Course Profile Physics (SPH4U), Grade 12, University Preparation, Catholic

Unit 2: Energy and Momentum

Time: 22 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Description

Students learn the concepts of work, energy, and momentum, and the laws of energy and momentum for objects moving in two dimensions. They investigate these laws experimentally for both elastic and inelastic collisions, and then solve problems involving these laws using vectors, graphs, and free body diagrams. Students study Hooke’s law and analyse it in quantitative terms. They also analyse planetary and satellite motion in terms of energy and energy transformations. As a conclusion, students investigate the economic and social costs and benefits of various types of protective equipment and safety devices used in the world around them.

Unit Synopsis Chart

Since each activity includes a cluster of expectations, various Achievement Chart categories may be assessed; however, one or more areas tend to have a greater emphasis. These categories have been indicated in bold type to clarify to the teacher which category should be weighted more heavily.

Activity	Time	Learning Expectations	Assessment Categories	Tasks
1. Energy Concepts 1.1 Diagnostic Concept Map 1.2 Problems and Qualitative Simulation Analysis 1.3 Hooke’s Law Experiment	5 hours	EMV.01, EM1.01, EM1.03, EM1.05, EM1.08, EM2.02 SIS.04, .06, .07, .08, .09, .10, .11 CGE 2d, 3c, 4f, 5ae	Knowledge Inquiry Making Connections	- Brainstorming - Concept mapping - Present simulations - Problem solving - Analysis of problems
2. Energy Transformations 2.1 Energy Transformation and Conservation 2.2 Work-Energy Theorem 2.3 Analysis of Video Clips	4 hours	EMV.01, EM1.01, EM1.03, EM1.05 SIS.05, .06, .07, .08, .09, .11, .12 CGE 2c, 3c, 4f, 5ae	Knowledge Inquiry Communication Making Connections	- Analysis of issue - Class discussion - Problem solving - Teacher-directed lesson - View video clips - Analysis of video clip
3. Conservation of Momentum and Energy 3.1 Momentum and Impulse 3.2 Conservation of Momentum in One Dimension 3.3 Conservation of Momentum in Two Dimensions 3.4 An Investigation of Momentum and Energy Conservation	4 hours	EMV.01, EMV.02, EM1.01, EM1.02, EM1.03, EM1.04, EM1.05, EM2.01, EM2.02 SIS.01, .02, .03, .05, .06, .07, .08, .09, .10, .11 CGE 2c, 3c, 4f, 5ae	Knowledge Inquiry Communication	- Teacher-directed lesson - Mathematical problem solving - Computer simulations - Student designed experiments

Activity	Time	Learning Expectations	Assessment Categories	Tasks
4. Energy and Satellite Motion	3 hours	EMV.01, EM1.03, EM1.06, EM1.07 SIS .04, .06, .07 CGE 2c, 4f	Knowledge Inquiry	- Teacher-directed lesson - Student problem solving - Computer simulation of satellite motion
5. Energy and Protective Equipment and Devices in Automobile Safety	6 hours	EMV.03, EM1.03, EM1.05, EM3.01, EM3.02 SIS. 03, .04, .10, .12 CGE 2de, 3bcef, 4f, 5ade, 7hj	Knowledge Inquiry Communication Making Connections	- Criteria development - Brainstorming - Investigation of issues - Independent study - Tracking sheet - Presentations

Activity 1: Energy Concepts

Time: 5 hours

Description

Students review kinetic, gravitational potential, and thermal energy, and are introduced to spring energy. Students require a detailed understanding of these energy concepts as a basis for conservation of energy and momentum. Students brainstorm using various resources to review energy concepts and create a detailed concept map to include all information. The concept maps are used as a diagnostic assessment of their understanding. Based on this task the teacher can introduce or reinforce concepts as necessary. The energy concepts are further reinforced by completing problems and data analysis. A qualitative analysis of energy and its transformations can be provided from Internet simulations, freeze frame photography, or direct experimentation. Hooke’s Law and the conservation of energy are introduced, and students design a laboratory investigation to experimentally verify Hooke’s Law.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2d - writes and speaks fluently in one or both of Canada’s official languages;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities, and contributions of self and others.

Strand(s): Energy and Momentum

Overall Expectations

EMV.01 - demonstrate an understanding of the concepts of work, energy, momentum, and the laws of conservation of energy and of momentum for objects moving in two dimensions, and explain them in qualitative and quantitative terms.

Specific Expectations

EM1.01 - define and describe the concepts and units related to momentum and energy;

EM1.03 - analyse situations involving the concepts of mechanical energy, thermal energy and its transfer (heat) and the laws of conservation of momentum and of energy;

EM1.05 - analyse and explain common situations involving work and energy, using the work - energy theorem;

EM1.08 - state Hooke’s Law and analyse it in quantitative terms;

EM2.02 - design and conduct and experiment to verify the conservation of energy in a system involving kinetic energy, thermal energy and its transfer (heat), and gravitational and elastic potential energy.

Scientific Investigation Skills

SIS.04 - locate, select, analyse, and integrate information on topics under study, working independently and as a part of a team, and using appropriate library and electronic research tools, including Internet sites;

SIS.06 - use appropriate scientific models (theories, laws, explanatory devices) to explain and predict the behaviour of natural phenomena;

SIS.07 - analyse and synthesize information for the purpose of identifying problems for inquiry, and solve the problems using a variety of problem-solving skills;

SIS.08 - select and use appropriate S.I. units, and apply unit analysis techniques when solving problems;

SIS.09 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results;

SIS.10 - communicate the procedures and results of investigations and research for specific purposes using data tables, laboratory reports, and research papers, and account for discrepancies between theoretical and experimental values with reference to experimental uncertainty;

SIS.11 - express the result of any calculation involving experimental data to the appropriate number of decimal places or significant figures.

Prior Knowledge & Skills

Grade 11 University Physics: Energy, Work and Power – concepts of gravitational potential energy, kinetic energy, thermal energy, skills of qualitative and quantitative analysis

Planning Notes

· The teacher may begin this activity with an invitation to students to raise their thoughts to the concept of God as the source of all energy, both material and spiritual. Students are encouraged to identify and paraphrase the message of one of the psalms that recognizes God in the grandeur and power of natural phenomena.

· All expectations for this unit are met by the activities in the profile. However, to complete these activities in an appropriate time requires adherence to the timelines outlined in this profile.

· Students are provided with various resources (Internet access, textbooks, periodicals) that include information regarding kinetic, potential, gravitational potential, thermal energy, and Hooke’s Law.

· Students are provided with chart paper, markers, etc., to produce energy concept maps.

· Students should be aware of the roles required in small group learning (leader, recorder, facilitator, etc.).

· The teacher should create an example of a concept map to show the requirements (concept maps should include definitions, examples, equations, units required, and detailed descriptions of the connections between concepts).

· Students are provided with a peer assessment rubric for participation.

· The teacher should develop a checklist for the information to be included on the concept map in order to identify areas of weakness that need to be addressed in Activity 1.2.

· Students are provided with numerical questions to complete.

· Students are provided with data to analyse (applets, video, photographs, experimental data).

· The teacher may post the concept maps in the classroom as a source of reference throughout the unit.

Teaching/Learning Strategies

Activity 1.1: Diagnostic Concept Map

The teacher:

· provides all students access to resource materials for the preparation of the concept map;

· provides material for concept maps;

· reviews the requirements for a detailed concept map by providing an example;

· places the students in groups of varying strengths;

· ensures that all members of the group participate through a peer assessment and the teacher’s anecdotal comments;

· assesses the concept maps and provides anecdotal feedback on areas of strength and weakness;

· posts concept maps in the classroom to reinforce information and may be added to as students acquire further information.

Students:

· use the information to create a detailed concept map exploring the concepts of kinetic, potential, gravitational potential, thermal, and spring energy, and Hooke’s Law;

· ensure that all group members participate during the activity;

· complete the peer assessment.

Activity 1.2: Reinforcing Energy Concepts using Problems and Qualitative Simulation Analysis

The teacher:

· assesses the concept maps to determine the areas that require reinforcement using the checklist;

· provides a teacher-directed lesson to reinforce areas of weakness;

· provides questions (quantitative and qualitative) to reinforce concepts;

· introduces and discusses video clips/applets to provide an introduction to data analysis that occurs in Activity 2;

· reviews the equations for kinetic, potential, gravitational potential, and thermal energy as presented in SPH3U;

· reviews the concept of the conservation of energy;

· may have students design and perform a simple activity involving conservation of energy;

· provides solutions to the problems assigned.

Students:

· improve concept maps based on the teacher’s feedback;

· complete and correct the assigned questions;

· follow and participate in a discussion of the video clips/applets;

· complete the activity involving conservation of energy.

Activity 1.3: Design an experiment about Hooke’s Law

The teacher:

· reinforces the concept of spring energy and Hooke’s Law;

· provides access to resources (Internet, textbooks, periodicals) with information regarding Hooke’s Law;

· provides an example of an experiment that illustrates Hooke’s Law;

· provides a detailed rubric or marking scheme for the evaluation of this experiment;

· checks students’ laboratory procedures for safety before allowing students to carry out the procedure.

Students:

· review spring energy and Hooke’s Law information;

· use the resources provided to develop a laboratory procedure, including safety precautions, that tests Hooke’s Law and develops the Hooke’s Law equation effectively from the data collected;

· test their procedure to ensure that the investigation obeys Hooke’s Law;

· submit a detailed procedure, work cited and sample data for evaluation.

Assessment & Evaluation of Student Achievement

· Concept maps are diagnostic assessments for the teacher used to demonstrate areas that require reinforcement. A checklist (Appendix A) may be used to assess student performance in this task (EMV.01, EM1.01, EM1.08, SIS.04).

· Students can be assessed for knowledge and understanding and problem-solving skills by a paper-and-pencil quiz based on the questions assigned (EMV.01, EM1.01, EM1.05, EM1.08, SIS.06, .07, .08).

· Hooke’s Law laboratory design can be assessed by a detailed rubric emphasizing the procedure developed, the sample data and the work cited (EMV.01, EM1.01, EM1.03, EM1.05, EM1.08, SIS.04, .06, .07, .08, .09, .10, .11).

Resources

Giancoli, D.C. Physics: Principles with Applications, 2nd edition. Toronto: Prentice-Hall, 1985.
ISBN 0-13-672627-5

Hirsch, Alan J. Physics for a Modern World. Toronto: John Wiley and Sons, 1986. ISBN 0-471-79747-2

Hobson, Art. Physics: Concepts and Connections, Second Edition. New Jersey: Prentice Hall, 1999. ISBN 0-13-095381-4

Kane, J.W. and M.M. Sternheim. Physics, 3rd edition. Toronto: John Wiley and Sons, 1988.
ISBN 0-471-85221-X

Martindale, D.G. et al. Fundamentals of Physics: An Introductory Course. Toronto: D.C. Heath, 1987. ISBN 0-669-95113-7

Martindale, D.G. et al. Fundamentals of Physics: A Senior Course. Toronto: D.C. Heath, 1986.
ISBN 0-669-95047-5

New American Catholic Bible. Wichita, Kansas: Catholic Bible Publishers, 1992.

Serway, Raymond, A. and Jerry S. Faughn. College Physics. Fort Worth: Saunders College Publishing, 1995. ISBN 0-03-003562-7

Serway, Raymond, A. Physics for Scientists and Engineers with Modern Physics, 4th Edition. Philadelphia: Sauders College Publishing, 1996. ISBN 0-03-015654-8

Spencer, P.T., K.G. McNeill, and J.H. MacLachlan. Matter and Energy: The Foundation of Modern Physics, 3rd edition. Toronto: Irwin Publishing, 1987. ISBN 0-7725-1558-1

Sternheim, Morton, M. and Joseph W. Kane. General Physics. New York: John Wiley and Sons, 1986. ISBN 0-471-92915-3

Wolfe, T.J.E., E. Brown, D. Parker, and F. Mustoe. Physics Today 1. Scarborough: Prentice-Hall Canada Inc., 1989. ISBN 0-13-669391-1

Zitzewitz, P. et al. Merrill Physics: Principles and Problems. New York: Glencoe/McGraw-Hill, 1995. ISBN 0-02-826721-4

Websites

Amercian Association of Physics Teachers – www.aapt.org

American Institute of Physics – www.aip.org/

Batesville High School (physics) – www.batesville.k12.in.us/physics

BBC Scotland Education Physics Review – www.bbc.co.uk/scotland/revision/physics/energy/

Ben Wiens Energy Science – www.benwiens.com

Contemporary College Physics Simulation library – http://webphysics.ph.msstate.edu/jc/library/

Glenbrook High School (physics) – www.glenbrook.k12.il.us/

How things work – www.howthingswork.virginia.edu

Hypertextbook(physics) – http://hypertextbook.com/physics/

Mind Net’s Zona Land More Science than Math – http://id.mind.net/~zona/

Physics Classroom (Multimedia Physics Studio) – www.physicsclassroom.com/

Physics Central (Ask Lou Bloomfield) – www.physicscentral.com/

Physics Web (free downloads test question,simulations, labs) – www.physicsweb.com

Scientific American Ask the expert – http://www/sciam.com/askexpert/physics/index.html

Science Joy Wagon (conservation of energy lessons) – www.sciencejoywagon.com/physicszone/

Students’ Alternate Conceptions – http://phys.udallas.edu/C3P/altconcp.html

The Physics of Everyday Stuff – www.bsharp.org/physics/stuff.swings.html

The Physics Teacher’s Index – http://www.messiah.edu/

Thinkquest (conservation of energy) – http://library.thinkquest.org/

Online Videos and Simulations

American Institute of Physics (physics news simulations) – www.aip.org/physnews/graphics/date.html

NTNV Virtual Physics Library – http://phy.ntnu.edu.tw/java

Many other videos and simulations that relate to car collisions are listed at the end of Activity 5.

Appendices

Appendix A – Checklist for assessing Concept Map

Activity 2: Energy Transformations (Work-Energy Theorem)

Time: 4 hours

Description

In the following activity, students classify energy systems as open or closed, and analyse energy transformations using the work energy theorem. Demonstrations, group work and classroom discussions are used to develop the concepts and problem-solving skills. Students quantitatively describe energy transformations on the video clips used in Activity 1.

Strands & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE 5a - works effectively as an interdependent team member;

CGE 5e - respects the rights and responsibilities and contributions of self and others.

Stand(s): Energy and Momentum

Overall Expectations

Specific Expectations

EM1.01 - define and describe the concepts and units related to momentum and energy;

EM1.03 - analyse situations involving the concepts of mechanical energy, thermal energy and its transfer (heat), and the laws of conservation of momentum and of energy;

EM1.05 - analyse and explain common situations involving work and energy using the work-energy theorem.

Scientific Investigation Skills

SIS.05 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams (e.g., analyse the forces acting on an object, using free-body diagrams;

SIS.06 - use appropriate scientific models (theories, laws, explanatory devices) to explain and predict the behaviour of natural phenomena;

SIS.07 - analyse and synthesize information for the purpose of identifying problems for inquiry, and solve the problems using a variety of problem-solving skills;

SIS.08 - select and use appropriate SI units and apply unit analysis techniques when solving problems;

SIS.09 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation (e.g., algebraic equations, vector diagrams, ray diagrams, graphs, graphing programs, spreadsheets) to communicate scientific ideas, plans, and experimental results;

SIS.11 - express the result of any calculation involving experimental data to the appropriate number of decimal places or significant figures;

SIS.12 - identify and describe science-and technology-based careers related to the subject area under study.

Planning Notes

· Prepare a demonstration and real-life examples of energy transformations. Identify possible misconceptions. For example, students often think that the speed of falling objects is proportional to height rather than time, e.g., students think falling objects dropped from a height (h) will travel at one half their maximum speed at a height h/2 above the ground.

· Review specific video clips and complete a sample simulation worksheet.

Prior Knowledge & Skills

Grade 11 University Physics - Energy, Work and Power (energy transformations)

Teaching/Learning Strategies

Activity 2.1: Energy Transformations and Conservation

The teacher:

· reviews the concept of energy transformation through a demonstration (for example a ball dropped from a height);

· reviews the types of energy discussed in Activity 1.1 (e.g., kinetic energy, gravitational potential energy, thermal energy);

· reviews the concept of total energy through the demonstration;

· divides the students into small groups and provides each group with a real-life example of an energy transformation to be analysed on the basis of energy types before, after, and during the transformation (for example, a car rolling down a hill, a pendulum swinging);

· ensures that a representative from each group presents the analysis to the class;

· leads a discussion on the results of the analyses and presents the students with the law of energy conservation;

· provides a variety of worked examples of the law of energy conservation applied to simple situations, for example, a roller coaster problem;

· outlines a common approach to problem solving using conservation of energy;

· leads a discussion comparing energy consumption per capita in countries with modern technologies to that of developing countries. Asks questions such as the following: 1) What will happen to the per capita energy consumption in developing countries as modern technologies become more wide spread? 2) How will these countries deal with the energy needs of modern technologies? 3) What will be the overall effect on the quality of life for the populations of these countries of introducing new technologies?;

· presents a specific example of a nation that has developed energy resources to meet the needs of their populations and the effect this has had on the people in the area (for example Belize or China).

Students:

· discuss within their groups the example presented to them on the basis of energy transformations;

· choose a student to present the analysis to the class;

· analyse with their groups the example on the basis of total energy;

· apply the law of energy conservation to worked examples and problems presented;

· research the impact on populations in developing countries of introducing new technologies and increasing the energy needed per person;

· produce a brief reflection paper on the moral ramifications of developing new energy sources in order to introduce new technology. Answer the question, “Who benefits and who suffers from these changes?”

Activity 2.2: Open and Closed Energy Systems (Work-Energy Theorem)

The teacher:

· introduces examples of energy transformations where the total mechanical energy is not constant, e.g., a swing that is being pushed;

· reviews the equation for work and the concept that a force can do work on an object or system;

· introduces the concept of open and closed energy systems;

· divides the students into groups and has each group analyse a different energy system. The analysis should be based on the following criteria: a calculation of the total energy before and after the energy transformation; the identification of any external forces that do work on the system; whether the work done by the external force increases or decreases the total energy of the system; and the classification of the energy system as open or closed;

· conferences with the groups to insure the analysis is being carried out based on the above criteria;

· leads a discussion on the results of the analysis and presents the students with the work-energy theorem;

· provides a variety of worked examples of the work-energy theorem applied to simple situations, e.g., a car being pushed up a hill;

· outlines a common approach to problem solving using the work-energy theorem.

Students:

· apply the mathematical relationships for total mechanical energy and work done by external forces through worked examples and other problems;

· analyse in groups an energy transformation in a system on the basis of the above criteria and classify the system as open or closed;

· participate in a classroom discussion of the results of their analysis;

· apply the work-energy theorem to worked examples and problems presented.

Activity 2.3: Work-Energy Theorem (Analysis of Video Clips)

The teacher:

· reviews the concepts of work, energy, conservation of energy and the work-energy theorem;

· provides access to a video clip for each student;

· presents a sample analysis of a video clip used in Activity 1 using the work-energy theorem; (this analysis will depend on the video clip used, e.g., the speed of a roller coaster could be determined as it travels down a hill);

· outlines the specific expectations of a rating scale for the analysis of each video clip on a work sheet;

· conferences with students regarding appropriate application of the work-energy theorem.

Students:

· apply the work-energy theorem to a specific energy transformation in a video clip;

· submit a worksheet for the analysis of the video clip.

Assessment & Evaluation of Student Achievement

· Individual student’s analysis of the video is assessed for Knowledge/Understanding (EM1.01, 1.03, 1.05) using a rating scale.

· Individual problem-solving skills could be assessed for Knowledge/Understanding (EM1.01, 1.03, 1.05) using a paper-and-pencil quiz.

Resources

See Resources for Activity 1 for print and website resources as well as videoclip sources.

Cunningham, L.S. The Catholic Heritage. Crossroads, 1983.

Appendices

Appendix B – Sample Computer Simulation Work Sheet

Activity 3: Conservation of Momentum and Energy

Time: 4 hours

Description

In the following activity, students are introduced to the concepts of impulse, momentum and the conservation of momentum. Demonstrations, group work, and classroom discussions are used to develop concepts and problem-solving skills. The students design and perform an experiment to test the conservation of momentum and the work-energy theorem.

Strands & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE 5a - works effectively as an interdependent team member;

CGE 5e - respects the rights and responsibilities and contributions of self and others.

Strand(s): Energy and Momentum

Overall Expectations

EMV.01 - demonstrate an understanding of the concepts of work, energy, momentum, and the laws of conservation of energy, and of momentum for objects moving in two dimensions, and explain them in qualitative and quantitative terms;

EMV.02 - investigate the laws of conservation of momentum and of energy (including elastic and inelastic collisions) through experiments or simulations and analyse and solve problems involving these laws with the aid of vectors, graphs, and free body diagrams.

Specific Expectations

EM1.01 - define and describe the concepts and units related to momentum and energy;

EM1.02 - analyse, with the aid of vector diagrams, the linear momentum of a collection of objects and apply quantitatively the law of conservation of linear momentum;

EM1.03 - analyse situations involving the concepts of mechanical energy, thermal energy and its transfer (heat), and the laws of conservation of momentum and of energy;

EM1.04 - distinguish between elastic and inelastic collisions;

EM1.05 - analyse and explain common situations involving work and energy using the work-energy theorem;

EM2.01 - investigate the laws of conservation of momentum and of energy in one and two dimensions by carrying out experiments or simulations and the necessary analytical procedures (e.g., use vector diagrams to determine whether the collisions of pucks on an air table are elastic or inelastic);

EM2.02 - design and conduct an experiment to verify the conservation of energy in a system involving kinetic energy, thermal energy and its transfer (heat), and gravitational and elastic potential energy (e.g., design and conduct an experiment to verify Hooke’s law; develop criteria to specify the design, and analyse the effectiveness, through experimentation, of an “egg-drop” container).

Scientific Investigation Skills

SIS.01 - demonstrate an understanding of safety practices by selecting, operating, and storing equipment appropriately and by acting in accordance with the Workplace Hazardous Materials Information System (WHMIS) legislation in selecting and applying techniques for handling, storing, and disposing of laboratory materials;

SIS.02 - select appropriate instruments and use them effectively and accurately in collecting observations and data (e.g., collect data accurately using stopwatches, photo gates, and/or data loggers when preparing an investigation concerning the law of conservation of energy);

SIS.03 - demonstrate the skills required to design and carry out experiments related to the topics under study, controlling major variables and adapting or extending procedures where required;

SIS.05 - compile, organize, and interpret data, using appropriate formats and treatments including tables, flow charts, graphs, and diagrams;

SIS.06 - use appropriate scientific models (theories, laws, explanatory devices) to explain and predict the behaviour of natural phenomena;

SIS.07 - analyse and synthesize information for the purpose of identifying problems for inquiry and solve the problems using a variety of problem-solving skills;

SIS.08 - select and use appropriate SI units and apply unit analysis techniques when solving problems;

SIS.10 - communicate the procedures and results of investigations and research for specific purposes using data tables, laboratory reports, and research papers and account for discrepancies between theoretical and experimental values with reference to experimental uncertainty;

SIS.11 - express the result of any calculation involving experimental data to the appropriate number of decimal places or significant figures.

Planning Notes

· Select examples that illustrate momentum, impulse, and the conservation of momentum.

· Locate and test software to perform simulations of collisions in one and two dimensions.

· Have a variety and inventory of materials present and in working order that could be applied to the investigation (examples of these type of materials are ramps, air tracks, air table apparatus gliders, objects to roll or slide down the ramps, pendulum bobs, masses, springs, and pulleys).

· Ensure that measuring devices and recording timers, photo gates, or stop watches are available and in working order.

· Ensure that graphing calculators and calculator-based ranger (CBR) or calculator-based laboratory (CBL) motion detectors are available and in working order.

· Recognize that students often do not realize that momentum is a vector. They often think that conservation of momentum applies only to collisions and that momentum is not conserved in collisions with immovable objects.

Prior Knowledge & Skills

· Grade 12 University Physics Forces and Motion: Dynamics unit - The analysis of vector quantities

· Grade 11 and 12 University Physics Forces and Motion unit - Newton’s laws

Teaching/Learning Strategies

Activity 3.1: Momentum and Impulse

The teacher:

· introduces the concept and equation(s) for momentum through examples;

· provides a variety of sample calculations using the equation(s) for momentum;

· reviews Newton’s first law and asks students to consider how the momentum of an object might be changed;

· reviews Newton’s second law;

· derives the mathematical relationship for impulse using Newton’s second law;

· demonstrates a calculation of impulse using a force vs. time graph;

· provides a variety of worked examples using the relationship for impulse;

· outlines a common approach to problem solving using change of momentum and impulse.

Students:

· apply the mathematical relationships for momentum and impulse to worked examples and problems presented.

Activity 3.2: Conservation of Momentum (One Dimension)

The teacher:

· reviews Newton’s third law;

· through a demonstration of a simple one dimensional collision, shows how action-reaction forces determine the final velocity of the objects after the collision;

· introduces the concept of the law of conservation of momentum by applying Newton’s third law to a collision;

· provides a variety of worked examples using the law for conservation of momentum in one dimension;

· divides the students into groups and has each group analyse a different one dimensional collision; the analysis should use the conservation of momentum to determine the final or initial conditions of the objects involved in the collision;

· leads a discussion of each group’s results;

· outlines a common approach to problem solving using the law of conservation of momentum.

Students:

· analyse, in groups, a collision through the law of momentum conservation;

· apply the mathematical relationship for conservation of momentum to worked examples and problems presented.

Activity 3.3: Conservation of Momentum in Two Dimensions (Simulations)

The teacher:

· reviews the resolution of a vector quantity into components;

· provides an example of a system of objects that has momentum in two dimensions;

· introduces the vector nature of the Law of Conservation of Momentum as it applies to a two-dimensional system;

· provides a variety of worked examples using the relationship for conservation of momentum in two-dimensions;

· demonstrates the use of a computer simulation to find the momentum before and after a two-dimensional collision;

· provides access to a simulation program and assigns each student a two-dimensional collision to analyse with the simulation;

· outlines the expectations of a collision simulation report to be submitted by students. The report should include calculations of momentum before and after the collision in two dimensions.

Students:

· apply the mathematical relationship for conservation of momentum in two dimensions to worked examples and problems presented;

· simulate and analyse a two-dimensional collision;

· submit a report of their analysis for assessment.

Activity 3.4: An Investigation of Momentum and Energy Conservation

The teacher:

· reviews the concepts of conservation of momentum, conservation of energy, and elastic collisions;

· outlines a method for the design of an experiment that investigates the conservation of momentum, the conservation of energy, and the transfer of energy to heat;

· reviews appropriate and safe use of the equipment available and experimental techniques used for the measurement of variables needed for the analysis;

· reviews the analysis of uncertainty in measurement and calculations;

· provides a list of equipment that is made available to the students;

· divides the students into small groups to design an experiment that will allow them to measure conservation of momentum, energy conservation, and the transfer of energy to heat;

· conferences with the groups to assess their plans and ensures the design will accomplish the expectations;

· supplies each group with the equipment requested;

· ensures students are aware of and follow procedures for the safe and correct use of the equipment;

· meets with each group while they are conducting their experiment to answer questions regarding the operation of equipment and the recording of data;

· reviews the criteria for a lab report with students and outlines the specific criteria for this report.

Students:

· contribute to a group design of an experiment to measure conservation of momentum, conservation of energy and the transfer of energy to heat;

· modify plans and refine the design if needed after conference with the teacher;

· submit a design for the experiment to be assessed in their logbooks;

· perform the experiment, measure the variables needed for the analysis;

· analyse the results of the experiment;

· complete a lab report and submit for evaluation.

Assessment & Evaluation of Student Achievement

· Individual student lab work can be assessed for Inquiry (SIS.01, .03) using a laboratory-skills checklist.

· Group lab design can be assessed for Inquiry (SIS.02, .03 EM2.02) using a laboratory-design checklist.

· Individual student’s lab report is assessed for Communication and Inquiry (SIS.10, .11, EM1.02, 1.03, 2.01, 2.02) using a lab report rubric.

· Individual student’s collision analysis report is assessed for Communication and Making Connections (SIS.07, EM1.02, 1.04) using a checklist.

· Individual problem-solving skills could be assessed for Knowledge/Understanding and Inquiry
(EM1.01, 1.02, 1.03, 1.04 .1.05) using a paper-and-pencil quiz.

· Group one dimensional collision analysis could be assessed by peers for Inquiry and Communication (SIS.05, EM2.01) using a checklist.

Resources

See Resources for Activity 1 for print and website resources as well as videoclip sources.

Activity 4: Energy and Satellite Motion

Time: 3 hours

Description

Students are made aware of the general relationship involved in Gravitational Potential Energy using Newton’s Universal Law of Gravity. They apply this relationship to determine the energy required to propel a spacecraft from the Earth’s surface to a point out of the Earth’s gravitational field (commonly called the binding energy).

Strands & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills.

Strand(s): Energy and Momentum

Overall Expectations

Specific Expectations

EM1.03 - analyse situations involving the concepts of mechanical energy, thermal energy and its transfer (heat), and the laws of conservation of momentum and energy;

EM1.06 - analyse the factors affecting the motion of isolated celestial objects and calculate the gravitational potential energy for each system, as required;

EM1.07 - analyse isolated planetary and satellite motion and describe it in terms of the forms of energy and energy transformations that occur (e.g., calculate the energy required to propel a spaceship from the Earth’s surface out of the Earth’s gravitational field and describe the energy transformations that take place; calculate the kinetic and gravitational potential energy of a satellite that is in a stable circular orbit around a planet).

Scientific Investigation Skills

SIS.06 - use appropriate scientific models (theories, laws, explanatory devices) to explain and predict the behaviour of natural phenomena;

SIS.07 - analyse and synthesize information for the purpose of identifying problems for inquiry and solve the problems using a variety of problem-solving skills.

Prior Knowledge & Skills

· Grade 9 SNC1D The Study of the Universe - the concept of planetary and satellite motion

· Grade 11 SPH3U Energy, Work, and Power - concept of gravitational potential energy

· Grade 12 SPH4U Force and Motion: Dynamics - concept of centripetal force and uniform circular motion

Planning Notes

· Review the unit on Force and Motion studied earlier in order that students may have background knowledge about planetary motion and the forces involved.

· Book either a computer lab or library/resource centre with Internet access in order that students may view simulations about circular motion (if they haven’t already done so as part of the previous unit).

· Identify possible misconceptions, such as that there is no gravitational force in space or that it is the Earth’s spinning that causes gravity.

Teaching/Learning Strategies

The teacher:

· prepares a lesson reviewing the idea of gravitational potential energy near the Earth’s surface and then extends the idea to space using the universal law of gravity;

· illustrates the derivation of the general equation for the gravitational potential energy in general in space using Newton’s Universal Law of Gravity in order to show the application of mathematical models to the behaviour of a natural phenomenon;

· applies the concept of total mechanical energy as the combination of potential and kinetic energy to a satellite in orbit in order to show that the total energy of a satellite in orbit is a negative number and therefore “bound” to the planet that it is orbiting;

· defines the concept of the “binding energy” of a satellite as the additional kinetic energy that a satellite would need to escape the orbit of a planet;

· provides an opportunity for students to view a simulation of a satellite in orbit either by providing them with an appropriate computer simulation or allowing them to view an appropriate Internet site.

Students:

· solve various sample problems relating to objects in orbit around a planet;

· view simulations of satellites in orbit and determine binding energy of a satellite by adding additional kinetic energy to the satellite in order to free it of the planet’s gravitational field.

Assessment & Evaluation of Student Achievement

Students knowledge and understanding of the energy concepts involved in satellites in orbit can be evaluated by means of a pencil-and-paper quiz (EM1.06, EM1.07)

Accommodations

Possible enrichment activities:

· research the energy required to put the International Space Station components into orbit;

· research the energy required to place a satellite into orbit around Mars or another planet;

· research the binding energy of a planet relative to the sun;

· ask students who have taken calculus in mathematics to use the concept of integration in order to derive the equations for gravitational potential energy in general using Newton’s Universal Law of Gravity;

· students may learn about the ancient practice of studying the stars and the planets in an attempt to understand important events in human history. An example of this can be found in the Gospel of Matthew Ch.2: 1-12. The word “contemplation” comes from the joining of two words, con and templum. Templum refers to a slice of the sky that was focussed on by the ancient seer for the purpose of taking auspices and interpreting the actions of “supernatural beings.”

Resources

See Resources for Activity 1 for print and website resources as well as videoclip sources.

Activity 5: Energy and Protective Equipment and Devices in Automobile Safety

Time: 6 hours

Description

In these activities, students examine all the aspects involved in the development of safety devices in automobiles from a moral perspective inspired by Gospel values and Church teachings. These aspects include: scientific benefit, economic and social impact and costs, benefits to society, testing of the devices, cost of development, and the process involved from development to having a safety device made mandatory.

Strands(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2d - writes and speaks fluently in one or both of Canada’s official languages;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE3e - adopts a holistic approach to like by integrating learning form various subject areas and experience;

CGE3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society;

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE5a - works effectively as an interdependent team member;

CGE5d - finds meaning, dignity, fulfilment, and vocation in work which contributes to the common good;

CGE5e - respects the rights, responsibilities and contributions of self and others;

CGE7h - exercises the rights and responsibilities of Canadian citizenship;

CGE7j - contributes to the common good.

Strand(s): Energy and Momentum

Overall Expectations

EMV.03 - analyse and describe the application of the concepts of energy and momentum to the design and development of a wide rage of collision and impact-absorbing devices used in everyday life.

Specific Expectations

EM1.03 - analyse situations involving the concepts of mechanical energy, thermal energy and its transfer (heat), and the laws of conservation of momentum and of energy;

EM1.05 - analyse and explain common situations involving work and energy using the work-energy theorem;

EM3.01 - analyse and describe, using the concepts and laws of energy and of momentum, practical applications of energy transformation and momentum conservation;

EM3.02 - identify and analyse social issues that relate to the development of vehicles.

Scientific and Investigation Skills

SIS.03 - demonstrate the skills required to design and carry out experiments related to the topics under study, controlling major variables, and adapting or extending procedures where required;

SIS.10 - communicate the procedures and results of investigations and research for specific purposes using data tables, laboratory reports, and research paper and account for discrepancies between theoretical and experimental values with reference to experimental uncertainty;

SIS.12 - identify and describe science- and technology-based careers related to the subject area under study.

Prior Knowledge & Skills

· independent research skills;

· ability to properly reference materials, students can be referred to websites, or library/resource centre personnel to assist them in proper references;

· communication of ideas in a poster/presentation format.

Planning Notes

· Arrange for computers and Internet access in order to provide students with an opportunity to do the required research. Ethical use of the Internet should be reinforced with students throughout
Activity 5.

· A template for a computer presentation software program format may be developed.

· Be aware that students sometimes think that momentum and kinetic energy are the same, or alternatively that momentum is the same as force.

Teaching/Learning Strategies

The teacher:

· places students in groups to develop criteria for the aspects involved in the development of safety devices through a brainstorming activity;

· provides feedback on the criteria developed from the brainstorming activity to ensure all criteria are addressed; the criteria for this research should be holistic and Catholic in perspective, stressing the importance of the common good in developing these devices;

· assists the students in choosing a safety device through a brainstorming activity that may include: air bags (front and side), seat belts (lap and shoulder), crumple zones, child seats, head rests, road barriers, computer modelling simulations, the development of external safety testing agencies, crash test dummies, Canadian safety standards;

· provides research tracking sheets for students;

· provides information regarding proper referencing of the materials used;

· provides a rubric (Refer to Appendix C) for project evaluation that outlines clearly the expectations for the project presentation.

Students:

· brainstorm the important aspects involved in safety product development;

· incorporate feedback from the teacher from the brainstorming session to ensure the research criteria include all important aspects;

· choose a single safety device/or safety aspect and research the development of this device/safety aspect in detail;

· present this information in a format set by the teacher, following the criteria set out in the rubric provided by the teacher.

Assessment & Evaluation of Student Achievement

· The poster project/presentation is assessed for Knowledge/Understanding, Inquiry, Communication, and Making Connections by means of a rubric. (EMV.03, EM1.03, .05, EM3.01, .02, SIS.04, .10).

Resources

Accident Reconstruction Resources – http://c-design.com/index.html

Accident Reconstruction Ring at AOL (choose Accident reconstruction) – http://www.webring.org

Advocates for Highway and Auto Safety – http://www.saferoads.org/

Basics of Accident Investigation – http://www.iacnet.net/IIFS/

Car Safety Timeline – http://www.allpar.com/ed/safety.html

European New Car Assessment Programme – http://euroncap.com/

Glenbrook High School see year end projects – http://glenbrook.k12.il.us/

How things work – www.howthingswork.virginia.edu

Insurance Institute for Highway Safety – http://hwysafety.org/

McHenry Software Accident Reconstructions – http://www.mchenrysoftware.com/genintro.html

National Highway Traffic Safety Administration – http://www.nhtsa.dot.gov/index.html

Stephen A. Estrin and Company – http://www.sa-estrin.com/fe2.htm

Students’ Alternate Conceptions – http://phys.udallas.edu/C3P/altconcp.html

Summit engineering – http://www.summitengr.com/accident.htm

TEC-REC accident reconstructions – http://www.REC-TEC.com/index.html

The Bureau of Transportation Statistics (US statistics) – http://www.bts.gov/smart/

Traffic Accident Reconstruction Origin – http://tarorigin.com/index/html

Worlds in Motion lab experiments – http://members.aol.com/raacc/wim/

Online Videos and Simulations

Dean Zollman-Physics Modelling Video Collection – http://phys.ksu.edu/

Glenbrook High School Multimedia Physics Studio
– www.glenbrook.k12.us/gbssci/phys/mmedia/index.html

National Organization for Auto Safety and Victim’s Aid (Japan) – http://www.osa.go.jp/

Steve Wagner’s Home Page (accident reconstructions) – http://members.aol.com/StevenW201/index.htm

University of Michigan Engineering – Fun experiments, Air bags – http://www.eecs.umich.edu/

Vidshell – http://webphysics.tec.nh.us/vidsell/vidshell.html

Vidshell free downloads and information – http://192.233.237.47/vidshell/vidshell.html

Appendices

Appendix C – Rubric to Assess Safety Devices Project

Appendix A

Checklist for assessing Concept Map for Activity 1

Concept Map Checklist

1) Have the general concepts been linked outward to specific concepts?

Yes _____ No _______

2) Are there detailed descriptions of the connections between the concepts?

Yes _____ No _______

3) Have definitions been included with each concept?

Yes _____ No _______

4) Have the correct equations been included with the appropriate concepts?

Yes _____ No _______

5) Have appropriate examples been included to illustrate each concept?

Yes _____ No _______

6) Have the units in each equation and concept been identified?

Yes _____ No _______

7) Do each of the concepts deal with some form of energy?

Yes _____ No _______

Appendix B

Computer Simulation Work Sheet for use with Activity 2.3

Topic: Conservation of Energy / Work Energy Theorem

Name: Sample

Site Address or Program: http/physics.weber.edu.DCRfiles/Energy/bungee4s.dcn

Description

A cartoon bungee jumper falls from a height and continues in motion as the cord pulls the jumper back up for another fall. The simulation records the jumpers gravitational potential energy, kinetic energy, spring potential energy and total energy. The program uses a mass of 65 kg for the jumper. It has options for slow motion and to include a transfer of mechanical energy to heat.

Types of Energy and Equations

1) Gravitational Potential Energy

GPE = mgh

m = mass (kg)

g = 9.8 N/kg

h = height above the bottom of the path (m)

2) Kinetic Energy

KE = mv²

m = mass (kg)

v = speed (m/s)

3) Spring (or Elastic) Potential Energy

EPE = kx²

k = spring constant (N/m)

x = displacement from equilibrium (m)

4) Total Energy = GPE + KE + EPE

Energy Transformation Description

Position 1) top of jump Total Energy = GPE

Position 2) between top and equilibrium Total Energy = GPE + KE

Position 3) between equilibrium and bottom of path Total Energy = GPE + KE + EPE

Position 4) at bottom of path Total Energy = EPE

Energy Conservation

Energy is conserved in this action. Each time the jumper returns to the original height. If the energy loss option is selected, the jumper transfers approximately 20% of the original total energy to heat each fall.

Appendix C

Rubric to Assess Safety Devices Project

Criteria/ Category	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding (a) knowledge of facts and terms	- demonstrates limited knowledge of facts and terms	- demonstrates some knowledge of facts and terms	- demonstrates considerable knowledge of facts and terms	- demonstrates thorough knowledge of facts and terms
(b) understanding of relationships between concepts about energy and momentum and safety	- demonstrates limited understanding of relationships between concepts	- demonstrates some understanding of relationships between concepts	- demonstrates considerable understanding of relationships between concepts	- demonstrates thorough understanding of relationships between concepts
Inquiry - demonstration of research skills related to automobile safety devices	- shows few of the skills and strategies of inquiry in the research of the components of the issue	- shows some of the skills and strategies of inquiry in the research of the components of the issue	- shows most of the skills and strategies of inquiry in the research of the components of the issue	- shows all or almost all of the skills and strategies of inquiry in the research of the components of the issue
Communication (a) communication of information and ideas about energy, momentum, and safety	- communicates information and ideas with limited clarity and precision	- communicates information and ideas with moderate clarity and precision	- communicates information and ideas with considerable clarity and precision	- communicates information and ideas with a high degree of clarity and precision
(b) use of scientific terminology	- uses scientific terminology, symbols, conventions, and SI units with limited accuracy and effectiveness	- uses scientific terminology, symbols, conventions, and SI units with some accuracy and effectiveness	- uses scientific terminology, symbols, conventions, and SI units with considerable accuracy and effectiveness	- uses scientific terminology, symbols, conventions, and SI units with a high degree of accuracy and effectiveness
(c) use of poster as a form of communication	- demonstrates limited command of the poster; it is somewhat effective	- demonstrates moderate command of the poster; it is fairly effective	- demonstrates considerable command of the poster; it is effective	- demonstrates extensive command of the poster; it is very effective

Appendix C (Continued)

Criteria/ Category

Level 1
(50-59%)

Level 2
(60-69%)

Level 3
(70-79%)

Level 4
(80-100%)

Making Connections
- understanding of social and economic issues

- shows limited understanding of social and economic issues involving safety devices

- shows some understanding of social and economic issues involving safety devices

- shows considerable understanding of social and economic issues involving safety devices

- shows thorough understanding of social and economic issues involving safety devices

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

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