Curriculum: What will students learn?
COURSE: Physics, Grade 12 University Preparation COURSE CODE: SPH4U
Unit of Study: Dynamics and Energy and Momentum
Summary
Overall Expectations
Dynamics
B1. analyse technological devices that apply the principles of the dynamics of
 Forces affect motion in predictable motion, and assess the technologies’ social and environmental impact;
and quantifiable ways.
B2. investigate, in qualitative and quantitative terms, forces involved in uniform
 Forces acting on an object will
circular motion and motion in a plane, and solve related problems;
determine the motion of that
B3. demonstrate an understanding of the forces involved in uniform circular motion
object.
and motion in a plane.
 Many technologies that utilize the
C1. analyse, and propose ways to improve, technologies or procedures that apply
principles of dynamics have societal principles related to energy and momentum, and assess the social and
and environmental implications.
environmental impact of these technologies or procedures;
Energy and Momentum
C2. investigate, in qualitative and quantitative terms, through laboratory inquiry or
 Energy and momentum are
computer simulation, the relationship between the laws of conservation of energy
conserved in all interactions.
and conservation of momentum, and solve related problems;
 Interactions involving the laws of
C3. demonstrate an understanding of work, energy, momentum, and the laws of
conservation of energy and
conservation of energy and conservation of momentum, in one and two dimensions.
conservation of momentum can be
analysed mathematically.
Key Questions
 Technological applications that
 How can we use our knowledge of forces for forensic analysis of collisions in
involve energy and momentum can
real life? (e.g. traffic accidents)
affect society and the environment
 How can we use our knowledge of forces, energy and momentum to design
in positive and negative ways.
safer and/or more effective cars, rollercoasters, and sports equipment?
 How does our understanding of centripetal forces help us send satellites into
space?
Assessment
and Evaluation:
How will I
know they’ve
learned it?
Unit of Study:
Assessment of Learning:
 Unit tests (one per unit)
 Lab report (one per unit)
 Culminating task (one for both units)
 Case study (studded tires)
Designing the Learning:
Note: A Day is one 75 minute period.
Assessment for Learning:
 Quizzes
 Lab Reports
 Assignments
 Homework
 Case study (environmentally friendly way of generating electricity)
UNIT 1: DYNAMICS
Cluster/Topic
Day
Vectors and
Velocity (1.1)
1
Concept/Sub Topic with
Learning Goals for each
Lesson



Displacement
and Velocity in
2D (1.1)
2

Teaching & Learning Strategies
Recall definitions of
scalar, vector, speed,
velocity, acceleration,
distance, displacement,
time, time interval
Solve 1D motion
problems involving above
terms
Review position-time and
velocity-time graphs for
uniform motion
-
Add two vectors
perpendicular, or not
perpendicular, using
components or algebraic
methods (cosine law, sine
law)
-
-
-
-
Presentation: PPT presentation to introduce unit
Brainstorm: to review terms related to motion
Group work: Complete motion diagnostic
worksheets in groups of 2-3
Teacher demo with pair work: using a motion
sensor, show uniform and non-uniform motion of
a dynamics cart. Students predict the graphs in
pairs
Teacher demo: 1D motion problem pg 9 sample
problem 2
Seat Work: Understanding check pg 10 # 10
Class discussion: Pg 67 # 40, 41
Warm-up: upon entering class, students work
individually to solve a right triangle and an
obtuse angle triangle using Pythagoras and
cosine law
Notes: review vector diagrams and notation
Web Simulation: discuss vector addition
Teacher demo: pg 15 sample problem 5 (using
components and trigonometry
Pair Work: pg 16 # 18, 20 (students work in pairs,
different pairs asked to solve with different
methods. Solutions are written on board and
discussed)
Assessment (A) and
Evaluation (E) with
links to the
Achievement Chart
(Include
Homework/Workshee
ts)
Worksheets:
- Motion diagnostic
(definitions, graphs)
Homework:
Section 1.1
Pg 8 # 5, 6
Pg 10 # 8-11
Pg 67 # 40, 41
Assessment:
- Take up
diagnostic
worksheet in
class
- Observe pair
work in class
Expect
ations
using
lettere
d
codes
Homework:
Section 1.1
Pg 17 #4, 5, 8
B2.1,
B2.2
Assessment:
- Observe pair
work and
solutions on
board
B2.1,
B2.2
B1
Acceleration in
1D (1.2)
3



Acceleration in
2D (1.2)
4

solve using GRASP 1D
non-uniform motion
problems
sketch d-t and v-t graphs
for any types of constant
acceleration
use algebraic techniques
to derive a kinematics
equation
-
solve acceleration in 2D
problems with vectors
-
-
-
TRY THIS activity pg 23. Students predict (sketch)
the d-t and v-t graphs for different types of
accelerated motion before it is performed and
the results shown on smartboard
Notes: Derive 4 of the kinematics equations on
board (pg 25)
Teacher demo: pg 26 sample problem 6
Pair work: students work in pairs on GRASP
solutions for the following problems – each
partner alternates steps of the solution in a
different color. Pg 31 # 10-13
Homework:
Derivation of the 5th
kinematic equation on
pg 25
Simulation: PhET Moving Man as students
predict and sketch graphs for accelerated motion
Notes: acceleration in 2D, pg 28 sample problem
7
Seat work: pg 29 # 5
Worksheets:
PhET moving man
Homework:
Pg 29 # 25-29
http://phet.colorado.edu/en/simulation/moving-man
Section 1.2
Pg 27 #19-22, 24
Pg 67 # 44
Assessment:
- Observe pair
work and
partner
solutions
- Pairs correct
eachothers
solutions
B2.1,
B2.2
B1
Acceleration
due to gravity
(1.3)

5
Perform a lab to measure
the acceleration of gravity
and understand why it is
not exactly 9.81 m/s2
-
-
-
Group Work: Inquiry activity: in groups of 3,
students must plan and perform an experiment
to measure the acceleration of gravity with a
meter stick, stopwatch and tennis ball
The groups may also use a LabQuest and Picket
fence to measure g electronically and compare
their answers to part (1)
Notes: acceleration of gravity
pg 36 sample problem 2
Seat work on HW problems
Gizmo:
http://www.explorelearning.com/index.cfm?met
hod=cResource.dspDetail&ResourceID=387
Worksheets:
- acceleration due to
gravity lab activity
Homework:
Pg 37 # 9-14
Assessment:
- Take up homework
questions
- observation and
questioning of
students during lab
activities
B 2.2,
A1.5,
A1.6,
A1.11
Hand out projectile
motion assignment #1
– due in one week
Projectile
Motion (1.4)
6

solve problems involving
projectile motion for
projectiles launched at
any height and angle
-
-
Discussion: Discuss how to throw a baseball
quickest from the outfield – high lob vs. low and
straight
Simulation: ask the attached questions on
worksheet to guide discussion (see URL below)
Notes: pg 45 sample problem 3
Seat work: Understanding check – pg 50 # 9
Discussion / PPT / Pair work: “Monkey and
Hunter” with PPT slides. Students work in pairs to
discuss their reasoning
http://www.ngsir.netfirms.com/englishhtm/ThrowABall.
htm
Worksheets:
- questions for the
throwaball simulation
- projectile motion
quiz
Homework:
Pg 46 # 3-5
Pg 51 # 5, 8
Assessment:
- Observation during
- Projectile motion
quiz
B1.1
B1.2
B2.2
Relative
Veolicty (1.5)
7



use proper subscripts to
describe relative velocity
equations
solve relative velocity
problems
relate relative velocity
vector additions to flight
in winds and boating in
currents
-
-
-
Quiz: Projectile motion
Discussion: Review the concept of relative
velocity by discussing the flight of a 747 in strong,
changing winds [a globe and airplane toy may be
helpful]
Pair Work: with the applet below being projected
onto the screen, students estimate the velocities
of various objects relative to various others
Notes: go over subscript pattern carefully and pg
56 sample problem 3
Pair Work: Sage n’scribe pg 56 # 4, 5
Worksheets:
- projectile motion
quiz
Homework:
Pg 56 # 1,2,4,5,6
Assessment:
- Observation during
- take up pg 57 # 5
before end of class
- relative velocity quiz
B2.2
B1
Homework:
Pg 73 # 4, 5, 7, 11
Pg 75 # 9, 11
Assessment:
- Observations during
pair work and seat
work
B2.1
B2.3
http://surendranath.tripod.com/Applets/Kinematics/Boa
tRiver/BoatRiverApplet.html
Introduction to
Forces (2.1)
8



draw system diagrams
and FBD diagrams and
understand the
differences between
them
define and give examples
of common forces
draw FBDs for given word
problems
-
-
-
-
Quiz: Relative velocity
Pair Work: Try This activity, pg 69 – setup is on a
desk at the front of the room. Students work in
pairs to predict the Newtonmeter readings
Brainstorm: Use PPT slides to help students
brainstorm the different forces – take up on
board
Notes: drawing system diagrams and FBDs,
reviewing components of forces pg 74 sample
problem 3
Seat Work: pg 75 sample problem 5
Hand out Dynamics
assignment #2 – due
in one week
Newton’s Laws
(2.2)
9



state Newton’s first and
third laws
apply Newton’s 1st law to
system with zero net
external force
Apply Newton’s 3rd law,
with action-reaction pairs,
to various situations (e.g.
walking, swimming)
-
-
Discussion / PPT: Introduce Newton’s first law
discussing concussions in hockey, and the death
of Princess Dianna (see PPT slides)
Demonstrations: Newton’s 1st law
spinning a raw vs hard boiled egg
flicking a card under a coin
Notes: Newton’s 1st law, including Galileo’s
thought experiment
pg 79 sample problem 3
Seat work: pg 81 # 7
Discussion: pg 81 # 3-5, 9
Introduce Newton’s 3rd law:
punching a wall: why does my hand break?
cannon: why does the cannon move backwards
when it fires?
Pair Work: completion of Newton’s 3rd law
worksheet
Homework:
Pg 80 # 1-9
Pg 87 # 8
Assessment:
- take up Newton’s 3rd
law worksheet
- observation during
pair discussion
B2.3
B2.6
B2.7
A1.1
A2.1
Homework:
Pg 95 # 2-10
Pg 81 # 9
Pg 87 # 11
Pg 96 # 13
B2.4
B2.5
B1
 gizmo
http://www.explorelearning.com/index.cfm?method=cR
esource.dspDetail&ResourceID=403
Newton’s Laws
Part 2 (2.2, 2.3)
10

Apply Newton’s 2nd law to
systems with two bodies
and inclined planes
-
-
Think-Pair-Share: Review of Newton’s 3rd law:
Enterprise pulling on a moon example – possible
or impossible?
Notes: Pg 89 sample problems 1 and 2
Pair Work: students write GRASP solutions to pg
95 # 2-5 in pairs, alternating lines
Homework
Newton’s 2nd
Law Lab
11

Apply Newton’s 2nd law to
systems with two bodies
and inclined planes
-
-
Friction (2.4)
12

Perform an activity to
measure the coefficients
of friction of between two
pairs of surfaces
-
-
Friction (2.4)
13

Solve force problems
involving friction (e.g.
inclined planes, pulleys,
etc.)
-
-
Pair Work: students derive equation to measure
mass of a cart based on the diagram in attached
worksheet
Lab Activity: see attached worksheet
Think-Pair-Share: describe the fictitious forces
and draw an FBD for (a) releasing a steel ball (b)
releasing a sheet of paper
All-Write: students brainstorm applications of
friction, or where friction is important in our lives
Mini-Lab: Friction activity: defining coefficients of
friction (see worksheets)
All-write: have sample Fk vs FN graphs on the
board. Students describe what they show and
which displays a higher coefficient of friction
Notes: pg 100 sample 2
Seat work: pg 106 # 3 (a) and (b)
Discussion: Bernoulli Principle
cans on straws demonstration
paper breathing demonstration
discussion of throwing a “curveball”
Pair Work: pg 105 # 14 – discussion in pairs then
as a class
Worksheet:
Lab activity sheet and
tables
Assessment:
Write up of lab
discussion questions
(to be taken up lesson
15)
Worksheet:
For friction activity
B2.4
B2.5
A1.5
A1.8
B2.4
B2.5
A1.2
Assessment:
Take up questions
from the activity
Homework:
Completion of graphs
from the activity
Worksheet:
For friction activity
Assessment:
Observation during (2)
and (5)
Homework:
Pg 106 # 2-4
B2.4
B2.5
Frames of
Reference (2.5)
14


Centripetal
Motion (3.1)
15


Define inertial and noninertial frames of
reference
Explain what a fictitious
force is and why it is
necessary
understand and explain
the derivation of
centripetal acceleration
solve problems involving
centripetal acceleration
-
-
Centripetal
Force Part 1
(3.1)
16

solve problems involving
centripetal force
-
Review: Student volunteers write solutions to 2-4
from previous day for discussion and take-up
T-P-S: students write down what perceptions
they feel in various accelerated frames (car
accelerating forwards, car making a sharp right
turn, elevator slowing down)
Video: Frames of Reference
Notes: Pg 109 sample problems 1 and 2
Seat work: pg 110 # 3
Quiz: Pg 109 Inclined block with friction quiz –
students mark their own at desks as class activity
Discussion: Newton’s 2nd law lab
Presentation: introducing uses of centripetal
motion
Toy: Centripetal Motion – Marble Toy – students
work as a class to solve
Lesson: Derivation of equation for centripetal
acceleration (pg. 123-124)
pg 152 # 2
Seat Work: pg 127 # 6, 9
Take up HW question 7 from previous class
Lesson: horizontal circles
pg 129 sample problem 1
pg 129 sample problem 2 (bank angle – discuss
relevance to race tracks and highways)
Seat work: pg 138 # 2
Notes: vertical circles
pg 131 sample problem 3
Pair Work: Sage n’ Scribe: pg 133 # 4, 7
Homework:
Pg 111 # 2-4
B3.1
Assessment:
Observe and take up
Quiz following class
Homework:
Pg 127 # 2-7
B2.6
B3.3
A1.1
Hand out Centripetal
Motion assignment #3
– due in one week
Assessment:
Observation during
Homework:
N/A – the following
will be done in class
tomorrow. Pg 133 # 27
B2.6
B2.7
B3.3
Centripetal
Force Part 2
(3.1)
17

solve problems involving
centripetal force
-
-
Centripetal
Force lab
Universal
Gravitation
(3.3)
18
19

students perform an
experiment to analyze
centripetal forces

be able to determine the
acceleration of gravity at
any planet’s surface
solve problems involving
universal gravitation
Understand how universal
gravitation allows us to
study the motion of any
celestial body


Pair Work: Students work in pairs to write
solutions to pg 133 # 2-8 on white boards and
discussion as a class.
Lab Discussion: centripetal force lab
teacher demonstration
students form pairs and practice
Centripetal Force Lab Activity

Presentation: PPT slides of planets and galaxies and
discussion of how to study their motion
 Notes / Web simulations for discussion:
- Universal Gravitation
- Cavendish Experiment using the URLs below
http://en.wikipedia.org/wiki/Cavendish_experiment
wiki link of Cavendish
http://www.youtube.com/watch?v=vWlCm0X0QC0
Cavendish
- pg 140 sample problem 1
- pg 143 sample problem 2
- Seat work: pg 144 # 3
Assessment:
Observation during (1)
and class discussion
Worksheets:
Lab Activity * modified
from Investigation
3.1.1 (pg 152 of text)
Assessment:
Formal lab report
Due in 1 week’s time
(3 classes)
Assessment:
Observation during
Homework:
Pg 141 # 1, 3
Pg 143 # 10
Pg 144 # 3, 6
B2.6
B2.7
A1.2
A1.5
A1.8
A1.9
A1.11
B1.2
B2.7
B3.1
A2.2
Satellites and
Space Stations
(3.4)
20




Unit Review
21
Unit Test
22

distinguish between real
and apparent weight
Explain how astronauts
can feel weightless but
still be in free fall
Understand how artificial
gravity can be created,
and calculate the
necessary speed of
rotation of circular space
stations to simulate
gravity
Determine the speeds of
satellites orbiting at
various altitudes and
relate to technologies
such as geostationary
satellites
Review concepts from
chapters 1-3
-
-
Video: play the youtube video below and discuss
what it means to be “weightless”
Lesson: calculating orbit speeds / distances of
satellites, with reference to geostationary
satellites
pg 146 sample problem 1
Pair work: Sage n’ Scribe pg 147 # 4, 6
Discussion: Newton’s cannon with simulation
below about free fall and weightlessness
Artificial Gravity, pg 149 sample problem 2
Assessment:
Observation during
Homework:
Pg 147 # 1, 2, 3
Pg 150 # 7, 8, 10, 11
http://www.youtube.com/watch?v=VDu9z4SCTmc
http://waowen.screaming.net/revision/force&motion/nc
ananim.htm

Team game tournament – students start with
individual review questions, move into group
review, self-assess in competitive teams
Refer to Unit Review
(pg 167-170)
B1.2
B2.7
A2.1
A2.2
UNIT 2 : ENERGY AND MOMENTUM
Cluster/Topic
Day Concept/Sub Topic with
Learning Goals for each Lesson
Are You Ready?
1
Work and
Energy
-
Analyze and explain work
done by a constant force
Analyze and explain
situations in which work
done is zero
Work Done by a
Constant Force
(4.1)
Kinetic Energy
and the WorkEnergy Theorem
(4.2)
-
-
2
-
Define and describe
concepts and units related
to energy.
Understand kinetic energy
as energy of motion.
Make the connection
between work done on an
object and change in
kinetic energy of the
object.
Assessment (A) and
Evaluation (E) with
links to the
Achievement Chart
(Include
Homework/Workshee
ts)
Expect
ations
using
lettere
d
codes
Diagnostic Assessment: Students do, individually,
“Are You Ready” questions on P.174 #4,5,10,13;
and hand them in.
White board activity: Divide the class into 6 groups.
Each group solves one of 6 “Reflect On Your
Learning” questions on p. 176 and presents their
solution to the class.
Teacher Demo: p.177
Lesson: One example worked out on the board of a
situation involving work done by a force applied at
an angle.
R: P.178-183;
Q: Prac #1-7,9,10;
Q: P.183 #2-4,5,6,7;
C 2.1
A 1.12
Teacher Demo: Demonstrate to students the
amount of work done on an object by a constant
horizontal net force over a given distance. This can
be done by dragging a heavy object (e.g. text book)
across a table with a Newton spring scale, keeping
the force as constant as possible. Compare this
value to change of kinetic energy of the object by
looking at the change in velocity of the object.
Velocity can be calculated by timing the object as it
covers the given distance.
Lesson: Work-Energy Theorem
R: P.184-186;
Q: Prac #1-7,8,10;
Q: P.188 #16,7,8,9,10;
Teaching & Learning Strategies
-
-
Assessment:
Diagnostic
Observation during
whiteboard Activity
Assessment:
Questioning during
lesson
C 2.1
C 3.5
Gravitational
Potential
Energy at the
Earth’s Surface
(4.3)
Case Study: An
Environmentally
Friendly Way of
Generating
Electricity
(4.4)
3
-
4
-
-
-
-
Define and describe
concepts related to
gravitational potential
energy
Understand that
gravitational potential
energy is a relative
quantity
analyze in detail a practical
use of gravitational potential
energy
explore/recall transformation
of energy from one form to
another, in this case,
gravitational potential energy
to electrical energy.
Practice enquiry skills by
plotting graphs, analyzing and
interpreting data.
Make connections between
methods of generating
electricity in Bhutan and
Canada.
-
Discussion/Example/Lesson: Use a rollercoaster as
the set up of the discussion.
Consider gravitational potential energy at various
points on the rollercoaster.
The rollercoaster has gravitational potential energy
due to its elevation from the Earth’s surface.
Discuss choosing a reference level.
Discuss signs (positive and negative values of change
in height and change in potential energy.
g varies over the Earth’s surface.
Quiz: Work and energy, KE, GPE
Pair work: Students work in pairs on the case study,
p.192-194.
R: P.189-193;
Q: Prac #2-5,9;
Q: P.194 #1-4,5,7;
C 2.1
C 2.2
Assessment:
Questioning during
lesson
Assessment:
Quiz on work and
energy
Case study handed in
for assessment in 3
days.
C 1.2
A 1.1
A 1.7
A 1.9
A 2.1
C 2.3
The Law of
Conservation of
Energy
(4.5)
5
-
-
-
Analyze situations
involving various forms of
energy and energy
transformations.
Solve problems involving
conservation of total
mechanical energy.
Understand that efficiency
of energy transformations
is usually not 100%.
Consider effects of friction.
-
-
-
Elastic Potential
Energy (4.6)
6
-
-
Understand forces exerted
by and applied to a spring.
Solve problems involving
Hooke’s Law.
Understand concepts
related to different forms
of potential energy, and
energy stored in springs
Solve problems involving
elastic potential energy.
-
-
Think-Pair-Share activity:
Ask students to recall as many forms of energy as
they can and write them down individually, then
pair up and share with their partner. Pick volunteers
to share with the class.
Take this further by asking them to, in their groups
of two, list as many examples of energy
transformations as they can. Share with class.
Lesson:
Talk about law of conservation of energy.
Work out a few examples involving conservation of
total mechanical energy.
Talk about transformation to thermal energy in real
life situations and efficiency.
Discuss role of friction in real life situations.
Assignment: In groups of three, student work on
designing an experiment. Refer black-line masters:
“Ballistic Pendulum Assignment”. Peer feedback.
R: P.195-200;
Q: Prac #14,5,6,7,10-14;
Q: P.201 #3-11;
Video: Discuss importance of knowing the stiffness
for applications like suspension in car, bungee cords,
Reebok, etc. Can you use the same spring in each?
Why not? Show video clip of Rick Hansen doing
bungee jumping in his wheel chair.
Lesson:
Discuss what kinds of forces act on the cord and
energy transformations occur.
Hooke’s Law. Talk about Hooke and his contribution.
Work out one example involving springs.
Work out one example involving elastic potential
energy.
Minilab: In small groups, complete spring activity.
Refer BLM. Hand in at the end of class.
R: P.203-210;
P.205 Sample Prob.
2; P.209 Sample
Prob. 4;
Q: Prac #1-3,4,5,8,911,12,13,15;
C 2.2
Assessment:
Questioning during
lesson
Assignment finished at
the end of class and
assessed by peers.
Assessment:
Questioning during
lesson
Observation during
minilab
Feedback on minilab
A1.2
C 2.4
A 1.6
A 1.12
A 1.13
Investigation
7
Simple
Harmonic
Motion: SHM
(4.6)
8
-
-
Chapter 4
Review
9
Chapter Test
10
Momentum and
Impulse (5.1)
11
Design and conduct an
experiment to verify the
law of conservation of
energy in a system
involving several types of
energies.
-
P.220 Lab 4.5.1;
P.222 Lab 4.5.2;
P.210 Try this Activity: Hitting the Target;
Assessment:
Define SHM.
Describe in quantitative
terms SHM and energy in
SHM in situations involving
springs and pendulums.
Describe and give examples
of situations involving
damped harmonic motion.
-
R: P.212-217;
Q: Prac
#16,17,18,19,20,21,2
3,24,25,28;
Q: P.218 #112,13,14,15,16a
-
students perform the
investigations in small groups
they hand in a written report individually.
Whiteboard activity: in pairs, ask students to come
up with as many examples of periodic vibratory
motion in the world around us, in their lives, in the
microscopic and macroscopic world.
Share and compile examples.
Lesson:
Define simple harmonic motion.
Period and frequency.
Circular motion.
Energy in SHM.
Damped harmonic Motion.
Review strategy:
Team game tournament
-
Define and describe the
concepts and units related to
momentum and impulse
-
-
Group activity: Two different balls are passed
around the classroom. Each student is asked to
write down a prediction about which ball would
bounce higher. In small groups, students discuss the
situation and write down a hypothesis. They then
test their hypothesis.
Students are asked to apply the law of conservation
of energy to explain the situation.
Lesson: introducing momentum and impulse.
One example is worked out.
Make a Summary:
Launch an Extension
Spring, P.224
Hand in for
evaluation.
C 2.4
A 1.1
A 1.5
A 1.6
A 1.7
A 1.9
A 1.10
A 1.11
C 3.2
C 2.3
Assessment:
Observation and
questioning
P.225 Self Quiz;
P.226 #1,2,914,15,17-19,2225,30-39;
R: P.230; Q: P.230
#2,3;
R: P.232-237;
Q: Prac #1-11;
Q: P.238 #1,3-13;
Assessment:
Observation and
questioning
C 2.5
C 2.1
Conservation of
Momentum in
One Dimension
(5.2)
12
-
-
Analyze, with aid of vector
diagrams, linear momentum
of a collection of objects
Solve problems involving the
law of conservation of linear
momentum
-
-
Elastic and
Inelastic
Collisions (5.3)
13
-
Distinguish between elastic
and inelastic collisions.
Solve collision problems.
Analyze situations involving
energy transfer and
conservation.
-
Video: Scene from Mission Impossible 3. What we
learn today won’t only show us why many movies
are unrealistic, but you can use this to solve many
physics problems in a similar way we solve
conservation of energy problems.
Teacher Demo: Set up demonstration of
conservation of momentum. Run demonstration
while filling in worksheet. Refer BLM: “Momentum
in 1-Dimension”.
Video: Bad physics and bullets. See link, BLM.
Lesson: conservation of momentum.
Solve examples of various situations involving
collisions of 2 or 3 objects.
Quiz: Conservation of momentum in 1D
Teacher Demo: air track collisions, again. Use gliders
with spring bumpers and clay bumpers.
Teacher Demo: Newton’s cradle.
Discussion: Hockey helmets.
Lesson: Solving collision problems, one example.
Assignment: Students solve assigned questions
individually, due in 3 days.
Refer BLM: “Momentum Assignment”.
R: P.246-252;
Q: Prac #1-8,10-16;
Q: P.253 #1-9;
C 2.6
C 2.1
Assessment:
Worksheet taken up
and self assessed
Questioning
R: P.246-252;
Q: Prac #1-8,10-16;
Q: P.253 #1-9;
C 2.6
C 3.3
C 2.7
Assessment:
Quiz
Note student
contribution during
discussion
Assignment corrected
and feedback given
Conservation of
Momentum in
Two
Dimensions
(5.4)
14
-
Analyze laws of conservation
of momentum and energy in
two dimensions.
-
Lesson: Solve one example involving billiard balls.
Discussion: investigations related to car crashes.
Introduction to culminating task.
R: P.254-258;
Q: Prac #1-6;
Q: P.258 #1-6;
Assessment:
Observe student
contribution during
discussion
C 1.1
C 1.2
Investigation
15
-
Investigate laws of
conservation of momentum
and energy in two dimensions
-
Quiz: Conservation of momentum in 2D
Students work in small groups to perform the
investigation, p. 262.
They hand in individual written report.
Culminating
task work
period
16
Day 1 of culminating task
-
Students perform necessary calculations
(details in culminating task description)
Culminating
task work
period
Chapter 5
Review
17
Day 2 of culminating task
-
Students complete the report for the summative
task (details in culminating task description)
Chapter 5 Test
19
18
-
Review strategy:
Concept Map: create a concept map of concepts
covered in this unit, including as much detail as
possible and connections between concepts.
Assessment:
Quiz
Lab handed in for
evaluation
C 2.6
A 1.8
A 1.10
A 1.13
A 1.12
C 1.1 C
1.2
A 1.13
A 1.8
A 1.10
R: P.266; (Make a
Summary is extra);
Chapter 5 Self Quiz:
P.267 #1-22;
Q: P.269 #1-22,2530,32;
Planning Notes:


Homework will be taken up almost every class for approximately 5-10 minutes. This was only explicitly noted in the lesson sequence in certain
lessons for special topics, but it will occur every class
Generally, each class has a segment in which students perform individual or pair work to solve problems similar to those demonstrated by the
teacher. During these breaks, the teacher should walk around the class observing and monitoring student progress
TECHNOLOGY





A wide variety of software tools will be used to record and display information.
 word-processing (e.g., reports),
 spreadsheets (e.g., class data from measurements taken in the laboratory, e.g. Friction lab, section 2.5),
 graphics (e.g., flow charts),
 Powerpoint presentations (e.g. to introduce the dynamics unit or specific topics)
 concept maps, diagrams in place of written reports of investigations, databases (e.g., to gather observations taken by small
groups or individuals into a class set);
 collections of data from replicated experiments, and presentation programs (e.g., an alternative for reporting on investigations,
particularly by groups).
Probeware will be used to collect data, e.g., to permit replications of experiments where complex procedures would limit students to single
experiments (e.g. measuring gravity lab, Newton’s second law lab, etc.)
Simulations will be substituted for experiences but will not be used to replace direct experiences that are safe, ethical and available. (Gizmos,
PhET simulations, etc.) See individual lessons for URLs
Opportunities to use simulations on the Internet.(see unit outline with related websites, e.g. PhET website)
On-line communication between teacher and students could occur throughout the course.(wikis)
CAREER EDUCATION


Students will apply their knowledge of their personal interests, strengths, abilities, and accomplishments to choosing and planning a
postsecondary education or career path
Students will use their understanding of how to use education and career exploration skills to develop personal, educational, or career plans
HEALTH AND SAFETY


Necessary arrangement will be made if students are suffer from health conditions that will affect their ability to take part in labs and other issues
such as the final cumulative project.
Safety considerations for particular labs should be discussed in depth before said labs
Accommodations for Special Needs and ELL:
 Have ESL students keep a science dictionary of terms using pictures and first language words.Check for comprehension and execution immediately
upon receiving instructions; use oral instruction for the assignment
 Permit the use of a translation dictionary on assessments.
 Provide additional time on assessments for dictionary use and processing language
 Ensure that peer helpers are available when students are working in small groups.
 Help students create data charts into which they record information.
 Allow students to report verbally to a scribe (teacher or student) who can then help in note making.
 Utilize student strengths by permitting them a wide range of options for recording and reporting their work, e.g., drawings, diagrams, flow charts,
concept maps.
 Extend timelines to give students more time to process language and put their thoughts into words.
 Give readings in advance to students or provide a selection of materials at different reading levels.
 Consider a “take-home” exam, or a portion of an exam, where feasible
Annotated Resources:
1. Hirsch, Alan J., et al, Physics 12, Toronto, ON, Nelson Thomson Canada Ltd., , 2003, Dynamics
and Energy and Momentum
Course Evaluation Plan
Course:
Physics, Grade 12 University Preparation SPH4U
Unit:
Dynamics and Energy and Momentum
30% Final Evaluations
Achievement Chart
Task
Focus
Final Written Exam
K/U, T/I, C, A
Lab Based Performance Task
T/I, C
70% Course Work
Summative Assessments:
Weighting in
Category?
35 %
K/U, T/I, C, A
20 %
K/U, A
20 %
Chapter Tests (one each for chapters 4 and
5)
Lab Report: Testing Real Springs
K/U, T/I, C, A
50 %
K/U, T/I, C, A
25 %
Culminating Task
K/U, T/I, C, A
25 % (of both units)
Lab Report: Centripetal Force
STSE Case Study
Energy and
Momentum
Formative Assessments:
Dynamics
Assignments (one for each of chapters 1, 2,
3)
Quizzes
Lab Report: Measuring acceleration of
gravity
Lab Report: Newton’s 2nd Law
Various homework – peer assessed
Energy and
Momentum
20%
10%
Achievement Chart
Focus
K/U, T/I, C
Unit Test
Dynamics
Weighting
Achievement Chart
Focus
K/U, T
K/U
I, A
C, I
K/U, T/I, C, A
Mini-lab: Force in a spring
T/I
“Hitting the Target” Activity
T/I
Make a summary: “Launch an extension
spring”
Ballistic Pendulum assignment
C
T/I, A
Assignment (one for each of chapters 4, 5)
K/U, A
Case Study: Environmentaly friendly
C, A
generation of electricity
K/U – Knowledge and Understanding; T/I – Thinking and Investigaation; C – Communication; A –
Application
Unit Plan
Lesson Sequence (Part B)
SPH4U
Unit 1: Dynamics
Unit 2: Energy and Momentum
Nate Mohanlall
Matt Craig
Aleksandra Vatovic
Sean Henderson
Dale Simnett