unit 1 forces and motion -...

© 2002 Nelson Thomson Learning Unit 1 Forces and Motion 1

Unit 1 Forces and Motion

Overview In this unit, students develop an understanding of the relationship between forces and the acceleration of an object in linear motion, investigate the effect of a net force on the linear motion of an object and analyze the effect in quantitative terms, describe the contributions of Galileo and Newton to the understanding of dynamics, evaluate and describe technological advances related to motion, and identify the effects of societal influences on transportation and safety issues.

The design of the motion component of this unit is based on two important assumptions:

1. Students in Ontario have studied motion in the grade 10 physics strand. Topics there include scalar and vector quantities, linear motion, distance, displacement, position, speed, velocity, and average acceleration. As well, students have developed skills of graphing and data analysis of motion variables, and have addressed various issues, such as transportation, that may overlap what is described in the grade 11 expectations.

2. Students may not have accomplished the expectations listed for grade 10, or they may have misunderstood or forgotten the concepts and issues.

Thus, the start of this unit addresses concepts and skills fairly closely aligned with the grade 10 Motion unit. However, the context is different so that students will be engaged by the topic.

To address such skills as using metric units, writing numbers in scientific notation, and rounding to the correct number of significant digits, students will do short activities in Chapter 1 that are cross-referenced to components in the Skills Handbook. The activities are designed to correspond to the samples in the Skills Handbook so that assessment is straightforward.

Another important aspect of this unit is the great variety of ways to perform mechanics experiments that are now available. The intent in this unit is to describe what the students need to determine and analyze an investigation (or ask the students to design the investigation). Details of the methods of gathering and analyzing data are presented in this resource.

This unit has two curriculum emphases, science and technology. The science emphasis is developed by following scientific procedures in investigations and by exploring the contributions of Galileo and Newton to the study of dynamics. The technology emphasis is found in such applications as transportation and sports.

Chapter 1, Motion, presents the study of kinematics in both one and two dimensions (motion in a plane), and includes topics that were introduced in grade 10 (especially displacement, velocity, acceleration, free fall, and graphical analysis). However, the treatment of these topics differs from that in grade 10 enough that students will not be bored or turned off. New topics include motion in a plane and several applications of accelerated motion.

Chapter 2, Forces and Newton’s Laws of Motion, presents the fundamental forces of nature followed, in order, by Newton’s three laws of motion. Students perform an important investigation involving the second law. Students extend their understanding of Chapter 1 concepts, especially vectors and acceleration, and learn how to apply free-body diagrams to help solve problems involving unbalanced forces.

Chapter 3, Gravitational Force and Friction, presents two important forces that affect motion at and above Earth’s surface. Students design their own experiment to determine the effects of friction on moving objects, and they face issues, such as transportation safety, that affect our daily lives. The chapter ends with a section on problem solving that brings all aspects of the unit together .

CONTENT SUGGESTIONS General Comments The following facts will help in planning the content of Unit 1: • Individual sections do not always fit into one class period; some need less time, and some need more time. • The key expectations are often covered in more than one way or in more than one section. Thus, choices can be made to

save time or to adapt to the prior knowledge and skills of the students. • The Practice questions are meant for student practice, not for assessment. Some students may reduce the time they spend on

those questions by doing rough solutions rather than formal solutions for evaluation or assessment. (The Section Questions are meant for assessment.)

• Students may bring with them a lot of prior knowledge and skills from the Motion unit in grade 10 science. If that is the case, sections 1.1, 1.2, 1.4, and 1.5 can be done fairly quickly.

Unit 1 Overview © 2002 Nelson Thomson Learning 2

• The Unit 1 Performance Task (pages 112–13) can be used to cover several of the specific expectations, including FM1.05, FM2.01, FM3.02, and FM3.03.

• Unit 1 is longer than Unit 2, so it is wise to plan the timing of both units so that Unit 1 can be completed without rushing.

TEACHING SUGGESTIONS 1. Discuss the introductory photograph and the feature on Julie Payette on page 1 of the text.

2. Have the students connect to what they learned in the grade 10 science unit on motion by conducting the following

think-pair-share exercise:

• Ask each student to list on a piece of paper all the key terms, symbols, units, and equations related to motion that they can in 3 or 4 min.

• Have them turn to a partner and share what they have listed. • The partners then share with a second pair of students to form a group of four. • Have each group put some or all of their combined lists on the chalkboard. Briefly discuss the class results.

3. Discuss with the students the expectations for the unit and the assessment rubrics (found in this manual).

4. Have your students work on the Are You Ready? diagnostic assignment on pages 2–3.

SPECIFIC SUGGESTIONS • The suggestions in Table 1 are based on these assumptions: • Class periods are 70 to 75 min long. • Five units are to be covered in a little more than 100 periods, so on average each unit should be completed within about 20

periods, including assessment and evaluation. (Notice that Unit 1 has been given 23 periods and Unit 2 has been given 17 periods, for a total of 40 periods.)

Table 1 Unit 1 Planning Pathway

Topic Period Content Comments, Including Time-Saving Strategies 1 Intro; 1.1 Discuss some of the questions on pages 2–4 orally.

Make sure the ticker-tape timers are in good working order before class begins.

2 1.2 Consider doing the Try This Activity on page 14 as a demonstration. Discuss the Issue on page 16 together in class, but if time is a problem, either assign the research for homework or omit that component. Another approach could be to have groups of four or six students share the responsibilities of researching and reporting on this Issue and the other Issue in this unit (see section 2.2 on the next page).

3 1.3 This is the only section that deals with motion in two dimensions. It covers expectation FM1.03. Relative motion (pages 22–3) can be omitted without hindering the flow or understanding of other topics in this unit.

4 1.4 start Doing the Try This Activities on pages 26 and 29 as class demonstrations would save time. Prepare for Investigation 1.4.1.

5 1.4 finish Do Investigation 1.4.1 and complete section 1.4.

Ch. 1

6 1.5 If time is a problem, omit the Try This Activity on page 38 or do it as a class demonstration.


Topic Period Content Comments, Including Time-Saving Strategies

7 1.6 Some students will need coaching to understand the derivations. Activity 1.6.1 (pages 45–6) is highly recommended. If you intend to have the students do the Unit 1 Performance Task (pages 112–13), now is a good time to get them started on it.

8 Ch. 1 Review Some items on pages 48–51 can be assigned as compulsory and some as optional, and some can be discussed orally.

9 Ch. 1 Test After the test, students can begin working on Chapter 2. 10 Intro; 2.1 If time is a problem, the Try This Activity on page 53 and Activity 2.1.1

on page 58 can be done as class demonstrations. 11 2.2 The main part of this section will take a full period, and the Issue on

pages 63–4 will also take a lot of time. The Issue could be done as an independent study project. See also the comments in section 1.2 above.. Consider how you want to organize the investigation in the next section; it is recommended that you assign the first two pages of section 2.3 as homework.

12 2.3 Pages 66–7 lead up to the important investigation involving Newton’s second law of motion. (See the suggestion regarding the investigation in period 11 above.) It is highly recommended that all students do Investigation 2.3.1.

13 2.4; 2.5 Section 2.4 does not take much time to introduce, so you can plan to do section 2.5 in the same period. The demonstrations of Newton’s third law of motion (in the Try This Activity on page 75) take time to set up, but are very worthwhile. At this stage, students working on the Unit 1 Performance Task should be urged to work on the task in earnest.

14 Career; Ch. 2 Review

Some items on pages 78–81 can be assigned as compulsory and some as optional, and some can be discussed orally.

Ch. 2

15 Ch. 2 Test After the test, students can begin working on Chapter 3. 16 Intro; 3.1 The Chapter 3 introduction (pages 82–3) and section 3.1 can be done in a

single period, especially if students are assigned parts as homework preparation.

17 3.2 Students may remember some of the concepts presented here from the grade 9 science unit on space exploration. Students working on the Unit 1 Performance Task should be urged to complete the task soon.

18 3.3 start Sections 3.3 and 3.4 are closely related, and may require three full periods to complete. Plan to get the introductory part of Investigation 3.3.1 (to the end of (c) on page 99) done in this period.

19 3.3; 3.4 Complete Investigation 3.3.1 and do the first part of section 3.4 (to the middle of page 103) in this period. Ask for volunteers to bring bicycles (and owner’s manuals) to the next class to perform the Try This Activity, page 106.

20 3.4 finish Complete section 3.4 in this period, including the Try This Activity, page 106.

Ch. 3

21 Ch. 3 Review Some items on pages 109–11 can be assigned as compulsory and some as optional, and some can be discussed orally.

Rev 22 Unit Rev Make a list of questions on pages 114–17 that you recommend students work on for their review of Unit 1.

Test 23 Unit Test After the Unit 1 test, students can begin working on the next unit.


Curriculum and Assessment Map for Unit 1 Overall Expectations

FMV.01 demonstrate an understanding of the relationship between forces and the acceleration of an object in linear motion

FMV.02 investigate, through experimentation, the effect of a net force on the linear motion of an object, and analyze the effect in quantitative terms, using graphs, free-body diagrams, and vector diagrams

FMV.03 describe the contributions of Galileo and Newton to the understanding of dynamics; evaluate and describe technological advances related to motion; and identify the effects of societal influences on transportation and safety issues

Section Overall

Expectations Achievement Chart Categories

Assessment/Evaluation Opportunities (Evidence)

Assessment Tools

.01 .02 .03

Knowledge/ Understanding

Practice Questions Understanding Concepts, q. 1–13 FM1.01 Section 1.1 Questions Understanding Concepts, q. 1–3 FM1.01

Rubric 1: Knowledge/Understanding

Inquiry Activity 1.1.1 Analysis a–c FM2.03 Section 1.1 Questions Applying Inquiry Skills, q. 4, 5 FM2.03

Rubric 2: Inquiry Skills

Communication Section 1.1 Questions Making Connections, q. 7 FM1.01

Rubric 3: Communication

1.1 Motion in Our Lives

• • •

Making Connections Section 1.1 Questions Making Connections, q. 6, 8 FM1.01

Rubric 4: Making Connections


Practice Questions Understanding Concepts, q. 1–13 FM1.01, FM1.02, FM1.03 Section 1.2 Questions Understanding Concepts, q. 1–6 FM1.01, FM1.02, FM1.03


1.2 Uniform Motion

•

Inquiry Try This Activity FM2.03 Section 1.2 Questions Applying Inquiry Skills, q. 7 FM2.03



Section Overall

Expectations Achievement Chart Categories


Assessment Tools

.01 .02 .03

Communication Explore an Issue FM3.03


Making Connections Explore an Issue FM3.03



Practice Questions Understanding Concepts, q. 1–7 FM1.01, FM1.02, FM1.03 Section 1.3 Questions Understanding Concepts, q. 1–5 FM1.01, FM1.02, FM1.03




1.3 Two-Dimensional Motion

•

Making Connections Practice Questions Making Connections, q. 8 FM1.02 Section 1.3 Questions Making Connections, q. 7 FM1.02



Practice Questions Understanding Concepts, q. 1–8, 10–13 FM1.01, FM1.02 Section 1.4 Questions Understanding Concepts, q. 1–8 FM1.01, FM1.02


Inquiry Try This Activity (page 26) FM2.03 Practice Questions Applying Inquiry Skills, q. 9 FM2.03 Try This Activity (page 29) FM2.03


Communication Investigation 1.4.1 Analysis b–g, Evaluation h–k, Synthesis 1 FM2.03 Section 1.4 Questions Reflecting q. 10, 11 FM2.03


1.4 Uniform Acceleration

•

Making Connections Section 1.4 Questions Making Connections, q. 9 FM3.02



Section Overall Expectations

Achievement Chart Categories


Assessment Tools

.01 .02 .03


Practice Questions Understanding Concepts, q. 1–3 FM1.01, FM1.02 Section 1.5 Questions Understanding Concepts, q. 1–5 FM 1.01, FM1.02


Inquiry Try This Activity FM2.01 Section 1.5 Questions Applying Inquiry Skills, q. 6, 7 FM2.01


Communication Investigation 1.5.1 Analysis b, c, Evaluation f–l FM2.03


1.5 Acceleration Near Earth’s Surface

•




Section 1.6 Questions Understanding Concepts, q. 1–7 FM1.01, FM1.02


Inquiry Activity 1.6.1 FM2.01 Section 1.6 Questions Applying Inquiry Skills, q. 8, 9 FM2.01


Communication Section 1.6 Questions Reflecting, q. 11, 12 FM 1.02


1.6 Solving Uniform Acceleration Problems

•



2.1 Forces in Nature

• Knowledge/ Understanding

Practice Questions Understanding Concepts, q. 1, 2, 4–9 FM1.04 Section 2.1 Questions Understanding Concepts, q. 1–4 FM1.01, FM1.04 Activity 2.1.1 FM1.01, FM1.06






Assessment Tools

.01 .02 .03

Inquiry Practice Questions Applying Inquiry Skills, q. 3 FM1.04 Section 2.1 Questions Applying Inquiry Skills, q. 5, 6 FM1.01


Communication Practice Questions Understanding Concepts, q. 9 FM1.04 Section 2.1 Questions Understanding Concepts, q. 3 FM1.01 Activity 2.1.1 FM1.04


Making Connections Practice Questions Understanding Concepts, q. 1 FM1.01



Practice Questions Understanding Concepts, q. 2–7 FM1.01, FM1.07 Section 2.2 Questions Understanding Concepts, q. 1–3 FM1.01, FM1.07 Explore an Issue Understanding the Issue, q. 1–3 FM1.07, 3.02


Inquiry Section 2.2 Questions Applying Inquiry Skills, q. 4, 5 FM1.01, FM1.07


2.2 Newton’s First Law of Motion

•

Communication Practice Questions Making Connections, q. 6, 7 FM1.07 Section 2.2 Questions Making Connections, q. 6–8 FM1.07, FM3.01 Section 2.2 Questions Reflecting, q. 9 FM3.03 Explore an Issue FM3.03






Assessment Tools

.01 .02 .03

Making Connections Practice Questions Making Connections, q. 6, 7 FM1.07 Section 2.2 Questions Making Connections, q. 6–8 FM1.07, FM3.01



Practice Questions Understanding Concepts, q. 1, 3–7 FM1.01, FM2.03, FM2.04 Section 2.3 Questions Understanding Concepts, q. 1, 2 FM1.01


Inquiry Practice Questions Applying Inquiry Skills, q. 8 FM1.01, FM2.03 Investigation 2.3.1 FM2.01, FM2.02, FM2.03, FM2.04 Section 2.3 Questions Applying Inquiry Skills, q. 3, 4


Communication Practice Questions Making Connections, q. 2 FM1.01 Investigation 2.3.1 FM2.03


2.3 Investigating Force, Mass, and Acceleration

• •

Making Connections Practice Questions Making Connections, q. 2 FM1.01



Practice Questions Understanding Concepts, q. 1–6 FM1.01, FM1.08 Section 2.4 Questions Understanding Concepts, q. 1–3 FM1.01, FM1.08


2.4 Newton’s Second Law of Motion

• •

Communication Practice Questions Understanding Concepts, q. 3, 5 FM1.01, FM1.08


2.5 Newton’s Third Law of Motion

• • Knowledge/ Understanding

Practice Questions Understanding Concepts, q. 1–5 FM1.06, FM1.07 Section 2.5 Questions Understanding Concepts, q. 1, 2 FM 1.06






Assessment Tools

.01 .02 .03

Inquiry Try This Activity FM1.06, FM1.07


Communication Practice Questions Understanding Concepts, q. 1–5 FM1.06, FM1.07 Section 2.5 Questions Making Connections, q. 3, 4 FM1.07 Section 2.5 Questions Reflecting, q. 5 FM1.06


Making Connections Section 2.5 Questions Making Connections, q. 3, 4 FM1.07





Inquiry Section 3.1 Questions Applying Inquiry Skills, q. 10 FM1.05




3.1 Gravitational Force on Earth’s Surface

•






Inquiry Section 3.2 Questions Applying Inquiry Skills, q. 4 FM1.05




3.2 Universal Gravitation

•

Making Connections Section 3.2 Questions Making Connections, q. 6–8 FM3.03






Assessment Tools

.01 .02 .03


Practice Questions Understanding Concepts, q. 1–3 FM1.01 Section 3.3 Questions Understanding Concepts, q. 1, 2 FM1.01


Inquiry Investigation 3.3.1 Design b, Materials c, Analysis d, e FM2.01 Section 3.3 Questions Applying Inquiry Skills, q. 3, 4 FM2.01


Communication Investigation 3.3.1 Analysis f, Evaluation g–j FM2.01


3.3 The Effects of Friction

•

Making Connections Practice Questions Making Connections, q. 4 FM1.01 Section 3.3 Questions Making Connections, q. 5, 6 FM1.01



Practice Questions Understanding Concepts, q. 1–8 FM1.01, FM1.02, FM1.06, FM1.07 Section 3.4 Questions Understanding Concepts, q. 1–6 FM1.01, FM1.02, FM1.06, FM1.07


Inquiry Lab Exercise 3.4.1 FM2.01 Try This Activity FM1.02, FM1.07, FM2.01 Section 3.4 Questions Applying Inquiry Skills, q. 7, 8 FM2.01


Communication Practice Questions Making Connections, q. 10 FM3.02, FM3.03


3.4 Analyzing Motion with Friction

• • •

Making Connections Section 3.4 Questions Making Connections, q. 9–12 FM3.02, FM3.03



Prerequisite Knowledge and Skills The following are samples of specific expectations from Ontario’s grades 7 to 10 curriculum that relate to Unit 1. Grade 7 Structural Strength and Stability • formulate questions about and identify needs and problems related to the strength of structures, and explore possible

answers and solutions Grade 8 Mechanical Efficiency • describe in quantitative terms the relationship between force, area, and pressure • investigate and measure forces that affect the movement of an object • distinguish between velocity and speed • communicate the procedures and results of investigations for specific purposes and to specific audiences, using media

works, written notes and descriptions, charts, graphs, drawings, and oral presentations • produce technical drawings of a structure or a mechanical system, using a variety of resources Grade 8 Fluids • compare qualitatively the densities of solids, liquids, and gases Grade 9 The Study of the Universe • describe and compare the general properties and motions of the components of the solar system • describe and explain the effects of the space environment on organisms and materials Grade 9 Atoms and Elements • solve density problems given any two of mass, volume, and density Grade 10 Motion • distinguish between and provide examples of scalar and vector quantities • add displacement vectors • distinguish among constant, instantaneous, and average speed • describe quantitatively the relationship among average speed, distance travelled, and elapsed time • describe quantitatively the relationship among average velocity, displacement, and elapsed time • draw position-time graphs and calculate the average velocity and instantaneous velocity from such graphs • describe quantitatively the relationship among average acceleration, change in velocity, and elapsed time • draw position-time and velocity-time graphs for constant acceleration, and calculate the acceleration and displacement from

velocity-time graphs • use a velocity-time graph for constant acceleration to derive the equations for average velocity and displacement and solve

problems in one dimension using these equations • use a broad range of tools and techniques safely, accurately, and effectively (e.g., stopwatches, photogates, length-

measurement devices, and motion sensors to obtain data, and electronic spreadsheets and graphs to record and analyze the data)

• identify, explain, and express sources of error and uncertainty in experimental measurements


Key Inquiry and Communication Skills As students begin this unit, they should • be familiar with the meanings, use, and conversion of metric prefixes; for a review, refer to Appendix C, page 576, in the

text • be aware of how to perform a controlled experiment involving three variables (see Investigation 2.3.1); for suggestions, see

Appendix A1, page 548–53 • be able to write lab reports; for suggestions, refer to Appendix A4, pages 560–64 • be able to apply decision making to issues related to the topics of motion and forces; for reference, see Appendix A2, pages

554–57 • be proficient in applying math skills such as writing numbers in scientific notation, rounding off answers to the correct

number of significant digits, applying equations to solve problems, using dimensional analysis, and drawing and interpreting graphs; see Appendix A5, pages 565–71

• be able to use a variety of resources, including the Internet, to research topics related to forces and motion Key Technical and Safety Skills As students begin this unit, they should • display wise safety practices when participating in any lab activity; refer to Appendixes B1 and B2 on pages 572–75 • be able to use mechanical and electrical equipment such as timing devices and a motion sensor Making Connections As students progress through this unit, they should • be capable of recognizing and/or explaining the connections between the science principles presented and the applications to

technology, society, and the environment

Unit 1 Investigation/Activity/Lab Exercise/Try This Activity Chart and Skills Menu Summary

NOTE: • Single brackets (y) indicate that students must complete the task but do not have to write out the corresponding explanation. • Double brackets ((y)) indicate an optional component, usually at the end of an investigation.

Chapter 1 Investigations, Activities, Lab Exercises, Try This Activities

Completed by Student

Title Purpose Question Prediction/ Hypothesis

Design Materials Procedure Evidence Analysis Evaluation Synthesis

Try This Activity: Comparing Speeds

to test students’ skills of estimating and calculating speeds

y

y

y

y

y

y

y

Activity 1.1.1: Calibrating a Ticker-Tape Timer

to introduce students to an experimental method of determining short time intervals

y

y

y

Try This Activity: Attempting Uniform Motion

to experience the challenge of creating motion at a constant speed

y

y

y

Try This Activity: Analyzing Motion Graphs

to relate real-life motion to graphs generated by a computer connected to a motion sensor

y

y

y

Try This Activity: Student Accelerometers

to test predictions of the action of various designs of horizontal accelerometers

y

(y)

(y)

y

y



Investigation 1.4.1: Attempting Uniform Acceleration

to analyze the motion of a cart accelerating down an inclined plane

y

((y))

((y))

((y))

y

y

y

y

Try This Activity: A Vertical Accelerometer

to test predictions of the action of a vertical accelerometer

y

y

y

Investigation 1.5.1: Acceleration Due to Gravity

to analyze the motion of objects undergoing free fall

y

y

y

y

Activity 1.6.1: Human Reaction Time

to apply the free-fall analysis of motion to analyze human reaction time

y

y

Chapter 2 Title Purpose Question Prediction/

Hypothesis Design Materials Procedure Evidence Analysis Evaluation Synthesis

Try This Activity: Measuring and Estimating Forces

to provide practice in measuring and estimating forces and to test graphing skills

y

y

Activity 2.1.1: Forces on Springs

to test predictions of forces and develop the skill of drawing free-body diagrams

y

y

y

Try This Activity: Observing Objects at Rest and in Motion

to observe demonstrations of Newton’s first law of motion

y

y



Investigation 2.3.1: The Relationship Involving Acceleration, Net Force, and Mass

to investigate how the acceleration of an object depends on the mass of the object and the net force acting on it

y

(y)

(y)

(y)

y

y

y

y

Try This Activity: Demonstrating Newton’s Third Law

to observe demonstrations of Newton’s third law of motion and explain them using free-body diagrams

y

y

y

Chapter 3 Title Purpose Question Prediction/


Try This Activity: Modelling an Important Relationship

to explore the properties of inverse square relationships

y

y

y

Investigation 3.3.1: Factors That Affect Friction

to investigate how various factors (the type of friction, the object’s mass, the contact area between surfaces, and the types of surfaces in contact) affect friction

y

y

y

y

y

y

y



Lab Exercise 3.4.1: Determining Coefficients of Friction

to apply the equations for static friction and kinetic friction to determine the coefficients of friction for several sets of materials

((y))

((y))

((y))

((y))

y

y

y

Try This Activity: The Bicycle Braking System

to analyze the braking system of a bicycle

y

y

Performance Task Title Purpose Question Prediction/


Motion and Space Exploration

to design, build, test, analyze, and evaluate a landing device of low mass that can carry an egg and land on a hard surface after falling freely for 1.0 m

y y y y y y y


Materials List for Unit 1 Students need the following items to perform the investigations, activities, lab exercises, and Try This activities in Unit 1. The number of items required is based on a class of 30 students, working in pairs. Unless stated otherwise, 15 items are required. An “×” following the number means 15 times that number (i.e., 3× means 45 of that particular item). Where the term “item” is inappropriate, such as for a piece of tubing or masking tape, the teacher must look at the individual activity or investigation to obtain appropriate quantities.

Activity or Investigation Text Page Materials Try This Activity: Comparing Speeds (Chapter 1)

5 calculator metre stick stopwatch or clock with a second hand access to a globe or an atlas

Activity 1.1.1: Calibrating a Ticker-Tape Timer (Chapter 1)

10 ticker-tape timer stopwatch ticker tape power supply (if required to operate the timer)

Try This Activity: Attempting Uniform Motion (Chapter 1)

14 motion sensor connected to a graphics program object that can move with a constant (or nearly constant) velocity (such as a glider on an air track or a battery-powered toy vehicle)

Try This Activity: Analyzing Motion Graphs (Chapter 1)

26 motion sensor connected to a graphics program object that can move with a constant (or nearly constant) velocity (such as a glider on an air track or a battery-powered toy vehicle)

Try This Activity: Student Accelerometers (Chapter 1)

29 A description of each of the accelerometers shown in Figure 6 is as follows: (a) This is a student-made accelerometer consisting of a small rubber stopper attached to the origin of a large plastic, wooden, or cardboard protractor. (b) This accelerometer is available commercially and is often found singly for classroom demonstrations. (c) This is an expensive and accurate accelerometer. The commercial version has a small metal device that pinches the tubing, allowing the acceleration to be recorded until a reading can be taken (note that the pincher is not shown in the figure). (d) This is a common form of horizontal accelerometer found in amusement park physics kits available commercially.

Investigation 1.4.1: Attempting Uniform Acceleration (Chapter 1)

33–5 ticker-tape timer ticker tape dynamics cart or smooth-rolling toy truck one 2-m board bricks or books clamp masking tape


Activity or Investigation Text Page Materials Try This Activity: A Vertical Accelerometer (Chapter 1)

38 vertical accelerometer

Investigation 1.5.1: Acceleration Due to Gravity (Chapter 1)

39–40 fence with photogate computer interfacing software light masses to add to the picket fence masking tape

Activity 1.6.1: Human Reaction Time (Chapter 1)

45–6 metre stick or a centimetre ruler (2×)

Try This Activity: Measuring and Estimating Forces (Chapter 2)

53 set of masses (one 100-g mass, two 200-g mass, and one 500-g mass) force sensor and/or force scale, calibrated in newtons other objects whose mass or weight can be measured (such as a dynamics cart)

Activity 2.1.1: Forces on Springs (Chapter 2)

58 1.0-kg mass two force scales of the same design

Investigation 2.3.1: The Relationship Involving Acceleration, Net Force, and Mass (Chapter 2)

68–70 dynamics cart three 100-g masses (or other suitable sizes) two 1.0-kg masses string pulley clamp ticker-tape timer and related apparatus beam balance, spring balance, or heavy-duty electronic balance

Try This Activity: Modelling an Important Relationship (Chapter 3)

83 graph paper (2×) calculator (2×)

Investigation 3.31: Factors That Affect Friction (Chapter 3)

98–9 a friction block, box, cart, or cube (The block has sides of different surface areas, as shown in Figure 6, page 99; the box can contain various masses; the cart has wheels on one side but can also be pulled on the other side; and the cube has four different surfaces. Refer to science supply catalogues.) force sensor and corresponding computer interface software or a force scale calibrated in newtons metric ruler or metre stick beam balance or electronic scale

Lab Exercise 3.4.1: Determining Coefficients of Friction (Chapter 3)

103–4 graph paper calculator

Try This Activity: The Bicycle Braking System (Chapter 3)

106 bicycle and owner’s manual


Materials Activity or Investigation access to a globe or an atlas Try This Activity: Comparing Speeds, text page 5

(Chapter 1) Accelerometer: A description of each of the accelerometers shown in Figure 6 on text page 29 is as follows: (a) This is a student-made accelerometer consisting of a small rubber stopper attached to the origin of a large plastic, wooden, or cardboard protractor. (b) This accelerometer is available commercially and is often found singly for classroom demonstrations. (c) This is an expensive and accurate accelerometer. The commercial version has a small metal device that pinches the tubing, allowing the acceleration to be recorded until a reading can be taken (note that the pincher is not shown in the figure). (d) This is a common form of horizontal accelerometer found in amusement park physics kits available commercially.

Try This Activity: Student Accelerometers, text page 29 (Chapter 1)

accelerometer, vertical Try This Activity: A Vertical Accelerometer, text page 38 (Chapter 1)

beam balance, spring balance, or heavy-duty electronic balance

Investigation 2.3.1: The Relationship Involving Acceleration, Net Force, and Mass, text pages 68–70 (Chapter 2); Investigation 3.31: Factors That Affect Friction (Chapter 3), text pages 98–9

bicycle and owner’s manual Try This Activity: The Bicycle Braking System (Chapter 3), text page 106

board, one 2-m (and bricks or books to support it) Investigation 1.4.1: Attempting Uniform Acceleration, text pages 33–2 (Chapter 1)

calculator Try This Activity: Comparing Speeds, text page 5 (Chapter 1) Try This Activity: Modelling an Important Relationship (Chapter 3), text page 83; Lab Exercise 3.4.1: Determining Coefficients of Friction (Chapter 3), text pages 103–4

clamp Investigation 1.4.1: Attempting Uniform Acceleration, text pages 33–5 (Chapter 1); Investigation 2.3.1: The Relationship Involving Acceleration, Net Force, and Mass, text pages 68–70 (Chapter 2)

dynamics cart or smooth-rolling toy truck Investigation 1.4.1: Attempting Uniform Acceleration, text pages 33–5 (Chapter 1); Try This Activity: Measuring and Estimating Forces, text page 53 (Chapter 2); Investigation 2.3.1: The Relationship Involving Acceleration, Net Force, and Mass, text pages 68–70 (Chapter 2)


Materials Activity or Investigation fence with a photogate (and light masses to add to the picket fence)

Investigation 1.5.1: Acceleration Due to Gravity, text pages 39–40 (Chapter 1)

force sensor and/or force scale, calibrated in newtons Try This Activity: Measuring and Estimating Forces, text page 53 (Chapter 2); Activity 2.1.1: Forces on Springs, text page 58 (Chapter 2); Investigation 3.31: Factors That Affect Friction (Chapter 3), text pages 98–9

friction block, box, cart, or cube (The block has sides of different surface areas, as shown in Figure 6, text page 99; the box can contain various masses; the cart has wheels on one side but can also be pulled on the other side; and the cube has four different surfaces. Refer to science supply catalogues.)

Investigation 3.31: Factors That Affect Friction (Chapter 3), text pages 98–9

graph paper Try This Activity: Modelling an Important Relationship (Chapter 3), text page 83; Lab Exercise 3.4.1: Determining Coefficients of Friction (Chapter 3), text pages 103–4

masking tape Investigation 1.4.1: Attempting Uniform Acceleration, text pages 33–5 (Chapter 1); Investigation 1.5.1: Acceleration Due to Gravity, text pages 39–40 (Chapter 1)

masses Try This Activity: Measuring and Estimating Forces, text page 53 (one 100-g mass, two 200-g mass, and one 500-g mass) (Chapter 2); Activity 2.1.1: Forces on Springs, text page 58 (1.0-kg mass) (Chapter 2); Investigation 2.3.1: The Relationship Involving Acceleration, Net Force, and Mass, text pages 68–70 (three 100-g masses and two 1.0-kg masses) (Chapter 2)

metre stick (or metre ruler) Try This Activity: Comparing Speeds, text page 5 Activity 1.6.1: Human Reaction Time, text pages 45–6 (Chapter 1); Investigation 3.31: Factors That Affect Friction (Chapter 3), text pages 98–9

motion sensor connected to a graphics program Try This Activity: Attempting Uniform Motion, text page 14 (Chapter 1); Try This Activity: Analyzing Motion Graphs, text page 26 (Chapter 1)

object that can move with a constant (or nearly constant) velocity (such as a glider on an air track or a battery-powered toy vehicle)

Try This Activity: Attempting Uniform Motion, text page 14 (Chapter 1); Try This Activity: Analyzing Motion Graphs, text page 26 (Chapter 1)

pulley Investigation 2.3.1: The Relationship Involving Acceleration, Net Force, and Mass, text pages 68–70 (Chapter 2)

software, computer-interfacing Investigation 1.5.1: Acceleration Due to Gravity, text pages 39–40 (Chapter 1); Investigation 3.31: Factors That Affect Friction (Chapter 3), text pages 98–9


Materials Activity or Investigation stopwatch or clock with a second hand Try This Activity: Comparing Speeds, text page 5

(Chapter 1); Activity 1.1.1: Calibrating a Ticker-Tape Timer (Chapter 1)

string Investigation 2.3.1: The Relationship Involving Acceleration, Net Force, and Mass, text pages 68–70 (Chapter 2)

ticker tape Activity 1.1.1: Calibrating a Ticker-Tape Timer, text page 10 (Chapter 1) Investigation 1.4.1: Attempting Uniform Acceleration, text pages 33–5 (Chapter 1)

ticker-tape timer (and power supply, if required) Activity 1.1.1: Calibrating a Ticker-Tape Timer, text page 10 (Chapter 1) Investigation 1.4.1: Attempting Uniform Acceleration, text pages 33–5 (Chapter 1); Investigation 2.3.1: The Relationship Involving Acceleration, Net Force, and Mass, text pages 68–70 (Chapter 2)

unit 1 forces and motion -...

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