Course Profile Physics, Grade 11, University Preparation, Public

Unit 1: Forces and Motion

Time: 24 hours

Unit Description

In this unit the technological applications of motion and societal influences on transportation and safety issues are studied. The students develop an understanding of the relationship between forces and the acceleration of an object in linear motion through experimentation and analysis. The contributions of Galileo and Newton to the understanding of dynamics are considered. The end-of-unit task is a research-based investigation of the underlying principles involved in transportation and recreation, relying on the physics learned in the unit as well as leading into new fields of design and analysis. Students are also asked to brainstorm ideas for the final assessment task – perhaps a labour saving device relating to transportation or recreation.

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Task Focus
1.1 Review of Straight Line Motion	240 min	FMV.01, FM1.01, FM1.02, FM1.03, FM3.02, FM3.03	I, MC	Teacher directed lessons; student designed investigations; applications problem solving; use of probe-ware; introduction to graphical analysis of motion.
1.2 Graphical Analysis	210 min	FMV.02, FMV.03, FM1.01, FM1.02, FM1.03, FM2.03, FM3.03	I, MC	Students analyse a wide variety of data – anecdotal, given data sets, graphs, directly observed data.
1.3 Forces	270 min	FMV.01, FMV.02, FM1.04, FM1.05, FM1.07, FM1.08, FM2.01, FM2.02	I, C	Research on forces; teacher lesson; student-designed investigations on how forces affect motion.
1.4 Vectors Free-body Diagrams Newton’s Laws	240 min	FMV.01, FMV.02, FMV.03, FM1.06, FM1.08, FM2.03, FM2.04, FM3.02, FM3.03	K, MC	Students draw vector diagrams and solve problems; students apply free-body diagrams and Newton’s second law to solve practical problems.
1.5 Newton and Galileo	240 min	FMV.01, FMV.02, FMV.03, FM1.07, FM2.04, FM3.01	MC, C	Teacher assisted research on the Third Law and its historical and current applications in small groups; oral presentations.
1.6 End-of-unit Task	240 min	FMV.03, FM3.02, FM3.03	K, I, MC, C	Research and written/ oral reports on technology applications of forces and motion.

Unit Planning Notes

· Gather probe-ware, software and motion detecting hardware.

· Establish link between motion and transportation, recreation (political, economic, environment and safety).

· Prepare historical resources regarding Newton and Galileo.

Resources

University of Guelph Tutorial Collection - http://www.physics.uoguelph.ca/tutorials/
Many tutorials on physics.

Glenbrook South Physics Classroom - http://www.glenbrook.k12.il.us/gbssci/phys/Class/BBoard.html
Covers many topics, most with graphics.

The Multimedia Physics - http://www.glenbrook.k12.il.us/gbssci/phys/mmedia/index.html
The Multimedia Physics Studios consists of a collection of GIF animations and accompanying explanations

Ontario Science Centre, Science North, and other heritage sites and museums, which provide background on earlier transportation forms and recreation activities. The following website references all museums and heritage sites in Ontario by region
http://www.gov.on.ca/mczcr/english/culdiv/heritage/muinfo/htm

Misconceptions: the following websites provide background on common misconceptions
http://www.ced.appstate.edu/intercollege/3850/studwork/danoliv/
http://www.physics.uoguelph.ca/people/gfac/miscon97.htm

Software

Interactive Physics 2000

Science Works

Activity 1.1: Review of Straight Line Motion

Time: 240 minutes

Description

This activity allows students to review terminology and concepts of motion studied in Grade 10. To facilitate this, students design experiments involving motion, solve problems, generate and analyse graphs, and apply vector analysis. Students relate motion to transportation and leisure in order to begin preparation for the end-of-unit task.

Strands & Learning Expectations

Strand(s): Forces and Motion

Specific Expectations

FM1.01 - define and describe concepts and units related to force and motion

FM1.02 - describe and explain different kinds of motion, and apply quantitatively the relationships among displacement, velocity, and acceleration in specific contexts

FM1.03 - analyse uniform motion in the horizontal plane in a variety of situations, using vector diagrams

FM3.02 - evaluate the design of technological solutions to transportation needs and, using scientific principles, explain the way they function

FM3.03 - analyse and explain the relationship between an understanding of forces and motion and an understanding of political, economic, environmental, and safety issues in the development and use of transportation technologies and recreation and sports equipment.

Prior Knowledge & Skills

· Students draw on the knowledge and skills gained in the motion units in Grade 10 Science, Academic. This includes graphing, problem solving, and laboratory inquiry skills.

Planning Notes

· In order to accommodate the laboratory investigation, teachers may wish to have a range of motion measurement devices prepared, such as sonic probe-ware, software programs (e.g., Science Works, Smart Pulley), ticker timers, stopwatches, metre sticks and metric tape measures. The students may also request air tracks and smooth ramps.

· Teachers could also prepare some examples of the link between motion and transportation/sports (for the end-of-unit task) as well as introductory ideas on the useful device required in the final assessment tasks. Schedule time to use the Library/Resource Centre or other location where students can have access to computer/Internet.

Teaching/Learning Strategies

1.1.1 Student Activity: Students are introduced to the two relevant culminating activities. The final assessment task requires that the students construct a labour saving/useful device, based on the physics principles studied throughout the course, and to report on the device. The End-of-unit Task (Activity 1.6) requires that the students relate the principles of science to technological improvements in transportation. It also asks how a study of Forces and Motion allows for educated decisions to be made in the field of transportation and recreation.

Teacher Facilitation: Lead students in a brainstorming session so they begin to formulate ideas on the culminating activities. No decision has to be made yet, but throughout the unit and course ask the students to refer back and refine these ideas. If students are unsure, the teacher may ask questions relating to air bags, headrests, seat belts, and other restraining devices used in cars and at amusement parks. A consideration of the use of internal combustion engines to provide “motion” in society allows for political, economic, and environmental discussions.

1.1.2 Student Activity: Working in small groups students design a series of small laboratory investigations which will demonstrate the determination of the velocity of an object, its position, and its acceleration under two different conditions:

i. constant velocity in a straight line

ii. constant acceleration in a straight line

Teacher Facilitation: Students may need help remembering some of the concepts and investigations covered in Grade 10, however by experimenting with their own designs students are given an opportunity to “construct” their own learning. In this introductory activity, allow students to make mistakes without fear of penalty, provided safety issues are addressed at all times. As indicated in the planning notes, have a range of measuring devices on hand, such as motion probe-ware, ticker timers, stopwatches, and metric tape measures. Discuss the vector nature of position, displacement, velocity, and acceleration even at this introductory stage.

1.1.3 Student Activity: Students and teacher brainstorm the derivation, from a velocity-time graph for constant positive acceleration, of the mathematical equations for motion.

Teacher Facilitation: Involve the students as much as possible in the derivation. If necessary give them hints about areas and slopes to “tease” out the relationships.

1.1.4 Student Activity: Students use an accepted strategy, such as the “GRASP” strategy found in many textbooks (Given, Required, Analysis, Solution, Paraphrase), to solve problems involving the equations of motion, but not just restricted to the equations. Problems are designed to require an anecdotal, as well as mathematical, response and wherever possible relate to societal issues, particularly those encompassing transportation and recreation.

Teacher Facilitation: Although some “plug and play” examples are useful for gaining experience with the equations, try to develop more multi-part questions that require the student to “think” rather than just react to the equation. Some examples might include stopping distances while braking, the use of ‘picks’ in skating, icy roads in Canada and the use of salt and sand.

1.1.5 Student Activity: Using probe-ware or ticker-tapes students measure the velocity, position, and acceleration of an object undergoing motion at constant acceleration and generate the corresponding graphs. Through an analysis of the graphs they review the basic graphical properties, viz.:

· velocity may be determined from the slope of a position-time graph

· displacement may be determined from the area under a velocity-time graph

· acceleration may be determined from the slope of a velocity-time graph

Analysis includes consideration of significant figures in calculations.

Teacher Facilitation: There will be a more detailed analysis in Activity 1.2 so use simple single stage graphs here. Students may need some help to generate smooth parabolic shapes when drawing position-time graphs for accelerated motion. The “PZSC” technique may help:

Plot the Points; Zero slope means Zero velocity; Straight lines join points when velocity is conStant; now fill in the Curved parts for Constant acceleration.

Try to choose examples that involve the transportation and/or recreation theme.

1.1.6 Student Activity: Students brainstorm the distinction between average velocity and instantaneous velocity and practise using anecdotal and mathematical problems. (Note: this is a review of Grade 10). Students examine the vector nature of position, displacement, velocity, and acceleration through examples of displacement along the number line.

Teacher Facilitation: Emphasize that average velocity may be calculated by using the area under the velocity-time graph to determine the displacement, then dividing by the time interval. Discuss in terms of a trip to P.E.I. and back, for example. However, the instantaneous velocity is a description of the velocity at a point in time. Although tangents are used in Activity 1.2, some students will already have been introduced to their use in determining instantaneous velocity. If so, this is a good opportunity to discuss them. The vector nature of position, displacement, velocity, and acceleration should be established here.

1.1.7 Student Activity: Students discuss and summarize any further ideas they have developed regarding the relevance of the study of motion to the end-of-unit task and the final assessment tasks.

Teacher Facilitation: Allow for a free discussion but then require that the students write down a summary of the discussion.

1.1.8 Student Activity: An assessment of the Expectations and the Science Investigative Skills, through students’ problem-solving and graphical analysis skills, is completed with emphasis on Knowledge, Inquiry and Making Connections.

Teacher Facilitation: This assessment can be achieved either through observations of student work during Activity 1.1, or through a separate exercise given at the end, or both. A scenario could be provided involving a transportation theme in which a graph is to be drawn, a mathematical problem is to be solved, and an account of political, environmental, or economic relevance is to be provided.

Assessment & Evaluation of Student Achievement

Activity 1.1.8 includes a suggested assessment outline, involving a possible scenario in which a graph could be drawn, strategies used to solve problems, and an evaluation of political, environmental, or economic impact prepared. Rubrics (or checklists) could be provided for the graph and impact analysis to enable self- and/or peer-assessment. A short quiz could assess the Knowledge component.

Rubrics could be used to determine

· how well students understand that the equations of motion are one way of describing motion

· the students’ ability to use strategies such as “GRASP” to solve problems

· how well students’ design experiments

· students’ graphing abilities

Accommodations

· Encourage all students to participate in motion measurements. Examples could include skateboards, scooters, bicycles, and wheelchairs as long as safety precautions are followed, including School and Board Safety policies.

· Ask students who have either temporary or permanent physical exceptionalities to share their experiences on transportation systems.

Resources

Glenbrook South Physics Classroom
http://www.glenbrook.k12.il.us/gbssci/phys/mmedia/index.html#kinema (a collection of GIF animations and accompanying explanations of kinematics concepts)

Glenbrook South Physics Classroom
http://www.glenbrook.k12.il.us/gbssci/phys/Class/1DKin/1DKinTOC.html (an online physics classroom covering most high school concepts) http://www.glenbrook.k12.il.us/gbssci/phys/projects/q1/tparub.html
(rubric for physics investigation)

Activity 1.2: Graphical and Vector Analysis

Time: 210 minutes

Description

Students analyse motion using graphing techniques including the measurement of the slopes of secants and tangents. Students use vector diagrams to analyse uniform motion in the horizontal plane in a variety of situations, using transportation and/or recreation themes where feasible.

Strands & Learning Expectations

Strand(s): Forces and Motion

Specific Expectations

FM1.01 - define and describe concepts and units related to force and motion;

FM1.02 - describe and explain different kinds of motion, and apply quantitatively the relationships among displacement, velocity, and acceleration in specific contexts;

FM1.03 - analyse uniform motion in the horizontal plane in a variety of situations, using vector diagrams;

FM2.03 - interpret patterns and trends in data by means of graphs drawn by hand or by computer, and infer or calculate linear and non-linear relationships among variables;

Prior Knowledge & Skills

· Students draw on the knowledge and skills gained in the Grade 10 Science, Academic, Motion Unit, including graphing and the addition of vectors.

Planning Notes

· Prepare data sets and graphs for use by the students.

· Have probe-ware available for students to generate their own graph and data sets.

· Use the students’ own background and experiences to obtain meaningful examples of types of motion that can be analysed.

· Students will require a “math set” (containing a ruler, protractor and possibly a compass for challenging problems) to aid them in drawing scale diagrams.

· It would be useful to discuss, with the mathematics department, the readiness of students to use trigonometry to solve vector diagrams (including the use of the cosine and sine laws).

Teaching/Learning Strategies

1.2.1 Student Activity: Given sets of data (or by generating their own data through probe-ware) students describe, anecdotally, the motion as it would be observed, and then translate the data into graphs, e.g., given data describing position over time, calculate the corresponding velocity then draw both position- and velocity-time graphs. Given graphs representing motion, students describe the motion anecdotally then sketch alternative graphs, e.g., from a velocity-time graph describe the motion as it would be observed, then sketch the corresponding position- and acceleration-time graphs without resorting to taking measurements from the graph.

Teacher Facilitation: This activity is designed to give the students a “feel” for alternative means of recording observed motion: anecdotal, data sets, graphs (and also equations as studied in Activity 1.1). Save the measurement of tangents etc. until the next activity. Use the transportation and recreation theme when supplying data sets so that students understand why they are learning this material.(e.g., the position of a downhill skier versus time).

1.2.2 Student Activity: Given (or by generating their own) a variety of position- and velocity-time graphs, students calculate the position, velocity, and/or acceleration using areas and slopes. Instantaneous velocity and acceleration may be determined from the slope of the tangent, while average velocity and acceleration may be determined from the slope of the secant. Each analysis is accompanied by an anecdotal description of the motion.

Teacher Facilitation: Include examples involving negative slopes and negative areas. Refer to the “PZSC” technique for drawing curved graphs described in Activity 1.1. Once again try to link to the end-of-unit task by using transportation and recreation themes.

1.2.3 Student Activity: Students use vector addition to determine the resulting motion of objects having two separate component motions, first in 1-dimension, then in 2-dimensions, and solve problems involving the resulting time of travel and displacement, e.g., a ferry crossing from Vancouver Island to the mainland under the action of both its own thrust and an ocean current. [Note that emphasis in Grade 11 is on 1-dimensional analysis. The more sophisticated 2-D examples should be saved for Grade 12.]

Teacher Facilitation: This is a good opportunity to use transportation and recreation themes, e.g., air travel, canoeing, and archery. A mixture of scale diagrams and trigonometry will give students a range of tools with which to approach problems.

1.2.4 Student Activity: An assessment of the Expectations through students’ graphical and vector analysis skills is completed, with an emphasis on Knowledge, Inquiry, and Making Connections.

Teacher Facilitation: This assessment can be achieved either through the accumulation of a portfolio of students’ graphs and vector analyses completed during Activity 1.2, or through a separate assignment given at the end, or both. A scenario might involve being given a velocity graph of an air flight, with the requirement to calculate average and instantaneous acceleration, and position, and to anecdotally describe the flight. In addition, students may be asked to comment on the economic and environmental significance of the flight (especially if it is a short one).

Assessment & Evaluation of Student Achievement

Activity 1.2.4 includes an assessment outline including a possible scenario in which students’ graphing and vector analysing skills, as well as STSE awareness, can be assessed. Checklists could be used for self- and peer-assessment of graphs and vector analysis, and a rubric could be used to assess the students’ statements of economic and environmental impact.

Accommodations

· Use the students’ own background and experiences to obtain meaningful examples of types of motion that can be analysed.

· Some sensitivity is required when considering recreational themes with physically challenged students and those who may not have access to recreational sites.

· Allow sufficient time for the completion of vector diagrams.

· Anecdotal reports may be replaced by dramatizations.

Resources

University of Guelph tutorial - http://www.physics.uoguelph.ca/tutorials/vectors/vectors.html
University of Guelph tutorial in which the use of vectors in Physics is developed and demonstrated

Glenbrook South Multimedia Physics Studios
http://www.glenbrook.k12.il.us/gbssci/phys/mmedia/index.html#kinema
More GIF animations demonstrating physics concepts

Glenbrook South Multimedia Physics Studios
http://www.glenbrook.k12.il.us/gbssci/phys/mmedia/index.html#vectors
More GIF animations demonstrating physics concepts

Activity 1.3: Forces

Time: 270 minutes

Description

In this third activity students research the fundamental forces of nature in order to hypothesize which of these forces affect an object in motion. They go on to design and conduct an experiment to determine the factors that affect an object sliding along a surface. Students then state an hypothesis and design an experiment to determine which factors affect the acceleration of an object, leading up to Newton’s Second Law.

Strands & Learning Expectations

Strand(s): Forces and Motion

Specific Expectations

FM1.04 - identify and describe the fundamental forces of nature;

FM1.05 - analyse and describe the gravitational force acting on an object near, and at a distance from, the surface of the Earth;

FM1.07 - state Newton’s laws, and apply them to explain the motion of objects in a variety of contexts;

FM1.08 - analyse in quantitative terms, using Newton’s laws, the relationships among the net force acting on an object, its mass, and its acceleration;

FM2.01 - design and carry out an experiment to identify specific variables that affect motion;

FM2.02 - carry out experiments to verify Newton’s second law of motion.

Prior Knowledge & Skills

· Students draw on the knowledge and skills gained in the motion units in Grade 10 Science, Academic. This includes problem solving, laboratory inquiry skills, finding slope of a graph, proportionality and the determination of acceleration.

Planning Notes

· Access to the Internet and the learning resource centre of the school will help students in part 1.3.1 of this activity.

· In order to accommodate the laboratory investigations, teachers may wish to have a range of motion measurement devices prepared, such as sonic probe-ware, software programs ticker timers, stopwatches, metre sticks and metric tape measures. The students may also request air tracks and smooth ramps.

· Teachers could also prepare some examples of the link between force and transportation/sports (for the end-of-unit task) as well as introductory ideas on the useful device required in the final assessment task.

Teaching/Learning Strategies

1.3.1 Student Activity: Using the Internet, their text, or other resources students identify the four fundamental forces of nature (strong interaction, electromagnetic force, weak force, and gravitational force).

Teacher Facilitation: This activity is designed to give the students a small taste of “research”. Book time on resource centre computers for the Internet research. Explain how search engines work. Outline school/board policies with respect to the use of computers and the Internet.

1.3.2 Student Activity: Students analyse the dependence of the force, acting between two magnets, on distance. Students draw an analogy between magnetism and gravity to validate the predictions of Newton regarding gravitational force acting on an object near, and at a distance from, the Earth’s surface. Students examine the proportionalities:

Students solve sample questions involving Newton’s Law of Universal Gravitation.

Teacher Facilitation: Students may need help remembering what proportionality is. You will need to introduce the symbol “µ”. Work through sample questions using the “GRASP” method. Provide simple Newton scales to establish F_g µ m.

Instead of direct substitution in the equation for universal gravitation, encourage students to use “the mass factor,” and the “distance factor,” and their common sense to decide if it should be bigger or smaller.

1.3.3 Student Activity: Students and teacher brainstorm which factors might affect an object in motion (friction, heat, mass, pushing, pulling, etc.) A discussion of the role of “normal” force is included.

Teacher Facilitation: Allow any idea, not just the “right” answers. Some impractical ideas may generate very interesting discussions (refer to reference to misconceptions in the resources section at the beginning of this unit).

1.3.4 Student Activity: Students pick one factor and design and carry out a simple experiment to determine if that factor does indeed affect the motion. Students compare their results with each other.

Teacher Facilitation: Help, but do not direct, students with the design of the experiments. Encourage students to keep experimental design simple. Join students in a discussion of the results.

1.3.5 Student Activity: Students and teacher brainstorm which factors might affect the acceleration of an object (friction, heat, mass, pushing, pulling, etc.) leading to the design of an experiment to determine the relationship among F, m and a.

Teacher Facilitation: With some guidance students should understand that acceleration would increase with more force and less mass – but to what extent?

1.3.6 Student Activity: Students design and carry out an experiment to determine how force and mass affect acceleration, that is, proportionality statements:

Students solve linear F = ma problems.

Teacher Facilitation: Be sure that the students design an experiment that is quantitative in nature. Help the students combine the resulting proportionality statements into F = ma. Articulate how one proceeds from a proportionality statement to an equation, with k=1 being a condition for the unit, newton. Prepare sample questions for students to work through.

1.3.7 Student Activity: Students discuss and summarize any further ideas they have developed regarding forces and the relevance of forces to the end-of-unit task and the final assessment task.

Teacher Facilitation: Allow for a free discussion but then require that the students write down a summary of the discussion.

1.3.8 Student Activity: Assessment of experimental design, observed laboratory skills and an oral laboratory report.

Teacher Facilitation: Prepare a rubric and/or checklist for assessment of experimental design, observed laboratory skills and oral laboratory report

Assessment & Evaluation of Student Achievement

Provide rubrics (or checklists) for the experiment design and performance to enable self- and/or peer-assessment (see Resources). In particular determine how well the students have understood the direct relationship between acceleration and force, and the inverse relationship between acceleration and mass, and how well their investigation was able to show these relationships.

Accommodations

· Partner students for laboratory investigations to allow for sharing ideas and assisting in completion of activities.

· Allow extra time to complete investigations

Resources

University of Tennessee - http://www.onlineastronomy.com/astr162/lect/cosmology/forces.html
Astronomy lecture series.

Astronomy 161 The Solar System
http://www.onlineastronomy.com/astr161/lect/history/newtongrav.html
The Universal Law of Gravitation.

Glenbrook South Physics Classroom

http://www.glenbrook.k12.il.us/gbssci/phys/Class/circles/u6l3c.html
Discusses Universal Gravitation; includes graphics.

http://www.glenbrook.k12.il.us/gbssci/phys/projects/q1/tparub.html
Rubric for physics investigation.

Activity 1.4: Vectors, Free-body Diagrams, and Newton’s Laws

Time: 240 minutes

Description

In this fourth activity, students draw scale diagrams to show the addition of applied forces and to find F_net. Using the Pythagorean theorem and F = ma students solve problems involving F_net. Note that emphasis in Grade 11 is on 1-dimensional analysis. More sophisticated 2-D examples should be saved for Grade 12. Finally, students, link ideas developed in this activity to transportation and recreation leading to the end-of-unit task and final assessment task.

Strand(s) & Learning Expectations

Strand(s): Forces and Motion

Specific Expectations

FM1.06 - analyse and describe the forces acting on an object, using free-body diagrams, and determine the acceleration of the object;

FM1.08 - analyse in quantitative terms, using Newton’s Laws, the relationships among the net force acting on an object, its mass, and its acceleration;

FM2.03 - interpret patterns and trends in data by means of graphs drawn by hand or by computer, and infer or calculate linear and non-linear relationships among variables;

FM2.04 - analyse the motion of objects, using vector diagrams, free-body diagrams, uniform acceleration equations, and Newton’s Laws of motion;

FM3.02 - evaluate the design of technological solutions to transportation needs and, using scientific principles, explain the way they function;

FM3.03 - analyse and explain the relationship between an understanding of forces in motion and an understanding of political, economic, environmental, and safety issues in the development and use of transportation technologies, and recreation and sports equipment.

Prior Knowledge & Skills

· Students draw on the knowledge and skills gained in the motion units in Grade 10 Science, Academic. This includes problem solving, finding slope of a graph, proportionality statements and the determination of acceleration.

Planning Notes

· Students will require a “math set” (containing a ruler, protractor and possibly a compass for challenging problems) to aid them in drawing scale diagrams.

· Teachers may wish to have a range of software to aid with diagram demonstrations.

· Teachers also prepare some examples of the links between forces, vectors, free-body diagrams, Newton’s laws and transportation/sports (for the end-of-unit task) as well as introductory ideas on the useful device required in the final assessment task.

· Discuss the use of trigonometry with the mathematics department.

Teaching/Learning Strategies

1.4.1 Student Activity: Using a “math set” students draw scale vector addition diagrams of applied forces to determine the net force in both magnitude and direction, beginning with 1-dimensional examples, then extending to 2 dimensions. Note that emphasis in Grade 11 is on 1-dimensional analysis. More sophisticated 2-D examples should be saved for Grade 12. Students link the concept of vector forces to transportation and recreation,(e.g., a skier on a hill).

Teacher Facilitation: This activity is designed to be hands-on. Students must be encouraged to bring proper equipment to class. Sample problems could be done on the overhead, rather than blackboard, in order to model proper use of actual equipment. Emphasize that direction is an important component of vector addition. Guide students in a brainstorming session on links between vector forces, and transportation and recreation (e.g., navigation, skiing, rocketry, etc.). Emphasize the importance of free-body diagrams for clarity in understanding concepts.

1.4.2 Student Activity – Extension: Students solve vector addition diagrams of applied forces using the Pythagorean formula.

Teacher Facilitation: These problems could be the same as some used in activity 1.4.1 to show why a mathematical treatment is preferred. Students may need remediation with c² = a² + b² and its application. Work through sample questions using the “GRASP” method. Use trigonometric solutions if feasible. Use free-body diagrams.

1.4.3 Student Activity: Students use F = ma to solve a variety of real life problems (including both 1-dimensional and, as an optional extension, 2-dimensional situations) that lend themselves to the end-of-unit task. Free-body diagrams are drawn for each example. Students also design a set of sample F = ma problems with solutions using the GRASP method.

Teacher Facilitation: Problems could include forces on automobiles, boats, skiers, rockets, canoes, etc. Students may need help solving linear equations. Discuss with students the minimum information required for sample questions. (e.g., two of F, m or a). Emphasize the concept of a free-body diagram, and use it to assist in problem-solving.

1.4.4 Student Activity: Students discuss and summarize any further ideas they have developed regarding vectors, free-body diagrams and Newton’s Laws (in both 1 dimension and, as an optional extension, 2 dimensions) and their relevance to the end-of-unit task and the final assessment task.

Teacher Facilitation: Allow for a free discussion but then require that the students write down a summary of the discussion.

1.4.5 Student Activity: Written quiz/test

Teacher Facilitation: Question types must be of the same style as used in the activities. That is, this should be an authentic evaluation of the students’ abilities with at least one student designed question with solution. An incentive could be built in for students’ questions designed with a transportation or recreation theme.

Assessment & Evaluation of Student Achievement

A quiz or test can be given to determine if students know the concepts and can connect the concepts to the real world. (See activity 1.4.5) The quiz should include elements which:

· determine the students’ ability to draw free-body diagrams

· use these free-body diagrams to perform vector addition of both 1-D and 2-D forces

· use either (or both) scale diagrams or Pythagorean/trigonometry calculations

· use application of F=ma to determine the acceleration and explain the motion anecdotally

· relate the analysis of vectors, free-body diagrams and Newton’s Laws to transportation and recreation.

Accommodations

· Allow ample time to complete diagrams

· Encourage students to use a pencil and an eraser for easy corrections

Resources

Ghozx.com - http://24.226.123.161/ghozx/SNC2D0/ip2000/ipindex.htm
The Interactive Physics 2000 page includes a vector addition module that is included in this general site maintained by David Miller, a teacher in Niagara Falls.

University of Kentucky - http://www.pa.uky.edu/~phy211/VecArith/
Interactive java applet for vector manipulation.

The Physics Classroom - http://www.glenbrook.k12.il.us/gbssci/phys/Class/vectors/vectoc.html
Lesson 1: Vectors - Fundamentals and Operations

The Physics Classroom - http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/u2l3a.html
Lesson 3: Newton's Second Law of Motion

Activity 1.5: Applications of Newton’s Third Law

Time: 240 minutes

Description

This activity allows students to review forces and motion, particularly Newton’s Third Law of motion. By researching the contributions of scientists to the study of forces that cause motion students gain an appreciation for the scientific process and the individuals who helped us define our universe.

Strand(s) & Learning Expectations

Strand(s): Forces and Motion

Specific Expectations

FM1.07 - state Newton’s laws, and apply them to explain the motion of objects in variety of contexts;

FM 2.04 - analyse the motion of objects, using vector diagrams, free-body diagrams, uniform acceleration equations, and Newton’s laws of motion;

FM 3.01 - explain how the contributions of Galileo and Newton revolutionized the scientific thinking of their time and provided the foundation for understanding the relationship between motion and force.

Prior Knowledge & Skills

· Grade 10 Mathematics, Academic.

· Students who complete a computer technology course or courses that have extensive computer integration will find the skills they learned beneficial.

Planning Notes

· Teachers may wish to have one or more items to promote discussion and brainstorming sessions. These may include presentation software, print media, videos, etc. For discussion in small groups sheets of chart paper should be available.

· Schedule time in advance for the students to use the Library/Resource Centre where the students have access to computers/Internet.

Teaching/Learning Strategies

1.5.1 Student Activity: Students work in small groups designing activities that demonstrate action-reaction forces (Newton’s Third Law). Students make a written/oral report on how each activity demonstrates the phenomenon.

Teacher Facilitation: Demonstrate, qualitatively, one example of the phenomenon. Supply materials requested by the individual groups for use in their activities with due consideration for safety. Encourage the students to quantitatively analyse the forces acting on two objects as they interact (equal and opposite). Moderate student involvement in the activity, and their analysis and reporting. This leads to the discussion of the scientists involved with the forces and laws that govern forces and motion.

1.5.2 Student Activity: Students work in pairs to research the historical contribution of Galileo and Newton to the study of forces and motion with respect to the application of these contributions to transportation and recreation.

Teacher Facilitation: This activity can use a Library/Resource Centre research period with access to the Internet. A brief lesson on successful Internet research and navigation should be given. Discuss the procedure for the development and submission of a research paper. Students should be urged to emphasize the scientists’ contribution to the theories on force and motion and how these theories change how we view our world and the universe. If desired, misconceptions could be considered here in an historical context, (e.g., the Aristotle’s concept that a force is required to maintain constant velocity; Galileo’s experiment in dropping cannon balls from the Leaning Tower of Pisa to dispel the concept that heavier objects fall faster.)

1.5.3 Student Activity: An assessment of student achievement through research, presentation and reporting skills with an emphasis on Inquiry, Communication and Knowledge.

Teacher Facilitation: A checklist could be used for assessing Science Investigative Skills while a rubric would assist in assessing presentation/reporting skills. A quiz could be used to assess the students’ understanding of Newton’s Third Law.

Assessment & Evaluation of Student Achievement

Both a written (or oral) quiz, and a checklist (or rubric) to assess the experimental component, could be used to assess the students’ understanding of Newton’s Third law, with particular attention paid to the concept that the “action” and “reaction” forces act on different objects. For example students could be asked to explain the fallacy “If a horse pulls a cart, and Newton’s Third Law requires that the cart pulls back with an equal force, how can anything ever move?” The historical research and presentation assignment lends itself to standard research and presentation rubrics.

Task	Tools	Assessment	Learning Skills
Research process	Self-assessment Checklist	Inquiry, Communication, Making Connections	Work habits
Oral/Written presentation	Rubric	Communication, Making Connections	Organization
Note making and summary of issues	Rubric	Knowledge, Communication, Making Connections	Works Independently

Accommodations

· Encourage students to research the contribution of other scientists (including non-western) who also contributed to the physics of forces and motion.

· Monitor research logs daily to help students stay on task.

Resources

The Physics Classroom - http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/u2l4a.html
Lesson 4: Newton’s Third Law of Motion

The Physics Classroom - http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/u2l4b.html
http://www.glenbrook.k12.il.us/gbssci/phys/Class/newtlaws/u2l4b.html

Lesson 4: Newton’s Third Law of Motion: Identifying Action and Reaction Force Pairs

Activity 1.6: End-of-unit Task

Time: 240 minutes

Description

In this activity students will evaluate and describe technological advances related to motion, and identify the effects of societal influences on transportation and safety issues. Students also relate the physics studied in this unit to the labour saving device required in the final assessment task. This end-of-unit task is designed to encourage students to use the information and skills they have learned in the unit as well as lead them into new areas of design and issue analysis.

Strand(s) & Learning Expectations

Strand(s): Forces and Motion

Specific Expectations

FM3.02 - evaluate the design of technological solutions to transportation needs and, using scientific principles, explain the way they function;

Planning Notes

· Schedule time to use the Library/Resource Centre and access to computers/Internet.

Prior Knowledge & Skills

· Students who have completed a computer technology course or courses that have extensive computer integration will find the skills they learned beneficial.

Teaching/Learning Strategies

1.6.1 Student Activity: Students work in pairs to research the scientific principles underlying the design of technological improvements in transportation. Students are free to choose any mode or aspect of transportation and deliver a report. Students are encouraged to relate the design back to what they learned about Galileo’s and Newton’s contributions to the study of forces and motion

Teacher Facilitation: Begin with a description or example of technological design and how this improved transportation. Promote discussion on transportation, its history and important moments etc., to help students brainstorm topics. Methodology of Internet search and library searches will help students locate information. Encourage creativity in student choices, such as automobile tire design, ABS braking, Concorde jet design, magnetic levitation trains.

1.6.2 Student Activity: Each pair of students submits a written report explaining how an understanding of forces and motion enables more educated political, economic, environmental, and safety decisions to be made in the transportation and recreation industries. Students should keep their focus on how force and motions affect these areas.

Teacher Facilitation: Provide the necessary tools and information for a successful Internet and library search. Lead the class in discussion to help students understand the perspective they should take in their research and a variety of topics or direction the students could follow (such as the development of safe ski equipment, automobile restraint devices and their compulsory use).

1.6.3 Student Activity: Students work in groups to relate the physics considered within this unit to the labour saving device require in the final assessment.

Teacher Facilitation: Lead the class in a discussion on how this could be linked to the final assessment task. Assist students with information gathering and building on their chosen topic. Devices to be considered may include garden tillers, lawnmowers, can openers, snow blowers.

Assessment & Evaluation of Student Achievement

Rubrics could be used to identify:

· how well the students identified an improvement in transportation technology

· how well they related the improvement to the contributions of Galileo and Newton

· how well the students articulated a connection between forces and motion and at least one (or more) political, economic, environmental, and safety decision (e.g., compulsory safety belts)

Task	Tools	Assessment	Learning Skills
Research process	Self-assessment Checklist	Inquiry, Communication, Making Connections	Working habits
Oral/Written presentation	Rubric	Communication, Making Connections, Inquiry	Organization

Accommodations

· Encourage students to research other scientists (including scientists from outside North America and Europe) who also contributed to the discovery and documentation of forces and motion.

· Encourage students to look for ways in which forces and motion touch their everyday lives

· Monitor research logs daily to assist students to stay on task.

Resources

Ministry of Transportation site - http://www.mto.gov.on.ca/english/
Links to road safety, publications, engineering and technology etc.

Ministry of the Environment site - http://www.ene.gov.on.ca/
Links to Ontario Drive Clean, air quality, smog alerts, etc.

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