Grade 11

You will be asked to begin reading about some the various important aspects of this unit.  You will be given an opportunity to reflect on the material and respond to your fellow classmates’ reflection.

This activity will help to build your understanding of the material and to develop your ideas in collaboration with the instructor and your fellow classmates.

Brave New World is a novel written in 1931 by Aldous Huxley and published in 1932. Set in London of AD 2540 (632 A.F.—”After Ford”—in the book), the novel anticipates developments in reproductive technology, sleep-learning, psychological manipulation, and classical conditioning that combine profoundly to change society.

Huxley answered this book with a reassessment in an essay, Brave New World Revisited (1958), and with Island (1962), his final novel.

In this unit you will learn about The Tempest a play by William Shakespeare, believed to have been written in 1610–11, and thought by many critics to be the last play that Shakespeare wrote alone.

It is set on a remote island, where Prospero, the rightful Duke of Milan, plots to restore his daughter Miranda to her rightful place using illusion and skilful manipulation. He conjures up a storm, the eponymous tempest, to lure his usurping brother Antonio and the complicit King Alonso of Naples to the island.

There, his machinations bring about the revelation of Antonio’s lowly nature, the redemption of the King, and the marriage of Miranda to Alonso’s son, Ferdinand.

Media Studies is a discipline and field of study that deals with the content, history and effects of various media; in particular, the mass media. Media studies may draw on traditions from both the social sciences and the humanities, but mostly from its core disciplines of mass communication, communication, communication sciences and communication studies.

Researchers may also develop and employ theories and methods from disciplines including cultural studies, rhetoric (including digital rhetoric), philosophy, literary theory, psychology, political science, political economy, economics, sociology, anthropology, social theory, art history and criticism, film theory, feminist theory, and information theory.

McLuhan’s aphorism “the medium is the message” was not restricted to mass media, and for him all human artifacts and technologies are media. A medium is anything that mediates our interaction with the world or other humans. Given this perspective of McLuhan’s media theory is not restricted to just media of communications but all forms of technology. Another insight of McLuhan’s relevant to media theory is that media and their users form an ecosystem and the study of this ecosystem is known as media ecology.

In this unit, students will use a variety of strategies to build up their vocabulary. Students will practice using graphic organizers while reading.

Students will learn about compound words and how to use them and also learn about the different parts speech. Students will discuss etiquette and the different types of nouns. This unit will also cover idioms, verbs and synonyms.

In this unit, students will use English and non-verbal communication strategies appropriately in a variety of social contexts. Students will gain an understanding of the rights and responsibilities of Canadian citizenship, and of the contributions of diverse groups to Canadian society. Students will also gain knowledge of and adaptation to the Ontario education system.

In this unit, students will practice their communication strategies as well as their spoken communication skills.

In this unit, students will read and do their best to understand a novel. Students will practice using a variety of reading strategies throughout the reading process to extract meaning from the text. Students will use this novel study as an opportunity to use a variety of strategies to build their vocabulary. Students will also practice extracting relevant information from the text.

In this unit, students will practice their reading comprehension by reading a variety of different texts. Students will continue to improve their grammar through review of synonyms, idioms, compound words and verbs, and build up their vocabulary. Students will practice their writing skills by writing a descriptive paragraph.

In this unit you will learn about:

• How to use English and non-verbal communication strategies appropriately in a variety of social contexts
• How to  demonstrate an understanding of the rights and responsibilities of Canadian citizenship, and of the contributions of diverse groups to Canadian society
• How to demonstrate knowledge of and adaptation to the Ontario education system
• How to demonstrate an understanding of, interpret, and create a variety of media texts

In this unit, students will learn how they can become better communicators and how they can master knowing what to say, and when. Students will practice their oral skills by creating an oral report and sharing narratives.

Romeo and Juliet is a tragedy written by William Shakespeare early in his career about two young star-crossed lovers whose deaths ultimately reconcile their feuding families. It was among Shakespeare’s most popular plays during his lifetime and, along with Hamlet, is one of his most frequently performed plays. Today, the title characters are regarded as archetypal young lovers.

In this unit you will learn about anthropology theories, perspectives, and methodologies. In this unit you will explore the major theories, perspectives, and research methods in anthropology.

You will use an anthropological perspective to explain how diverse factors influence and shape human behavior and culture. You will also use a cultural anthropology perspective to explain patterns of human socialization.

In this unit you will learn about psychologies major theories, perspectives, and research methods in psychology. You will use a psychological perspective to explain how diverse factors influence and shape human mental processes and behavior. You will also use a psychological perspective to analyze patterns of socialization.

In this unit you will learn about major sociology theories, perspectives, and research methods in sociology. You will use a sociological perspective to explain how diverse factors influence and shape individual and group social behavior. You will also use a sociological perspective to explain patterns of socialization.

In this unit you will learn about the individual, group and society. Man is a social animal. He lives in social groups in communities and in society. Human life and society almost go together. Man cannot live without society. Man is biologically and psychologically equipped to live in groups, in society. Society has become an essential condition for human life to arise and to continue.

In this unit you will learn about Functions.

In mathematics, a function is a relation between a set of inputs and a set of permissible outputs with the property that each input is related to exactly one output. An example is the function that relates each real number x to its square x².

In this unit you will learn about An algebraic expression is a string of numbers, variables, mathematical operations, and possibly exponents. For example, 4x + 3 is a basic algebraic expression. Or, we could get a little more complex with 3x(2x^2 + 2x – 5) + 6y. … In this case, the equation is a true number sentence when x = 1.

In this unit you will learn about A quadratic function is one of the form f(x) = ax2 + bx + c, where a, b, and c are numbers with a not equal to zero. The graph of a quadratic function is a curve called a parabola. Parabolas may open upward or downward and vary in “width” or “steepness”, but they all have the same basic “U” shape.

This unit concentrates students’ attention on determining the values of the trigonometric ratios for angles less than 360° proving simple trigonometric identities and solving problems using the primary trigonometric ratios.

The sine law and the cosine law are developed. Students will learn to demonstrate an understanding of periodic relationships and sinusoidal functions, and make connections between the numeric, graphical, and algebraic representations of sinusoidal functions while solving problems involving sinusoidal functions, including problems arising from real-world applications

In this unit, you will learn:

1. Periodic Functions and their Properties
2. Sinusoidal Functions – Sine and Cosine Functions
3. Transformations of Sinusoidal Functions
4. Graphing Combination of Transformations of Sine and Cosine Functions
5. Interpreting Sinusoidal Functions
6. Solving Problems Using Sinusoidal Functions

This unit will explore several topics including evaluating powers with rational exponents, simplifying expressions containing exponents, and describing properties of exponential functions represented in a variety of ways. The emphasis will be on modeling and problem solving using these concepts.

In this unit, students are introduced to a new type of function: the discrete function. In this course, discrete functions will take the form of sequences and series. A sequence is a list of numbers with some discernible pattern. Think back to your early studies of mathematics.

You may recall problems that would present you with a list of numbers and it was your job to determine the pattern and maybe even predict the next three terms in the sequence. This unit will involve building on students’ knowledge of sequences like these, but they will be modeling them using functions that allow them to predict any term in the sequence.

In this unit, students will connect and apply topics of study throughout the course to the concept of finance. The question every math teacher gets at least once per lesson is “when are we ever going to use this!?” The good news is this unit contains real-life applications of most concepts from this course! This unit will apply the knowledge students obtained from the following units: Algebraic Tools, Introduction to Functions and Exponential Functions.

In this unit you will learn about Matter and Chemical Bonding. A chemical bond is a lasting attraction between atoms that enables the formation of chemical compounds. The bond may result from the electrostatic force of attraction between atoms with opposite charges, or through the sharing of electrons as in the covalent bonds.

The strength of chemical bonds varies considerably; there are “strong bonds” such as covalent or ionic bonds and “weak bonds” such as Dipole-dipole interaction, the London dispersion force and hydrogen bonding.

In this unit you will learn about chemical reactions. A chemical reaction is a process that leads to the transformation of one set of chemical substances to another. Classically, chemical reactions encompass changes that only involve the positions of electrons in the forming and breaking of chemical bonds between atoms, with no change to the nuclei (no change to the elements present), and can often be described by a chemical equation.

Nuclear chemistry is a sub-discipline of chemistry that involves the chemical reactions of unstable and radioactive elements where both electronic and nuclear changes may occur.

Students will be introduced to the mole concept and how it can be used to describe chemical reactions quantitatively. They will also apply an understanding of quantitative relationships in determining the efficiency of chemical reactions and how such reactions can be optimized.

In this unit you will learn about Solutions and Solubility. In chemistry, a solution is a homogeneous mixture composed of two or more substances. In such a mixture, a solute is a substance dissolved in another substance, known as a solvent.

The solution more or less takes on the characteristics of the solvent including its phase and the solvent is commonly the major fraction of the mixture. The concentration of a solute in a solution is a measure of how much of that solute is dissolved in the solvent, with regard to how much solvent is present like salt.

In this unit you will learn about Gases and Atmospheric Chemistry. Atmospheric chemistry is a branch of atmospheric science in which the chemistry of the Earth’s atmosphere and that of other planets is studied.

It is a multidisciplinary approach of research and draws on environmental chemistry, physics, meteorology, computer modeling, oceanography, geology and volcanology and other disciplines. Research is increasingly connected with other arenas of study such as climatology.

In this unit you will learn about Kinematics. Kinematics is the branch of classical mechanics which describes the motion of points (alternatively “particles”), bodies (objects), and systems of bodies without consideration of the masses of those objects nor the forces that may have caused the motion.

Kinematics as a field of study is often referred to as the “geometry of motion” and as such may be seen as a branch of mathematics. Kinematics begins with a description of the geometry of the system and the initial conditions of known values of the position, velocity and or acceleration of various points that are a part of the system, then from geometrical arguments it can determine the position, the velocity and the acceleration of any part of the system.

The study of the influence of forces acting on masses falls within the purview of kinetics. For further details, see analytical dynamics.

In this unit you will learn about Dynamics. In physics, quantum dynamics is the quantum version of classical dynamics. Quantum dynamics deals with the motions, and energy and momentum exchanges of systems whose behavior is governed by the laws of quantum mechanics. Quantum dynamics is relevant for burgeoning fields, such as quantum computing and atomic optics.

In this unit you will learn about Work, Energy and Power. In physics, energy is a property of objects which can be transferred to other objects or converted into different forms. The “ability of a system to perform work” is a common description, but it is misleading because energy is not necessarily available to do work.

For instance, in SI units, energy is measured in joules, and one joule is defined “mechanically”, being the energy transferred to an object by the mechanical work of moving it a distance of 1 metre against a force of 1 newton. However, there are many other definitions of energy, depending on the context, such as thermal energy, radiant energy, electromagnetic, nuclear, etc., where definitions are derived that are the most convenient.

In this unit you will learn about Sound and Waves. In physics, sound is a vibration that propagates as a typically audible mechanical wave of pressure and displacement, through a medium such as air or water. In physiology and psychology, sound is the reception of such waves and their perception by the brain.

In this unit you will learn about Electricity and Magnetism.

Electromagnetism is a branch of physics which involves the study of the electromagnetic force, a type of physical interaction that occurs between electrically charged particles.

The electromagnetic force usually shows electromagnetic fields, such as electric fields, magnetic fields, and light. The electromagnetic force is one of the four fundamental interactions in nature. The other three fundamental interactions are the strong interaction, the weak interaction, and gravitation.

The teaching of the elements and principles of Art & Design as it relates to looking at artworks and analysing the artists techniques, materials, and concepts to portray their work.

By examining the work of Master artists, students learn how to apply skills.  The sketching and drawing using graphite pencils for observational drawing and achieving tonality and three dimensionality  is the learning goal.

By studying brushstrokes and color we can appreciate different styles used in various periods of Art history and learn new approaches to our own works of art.  Techniques and specific forms of watercolor media are studied to gain an appreciation of new mediums and techniques.

Watercolor pencil crayons are an appropriate way to control form, shape and detail for drawing.  In particular as it relates to illustrations.  Also, examples are studied from Art History to hone our technique.

We study the works of specifically Canadian multiculturalism and the Canadian identity.  Acrylics painting medium and techniques are the topic of the unit and students produce their own original acrylics work.

Students understand that there are different styles and applications to artworks by examining these specific timeframes to Art history and apply their own hand in generating the creative process to achieving stylistic artworks.

Sculptural medium is the form of discussion in this unit.  Three dimensional works of art are generated and examples from Art history are analysed and interpreted.

Photography as Art form and how dreams are captured as surrealist works of Art makes up the topic of this unit.

Andy Warhol and the process of silkscreen is under discussion.  Particularly,  by way of how to produce  screen printing activities are offered to students to investigate.

What are the aspects of strong design and the incorporation of technology to produce poster design is examined in this unit.

Environmental art is the acknowledgement that mankind impacts nature, but is also inspired by the outdoors and students use different sets of materials to produce collage artwork.

Digital Media is everywhere in the fields of Art careers in this modern era.  We look at postmodernism as an art movement and digital programs that can guide our artworks and prepare us for the Graphics industry.

Students will be asked to produce a dozen pieces of artwork in a portfolio that is meant to be presented.  In addition they must write artist statements for each piece of art selected for the portfolio and speak about each of the principles and elements of Art and Design incorporated into their own artworks.

In this Unit, students will analyze the effects of various human activities on the diversity of living things; investigate the principles of scientific classification using appropriate sampling and classification techniques; demonstrate an understanding of the diversity of living things, in terms of both the principles of taxonomy and phylogeny.

In this Unit, students will: analyze the economic and environmental advantages and disadvantages of an artificial selection technology, and evaluate the impact of environmental changes on natural selection and endangered species; investigate evolutionary processes, and analyze scientific evidence that

supports the theory of evolution; demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs

In this Unit, students will evaluate the importance of recent contributions to our knowledge of genetic processes, and analyze the social and ethical implications of genetic and genomic research; investigate genetic processes, including those that occur during meiosis, and analyze data to solve basic genetics problems involving monohybrid and dihybrid crosses; demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics.

In this Unit, students will analyze the relationships between changing societal needs, technological advances, and our understanding of internal systems of humans; investigate, through laboratory inquiry or computer simulation, the functional responses of the respiratory and circulatory systems of animals, and the relationships between their respiratory, circulatory, and digestive systems; demonstrate an understanding of animal anatomy and physiology, and describe disorders of the respiratory, circulatory, and digestive systems.

In this Unit, students will evaluate the importance of sustainable use of plants to Canadian society and

other cultures; investigate the structures and functions of plant tissues, and factors affecting plant growth; and demonstrate an understanding of the diversity of vascular plants, including their

structures, internal transport systems, and their role in maintaining biodiversity.

In this unit, we’ll explore a variety of media texts in order to understand what they mean, how they can be interpreted differently and how we respond to the media according to our point of view. Students will have the opportunity to interact with a range of media forms and will also have the opportunity to implement their learning in the creation of their own media.

Students are given the opportunity to explore a variety of media texts including news reports, television shows, movies, radio broadcasts, and documentaries.

By doing so, they will build connections between their places in society, and how media surrounds them in both positive and negative ways. Students will utilize their experiences, observations, creativity and imagination in order to create a representation of biases and stereotypes that they have observed within their society.

By doing so, they will gain insight into the ways in which media can be unreliable or unfair to certain groups and individuals.

In this unit, students will demonstrate an understanding of their role as a consumer and creator of Social Media. They will also learn how to tile ways in which the creator of media texts target and attract audience.

By doing so, they will gain a new perspective on their journey in Media Studies and growth in their “Media Literacy” skills. They will also demonstrate an understanding of the impact of regulation, ownership and control on access, choice and range of expression.

Students are given the opportunity to examine media from an alternative angle; rather than being an audience member, they will take on the perspective of the creator in order to understand why certain media targets and attracts specific groups or individuals.

Similar to deconstructing a media text, students will identify how a creator determines what message to deliver, word to use, genre, and form of representation, and why they make these choices. They will also create a variety of media text s for different audiences and purposes, using effective forms, codes, conventions and techniques.