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Physics Textbook Teacher resource

Intro to physics (University of Windsor)

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TEACHER’S RESOURCE

TEACHER’S
RESOURCE

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UNIT

Dynamics
1
FUNDAMENTAL CONCEPTS BIG IDEAS CHAPTER CHAPTER CHAPTER
1 2 3

Matter Forces affect motion in predictable and quantifiable ways

Energy
Forces acting on an object will determine the motion of that   
object
Systems and Interactions Many technologies that utilize the principals of dynamics have
societal and environmental implications  
Structure and Function

OVERVIEW accelerating by using fictitious forces to help explain the

Chapter 1, Kinematics, begins with a review of the behavior of objects as they move in non-inertial frames of
equations of motion, with a focus on resolving forces in two reference. Students learn about centripetal acceleration and
dimensions. Students then learn about finding average and centripetal forces and develop related equations. The
instantaneous velocity from a graph of position versus time acceleration of vehicles around banked turns is studied as an
using tangent lines and secant lines. Students also learn application of centripetal force. The concept of friction is
about average and instantaneous acceleration using tangent used to help students understand how cars can maintain
and secant lines on a velocity versus time graph. A focus of their motion around banked and level curves. Applications
the unit is the key equations of motion and their derivation of rotating frames of reference, such as artificial gravity and
from graphs. These equations are used in solving problems centrifuges (using centrifugal forces), and applications of
of motion. Students study two-dimensional motion uniform circular motion, such as roller coasters and
problems using three methods: scale diagrams, sine and improvements to athletic technology, are studied.
cosine laws, and using perpendicular components. The
motion of projectiles is also studied, with emphasis on the TEACHING NOTES
application of the equations of motion and perpendicular • Have students look at the Key Concepts and the Starting
components. This leads to a set of equations related to the Points at the beginning of each chapter and at the
range of a projectile and the optimum conditions for Summary Questions in the Chapter Summary at the
maximum distance. Finally, students will learn about frames end of each chapter. Ask students, How could you use
of reference and determining relative motion between these two features to help you understand the ideas
frames of reference. presented in the unit?
Chapter 2, Dynamics, focuses on the causes of motion, • This unit includes hands-on activities and has students
looking at the vector analysis of forces. Students learn how working with scientific equipment. Review laboratory
to create a free-body diagram to help analyze the forces that safety procedures and refer students to Appendix A1
act on an object and to assess the best approach to resolving Safety. Also review the importance of reading and
forces into perpendicular components. Newton’s laws of checking directions before beginning an activity, thinking
motion are examined in detail, as students apply forces and about the purpose of an activity or the testable question,
the equations of motion from Chapter 1 to problems. and directing questions to other members of their group
Students learn how the forces of friction impact the motion before asking you.
of objects. Static and kinetic friction are studied as students • You may want to use or adapt the assessment rubrics
apply Newton’s laws of motion. Students will gain an found in the Assessment Tools section on the Teacher’s
appreciation of the forces that exist in our everyday lives, Resource CD-ROM.
and how the understanding of dynamics has led to
technological advances in many areas. ENGAGE THE LEARNER
Chapter 3, Uniform Circular Motion, focuses on forces that
UNIT PREVIEW
exist as an object moves at a constant speed around a
• Have students study the photo on page 2 of the Student
circular path. Students will study inertial and non-inertial
Book. Ask, What forces are acting on the athlete as she
frames of reference and learn that the frames of reference
moves through the banked curve on the luge track?
studied in Chapter 1 allow the equations of kinematics and
(Friction, air resistance, centripetal, centrifugal and
dynamics to be applied to frames of reference that are
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gravitational forces all are acting on the athlete.) Have of the Student Book. Ask, Can you think of any factors
students brainstorm areas associated with these forces that that must be considered as engineers design better luge
sport science focuses on to improve the performance of sleds? (Sample answer: The sled must be aerodynamic,
the athlete. Ask, Does the choice of material of the lightweight and sturdy, yet supply enough of a frictional
athletic clothing help? (Smooth, tight-fitting clothing force that the sled can be maneuvered on the track by the
reduces resistance) and What changes to the sled could be athlete without too much effort.)
made that would improve performance? (Lightweight
ARE YOU READY?
materials and a more aerodynamic design would help
• You can use the questions in this feature as a quick
performance.)
review of relevant concepts and skills and as a means of
• Have students read the Big Ideas on page 2 of the Student
assessing student understanding of them. Several years
Book. Ask, Why might it be important to be able to
may have elapsed since students last encountered some of
predict how forces affect motion? (Sample answer: If you
these concepts or skills, so in many cases it will feel like a
can predict the effect of a force on an object, the design
first time introduction for students. Use this feature as an
parameters of the object can be planned carefully for the
instructional opportunity and do not assume students will
object to be as beneficial as possible.)
know the answers.
UNIT TASK PREVIEW • Use student responses to identify concepts and subject
• Formulate a plan for incorporating the Unit Task into the areas that students may need to review.
whole learning experience for the unit. Whenever • Should weaknesses or needs be identified, you may want
possible, highlight ideas that relate to or might be helpful to set aside time for review before students begin to work
in carrying out the Unit Task. Consider the following on the unit. Alternatively, you might review the targeted
questions to help you decide how to manage the Unit concepts as they present themselves in the unit.
Task:
CAREER PATHWAYS PREVIEW
– Will students begin the Unit Task early in the unit or
• Ask, What are some careers that involve an
toward the end of the unit?
understanding of forces and their applications?
– Will students work on the Unit Task as individuals, in
(Examples include engineering, roller-coaster design,
pairs, or in small groups?
sport science, robotics, aerospace, and military ballistics.)
– Will you set aside class time for students to work on the
• Formulate a plan for incorporating Career Pathways into
task or will students be expected to complete it on their
the whole learning experience for the unit.
own time?
• Point out the Career Links found within some sections
– How will the task fit into the overall assessment plan
(The first Career Link appears in Chapter 1 on p. 12 of
for the unit?
the Student Book.) Explain to students that at the end of
• Point out the Unit Task Bookmark found within some
each chapter, they will find a Career Pathways feature
sections (The first Unit Task Bookmark appears in
that outlines various careers requiring the study of the
Chapter 1 on page 18 of the Student Book). Explain that
material in the chapter.
these icons alert students to information or procedures
• For further support with Career Pathways, refer to pages
that may be helpful in completing the task.
28, 44, and 59 of this resource.
• The Unit Task involves the application of forces and
motion to the science of sport and games.
DIFFERENTIATED INSTRUCTION
• For further support with the Unit Task, refer to pages
• For each Big Idea on page 2 of the Student Book, have
61–62 of this resource.
students make predictions about what they think they will
FOCUS ON STSE learn in the unit. Students may record their ideas in
• This reading feature focuses on applying the dynamics of different ways. For example, visual learners could draw
motion, and gets students thinking about the application diagrams or graphic organizers; auditory learners could
of dynamics to the winter sport of luge. discuss their ideas with a partner and record their
• Have students preview the title and examine the conversation.
photographs that accompany the article. Ask, What do
these photographs have to do with forces associated with ENGLISH LANGUAGE LEARNERS
motion? (Sample answer: To maintain a curve of a fixed • Hand out copies of BLM 0.0-6 Science Idea Box to
radius, the athlete must maintain a fixed speed to have all students. As they work through the unit, students should
forces balance. These forces include friction, the normal use this BLM to record the key concepts and formulas of
force, centripetal force, and friction.) each section.
• Once students have read the feature and completed the
activity, direct students again to the photograph on page 2

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Curriculum Correlation
A: Scientific Investigation Skills and Career Exploration
A1. SCIENTIFIC INVESTIGATION SKILLS SECTIONS

OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS

A1. demonstrate scientific A1.1 formulate relevant scientific questions about observed 1.1, 2.3.1, 2.4.1, 2.4.2. 3.3.1, 3.3.2
investigation skills in the four relationships, ideas, problems, or issues, make informed predictions,
areas of skills and/or formulate educated hypotheses to focus inquiries or research
A1.2 select appropriate instruments and materials, and identify 2.3.1, 2.4.1, 2.4.2, 3.3.1, 3.3.2
appropriate methods, techniques, and procedures for each inquiry
A1.3 identify and locate a variety of print and electronic sources that 2.5, 3.6, Unit 1 Task
enable them to address research topics fully and appropriately
A1.4 apply knowledge and understanding of safe laboratory practices 1.5.1, 2.4, 2.3.1, 2.4.1, 2.4.2, 3.4, 3.3.1,
and procedures when planning investigations by correctly interpreting 3.3.2, Unit 1 Task
Workplace Hazardous Materials Information System (WHIMS) symbols;
by using appropriate techniques for handling and storing laboratory
equipment and materials and disposing of laboratory and biological
materials; and by using appropriate personal protection
A1.5 conduct inquiries, controlling relevant variables, adapting or 1.5.1, 2.4 , 2.3.1, 2.4.1, 2.4.2, 3.4 ,
extending procedures as required, and using appropriate materials and 3.3.1, 3.3.2, Unit 1 Task
equipment safely, accurately, and effectively, to collect observations and
data
A1.6 compile accurate data from laboratory and other sources, and 1.5, 1.5.1, 2.4 , 2.3.1, 2.4.1, 2.4.2,
organize and record the data, using appropriate formats, including tables, 3.4 , 3.3.1, 3.3.2, Unit 1 Task
flow charts, graphs, and/or diagrams
A1.7 select, organize, and record relevant information on research topics 2.5, 2.6, 3.6, Unit 1 Task
from a variety of appropriate sources, including electronic, print, and/or
human sources, using suitable formats and an accepted form of
academic documentation
A1.8 synthesize, analyse, interpret, and evaluate qualitative and/or 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.5.1, 2.3.1,
quantitative data to determine whether the evidence supports or refutes 2.4.1, 2.4.2, 3.3.1, 3.3.2
the initial prediction or hypothesis and whether it is consistent with
scientific theory, identify sources of bias and/or error, and suggest
improvements to the inquiry to reduce the likelihood of error
A1.9 analyse the information gathered from research sources for logic, 2.5, 2.6, 3.6, Unit 1 Task
accuracy, reliability, adequacy, and bias
A1.10 draw conclusions based on inquiry results and research findings, 1.5, 1.5.1, 2.5, 2.6, 2.3.1, 2.4.1, 2.4.2,
and justify their conclusions with reference to scientific knowledge 3.6, 3.3.1, 3.3.2, Unit 1 Task
A1.11 communicate ideas, plans, procedures, results, and conclusions 1.5, 1.5.1, 2.5, 2.6 , 2.3.1, 2.4.1, 2.4.2,
orally, in writing, and/or in electronic presentations, using appropriate 3.5, 3.6, 3.3.1, 3.3.2, Unit 1 Task
language and a variety of formats
A1.12 use appropriate numeric, symbolic, and graphic modes of 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.5.1, 2.3.1,
representation, and appropriate units of measurement 2.4.1, 2.4.2, 3.3.1, 3.3.2, Unit 1 Task
A1.13 express the results of any calculations involving data accurately 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.5.1, 2.3.1,
and precisely, to the appropriate number of decimal places or significant 2.4.1, 2.4.2, 3.3.1, 3.3.2
figures

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A2. CAREER EXPLORATION SECTION(S)

OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS

A2. identify and describe A2.1 identify and describe a variety of careers related to the fields of 1.1, 1.3, 1.6, 2.1, 2.4, 2.5, 2.6, 3.3, 3.4,
careers related to the fields science under study and the education and training necessary for these 3.5, 3.6
of science under study, and careers
describe contributions of
A2.2 describe the contributions of scientists, including Canadians to the
scientists including
fields under study
Canadians, to those fields

B: DYNAMICS
B1. RELATING SCIENCE TO TECHNOLOGY, SOCIETY, AND THE ENVIRONMENT SECTION(S)

OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS

B1. analyse technological B1.1 analyse a technological device that applies the principles of linear 1.1, 1.2, 2.5, 2.6, 3.4, 3.5, 3.6
devices that apply the or circular motion
principles of the dynamics of
B1.2 assess the impact on society and the environment of technological 2.5, 3.4, 3.5, 3.6
motion, and assess the
devices that use linear or circular motion
technologies’ social and
environmental impact

B2. DEVELOPING SKILLS OF INVESTIGATION AND COMMUNICATION SECTION(S)

OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS

B2. investigate, in qualitative B2.1 use appropriate terminology related to dynamics, including, but not 1.3, 1.4
and quantitative terms, limited to: inertial and non-inertial frames of reference, components,
forces involved in uniform centripetal, period, static friction, and kinetic friction
circular motion and motion in
B2.2 solve problems related to motion, including projectile and relative 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.5.1
a plane, and solve related
motion, by adding and subtracting two-dimensional vector quantities,
problems
using vector diagrams, vector components, and algebraic methods
B2.3 analyse, in qualitative and quantitative terms, the relationships 2.1, 2.2, 2.3, 2.4
between the force of gravity, normal force, applied force, force of friction,
coefficient of static friction, and coefficient of kinetic friction, and solve
related two-dimensional problems using free-body diagrams, vector
components, and algebraic equations
B2.4 predict, in qualitative and quantitative terms, the forces acting on 2.1, 2.2, 2.3, 2.4, 2.3.1, 2.4.1, 2.4.2
systems of objects, and plan and conduct an inquiry to test their
predictions
B2.5 analyse, in terms of qualitative and quantitative terms, the 2.1, 2.2, 2.4
relationship between the motion of a system and the forces involved
B2.6 analyse, in qualitative and quantitative terms, the forces acting on 3.2, 3.3
and the acceleration experienced by an object in uniform circular motion
in horizontal and vertical planes, and use free-body diagrams and
algebraic equations to solve related problems
B2.7 conduct inquiries into the uniform circular motion of an object, and 3.3, 3.3.1, 3.3.2
analyse, in qualitative and quantitative terms, the relationships between
centripetal acceleration, centripetal force, radius of orbit, period,
frequency, mass, and speed

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B3. UNDERSTANDING BASIC CONCEPTS SECTION(S)

OVERALL EXPECTATIONS SPECIFIC EXPECTATIONS

B3. demonstrate an B3.1 distinguish between reference systems with respect to the real and 1.6, 3.1, 3.4
understanding of the forces apparent forces acting within such systems
involved in uniform circular
B3.2 explain the advantages and disadvantages of static and kinetic 2.4, 2.6
motion and motion in a plane
friction in situations involving various planes
B3.3 explain the derivation of equations for uniform circular motion that 3.2
involve the variable frequency, period, radius speed, and mass

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 Unit Planning Chart

SECTION HANDS-ON ACTIVITIES AND SKILLS ASSESSMENT/EVALUATION PROGRAM RESOURCES

OPPORTUNITIES

Unit 1 Opening Material • Focus on STSE BLM 0.0-6 Graphic Organizer: Science Idea Box
p. 1 [Student Book p. 2] p. 2 [Student Book p. 3]
• Assessment of prior knowledge and possible
misconceptions
• Reading and answering questions
Chapter 1 Kinematics Mini Investigation: Launching Projectiles • Mini Investigation – Observing the effects of Skills Handbook A 2.1 Skills of Scientific Inquiry
p. 15 [Student Book p. 6] p. 15 [Student Book p. 7] changing the launch angle on the path of a
• Performing projectile
• Observing • Assessment of prior knowledge
• Analyzing • Reading and answering questions
• Communicating
1.1 Motion and Motion Graphs • Completing the practice problems BLM 1.1-1 Motion Graphs
p. 16 [Student Book p. 8] • Completing the BLM Assessment Rubric 1: Knowledge and Understanding
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• Reading and answering questions Assessment Rubric 4: Application

Assessment Summary 1: Knowledge and
Understanding
Assessment Summary 4: Application
1.2 Equations of Motion • Completing the practice problems BLM 0.0-4 Graphic Organizer: Concept Map
p. 18 [Student Book p. 17] • Completing the BLMs BLM 1.2-1 Equations of Motion
• Reading and answering questions Assessment Rubric 1: Knowledge and Understanding
Assessment Rubric 2: Thinking and Investigation

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Assessment Rubric 4: Application
Assessment Summary 1: Knowledge and
Understanding
Assessment Summary 2: Thinking and Investigation
Assessment Summary 4: Application
1.3 Displacement in Two • Completing the practice problems BLM 1.3-1 Solving Two-Dimensional Problems
Dimensions • Completing the BLM Assessment Rubric 1: Knowledge and Understanding
p. 19 [Student Book p. 22] • Reading and answering questions Assessment Rubric 4: Application
Assessment Summary 1: Knowledge and
Understanding
Assessment Summary 4: Application

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 SECTION HANDS-ON ACTIVITIES AND SKILLS ASSESSMENT/EVALUATION PROGRAM RESOURCES
OPPORTUNITIES

1.4 Velocity and Acceleration in • Completing the practice problems Assessment Rubric 1: Knowledge and Understanding
Two Dimensions • Reading and answering questions Assessment Rubric 4: Application
p. 21 [Student Book p. 30] Assessment Summary 1: Knowledge and
Understanding
Assessment Summary 4: Application
1.5 Projectile Motion Mini Investigation: Analyzing the Range of A • Mini Investigation – Calculating the relationship BLM 1.5-1 Projectile Motion
p. 22 [Student Book p. 36] Projectile between time of flight, maximum height, and range BLM 1.5-2 Projectile Motion Problems
p. 23 [Student Book p. 38] for a variety of launch angles to find trends in the Assessment Rubric 1: Knowledge and Understanding
• Performing calculated values Assessment Rubric 2: Thinking and Investigating
• Analyzing • Completing the practice problems Assessment Rubric 4: Application
• Communicating • Completing the BLMs Assessment Summary 1: Knowledge and
• Reading and answering questions Understanding
Assessment Summary 2: Thinking and Investigating
Assessment Summary 4: Application
Skills Handbook A2.2 Controlled Experiments
1.5.1 Observational Study: 1.5.1 Observational Study: Investigating • Following safe laboratory practices Assessment Rubric 7: Observational Study
Investigating Projectile Motion Projectile Motion • Performing calculations and analyzing data Assessment Summary 7: Observational Study
p. 26 [Student Book p. 50] p. 26 [Student Book p. 50] • Reading and answering questions Self-Assessment Checklist 3: Observational Study
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• Controlling Variables Skills Handbook A2.4 Observational Studies

• Performing Skills Handbook A5 Math Skills
• Observing
• Analyzing
• Evaluating
• Communicating
1.6 Relative Motion • Completing the practice problems Assessment Rubric 1: Knowledge and Understanding

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p. 24 [Student Book p. 44] • Reading and answering questions Assessment Rubric 4: Application
Assessment Summary 1: Knowledge and
Understanding
Assessment Summary 4: Application
Chapter 1 Summary • Summary questions BLM1.Q Chapter 1 Quiz
p. 27 [Student Book p. 52] • Chapter 1 Self-Quiz BLM 0.0-10 Careers
• Chapter 1 Review Assessment Rubric 1: Knowledge and Understanding
Assessment Rubric 4: Application
Assessment Summary 1: Knowledge and
Understanding
Assessment Summary 4: Application
Skills Handbook A7 Choosing Appropriate Career
Pathways

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 SECTION HANDS-ON ACTIVITIES AND SKILLS ASSESSMENT/EVALUATION PROGRAM RESOURCES
OPPORTUNITIES

Chapter 2 Dynamics Mini Investigation: Describing Motion Using • Mini Investigation – Observing effects of Newton’s
p. 29 [Student Book p. 60] Newton`s Laws three laws on the motion of objects in three
p. 29 [Student Book p. 61] different scenarios
• Performing • Assessment of prior knowledge
• Observing • Reading and answering questions
• Predicting
• Analyzing
• Communicating
2.1 Forces and Free-Body • Completing the practice problems BLM 0.0-2 Graphic Organizer: Compare and Contrast
Diagrams • Completing the BLM Chart
p. 30 [Student Book p. 62] • Reading and answering questions Assessment Rubric 1: Knowledge and Understanding
Assessment Rubric 4: Application
Assessment Summary 1: Knowledge and
Understanding
Assessment Summary 4: Application
2.2 Newton`s Laws of Motion • Completing the practice problems BLM 0.0-4 Graphic Organizer: Concept Map
p.32 [Student Book p. 70] • Completing the BLM BLM 2.2-1 Newton’s Laws of Motion
• Reading and answering questions
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BLM 2.2-2 Newton’s Third Law

Assessment Rubric 1: Knowledge and Understanding
Assessment Rubric 4: Application
Assessment Summary 1: Knowledge and
Understanding
Assessment Summary 4: Application
2.3 Applying Newton`s Laws of • Completing the practice problems BLM 2.3-1 Applying Newton’s Laws of Motion
Motion • Completing the BLM Assessment Rubric 1: Knowledge and Understanding

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p. 33 [Student Book p. 77] • Reading and answering questions Assessment Rubric 4: Application
Assessment Summary 1: Knowledge and
Understanding
Assessment Summary 4: Application
2.3.1 Observational Study: Static 2.3.1 Observational Study: Static Equilibrium • Following safe laboratory practices BLM 2.3.1-1 Investigation: Static Equilibrium of Forces
Equilibrium of Forces of Forces • Analyzing how forces of friction and other forces – Data Tables
p. 39 [Student Book p. 95] p. 39 [Student Book p. 95] affect a system in equilibrium BLM 2.3.1-2 Investigation: Static Equilibrium of
• Controlling Variables Forces – Sample Data
• Performing • Performing calculations and solving two
Assessment Rubric 7: Observational Study
• Observing dimensional problems
Assessment Summary 7: Observational Study
• Analyzing • Completing the BLM
Self-Assessment Checklist 3: Observational Study
• Evaluating • Reading and answering questions Skills Handbook A2.4 Observational Studies
• Communicating

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 SECTION HANDS-ON ACTIVITIES AND SKILLS ASSESSMENT/EVALUATION PROGRAM RESOURCES
OPPORTUNITIES

2.4 Forces of Friction Mini Investigation: Light from Friction • Mini Investigation – Observing the production of BLM 2.4-1 Forces of Friction
p. 35 [Student Book p. 84] p. 36 [Student Book p. 86] light from friction as a wintergreen mint is crushed Assessment Rubric 1: Knowledge and Understanding
• Observing • Completing the practice problems Assessment Rubric 4: Application
• Analyzing • Completing the BLM Assessment Summary 1: Knowledge and
• Communicating • Reading and answering questions Understanding
Assessment Summary 4: Application
Skills Handbook A2.1 Skills of Scientific Inquiry
2.4.1 Controlled Experiment: 2.4.1 Controlled Experiment: Inclined Plane • Developing and testing a hypothesis Assessment Rubric 5: Controlled Experiment
Inclined Plane and Friction and Friction • Performing calculations to determine frictional Assessment Summary 5: Controlled Experiment
p. 40 [Student Book p. 96] p. 40 [Student Book p. 96] forces and normal forces and analyzing the data Self-Assessment Checklist 1: Controlled Experiment
• Hypothesizing • Following safe laboratory practices Skills Handbook A2.2 Controlled Experiments
• Controlling Variables • Reading and answering questions
• Performing
• Observing
• Analyzing
• Evaluating
• Communicating
2.4.2 Observational Study: Motion 2.4.2 Observational Study: Motion and • Following safe laboratory practices BLM 2.4.2-1 Investigation: Motion and Pulleys – Data
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and Pulleys Pulleys • Planning an investigation to calculate and then Tables

p. 42 [Student Book p. 97] p. 42 [Student Book p. 97] measure the acceleration of a moving mass BLM 2.4.2-2 Investigation: Motion and Pulleys –
• Predicting • Predicting values Sample Data
• Planning • Analyzing measured values Assessment Rubric 7: Observational Study
• Controlling Variables • Performing calculations Assessment Summary 7: Observational Study
• Performing • Completing the BLM Self-Assessment Checklist 3: Observational Study
• Observing • Reading and answering questions

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• Analyzing
• Evaluating
• Communicating
2.5 Explore an Application in 2.5 Explore an Application in Dynamics: • Researching the different types of actuators and Assessment Rubric 10: Explore an Application
Dynamics: Linear Actuators Linear Actuators how they are used Assessment Summary 10: Explore an Application
p. 37 [Student Book p. 91] p. 37 [Student Book p. 91] • Exploring the function of a linear actuator and the Self-Assessment Checklist 6: Explore an Application
• Researching characteristics by which a linear actuator is Skills Handbook A4.1 Research Skills
• Performing classified
• Observing • Identifying the advantages and disadvantages of
• Analyzing the use of mechanical actuators and how the use
• Evaluating affects society and the environment
• Communicating • Reading and answering questions

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 SECTION HANDS-ON ACTIVITIES AND SKILLS ASSESSMENT/EVALUATION PROGRAM RESOURCES
OPPORTUNITIES

2.6 Physics Journal: The Physics • Reading about the physics of downhill skiing, BLM 0.0-2 Graphic Organizer: Compare and Contrast
of Downhill Skiing including the various forces acting on a skier Chart
p. 38 [Student Book p. 93] • Identifying how the design of safety equipment BLM 0.0-7 Graphic Organizer: Term Box
must take the forces acting on a downhill skier into BLM 0.0-8 Reading Strategies Checklist
account Skills Handbook A3 Scientific Publications
• Completing the BLM
• Reading and answering questions
Chapter 2 Summary • Summary questions BLM 0.0-10 Careers
p. 43 [Student Book p. 98] • Completing the BLM BLM 2.Q Chapter 2 Quiz
• Chapter 2 Self-Quiz Assessment Rubric 1: Knowledge and Understanding
• Chapter 2 Review Assessment Rubric 2: Thinking and Investigation
Assessment Rubric 4: Application
Assessment Summary 1: Knowledge and
Understanding
Assessment Summary 2: Thinking and Investigation
Assessment Summary 4: Application
Skills Handbook A6 Choosing Appropriate Career
Pathways
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Chapter 3 Uniform Circular Motion Mini Investigation: Observing Circular • Mini Investigation – Exploring circular motion at Skills Handbook A2.1 Skills of Scientific Inquiry
p. 45 [Student Book p. 106] Motion constant speed
p. 45 [Student Book p. 107] • Assessment of prior knowledge
• Performing • Reading and answering questions
• Observing
• Analyzing
• Communicating

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3.1 Inertial and Non-inertial • Completing the practice problems BLM 0.0-2 Graphic Organizer: Compare and Contrast
Frames of Reference • Completing the BLM Chart
p. 46 [Student Book p. 108] • Reading and answering questions BLM 3.1-1 Inertial and Non-inertial Frames of
Reference
Assessment Rubric 1: Knowledge and Understanding
Assessment Summary 1: Knowledge and
Understanding

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 SECTION HANDS-ON ACTIVITIES AND SKILLS ASSESSMENT/EVALUATION PROGRAM RESOURCES
OPPORTUNITIES

3.2 Centripetal Acceleration • Completing the practice problems BLM 3.2-1 The Net Force in Uniform Circular Motion
p. 47 [Student Book p. 114] • Completing the BLM BLM 3.2-2 Centripetal Acceleration
• Reading and answering questions Assessment Rubric 1: Knowledge and Understanding
Assessment Rubric 4: Application
Assessment Summary 1: Knowledge and
Understanding
Assessment Summary 4: Application
3.3 Centripetal Force • Completing the practice problems BLM 3.3-1 Resolution of Forces
p. 49 [Student Book p. 120] • Completing the BLM BLM 3.3-2 Centripetal Force
• Reading and answering questions Assessment Rubric 1: Knowledge and Understanding
Assessment Rubric 4: Application
Assessment Summary 1: Knowledge and
Understanding
Assessment Summary 4: Application
3.3.1 Observational Study: 3.3.1 Observational Study: Simulating • Analyzing graph data and calculating forces that BLM 3.3.1-1 Investigation: Simulating Uniform Circular
Simulating Uniform Circular Uniform Circular Motion exist during uniform circular motion Motion – Data Tables
Motion p. 55 [Student Book p. 135] • Identifying variables in a step of the procedure and BLM 3.3.1-2 Investigation: Simulating Uniform Circular
p. 55 [Student Book p. 135] • Controlling Variables the identifying the effect changing the variable has Motion – Sample Data
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• Performing on the system Assessment Rubric 7: Observational Study

• Observing • Completing the BLM Assessment Summary 7: Observational Study
• Analyzing • Reading and answering questions Self-Assessment Checklist 3: Observational Study
• Evaluating Skills Handbook A2.4 Observational Studies
• Communicating Skills Handbook A5.5 Analyzing Experimental Data
3.3.2 Controlled Experiment: 3.3.2 Controlled Experiment: Analyzing • Following safe laboratory practices BLM 3.3.2-1 Investigation: Analyzing Uniform Circular
Analyzing Uniform Circular Uniform Circular Motion • Predicting the relationship between the frequency Motion – Data Tables

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Motion p. 56 [Student Book p. 136] of revolution and a variable BLM 3.3.2-2 Investigation: Analyzing Uniform Circular
p. 56 [Student Book p. 136] • Predicting • Identifying the dependent, independent, and Motion – Sample Data
• Controlling Variables controlled variables Assessment Rubric 5: Controlled Experiment
• Performing • Performing calculations and graphing experimental Assessment Summary 5: Controlled Experiment
• Observing results Self-Assessment Checklist 1: Controlled Experiment
• Analyzing • Completing the BLM Skills Handbook A2.2 Controlled Experiments
• Evaluating • Reading and answering questions Skills Handbook A5.5 Analyzing Experimental D
• Communicating

NEL Dynamics 11
 SECTION HANDS-ON ACTIVITIES AND SKILLS ASSESSMENT/EVALUATION PROGRAM RESOURCES
OPPORTUNITIES

3.4 Rotating Frames of Reference Mini Investigation: Foucault Pendulum • Mini Investigation – Observing the effect of a Assessment Rubric 1: Knowledge and Understanding
p. 51 [Student Book p. 125] p. 52 [Student Book p. 128] spinning globe on a weight hanging from a support Assessment Rubric 2: Thinking and Investigation
• Performing • Completing the practice problems Assessment Summary 1: Knowledge and
• Observing • Reading and answering questions Understanding
• Analyzing Assessment Summary 2: Thinking and Investigation
• Communicating Skills Handbook A2.1 Skills of Scientific Inquiry
3.5 Physics Journal: The Physics • Learning about the physics of roller coasters and BLM 0.0-7 Graphic Organizer: Term Box
of Roller Coasters how they are designed BLM 0.0-8 Reading Strategies Checklist
p. 52 [Student Book p. 131] • Completing the BLM Skills Handbook A3 Scientific Publications
• Reading and answering questions
3.6 Explore an Issue in Dynamics: 3.6 Explore an Issue in Dynamics: • Researching innovations in sports that impact on BLM 0.0-3 Graphic Organizer: Two-Column Table
Improvements in Athletic Improvements in Athletic Technology performance Assessment Rubric 9: Explore an Issue
Technology p. 53 [Student Book p. 133] • Communicating and defending a decision on Assessment Summary 9: Explore an Issue
p. 53 [Student Book p. 133] • Researching whether or not to compare previous results with Self-Assessment Checklist 5: Explore an Issue
• Identifying Alternatives those aided by improved technology and equipment Skills Handbook A4 Exploring Issues and Applications
• Analyzing • Completing the BLM
• Defending a Decision • Reading and answering questions
• Communicating
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• Evaluating
Chapter 3 Summary • Summary questions BLM 0.0-10 Careers
p. 58 [Student Book p. 138] • Completing the BLM BLM 3.Q Chapter 3 Quiz
• Chapter 3 Self-Quiz Assessment Rubric 1: Knowledge and Understanding
• Chapter 3 Review Assessment Rubric 2: Thinking and Investigation
Assessment Rubric 4: Application
Assessment Summary 1: Knowledge and

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Understanding
Assessment Summary 2: Thinking and Investigation
Assessment Summary 4: Application
Skills Handbook A6 Choosing Appropriate Career
Pathways
Unit 1 Closing Unit Task: A New Extreme Sport • Unit Task – A New Extreme Sport BLM U1.Q Unit 1 Quiz
p. 61 [Student Book p. 146] p. 61 [Student Book p. 146] • Unit 1 Self-Quiz Unit 1 Task Assessment Rubric: A New Extreme Sport
• Unit 1 Review Unit 1 Task Assessment Summary: A New Extreme
Sport
Unit 1 Task Self-Assessment Checklist: A New
Extreme Sport

12 Dynamics NEL
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Equipment and Materials

The quantity of equipment and materials for activities and investigations is based on the groups suggested in the specific
sections. The quantities are based on a standard class size of 32 students, broken down into groupings of two or four
students. Where the term “quantity” is inappropriate—such as for a piece of tubing, masking tape, and so on—you will
have to check the individual activity or investigation to obtain appropriate quantities. In the table below, “Equipment”
refers to actual equipment or hardware, such as microscopes, metre sticks, glassware; and “Materials” refers to
consumable items, such as chemicals, tape, water, or paper.

Unit 1: Dynamics
INVESTIGATION/ACTIVITY QUANTITY EQUIPMENT QUANTITY MATERIALS

Chapter 1 Mini Investigation: 32 • eye protection

Launching Projectiles 8 • projectile launcher
p. 15 [Student Book p. 7] 8 • ball of modelling clay, or other soft
material
Student groupings:
8 groups of 4 students
1.5 Mini Investigation: Analyzing 16 • calculator — • paper
the Range of a Projectile 16 • pencil
p. 23 [Student Book p. 38]

Student groupings:
16 groups of 2 students
1.5.1 Observational Study: 8 • air table with sparker puck — • construction paper
Investigating Projectile Motion 8 • material to support end of air
p. 26 [Student Book p. 50] table, such as a brick
8 • metric ruler
Student groupings: 8 • protractor
8 groups of 4 students
Chapter 2 Mini Investigation: 16 • pulley — • string
Describing Motion Using 32 • cart (2 per group of equal mass,
Newton’s Laws 1 spring-loaded)
p. 29 [Student Book p. 61] 16 • 50 g mass
16 • 200 g mass
Student groupings:
16 groups of 2 students
2.3.1 Observational Study: 32 • eye protection 8 • padding, such as towel or
Static Equilibrium of Forces 24 • small pulley (3 per group) blanket
p. 39 [Student Book p. 95] 8 • circular protractor — • string
8 • vertical force board (or support
Student groupings: structure)
8 groups of 4 students 24 • hanger (3 per group)
8 • 100 g mass
16 • 200 g mass (2 per group)
2.4 Mini Investigation: Light 32 • eye protection — • wintergreen mints
from Friction 8 • pliers
p. 36 [Student Book p. 86]

Student groupings:
8 groups of 4 students

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INVESTIGATION/ACTIVITY QUANTITY EQUIPMENT QUANTITY MATERIALS

2.4.1 Controlled Experiment: 8 • metre stick — • test object (such as running

Inclined Plane and Friction 8 • inclined plane shoe, textbook, plastic block,
p. 40 [Student Book p.96] 8 • protractor (optional) piece of wood)

Student groupings:
8 groups of 4 students
2.4.2 Observational Study: 32 • eye protection — • string
Motion and Pulleys 8 • ticker tape timer, motion sensor, 8 • one object from
p. 42 [Student Book p.97] or video camera Investigation 2.4.1
8 • metre stick
Student groupings: 8 • protractor
8 groups of 4 students 8 • stopwatch
8 • 100 g mass
8 • 200 g mass
8 • 500 g mass
8 • pulley
8 • inclined plane from
Investigation 2.4.1
Chapter 3 Mini Investigation: 32 • eye protection — • string
Observing Circular Motion 8 • small eye screw
p. 45 [Student Book p. 107] 8 • small rubber stopper
8 • plastic tube
Student groupings: 24 • 50 g mass (3 per group)
8 groups of 4 students 8 • alligator clip
3.3.1 Observational Study: 16 • computer with Internet connection — • graphing paper or graphing
Simulating Uniform Circular software
Motion
p. 55 [Student Book p.135]

Student groupings:
16 groups of 2 students
3.3.2 Controlled Experiment: 32 • eye protection — • 1.5 m string or fishing line
Analyzing Uniform Circular 8 • electronic balance or scale — • paper clip or masking tape
Motion 24 • small rubber stopper with centre — • graph paper or graphing
p. 56 [Student Book p.136] hole (3 per group) software
8 • hollow tube
Student groupings: 8 • 50 g mass
8 groups of 4 students 8 • 100 g mass
8 • 200 g mass
8 • 250 g mass
8 • metre stick

3.4 Mini Investigation: Foucault 32 • eye protection — • wooden splint or straw

Pendulum 8 • globe (or large ball) — • string
p. 52 [Student Book p. 128] 8 • 50 g mass — • tape

Student groupings:
8 groups of 4 students

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CHAPTER give a frame of reference to the motion.) Give an

example of relative motion. (Sample answer: A person
Kinematics
1 walking to the back of a bus as it pulls away from a
stop is moving toward the back of the bus to someone
sitting on the bus, but moving forward with respect to
PROGRAM RESOURCES someone standing outside the bus at the stop.)
Skills Handbook A2.1 Skills of Scientific Inquiry 6. What is a projectile? (A projectile is an object that is
Physics 12 ExamView® Test Bank thrown or launched into the air in an attempt to get it to
Physics 12 Online Teaching Centre move from one place to another.) Give some examples
SMART Notebook lesson of projectiles. (Sample answers: a football being
PowerPoint lesson thrown to a receiver; an arrow being fired from a bow)
Physics 12 Solutions Manual • Point out that this unit is math intensive. Throughout this
Physics 12 website chapter, students should keep a skills page to summarize
www.nelson.com/onseniorscience/physics12u the mathematical processes needed and calculator key
sequences required to perform the various calculations.
TEACHING NOTES • Have students complete the Starting Points questions.
• Have students examine the Chapter Opener photograph. Ask students to save their answers for later.
Ask, Compare the paths of an acrobat fired from a • Have students complete the Mini-Investigation:
cannon and a soccer ball kicked into the air. (They both Launching Projectiles.
follow a similar, parabolic path as they travel.)
• Ask students to relate gravity and the motion of the
acrobat being fired from the cannon to the key question: MINI INVESTIGATION: LAUNCHING PROJECTILES
How Can Two-Dimensional Motion Be Analyzed? Skills: Performing, Observing, Analyzing, Communicating
(Gravity only affects motion in the vertical direction, but Purpose: Students will observe the effects of changing launch
it determines how long an object will be in the air and so angle on the path of a projectile.
affects the horizontal distance an object will travel.) Equipment and Materials (per student): eye protection; (per
group): a projectile launcher or similar device; ball
• Ask students to think about what a captain would have to
Student Safety
do to steer a cruise ship in the correct direction when a
• Remind students to never aim the launcher at anyone or
current is encountered. anything that could be damaged if struck by the ball.
Notes
ENGAGE THE LEARNER • In this investigation, students will record observations based on
the motion of a projectile launched at a variety of launch angles.
CHAPTER INTRODUCTION
• Have students work in small groups and assign specific tasks to
• To preview the major ideas that will be explored in the
each member of the group.
chapter, review the Key Concepts. Ask a student • If a projectile launcher is not available, you could use a spring-
volunteer to read each Key Concept aloud before it is loaded plunger from an old board game and a ramp, or a large
discussed. Ask prompting questions to assess students’ spring and a ruler clamped to a protractor for the set up.
prior knowledge and to engage students in the topics. • Challenge students to optimize launch conditions to get the ball
Examples are given: to travel as far as possible. This could be a class competition.
1. What are some examples of one-dimensional and two- • As an extension, have students work with their launchers to
dimensional situations in physics? (Sample answers: record more detailed information of launch angle and distance
one dimensional – the motion of a train on a fixed travelled. Once this is done, give them a fixed target, such as a
track; two dimensional – the motion of a boat as it trash can at a fixed distance, and have them set up their
moves across a river with a perpendicular current) launchers so as to land the ball inside the trash can.
2. What is the difference between average speed and
average velocity? (Average speed is a scalar and
DIFFERENTIATED INSTRUCTION
average velocity is a vector.)
• Visual learners could outline the steps required to solve
3. What is acceleration and how is it calculated?
problems using a flowchart format. Kinesthetic learners
(Acceleration is the rate of change of velocity with
may wish to use index cards. Auditory learners may wish
time, calculated by dividing the change in velocity by
to discuss the steps with their peers.
the change in time.)
• You may want to have students who are interested in
4. In everyday language, what is a component? (A
computers set up a class blog, wiki, or website for posting
component is a piece of something, or part of a whole.)
reports, lab results, presentations, images, videos, links,
5. What is relative motion? (Relative motion is motion
and other forms of information.
reported with respect to some fixed or moving object to
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ENGLISH LANGUAGE LEARNERS EVIDENCE OF LEARNING

• Have English language learners make an index card for Look for evidence that students can
each vocabulary term, and for any unfamiliar terms. • describe the difference between a vector and scalar
Cards should include a definition and sample sentence. • describe the difference between average and
• You may also consider having a word wall in your instantaneous for both velocity and acceleration
classroom for new terminology as it arises in the chapter. • outline the process of finding average velocity and
instantaneous velocity from a position–time graph using a
secant line for average velocity and a tangent line for
Motion and Motion instantaneous velocity
1.1 Graphs • understand the correlation between the graph and
characteristics of motion

OVERALL EXPECTATIONS: A1; A2; B1; B2 SCIENCE BACKGROUND

• This section is a review of grade 11U Physics; however,
SPECIFIC EXPECTATIONS the instantaneous velocity or instantaneous acceleration
Scientific Investigation Skills: A1.1; A1.8; A1.12; A1.13 found using a tangent line and the average acceleration or
Career Exploration: A2.1 average velocity found using a secant line will be new to
Relating Science to Technology, Society, and the most students. Students with a calculus background will
Environment: B1.1 have seen this in the concept of a derivative.
Developing Skills of Investigation and Communication: • Some students may ask for a calculus method for finding
B2.2 the velocity–time graph. If the position–time graph can be
modelled with a function, the derivative of this function
The full Overall and Specific Expectations are listed on will generate the velocity–time function. The derivative
pages 3–5. of the velocity function (the second derivative of the
initial function) will generate the acceleration function.
VOCABULARY • In Tutorial 3, Sample Problem 1, an approximation to

• kinematics • average velocity ( vav ) the time when the acceleration is at its maximum value
• dynamics • secant can be found by taking the straight, sloping line segment
• scalar • tangent in the velocity–time graph and determining its midpoint
 (as this would tend to be the point when positive
• vector • instantaneous velocity ( v )
 acceleration to increase the velocity changes to negative
• position ( d ) • instantaneous speed (v)
  acceleration to decrease the velocity). Again, for the
• displacement ( d ) • average acceleration ( aav ) calculus students in the class, this would be where a point

• average speed (vav) • instantaneous acceleration ( a ) of inflection occurs on the curve; so, if the function is

• velocity ( v ) known, find the second derivative and set this equal to
zero for a more accurate result.
ASSESSMENT RESOURCES
Assessment Rubric 1: Knowledge and Understanding TEACHING NOTES
Assessment Rubric 4: Application ENGAGE
Assessment Summary 1: Knowledge and Understanding • To emphasize the difference between distance and
Assessment Summary 4: Application displacement, show students the segment from BBC’s
Top Gear in which a Bugatti Veyron, the world’s fastest
PROGRAM RESOURCES road-legal car, races a Eurofighter Typhoon jet.
BLM 1.1-1 Motion Graphs • Students may need a brief review of physical quantities
Physics 12 Online Teaching Centre and graphing.
Physics 12 Solutions Manual • Challenge students to verbally describe the position–time,
Physics 12 website velocity–time, and acceleration–time graphs for an
www.nelson.com/onseniorscience/physics12u everyday scenario; for example, ask, How would the
motion graphs look for a car that is stopped at a stop
RELATED RESOURCES sign, accelerates forward until it reaches 35 km/h, travels
Physics 12 Teacher Web Links (available on CD-ROM) at this speed for a few seconds, and then slows to a stop
Zimba, J. (2009). Force and motion: An illustrated guide to at the next stop sign? (Position–time: A slight upward
newton’s laws. Baltimore, MD: Johns Hopkins curve from zero to a straight line with a slope equal to the
University Press.
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speed, followed by a downward curve that ends at a zero • Draw students’ attention to Tutorial 3 on pages 14–15 of
slope. Velocity–time: a straight, positively sloping line the Student Book and work through the sample problem
from 0 up to 35 km/h, followed by a horizontal line at with the class. Remind students that any horizontal
35 km/h, and then a straight, negatively sloping line back portion of a velocity–time graph indicates a zero
down to zero. There should be slight curves in the graph acceleration. As well, inform students that acceleration
between the line segments of different slope values. can be negative, even when the velocity is positive. This
Acceleration–time: A horizontal line above the t-axis to simply means that the object is slowing down.
represent positive acceleration, then a slightly curved, • Allow students time to answer the Practice Problems.
rapidly decreasing line down to a horizontal line along the
EXTEND AND ASSESS
t-axis [when the car is moving at 35 km/h], followed by a
• Have students create a position–time graph to match the
slightly curved, rapidly decreasing line down to a
acrobat shot out of the cannon in the Chapter Opener
horizontal line below the t-axis, representing a negative
photograph. The path will be a downward pointing
acceleration as the car slows to a stop.)
parabola. Then, have them create a velocity–time and
EXPLORE AND EXPLAIN acceleration–time graph for the same situation. Students
• Ask, When would the magnitude of the average velocity should see that the velocity–time graph will be a straight
be equal to the average speed of an object? (When the line with a slope of –9.8 which crosses the x-axis at the
distance covered and magnitude of the displacement are time that matches the top of the parabola in the distance-
equal) When would the average and instantaneous time graph. The acceleration–time graph will be a
velocity of an object be equal? (When the object horizontal line with a value of –9.8 to match the
experiences constant uniform motion in the interval) acceleration due to gravity of –9.8 m/s2 [up].
• Discuss the concept of secant lines becoming a tangent • Also note that if acceleration is uniform (as it is with the
line as the two points get closer together on a graph. motion of the acrobat being shot from the cannon), the
• Draw students’ attention to Tutorial 1 on page 10 of the average velocity in an interval of time is exactly equal to
Student Book and work through the sample problem with the instantaneous velocity at the midpoint of the time
the class. Introduce the GRASS (Given, Required, interval. This can often help with the accuracy of a
Analysis, Solution, Statement) method for problem velocity–time graph created from a position–time graph.
solving. Explain that using this method can help students • Assign BLM 1.1-1 Motion Graphs to give students more
develop problem solving and critical thinking skills. practice with motion graphs.
• In Sample Problem 1, note that the average speed will • Have students complete the Questions on page 16 of the
always be greater than the magnitude of the average Student Book.
velocity, unless the magnitude of the displacement is the • Full solutions are provided in the Solutions Manual.
same as the distance (in which case the magnitudes of
average velocity and speed will be equal). Since distance DIFFERENTIATED INSTRUCTION
is independent of direction, it will be a larger value if • All students can work individually or in groups to design
directions change. The third side of the triangle created by and create an illustration, song, skit, or model that
the two displacements will have a magnitude less than the describes the difference between a scalar and its vector
sum of the two given sides. parallel (for example, speed and velocity).
• Allow students time to answer the Practice Problems. • If possible, use a graphing calculator with a CBR range
• Draw students’ attention to Tutorial 2 on pages 12–13 of detector to create a graph of uniform motion. Have
the Student Book and work through the sample problem students analyze this graph to create a velocity–time
with the class. If students ask how to improve the graph and an acceleration–time graph for the same
accuracy of their velocity–time graph, tell them that situation displayed on the graphing calculator.
instantaneous velocity at a variety of points on the curve
can be calculated, and these velocities plotted at the ENGLISH LANGUAGE LEARNERS
instant of time for which they represent the instantaneous • Tell English language learners that the origin of the word
velocity. Alternatively, students can trace along the kinematics is the Greek word kinesis, meaning “motion.”
position–time graph with a ruler and periodically stop to • Explain that the terms speed and velocity are often used
calculate the slope of the ruler as they trace around the interchangeably in everyday speech, but this practice is
curve. This slope can then be plotted for the point in time scientifically incorrect. The same is true of the terms
where the ruler is in contact with the curve. distance and displacement. It is necessary to use the
• Allow students time to answer the Practice Problems. proper terms when dealing with the motion of objects.

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where h is the height, and b, b1 and b2 are the bases. Help

1.2 Equations of Motion students connect these area formulas and the equations of
motion that are derived from the corresponding graphs.
• Go over the substitutions and derivation of each formula
OVERALL EXPECTATIONS: A1; B1; B2 to ensure a complete understanding of the mathematics of
the equations. Ensure that you are comfortable with how
SPECIFIC EXPECTATIONS these formulas match the information on the graphs.
Scientific Investigation Skills: A1.8; A1.12; A1.13 • Students will ask if they can use other combinations of
Relating Science to Technology, Society, and the equations, and the answer is yes, provided that they
Environment: B1.1 understand that a combination of two equations to solve a
Developing Skills of Investigation and Communication: problem can lead to slight differences in final answers
B2.2 due to rounding errors. Indicate that it is always better to
use one equation to solve for the unknown. It is quicker
The full Overall and Specific Expectations are listed on and eliminates the error associated with rounding.
pages 3–5.
TEACHING NOTES
VOCABULARY
ENGAGE
• free fall
• Challenge students to describe the process of selecting the
most appropriate motion equation to use to solve a given
ASSESSMENT RESOURCES
problem. Ask, How do we identify the equation that is
Assessment Rubric 1: Knowledge and Understanding
needed to solve a given problem? (The choice of formula
Assessment Rubric 2: Thinking and Investigation
is based on the information given and asked for in the
Assessment Rubric 4: Application
question.)
Assessment Summary 1: Knowledge and Understanding
Assessment Summary 2: Thinking and Investigation EXPLORE AND EXPLAIN
Assessment Summary 4: Application • Draw students’ attention to the substitution performed on
page 17 of the Student Book, where the equation for the
PROGRAM RESOURCES final velocity is substituted into the formula for the area
BLM 0.0-4 Concept Map under a trapezoid (for the displacement) to generate one
BLM 1.2-1 Equations of Motion of the equations for motion. Point out that all of these
Physics 12 Online Teaching Centre equations are derived in similar fashions.
Physics 12 Solutions Manual • Draw students’ attention to Tutorial 1 on pages 18–19 of
Physics 12 website the Student Book and work through the sample problems
www.nelson.com/onseniorscience/physics12u with the class. In Sample Problem 1, note that the two
displacements are not equal until the accelerating car has
RELATED RESOURCES 120 m added to its displacement to account for the
Lewin, Walter. (2011). For the love of physics: From the distance ahead of car B that car A starts. Explain that the
end of the rainbow to the edge of time – A journey answer had to be written in scientific notation because
through the wonders of physics. Free Press Publishing. 70 m/s does not clearly indicate two significant digits.
• In Sample Problem 2, outline all steps of the solution as
EVIDENCE OF LEARNING the class reads over the solution. Note that a choice for a
Look for evidence that students can positive direction must be made. The solution provided
• identify and use the five key equations for uniformly makes acceleration negative and the initial velocity
accelerated motion positive, but the opposite choice is possible, and the same
• relate the concept of free-fall motion to the acceleration final answer would have been reached.
due to gravity • Students may have difficulty identifying the equation that
is required to solve a problem. Have them identify the
SCIENCE BACKGROUND variable in the question that is not asked for or given and
• The concept of area under a curve to find displacement use this missing variable and Table 1 on page 18 of the
given a velocity–time graph may require a review of the Student Book to identify the equation to use.
area formulas for rectangles, triangles, and trapezoids: • Ask, What information is given when the question
1 1 indicates that the object is at rest or comes to rest? (“At
bh ; bh ;  b1  b2  h ; rest” means that the initial velocity is equal to zero, and
2 2
“comes to rest” indicates that the final velocity is zero.)
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• Allow students time to answer the Practice Problems. not have to mean the object is moving back toward Earth.
• Have students complete BLM 1.2-1 Equations of Motion. Have students record this on a card or key term list.
Have students work in pairs to identify which equation is • English language learners should develop a personal math
needed to solve each problem before doing the work. If dictionary with terms, formulas, and examples.
time permits, ask students to explain their answers and
see if two different approaches could have been used to
get to the same final answer. Displacement in Two
• Draw students’ attention to Tutorial 2 on page 20 of the 1.3 Dimensions
Student Book. Go through each step of the solution to
Sample Problem 1 and ask students why the equation
used was chosen from the five equations of motion. OVERALL EXPECTATIONS: A1; A2; B2
Explain that the use of 9.8 m/s2 does not factor to the
number of significant digits for the final answer, as we SPECIFIC EXPECTATIONS
use this value as a defined value. Scientific Investigation Skills: A1.8; A1.12; A1.13
• Allow students time to answer the Practice Problems. Career Exploration: A2.1
Developing Skills of Investigation and Communication:
EXTEND AND ASSESS
B2.1; B2.2
• Have students use dimensional and graphical analysis to
derive the five equations of motion, with the assumptions The full Overall and Specific Expectations are listed on
of constant, uniform acceleration. For example, using pages 3–5.
slope on a velocity–time graph, we obtain this equation:
 
vf  vi  VOCABULARY
a, • component of a vector
t
  
which can be algebraically re-arranged to vf  vi  a t .
ASSESSMENT RESOURCES
• Have students complete the Questions on page 21 of the Assessment Rubric 1: Knowledge and Understanding
Student Book. Assessment Rubric 4: Application
• Full solutions are provided in the Solutions Manual. Assessment Summary 1: Knowledge and Understanding
Assessment Summary 4: Application
UNIT TASK BOOKMARK
• Remind students that the equations for uniformly PROGRAM RESOURCES
accelerated motion they have learned about in this section BLM 1.3-1 Solving Two-Dimensional Problems
will be useful when they complete the Unit Task. Physics 12 Online Teaching Centre
Physics 12 Solutions Manual
DIFFERENTIATED INSTRUCTION Physics 12 website
• Visual learners may benefit by making a concept map on www.nelson.com/onseniorscience/physics12u
the uses and methods of choosing an equation of motion,
then share their maps with a partner. (Use BLM 0.0-4 RELATED RESOURCES
Concept Map). Students could use a journal or recording Hache, Alain. (2002). The physics of hockey. Hopkins
device to describe the process. Fulfillment Service.
• To create student-driven learning opportunities, have
students complete a project that demonstrates the topic in EVIDENCE OF LEARNING
real life and present it to class. Look for evidence that students can
• Have students choose one or two practice questions and • describe the process of solving two-dimensional problems
show their work and explain it orally to their partner. using scale diagrams, cosine and sine laws, and
• Encourage auditory learners to discuss the steps used in perpendicular components
problem solving with their peers. • relate the choice of method to the ease of solution and
need for accuracy in a problem
ENGLISH LANGUAGE LEARNERS
• Explain that the term free fall does not necessarily mean SCIENCE BACKGROUND
that the object is falling. If a ball is thrown up into the air, • Students should be aware of the three most common ways
as soon as it is released, it is in free fall, as it experiences to report the direction of a vector: [N 65° E], 65° E of N
motion under the influence of gravity only. Free fall does and a bearing of 065° all represent the same direction.

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• Students may ask about applications to air travel. If the answer. Also inform students that the direction of the first
altitude of the plane remains constant, the motion displacement vector could have been given as [N 55° E].
becomes a two-dimensional problem, but if the altitude In Sample Problem 2, the same problem is repeated,
changes, the problem becomes three-dimensional, which using the cosine and sine laws. Here, all students would
is beyond the scope of the course. Indicate that this could get the same answer, if this solution were to be repeated,
be done using components, where altitude is the only illustrating that this method is in general more accurate
measure affected by gravity. than using a scale diagram to solve a vector problem.
• In Chapter 2, Dynamics, there will be situations in which • Allow students time to answer the Practice Problems.
vectors will not be resolved horizontally and vertically, as • In Figure 7 on page 25 of the Student Book, students may
the problem dictates that this would not be the best ask if they can resolve north first, then east (creating a
approach. This will occur when motion on an inclined triangle above the vector given). This can be done, but the
plane is studied, where vectors will be resolved parallel to contained angle to their triangle will be 53° (90° – 37°),
the ramp and perpendicular to the ramp. Remind students and the sine and cosine ratios for components will be
that when the two components are perpendicular, the first reversed. Since sin 37° = cos 53°, the final answer will be
component can be in any direction, but the second needs the same, regardless of which triangle is used.
to be perpendicular to the first. • Draw students’ attention to Tutorial 2 on page 26 of the
Student Book and work through the sample problem with
TEACHING NOTES the class. Sample Problem 1 illustrates the process of
resolving vectors into perpendicular components. The
ENGAGE
check performed here only serves to verify that the
• Challenge students to describe a situation where the scale
components are correct. Students do not have to do this
diagram method may be a better choice than the sine and
on each question once the method has been perfected.
cosine law method. If no such example is offered, ask,
• Allow students time to answer the Practice Problems.
How would you find the resultant displacement for the
• Emphasize that the angle found using the sine law must
following movements: 28.2 m [E 45° N] + 41.4 m
be put into context with the orientation of the diagram
[W 22° N] + 31.5 m [W 30° S]? (The scale diagram
when reporting direction. Often, there is an angle that
method will be easier, but may not be as accurate as an
must either have the calculated angle added or subtracted
algebraic method. Using the sine and cosine law method
to obtain the final direction of the resultant vector.
would be much more complicated, as the diagram with
• Draw students’ attention to Tutorial 3 on pages 27–28 of
three vectors does not form an easy-to-analyze triangle.)
the Student Book and work through the sample problem
EXPLORE AND EXPLAIN with the class. In Sample Problem 1, the process of
• Students may ask if the components method can be used resolving vectors into perpendicular components is now
to work with more than two vectors. When more than two applied to add two displacement vectors. Point out that
vectors are involved, this technique is the best approach once the components are determined, a direction for each
to take. Many forces can act on an object, and component pair must be chosen to be positive. For the
components is the preferred method to solve such x-direction, the choice was to the right is positive;
problems. therefore, the x-component for the second vector is
• Remind students that a resultant displacement vector does negative. For the y-direction, up is chosen to be positive,
not rely on the path used to get from starting point to end therefore the y-component of the second vector is
point. To demonstrate this, start at a position in the room. negative.
Have students close their eyes. Relocate to a new • Allow students time to answer the Practice Problems.
position. Have students report your resultant
EXTEND AND ASSESS
displacement. They should clearly see that it is path
• Have students complete BLM 1.3-1 Solving Two-
independent of the final displacement vector.
Dimensional Problems. Have partners choose one of the
• Draw students’ attention to Tutorial 1 on pages 24–25 of
questions from BLM 1.3-1 and explain their solution.
the Student Book, and work through the sample problems
• Have students create their own question related to their
with the class. In Sample Problem 1, point out that scale
daily life or community, exchange it with a classmate,
diagrams need to be as large as possible to increase the
and explain their responses orally to each other.
detail and accuracy. A scale that allows for a large
• Have students complete the Questions on page 29 of the
diagram must be chosen, and a ruler and protractor must
Student Book.
be used. Have students practice this method by doing this
• Full solutions are provided in the Solutions Manual.
question in their notebooks to see if they obtain the same

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DIFFERENTIATED INSTRUCTION RELATED RESOURCES

• Auditory learners will benefit from working through the Cassidy, D. (2002). Understanding physics: Student guide.
practice problems while discussing them with a partner. New York: Springer.
• To engage kinesthetic learners, have students look at
Review Question 1 and think of their answer the EVIDENCE OF LEARNING
following: Which method would be the best choice to Look for evidence that students can
solve this question? Ask students to move to the one of • describe the difference between average velocity and
four corners designated for their response: scale diagram, average speed in two dimensions
cosine and sine laws, perpendicular components, or • describe the subtraction of two vector components
   
undecided. A [E]  B [W]  A [E]  B [E] ; that is, add the negative of
the vector component after the subtraction sign
ENGLISH LANGUAGE LEARNERS
• recognize that the initial velocity must be subtracted from
• Tell English language learners that the perpendicular
the final velocity to find the change in velocity needed to
components method resolves vectors into two
find acceleration
perpendicular components (that is, vectors at 90° to each
other) that allow the problem to be treated as two linear
SCIENCE BACKGROUND
problems that can be tied back together at the end using
• Use the inverse tangent function between the final
the Pythagorean theorem for magnitude and the tangent
y-component and x-component to determine the
ratio for direction.
orientation of the vector.
• English language learners may find it beneficial to
• Students may ask why vectors are resolved horizontally
summarize each method on an index card, and include an
and vertically. A two-dimensional problem is easier to
example if space permits.
solve when it is broken into linear problems, as in the
case of acceleration due to gravity: the linear problems
Velocity and Acceleration are independent, and only the vertical component
1.4 in Two Dimensions experiences the acceleration due to gravity. Acceleration
is not present in the horizontal direction in this situation.
• Some students may have seen a tip-to-tip method of
solving a vector subtraction. A friend or tutor might show
OVERALL EXPECTATIONS: A1; B2
this
 method,
 or students may have found it online. For
A  B this method involves drawing the first vector, then
SPECIFIC EXPECTATIONS
drawing the second so that the tip of the vector being
Scientific Investigation Skills: A1.8; A1.12; A1.13
subtracted is in contact with the tip of the first vector. The
Developing Skills of Investigation and Communication:
resultant vector is the vector that starts at the first vector
B2.1; B2.2
and ends at the start of the second vector. Remind
students that while this technique works, the preferred
The full Overall and Specific Expectations are listed on
technique is adding the negative of the subtracted vector.
pages 3–5.
• Students may ask about acceleration not involving gravity
(such as a car accelerating after being stopped at a light or
ASSESSMENT RESOURCES
a runner accelerating during a race) and how acceleration
Assessment Rubric 1: Knowledge and Understanding
can be found in each direction. Tell them that acceleration
Assessment Rubric 4: Application
can be done in components, but that there are less steps
Assessment Summary 1: Knowledge and Understanding
involved if acceleration is calculated using the total
Assessment Summary 4: Application
change in velocity. The change in velocity is divided by
the time interval to find acceleration.
PROGRAM RESOURCES
Physics 12 Online Teaching Centre
TEACHING NOTES
Simulation: Ladybug Motion 2D
Physics 12 Solutions Manual ENGAGE
Physics 12 website • Challenge students to explain why a car going around a
www.nelson.com/onseniorscience/physics12u curve at a uniform speed can be accelerating. Ask, How is
there acceleration if the speed of the car is constant?
(The direction of the speed (i.e., the velocity) is changing,
so even though the speed is constant, the change in
direction will result in a change in velocity.)
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• Ask students to describe a situation where the 60 in 2.4 s) to the proper physics calculation of
perpendicular components method would be better than acceleration.
the sine and cosine law method. If no example is offered, • Have students pair up, choose a question from each set of
ask, How would you find the resultant displacement for Practice Problems, and explain the process they chose to
the following movements: 35 m/s [N 20° E] + 27 m/s [N solve the question.
50° W] + 18 m/s [N 65° W]? (Perpendicular components • Have students complete the Questions on page 35 of the
would be the easier method. Trying to use the sine and Student Book.
cosine law method would be much more complicated, as • Full solutions are provided in the Solutions Manual.
the diagram with three vectors does not form an easy-to-
analyze triangle. Two triangles must be used and solved if UNIT TASK BOOKMARK
the sine and cosine law method were used.) • Remind students that what they have learned about
acceleration in two dimensions in this section will be
EXPLORE AND EXPLAIN
useful when they complete the Unit Task.
• Draw students’ attention to Tutorial 1 on pages 31–32 of
the Student Book and work through the sample problem
DIFFERENTIATED INSTRUCTION
with the class. In Sample Problem 1, the displacements
• If Practice Problems were discussed in pairs as
in the x- and y-directions are found using the
suggested above, have the pair of students summarize the
perpendicular component method. The displacement in
best approach on a piece of paper and leave it on the desk.
the x-direction for the two vectors is in the same
Have all students do a Gallery Walk, moving from desk
direction, so the components are added; they are in
to desk, reading the summaries and adding comments or
opposite directions in the y-direction, hence subtracted.
additional information. When they return to their desk,
Point out that when finding the average speed, the total
the pair can read any additions and/or comments made to
distances are added, without reference to the direction of
their solution and discuss.
the position vectors to which distances were associated.
• Allow students time to answer the Practice Problems.
ENGLISH LANGUAGE LEARNERS
• Draw students’ attention to Tutorial 2 on pages 33–34 of
• During the Gallery Walk, ensure that English language
the Student Book and work through the sample problem
learners are paired with a student who can help them
with the class. In Sample Problem 1, there is no scalar
understand the summaries at each station.
equivalent to acceleration, so this is purely a vector
question. Once again, components are used, but here the
final velocity and initial velocity are subtracted, due to the
nature of acceleration being the difference in velocity 1.5 Projectile Motion
over the interval of time that the velocity changed.
• As a class, have students develop a way to use the sine
OVERALL EXPECTATIONS: A1; B2
and cosine method to find the resultant displacement of
the three vectors given in the ENGAGE section above.
SPECIFIC EXPECTATIONS
Have half the class use this method and the other half use
Scientific Investigation Skills: A1.6, A1.8; A1.10; A1.11;
the perpendicular components method to check the work.
A1.12; A1.13
Students will see that the perpendicular components
Developing Skills of Investigation and Communication:
method is quicker, and possibly more accurate, as it does
B2.2
not involve rounding until the end of the solution.
• Ask, Which method is quicker and more accurate? Why?
The full Overall and Specific Expectations are listed on
(Using the perpendicular components method is quicker
pages 3–5.
and more accurate. The problem becomes two linear
problems that do not require multiple steps and rounding
VOCABULARY
until the end of the solution, when the Pythagorean
• projectile
theorem and tangent ratio are used to find magnitude and
• range ( d x )
direction.)
• Allow students time to answer the Practice Problems. • projectile motion

EXTEND AND ASSESS SKILLS

• Have students perform an Internet search on the Performing Communicating
acceleration of some high-performance vehicles and Analyzing
relate the method of reporting this acceleration (i.e., 0 to

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EQUIPMENT AND MATERIALS 2sin  cos   sin 2 may be needed. This can be verified
per student: by selecting a variety of angles and checking; proving the
• paper and pencil identity may not be needed. Students may have already
• calculator seen this proof in mathematics class.

ASSESSMENT RESOURCES POSSIBLE MISCONCEPTIONS

Assessment Rubric 1: Knowledge and Understanding Identify: Students might not understand that an object that
Assessment Rubric 2: Thinking and Investigating is thrown straight up and then returns to the point from
Assessment Rubric 4: Application where it was thrown is still parabolic in its motion.
Assessment Summary 1: Knowledge and Understanding Clarify: An explanation of what parabolic motion is
Assessment Summary 2: Thinking and Investigating considered in physics is a must to eliminate this confusion,
Assessment Summary 4: Application as parabolic motion is usually understood as motion or
trajectory in the shape of a parabola, not a straight line. The
PROGRAM RESOURCES reason we call this a parabolic motion is due to the function
BLM 1.5-1 Projectile Motion that yields a graph in the shape of the parabola due to the
BLM 1.5-2 Projectile Motion Problems y = vt – 1/2 gt2 equation. Emphasize that a graph of the
Skills Handbook A2.2 Controlled Experiments motion where the horizontal axis is not distance, but time,
Physics 12 Online Teaching Centre will show the parabolic nature of the motion. Throw a ball
Simulation: Speed of Projectiles Launched at Different into the air and catch it while stationary, then repeat the
Angles same throw, but move to the right as if you were moving in
Physics 12 Solutions Manual time to show that the path is still parabolic. Ask students to
Physics 12 website think about the position of the ball over time in each
www.nelson.com/onseniorscience/physics12u photograph of a time-lapse series of photos. There are many
online video clips of such motion that will help here.
RELATED RESOURCES Ask What They Think Now: Ask, Why is the motion of an
Physics 12 Teacher Web Links (available on CD-ROM) object thrown straight up in the air still parabolic? (The
Unterman, N. A. (2001). Amusement park physics: object is in free fall, and so it is affected by the acceleration
A teachers guide (2nd Ed.). Portland, ME: Walsh due to gravity, which causes parabolic motion.)
Publishing.
TEACHING NOTES
EVIDENCE OF LEARNING
ENGAGE
Look for evidence that students can
• Challenge students to describe the effect of wind on
• describe the motion of a projectile using words and using
calculations of projectile motion. Ask, How would you
equations
incorporate the velocity of the wind in the motion of a
• relate the components of projectile motion to a direction
projectile? (Assuming a constant wind parallel to the
involving the acceleration due to gravity and a direction
ground, the effect of the wind would be on the horizontal
that experiences no acceleration, and explain how the
component of the velocity, not on the vertical. Therefore,
equations of motion allow for these components to be
it would not affect the time the projectile is in the air,
incorporated into the problem
only where it ultimately lands. This can be determined by
first calculating the horizontal component of the velocity,
SCIENCE BACKGROUND
incorporating the wind, and then using the time the
• While most of the concepts of this section are intuitive, be
projectile is in the air to determine the range.)
sure to have a strong understanding of Figure 2 on page
• You could have students use online simulations to explore
37 of the Student Book, which shows that the vertical
and practice concepts in projectile motion.
components of the motions of the two objects are equal.
This, however would not be the case if the velocity of the EXPLORE AND EXPLAIN
object had an upward or downward component initially • Have students complete Mini Investigation: Analyzing
(as this would affect the vertical component of motion, as the Range of a Projectile.
was seen in the previous section).
• Be sure to go over the rearrangement of the equations of MINI INVESTIGATION: ANALYZING THE RANGE OF A
motion to derive the range equation before you attempt to PROJECTILE
present it to the class. This is an important equation and Skills: Performing, Analyzing, Communicating
should be one that your students are comfortable with, Equipment and Materials (per group): paper and pencil;
both in its use and derivation. A review of the trig identity calculator
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Purpose: Students will examine and calculate the relationship • Students can also complete BLM 1.5-2 Projectile Motion
between time of flight, maximum height, and range for a variety of Problems, which includes problems involving the
launch angles to find trends in the calculated values. analysis of Figure 2 on page 37 of the Student Book.
Notes • Have students come up with examples of parabolic
• Have students work in pairs. Pair students with complementary
motion, such as a soccer ball or football being kicked.
abilities in order for the pair to be productive.
• Have students complete Investigation 1.5.1. Applicable
• Before students carry out the investigation, have each pair
present a drawing representing a projectile and the vectors that
teaching notes start on page 26 of this resource.
act on it as it moves through the air. • Have students complete the Questions on page 43 of the
• After students carry out the investigation, ask the following: Student Book.
How does the value of 25 m/s affect the results? • Full solutions are provided in the Solutions Manual.
How would changing this value to 30 m/s affect the results?
UNIT TASK BOOKMARK
• Stress the need to be able to resolve vectors into
• Remind students that what they have learned about
perpendicular vectors for this section. Doing so allows for
projectile motion in this section will be useful when they
the independent application of acceleration to the vertical
complete the Unit Task.
component of velocity. The horizontal component is
unaffected by this acceleration.
DIFFERENTIATED INSTRUCTION
• Draw students’ attention to Tutorial 1 on pages 39–40 of
• Have students choose a problem from the Tutorials and
the Student Book and work through the sample problems
organize the information in a T-chart. On the left side,
with the class. In Sample Problem 1, the object has no
they list the information given. On the right, they then list
initial vertical velocity; therefore, the equation to find the
how the given information is used to solve the problem.
time the object is in the air only involves a square root.
• Have students in small groups act out scenarios involving
Here, the negative root is ignored. In Sample Problem 2,
projectile motion, such as the situations described in the
a separate set of motion equations is used due to the fact
problems and investigation. Have them discuss the effects
that this problem involves an object with an initial
of launch angle on the distance the projectile will travel.
vertical velocity that is not zero. The height that the golf
ball reaches must first be calculated to then be able to
ENGLISH LANGUAGE LEARNERS
determine the velocity of the ball when it lands. Note that
• Divide students into five groups, and have each group
in both cases the sign (positive or negative) assigned to
find as many meanings as possible for the word range—
measurement is essential in solving these equations.
including the scientific meaning from this lesson—and
• Ask, How are these sample problems similar to problems
write a sentence for each meaning.
done in Section 1.2? (In both cases, the choice of
equations to use requires the identification of what is
given and what one is asked to find in the questions.)
• Allow students time to answer the Practice Problems. 1.6 Relative Motion
• Take the time to go over the derivation of the range
equation. Remind students that 2sin  cos   sin 2 is a
OVERALL EXPECTATIONS: A1; A2 B2; B3
trigonometric identity developed mathematically, and is
simply used here, not proven or developed.
SPECIFIC EXPECTATIONS
• Draw students’ attention to Tutorial 2 on page 42 of the
Scientific Investigation Skills: A1.8; A1.12; A1.13
Student Book and work through the sample problem with
Career Exploration: A2.1
the class. In Sample Problem 1, the range equation is
Developing Skills of Investigation and Communication:
used to find the time that the ball will stay in the air. This
B2.2
could have been found using methods investigated in
Understanding Basic Concepts: B3.1
Tutorial 1, but the range equation allows for this value to
be calculated quickly. Once this time is found, it is
The full Overall and Specific Expectations are listed on
applied to the horizontal component of velocity (where
pages 3–5.
there is no acceleration) to find the range of the ball. Note
here that the object must come back to the same height
VOCABULARY
from where it was launched.
• frame of reference
• Allow students time to answer the Practice Problems.
• relative velocity
EXTEND AND ASSESS
• Have students complete BLM 1.5-1 Projectile Motion.

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ASSESSMENT RESOURCES Explain that changing a frame of reference is useful when

Assessment Rubric 1: Knowledge and Understanding the motion of an object is to be described in a moving frame
Assessment Rubric 4: Application of reference. For example, as a space shuttle orbits Earth,
Assessment Summary 1: Knowledge and Understanding (i.e., a moving frame of reference), the way the Canadarm
Assessment Summary 4: Application needs to move to launch a satellite is best described in a
frame of reference where the shuttle is not moving.
PROGRAM RESOURCES Ask What They Think Now: Ask, What must be done
Physics 12 Online Teaching Centre when a relief package is being dropped from the air and
Physics 12 Solutions Manual must land at a specific point on the ground? (The people
Physics 12 website responsible for launching the package must plan for the
www.nelson.com/onseniorscience/physics12u package to be moving forward with the same velocity as the
plane when it is dropped, so it must be dropped well before
RELATED RESOURCES the plane is over the landing point. This type of problem
Kirkland, K. (2007). Force and motion. New York: Facts on was looked at in Section 1.5.)
File Publishing.
TEACHING NOTES
EVIDENCE OF LEARNING
ENGAGE
Look for evidence that students can
• Challenge students to describe the different possible
• describe the motion of an object in different ways based
frames of reference for a motorboat moving under the
on the frame of reference in which the motion is being
power of the wind, a motor, and the current. Ask, How
observed
would you describe the motorboat’s motion if you were
• relate the frame of reference to the mathematical
(a) on a float in the water?
operation required on the vectors to obtain the correct
(b) on a sailboat in the water?
relative velocity
(c) on a second boat with the same motor power?
(d) on the shore?
SCIENCE BACKGROUND
(The boat would appear to be moving (a) due to the wind
• Frames of reference can often be thought through
and the motor; (b) due to the motor only; (c) due to the
logically before any equations are used. The use of
wind only; and (d) due to all three.)
subscripts can get confusing, so be sure that you have a
firm grasp of the use of these subscripts before presenting EXPLORE AND EXPLAIN
the material to the class. Items such as the wind being • Draw students’ attention to Tutorial 1 on pages 45–48 of
described as the velocity of the air relative to the ground the Student Book and work through the sample problems

(in other words, relative to the surface of Earth) is vAE . with the class. In Sample Problem 1, point out that
• Draw on past experiences you may have had in terms of relative motion in a linear direction simply requires a
air travel to reason why a plane takes longer to get direction to be chosen as positive. Once this is done,
somewhere when flying into the wind. The jet stream has velocities can either be added (if in the same direction) or
a seasonal pattern in that the path of the jet stream subtracted (if in opposite directions) to obtain the relative
changes over time. However, if a trip only lasts a week or velocity. Outline the use of subscripts to help identify
two, the jet stream will be relatively constant. As a result, each velocity in the frame of reference in which it is
it has a positive effect in one direction of travel and a measured. In Sample Problem 2, relative motion is
negative effect in the opposite direction. looked at in two dimensions and at right angles. This is
similar to components studied earlier; to find the relative
POSSIBLE MISCONCEPTIONS velocity, the Pythagorean theorem and tangent ratio can
Identify: Students might not understand that the motion of be used to find the magnitude and direction of the
an object is dependent on the frame of reference only when resultant velocity. In Sample Problem 3, the driver of the
the frame of reference changes. boat wants to end up on the opposite side of the river, and
Clarify: Emphasize that, from the frame of reference of the so must aim the boat into the current slightly to allow the
car, a ball tossed into the air in the back of a car moving at current to push the boat back to the opposite side of the
35 km/h behaves exactly as it would if the car were stopped river. Again, point out the subscripts and use of the sine
at a red light. However, if you were to observe the same ratio and magnitude to find the speed and heading of the
motion from the sidewalk as the car went by, you would not boat. Finally, in Sample Problem 4, relative motion is
just see the ball move up and down, it would also be moving determined using components for a two-dimensional
forward. In both cases the ball is moving in a parabolic path, problem. Go over each step of this solution to ensure a
but described differently based on the frame of reference.
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full understanding of the process. This will serve as a ASSESSMENT RESOURCES

review for the material from Section 1.4. Assessment Rubric 7: Observational Study
• Allow students time to answer the Practice Problems. Assessment Summary 7: Observational Study
Self-Assessment Checklist 3: Observational Study
EXTEND AND ASSESS
• Have students make up a relative-motion question based
PROGRAM RESOURCES
on their past experience, exchange it with another student,
Skills Handbook A2.4 Observational Studies
and check each other’s work and reasoning.
Skills Handbook A5 Math Skills
• Have students complete the Questions on page 49 of the
Physics 12 Online Teaching Centre
Student Book.
Physics 12 Solutions Manual
• Full solutions are provided in the Solutions Manual.
Physics 12 website
www.nelson.com/onseniorscience/physics12u
DIFFERENTIATED INSTRUCTION
• Students in groups can create an illustration, song, skit, or
RELATED RESOURCES
model that describes relative motion. If time permits,
Goff, John Eric. (2009). Gold medal physics: The science of
allow groups to present their work to the class.
sports. Johns Hopkins Fulfillment Service.
• Students can select a real-life event and describe the
motion using pictures, graphs, or short videos.
EVIDENCE OF LEARNING
Look for evidence that students can
ENGLISH LANGUAGE LEARNERS
• follow safe laboratory practices
• Tell students that the word relative can mean someone
• use mathematical processes to calculate velocities and
who is associated with a person based on marriage or
change in velocity and acceleration from the three
birth, but in the context of motion, relative means with
different types of motion demonstrated on the air table
respect to some other moving body or reference point.
• relate the calculated acceleration to the acceleration due
to gravity

1 Investigations SCIENCE BACKGROUND

• A 10 Hz frequency on the spark timer means 10 sparks
occur every second. The time between consecutive sparks
1.5.1 Observational Study: Investigating
Projectile Motion is thus 0.10 s. This time is used to determine velocity
after a displacement measurement is taken between two
OVERALL EXPECTATIONS: A1; B2 sparks. When this is done in several locations, the
acceleration between these velocities can be determined.
SPECIFIC EXPECTATIONS • In the first two motion sets, the sparks should align in a
Scientific Investigation Skills: A1.4; A1.5; A1.6; A1.8; similar pattern to that seen in Figure 2 in Section 1.5.
A1.10; A1.11; A1.12; A1.13
Developing Skills of Investigation and Communication: TEACHING NOTES
B2.2
STUDENT SAFETY
The full Overall and Specific Expectations are listed on Review the following safety rules with students:
pages 3–5. • Do not touch the surface of the air table when the spark generator is
on, as you will get a shock.
SKILLS • Keep the pucks in contact with the carbon paper on the air table
when the generator is on, and keep the angle of elevation small.
Controlling Variables Analyzing
Performing Evaluating
Observing Communicating • Have students work in small groups of up to four
members. Give each member a particular responsibility:
EQUIPMENT AND MATERIALS setting up the equipment; releasing the puck (to ensure
per group: consistency); in charge of the spark timer and ensuring
• air table with spark puck that marks are being made on the construction paper; and
• material to support one end of the air table, such as bricks overseeing the investigation and troubleshooting.
• construction paper • If time permits, the three scenarios should be repeated
• metric ruler once for each group member, so that each has their own
• protractor sheet of construction paper on which to perform their
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calculations. Or, have students pair up to analyze the This should be done several times to ensure that the
motion. Be sure each group member fully understands motion is repeatable.
what calculations must be done. • These scenarios are to then be repeated with the spark
• Students should draw between 6 and 10 velocity vectors timer on, using a separate piece of construction paper for
for each type of motion and determine acceleration for each motion. The direction of motion should clearly be
each. This will allow for a more accurate result, as any marked on the construction paper to ensure that the
outliers can be identified once calculations are performed. calculations are not inverted or reversed. If the sparks are
• Have students share their answers to the Analyze and too light, have students go over the sparks with a pen or
Evaluate and Apply and Extend questions with marker to ensure that all marks can be seen. This will be
members of their group and then with the class. essential when the measurements must be taken.

PURPOSE
• The purpose of this investigation is for students to analyze OBSERVATIONS
two-dimensional projectile motion using an air table. This • The equation a = g sin will allow students to compare
will strengthen their understanding of the equations their results to the actual value of the acceleration on the
associated with two-dimensional motion. air table. It is for this reason that the angle of incline of
the air table was so important.
EQUIPMENT AND MATERIALS • Remind students to record values carefully on the
• Demonstrate the path the air puck needs to take in each construction paper and organize calculations so that all
part of the procedure. Practice the motion of the release data is clear and easy to understand. Students must
prior to having your class set up this investigation. calculate velocities and change in velocities and
• Be sure all equipment is working and that the spark timer accelerations for multiple data values; they should use a
marks the construction paper with dots large enough to be chart to help organize and summarize calculations.
seen. This may require an adjustment of the sparker wire • Full solutions are provided in the Solutions Manual.
in the channel of the puck itself. Sometimes this wire is
too far up the channel to spark on the paper. Note the DIFFERENTIATED INSTRUCTION
optimum distance of this wire as you practice in case this • Visual learners will benefit from seeing the experiment as
must be adjusted for a group as the investigation is being it occurs to help put the meaning of the dots into
performed. Also be sure of the air plow to reduce the perspective. Have them create the same vectors as in
friction as much as possible. This will be a source of error steps 8 and 9 to help with their comprehension.
if too much friction exists. • Allow students to display and illustrate their results using
• If bricks are not available to prop up one end of the table, any method or format they choose. Visual learners will
students’ textbooks can be used. benefit from seeing other students’ results posted.
• Some students may ask what would happen if the puck
were launched so that it had a downward component to its ENGLISH LANGUAGE LEARNERS
velocity. This could be done, but the space on the table is • Have English language learners work with other students
limited and they may not get enough data to effectively to help them follow the investigation. Have them define
perform the calculations. the terms random error and systematic error and list an
example of each before doing the investigation.
PROCEDURE
• Place the bricks under one end of the air table and CHAPTER
determine the angle of incline as accurately as possible
Summary
(using either trigonometry or a protractor). Be sure to
inform students that this angle is extremely important to
1
the investigation.
• With the spark timer not running, practice generating ASSESSMENT RESOURCES
three scenarios: Assessment Rubric 1: Knowledge and Understanding
1. No initial velocity in the x- or y-direction (i.e., the puck Assessment Rubric 4: Application
is simply released) Assessment Summary 1: Knowledge and Understanding
2. A positive x-direction velocity, but no y-direction Assessment Summary 4: Application
velocity (i.e., the puck is pushed horizontally)
3. A positive x- and y-direction velocity (i.e., the puck is
pushed upward at an angle)

NEL Kinematics 27

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PROGRAM RESOURCES either be added or subtracted (based on the direction that

BLM 1.Q Chapter 1 Quiz each velocity vector points in the frame of reference of
BLM 0.0-10 Careers interest) for the relative velocity to be determined. This
Skills Handbook A6 Choosing Appropriate Career can be done using subscripts to keep track of the relative
Pathways frame of reference each measurement is taken with
Physics 12 ExamView® Test Bank respect to.)
Physics 12 Online Teaching Centre 5. In the investigation on projectile motion, what angle gave
Physics 12 website the maximum range? How does the range equation prove
www.nelson.com/onseniorscience/physics12u that this angle gives the maximum range? (A 45° angle
gives the maximum range. In the range equation, sin 2
RELATED RESOURCES gives a value of 1 when the angle of 45° is used. The sine
Kirkland, Kyle. (2007). Force and motion. Facts on File function has a maximum value of 1, so when this value is
Publishing. obtained, the range is a maximum value.)
Zimba, Jason. (2009). Force and motion: An illustrated • Have students develop a graphic organizer to help sort the
guide to newton’s laws. Hopkins Fulfillment Service. Key Concepts into an easy-to-follow format.
• Have students answer the Starting Points questions again
SUMMARY QUESTIONS and compare their answers with those they wrote at the
• Ask three to five questions that will prompt students to beginning of the chapter.
recall each Key Concept. Have students explain and • Have students complete the questions found in the
support their responses. Chapter Self-Quiz and Chapter Review in the Student
1. What is the difference between distance and Book. Full solutions are provided in the Solutions
displacement? (Distance is a scalar and displacement is a Manual.
vector, which means it has a magnitude and a direction.) • Have students complete BLM 1.Q Chapter 1 Quiz for an
2. Describe the techniques that can be used to solve a two- additional review of the material.
dimensional problem. (In scale drawings, each vector is
drawn according to the vector magnitude and scale in the CAREER PATHWAYS
correct direction. Each subsequent vector is added to the • Provide students with a copy of BLM 0.0-10 Careers to
end of the previous in the same manner. Once all vectors complete as they work on the Career Pathways and select
have been drawn, the resultant is the vector that originates a career that relates to the study of kinematics, projectile
at the start of the first vector drawn and ends at the end of motion, and relative motion.
the last vector drawn. This vector is measured and the • Advise students that this is just a small sample of the
scale is applied and a protractor used to find the angle. careers that require an understanding of kinematics
Sine and cosine laws: The vectors do not need to be equations. Almost any career in the field of physics will
drawn exactly to scale, as the triangle created can be require an understanding of kinematics.
solved using the cosine law for magnitude and the sine • Remind students that they will most likely change
law for direction. The angle found using the sine law thoughts several times on their occupational choice,
must be at the start of the resultant vector and must be which is normal.
applied to the situation in the diagram to properly identify • Discuss the types of careers listed in the Student Book
the angle in the direction. The perpendicular components and add any additional careers you may wish to include.
method resolves each vector into two components that are If time permits, have students present their findings on
perpendicular to each other. The problem becomes two educational pathways for these careers to the class.
linear problems. These are solved independently and then
combined at the end using the Pythagorean theorem for DIFFERENTIATED INSTRUCTION
magnitude and the tangent ratio for direction.) • You may want to have students who are interested in
3. How are components used in the motion of a projectile? computers set up a class blog, wiki, or website for posting
(The velocity of the projectile is resolved into a horizontal reports, investigation results, presentations, images,
and vertical component. The vertical component allows videos, links, and other forms of information.
for the calculation of the time the projectile will be in the
air, and this time can then be used to determine the ENGLISH LANGUAGE LEARNERS
horizontal distance the projectile will travel.) • Have English language learners review the index cards
4. When studying relative motion, what must be done to they have made for vocabulary terms.
vectors to change the frame of reference? (Vectors must

28 Kinematics NEL

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Blackline Master 1.1-1

NAME: _______________________________________________ DATE: _____________________

1.1-1 Motion Graphs

The velocity–time graph represents the motion of an object over a time interval.

Use graphical analysis to answer the following questions.

1. What is the object’s displacement relative to its starting position after 6.0 s?

2. Determine the object’s

(a) average velocity

(b) average speed during the first 6.0 s

3. Compare the object’s acceleration during the first 2.0 s with its acceleration between 6.0 s and 10.0 s.

4. Plot the corresponding position–time graph representing the same motion.

5. Plot the corresponding acceleration–time graph representing the same motion.

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Blackline Master 1.2-1

NAME: _______________________________________________ DATE: _____________________

1.2-1 Equations of Motion

Equations of motion are useful in calculating quantities without the need to graph the information. Identifying
the equation to be used is the key to this process. In any question, you must identify the quantities given and
the quantity asked for in order to determine which equation is to be used. Table 1 on page 18 of your textbook
will help in this process.

Example
A small child slides down a hill on a toboggan with a constant acceleration of 2.0 m/s2. If the child’s motion
starts from rest, calculate
(a) the child’s velocity after 4.0 s.
(b) how far the toboggan will have moved in this interval of time.

Solution
 
(a) Given: vi  0 ; a  2.0 m/s 2 ; t = 4.0 s

Required: vf
  
Analysis: We are not given the displacement, so we will use vf  vi  a t .
  
Solution: vf  vi  a t
 0  (2.0 m/s [down the hill])(4.0 s)
2


vf  8.0 m/s [down the hill]
Statement: The child’s velocity after 4.0 s is 8.0 m/s [down the hill].
 
(b) Given: vi  0 ; a  2.0 m/s 2 ; t = 4.0 s

Required: d
  1
Analysis: We can use d  vi t  a t . We could use other equations, but they would rely on our answer to
2
part (a), and in case this solution in incorrect, we should revert to the given information.
  1
Solution: d  vi t  a t
2
1
 (0)(4.0 s)  (2.0 m/s [down the hill])(4.0 s)
2 2

2

d  16 m [down the hill]
Statement: The toboggan will have moved 16 m in 4.0 s.

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NAME: _______________________________________________ DATE: _____________________

1.2-1 Equations of Motion (continued)

Practice Questions
1. A skier starts down a run that is 125 m long with an initial velocity of 4.0 m/s. The slope of the run causes
the skier to accelerate at 1.1 m/s2. What will be the velocity of the skier at the end of this run?

2. A sprinter starts from rest and accelerates at a uniform rate of 1.2 m/s2 down the track.
(a) What will be the velocity of the sprinter after 15 s?

(b) How far will the sprinter have travelled in this interval of time?

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NAME: _______________________________________________ DATE: _____________________

1.2-1 Equations of Motion (continued)

3. A dart leaves the barrel of a blow tube at a velocity of 15 m/s. The length of the barrel of the blow tube is
0.50 m.
(a) Assume that the dart is uniformly accelerated. What is the average velocity inside the barrel of the blow
tube?

(b) How long is the dart in the barrel after it starts to move?

4. A ball is carried up in a hot-air balloon at a rate of 9.0 m/s, and when it reaches a height of 80.0 m above
the ground, the ball is released. How long will it take the ball to hit the ground?

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Blackline Master 1.3-1

NAME: _______________________________________________ DATE: _____________________

1.3-1 Solving Two-Dimensional Problems

Solving two-dimensional problems can be done in any one of three methods.

Scale diagrams can be used. A ruler and protractor must be used, and a scale must be chosen that will allow
the diagram to be as large as possible in order to reduce error. You will get an answer that is close to your
classmates, but may not be exactly the same. Scale diagrams tend to be a little less accurate than the other two
methods.

See Tutorial 1: Sample Problem 1: Vector Addition by Scale Diagram on page 24 of your textbook.

Sine and cosine laws can be used as an algebraic method. The accuracy is better than a scale diagram and
your result will be exactly the same as the results of your classmates. However, this method becomes more
difficult to use when more than two vectors are combined.

a b c
Sine law:   Cosine law: a 2  b 2  c 2 – 2bc cos A
sin A sin B sin C

See Tutorial 1: Sample Problem 2: Vector Addition Using the Cosine and Sine Laws on pages 24–25 of your textbook.

Perpendicular components are a second algebraic method that can be used. This involves resolving all
vectors into perpendicular components (usually a north–south, east–west orientation or an x-axis, y-axis
arrangement). The problem then becomes two independent linear problems that can be combined at the end,
using the Pythagorean theorem for the resultant magnitude and the tangent ratio for the direction. This method
should be used when more than two vectors must be combined.

See Tutorial 2: Sample Problem 1: Determining Vector Components Using Trigonometry on page 26 of your textbook.

Practice Questions
1. A clock has a 12 cm long second hand. Determine the average velocity of this hand in moving from the 3 to
the 12 on the clock face. [Hint: A good diagram may help here.]

2. Use the sine and cosine law method to find the resultant velocity if a small plane moving at airspeed of 201
km/h [E 50° N] encounters a wind blowing at 50.0 km/h from the west. [Hint: A wind from the west means
that the wind is blowing east.]

3. A dog walks 600.0 m [E 47° N], then 500.0 m [N 38° W], then 300.0 m [W 29° S], and finally 400.0 m [S
13° E]. Use components to find the resultant displacement of the dog.

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Blackline Master 1.5-1

NAME: _______________________________________________ DATE: _____________________

1.5-1 Projectile Motion

1. A ball is thrown downward from the top of building with a speed of 18.0 m/s at an angle of 30.0° to the
horizontal.
(a) What are the horizontal and vertical components of the velocity the instant the ball is thrown?

(b) What are the horizontal and vertical components of the velocity 1.00 s after being thrown?

2. A golf ball is hit with an initial velocity of 32.5 m/s at an angle of 65° to the ground. The ball lands at a
point that is 6.31 m higher than from where it was hit.

(a) How long is the ball in the air?

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1.5-1 Projectile Motion (continued)

(b) How far does the ball travel horizontally before hitting the ground?

(c) Determine the velocity of the golf ball just before it hits the ground.

3. A soccer goal keeper kicks the ball, giving it an initial velocity of 27 m/s at a 70.0° angle to the horizontal.
If we ignore air resistance,
(a) what will be the ball’s maximum height?

(b) how long will the ball be in the air?

(c) what is the range?

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Blackline Master 1.5-2

NAME: _______________________________________________ DATE: _____________________

1.5-2 Projectile Motion Problems

Projectile motion is best understood when the horizontal and vertical

components of an object’s motion are considered independently. A
projectile follows a parabolic trajectory to the ground. Once the
projectile is in motion, only the force of gravity acts on the object
(assuming no other forces are acting). Thus, the force of gravity is the
net force and acts vertically downward. According to Newton’s second
law of motion, the object’s acceleration is also vertically downward and
equals 9.8 m/s2. The vertical motion of a projectile consists of a uniform
downward acceleration in the vertical plane and uniform motion
(constant velocity) in the horizontal plane. Since no forces act
horizontally, there is no horizontal acceleration.
Figure 1 shows two balls as they fall to the ground. The ball on
the left falls vertically downward, while the ball on the right is projected
and has some horizontal motion. The horizontal component of the ball
Figure 1 The two balls reach the lowest on the right’s motion is uniform. Both balls become progressively
position at the same instant, even though one farther apart as the balls fall and are aligned horizontally. This indicates
ball was dropped and the other was given an that both balls are experiencing the same vertical acceleration due to
initial horizontal velocity. Both balls had an gravity. The time interval between images is constant in this
initial vertical velocity of zero, and both
stroboscopic photograph.
experienced free fall.

Question
Look at Figure 1. The last image occurs 11 images after the first image.
The vertical distance between the 12 images was 0.50 m. The horizontal
distance travelled by the ball on the right across the 12 images was 25
cm. Determine:
(a) the flash rate of the stroboscope.

(b) the projection speed of the ball on the right.

Assume that the acceleration of gravity is 9.8 m/s2.

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Blackline Master 1.Q

NAME: _______________________________________________ DATE: _____________________

Chapter 1 Quiz
Answer the questions on a separate piece of paper if necessary.

Indicate whether each statement is true or false. If the statement is false, rewrite it to make it true.
1. Velocity is simply speed with a direction.
________________________________________________________________________________________
________________________________________________________________________________________

2. The area under a velocity–time graph gives the total displacement.

________________________________________________________________________________________
________________________________________________________________________________________

3. The magnitude of the average velocity is always less than the average speed in the same interval of time.
________________________________________________________________________________________
________________________________________________________________________________________

Fill in the blanks.

4. The least accurate method used in vector addition is _________________. The most accurate and easiest to
use method is ____________________.
5. The study of motion that considers only trajectory, displacement, velocity, and acceleration is called
______________.

6. Average velocity is the slope of a __________ line on a position–time graph and instantaneous velocity is
the slope of a __________line on a position–time graph.

Match each term on the left with the most appropriate description on the right.
7. ____ (a) velocity (i) the straight-line distance and direction of an object from a reference point
____ (b) speed (ii) the change in position divided by the time interval
____ (c) position (iii) the total distance divided by the time interval
____ (d) displacement (iv) the change in position of an object

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Blackline Master 1.Q

NAME: _______________________________________________ DATE: _____________________

Chapter 1 Quiz (continued)

Write a short answer to each question. For numerical questions, provide a full solution.

8. Give an example of motion where there would be a non-zero average speed, but a zero average velocity.

9. A boat accelerates from 8.0 m/s to 11 m/s at a rate of 0.50 m/s2. How far does the boat travel during the
period of time that the acceleration is occurring? Assume that the forward direction is positive.

10. A whale travels 20.0 km [E 25° N] and then moves 45.0 km [N 40.0° W]. What is the total displacement
of the whale?

11. You stand at the edge of a cliff overlooking a river at its base. The cliff is 295 m high and the distance
from the base of the cliff to the other side of the river is 82.0 m. If you throw a rock with a horizontal
velocity of 12.7 m/s, does the rock land on the other side of the river? Show all work.

12. A person is walking to the back of a bus at 1.1 m/s as the bus moves forward at 12.2 m/s. What velocity
does this person appear to have to a person standing on the side of the road?

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