Curriculum and Instruction
(www.physicscurriculum.com)
Physics
Demonstrations in Sound and Waves available through Physics Curriculum and Instruction
(www.physicscurriculum.com)
Physics
Essentials series
of 6 videos available through Magic Lantern Communications Ltd.
(www.magiclantern.ca)
Physics-The
Basic Science
available through Hawkhill Video (www.hawkhill.com)
Physics:
What Matters, What Moves series of 6 videos available through Magic Lantern Communications Ltd.
(www.magiclantern.ca)
Refraction
and Images
available through Classroom Video (www.classroomvideo.com)
Resonance available through Magic Lantern
Communications Ltd. (www.magiclantern.ca)
Crocodile
Physics -
simulations of various physics phenomena available through Spectrum Educational
Supplies (www.spectrumed.com)
Data
Studio and related
probes available through Merlan Scientific (www.merlan.ca)
Interactive
Physics - a
modelling and simulation program available from Tangent Scientific
(www.tangentscientific.com)
The
URL’s for the websites were verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them for student use.
American
Association of Physics Teachers – www.aapt.org
American
Physical Society – http://physicscentral.com
Canadian
Conference of Catholic Bishops – www.
Catholic
Information Network – www.cin.org/
Fluid
Power Journal – www.FluidPowerJournal.com
How
Stuff Works – www.howstuffworks.com/sports-physiology.htm
Hydraulics
Training and references – fluidpowerzone.com
Ontario
Association of Physics Teachers – www.uoguelph.ca/OAPT/index.html
Multimedia
Physics Studios –
http://www.glenbrook.k12.il.us/gbssci/phys/mmedia/index.html#work
Physical
Sciences Resource Center – www.psrc-online.org
Pneumatics
Industry Reference – www.pneumaticsonline.com
Science
Joy Wagon – www.sciencejoywagon.com/physicszone/
Science
Teachers’ Association of Ontario – www.stao.org
Students’
Alternate Conceptions – http://phys.udallas.edu/C3P/altconcp.html
The
Institute of Physics – http://physicsweb.org/resources
The
Physics Teacher’s Index –
http://www.messiah.edu/hpages/facstaff/barrett/phy_ind.htm
The
Vatican – www.vatican.va/
Electrical,
magnetic and electromagnetic devices, power supplies, voltmeters, ammeters,
oscilloscopes, soldering irons, wire strippers, plastic tubing, syringes,
computers, and relevant interfaces along with various laboratory equipment
Students
can benefit from experience in science related activities in the workplace
through cooperative education or work experience placements within the
community. They may consider a Cooperative Education or a work experience
placement related to this science course. Students should explore various
science related careers throughout the course and consider them when they are
developing their Annual Education Plan (AEP).
Students
should be reminded that they are required to complete 40 hours of community
involvement activities prior to graduation. They should consult their board’s
list of eligible Christian Service activities for suggestions to complete this
requirement.
Students
graduating from Ontario schools are expected to be technologically literate.
Through the study of this science course students should be able to understand
and apply technological concepts, to use computers in various applications, and
to analyse the implications of technology on individuals, on society, and on
the environment.
In
all classes, the teacher should make sure to adopt measures to provide a safe
environment for learning, free from all types of harassment, violence, and
expressions of prejudice.
Coded
Expectations, Physics, Grade 12, College Preparation, SPH4C
SIS.01
- demonstrate an
understanding of appropriate safety practices by selecting, operating, and
storing electrical equipment, components, and materials in a
SIS.02
- select
appropriate instruments and testing equipment and use them effectively and a
SIS.03
- demonstrate the
skills required to design and carry out experiments related to the topics under
study, controlling major variables and adapting or extending procedures where
required (e.g., design and carry out an experiment to determine the
relationships among force, area, pressure, volume, and time in a hydraulic
system);
SIS.04
- locate, select,
analyse, and integrate information on topics under study, working independently
and as part of a team, and using appropriate library and electronic research
tools, including Internet sites;
SIS.05
- compile,
organize, and interpret data, using appropriate formats and treatments,
including tables, flow charts, graphs, and diagrams (e.g., explain the
reflection and refraction of light in various situations, using ray diagrams);
SIS.06
- use appropriate
scientific models (theories, laws, explanatory devices) to explain and predict the
behaviour of natural phenomena;
SIS.07
- analyse and
synthesize information for the purpose of identifying problems for inquiry, and
solve the problems using a variety of problem-solving skills;
SIS.08
- select and use
appropriate SI units, and apply unit analysis techniques when solving problems;
SIS.09
- select and use
appropriate numeric, symbolic, graphical, and linguistic modes of
representation (e.g., algebraic equations, vector diagrams, free-body diagrams,
ray diagrams, graphs, graphing programs, spreadsheets) to communicate
scientific ideas, plans, and experimental results;
SIS.10
- communicate the
procedures and results of investigations and research for specific purposes
using data tables, laboratory reports, and research papers, and a
SIS.11
- express the
result of any calculation involving experimental data to the appropriate number
of decimal places or significant figures;
SIS.12
- identify and
describe science- and technology-based careers related to the subject area
under study (e.g., filmmaker, kinesiologist, navigator, tool-and-die maker,
machinist, fluid power technologist, communications technician).
MSV.01 · describe and apply concepts related to
forces, Newton’s laws of motion, static and kinetic friction, simple machines,
torques, and mechanical advantage;
MSV.02 · design and carry out experiments to
investigate forces, coefficients of friction, and the operation of simple
machines;
MSV.03 · identify and analyse applications of applied
forces, friction, and simple machines in real-world machines and in the human
body.
Understanding
Basic Concepts
MS1.01 – define and describe the concepts
and units related to force, coefficients of friction, torque, mechanical
advantage, and work;
MS1.02 – state Newton’s laws of motion,
and apply them to mechanical systems (e.g., identify and explain the conditions
associated with the movement of objects at constant velocity);
MS1.03 – analyse, in qualitative and
quantitative terms, the forces (e.g., gravitational forces, applied forces,
friction forces) acting on an object in a variety of situations, and describe
the resulting motion of the object;
MS1.04 – identify, describe, and
illustrate applications of types of simple machines, that is, the inclined plane
and the lever, and modifications of these (the wedge, the screw, the pulley,
and the wheel and axle);
MS1.05 – apply quantitatively the
relationships among torque, force, and displacement in simple machines;
MS1.06 – state the law of the lever, and
apply it quantitatively in a variety of situations for all three classes of
levers;
MS1.07 – explain the operation and
mechanical advantage of simple machines;
MS1.08 – determine the mechanical
advantage of a variety of compound machines and bio-mechanical systems.
Developing
Skills of Inquiry and Communication
MS2.01 – verify Newton’s second law of
motion through experimentation;
MS2.02 – determine, through
experimentation, the factors affecting static and dynamic friction and the
corresponding coefficients of friction;
MS2.03 – select appropriate instruments
and use them effectively and a
MS2.04 – analyse, in quantitative terms, a
mechanical system with respect to its component simple machines, input and
output forces, and mechanical advantage (e.g., determine the mechanical
advantage of the simple machines in a bicycle);
MS2.05 – construct a simple or compound
machine to solve a practical problem, and determine its mechanical advantage
(e.g., design and construct a prototype of a machine for lifting a patient from
a hospital bed, calculate the mechanical advantage of each of the simple
machines used in the device, and explain the operation of each simple machine).
Relating
Science to Technology, Society, and the Environment
MS3.01 – describe advantages and
disadvantages of friction in real-world situations, as well as methods used to
increase or reduce friction in these situations (e.g., advantages of, and
methods for increasing, friction on the surface of car tires and the soles of
mountain-climbing boots; disadvantages of, and methods for reducing, friction
between moving parts on industrial machines, and on wheels spinning on axles);
MS3.02 – describe the role of machines in
everyday domestic life and in industry (e.g., identify simple machines that are
part of a device used in the home, and explain the function of each machine;
explain the function of the simple machines used in one of the following:
robotics equipment, pulley systems, lever systems on backhoes, bulldozers,
winches, the “Canadarm”);
MS3.03 – analyse natural and technological
systems that employ the principles of simple machines, and explain their
function and structure (e.g., analyse the operation of the human arm in terms
of the operation of a lever).
EEV.01 · demonstrate an understanding of
common applications of electrical and electronic circuits, and the function and
configuration of the components used;
EEV.02 · construct, analyse, and
troubleshoot simple electrical circuits by using schematic diagrams and
appropriate electrical tools and measuring equipment, and by examining familiar
electrical devices;
EEV.03 · investigate the development and
application of electrical technologies and their impact on local and global
economies and the environment.
Understanding
Basic Concepts
EE1.01 – define and describe the concepts
and units related to electrical and electronic systems (e.g., direct current,
alternating current, electric potential, resistance, power, energy);
EE1.02 – compare direct current and
alternating current in qualitative terms, and describe situations in which each
is used;
EE1.03 – describe the function of basic
circuit components (e.g., power supplies, resistors, diodes, fuses, circuit
breakers, light-emitting diodes [LEDs], capacitors, and switching devices);
EE1.04 – analyse and describe the
operation of electrical and electronic devices that control other systems
(e.g., programmable thermostats, control switches for fans or pumps, logic
circuits, security systems, smoke detectors);
EE1.05 – analyse, in quantitative terms,
circuit problems involving potential difference, current, and resistance;
EE1.06 – distinguish between, and explain
the functions of, analog and digital circuits (e.g., identify one device that
requires an analog circuit to function – audio amplifier, audio-tape recorder –
and another that requires a digital circuit – computer data storage device,
alarm circuit, compact disc [CD] recording, digital video disc [DVD] – and
explain why each kind of circuit is used);
EE1.07 – describe examples of electrical
sub-circuits that are micro-miniaturized and used as “black boxes” that serve a
particular purpose in electronic equipment (e.g., identify and describe the
function of a computer central processing unit [CPU] and a “smart” telephone
card).
Developing
Skills of Inquiry and Communication
EE2.01 – use appropriate meters (analog or
digital), computer probes, and oscilloscopes to measure electric potential
difference, current, and resistance in electrical circuits;
EE2.02 – construct simple electrical
circuits using common tools appropriately and safely (e.g., soldering irons,
wire strippers, crimping tools, screwdrivers, common connectors);
EE2.03 – draw, by hand or using a
computer, schematic diagrams to represent real circuits;
EE2.04 – analyse, in quantitative terms,
real or computer-simulated circuits, using Ohm’s law and Kirchhoff’s rules;
EE2.05 – design and construct an electrical circuit
to perform a simple function (e.g., perimeter security system, water-level
detector), and evaluate it on the basis of specified criteria;
EE2.06 – analyse real or simulated
circuits to identify faults and suggest corrective changes (e.g., analyse the
operation of a small home appliance and identify the problem in one that is
broken or defective).
Relating
Science to Technology, Society, and the Environment
EE3.01 – describe common applications of
simple circuits, and identify the energy transformations that o
EE3.02 – investigate the use and historical
development of an electrical or electronic appliance or device (e.g., dry-cell,
rechargeable battery, toaster, refrigerator, computer), and describe its performance
since its development with respect to safety, cost, availability, and
environmental impact;
EE3.03 – identify and describe proper
safety procedures to be used when working with electrical circuits, and
identify electrical hazards that may o
HPV.01 · demonstrate an understanding of
the scientific principles related to fluid statics and dynamics, and to
hydraulic and pneumatic systems;
HPV.02 · design and carry out
investigations of fluid statics and dynamics, and of simple hydraulic and
pneumatic systems;
HPV.03 · analyse and describe the social
and economic consequences of the development of technological applications
related to the motion and control of fluids.
Understanding
Basic Concepts
HP1.01 – define and describe the concepts
and units related to fluids and to hydraulic and pneumatic systems (e.g.,
density, atmospheric pressure, absolute pressure, laminar and turbulent flow,
static pressure head, pressure, volume, flow rate);
HP1.02 – identify factors affecting
laminar flow, and describe examples of laminar flow (e.g., identify the factors
affecting the streamlining of cars, boats, planes, turbine blades, propellers,
golf balls, or shark skin, and describe how each of these factors has been
considered in the design of at least one of these applications);
HP1.03 – state Bernoulli’s principle and
explain some of its applications in the fields of technology and health (e.g.,
explain spray atomizers, propellers, spoilers on racing cars, turbine blades in
jet engines);
HP1.04 – identify factors affecting static
pressure head, analyse static pressure head in quantitative terms, and explain
its effects in liquids and gases (e.g., identify factors affecting static
pressure head in the Earth’s atmosphere and calculate the absolute pressure at
5000 m);
HP1.05 – state Pascal’s principle and
explain its applications in the transmission of forces in fluid systems;
HP1.06 – describe common components used
in hydraulic and pneumatic systems (e.g., cylinders, valves, motors, fluids,
hoses, connectors, pumps, reservoirs);
HP1.07 – apply quantitatively the relationships among
force, area, pressure, volume, and time in hydraulic and pneumatic systems
(e.g., calculate the force exerted by the hydraulically operated brake pad on
the wheel of a motorcycle or car; calculate the time required for a robotic
system to complete one cycle of operation);
HP1.08 – analyse, in quantitative terms,
the relationships among work, power, and time in hydraulic and pneumatic
circuits.
Developing
Skills of Inquiry and Communication
HP2.01 – demonstrate Bernoulli’s principle
through experiments (e.g., experiments involving wind tunnel demonstrations,
suspension of table tennis balls, blowing between pieces of paper, or use of a
Venturi tube);
HP2.02 – identify factors that affect the
static pressure head in fluids by carrying out procedures, compare theoretical
and empirical values, and a
HP2.03 – verify Pascal’s principle through
experimentation;
HP2.04 – draw simple hydraulic or
pneumatic circuits, using correct circuit symbols;
HP2.05 – determine, through experimentation, the
relationships among force, area, pressure, volume, and time in a hydraulic or
pneumatic system (e.g., build a two-cylinder circuit using small plastic
cylinders filled with air or water, and measure and quantitatively analyse the
extension of the cylinders and the forces exerted by them);
HP2.06 – design, construct, and evaluate a
hydraulic or pneumatic system (e.g., the braking system on a car; a clamping
device; a model of a crane) and solve problems as they arise.
Relating
Science to Technology, Society, and the Environment
HP3.01 – describe the historical
development of fluid systems, analyse their design, and determine why these
technologies were developed and improved (e.g., identify examples of the use of
hydraulic systems in aircraft and other transportation vehicles, in heavy equipment,
and in precision machining, and explain why they have become the preferred
system for each of the identified uses);
HP3.02 – identify and analyse some of the
social and economic consequences of the use of robotic systems for many
different kinds of operations (e.g., identify examples of the use of robotic
systems in the computer-manufacturing industry, for lifting and manoeuvring
heavy objects on assembly lines in factories, for handling hazardous materials,
and for activities under water and in space, and explain how the use of
robotics has affected the training required of people employed in these
industries);
HP3.03 – identify various applications of
hydraulic and pneumatic systems in everyday life, and evaluate the impact of
the use of these systems on the quality of life.
CTV.01 · demonstrate an understanding of
the scientific principles and technological applications involved in the
design, development, and operation of communications systems;
CTV.02 · design and carry out experiments
to investigate and illustrate the fundamental operating principles and basic
components of communications systems;
CTV.03 · identify and describe Canadian
contributions to communications technology, and demonstrate awareness of the
wide-ranging and ever-growing influence of communications technology on the
global community.
Understanding
Basic Concepts
CT1.01 – define and explain the concepts
and units related to communications technology (e.g., frequency, period, cycle,
wavelength, amplitude, longitudinal and transverse waves, electromagnetic
waves, reflection, refraction, total internal reflection, interference,
transmission, absorption);
CT1.02 – describe the periodic motion of a
vibrating object in qualitative terms, and analyse it in quantitative terms
(e.g., the motion of a pendulum, a vibrating spring, a tuning fork);
CT1.03 – describe the characteristics of
waves, and analyse, in quantitative terms, the relationships among velocity,
frequency, and wavelength to explain the behaviour of waves in different media;
CT1.04 – explain and illustrate the
principle of superposition of waves (e.g., explain the sound produced by a
musical instrument in terms of its fundamental frequency and the associated
overtones, and draw diagrams to show the relationships between them);
CT1.05 – describe how the interference of
waves is used in communications technology;
CT1.06 – explain, in qualitative terms,
and illustrate how the reflection of waves is used in communications technology
(e.g., in loudspeaker enclosures, police radar, communications satellites,
parabolic reflectors);
CT1.07 – explain and predict, in
quantitative terms and with the use of Snell’s law, the refraction of
electromagnetic waves;
CT1.08 – describe and illustrate total internal
reflection, and explain its significance in communications systems;
CT1.09 – analyse and describe the
sequences of energy transformations and transmissions that o
Developing
Skills of Inquiry and Communication
CT2.01 – determine, through
experimentation, the properties of and the relationships among the major
variables for a vibrating object (e.g., conduct an experiment to determine the
factors that affect the frequency of a pendulum);
CT2.02 – investigate, through
experimentation or the use of computer simulations, the characteristics of
transverse and longitudinal mechanical waves (e.g., conduct experiments, using
slinkies, springs, wave machines, ripple tanks);
CT2.03 – demonstrate and explain the
principle of superposition (e.g., explain the production of standing waves,
overtones in musical instruments, beats in sound waves, amplitude and frequency
modulation in radio waves);
CT2.04 – verify Snell’s law through
experimentation, and identify the conditions required for total internal
reflection;
CT2.05 – investigate the reflection and
refraction of light through experimentation, and interpret results using
algebraic and geometric models (e.g., investigate reflection of light from
differently shaped surfaces, refraction of light in different media, and total
internal reflection);
CT2.06 – analyse, in qualitative terms,
the operation of simple transducers used in communications systems or in
information-processing equipment (e.g., in microphones, loudspeakers, tape
recorder heads, remote controllers, product code readers), and describe the
energy transformations that o
CT2.07 – design and construct a simple
communications system, and demonstrate the operation of each of the major
components in the system (e.g., design and construct a simple house intercom
system).
Relating
Science to Technology, Society, and the Environment
CT3.01 – evaluate, using their own
criteria, available models of a particular communications system or device
(e.g., cell phone, computer system, satellite data transmission system, home
entertainment system), and determine which model is the best on the basis of
their evaluation;
CT3.02 – describe and evaluate Canadian
contributions to communications science and technology (e.g., evaluate the
contributions of Alexander Graham Bell, Reginald A. Fessenden, the Canadian
communications industry, or the Canadian satellite and space exploration
industry);
CT3.03 – assess, using their own criteria,
the risks and benefits to society and the environment of introducing a
particular technology from the communications industry (e.g., consider such
factors as effects on personal privacy, control of the mass media, criminal
activities, health concerns related to electric and magnetic fields, and the
transfer of information).
ETV.01 · demonstrate an understanding of
forms of energy, energy sources, energy transformations, energy losses, and
efficiency, and the operation of common energy-transforming devices;
ETV.02 · construct or investigate devices
that involve energy sources, energy transformations, and energy losses, and
assess their efficiency;
ETV.03 · analyse and describe the
operation of various technologies based on energy transfers and transformations,
and evaluate the potential of energy-transformation technologies that use
sources of renewable energy.
Understanding
Basic Concepts
ET1.01 – define and describe the concepts
and units related to energy transformations (e.g., energy, forms of energy,
power, efficiency);
ET1.02 – describe and compare various
energy transformations (e.g., describe energy transformations among mechanical,
sound, thermal, electromagnetic, gravitational, and nuclear forms of energy);
ET1.03 – describe, with the aid of
diagrams, the operation of energy-transforming devices (e.g., electric motors
and generators, heat engines, photoelectric cells, electrochemical cells);
ET1.04 – analyse and describe, using
energy flow diagrams, the relationships among and efficiencies of various
energy sources (e.g., the sun, natural gas, oil, coal, moving water),
transformations (e.g., between thermal energy and its transfer [heat] and
electrical energy), transmissions (e.g., of electrical energy), and energy
losses (e.g., of electrical energy as a result of resistance);
ET1.05 – determine, in quantitative terms,
the power and efficiency of energy transformations in some common devices
(e.g., electric motor, internal combustion engine, incandescent light bulb,
fluorescent light bulb).
Developing
Skills of Inquiry and Communication
ET2.01 – determine, through
experimentation, the efficiency of a simple process of energy transformation
(e.g., a rubber band stretched to propel a cart through photogates; an electric
motor used to lift a mass);
ET2.02 – collaboratively design and build
a device that uses at least four functional energy transformations to complete
a task (e.g., an alarm system for a house), and explain its operation.
Relating
Science to Technology, Society, and the Environment
ET3.01 – analyse and describe examples of
technologies based on various combinations of energy transfer and
transformation (e.g., a shock absorber, a vehicular airbag, a Mars landing
system);
ET3.02 – evaluate the benefits and
drawbacks, with respect to such factors as economic viability, use of energy
resources, efficiency, safety, and general utility, of energy-transforming
devices based on sources of renewable energy (e.g., photoelectric cells, solar
cookers, hydrogen fuel cells, wind-up radios, Archimedes’ pumps).
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life
of the church and demonstrates an understanding of the centrality of the
Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -a
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes to the common good.