2003

Additional copies of this document (Physics 11) may be

obtained from the Instructional Resources Branch.
Title Code (840610)
 ACKNOWLEDGEMENTS

Acknowledgements
The Atlantic Provinces Education Foundation expresses its
indebtedness to members of the regional physics committee for their
professional expertise and insights in developing this regional Physics
11 curriculum guide. In addition, pilot teachers and others who
contributed comments and suggestions are to be commended for
their commitment to developing exemplary science programs.

The New Brunswick Department of Education would like to thank

the following people for their contribution:

Graham Bateman Paul Parker

D16 Education Co-ordinator (formerly) University of Saint
Thomas
Pamela Carlin
Grand Manan Community Pierre Plourde
School Department of Education

Dwight Dunfield Nancy Richards

Fredericton High School Fredericton High School

Paul Dunnett Andre Savoie

Kennebecasis Valley High School Fredericton High School

David Gerhardt Denis Tokaryk

Bernice MacNaughton High University of New Brunswick
School
Darrel Turnbull
Nonie Hayes Carleton North High School
Sugarloaf High School
Susan Watson
Jonathan Logan Oromoco High School
Sir James Dunn Academy
Jocelyn Wells
Allan Nesbitt St. Malachy’s High School
Hartland High School

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11

1
 CONTENTS

Contents
Foreword ................................................................................................... 5

Introduction Background ................................................................................ 7

Aim ............................................................................................ 7

Program Design Learning and Teaching Science .................................................... 9

and Components Writing in Science ........................................................................ 10
The Three Processes of Scientific Literacy .................................. 11
Meeting the Needs of All Learners ............................................. 12
Assessment and Evaluation ......................................................... 13
Assessment Techniques ................................................................ 14
Curriculum Overview ................................................................................... 17
Outcomes Essential Graduation Learnings ................................................... 18
Framework General Curriculum Outcomes ................................................... 19
Key-Stage Curriculum Outcomes ............................................... 19
Specific Curriculum Outcomes ................................................... 19
Attitude Outcomes ..................................................................... 20
Curriculum Guide Organization ................................................. 23
Unit Organization ....................................................................... 23
The Four-Column Spread ........................................................... 24
Kinematics Introduction ................................................................................ 28
Focus and Context ...................................................................... 28
Science Curriculum Links ............................................................ 28
Curriculum Outcomes ................................................................ 29

Dynamics Introduction .............................................................................. 42

Focus and Context ..................................................................... 42
Science Curriculum Links .......................................................... 42
Curriculum Outcomes .............................................................. 43
Work and Energy Introduction ................................................................................ 56
Focus and Context ...................................................................... 56
Science Curriculum Links ............................................................ 56
Curriculum Outcomes ................................................................ 57

Waves Introduction ................................................................................ 74

Focus and Context ...................................................................... 74
Science Curriculum Links ............................................................ 74
Curriculum Outcomes ................................................................ 75

STSE Connections ................................................................................................... 91

Formula/Symbols ................................................................................................... 117

Checklist

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 3

 FOREWORD

Foreword
The pan-Canadian Common Framework of Science Learning Outcomes
K to 12, released in October 1997, assists provinces in developing a
common science curriculum framework.
New science curriculum for the Atlantic Provinces is described in
Foundation for the Atlantic Canada Science Curriculum (1998).
This Physics 11 guide provides teachers with the overview of the
outcomes framework for the course. It also includes suggestions to
assist teachers in designing learning experiences and assessment tasks.

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 5

 INTRODUCTION

Introduction
Background The curriculum described in Foundation for the Atlantic Canada
Science Curriculum was planned and developed collaboratively by
regional committees. The process for developing the common science
curriculum for Atlantic Canada involved regional consultation with
the stakeholders in the education system in each Atlantic province.
The Atlantic Canada science curriculum is consistent with the
framework described in the pan-Canadian Common Framework of
Science Learning Outcomes K to 12.

Aim The aim of science education in the Atlantic provinces is to develop

scientific literacy.
Scientific literacy is an evolving combination of the science-related
attitudes, skills, and knowledge students need to develop inquiry,
problem-solving, and decision-making abilities; to become life-long
learners; and to maintain a sense of wonder about the world around
them.
To develop scientific literacy, students require diverse learning
experiences that provide opportunities to explore, analyse, evaluate,
synthesize, appreciate, and understand the interrelationships among
science, technology, society, and the environment.

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 PROGRAM DESIGN AND COMPONENTS

Program Design and Components

Learning and What students learn is fundamentally connected to how they learn it. The
aim of scientific literacy for all has created a need for new forms of
Teaching Science classroom organization, communication, and instructional strategies.
The teacher is a facilitator of learning whose major tasks include
• creating a classroom environment to support the learning and teaching
of science
• designing effective learning experiences that help students achieve
designated outcomes
• stimulating and managing classroom discourse in support of student
learning
• learning about and then using students’ motivations, interests, abilities,
and learning styles to improve learning and teaching
• assessing student learning, the scientific tasks and activities involved,
and the learning environment to make ongoing instructional decisions
• selecting teaching strategies from a wide repertoire
Effective science learning and teaching take place in a variety of
situations. Instructional settings and strategies should create an
environment that reflects a constructive, active view of the learning
process. Learning occurs through actively constructing one’s own
meaning and assimilating new information to develop a new
understanding.
The development of scientific literacy in students is a function of the
kinds of tasks they engage in, the discourse in which they participate,
and the settings in which these activities occur. Students’ disposition
towards science is also shaped by these factors. Consequently, the aim
of developing scientific literacy requires careful attention to all of these
facets of curriculum.
Learning experiences in science education should vary and should
include opportunities for group and individual work, discussion
among students as well as between teacher and students, and
hands-on/minds-on activities that allow students to construct and
evaluate explanations for the phenomena under investigation. Such
investigations and the evaluation of the evidence accumulated provide
opportunities for students to develop their understanding of the
nature of science and the nature and status of scientific knowledge.

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 9

PROGRAM DESIGN AND COMPONENTS

Writing in Science Learning experiences should provide opportunities for students to use
writing and other forms of representation as ways to learning. Students,
at all grade levels, should be encouraged to use writing to speculate,
theorize, summarize, discover connections, describe processes, express
understandings, raise questions, and make sense of new information
using their own language as a step to the language of science. Science
logs are useful for such expressive and reflective writing. Purposeful
note making is an intrinsic part of learning in science, helping students
better record, organize, and understand information from a variety of
sources. The process of creating webs, maps, charts, tables, graphs,
drawing, and diagrams to represent data and results helps students learn
and also provides them with useful study tools.
Learning experiences in science should also provide abundant
opportunities for students to communicate their findings and
understandings to others, both formally and informally, using a variety
of forms for a range of purposes and audiences. Such experiences should
encourage students to use effective ways of recording and conveying
information and ideas and to use the vocabulary of science in expressing
their understandings. It is through opportunities to talk and write about
the concepts they need to learn that students come to better understand
both the concepts and related vocabulary.
Learners will need explicit instruction in, and demonstration of, the
strategies they need to develop and apply in reading, viewing,
interpreting, and using a range of science texts for various purposes.
It will be equally important for students to have demonstrations of
the strategies they need to develop and apply in selecting,
constructing, and using various forms for communicating in science.

10 ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11

 PROGRAM DESIGN AND COMPONENTS

The Three An individual can be considered scientifically literate when he/she is

Processes of familiar with, and able to engage in, three processes: inquiry,
problem solving, and decision making.
Scientific Literacy
Inquiry Scientific inquiry involves posing questions and developing explanations
for phenomena. While there is general agreement that there is no such
thing as the scientific method, students require certain skills to
participate in the activities of science. Skills such as questioning,
observing, inferring, predicting, measuring, hypothesizing, classifying,
designing experiments, collecting data, analysing data, and interpreting
data are fundamental to engaging in science. These activities provide
students with opportunities to understand and practise the process of
theory development in science and the nature of science.

Problem Solving The process of problem solving involves seeking solutions to human
problems. It consists of proposing, creating, and testing prototypes,
products, and techniques to determine the best solution to a given
problem.

Decision Making The process of decision making involves determining what we, as
citizens, should do in a particular context or in response to a given
situation. Decision-making situations are important in their own
right, and they also provide a relevant context for engaging in
scientific inquiry and/or problem solving.

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 11

PROGRAM DESIGN AND COMPONENTS

Meeting the Needs Foundation for the Atlantic Canada Science Curriculum stresses the need to
design and implement a science curriculum that provides equitable
of All Learners opportunities for all students according to their abilities, needs, and
interests. Teachers must be aware of, and make adaptations to
accommodate, the diverse range of learners in their classes. To adapt
instructional strategies, assessment practices, and learning resources to
the needs of all learners, teachers must create opportunities that will to
address students’ various learning styles.
As well, teachers must not only remain aware of and avoid gender and
cultural biases in their teaching, they must also actively address cultural
and gender stereotyping (e.g., who is interested in and who can succeed
in science and mathematics). Research supports the position that when
science curriculum is made personally meaningful and socially and
culturally relevant, it is more engaging for groups traditionally under-
represented in science, and indeed, for all students.
While this curriculum guide presents specific outcomes for each unit, it
must be acknowledged that students will progress at different rates.
Teachers should provide materials and strategies that accommodate
student diversity, and should validate students when they achieve the
outcomes to the best of their abilities.
It is important that teachers articulate high expectations for all
students and ensure that all students have equitable opportunities to
experience success as they work toward achieving designated
outcomes. Teachers should adapt classroom organization, teaching
strategies, assessment practices, time, and learning resources to
address students’ needs and build on their strengths. The variety of
learning experiences described in this guide provide access for a wide
range of learners. Similarly, the suggestions for a variety of assessment
practices provide multiple ways for learners to demonstrate their
achievements.

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 PROGRAM DESIGN AND COMPONENTS

Assessment The terms assessment and evaluation are often used interchangeably,
but they refer to quite different processes. Science curriculum
and Evaluation documents developed in the Atlantic region use these terms for the
processes described below.
Assessment is the systematic process of gathering information on
student learning.
Evaluation is the process of analysing, reflecting upon, and
summarizing assessment information, and making judgments or
decisions based upon the information gathered.
The assessment process provides the data, and the evaluation process
brings meaning to the data. Together, these processes improve teaching
and learning. If we are to encourage enjoyment in learning for students
now and throughout their lives, we must develop strategies to involve
students in assessment and evaluation at all levels. When students are
aware of the outcomes for which they are responsible and of the
criteria by which their work will be assessed or evaluated, they can
make informed decisions about the most effective ways to
demonstrate their learning.
The Atlantic Canada science curriculum reflects the three major
processes of science learning: inquiry, problem solving, and decision
making. When assessing student progress, it is helpful to know some
activities/skills/actions that are associated with each process of science
learning. Student learning may be described in terms of ability to
perform these tasks. Examples of these are illustrated in the
following lists:

Inquiry • define questions related to a topic

• refine descriptors/factors that focus practical and theoretical
• select an appropriate way to find information
• make direct observations
• perform experiments, record andinterpret data, and draw
conclusions
• design an experiment which tests relationships and variables
• write lab reports that meet a variety of needs (limit the
production of “formal” reports) and place emphasis on recorded
data
• recongnize that the quality of both the process and the product
are important

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PROGRAM DESIGN AND COMPONENTS

Problem Solving • clearly define a problem

• produce a range of potential solutions for the problem
• appreciate that several solutions should be considered
• plan and design a product or device intended to solve a
problem, construct a variety of acceptable prototypes, pilot
test, evaluate, and refine to meet a need
• present the refined process/product/device and support why
it is “preferred”
• recognize that the quality of both the process and the
product are important

Decision Making • gather information from a variety of sources

• evaluate the validity of the information source
• evaluate which information is relevant
• identify the different perspectives that influence a decision
• present information in a balanced manner
• use information to support a given perspective
• recommend a decision and provide supporting evidence
• communicate a decision and provide a “best” solution

Assessment Assessment techniques should match the style of learning and

instruction employed. Several options are suggested in this
Techniques curriculum guide from which teachers may choose depending on
the curriculum outcomes, the class and school/district policies. It is
important that students know in advance the purpose of an
assessment, the method used, and the marking scheme being used.
In order that fomative assesssment to support learning, the results,
when reported to students, should indicate the improvements
expected.

Observation This technique provides a way of gathering information fairly

(formal or informal) quickly while a lesson is in progress. When used formally the
student(s) would be made aware of the observation and the criteria
being assessed. Informally, it could be a frequent, but brief, check
on a given criterion. Observation may offer information about the
participation level of a student of a given task, use of a piece of
equipment or application of a given process. The results may be
recorded in the form of checklist, rating scales or brief written notes.
It is important to plan in order that specific criteria are identified,
suitable recording forms are ready, and that all students are observed
in a reasonable period of time.

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 PROGRAM DESIGN AND COMPONENTS

Performance This curriculum encourages learning through active participation.

Many of the curriculum outcomes found in the guide promote skills
and their application. There is a balance between scientific
processes and content. In order for students to appreciate the
importance of skill development, it is important that assessment
provide feedback on the various skills. These may be the correct
manner in which to use a piece of equipment, an experimental
technique, the ability to interpret and follow instructions, or to
research, organize and present information. Assessing performance
is most often achieved through observing the process.

Although not assessed in a formal manner, journals provide an

Journal
opportunity for students to express thoughts and ideas in a reflective
way. By recording feelings, perception of success, reponses to new
concepts, a student may be helped to identify his or her most
effective learning style. Knowing how to learn in an effective way is
powerful information. Journal entries also give indicators of
developing attitudes to science concepts, processes and skills, and
how these may be applied in the context of society. Self-assessment,
through a journal, permits a student to consider strengths and
weaknesses, attitudes, interests and new ideas. Developing patterns
may help in career decisions and choices of further study.

Interview This curriculum promotes understanding and applying scientific

concepts. Interviewing a student allows the teacher to confirm that
learning has taken place beyond simply factual recall. Discussion
allows a student to display an ability to use information and clarify
understanding. Interviews may be a brief discussion between
teacher and student ot they may be more extensive and include
student, parent and teacher. Such conferences allow a student to
know which criteria will be used to assess formal interviews. This
assessment technique provides an opportunity to students whose
verbal presentation skills are stronger than their written skills.

Paper and Pencil These techniques can be formative or summative. Several

curriculum outcomes call for displaying ideas, data, conclusions,
(assignment or test) and the results of practical or literature research. These can be
written form for display or direct teacher assessment. Whether as
part of learning, or a final statement, students should know the
expectations for the exercise and the rubric by which it will be
assessed. Written assignments and tests can be used to assess
knowledge, understanding and application of concepts. They are
less successful assessing skills, processes and attitudes. The purpose
of the assessment should determine what form of pencil and paper
exercise is used.

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PROGRAM DESIGN AND COMPONENTS

Presentation The curriculum includes outcomes that require students to analyse

and interpret information, to identify relationships between science,
technology, society and environment, to be able to work in teams,
and to communicate information. Although it can be time
consuming, these activites are best displayed and assessed through
presentations. These can be given orally, in written/pictorial form,
by project summary (science fair), or by using electronic systems
such as video or computer software. Whatever the level of
complexity, or format used, it is important to consider the
curriculum outcomes as a guide to assessing the presentation. The
outcomes indicate the process, concepts, and context for which and
about which a presentation is made.

Portfolio Portfolios offer another option for assessing student progress in

meeting curriculum outcomes over a more extended period of time.
This form of assessment allows the students to be central to the
process. There are decision about the portfolio, and its contents,
which can be made by the students. What is placed in the
portfolio, the criteria for selection, how the the portfolio is used,
how and where it is stored, how it is evaluated, are some of the
questions to consider when planning to collect and display student
work in this way. The portfolio should provide a long-term record
of growth in learning and skills. This record of growth is important
to share with others. For all students, but particularly younger
students, it is exciting to review a portfolio and see the record of
development over time.

16 ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11

 CURRICULUM OUTCOMES FRAMEWORK

Curriculum Outcomes Framework

Overview The science curriculum is based on an outcomes framework that
includes statements of essential graduation learnings, general
curriculum outcomes, key-stage curriculum outcomes, and specific
curriculum outcomes. The general, key-stage, and specific
curriculum outcomes reflect the pan-Canadian Common Framework
of Science Learning Outcomes K to 12. The diagram below provides
the blueprint of the outcomes framework.

Outcomes Framework

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 17

 CURRICULUM OUTCOMES FRAMEWORK

Essential Essential graduation learnings are statements describing the knowledge,

Graduation Learnings skills, and attitudes expected of all students who graduate from high
school. Achievement of the essential graduation learnings will prepare
students to continue to learn throughout their lives. These learnings
describe expectations not in terms of individual school subjects but in
terms of knowledge, skills, and attitudes developed throughout the
curriculum. They confirm that students need to make connections and
develop abilities across subject boundaries and to be ready to meet the
shifting and ongoing opportunities, responsibilities, and demands of
life after graduation. Provinces may add additional essential graduation
learnings as appropriate. The essential graduation learnings are:

Aesthetic Expression Graduates will be able to respond with critical awareness to various
forms of the arts and be able to express themselves through the arts.

Citizenship Graduates will be able to assess social, cultural, economic, and

environmental interdependence in a local and global context.

Communication Graduates will be able to use the listening, viewing, speaking, reading,
and writing modes of language(s) as well as mathematical and scientific
concepts and symbols to think, learn, and communicate effectively.

Personal Development Graduates will be able to continue to learn and to pursue an active,
healthy lifestyle.

Problem Solving Graduates will be able to use the strategies and processes needed to
solve a wide variety of problems, including those requiring language,
mathematical, and scientific concepts.

Technological Competence Graduates will be able to use a variety of technologies, demonstrate an

understanding of technological applications, and apply appropriate
technologies for solving problems.

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11

18
CURRICULUM OUTCOMES FRAMEWORK

General Curriculum The general curriculum outcomes form the basis of the outcomes
Outcomes framework. They also identify the key components of scientific literacy.
Four general curriculum outcomes have been identified to delineate the
four critical aspects of students’ scientific literacy. They reflect the
wholeness and interconnectedness of learning and should be considered
interrelated and mutually supportive.

Science, Technology, Students will develop an understanding of the nature of science and
Society, and the technology, of the relationships between science and technology, and
Environment of the social and environmental contexts of science and technology.

Skills Students will develop the skills required for scientific and technological
inquiry, for solving problems, for communicating scientific ideas and
results, for working collaboratively, and for making informed decisions.

Knowledge Students will construct knowledge and understandings of concepts in

life science, physical science, and Earth and space science, and apply
these understandings to interpret, integrate, and extend their
knowledge.

Attitudes Students will be encouraged to develop attitudes that support the

responsible acquisition and application of scientific and technological
knowledge to the mutual benefit of self, society, and the
environment.

Key-Stage Key-stage curriculum outcomes are statements that identify what

students are expected to know, be able to do, and value by the end of
Curriculum
grades 2, 5, 8, 10, and 12 as a result of their cumulative learning
Outcomes experiences in science. The key-stage curriculum outcomes are from the
Common Framework for Science Learning Outcomes K to12.

Specific Specific curriculum outcome statements describe what students are

Curriculum expected to know and be able to do at each grade level. They are
intended to help teachers design learning experiences and assessment
Outcomes tasks. Specific curriculum outcomes represent a framework for assisting
students to achieve the key-stage curriculum outcomes, the general
curriculum outcomes, and ultimately, the essential graduation learnings.
Specific curriculum outcomes are organized in units for each grade
level.

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11

19
CURRICULUM OUTCOMES FRAMEWORK

Attitude Outcomes It is expected that the Atlantic Canada science program will foster
certain attitudes in students throughout their school years. The
STSE, skills, and knowledge outcomes contribute to the
development of attitudes, and opportunities for fostering these
attitudes are highlighted in the Elaborations—Strategies for Learning
and Teaching sections of each unit.
Attitudes refer to generalized aspects of behaviour that teachers model
for students by example and by selective approval. Attitudes are not
acquired in the same way as skills and knowledge. The development of
positive attitudes plays an important role in students’ growth by
interacting with their intellectual development and by creating a
readiness for responsible application of what students learn.
Since attitudes are not acquired in the same way as skills and
knowledge, outcome statements for attitudes are written as key-stage
curriculum outcomes for the end of grades 2, 5, 8, 10, and 12. These
outcome statements are meant to guide teachers in creating a
learning environment that fosters positive attitudes.
The following pages present the attitude outcome statements from
the pan-Canadian Common Framework of Science Learning Outcomes
K to 12 for the end of grade 12.

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 CURRICULUM OUTCOMES FRAMEWORK

Common Framework of Science Learning Outcomes K to 12

Attitude Outcome Statements
By the end of grade 12, it is expected that students will be encouraged to

Appreciation of Science Interest in Science Scientific Inquiry

436 value the role and contribution 439 show a continuing and more 442 confidently evaluate evidence and
of science and technology in our informed curiosity and interest in consider alternative perspectives, ideas,
understanding of phenomena that are science and science-related issues and explanations
directly observable and those that are
440 acquire, with interest and 443 use factual information and
not
confidence, additional science rational explanations when analysing
437 appreciate that the applications of knowledge and skills using a variety of and evaluating
science and technology can raise ethical resources and methods, including 444 value the processes for drawing
dilemmas formal research conclusions
438 value the contributions to 441 consider further studies and
Evident when students, for example,
scientific and technological careers in science- and technology-
development made by women and related fields • insist on evidence before accepting a
men from many societies and cultural new idea or explanation; ask
Evident when students, for example,
backgrounds questions and conduct research to
• conduct research to answer their confirm and extend their
Evident when students, for example,
own questions understanding
• consider the social and cultural • recognize that part-time jobs require • criticize arguments based on the
contexts in which a theory science- and technology-related faulty, incomplete, or misleading
developed knowledge and skills use of numbers
• use a multi-perspective approach, • maintain interest in or pursue • recognize the importance of
considering scientific, technological, further studies in science reviewing the basic assumptions
economic, cultural, political, and
• recognize the importance of making from which a line of inquiry has
environmental factors when
connections among various science arisen
formulating conclusions, solving
disciplines • expend the effort and time needed
problems, or making decisions on
STSE issues • explore and use a variety of to make valid inferences
• recognize the usefulness of being methods and resources to increase • critically evaluate inferences and
skilled in mathematics and problem their own knowledge and skills conclusions, cognizant of the many
solving • are interested in science and variables involved in
• recognize how scientific problem technology topics not directly experimentation
solving and the development of related to their formal studies • critically assess their opinions of the
new technologies are related • explore where further science- and value of science and its applications
• recognize the contribution of technology-related studies can be • criticize arguments in which
science and technology to the pursued evidence, explanations, or positions
progress of civilizations • are critical and constructive when do not reflect the diversity of
• carefully research and openly considering new theories and perspectives that exist
discuss ethical dilemmas associated techniques • insist that the critical assumptions
with the applications of science and • use scientific vocabulary and behind any line of reasoning be
technology principles in everyday discussions made explicit so that the validity of
• show support for the development the position taken can be judged
• readily investigate STSE issues
of information technologies and
• seek new models, explanations, and
science as they relate to human
theories when confronted with
needs
• recognize that western approaches discrepant events or evidence
to science are not the only ways of
viewing the universe
• consider the research of both men
and women

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 21

CURRICULUM OUTCOMES FRAMEWORK

Common Framework of Science Learning Outcomes K to 12

Attitude Outcome Statements (continued)
By the end of grade 12, it is expected that students will be encouraged to
Collaboration Stewardship Safety in Science
445 work collaboratively in planning 446 have a sense of personal and shared 449 show concern for safety and accept
and carrying out investigations, as responsibility for maintaining a the need for rules and regulations
well as in generating and evaluating sustainable environment
450 be aware of the direct and indirect
ideas 447 project the personal, social, and consequences of their actions
Evident when students, for environmental consequences of proposed
Evident when students, for example,
example, action
• read the label on materials before
• willingly work with any classmate 448 want to take action for maintaining
using them, interpret the WHMIS
or group of individuals regardless a sustainable environment
symbols, and consult a reference
of their age, gender, or physical Evident when students, for example, document if safety symbols are not
and cultural characteristics understood
• assume a variety of roles within a • willingly evaluate the impact of their
own choices or the choices scientists • criticize a procedure, a design, or
group, as required materials that are not safe or that
• accept responsibility for any task make when they carry out an
investigation could have a negative impact on the
that helps the group complete an environment
activity • assume part of the collective
responsibility for the impact of • consider safety a positive limiting
• give the same attention and energy factor in scientific and technological
to the group’s product as they humans on the environment
• participate in civic activities related to endeavours
would to a personal assignment • carefully manipulate materials,
• are attentive when others speak the preservation and judicious use of
the environment and its resources cognizant of the risks and potential
• are capable of suspending personal consequences of their actions
views when evaluating suggestions
• encourage their peers or members of
their community to participate in a • write into a laboratory procedure
made by a group safety and waste-disposal concerns
project related to sustainability
• seek the points of view of others • evaluate the long-term impact of
and consider diverse perspectives
• consider all perspectives when
addressing issues, weighing scientific, safety and waste disposal on the
• accept constructive criticism when technological, and ecological factors environment and the quality of life
sharing their ideas or points of of living organisms
• participate in social and political
view • use safety and waste disposal as
systems that influence environmental
• criticize the ideas of their peers policy in their community criteria for evaluating an experiment
without criticizing the persons
• examine/recognize both the positive • assume responsibility for the safety
• evaluate the ideas of others and negative effects on human beings
of all those who share a common
objectively working environment by cleaning
and society of environmental changes
• encourage the use of procedures up after an activity and disposing of
caused by nature and by humans
that enable everyone, regardless of materials in a safe place
• willingly promote actions that are not
gender or cultural background, to • seek assistance immediately for any
injurious to the environment
participate in decision making first aid concerns like cuts, burns, or
• make personal decisions based on a
• contribute to peaceful conflict unusual reactions
feeling of responsibility toward less
resolution; encourage the use of a • keep the work station uncluttered,
privileged parts of the global
variety of communication with only appropriate lab materials
community and toward future
strategies during group work generations present
• share the responsibility for errors • are critical-minded regarding the
made or difficulties encountered short- and long-term consequences
by the group of sustainability

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 CURRICULUM OUTCOMES FRAMEWORK

Curriculum Guide Specific curriculum outcomes are organized in units for each grade
Organization level. Each unit is organized by topic. Suggestions for learning, teaching,
assessment, and resources are provided to support student achievement
of the outcomes.
The order in which the units of a grade appear in the guide is meant to
suggest a sequence. In some cases, the rationale for the recommended
sequence is related to the conceptual flow across the year. That is, one
unit may introduce a concept that is then extended in a subsequent unit.
Likewise, one unit may focus on a skill or context that will be built
upon later in the year.
Some units or certain aspects of units may also be combined or
integrated. This is one way of assisting students as they attempt to make
connections across topics in science or between science and the real
world. In some cases, a unit may require an extended time frame to
collect data on weather patterns, plant growth, etc. These cases may
warrant starting the activity early and overlapping it with the
existing unit. In all cases, the intent is to provide opportunities for
students to deal with science concepts and scientific issues in
personally meaningful and socially and culturally relevant contexts.

Unit Organization Each unit begins with a two-page synopsis. On the first page,
introductory paragraphs provide a unit overview. These are followed
by a section that specifies the focus (inquiry, problem solving, and/or
decision making) and possible contexts for the unit. Finally, a
curriculum links paragraph specifies how this unit relates to science
concepts and skills addressed in other grades so teachers will
understand how the unit fits with the students’ progress through the
complete science program.
The second page of the two-page overview provides a table of the
outcomes from the Common Framework of Science Learning Outcomes
K to 12 that the unit will address. The numbering system used is the
one in the pan-Canadian document as follows:
• 100s—Science-Technology-Society-Environment (STSE) outcomes
• 200s—Skills outcomes
• 300s—Knowledge outcomes
• 400s—Attitude outcomes (see pages 21-22)
• ACPs—Atlantic Canada Physics outcomes

These code numbers appear in brackets after each specific curriculum

outcome (SCO).

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 23

CURRICULUM OUTCOMES FRAMEWORK

All units have a two-page layout of four columns as illustrated below.

The Four-Column In some cases, the four-column spread continues to the next
Spread two-page layout. Outcomes are grouped by a topic indicated at the
top of the left page.

Two-Page, Four-Column Spread

24 ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11

 CURRICULUM OUTCOMES FRAMEWORK

Column One: Outcomes The first column provides the specific curriculum outcomes. These are based
on the pan-Canadian Common Framework of Science Learning Outcomes K to 12.
The statements involve the Science-Technology-Society-Environment
(STSE), skills, and knowledge outcomes indicated by the outcome
number(s) that appears in parenthesis after the outcome. Some STSE and
skills outcomes have been written in a context that shows how these
outcomes should be addressed.
Specific curriculum outcomes have been grouped by topic. Other groupings
of outcomes are possible and in some cases may be necessary to take
advantage of local situations. The grouping of outcomes provides a
suggested teaching sequence. Teachers may prefer to plan their own teaching
sequence to meet the learning needs of their students.
Column One and Column Two define what students are expected to learn,
and be able to do.

Column Two: The second column may include elaborations of outcomes listed in column
Elaborations—Strategies one, and describes learning environments and experiences that will support
for Learning and Teaching students’ learning.
The strategies in this column are intended to provide a holistic approach to
instruction. In some cases, they address a single outcome; in other cases,
they address a group of outcomes.

ColumnThree: The third column provides suggestions for ways that students’ achievement
Tasks for Instruction of the outcomes could be assessed. These suggestions reflect a variety of
and/or Assessment assessment techniques and materials that include, but are not limited to,
informal/formal observation, performance, journal, interview, paper and
pencil, presentation, and portfolio. Some assessment tasks may be used to
assess student learning in relation to a single outcome, others to assess student
learning in relation to several outcomes. The assessment item identifies the
outcome(s) addressed by the outcome number in brackets after the item.

Column Four: This column provides an opportunity for teachers to make note of useful
Resources/Notes resources.

Level 1: As well, curriculum extensions intended for students in the Level 1 course are
*** *
indicated with the symbol.
** **
* ***

This symbol not only brackets text discussing differentiation for students in
the Level 1 course, but also appears at the top of each page on which such
text is located.

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 25

 Unit 1

Kinematics

Suggested Time: 15 Hours

KINEMATICS

Kinematics
Introduction Motion is a common theme in our everyday lives: birds fly, babies
crawl, and we, ourselves, seem to be in a constant state of movement,
running, driving, and walking. Kinematics is the study of how objects
move, and as such, makes up a large part of introductory physics.
Because students learn in a variety of ways, they must be given many
different opportunities to explore kinematics. The experiences should
include kinesthetic learning, where students will feel the effects of
different speeds and accelerations and see the difference these make in
the records of their own motion. Students need to have varied
experiences and time to think, reflect, assimilate, and rethink so that they
own their accumulated knowledge.
Students must be encouraged to develop the vocabulary of kinematics
by discussing the concepts among themselves and with the teacher.
They should be required to describe and explain the motion of objects
both verbally and in written and mathematical forms. Students should
use algebraic and graphical techniques.

Focus and Context Inquiry and problem solving are used throughout this unit in a variety
of meaningful contexts. These contexts may include examples such as
skateboarding, sport, automobile motion, or any other relevant context.
Students will learn best when they suggest the context. To foster
connections, students must be given sufficient opportunities to observe,
manipulate, discuss, predict, describe, and explain the motion of
objects in various situations. Only then should problem solving in more
abstract situations be undertaken.

Students are expected to review and extend their understanding of

Science one-dimensional motion acquired in Science 10, culminating in the use
Curriculum Links of one-dimensional vector representations of relative motion. The
concepts developed in the study of kinematics in grade 11 will be
applied to two-dimensional situations in Physics 12.

28 ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11

 KINEMATICS

Curriculum Outcomes
STSE Skills Knowledge

Students will be expected to Students will be expected to Students will be expected to

Relationships Between Initiating and Planning 325-7 identify the frame of
Science and Technology reference for a given motion
212-1 identify questions to
116-2 analyse and describe investigate that arise from 325-5 use vectors to represent
examples where scientific practical problems and issues force, velocity, and acceleration
understanding was enhanced or
212-3 design an experiment 325-2 analyse graphically and
revised as a result of invention
identifying and controlling mathematically the relationship
technology
major variables among displacement, velocity, and
116-6 describe and evaluate the time
design of technological solutions 212-8 evaluate and select
and the way they function, using appropriate instruments for
scientific principles collecting evidence and
appropriate processes for
problem solving, inquiring, and
decision making
Performing and Recording

213-2 carry out procedures

controlling the major variables
and adapting or extending
procedures where required
213-3 use instruments
effectively and accurately for
collecting data
Analysing and Interpreting

214-3 compile and display

evidence and information, by
hand or computer, in a variety of
formates, including diagrams,
flow charts, tables, graphs, and
scatter plots
214-5 interpret patterns and
trends in data, and infer or
calculate linear and non-linear
realationships among variables
214-7 compare theoretical and
empirical values and account for
discrepancies

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 29

KINEMATICS

Vector Analysis
4 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to Students should develop the vocabulary of kinematics by being involved in
• identify the frame of discussions among themselves and with the teacher. They should be expected
reference for a given motion to describe motions appropriately in both verbal and written form. Frames of
to distinguish fixed and reference for motion could be investigated by having students collect
moving frames (325-7) displacement data for battery-powered toys as they move across a length of
• identify and investigate paper towel. Data can be collected when the towel is not moving, when it is
questions that arise from moving in the same direction as the toy, and when it is being pulled in the
practical problems/issues opposite direction to the toy. This provides visual confirmation of the
involving motion (212-1) concept as well as the possibility of generating data that could be analysed to
determine rates of motion relative to different frames of reference.
From the above, students should gain experience with directional motion.
Teachers should introduce vector diagramming in one dimension. Students
should become familiar with using scaled vectors to represent kinematics
quantities. Their understanding of relative velocity could be enhanced by
representing it visually. Adding the toy’s velocity relative to the table and the
towel’s velocity relative to the table can best be shown vectorially. How could
the towel be moved so that the toy has a velocity relative to the table of zero?
• use vectors to represent Emphasize the importance of the concept of position, as measured from an
position, displacement, arbitrary origin, and of displacement. The following activity may be done to
velocity, and acceleration clarify the issue:
(325-5)
Suppose the class is split into a number of teams, with one ‘demonstrator’ left
– define scalar and vector over. The front of the class is marked off as a number line, but with no axis,
quantities direction or origin specified. Each team is asked to pick one of the marks as
– distinguish between scalar an origin, and a direction for positive motion, without telling the others. The
and vector quantities, using
‘demonstrator’ then moves to a mark of their own choice, and the teams
distance and displacement,
specify the position vector relative to their origin - this is *, the initial
respectively, as examples
position vector. The ‘demonstrator’ now moves to a new spot on the line, and
each team specified *, the final position vector. Now the teams work out the
displacement: *, a ‘final minus initial’ quantity. Perhaps teams could trade
their position vector information, so that they can deduce each other’s choice
of axis system. The important thing to emphasize is that while each team’s
position vectors will be very different, according to their choice of axis system,
the displacement vector will have the same magnitude for each team, with a
sign dictated by the particular choice of positive axis direction. As long as
you know the axis frame, the displacement vector will always be the same
vector in space.
Students should learn to define and manipulate vectors that represent
displacement and velocity using graphical means and simple trigonometric
ratios only. Further, in Kinematics vector treatment will be linear and
perpendicular only. (The sum of the component method and subraction of
vectors will be treated in Physics 12, as is force and two-dimensional motion.)

30 ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11

 KINEMATICS

Vector Analysis
4 hours
Suggested Assessment Strategies Resources
Journal
• What does the speedometer of a car measure: speed, velocity, or
both? Explain. (325-7) Speed: Does not indicate direction on an
average speedmeter
Presentation
• Draw a diagram of the picture of the activity you chose for motion.
Use coordinate axes where possible. Choose which direction is
positive and which is negative. (325-7)
• How are position, distance and displacement the same? different?
(212-1)
Distance: Meaure of total travel, regardless of direction
Displacement: Net travel measured from starting point. Need
direction.
Position: Displacement from starting point. Need direction.
• Using the diagram below, identify which pairs give a positive
displacement:
a) +5m, -2m b) -3m, +6m c) -4m, -2m
(325-7)

Paper and Pencil

• Caroline and Erin planned to meet at the shopping mall. Caroline left
her home and walked 4 blocks north, 2 blocks east, and 2 more
blocks north to reach the mall. Erin left her house and walked 2
blocks south, 3 blocks west, and 3 more blocks south. Draw a careful
vector diagram of both motions and answer the following questions:
– What distance did each girl walk? Caroline - 8 blocks, Erin - 3 blocks
– Which girl is farthest in a straight line from the mall? (Direct in
degrees) Caroline - 6.3 blocks N[18.40]E; Erin 5.8 blocks S[30.90]W
– What is the straight line distance between Caroline’s home and Erin’s
home? 12.1 blocks
Note: All distances may be expressed in blocks. (325-5)
• Mark rode his personal water craft at a constant speed of 30 km/h
directly across a river running at 5 km/h downstream. What is
Mark’s velocity relative to the bank? (325-5) 30.4 km/h at 80.10 to the
bank.
• The sum of two vectors is zero. What can you say about the
magnitude and direction of the two initial vectors? (325-7) Same
magnitude and opposing directions.

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 31

KINEMATICS

Graphical Analysis
5 hours
Outcomes Elaborations—Strategies for Learning and Teaching
The graphical and mathematical analysis should apply to both
Students will be expected to
uniform and accelerated motion. (Some of this will entail a review
• analyze graphically and of concepts addressed in Science 10.)
mathematically the
relationship among The students should be able to interpret and draw graphs such as
displacement, velocity, and the following:
time (325-2)
(i) uniform motion
- explain how one can tell
from the position-time
graph whether the
magnitude of an object’s
velocity is increasing,
decreasing, or constant

- using the sign convention

that motion to the left is (ii) uniform acceleration
negative, determine the
direction of motion of
uniformly accelerating
objects from its position-
time graph and its velocity-
time graph

- given velocity-time graphs,

tell if the velocity is
increasing, decreasing or Algebraic formulae are nothing more than definitions and familiar
remaining constant relationships suitably rearranged for problem solving.

- use a velocity-time graph The students should be able to produce two derivations based on
for uniform acceleration to the graph shown below.
derive an equation for

(i) displacement in terms

of initial velocity (or
final velocity),
acceleration, and
elapsed time

(ii) relating final velocity,

initial velocity, (i) (ii) +
acceleration, and
displacement Students can then use substitutions to derive the following:

32 ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11

 KINEMATICS

Graphical Analysis *** *

** **
5 hours * ***

Suggested Assessment Strategies Resources

Presentation

• With data collected from their motion trials at the beginning of this
unit, students could make a table of their data and draw
d/t and v/t graphs from this information. They should explain
what their graphs show. (325-2)

• In groups of two or more, students could draw some

representative position-time and velocity-time graphs. They could
then have another group describe the motion of the object for
each graph. (325-2)

Performance

• Using the CBRTM have students collect distance vs time data from
various situations. The task is to guess what the velocity-time graph
may look like! (325-2)

Paper and Pencil

• Have students calculate average velocity for the first 10 seconds and
instantaneous velocity (at time 10s) for

Note: For many students, this is an outcome in Function and

Relations Math 111/112.

***
** For Level 1, students should be responsible for deriving *
* equations from d/t and v/t graphs **
***

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 33

KINEMATICS

Mathematical Analysis
6 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to Teachers should begin problem solving by relating the students’
• analyze graphically and trials of displacement/time (d/t), to velocity/time (v/t). Their
mathematicially the skateboard data should be plotted on a d/t graph and then a v/t
relationship among graph. Students should do the slope and area analysis of velocity
displacement, velocity and graphs. Students should find the formulae from their graphs.
time (325-2) Algebraic formulae are nothing more than definitions and familiar
relationships suitably rearranged for problem solving.
Problem solving is an integral part of the study of kinematics. Teachers
should approach problem solving as another tool students can use to
help them understand kinematics concepts. Problems should be
presented at various levels of difficulty, with at least some at a level
such as the Sir Isaac Newton (SIN) test level. Good problem-solving
strategies should be modelled consistently by the teacher. The first
reading of a problem should give the student a general sense of what is
given and required. A second reading should be done slowly to glean
all usable data from the text. Students often miss expressions such as
“starting from rest,” which gives the information that v1 is zero. When
presenting solutions, teachers should verbalize the thought process as
completely as possible. Students should be encouraged to make a list
of given data on the work sheet.
It is also a good practice to estimate the correct answer where possible
and to evaluate the solution according to common experience. For
example, it is unreasonable to conclude in a solution that the final
velocity of an automobile is 350 m/s. The work should be checked for
such obvious errors as those involving decimal places.
A further practice which is helpful in evaluating a solution is to carry the
units throughout the work. If the answer for final velocity seems to be
35.0 m/s2, the unit itself suggests a wrong answer. The teacher should
model the problem-solving technique expected from students.
Many students are uncomfortable starting a problem when they cannot
clearly see the method that will lead to the answer. Since many physics
problem have two or more steps, students should learn to solve what
they can in the understanding that doing so may lead to something
useful. Students should be encouraged to check given data against the
basic kinematics formulae until a formula is found for which all but
one variable is known. Students should then rearrange for the unknown
and solve. This methodology is a part of the systematic analysis of
complex problems.

34 ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11

 KINEMATICS

Mathematical Analysis
6 hours
Suggested Assessment Strategies Resources
Presentation
• In groups of two, prepare kinematics problems. Write out the
problem and solution(s) on a separate page. Have another group
try your problem(s). How is their understanding of the problem
like or unlike yours? (325-2)

Paper and Pencil (a good review from Grade 10 Science)

• A car is travelling at 12 m/s (about 45 km/h). It approaches a
stop sign and decelerates at 4.0 m/s2.
(a) How long does the car take to stop? 3 s
(b) How far does the car travel while stopping? 18 m
• A car is travelling at 25 m/s (about 90 km/h). It approaches a
stop sign. If it decelerates at 4.0 m/s2, how far will it travel while
stopping? 78.125 m Compare this distance with the distances in the
question above. Does twice the speed require more or less than
twice the stopping distance? More - almost four times stopping
distance
• Ultrasound travels through air at about 340 m/s. Suppose that a
camera sends out an ultrasound pulse and the pulse returns 0.060 s
later. How far away is the object that is being photographed?
10.2 m
• A laser gun sends out an infrared pulse. The pulse returns from a
car 0.400 µs later. After 1.0 s, the laser sends out another pulse. It
returns after 0.200 µs. If the speed limit is 80 km/h (22 m/s),
decide whether or not the car is speeding. Yes, car is going 30 m/s or
108 km/h.
• Amusement park roller coasters use changing acceleration to
thrill their riders. For safety reasons, however, the acceleration is
usually kept smaller than 40 m/s2. A roller coaster called “The
Flight of Fear” accelerates its riders smoothly from 0 m/s to 24.6
m/s in 3.9 s. Suppose that on one run, a safety device then
caused the cars to brake and come to a stop in 7.80 m.
(a) How long would the cars take to stop? 0.63 s
(b) What would be the average acceleration of the cars as they
stopped? -38.8 m/s2
(c) Would the ride exceed the usual maximum acceleration starting
or stopping? No, <40 m/s2
(d) What would be the average acceleration of the ride from start
to stop? Zero

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 35

KINEMATICS

Mathematical Analysis (continued)

6 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to When students have gained confidence, the teacher might use
• analyse graphically and different symbols to represent familiar quantities. Students should
mathematically the have examples to show that symbols are merely labels, and have
relationship among meaning only because we define them. Whether displacement is
displacement, velocity and represented by d, s, or d its meaning does not change; Greek
time (325-2) symbols are still just symbols.
Problems can be created in a variety of formats. Students could create
situations involving friends, public figures, or favourite cartoon
characters within which the teacher could insert kinematics problems. It
is far more engaging to do a problem involving the principal climbing a
flagpole than the traditional “ a 5.0 kg body . . .” The formulas that
students should be comfortable using can be found on page 118.

36 ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11

 KINEMATICS

Mathematical Analysis (continued)

6 hours
Suggested Assessment Strategies Resources

Journal
• Reflect on your understanding of kinematics now as compared to
the beginning of this unit. What evidence do you have to support
your understanding? (325-2)

Paper and Pencil

• Alex and Raj always try to outdo each other on their skateboards.
They decide to have a “hang time” contest. They begin side by side
and push their boards to a speed of 5 m/s. At the same time, they
jump straight up as high as they can and land on the moving board.
Alex’s board goes 7.5 m before he lands, and Raj’s board goes 6.0
m before he lands. How long was each boy in the air? How high
did each jump? (325-2)
Time Height
Al ex 1:5 s 2.76 m
Raj 1:2 s 1.76 m
• A rock and a sponge were dropped from a rooftop. The rock hit
the ground in 1.4 s. The sponge took 2.0 s to fall. How high was the
roof? What was the acceleration of the sponge? Why do you think
there is a difference? Explain. (325-2) 9.6 m, 4.9 m/s2, object (sponge)
reached terminal velocity more quickly because it is not as dense as the rock.

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 37

KINEMATICS

Mathematical Analysis (continued)

6 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to

• analyze and describe examples The Laboratory outcomes (116-2, 116-6, 212-1, 212-3, 212-8,
where scientific 213-2, 213-3, 214-3, 214-5) and 325-2 are addressed by
understanding was enhanced completing any Acceleration Due to Gravity Lab.
or revised as a result of the Students should conduct a laboratory investigation involving the
invention of technology vertical acceleration of gravity. Possible apparatus might be a picket
(116-2) fence, ticker tape timers, motion sensors, and photogates. Teachers
should expect a written lab report from their students. Percentage
• identify questions to
error should be calculated in this investigation and anywhere else an
invesigate that arise from
accepted value is known.
practical problems and
issues (212-1)

• carry out an experiment to

investigate the motion of an
object falling vertically near
Earth (212-3, 213-2)

• compile and display evidence

and information in a variety
of formats (214-3)

• evaluate and select

appropriate instruments for
collecting evidence
and appropriate proceses for
problem solving, inquiring,
and decision making (212-8,
213-3)

• interpret trends in data, and

infer or calculate relationships
among variables (214-5)

• compare theoretical and

empirical values and account
for discrepancies (214-7)
• describe and evaluate the
design of technological
solutions and the way they
function, using scientific
principles (116-6)

38 ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11

 KINEMATICS

Mathematical Analysis (continued)

6 hours

Suggested Assessment Strategies Resources

Performance
• Students could conduct a lab and write a report on their
investigation of the acceleration of gravity. (116-2, 212-3, 212-
8, 213-2, 213-3, 214-3, 214-5)

Journal
• In free fall, does the speed of an object affect air friction?
Discuss this. (116-2) Yes, faster - more air on that object if body type
and structure stay the same.

Presentation
• Students could draw a diagram of the picture of the activity
they chose for motion. They should use coordinate axes where
possible. Students show which direction is positive and which
is negative. (116-2, 325-2)

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 39

40 ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11
 Unit 2
Dynamics
Suggested Time: 20 Hours
DYNAMICS

Dynamics

Introduction From real life experiences, students know that objects speed up, slow
down, and change direction, and they accept this as a matter of
course. Dynamics is the study of the factors that cause such changes,
that is, why an object moves the way it does. It is a logical extension
of kinematics, and this unit should pick up with questions arising
naturally from the motion of objects studied in the previous unit.
Students could begin by investigating the effects of one-dimensional
forces on themselves and on objects, and through the application of
Newton’s laws, move on to an analysis of systems using their
knowledge of dynamics.

Focus and Context As in the kinematics unit, students should draw on their own
experiences in attempting to describe and analyse forces. Familiar
forces students feel acting on themselves in cars, on amusement park
rides, and during sports activities should be discussed and analysed.
A simple activity such as measuring with a spring scale the force
needed to start and continue to pull a student along the floor in a
wagon or freight dolly can lead to discussion of the outcomes of
applied force: acceleration and overcoming friction. Activities with
dynamics carts would then allow students to investigate, measure,
manipulate, and predict relationships among force, mass, and
acceleration. This could lead to many opportunities for individual
study and research projects involving the design and operation of
such devices as seat belts, airbags, helmets, and sports equipment—
all with a view to making connections among the design, principles
of physics, and society’s concern and influence (an STSE
connection.)

Science This unit completes the study of motion begun in Science 10. It
provides students with an opportunity to reinforce their skills in
CurriculumLinks using the graphing calculators. It leads students to the more
sophisticated concepts of momentum and energy that are necessary
for the study of interactions between masses. The concepts
developed in the study of dynamics in Physics 11 will be further
developed in Physics 12 with the treatment of two dimensional
situations (incline planes), uniform, circular motion, and Kepler’s
Law.

42 ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11

 DYNAMICS

Curriculum Outcomes
STSE Skills Knowledge

Students will be expected to Students will be expected to Students will be expected to

Nature of Science andTechnology Initiating and Planning 325-5 use vectors to represent
212-3 design an experiment force
115-3 explain how a major
scientific milestone revolutionized identifying and controlling 325-8 apply Newton’s laws of
thinking in the scientific major variables motion to explain inertia, the
communities 212-8 evaluate and select relationship among force, mass,
Relationships Between appropriate instruments for and acceleration and the
Science and Technology collecting evidence and interaction of forces between two
appropriate processes for objects
116-2 analyse and describe
problem solving, inquiring, and 326-3 use Newton’s second law
examples where scientific
decision making to show how impulse is related
understanding was enhanced or
revised as a result of the invention Performing and Recording to change in momentum
or technology 213-2 carry out procedures
116-5 describe the functioning of controlling the major variables
domestic and industrial and adapting or extending
technologies, using scientific procedures where required
principles 213-3 use instruments
116-6 describe and evaluate the effectively and accurately for
design of technological solutions collecting data
and the way they function, using Analysing and Interpreting
scientific principles
214-3 compile and display
116-7 analyse natural and evidence and information, by
technological systems to interpret hand or computer, in a variety of
and explain their structure formates, including diagrams,
Social and flowcharts, tables, graphs, and
Environmental Contexts scatter plots
of Science and Technology
214-5 interpret patterns and
117-2 analyse society’s influence trends in data, and infer or
on scientific and technological calculate linear and non-linear
endeavours relationships among variables

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 43

DYNAMICS

Dynamics Introduction
4 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to An examination of automobile safety and related STSE issues
• analyse the influence of provides a powerful context to investigate and discuss dynamics.
society on scientific and Students should be invited to propose their own questions. One
technological endeavours in such question might be what the advantages and disadvantages are of
dynamics (117-2) ABS braking systems, all-wheel drive, or other recent technological
advances. These issues could be examined from different
• describe and evaluate the perspectives, such as the producer, the consumer, and the medical
design of technological community.
solutions and the way they Students should apply more sophisticated concepts to this issue as they
function, using scientific progress in the course. In this way, an ongoing focus is maintained.
principles (116-6) Students could consider other elements of automobile safety besides
ABS brakes. They might investigate how these elements function from
a physics perspective.
• analyse natural and Students could interpret the structure and function of a wide range
technological systems to of systems, such as the human skeleton, spoilers on racing cars,
interpret and explain their bicycle helmets, the taper of fishing poles, and prosthetic devices.
structure and dynamics During discussions, students should explore, qualitatively and in
(116-7) terms of forces, questions such as why would the bottom vertebrae be
bigger than the top? What is the purpose of a spoiler on a race car?
What does it do? How does the bicycle helmet spread the force of
impact? Generate a list with the class on other topics or innovations
of interest in regards to structure and dynamics.

• use vectors to represent forces Students should investigate the use of vectors and vector diagrams to
(325-5) describe the forces that affect the linear motion of a variety of things
- draw free-body diagrams such as airplanes, birds, cars, and boats. The concept of free-body
- explain what is meant by net diagrams should be introduced. This analytical tool isolates an object
force and apply it to several
situations
in space and shows vectors representing all forces acting on it.
Students should do a laboratory exercise using a block hanging from
a spring scale. Students should be able to determine the reading of
the spring scale and draw a diagram of the forces acting on the block.
Students should look at three situations involving the block: hanging
free, being gently supported, and being gently pulled down. They
should determine the net force in each case. This will be used later in
problem solving. The focus should be on determining the sum of all
forces in one-dimensional situations.

44 ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11

 DYNAMICS

Dynamics Introduction
4 hours
Tasks for Instruction and/or Assessment Resources/Notes
Performance
• Demonstrate the use of the spring scale appropriately (zeroing
and reading). (325-5, 116-6)
• Identify and draw all the forces acting in each of the situations in
your lab activity. What was net force in each case? (325-5)

Journal
• Write an entry in your journal explaining what you have learned
about how dynamics concepts apply to automobile safety. This is
your opportunity to make personal notes. The journal entry may
reflect progress or frustration. It may help you to verbalize your
problem(s) to your teacher. (117-2, 116-6)

Paper and Pencil

• Prepare a report that explains a single example of automobile
technology that includes the following:
– the influence of automobile safety on society
– the design of the example that you pick with respect to the way
it functions (117-2, 116-6)

Presentation
• Prepare a short oral presentation from the list of topics generated in
class. This is an exploratory exercise. Expectations are that you are
questioning, analysing, describing, and/or evaluating the structure
using the scientific principles with which you are familiar. Use a
KWL chart. (116-7)

KWL Chart
What I know:

What I want to know:

What I learned:

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 45

DYNAMICS

Newton’s Laws
12 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to
• apply Newton’s laws of
motion to explain inertia; the
relationships among force,
mass, and acceleration; and
the interaction of forces
between two objects (325-8)
- state Newton’s first law of An important corollary to Newton’s First Law of motion which
motion, and describe students must appreciate is this: if all forces on an object cancel each
applications other, that is, if = 0, then there are two possibilities for the object’s
motion: the object is either stopped OR moving with a fixed velocity.
There is no dynamic difference between these two conditions.

- explain, using Newton’s first An inertial frame of reference is one in which Newton’s first law of
law of motion, what is meant
motion is valid. In general, any frame of reference that is not
by an inertial frame of reference
accelerating (i.e., not changing speed or direction) is an inertial frame.

An example would be a bus which is travelling in a straight line at a

fixed speed. The frame of reference of the bus is an inertial frame.
(Assuming a silent engine, no vibrations, and a perfectly smooth road).
If you lay a ball at your feet, it will stay there; if you push it, it will roll
up the aisle until it bumps something (Newton’s first law). But,
suppose just after you lay the ball on the floor, the driver just touches
the brake ever so slightly. The ball will then roll forward. You will see
it roll forward for no reason at all! After all, objects at rest should
remain at rest. The frame of reference of the “accelerating” bus is no
longer an inertial frame.

- physically demonstrate the Demonstrations of inertia can include:

property of inertia
(i) pulling a table cloth from a table with objects on it
- state Newton’s second law of
motion, and describe (ii) flicking a card from underneath a coin balancing on finger
applications
(iii) banging the handle of a hammer against a hard surface to
- explain how Newton’s second
secure the hammer head
law of motion may be used to
define the Newton as a unit of
force
- given two of the net force, the
mass, and the acceleration, or
information from which they
can be determined, calculate the
third quantity

46 ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11

 DYNAMICS

Newton’s Laws
12 hours
Tasks for Instruction and/or Assessment Resources/Notes
Journal
• Teachers could ask students to comment on the following:
The term “Newton” is merely a convenient shorthand for the
actual dimension of inertially defined force. (325-8)

Paper and Pencil (neglect friction)

• What force is necessary to accelerate a 1200 kg car along a
horizontal surface from rest to 130 km/h in 8.0 s? (325-8)
Approximately 5420 N

• What mass would a sled on ice have if it requires a horizontal

force of 100.0 N to change its velocity from 30.0 km/h to 120
km/h in 5.0 s? (325-8) 20 kg
• What is the acceleration of a block having a mass of 0.5 kg which is
being pulled in opposite directions by two children. Sean is pulling
with a force of 3.0 N to the left, and Diane is pulling to the right
with 5.0 N. How far will it move in 3.0 s if these forces combine to
be exerted? (325-8) 18 m
• What would the tension be in a cable lifting an elevator and a person
having a combined mass of 575 kg moving (a) upward at a rate of
5.0 m/s2 and (b) downward at a rate of 5.0 m/s2? (325-8)
(a) 8510 N (b) 2760 N

• Students could design a problem that uses Newton’s Second Law

of motion. They should include an answer sheet and exchange
their problem with that of another student. (325-8)
• Students could make an original puzzle that includes the following
terms and their definitions: acceleration, inertia, applied force, net
force, Normal force, static friction, kinetic friction, and coefficient
of friction. (325-8)

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DYNAMICS

Newton’s Laws (continued)

12 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to
• apply Newton’s laws of
motion to explain inertia;
the relationships among
force, mass, and
acceleration; and the
interaction of forces
between two objects (325-
8)
- state Newton’s third law of
motion, and describe
applications
- draw diagrams identifying the
action-reaction pairs of forces
in various interactions of
Static and kinetic friction will be described both qualitatively and
particles or objects
quantitatively. The following formulas should be used, as necessary,
- explain, qualitatively and
when friction is a factor:
quantitatively, what is meant by
friction, and describe static and fk=kFN
kinetic friction
fs=sFN (Max)
- distinguish between mass and
weight Teachers should note that fs can be less than the Max value. For
example, if fs Max = 5.0N for a book on a table and someone applied
a force of 3.0N, the force of static friction under Newton’s 3rd law
would be 3.0N. When the applied force is greater than fs Max,
Newton’s 2nd law can be applied.
Over time, students should develop an understanding of the nature
of friction and its effect on dynamic systems. They should
understand the difference between static friction and kinetic
(dynamic) friction.
- solve exercises / problems Newton’s Laws problems to be illustrated could include:
involving Newton’s laws of
motion (i) pushing or pulling an object on a horizontal surface, with and
without friction
(ii) vertical movement of objects (e.g., free fall, elevator problems,
lifting an object on a string)
(iii) pushing or pulling two blocks on a horizontal surface
(iv) lifting or lowering two blocks
(v) Atwood’s machine
(vi) hanging blocks off tables
(vii) hanging traffic light

48 ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11

 DYNAMICS

*** *
Newton’s Laws (continued) ** **
12 hours * ***

Tasks for Instruction and/or Assessment Resources/Notes

Performance
• Students could measure various factors that could affect the size of
the friction force. These should include normal force, surface area
in contact, and types of surfaces in contact. (325-8)
• Students could explain/research how the development of high
speed photography has led to a better understanding of the forces
involved in automobile collisions. (325-8)

Presentation
• Students could draw a cartoon that explains one of the concepts
used in dynamics to this point. They should be sure that it is simple,
specific, and short so the reader can learn from it. (325-8, 116-2,
115-3)

***
Students in Level 1 (or those expecting to take Physics
** *
12) should do a greater variety of problems with friction
* **
(static and kinetic)
***
For example:
•What force is required to accelerate a lawn mower of
mass 12 kg to 4.5 km/hr from rest in 3.0 s if k = 0.8?
Answer: 99 N

A
If B = 10 kg and sbetween B and table is 0.2, what is
maximum mass for A before B begins to slide?
Answer: 2 kg and less

•If A above has a mass of 10 kg, what would be

accelearation of B (if any)? Answer: 7.84 m/s2

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 49

DYNAMICS

Newton’s Laws (continued)

12 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to These outcomes (212-3, 212-8, 213-2, 213-3, 214-3, 214-5, 214-
• investigate the relationship 11) and 325-8 are addressed by completing Newton’s second law in
between acceleration and net a lab setting.
force (212-3) Whatever the method used for Newton’s second law experiment,
• evaluate and select good results are obtained if care is taken in setting up the trials. If
appropriate instruments for the gravitational force on a hung weight is used as a driving force, it
collecting evidence and is accelerating the combined mass that includes the cart and the
appropriate processes for hung mass. To do trials in which mass is kept constant, the
problem solving, inquiring, combined mass must not change, and mass must be moved from the
and decision making (212-8) cart to the hanger to change the driving force. This is an excellent
• investigate the relationship opportunity for students to learn to control variables and minimize
between acceleration and errors. During the course of an investigation, student lab groups
mass, for a constant net force could be asked to make periodic progress reports and share ideas.
(213-2) Students should distinguish between data collection and scientific
• use instruments effectively inquiry. Data collection is a mechanical operation. Data could be
and accurately for collecting collected by computerized systems or directly by a student. The
data interpretation of the data makes the science. Researchers consult with
colleagues on an informal basis. The Internet is a technological
• compile and display evidence
development based on the desire to communicate globally. More
and information in a variety
of formats (214-3) formal peer review occurs when results are published in a journal and
others attempt to duplicate the experiment.
• interpret patterns and trends
in data, and infer or calculate
linear and nonlinear
relationships among variables
(214-5)
• provide a statement that
addresses the problem or
answers the question
investigated in light of the
link between data and the
conclusion (214-11)

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 DYNAMICS

*** *
Newton’s Laws (continued) ** **
12 hours * ***

Tasks for Instruction and/or Assessment Resources/Notes

Informal Observation
• A checklist of skills students should develop is appropriate for the
teacher to apply here. Possible skills might include using
instrument correctly, doing enough trials for a good average value,
and recording the results in an appropriate table. (212-3)

Presentation
• Students could conduct a laboratory investigation of the
relationships among force, mass and acceleration. (325-8, 213-2,
213-3)

Paper and Pencil

***
• Students could write a thorough report on their lab.
**
They should analyse and interpret the data in raw form
*
and graphically. From the raw data, it is possible to see
whether the relationship is linear or exponential, direct
aa
or inverse. Graphs of  F for trials where mass is kept

constant, a a 1/m for trials where applied force is kept
constant, and a

F (unbalanced ) for all trials all
m
lead to the equation a = F/m. Interpreting the numerical *
value and the dimensions (unit) of the slope on each **
graph, students realize that F = ma only if Newtons of ***

force are dimensionally the same as kg.m/s2. (325-8,

212-3, 212-8, 213-2, 213-3, 214-3, 214-5)

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DYNAMICS

Momentum Introduction
4 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to Students should be introduced to the concepts of impulse and
• use Newton’s second law to momentum as a development of Newton’s second law. Students
show how impulse is related might see as a more logical expression since it
to change in momentum
isolates the “cause” product at the right. Newton’s “quantity of
(326-3)
motion,” or momentum, might be more meaningful in this context.
Students should relate these concepts qualitatively to a variety of
situations.

• describe the functioning of Challenging students to find examples involving momentum from daily
technological devices based experience is fun for them and gives students ownership of the task.
on principles of momentum Some student-generated example might include the following:
(116-5)
• Why do hockey helmets have rigid foam liners, not soft?
• Why is a gym floor “floating” on a cork layer?
• How are running shoes different from skateboard shoes?
• How does an impact wrench work?
• What happens to a tennis ball during impact?
• How does a 5 km/h bumper on a car work?
• Why is it vitally important that a person be 30.0 cm from an
airbag when it inflates? What is it designed to do?

Conservation of momentum in collisions and explosions is done in

Physics 12.

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 DYNAMICS

Momentum Introduction
4 hours
Tasks for Instruction and/or Assessment Resources/Notes
Paper and Pencil
• Research one example of a technology of your choice, and
prepare an article for publication in a science magazine or your
school’s science newsletter that explains the application of the
principles of impulse and momentum. (116-5)
• A parachutist lands, flexes her knees, and rolls in order to stop.
Calculate the inpact force on a 70.0 kg parachutist falling at 10
m/s if time to stop was 0.8 s. Compare the force of impact if
parachutist lands in a rigid position, standing in attention. The
time of stopping is 0.05 s.
- 875 N (flexing)
- 14000 N (stiff-legged)

• A 100 g golf ball leaves the tee at 100 m/s. If the club were in
contact with the ball for 0.04 s, determine the force exerted on it
by the club. (326-3) 250 N
(The students should be provided with similiar numerical exercises
which require a solution for the other terms in the expression.)
• Using the concept of impulse, explain why it is easier to drive a
nail with a steel hammer, that with a rubber mallet. (326-3)
Due to the fact that a steel hammer will have a shorter
interaction time, thus more force provided to drive in nail.
Rubber mallet will extend interaction time, thus less force
available.

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 53

54 ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11
 Unit 3
Work and Energy
Suggested Time: 20 Hours
WORK AND ENERGY

Work and Energy

Introduction When the interaction of two or more objects is analysed, this is
called a system. Understanding changes that take place in a system
is often aided by considering energy exchanges. Students should
identify forms of energy and energy exchanges in familiar contexts
before discussing less familiar applications.

Focus and Context Students could begin by describing the changes they feel on various
playground equipment or amusement park rides and develop an
explanation for these changes using the vocabulary and concepts of
energy. Eventually, their understanding of these events will involve
the conservation laws, which will allow them to describe, explain,
and predict the outcomes of many one-dimensional interactions.
All students will be familiar with a playground environment. This
context provides a wealth of examples of energy transformation and
two-body interactions. Other relevant contexts, such as sport, could
be used in individual schools. By reviewing their experiences and
collecting data, students can begin inquiring and discussing . By
examining playground events, students will discover the need to
learn the concepts of momentum and energy. There is increasing
social concern about playground safety. Students could be expected
to pose questions and identify safety concerns by answering such
questions as “How high is too high?” or “What material is
appropriate?” and to develop a plan to answer their questions. Then
they will be able to move from this familiar context to other
situations where the concepts can be applied.

Science In grade 8 science, students have explored the movement of objects

Curriculum Links in terms of balanced and unbalanced forces. They have also described
quantitatively the relationships among force, area, and pressure.
In Physics 12, students should develop a more precise understanding
of momentum and energy and learn to evaluate situations using
these concepts. Work dealing with momentum has been moved to
Physics 12.

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 WORK AND ENERGY

Curriculum Outcomes
STSE Skills Knowledge

Students will be expected to Students will be expected to Students will be expected to

Nature of Science andTechnology Initiating and Planning 325-9 analyse quantitatively the
114-9 explain the importance of 212-3 design an experiment relationships among force,
communicating the results of a identifying and controlling distance, and work
scientific or technological major variables 325-10 analyse quantitatively
endeavour using appropriate 212-8 evaluate and select the relationships among work,
language and conventions appropriate instruments for time, and power
115-5 analyse why and how a collecting evidence and 326-1 analyse quantitatively the
particular technology was appropriate processes for relationships among mass,
developed and improved over problem solving, inquiring, and height, speed, and heat energy
time decision making using the law of conservation of
Relationships Between Performing and Recording
energy
Science andTechnology 326-5 describe quantitatively
213-2 carry out procedures
116-4 analyse and describe controlling the major variables mechanical energy as the sum of
examples where technologies and adapting or extending kinetic and potential energies
were developed based on procedures where required 326-6 analyse quantitatively
scientific understanding problems related to kinematics
213-3 use instruments
116-6 describe and evaluate the accurately for collecting data and dynamics using the
design of technological solutions mechanical energy concept
Analysing and Interpreting
and the way they function using 326-7 analyse common energy
principles of energy and 214-3 compile and display transformation situations using
momentum evidence and information, by the work-energy theorem
hand or computer, in a variety of
Social and 326-8 determine the percentage
Environmental Contexts formats, including diagrams,
flow charts, tables, graphs, and efficiency of energy
of Science andTechnology
scatter plots transformations
118-8 distinguish between
questions that can be answered 214-5 interpret patterns and
by science and those that cannot trends in data and infer or
and between problems that can calculate linear and non-linear
be solved by technology and relationships among variables
those that cannot 214-7 compare theoretical and
empirical values and account for
discrepancies
214-11 provide a statement that
addresses the problem or answers
the question investigated in light
of the link between data and the
conclusion

ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 57

 WORK AND ENERGY

*** *
Work, Power, and Efficiency ** **
5 hours * ***

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to Students should be asked to design and carry out an investigation in
• analyse quantitatively the which they measure the force, distance, and time, and calculate the
relationships among force, work and power. Situations to examine should include lifting a
distance, and work (325-9) dynamics cart 1.0 m, pushing the dynamics cart 1.0 m horizontally, and
• analyse quantitatively the pushing it up a ramp to a height of 1.0 m.
relationships among work,
time, and power (325-10) Students might benefit from an in-class demonstration lab involving
*** simple machines. The class could design the trials in a teacher-led
• design and carry out an discussion, and student groups could conduct trials on several machines
**
experiment to determine simultaneously. Hardware or automotive stores stock an inexpensive
*
the efficiency of simple block and tackle system that could be suspended from the ceiling for
*
machines (212-3, 213-2, large mass trials.
**
213-3, 214-7)
***

*** As an extension, students could calculate the efficiency of

** various simple machines such as ramps, block and tackles and *

* other items (car jack) **

***

58 ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11

 WORK AND ENERGY

*** *
Work, Power, and Efficiency ** **
5 hours * ***

Tasks for Instruction and/or Assessment Resources/Notes

Informal Observation
• While trials involving the dynamics carts are being conducted,
individual student participation can be monitored. (325-9, 325-
10)

Journal
• Referring to the data collected, describe how force, distance, and
work are related. Give an analysis with an explanation of your
understanding of the situation. (325-9)

Paper and Pencil

• As a written record of the dynamics cart exploration, submit work
sheets that include neat sketches, data, and calculations for each
of the three situations from your lab activity. (325-10)

• A locomotive exerts a constant forward force of 5.4 x 104 N while

pulling a train at a constant speed of 25 m/s for 1.0 h. How
much work does the locomotive do? 4.9 x 109 J What average
power did the locomotive generate while pulling the train? (525-10)
1.4 x 106 w

Presentation
***
• In groups of three to four, demonstrate and discuss your
**
experiment on the machine you chose. Decide on your
*
presentation format. An explanation of your data, *
procedure, and the efficiency of your machine should be **
included. (212-3, 213-2, 213-3, 214-7) ***

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WORK AND ENERGY

Transformation, Total Energy, and Conservation

15 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to Note: On the next pages, all three outcomes are treated simultaneously.
• analyse quantitatively the During work on these outcomes, students should
relationships among mass,
• define gravitational potential, elastic potential, and kinetic energies
speed, kinetic energy, and
• relate energy transformations to work done
heat using the law of
• discuss ways in which energy leaves the system such as kinetic
conservation of energy (326-
energy, and heat
1)
• solve problems using the law of conservation of energy including
– define gravitational potential,
elastic potential, and kinetic changes in gravitational potential energy, elastic potential energy,
energies and kinetic energy
– relate energy transformations to • explain the role of friction and the loss of mechanical energy from a
work done system
– solve problems using the law of
As with momentum, after students are familiar with the basic
conservation of energy,
including changes in concepts, teachers could help students apply algebraical deduction.
gravitational potential energy, Students should see the algebraic genesis of the concepts from a cause/
elastic potential energy, and effect perspective. Teachers could talk about the concepts by using the
kinetic energy following information. “Work” is the name given to the product of
– explain the role of friction and force and displacement. Since more work is done if a larger force acts,
the loss of mechanical energy
from a system or if the same force acts through a larger distance, the F d product is
• describe quantitatively a “cause.” What is the “effect”?
mechanical energy as the sum
of kinetic and potential For kinematics,
energies (326-5)
• compare empirical and Rearranging:
theoretical values of total
energy and account for
But F=ma
discrepancies (214-7)

Dimensionally, work is N-m. Energy is kg.m2/s2

N-m = kg.m/s2 * m = kg.m2/s2
For convenience, both are called “joules,” which is the unit for all
forms of energy.

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 WORK AND ENERGY

Transformation, Total Energy, and Conservation

15 hours
Tasks for Instruction and/or Assessment Resources/Notes

Performance
• Conduct your lab and write a report and results so that you can
present them to a grade 7, 8, or 9 class.
(326-1, 326-5, 214-7, 326-6)
• Design and conduct an experiment to demonstrate an energy
transformation and account for discrepancies. For example, you
could release a block at the top of a ramp, and, using available
technology, determine the velocity at several points, including the
bottom. You could compare theoretical kinetic energy values to
the actual values and account for any differences.
(326-1, 326-5, 214-7, 326-6)

Journal
• Write a note explaining momentum, energy, and their
transformations so a grade 8 student could understand them.
(326-1)

Pencil and Paper

• A car of mass 1000 kg accelerates from 0.0 m/s to 4.0 m/s. How
much work is done by the engine? 8000 J
• If the car in problem above travelled 10.0 m, what was the average
force exerted on the car as a result of the actions of the engine?
800 N
• A 50.0 g arrow is pulled back a distance of 80 cm in a bow. When
the string is released, it exerts an average force of 60 N on the
arrow. With what speed does the arrow leave the bow? (326-1)
43.8 m/s

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WORK AND ENERGY

Transformation, Total Energy, and Conservation (continued)

15 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to Some students follow the logic of algebraic deduction intuitively.
• analyse quantitatively the Those who do not may need explanatory detail. Every substitution
relationships among mass, or rearrangement might be a potential roadblock. Even so, all
speed, and thermal energy, students need experience with deductive reasoning of this type.
using the law of conservation Students should investigate the force/stretch relationship for springs
of energy (326-1) (Hooke’s Law) and related energy changes when a mass oscillates at
• describe quantitatively
the end of spring. Using a spring placed horizontally and a spring
mechanical energy as the sum
scale, students could investigate how much force is required to
of kinetic and potential
stretch the spring to various distances. A graph of force versus
energies (326-5)
• compare empirical and distance can lead to recognition of work done as the spring is
theoretical values of total stretched. The spring might be hung vertically with a mass attached
energy and account for
discrepancies (214-7)
X0

Xc

X max

that holds the spring stretched to something less than half the elastic
limit of the spring.
At the rest position, Xc, the change in length of the spring ( Xc – X0)
is equal to the height of the mass above the bottom-most point, Xmax,
(Xc – Xmax) if the mass had been dropped from a height where the
spring is completely unstretched, X0. (Xmax – Xc = Xc – X0). If the
mass is released at this highest point, it will oscillate up and down
for some time before coming to rest at the middle position. Students
should determine velocities at various positions. This is an ideal time
to use a position sensor and computer software to generate a
complete set of kinematics data. This could lead students to such
questions as the following:
• What effect would changing the mass have?
• How does the kinetic energy change during an oscillation?
• What happens if a spring with a different force constant is used?

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 WORK AND ENERGY

Transformation, Total Energy, and Conservation (continued)

15 hours
Tasks for Instruction and/or Assessment Resources/Notes
Performance
• Conduct your lab (Hooke’s law and energy changes) and write a
report. (326-1, 326-5, 214-7)

Paper and Pencil

• An average force of 8.0 N is applied to a 1.2 kg dynamics cart that
is initially at rest. If the force is maintained for a distance of 0.80 m,
what velocity will the cart attain? 3.3 m/s If the force is maintained
over a distance of 1.6 m, what speed is reached? 4.6 m/s What is
the ratio of the two velocities? ratio is 2 Explain in terms of
work and energy why this is so. If F.d =  MV22 when V1 = 0
and F is kept constant, double of d only brings new velocity
by 2 Compared to the first trial, what could you change to give
the cart twice the speed? (326-6) 4 times the distance
• Kristen is playing on a swing. At her highest swing, the seat is 3.2 m
above the rest position. What speed does she have as she passes
through the lowest position? (326-6) 7.9 m/s
• A pole vaulter wants to clear the bar at a height of 7.0 m above the
mat. What vertical speed must he/she have to just clear the bar? 11.7
m/s What role does the pole play in the pole vault? (326-6) Being
able to extend force over a longer period of time thus also
distance, creating a condition where a vertical speed of 42
km/h is not necessary!
• A boy uses his feet to stop his go-cart from a speed of 10 m/s.
The combined mass of boy and his cart is 100.0 kg. Over what
distance does he need to drag his feet, if they exerted 700 N of
force to stop cart? 7.14 m
• When analysing a problem, how do you decide whether to use
kinematics, dynamics, or energy concepts to solve for unknowns?
(326-6)

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WORK AND ENERGY

Transformation, Total Energy, and Conservation (continued)

15 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to As the bobbing mass is allowed to come to rest, students could be
• analyse quantitatively the challenged to determine where the “lost” energy has gone. For
relationships among mass, example, students could discuss whether any energy transformed to
speed, and thermal energy, thermal energy? Students will not detect a temperature change in the
using the law of conservation spring as one might after pounding a nail. Students should be able to
of energy (326-1) calculate the work done to stretch the spring to a particular position, the
• describe quantitatively gravitational potential energy, and the velocity at that point.
mechanical energy as the sum
Students should construct a graph of energy versus stretch for a drop
of kinetic and potential
from X0 to Xmax, and back to X0 on which curves are plotted for
energies (326-5)
spring potential energy and gravitational potential energy. If students
• compare empirical and
add energy values at selected positions, they might plot a curve for total
theoretical values of total
energy and account for stored energy that has a “clothesline” shape. The apparent energy
discrepancies (214-7) deficit towards the Xc position is a good point from which to collect
data. When a total energy line is drawn from maximum gravitational
energy to maximum spring energy (a straight line), students discover
• analyse quantitatively that the vertical difference between the total energy line and the total
problems related to potential line at any position is just equal to the kinetic energy of the
kinematics and dynamics mass at that point.
using the mechanical energy
concept (326-6) Students have developed confidence in kinematics tools for solving
motion problems in a straight line. In achieving this outcome,
students should come to appreciate energy solutions for vertical
motions whether in a straight line or not, and even for relatively
complex motions such as oscillations, in which net acceleration is
constantly changing.
A good initial problem would be to complete the following table for
a 2.0 kg mass dropped from a height of 1.0 m.
Could you determine the velocity at 0.4m using energy concepts only?
Energies of a Falling Mass

h (m) t (s) v (m/s) KE (j) PE (j)

1.0
0.8
0.5
0.3
0

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 WORK AND ENERGY

Transformation, Total Energy, and Conservation (continued)

15 hours
Tasks for Instruction and/or Assessment Resources/Notes
Presentation
• Present a song, poem, speech, or short story to your classmates
that involves the following terms: work, kinetic energy,
gravitational potential energy, spring potential energy, and
efficiency. Your presentation should show a clear understanding
of the relationships between the terms momentum and energy.
(326-1, 326-6)

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WORK AND ENERGY

Transformation, Total Energy, and Conservation (continued)

15 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to Students should question and investigate other transformational
• analyse common energy situations, such as wind-up toys, playground equipment like swings and
transformation situations slides, or hydro-electric generators.
using the closed system work- In any closed system, work done is equal to change in energy. This
energy theorem (326-7) equivalence is known as the work-energy theorem. This term is just
beginning to appear in textbooks. Students should do an inclined plane
investigation of work and energy as a lab activity. A block or Hall’s
carriage (for less friction) could be pulled slowly up a board ramp
placed at various angles from the horizontal to the same vertical height.
A spring scale pulling parallel to the plane could be used to determine
the required force at each angle. The work done along the ramp could
be compared to the gravitational potential energy the block has at the
top.
After constructing meaning from hands-on experiences, students
could use computer simulation software for additional practice or
modelling of other situations.
Students should also solve algebraic problems involving energy
transformations.

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 WORK AND ENERGY

Transformation, Total Energy, and Conservation (continued)

15 hours
Tasks for Instruction and/or Assessment Resources/Notes
Paper and Pencil
• After referring to the diagram below, answer the following
questions: (friction is negligible)
– How much gravitational potential energy does the roller coaster
car have at position A if the loaded mass is 1100 kg?
2.2 x 105 J
– What is the maximum kinetic energy the car could have at B?
1.1 x 105 J
– What speed would it have at B? 14 m/s
– What speed would the car have at position D? (326-7) 9.9 m/s

•Write up your inclined plane activity in a lab report format.

(326-7)

• A “superball” is dropped from a height of 1.5 m onto a hard floor

and bounces back up to virtually the same height. Describe
completely the energy changes undergone by the ball from the time
it is released until the time it reaches maximum rebound height. In
particular, account for the changes that occur while the ball is in
contact with the floor. (326-7) At 1.5 m PE(J) is at max. As ball
falls, it gains KE(J) and loses PE(J) at same rate. Maximum
KE(J) at floor level. All Work(J) is done to compress ball and
when it decompresses, all work energy (J) will transfer to
make ball rise, thus KE(J) will convert to PE(J) as ball rises.
Because friction is not taken into consideration, all energy
transferred to ball and stayed within the situation.
Presentation
• Based on your investigations of toys and other transformation
situations, develop a poster or other visual display that illustrates
the work-energy theorem. (326-7)

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WORK AND ENERGY

Transformation, Total Energy, and Conservation (continued)

15 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to Students should analyse an example of a technological solution based
• analyse and describe examples on understanding energy concepts. Typical examples include the
where technological solutions development of airbags for motor vehicles and ABS braking systems.
were developed based on Students could also investigate design changes in launch vehicles like
scientific understanding rockets since the space program began and the relationship to
(116-4) payload.

• determine the percent Using Hot Wheels™ tracks and cars, students could construct a
efficiency of energy mini roller coaster. A car could be released at the top of an incline
transformation (326-8) and allowed to go up a second slope. The height of the second “hill”
could be adjusted until the car can no longer reach the top with
v = 0. Strobe photography or photogates could be used to determine
velocity at various positions. The setup could also be modelled with
computer software.
The transfer of energy from gravitational potential to kinetic and
back to potential could be studied, taking into account energy
transferred to heat through friction. Students could determine the
coefficient of friction as well as the percentage efficiency of the
transformation from beginning to end.

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 WORK AND ENERGY

Transformation, Total Energy, and Conservation (continued)

15 hours
Tasks for Instruction and/or Assessment Resources/Notes
Journal
• While technological solutions may generate new science, such as
in the development of Teflon™ in the space program, airbags are
a case in which technology utilized existing scientific knowledge.
Explain this. (116-4)

Paper and Pencil

• Write a report on your selected technological example. Your
report should clearly demonstrate the development of a
technological solution based on existing scientific knowledge. Be
sure to clarify the relationship of technology to science. (116-4)

Presentation
• Working in groups of two to four, prepare a report for the makers
of Hot Wheels™ offering the results of your investigation(s) and
recommendations for modifications to the toy. (326-8)

Performance
• Slide a book across the floor and record time (s), and distance (m)
from start to stop. Find book’s mass (kg). With data find
- starting velocity
- decceleration
- force of friction
- energy loss to friction
(326-8)

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WORK AND ENERGY

Transformation, Total Energy, and Conservation (continued)

15 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to Students should investigate the energy transformation, elasticity, and
• design an experiment, select efficiency involved when inflatable balls are filled to different
and use appropriate tools, pressures. A pump with pressure gauge is required, and care must be
carry out procedures, taken if pressure exceeds the normal recommended inflation. A
compile and organize data, volleyball is a good choice, but it could be done with an inflatable
and interpret patterns in the beach ball. A graph of rebound height versus pressure could be
data to answer a question generated to answer questions such as the following:
posed regarding the
• Is there a mathematical relationship with an equation?
conservation of energy
• Is there a best inflation based on end-use criteria?
(212-3, 212-8, 213-2,
• Is it possible to determine an acceptable range of pressures for a
214-3, 214-5, 214-11, 326-4)
given percentage efficiency?
Teachers could consider this a long-term project with separate times
for the design phase, the experimental phase, and the reporting phase.
• distinguish between problems
that can be solved by the One possible context that students should recognize is that injury
application of physics-related prevention in passenger cars is possible with technological solutions,
technologies and those that whereas the goal of eliminating car accidents involves human behaviour
cannot (118-8)
that cannot be technologically controlled. Convenient, comfortable seat
belts have had a positive impact on belt usage. When studying broad
issues like highway safety, students should learn to analyse the
problem, categorizing those elements that technology could address,
and those elements related to the human factor.

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 WORK AND ENERGY

Transformation, Total Energy, and Conservation (continued)

15 hours
Tasks for Instruction and/or Assessment Resources/Notes
Informal Observation
• Using a scale, the teacher can observe students as they conduct
the investigation selected for this outcome. (212-3, 213-4, 214-
16)

Performance
• Conduct your lab on transformation, total energy, and conservation,
and write a lab report on your experiment. Include your data
collected, analysis, information, conclusion(s), and a graph.
(212-3, 212-8, 213-2, 214-3, 214-5, 214-11)

Paper and Pencil

• Write a scientific abstract about your experiment design, results, and
interpretations. (212-3, 212-8, 213-2, 214-3, 214-5, 214-11)
• Write a letter to an editor presenting the scientific elements and the
social implications surrounding a relevant issue, e.g., airbags, bicycle
helmets, seat-belt use. (118-8)

Presentation
• In groups, debate a problem. Can it be solved by the application of
physics-related technologies or not? Some examples include the
following:
– Be it resolved that all major highways in the Atlantic region be
twinned.
– Be it resolved that manufacturers be required to build vehicles
which protect occupants from serious injury in all types of
collisions up to a speed of 60.0 km/h. Note: Students may not
be aware that vans and sport utility vehicles do not have to meet the
same standards of safety as passenger cars. (118-8)

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72 ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11
 Unit 4
Waves
Suggested Time: 25 Hours

Important:
For this unit, extension work for level 1
students will be elaborated in the fourth
column
WAVES

Waves
Introduction Everyone has seen waves in many forms, such as water waves hitting a
beach, standing waves in telephone lines, and travelling waves in a skipping
rope. Students should observe, predict, and explain specific wave
behaviours, such as reflection, refraction, and diffraction. Students could
begin their study of waves with familiar mechanical waves, extend their
study to sound waves, and then use wave principles that they have
developed to explain and predict the behaviour of light and other
electromagnetic waves. Students should be encouraged to develop their
vocabulary and working definitions of wave terminology from their own
experiences and from directed activities in class. Through various
investigations, they should recognize that any periodic disturbance creates a
wave and that the disturbance transmits energy (and therefore information)
from one place to another. Familiar activities with Slinkies™ and ripple
tanks would allow students to observe, predict, and explain specific wave
behaviours, such as reflection, refraction, and diffraction.

Problem-solving activities should be linked with STSE connections in

Focus and Context various activities. Examples could include resonance and earthquakes or the
quest for energy. For example, in considering offshore exploration for oil
and gas, students must assess risk and benefit.
Because the study of waves is so broad, students have many opportunities
to research and investigate different topics—musical instruments, optics,
communications systems, electronics, medical imaging, non-destructive
testing, and sound pollution, to suggest just a few. As they move from
phenomena that can be observed directly, such as mechanical and water
waves, to those less directly observable, such as sound and EM waves,
students should be challenged to make inferences based on wave
phenomena. They should increasingly recognize the power of physics in
general, and wave concepts in particular, to convey information and permit
exploration where the unaided human senses fail. The range of tools used to
make indirect observations is vast—from simple hand lenses to compound
microscopes to scanning electron microscopes, from radio telescopes to
MRI, CAT, and PET scanning technology. However, in all scientific and
technological endeavours, the tools to extend our senses were developed
using the concepts and principles of physics.

In grade 8, students studied optics in relation to their scientific properties,

Science their use in technological devices, and their relationship to society. Physics
Curriculum Links 12 continues wave theory with the relationship between potential and kinetic
energies of a mass in simple harmonic motion and Science 122 with the
properties of electromagnetic radiation.

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 WAVES

Curriculum Outcomes
STSE Skills Knowledge

Students will be expected to Students will be expected to Students will be expected to

Nature of Science andTechnology Initiating and Planning 327-1 describe the

115-5 analyse why and how a 212-4 design an experiment characteristics of longitudinal
particular technology was identifying and controlling and transverse waves
developed and improved over major variables 327-2 apply the wave equation
time 212-7 formulate operational to explain and predict the
Relationships Between definitions of major variables behaviour of waves
Science and Technology 327-7 apply the laws of
Performing and Recording
116-2 analyse and describe reflection and the laws of
213-1 implement appropriate refraction to predict wave
examples where scientific
sampling procedures behaviour
understanding was enhanced or
revised as a result of the 213-7 select and integrate 327-8 explain qualitatively and
invention of a technology information from various print quantitatively the phenomena of
and electronic sources or from wave interference, diffraction,
116-7 analyse natural and
several parts of the same source reflection, and refraction, and the
technological systems to
interpret and explain their Analysing and Interpreting Doppler effect
structure and dynamics 214-8 evaluate the relevance, 327-5 compare and describe the
Social and reliability, and adequacy of data properties of electromagnetic
Environmental Contexts and data collection methods radiation and sound
of Science andTechnology
214-14 construct and test a 327-6 describe how sound and
117-2 analyse society’s prototype of a device or system electromagnetic radiation, as
influence on scientific and and troubleshoot problems as forms of energy, are produced
technological endeavours they arise and transmitted
118-2 analyse from a variety of
perspectives the risks and
benefits to society and the
environment of applying
scientific knowledge or
introducing a particular
technology

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WAVES

Fundamental Properties
10 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to Disturbances in a medium create pulses and waves, and these
• describe the production, transfer energy. The students should use their understanding of
characteristics, and energy and its analysis in systems to examine how waves are
behaviours of longitudinal produced and interact. Through a variety of experiences with waves
and transverse mechanical on springs and ripple tanks, students should develop operational
waves (327-1) definitions that might be refined or expanded as the study of waves
continues. To begin, long helical springs and Slinkies™ are ideal for
observing large, slow pulses.
Teachers should be mindful of the treatment of particle and wave
theories of light in Science 12. It might be wise to reflect on how
particles move and to make comparisons with wave behaviours as
they are explored. Some teachers might wish to follow a sequence in
which students explore ray optics first and theories of light afterward.
The roles of theorizing and modeling are an integral part of the
• formulate operational
scientific process, and this is any excellent opportunity to follow the
definition of major variables
development of physics over more than two centuries.
(212-7)
– describe how energy input In completing this outcome, students should be able to describe the
affects the appearance/ following: mechanical wave, electromagnetic wave, longitudinal,
behaviour of a wave transverse, pulse, amplitude, period, frequency, wavelength, speed,
– discuss how energy can be phase, interference, and superposition. Students should be provided
transmitted by wave action with extensive experience diagramming wave phenomena.
Students should be able to solve problems involving period,
wavelength, frequency, and speed, using the universal wave equation
v=f.

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 WAVES

Fundamental Properties
10 hours
Tasks for Instruction and/or Assessment Resources/Notes

Informal Observation
• Observe students demonstrating and making measurements of
the characteristics of waves and experimentally verify the universal
wave equation. (327-1, 212-7)
Performance
• Demonstrate using a Slinky™ and diagrams of two waves in a
phase and two waves completely out of phase. (327-1, 212-7)
• Sketch examples of constructive and destructive interference.
(327-1, 212-7)
In Phase
  

Out of Phase

  

Paper and Pencil

• Distinguish between the period and frequency of a wave.
(327-1, 212-7) Period is the amount of time it takes a wave to complete
one cycle; Frequency is the number of waves (cycles) that can occur in
a given time, usually a second.
• Which property of a wave is a measure of the energy in the wave?
Use the work-energy theorem to explain your answer.
(327-1, 212-7) Amplitude - Think of the transversal wave motion of a
skipping rope. To produce a greater amplitude force (F) over greater
(d) is needed thus more work (FN) required and more energy
tranferred to rope.
• An oscillator vibrates the end of a spring at a frequency of 10.0 Hz.
The distance between adjacent crests in the wave pattern formed is
1.50 m. What is the speed of the wave? (327-1) 15 m/s
• Two waves are created from opposite ends of a 10.0 m long
spring. The wave from end A has an amplitude of 50.0 cm to the
left of the relaxed position and a frequency of 5.00 Hz. The wave
from end B has an amplitude of 30.0 cm on the opposite side of
the spring and a frequency of 10.0 Hz.
– What will the spring look like when the lead pulses meet?
Draw a sketch. May look   
– Can you predict at what point on the spring the two pulses
meet? (327-1) No, because we need more information, wavelength
• How is a longitudinal wave different from a transverse wave? Give
a common example of each. (327-1) The main difference between
longditudinal waves and transverse waves is in the direction of the resulting
wave.
ATLANTIC CANADA SCIENCE CURRICULUM: PHYSICS 11 77
WAVES

Fundamental Properties (continued)

10 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to Students should research the application of the wave to a specific
• select and integrate technology such as supersonic aircraft. They could identify problems
information from various related to wave theory that have kept the technology from becoming
print and electronic sources more commonplace, even though the Concorde has been flying for
(213-7) more than 20 years. The medical applications of ultrasound make
• analyse, from a variety of another excellent topic. Students should focus their research on
perspectives, the risks and energy efficiency, cost effectiveness, product safety, potential health
benefits to society and to hazards, and other criteria that the students might suggest.
the environment when
Students could research the design and construction of the
applying scientific
knowledge or introducing a Confederation Bridge between New Brunswick and Prince Edward
particular technology (118- Island. They could develop a set of questions for further investigation
2) such as the following:
• analyse natural and • What unique component designs and construction techniques were
technological systems to involved in the project?
interpret their structure and • What wave phenomena were anticipated by the designers?
dynamics (116-7) • How does the bridge meet these criteria?
• analyse society’s influence • What competing social pressures had to be considered by the
on scientific and planners?
technological endeavours
Students should discuss and analyse society’s influence on the natural
(117-2)
and technological example they have researched.

• construct and test a prototype Students could design and build a device to measure and record the
of a device and troubleshoot maximum amplitude of periodic waves in springs. Students could
problems as they arise suggest possibilities before doing their design. Construction and testing
(214-14) could be done at various times throughout the unit. Students could
document the time, trials, and tasks that led them to their finished
product.

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 WAVES

Fundamental Properties (continued)

10 hours
Tasks for Instruction and/or Assessment Resources/Notes
Performance
• Demonstrate to the class your invented device and explain its
effectiveness. (214-4)

Paper and Pencil

• Simulate the writing process for a weekend newspaper feature
article by one student in each group acting as features editor, setting
deadlines for research, draft copies, and final version.
Responsibilities should be divided. Publish this article in your
school’s newspaper.
Suggestions may include the following:
– resonance in bridges or buildings
– impact of sound in your daily life
– musical instruments such as brass and wind
– sonar in ships (116-7, 117-2)

Presentation
• Give an oral presentation on the technology you researched. Use
visuals effectively in your presentation. (213-7, 118-2)

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WAVES

Fundamental Properties (continued)

10 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to Students might use technologies already mentioned or they might
• analyse why and how a suggest ultrasound, radar, or any other relevant context. There have
particular technology was been several attempts (particularly in Great Britain) to develop
developed and improved technologies to gain energy from wave motion. At least one Canadian
over time (115-5) attempt has been made. Students should investigate why and how wave
energy has been harnessed in the past and what possibilities exist for the
near future. A time line might be helpful to see the development of the
technology.
• apply the universal wave Using a Slinky™, students should create a standing wave and collect
equation to explain and data to enable them to calculate speed. The frequency should be
predict the behaviour of determined by counting and timing a number of oscillations; the
waves (327-2) wavelength can be determined by direct measurement (the distance
• implement appropriate between crests is half the wavelength) and speed calculated. By creating
sampling procedures and different standing patterns and repeating measurements, students could
evaluate the relevance, verify that the wave speed in the medium is constant. The teacher
reliability, and adequacy of
might wish to do this as a demonstration with half the class at a time.
data and data collection
Several tables placed end to end could be used to do trials with a
methods in wave
experiments (213-1, 214-8) Slinky™. A helix could be used vertically. The spring will sag in the
middle, but it will not affect the wavelength or frequency
measurements.
• apply the laws of reflection Based on their experiences, students should be asked to predict and
and the laws of refraction draw sketches to represent what reflection, refraction, and standing
to predict wave behaviour waves would look like on a ripple tank. Students might work in groups
(327-7) where each group tries a different perspective on waves. Then, students
– explain how engineers must could report their findings to the class. Similarly, students should be
take resonance into account
when building large structures
asked to predict how destructive resonance causes large structure
– draw a diagram and explain the damage during an earthquake.
refraction of water waves
passing from deep to shallow
or shallow to deep water
• state a prediction and a
hypothesis about wave
behaviour based on
available evidence and
background information
(212-4)

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 WAVES

Fundamental Properties (continued)

10 hours
Tasks for Instruction and/or Assessment Resources/Notes
Paper and Pencil
• Prepare a written report about the wave-related technology you
researched. (115-5)
• Create a “Help Wanted” notice advertising for a person to work in
a wave-related employment field. Your notice will be part of a
classroom bulletin board display. (115-5)
• Record observations, both sketches and data, and draw conclusions
from a wave activity that you have completed.
(327-2, 213-1, 214-8)

Presentation
• Prepare a presentation of your researched technology using
PowerPoint or similar technology. (115-5)

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WAVES

Sound Waves and Electromagnetic Radiation

15 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to During students’ investigations of these outcomes, they should be
• apply the laws of reflection encouraged to go back and forth from a ripple tank to light
and the laws of refraction behaviour. Wave front activity is shown by ripple tanks, while rays
to predict wave behaviour are investigated from light. Students should draw idealized sketches
(327-7) of water wave reflection and refraction and indicate on them how a
• explain qualitatively and ray diagram is related.
quantitatively the
The properties of light could be investigated in a series of group
phenomena of wave
activities. Questions students might wish to address are “Do wave
interference, diffraction,
diagrams and ray diagrams of reflection predict similar results?” and
reflection, and refraction,
and the Doppler-Fizeau effect “Can a virtual source be located when circular waves are reflected
(327-8) from a straight barrier?”
Students should investigate the refraction of light and look for a
relation between incident angle and refracted angle. An investigation
using a variety of liquids in semicircular plastic containers could be
conducted by pairs of students to develop Snell’s Law and the formula
: n1sin1=n2sin2

This should be followed by the study of relative index and critical

angle.
Students should solve a variety of problems using Snell’s Law and
water and light interference. Students should be able to identify the
terminology associated with waves: reflected ray, refracted ray,
normal, angle of incidence, angle of reflection, angle of refraction,
principal axes, principal focus, and nodes and nodal lines. Students
should describe and give examples of reflection, refraction, index of
refraction, relative index, critical angle, total internal reflection,
diffraction, scattering, interference, and Doppler effect.
Given the index of refraction, students should draw accurate diagrams
for a ray of light passing through a variety of materials.
Students should conduct investigations on wave interference. These
should include interference of light (Young’s experiment). Teachers
might wish to do a numerical investigation of water wave interference
on a ripple tank before doing Young’s experiment.
Teachers may wish to do an investigation of Snell’s Law or
Young’s experiment. No need to do both.

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 WAVES

Sound Waves and Electromagnetic Radiation

15 hours
Tasks for Instruction and/or Assessment Resources/Notes
Performance
• Conduct Young’s experiment. (Found in Elaborations page 84)
Make a chart of your results. (327-8, 327-7)

Paper and Pencil

• Submit a written report on a Snell’s Law investigation.
(327-8, 327-7)
• Write a memo on Young’s experiment from his point of view.
Explain, with references to your data, how the experiment makes
it impossible to dismiss the wave nature of light from Young’s
time onward. (327-8, 327-7)
• Write a short report that summarizes your experiences with light
and waves. Refer to both the particle and wave models in
explaining what you have seen and experienced to this point in
the unit on waves. (327-8, 327-7)

Presentation
• Create a display that shows the relationship between a ray
diagram and a wave-front diagram for a specific situation, such as
circular reflections from a straight barrier. (327-8, 327-7)

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WAVES

*** *
Sound Waves and Electromagnetic Radiation (continued) ** **
15 hours * ***

Outcomes Elaborations—Strategies for Learning and Teaching

Students will be expected to The study of diffraction and interference should begin on the ripple
• explain qualitatively and tank. Students should observe that if a small slit or opening is set up,
quantitatively the a diffraction pattern is created which resembles a circular pattern
phenomena of wave from a point source. Faint lines fanning out from the slit should
interference, diffraction, suggest superposition, which is occurring because the pattern is
reflection, and refraction, really a composite of two edge patterns. When two slits are set up
and the Doppler effect several wavelengths apart, a classic interference pattern is created that
(327-8) is similar to the pattern created by bobbing two fingers
• apply the laws of reflection simultaneously in the water. This observation is central to the
and the laws of refraction rationale of Young’s experiment.
to predict wave behaviour
(327-7) The experiment could be duplicated with commercially available
slitfilms and a monofilament bulb or by projection using a laser.
Homemade viewers could be made by drawing two sharp blades
across a painted or soot-covered microscope slide. Besides linking
interference of waves and the behaviour of light, this experiment gives
students a real situation in which significant figures are useful.
Measurements are made with a metre stick and are used to calculate a
value in the order of 10-7 m.

***
**
Level 1 students should attempt to replicate Young’s double- *

slit experiment and be able to derive the formula. **

*
***

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 WAVES

Sound Waves and Electromagnetic Radiation (continued)

15 hours
Tasks for Instruction and/or Assessment Resources/Notes
Performance
• Given the index of refraction, draw accurate diagrams for a ray of
light passing through a variety of materials. (327-8, 327-7)

Journal
• Combine your observations on the ripple tank with a ray-tracing
experiment. What does this mean in terms of waves? Does it make
sense logically? Why or why not? Do you need other information?
(327-8, 327-7)
• Write a short story about the life of a wave. (327-8, 327-7)
• Draw a physics cartoon about a ray. Include information on incident
ray, reflected ray, refracted ray, normal, angle of incidence, angle of
reflection, and angle of refraction. (327-8, 327-7)

Presentation
• In groups of two to three students, create a crossword puzzle, a
word search, or other puzzle activity of the terms and explanations
associated with waves. Include an answer sheet. Trade your puzzle(s)
with that of another group to see if they can do your puzzle. Some
terms to consider include incident ray, reflected ray, refracted ray,
normal, angle of incidence, angle of reflection, angle of refraction,
and nodes and nodal lines. (327-8, 327-7)
• Do a multimedia presentation on waves. Describe and give
examples of reflection, refraction, index of refraction, relative
index, critical angle, total internal reflection, diffraction,
scattering, interference, and Doppler effect. (327-8, 327-7)

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Sound Waves and Electromagnetic Radiation (continued)

15 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to
• compare and describe the The discussion of electromagnetic waves will be covered in more
properties of detail in Science 122. One possible context for this section might be
electromagnetic radiation the study of communications technology, which has Canadian
and sound (327-5) connections from the invention of the telephone to the design of
• describe how sound and communication satellites.
electromagnetic radiation,
as forms of energy transfer, After listening to a series of common sounds, students should be asked
are produced and to comment on the cause and nature of the sound. Students should
transmitted (327-6) conduct an investigation on the speed of sound. Students should
– describe how sound is explore the properties that are used to distinguish sounds.
produced, giving an Characteristics such as pitch, intensity, tone, and harmonics could be
example of each in nature investigated. Tuning forks, sonometers, keyboards, amplifiers,
and technology oscilloscopes, and computer software with appropriate probes could
– describe how sound is be used to investigate the frequency, wavelength, amplitude, and
transmitted harmonic complexity of waveforms. A simple interference pattern
– list the factors on which the could be created with tuning forks creating a beat frequency. A student
speed of sound depends could demonstrate how this is used to tune a guitar or violin. Two
– produce beats (physically) loudspeakers producing the same pure tone could be used to set up a
using two sources of
two-point source interference pattern large enough to walk through.
slightly different frequency
For example, two sources producing tones of frequency 256 Hz placed
– explain the phenomenon of
4.0 m apart will produce a good pattern. On a line parallel to the
beats
– explain how standing waves speaker plane three metres away from the sources, nodes will be
are produced in closed and spaced about 1 metre apart. It is even possible to make reasonable
open pipes measurements on the interference pattern and determine the
– make use of the wavelength of the sound source.
phenomenon of resonance Students could be encouraged to ask questions such as “How can the
in pipes to experimentally sound of a specific instrument be synthesized?” and “Why are digitally
determine the speed of coded signals, such as in CDs and digital phones, superior to analogue
sound in air
systems such as cassette tapes and cellular phones?”
– explain the phenomenon of
the sonic boom, describe Wave properties such as reflection, refraction, diffraction, and
the problems it causes, and interference should be examined for both sound and light. For
explain how such problems example, what characteristic of sound compares to colour for light?
can be minimized Resonant air columns could be used to investigate the speed of
sound in air. Resonance and coupling could be examined with
mounted tuning forks. Resonance of specific strings could be seen in
a piano or on a guitar. Students could be involved in demonstrating
how instruments control sound quality by selective resonance.

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Sound Waves and Electromagnetic Radiation (continued)

15 hours
Tasks for Instruction and/or Assessment Resources/Notes
Performance
• Conduct a lab to determine the speed of sound using close-tube
resonance. (327-5, 327-6)
• Using a set of mounted resonance turning forks, try to produce
beat frequencies of five beats per second and the ten beats per
second. Try to duplicate this effect with small-sized pop bottle
filled with water to slightly different heights. (327-5, 327-6)

Journal
• Describe how sound is produced, giving an example of each in
nature and technology. Describe how sound is transmitted. List the
factors on which the speed of sound depends. (327-5, 327-6)
• In your journal, explain how a particular musical instrument
makes use of resonance to produce its characteristic sound. (327-
5, 327-6)

Paper and Pencil

• Explain the phenomenon of the Doppler effect and give examples.
(327-5, 327-6)
• Explain the phenomenon of the sonic boom, describe the
problems it causes, and how such problems can be minimized.
(327-5, 327-6)
• Explain how standing waves are produced in closed and open
pipes. (327-5, 327-6)

Presentation
• Compare and contrast properties of electromagnetic radiation and
sound. (327-5, 327-6)

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WAVES

Sound Waves and Electromagnetic Radiation (continued)

15 hours
Outcomes Elaborations—Strategies for Learning and Teaching
Students will be expected to Students should relate their understanding of resonance to situations
• analyse and describe examples in everyday life. The teacher could pose questions such as How is
where scientific resonance involved in the destructive force of earthquakes? Most have
understanding was enhanced probably seen a car with weak shocks go over small bumps and
as a result of the invention of bounce wildly. Possibly some students could videotape a wheel
a technological device balancing machine in operation at a tire store and present it to the
(116-2) class. What examples of “good” and “bad” resonance can students
identify? Students could prepare lengths of two-inch diameter PVC
pipe to study open and closed tube resonance in a laboratory setting.
Does light resonate in a similar way, resulting in “amplified” light?
Students could ask questions such as What has been learned about
waves through the use of ultrasound technology in medicine?
Students could research how a device such as the ultrasound
transponder, the microwave magnetron, or the seismograph helped
scientists expand their knowledge of wave behaviour. Students should
analyse an example with reference to its technology and talk about
their understanding of the example.

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Sound Waves and Electromagnetic Radiation (continued)

15 hours
Tasks for Instruction and/or Assessment Resources/Notes
Journal
• Reflect on the wave principles influence in your everyday life.
(116-2)
• Are there any uncertainties in the explanations of the behaviour of
waves and light? (116-2)
• Will other applications of waves be possible with new technology?
Will other questions be investigated? How do you feel this will affect
science? (116-2)

Presentation
• Prepare presentations to report on your research. Include
discussion on how technology has solved a practical problem.
What influence did society’s needs and interests have on the
research of the device? Who has responsibility for the science used
in technology? Consider human and other resource costs.
(116-2)

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SCIENCE, TECHNOLOGY, SOCIETY

AND THE ENVIRONMENT

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Important Note

These STSE modules are intended for teacher

reference. Each is designed to target specific outcomes
within Physics 111/112. It should be noted that the
activities associated with each module are NOT
mandatory. They are suggested activities to be used at
the discretion of the teacher.

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The Physics of Tailgating

Outcomes:
1. Analyze and describe vertical motion as it applies to kinematics. (116-2)
2. Describe and evaluate the design of technological solutions and the way they function, using
scientific principles. (116-6)
3. Analyze and describe examples where scientific understanding was enhanced or revised as a result
of the invention of technology. (116-2)
4. Analyze mathematically the relationship among displacement, velocity and time. (325-2)

Introduction given since it is assumed that most people learning

to drive do not understand basic physics. But
Have you ever been in a without an understanding of some simple physics,
rush to get somewhere and we may all be at increased risk from tailgating. The
wished that the car ahead physics of tailgating is related to motion and the
of you would just hurry kinematics equations, and includes principles like
up? Have you ever driven stopping distance and reaction time.
a little too close in an
attempt to hurry the driver along? If so, you are ReactionTime
guilty of tailgating. Tailgating is a dangerous and
usually futile practice: “It only takes one crash in a If you are driving along the highway at 95 km/h
tailgating line to produce a chain reaction” (Frank, and the car ahead of you suddenly applies the
n.d.). The laws of physics and of common sense brakes, you must react quickly. Variables like
dictate that you cannot go any faster than the response time become very important. When you
slowest car ahead. Also driving too close forces first observe that the car ahead of you is stopping, it
stronger reactions to everything done by the car in takes time for the brain to process this information.
front, making the drive much harder on your nerves Reaction time includes the time taken for this
and your car. An understanding of the physics of processing plus the time for your foot to move to
tailgating may be crucial in ensuring road safety and the brake. Reaction time can be determined by
in helping tailgaters slow down and enjoy the ride. utilizing acceleration due to gravity principles (see
It might even result in less ‘road rage’. activity). Typical reaction times are between 0.2 and
0.7 seconds. Nicklin (1997) tested reaction time with
Theory 64 students using computer trials of simulated brake
and gas pedals, to find average reaction times of 0.3
Tailgating can lead to multiple car crashes if even to 0.6 seconds.
one car in a line suddenly slows down. The critical
question is “how close is too close?” When learning The reaction times stated above are typically
to drive you are usually told to keep a safe distance obtained under ideal circumstances where the person
of at least two seconds behind the car in front of being tested is paying attention to the task at hand.
you. As you observe the car ahead of you pass a In a real situation the
fixed point, your own car should pass that same driver could possibly be
point at least two seconds later. This safe distance distracted (eg. having a
can also be expressed as one car length per 22 km/h conversation with a
of speed travelled. These rules of thumb are usually friend, or singing along
to the radio). Testing

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reaction time under these conditions might give a During this period of deceleration the distance
more realistic representation of reaction time. An travelled is given by,
even more realistic estimate would include adding
on an estimation of the time it would take to move
your foot from the gas pedal to the brake pedal
(Alternative Homework Assignment: Tailgating).
Since the foot is farther away from the brain than
the hand, the reaction time calculation will be
increased slightly.

Stopping Distance

A person’s reaction time is important in calculating a

stopping distance for the vehicle they are driving. where a is negative since the car is decelerating.
Initially you are travelling along at some constant Thus the total stopping distance for the car is given
velocity before your foot hits the brake. The by,
distance travelled during the reaction time is given
by, where vi is the initial velocity. When i d vt =
the brakes are applied the vehicle begins to
decelerate.

The following data, originally published in Popular

Science and AutoWeek magazines (Nicklin, 1997, p.
78), can be used to solve ‘tailgating problems’.

Identical Braking Capacity

Assume that two Lincoln Continentals are

travelling along a highway at 97 km/h. The front
car slams on its brakes. Knowing the reaction
time of the driver we can determine the minimum
distance that the second Lincoln should have been
behind the first to avoid a rear end collision.

The following calculation shows that the front car The second car (using a reaction time of 0.45 s)
will stop in a distance of 41 m. will stop over a distance of,

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Different Braking Capacity

The situation with different braking capacities can

also be illustrated using data from the table given
(Nicklin, 1997). Nicklin describes a situation
where two cars are travelling at 121 km/h with a
separation distance of 5 car lengths (?24.38 m).
Car A decelerates at 9.8 m/S2 (a BMW), while car
B decelerates at 7.5 m/S2 (a Chevrolet Blazer). If
the driver of car B has a reaction time of 0.45 s,
the following calculations show that car B will in
Note that 12 m of this distance is travelled before fact hit car A even at 5 car lengths away.
applying the brakes, and the other 41 m is
required to stop. Thus a safe distance behind the Stopping distance of car A:
first car would be at least 12 m. Given that the
average car length is about 5.0 m, this safe distance
translates into about 2.4 car lengths behind. A
constant speed of 27 m/s over this 12 m translates
into a ‘safe time’ that is equal to the reaction time.

Stopping distance of car B:

The only factor affecting the required separation where the vit portion corresponds to the distance
distance is the reaction time (when both cars are travelled during the reaction time.
travelling at the same speed and have the same
deceleration).

At this point it might appear that the two second

rule is overly cautious. However the situation
described is an idealized one where both cars have
the same braking ability and the tailgater has a
reasonably good reaction time. The situation
could be much worse if the tailgater had a poor Thus when car A has stopped, it would be
reaction time, if the road conditions were wet or 24.38 m (5 car lengths) + 57.6 m = 81.98 m from
icy, if the lead car were travelling slower than the where car B started. If Car A has come to a
tailing car, or if the braking capacity of the cars complete stop, it will still be hit by Car B since
were different. Car B requires 90.4 m to stop (it can be shown
that Car B will actually collide with Car A 3.4 s
after Car A starts to brake). Car B would have
been decelerating for 81.98 - 15.1 m = 66.88 m
before reaching car A. The final velocity of car B
at 66.88 m is,

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would ordinarily have made the light, thus

contributing to traffic congestion.

Conclusion

In our fast paced world it is often difficult to slow

Under these conditions when car A has better brakes down when there is so much to do in so little
and can stop faster, car B will collide with time. Tailgating may give the perception of
car A even with a good reaction time and a getting ahead, but a basic understanding of
separation distance of five car lengths. motion shows that this is not the case. So, how
close is close enough? In the case of tailgating the
The situation is even more complicated when answer to this question is ‘too close for comfort’.
there is a line of tailgating cars. If the car ahead of
you is also tailgating, you have no way of knowing Questions
how much they have reduced their own safety
margin. As a driver you can roughly tell your own 1. In a realistic model of tailgating what factors
reaction time, velocity, and braking ability. should be considered that would increase the
Unfortunately you know nothing about the other safe stopping distance?
driver’s reaction time or braking conditions. This
lack of knowledge further increases the risk of 2. What is the stopping distance of a Toyota
tailgating. Celica (a = -9.2 m/s2) from 97 km/h where the
driver has a reaction time of 0.55 s?
Getting Ahead?
3. A Chevrolet Blazer travelling at 97 km/h can
Traffic lights can be particularly frustrating stop in 48 m. Given that the actual stopping
especially when trying to reach a destination in a distance for a certain driver is 54 m, what was
hurry. Many drivers think that tailgating and the driver’s reaction time?
driving as fast as possible between lights will get
them there faster than somebody who obeys the 4. An automobile is travelling at 25 m/s on a
speed limit. However this is not necessarily the country road when the driver suddenly notices
case. In the case of heavy traffic, tailgating can a cow in the road 30 m ahead. The driver
actually slow you down. How many times have attempts to brake the automobile but the
you observed a car whiz by you by weaving in and distance is too short. With what velocity
out of traffic, only to find that four or five lights would the car hit the cow if the car decelerated
later they are still only slightly ahead of you? at 7.84 m/s2 and the driver’s reaction time was
Traffic lights are timed to ensure easy flow of 0.75 s?
traffic. One way of doing this allows a person
following the speed limit to get every green light 5. Research: Look in car magazines to determine
(once they get one). Tailgaters however are forced stopping distances and deceleration rates for
to slow down or stop every time a car ahead slows your own or family car.
or takes a turn. Getting back up to speed leaves a
larger gap in front of the car than if they had been
travelling along at a constant speed at a safe
distance. This gap is quickly filled in heavy traffic,
so the tailgater doesn’t get much further ahead.
Also, having to get up to speed at every red light
causes the slowdown of trailing lines of traffic that

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References Kinematics of Tailgating:

Alternative Homework Assignment: Tailgating. http//www.ecu.edu/si/cd
http://www.physics.umd.edu/rgroups/ripe/perg/
abp/aha/tail.htm Nicklin, R.C. (1997). Kinematics of tailgating.
The Physics Teacher, 35, p. 78-79.
Frank, L.:
http://www.leefrank.com/books/margins/asides/
keepaway.htm

Kinematics of Driving: Some “Real” Traffic

Considerations.
http://www.dctech.com/physics/features/physics_
0700a.htm

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The Physics of Karate

Outcomes:
1. Analyze natural and technological systems to interpret and explain their structure and dynamics
(116-7).
2. Describe the functioning of a natural technology based on principles of momentum (116-5).
3. Apply Newton’s Laws of motion to explain the interaction of forces between two objects (325-8).
4. Use Newton’s second Law to show how impulse is related to change in momentum (326-3).
5. Interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among
variables (214-5).
6. Compile and display evidence and information, by hand or computer, in a variety of formats,
including diagrams, flow charts, tables, graphs, and scatter plots (214-3).
7. Use appropriate language and conventions when describing events related to momentum and energy
(114-9).

Introduction arts, and you may break a finger. Punch it with the
proper force, momentum and positioning and you’ll
What kind of person would intentionally bring their break the brick instead” (Rist, 2000).
hand or foot crashing down onto a slab of wood
or concrete? A daredevil? A Hollywood Theory
stuntperson? As it turns out, that kind of person is
simply someone who understands the physics of Force, Speed and Area
karate - someone like you!
Karateka agree that the secret to karate lies in the
Karate means “open or empty hand”, and began as force, speed and focus of the strike. The more
a form of weaponless combat in 17th century quickly a board is hit, the harder the strike.
Japan. In recent years it has become popular in our Maximum hand velocity is actually achieved when
culture, as a form of fitness, self-defense and self- the arm reaches 75-80% of extension. Since the
expression. Karate participants - called Karateka - hand cannot move forward a distance greater than
often break concrete or wooden boards as a the length of the arm, it must have a velocity of 0 at
demonstration of the strength developed through full arm’s extension. To get the hardest hit, contact
training. Surprisingly there are no tricks involved in must be made with the object before this slowdown
accomplishing such a feat. What is involved is a begins. Thus a good karate chop has no
physics-based knowledge of how to do it properly. follow-through (as would a good tennis or golf
“Few things offer more visceral proof of the swing). The hand is typically in contact with the
power of object for fewer than five milliseconds.
physics than a
karate chop. How fast can a karate punch actually move?
Punch a brick Experiments done with a strobe light on karateka
with your bare throwing punches found that beginners can throw a
hand, untutored punch at about 6.1 m/s (20 feet/sec), while black
in the martial

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belts could chop at 14 m/s (46 feet/sec). At the to Newton’s second law the part of the
latter speed a black belt can deliver about 2800 N to object struck with this force will begin to accelerate
the object being hit. (Splitting a typical concrete or oscillate. Breakage occurs if the small area hit
slab requires only about 1900 N). A concrete slab accelerates enough relative to the stationary ends of
could probably support a force of 2800 N if it the object. The object will experience strain and
were not concentrated into such a small area. begin to crack from the bottom up.
Minimizing the striking surface of the hand, and What about the strain experienced by the
therefore the area of the target being hit, maximizes hand or foot? Fortunately bone can withstand about
the amount of force and energy transferred per unit forty times more force than concrete. Hands and
area. To understand why speed and focus are so feet can withstand even more than that due to the
important, the principles of momentum and skin, muscles and ligaments which absorb much of
impulse must also be considered. the impact. Despite possessing these “natural shock
absorbers”, breaking wood, concrete or bricks
MomentumandImpulse should not be attempted without proper training.
Such training would include toughening up the hand
Momentum (   ) is defined as an object’s mass x and knowing exactly how and where to hit the
velocity. Change in momentum, (  ) is defined
 object with maximum speed. Over time the knife
as impulse (symbol  J ), and is given by force x J edge of the hand, called the “shuto”, develops a
time. According to Newton’s third law momentum callous which acts to absorb the collision force. As
is a conserved quantity. The third law states that for well, experts know to only hit things that can actually
every action force on an object in a given time, there be broken. Sihak Henry Cho, a grand master at the
is an equal and opposite reaction force by that object Karate Institute in Manhattan sums it up nicely:
for the same amount of time. Thus, any “Being good at karate is a lot like being good at
momentum lost by the first object is exactly gained telling a joke. It’s not what you break; it’s how you
by the second object. Momentum is transferred break it” (Rist, 2000).
from one object to the other. Using,

Questions

we can see that if 

  remains fixed, then force 1. Why is it important to hit a concrete slab
and time are inversely proportional. This means that quickly when attempting to break it?
if force increases, than time decreases and vice versa.
It follows that a fixed amount of momentum can 2. Karate black belts often advise beginners before
then be transferred with a small force for a long their first attempt at breaking, not to try to
time or with a large force for a short time. break the board, but to aim for the floor
underneath the board. How would this advice
help?

3. Research: Karate practitioners usually yell

“Kiai” when striking an object. Research the
meaning of this term?

The quicker the karateka can make the chop, the

larger the force transferred to the target. According

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References

Rist, Curtis. (2000). The physics of karate: Physics 142. Karate chop. Available:
Breaking boards. Discover, 21. http://www-class.un1.edu/phys142/Labs/L50/
L50_Karate_chop_-_142_w_02.htm.
Chananie, Jon. (1999). The physics of karate
strikes. Journal of How Things Work, 1, 1-4. Pushy Air. Available:
http://www.schools.ash.org.au/paa/downloads/
Karate. Available: actbook.pdf
http://www.pbs.org/ktca/newtons/12/karate.htm.
Wilk, S.R., et al. (1983). The physics of karate.
Nowikow, I., & Heimbecker, B. (2001). Physics: American Journal of Physics, 51, 783-790.
Concepts and connections. Toronto: Irwin
Publishing Ltd.

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The Physics of Bungee Jumping

Outcomes:

1. Describe and evaluate the design of technological solutions and the way they function, using energy
principles. (116-6)
2. Analyze and describe examples where technological solutions were developed based on scientific
understanding. (116-4)
3. Distinguish between problems that can be solved by the application of physics-related technologies
and those that cannot. (118-8)
4. Analyze and describe examples where energy-related technologies were developed and improved
over time. (115-5, 116-4)
5. Analyze the risks and benefits to society and the environment when applying scientific knowledge
or introducing a particular technology (118-2)
6. Construct and test a prototype of a device and troubleshoot problems as they arise. (212-14)
7. Analyze quantitatively the relationships among mass, height, gravity, spring constant, gravitational
potential energy and elastic potential energy. (326-1)
8. Solve problems using the law of conservation of energy, including changes in elastic potential
energy.

Introduction Equipment

Would you plunge off a bridge attached only by a The old adage of “less is more” certainly applies to
soft springy cord that could stretch three to four bungee jumping. The only equipment required is a
times its free length? If you understood the physics springy cord and a harness. However it is very
behind such a daring feat you just might! Bungee important that the equipment used be strong and
jumping involves attaching oneself to a long cord secure. The harnesses are similar to those used in
and jumping from extreme heights. It is related to a mountain climbing, including the caribiner which is
centuries old practice from the Pentecost Island in the main link between the cord and the harness.
the Pacific Archipelago of Vanuatu. On this island, The cord itself is soft and springy and is secured
the men jump to show their courage and to offer tightly to the jumper’s body. Jumpers today are
thanks to the gods for a good harvest of yams. In typically aided by double hookups. If an ankle jump
1979, members of the Oxford University is chosen, the body harness is used as a backup. If
Dangerous Sport Club jumped off a bridge near the body harness is chosen, a chest/shoulder harness
Bristol, England, apparently inspired by a film about becomes the backup.
“vine jumpers”. In the early
1990’s, the sport gained Though there have been some accidents related to
popularity in the United bungee jumping (three deaths in France in 1989),
States and Canada. they can be traced to human error in attachment,
Today it is still dubbed total height of jump available, or a mismatch
the “ultimate adrenaline between the cord and jumper. Minor injuries like
rush” (Menz, 1993). skin burn or being hit by the cord happen when
s

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jumpers do not follow instructions. Skin burn for the jump the velocity of the jumper, and therefore
example is caused by gripping the cord. the kinetic energy, is zero. At that point the
Understanding and adhering to some basic physics gravitational potential energy possessed at the top
principles would prevent such problems. has been totally converted into the elastic potential
of the cord. Since energy is conserved in the jump,
the gravitational potential energy of the jumper must
Theory equal the elastic potential energy of the cord.

Energy Distribution

The main physics concepts involved in bungee

jumping are the gravitational potential energy of the The elastic potential energy refers to the energy
jumper and the elastic potential energy of the stored in the cord by virtue of stretching it. The
stretched cord. Initially the jumper is attached to jumper will realize that there is stored energy in the
the cord which is attached to a supporting structure cord when it rebounds to its equilibrium shape. The
on the same level as the jumper’s center of mass. restoring force of the cord is used to decelerate and
Standing on the platform, the jumper possesses eventually stop the jumper.
gravitational potential energy given by, The figure below (Nowikow & Heimbecker, 2001)
shows how the different types of energy change
during the jump. Note that as the gravitational
potential energy decreases during the fall, the kinetic
where is the height from the top to the bottom energy increases. At the bottom extremity of the fall
extremity of the jump. At the beginning of the jump as the cord tightens, the loss in gravitational
(before the cord reaches maximum length) the potential energy is matched by a corresponding
jumper experiences free fall. In free fall the only increase in the elastic potential energy of the bungee
force acting on the jumper (neglecting air friction) is cord. At any point in the fall, the sum of the kinetic
the force of gravity which causes the person to and elastic potential energies is equal to the
accelerate downward at 9.8 m/s2. Free fall is a gravitational potential energy lost during the fall.
funny sensation in that the jumper experiences no
outside forces and thus their internal organs are not
pushing on each other. The free fall typically lasts
between one and two seconds. During this time the
bungee cord is not yet stretching and some of the
original gravitational potential energy is transferred
into kinetic energy ( = / ). The distribution of
energy at a certain height “d” is then given by,

When the cord reaches its full length it begins to Hooke’

sLawandEl
ast
icPot
ent
ial
Ener
gy
stretch and applies an upward force that begins to
slow the jumper. At this point some of the jumper’s The work done to stop the jumper is related to the
energy is stored in the bungee cord ( =/ ) stiffness of the bungee cord. The cord acts like a
and the total energy is given by, spring that obeys Hooke’s Law. Hooke’s Law is
given by,

When the jumper reaches the bottom extremity of where F is the restoring force, k is the spring

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constant and x is the stretch of the cord. The elastic

potential energy possessed by the cord at the
bottom of the fall is given by,

Thus we can write that,

Potential energy at the top Elastic potential energy of In most cases the latter method is the way the match
relative to the bottom of the = cord at the bottom extremity would be made so that the total fall (L + x) will fit
fall. of the fall.
the jumping facility.
or mathematically, Hooke’s Law can also be applied to
determine the maximum force experienced by a
jumper. If for example a 68 kg person is to jump
using a 9.0 m cord which will stretch 18 m, we get
where , h = (L + x), L is the length of the bungee the following.
cord and x is the stretch of the bungee cord.

This relationship allows the correct matching of

cord with person or of jump height with person. If
for example a given jump height (L + x) is to be
matched with a given person of mass m, we can
determine what stiffness (k) of cord should be used
for that jump.

Thus the force is about three times the person’s

If however a given cord of length L and stiffness k weight. A cord with more stretch would give a
is to be matched with a person of mass m, then the “softer” ride. If for example the stretch of the
amount of stretch can be determined as follows, 9.0 m cord were 27 m,

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This exerts a lesser force on the jumper for a more

comfortable jump. In reality of course, one must
consider that given facilities will have a limited
number of cords of differing length and stiffness.
Also, bungee cords have been found to demonstrate
variable stiffness over their range of use (i.e. k does
not remain constant).

Menz (1993) recommends that a proper match of References

cord and jumper should produce maximum Conservation of Energy. Available:
accelerations of the order of 3 g’s (where g=9.8 http://www.kent.k12.wa.us/staff/trobinso/
m/s2). physicspages/PhysOf99/Bungee-Lam/page2.htm.

Menz, P.G. (1993). The physics of bungee jumping.

Conclusion The Physics Teacher, 31.

Bungee jumping then deals with the conversion of Nowikow, I., & Heimbecker, B. (2001).
gravitational potential energy into the elastic Physics: Concepts and connections. Toronto:
potential energy of a stretched cord. It is an extreme Irwin Publishing Ltd.
sport that requires courage, daring and a knowledge
of physics – at least by the people organizing the Robinson, J. (2000). Bungee jumping. Available:
jump. http://www.sinc.sunysb.edu/Stu/jarobins.

The Bungee Egg Lab 2. (1997). Available:

Questions http://www.physics/ucok.edu/~chughes/~plrc/
Labs/BungeeEgg2
1. A person of mass 65 kg is to bungee jump
from a platform that is 18.5 m above the
ground. If the bungee cord used has a stiffness
of 204 N/m and a length of 9.5 m, is it safe
for the person to jump?
2. A 75 kg person is to bungee jump with a cord
of length 8.0 m that will stretch 10.0 m. What
force will be exerted on the person?
3. Describe the energy conversions that take place
as a person bungee jumps.
4. Research: What were bungee cords originally
designed for?

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The Physics of Guitars

Introduction Construction

Chris Griffiths of St. John’s, Newfoundland has had There are many different types of acoustic guitars,
a lifelong interest in music, beginning guitar lessons producing varying qualities of sound. However they
at the age of twelve. He began building guitars at all share some basic construction features. The three
the age of seventeen. Since then he has turned his main parts of any guitar are the hollow body, the
interest into the successful guitar making business neck and the head.
known as Griffith’s Guitar Works - a 20 000 square
foot, multimillion dollar high tech acoustic guitar Body
factory. Though Griffiths may not have chosen
physics as a career, a knowledge of The guitar body includes the soundboard, a wooden
physics was certainly important in piece mounted on the front of the guitar. The
producing great sounding guitars soundboard should be made so that it can vibrate
like his latest creation - the Garrison. up and down relatively easily. It is usually made of
The Garrison guitar line includes a spruce or another light springy wood. Griffith’s
full range of acoustic Garrison guitars are constructed from all solid
guitars, beginning with the G-10 and wood including East Indian rosewood, sapele,
following through to the top of the englemann spruce, sitka spruce, Canadian birch and
line G-50. Through innovative western red cedar. There is a large hole in the
construction techniques, these guitars soundboard called the sound hole. Also attached to
offer “superb playability and clarity the soundboard is the bridge. The bridge anchors
of tone” that is setting a new one end of the six strings. On the bridge is a saddle
standard for acoustic guitars which the strings rest against.
(Garrison Guitars).

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Head
Joining the neck to the
head is a piece called the
nut. The nut has grooves to
hold the strings. From the
When the strings are plucked they vibrate. The
nut the strings are connected
vibrations travel through the saddle and bridge to
to the tuning pegs on the
the soundboard. The hollow body of the guitar then
head. Turning these pegs
amplifies the vibrations of the soundboard. These
allows the tension in the
vibrations then disturb the air producing a sound
strings to be increased or
wave reaching our ears. Without the amplification
decreased. These pegs are
of sound produced by the hollow body, these
used to tune the guitar. The tighter the string the
vibrations would be barely audible. Bracing refers to
higher the pitch and frequency of sound produced.
the internal reinforcement of a guitar that must add
In fact, frequency varies directly as the square root of
strength where necessary but still allow the top to
the tension
vibrate as freely as possible. Garrison guitars boast a
single-unit brace that allows the resonant sound to
travel uninterrupted through the guitar no matter
Electric Guitars
where the vibration is created.
The major difference between electric guitars and
acoustic guitars is in the body. Electric guitars have
Neck
a solid body with no sound hole. A string plucked
on an electric guitar makes almost no sound if not
The neck of the guitar joins the body to the head.
connected to an amplifier. This is because without a
On the face of the neck (called the fingerboard) are
hollow body there is nothing to amplify the sound.
metal pieces called frets that are cut at specific
Electric guitars therefore rely on amplifiers and
intervals. When a string is pressed onto a fret, the
speakers to produce sound. Vibrations are sensed
length of the string is changed. Changing the length
electronically and then sent to the amplifier and
changes the sound that is produced. The frequency
speaker.
of sound produced is inversely proportional to
length . As length decreases frequency
increases. The six strings on guitars also have
Theory
different weights which affect the sound produced.
The first string is as fine as a thread while the sixth is
StandingWaves
wound much heavier and thicker. More massive
strings vibrate more slowly. The frequency of sound
Guitar strings are fixed on both ends by the saddle
produced is inversely proportional to the square
and the nut. The body of the guitar will resonate
root of the density of the string . As the
when standing waves are set up on the strings. A
density decreases the frequency increases. The
string will resonate when its length is equivalent to
frequency is also inversely proportional to the
This is the same pattern
diameter of the string . This means that as
of resonant lengths that exist in an open air column.
the diameter decreases, the frequency increases.
The standing waves in the strings are illustrated in
The strings themselves do not make much
the following diagrams.
noise when plucked since they do not cause a large
disturbance to the air around them. It is the
vibrations of the bridge and body that produce such
pleasing sounds.

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References

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 FORMULAS/SYMBOLS
CHECKLIST
This list is provided for guidance and awareness of the various symbols and
formulas encountered within the study of Physics

Teachers may pick and choose which symbols and formulas students are
responsible for memorizing. It is not intended that all formulas be utilized.

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For vector quantities, we draw arrows above the variable symbols. If magnitude (scalar) part of vector is
referred only, arrow is omitted. Thus, when 
d is used, a direction must follow.

Unit 1 - Kinematics
Symbols

d = distance


d = displacement

v = velocity
v = velocity without direction
t = time
d = d2 - d1
t = t2 - t1


d = d2 -

d1


a = acceleration
a = acceleration without direction

Formulas


d  d
v v
t t

v 2 v1  
v avg  v 2 v 1
2 vavg 
2
 
v v1  v 2 v1
a 2 a
t t

  
d  v1t  1 2 at 2 d  v1t  1 2 a t 2

  
d  v 2 t  1 2 at 2 d  v 2 t  1 2 at 2

   
v 2 2  v1 2 2ad v 2 2  v1 2 2ad

 
v 2 v1   v 2 v1 
d  t d  t
 2   2 

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Unit 2 - Dynamics

FBD - free-body diagam = a diagram in which all the forces acting on an object are shown as acting on a
point representing the object

Forces on chair F ground


F = 100 N


F = 20 N . 
F = 80 N


F person 

F gravity

Symbols

F = Force
m = mass
g = acceleration due to gravity

Fnet = Resultant Force when all negative and positive forces are considered
Ff = Frictional force
Fk = Kinetic friction force
Fs = Static friction force
Fn = Normal force
k = coefficient of friction kinetic
s = coefficient of friction static

p = momentum
p= p - p
2 1

j = impulse

Formulas
  
F = ma
net
Fk = k Fn p = m
v

   
F=mg Fs = s Fn p = Ft

  
Ff = F n j = Ft Ft = 
mv2 - 
mv1

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Unit 3 - Work and Energy

Symbols

W = work
h = height
h = h2 - h1
P = Power
KE = Kinetic energy
PE = Potential energy
EK - Kinetic energy
EK = EK2 - EK1
Eg = gravitational potential energy
Eg = Eg2 - Eg1

Formulas
 
W  Fd W E k

W  mgd W E g

Eg  M gd and PE  M gd

W mgd

w
P
t

1
Ek  mv 2
2

useful output energy 

Efficiency   100%
 input energy 

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Unit 4 - Waves

Due to the overwhelming number of symbols and formulas associated with the study of waves, only a
selection of symbols and formulas is provided. Teachers are encouraged to use others.

Symbols

f = frequency
T = period
= wavelength
c = speed of light (3.0 x 108 m/s) in a vacuum
v = speed of light in a medium
n = absolute refractive index n 1 = index of refraction for medium 1
I = Wave Intensity
A = area perpendicular to wave
L = resonant length
= decibels

Formulas
Doppler effect for light (electromagnetic)
1  vr 
T f 2  f 1 1   if objects approaching f1 = emitted frequency
f  c
each other f2 = observed frequency
V  f  vr  if objects moving away vr = relative speed
f 2  f 11  
C  f  c  from each other between source and
observance
c
n c = speed of light
v
n1 sin 1  n2 sin 2 Doppler effect for sound
 vs  Towards stationary
f 2  f1   f1 = emitted frequency
vs vo  observer f2 = observed frequency
 vs  Away from stationary Vs = Velocity of sound
f 2  f1  
vs vo  observer Vo = Velocity of object
P
I
A
I 
B 10 log  2 
I 1 
n
L
2

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