Physics 20 Unit 1: Kinematics and Dynamics

Table of Contents
Section
Context
Introduction
Purpose of unit
Curriculum emphasis
Unit overview
Curricular Content and Day Plans
Introduction
Lesson Plans
Assessment Plan and Materials
Overall Reflection
References and Appendix

Page Numbers
1
1
1-3
3
3
4

Physics 20 Unit 1: Kinematics and Dynamics

Context
Unit: Kinematics and Dynamics
Subject: Physics 20
Textbook: Merrill - Physics Principles and Problems
Introduction
This unit was prepared for a physics 20 class at St. Francis Xavier High School in Edmonton
Alberta. St. FX is a Catholic high school in the North West part of Edmonton. As a result the
majority of the students attending this school are of Catholic faith, and instruction is done within
the context of Catholic teaching and belief. The area that St. FX is located in has a wide range of
socio-economic conditions ranging from upper middle class families, to lower income families.
As a result it is possible that there will be a wide range of student strengths and weaknesses
within one class.
St. Francis Xavier integrates academics, technology, fine arts and athletics within a Catholic
context. St. FX has several sports teams, and also offers advance placement and honours
programs. It is anticipated that students with a wide range of interests will be present in the
classroom. St. Francis Xavier has a wide range of technology available in the classroom,
including LCD projectors, access to calculator labs, computers etc.
The school day consists of four 80min periods. There are advantages and disadvantages to the
longer periods. First more can be done in one class allowing for longer or more tedious lab
activities, however students will tend to get bored and lose focus quickly.
Purpose of Unit (Taken from the Alberta Program of Studies)
The overall theme of Unit 1 is change, energy and systems. Students will investigate the change
in position and velocity of objects and systems. Dynamics involves the changes in energy that
result in forces and how these forces affect the motion of objects and systems. Unit 1 provides
the foundation for more in-depth examination of mechanics in later units in both Physics 20 and
Physics 30.
Unit 1 extends concepts that were introduced in Science 7 Unit 3, and Science 10 Unit 4. Prior to
taking Physics 20 students should have some experience motion, forces as well as change and
energy.
This unit will cover the first portion of the unit.
Curricular Emphasis
Major Concepts students should be able to demonstrate and understanding that:
Change in the position and velocity of objects and systems can be described graphically
and mathematically.
The concepts of dynamics explicitly relate forces to change in velocity.
Work is a transfer of energy.
Skills and Thinking Processes - Students should be able to demonstrate the skills and thinking
processes associated with the practice of science, by:
Initiating and planning
Collecting and recording
Organizing and communicating
Analyzing data from physical interactions

Physics 20 Unit 1: Kinematics and Dynamics

Connecting, synthesizing and integrating to relate the data to the laws and principles of
kinematics and dynamics
Evaluating the process or outcomes of activities investigating the concepts of kinematics
and dynamics

STSE Connections:
The function of products and processes based on scientific principles
The ways in which science advances technology and technology advances science
The use of technology to solve practical problems
Attitudes students will be encouraged to:
Appreciate the need for computational competence in quantifying motion, energy, work
and power.
Accept uncertainty in the descriptions and explanations of motion in the physical world
Be open-minded in evaluating potential applications of mechanical principles to new
technology.
Appreciate the fundamental role of principles of mechanics play in our everyday world.
Appreciate the need for accurate and honest communication of all evidence gathered in
the course of an investigation related to mechanical principles.
Appreciate the need for empirical evidence in interpreting observed mechanical
phenomena.
Appreciate the restricted nature of evidence when interpreting the results of physical
interactions.
Unit Overview
1.
Unit Introduction
Vectors and
Scalars

2.
Displacement and
position

3.
Average velocity
and
instantaneous
velocity

6.
Average and
Instantaneous
Acceleration

7.
Acceleration and
Velocity time
graphs
Acceleration time
graphs
Equation
manipulation
(Forensics
project)
12.
Newtons Second
Law
17.

8.
Acceleration due
to gravity
(Measuring
acceleration due
to gravity)

11.
Newtons First
Law
16.

13.
Newtons Third
Law
18.

4.
Creating and
interpreting
graphs
Position time
graphs
Velocity time
graphs
9.
Forces

5.
LAB

14.
Projectile Motion

15.LAB

19.

20.LAB

10. LAB

Physics 20 Unit 1: Kinematics and Dynamics

Curricular Content and Day Plans

Introduction
The first unit of the physics 20 program covers several chapter sin the Merrill textbook. After an
overview of measurement and notation students will investigate the concept of velocity.
Day Plans
Day 1 Unit Introduction

Learner Outcomes
to Be Addressed

Activities and
Guided Practice

Resources
Independent
Practice
Enrichment

Defining, operationally, and comparing and contrasting scalar and

vector quantities.
Explaining, quantitatively, two-dimensional motion, in horizontal or
vertical planes, using vector components addition
Explanation and definition of vectors and scalars
Class discussion on differences and similarity between vectors
and scalars
Why do we need vectors?
Drawing vectors (representing different sizes with different
lengths)
Vector components and vector addition
Practice using vector components
Drawing diagrams using vector components

Students will explain why the quantities presented in discussion fit the
definitions of scalar or vector.
Scalars and Vectors worksheet
Java Applet for Vector Addition and accompanying questions
http://www.saskschools.ca/curr_content/physics30/kindyn/onlinei_2_1.html

Day 2 Displacement and Position

Learner Outcomes to Be
Addressed

Activities and Guided

Practice

Defining, operationally, and comparing and contrasting

scalar and vector quantities.
Explaining, quantitatively, two-dimensional motion, in
horizontal or vertical planes, using vector components
addition
Explaining, quantitatively the motion of one object relative
to another, using displacement and velocity vectors
Focus Activity http://auto.howstuffworks.com/odometer.htm
Review previous days assignments
Discuss differences between position and displacement
Importance of a reference point
Discuss odometer page
Do odometers measure distance or displacement?

Physics 20 Unit 1: Kinematics and Dynamics

Resources
Independent Practice
Enrichment

LCD projector
Internet access
Textbook problems: Page 58 #: 1-3; Page 59 #: 1-4
Displacement applet on www.learnalberta.ca (MAP)

Day 3 - Average velocity and Instantaneous Velocity

Learner Outcomes to Be
Addressed

Activities and Guided

Practice

Resources
Independent Practice
Enrichment

Defining velocity as a change in position during a time

interval
Comparing motion with constant velocity and variable
velocity.
Comparing motion with instantaneous and average
velocity
Explaining, quantitatively, two-dimensional motion, in
horizontal or vertical planes, using vector components
addition
Explaining the uniform motion of objects, using algebraic
and graphical methods, from verbal or written
descriptions and mathematical data.
Define velocity and discuss difference between velocity
and speed
Explaining velocity using vectors and vector addition
Joggers speed lab
o Uniform versus non uniform velocity
o Students will do calculations using their speed
measurements. Try the lab a couple times using
different speeds.
Practice problems Page 47 #: 5-8 Discuss questions after
students have tried them
Re-do speed lab, but allow students to go backwards and
forwards and move in other directions
o Positive and negative velocities, instantaneous
velocity
Stop watches
Meter sticks
Finish speed lab calculations if not complete
Textbook problems: Page 57: #6; Page 58: #8; Page 59: #5, 8-12
Average velocity applet at www.learnalberta.ca (MAP)

Day 4 Creating and interpreting graphs, Position time graphs, Velocity time graphs
Learner Outcomes to Be
Explaining uniform motion and uniformly accelerated
Addressed
motion, using position-time, and velocity-time graphs
Applying the concepts of slope and area under a line
or curve to determine velocity, and displacement from
position-time and velocity-time graphs
Activities and Guided
Review assignment from previous day
Practice
Introduce topic
Students will investigate position-time graphs using the
physlet. They will have to create a position time graph and
determine various quantities for their particular graph.
Discuss position-time graphs

Physics 20 Unit 1: Kinematics and Dynamics

Resources

Students will extend what they have learned about

position time graphs to velocity time graphs
Practice Problems Page 55: #13-19
Calculator graphing
Computer access

Independent Practice
Enrichment

Physlet http://www.halpc.org/~clement/Simulations/Physlets/TST/
Position-Time%20Graphs.html
Page 58: #5-9; Page 59: #13,15,16

Day 5 Velocity and Position Laboratory Day

Learner Outcomes to Be
Previous learner outcomes
Addressed
Performing experiments to demonstrate displacement,
velocity and time, using interval timers to gather the
necessary data
Analyzing empirical data graphically, using line-of-best-fit
to discover mathematical relationships
Activities and Guided
Introduce Crime Investigation unit project
Practice
Review lab requirements (for lab and for write-up)
Crime Scene Investigation - Stride Pattern Analysis
with CBR 2
From Texas Instrument:
Students walk or run fixed number of strides at a steady pace and
determine average stride distance and velocity of each person in
the group. They record the height, average stride of each person,
and velocity in the calculator lists. Using TI-Navigator this data
is shared by all students for analysis.
Resources
Calculators for lab
Independent Practice

Data sheet providing evidence from crime scene

Complete calculations and lab write-up for next class, following
given lab requirements

Enrichment

Day 6 Average acceleration and instantaneous acceleration

Learner Outcomes to Be
Defining acceleration as a change in velocity during a
Addressed
time interval
Comparing motion with constant acceleration and
variable acceleration
Applying the concepts of slope and area under a line or
curve to determine acceleration from velocity-time graphs
Activities and Guided
Demo ball and car race from textbook page 70
Practice
Review lab from last day
Introduce concept of acceleration
Students discuss in small groups what they think
acceleration is; move to class discussion
Positive and negative acceleration
Difference between average and instantaneous
acceleration draw comparisons between velocity and
acceleration

Physics 20 Unit 1: Kinematics and Dynamics

Resources
Independent Practice
Enrichment

Redo and discuss demonstration

Textbook Problems Page 68 #5-8; Page 69: #9-12

Day 7 Acceleration and Velocity-time graphs; Acceleration-time graphs; Equation manipulation

Learner Outcomes to Be
Addressed
Activities and Guided
Practice
Resources
Independent Practice
Enrichment

Day 8 Acceleration due to gravity Freely falling objects

Learner Outcomes to Be
Addressed
Activities and Guided
Practice
Resources
Independent Practice
Enrichment

Day 9 Forces
Learner Outcomes to Be
Addressed
Activities and Guided
Practice
Resources
Independent Practice
Enrichment
Day 10 Lab Day
Learner Outcomes to Be
Addressed
Activities and Guided
Practice
Resources
Independent Practice
Enrichment
Day 11 Newtons First Law
Learner Outcomes to Be
Addressed
Activities and Guided
Practice
Resources

Physics 20 Unit 1: Kinematics and Dynamics

Independent Practice
Enrichment