11 Handbook - Fall 2014

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York Mills Collegiate Institute

SPH3U

Course Handbook

Fall 2014

Student Name:

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Gr. 11 Physics Syllabus

This chart contains a complete list of the lessons and homework for Gr. 11 Physics. Please complete all the worksheets and

problems listed under Homework before the next class. A set of optional online resources, lessons and videos is also listed

under Homework and can easily be accessed through the links on the Syllabus found on the course webpage

(http://abelmoodle.abel.yorku.ca/moodle/course/view.php?id=388.Its called York Mills Physics 11). You may want to

bookmark or download the syllabus for frequent use.

Lesson Topics Homework1 Welcome to Physics CourseIntroduction

Group Work

Group roles, effectivegroup work

Log on to course website.Homework sheet:How Groups WorkVideo:Dysfunctional GroupVideo:Functional Group

2 Measurement Significant figures,scientific notation

Homework sheet:Measurement and NumbersText: pg. 626, Exponential Notation Standard

FormLesson:Scientific Notation

3 How to Answer a Question Evaluation in Gr. 11physics

Video:The Big Bang

Kinematics1 Introduction to Motion Constant speed, position,

time, d-t graphs, slope of

d-t, sign convention

Video:The Known Universe

2 Introduction to Motion,continued Handbook: Constant SpeedText: pg. 6, PositionText: pg. 17, Position-Time GraphsLesson:Slope of d-t Graph

3 Interpreting Position Graphs Position graphs foruniform / nonuniform

motion

Handbook:Position GraphsLesson:Describing d-t Graphs

4 Defining Velocity Displacement, velocity vs.speed, when is v changing?

Handbook:Defining VelocityText: pg 6, DisplacementLesson:Speed Calculation

5 Velocity-Time Graphs Velocity graphs foruniform motion, vectors

Handbook: Velocity GraphsText: pg. 6, Scalars and VectorsText: pg. 21, Velocity-Time Graphs

Lesson:Vectors and Scalars

6 Conversions units and conversions Handbook: ConversionsLesson:Unit Conversion

7 Problem Solving Problem solving, Handbook:Problems UnsolvedVideo:Peregrine Falcon

8 Changing Velocity Changing speed Handbook:Representations of Motion

9 Changing Velocity, continued Instantaneous velocity,average velocity, tangents

to d-t graph,

Handbook:Part E of Changing VelocityText: pg. 15, Instantaneous Velocity

Lesson:Tangents

10 Quiz: Representations of Motion

The Idea of Acceleration

Acceleration, slope of v-t

graphText: pg. 25-7, AccelerationText: pg. 33-4, Calculating Constant Acceleration

Problems: pg. 34 #1, pg. 37# 1, 2 (use the solutionsheets!)Lesson:Slope of v-t GraphVideo:High Accelerations

(Note: there are MANY errors in the narration, butthe footage is excellent)

11 Calculating Acceleration Acceleration equation,units

Problems: pg. 28 #2a, pg. 30 #5(use the solutionsheets!)

Lesson:Acceleration Calculation

12 Speeding Up or Slowing Down? Sign of the acceleration,speeding up, slowingdown, representations of

SD & SU in d-t and v-t

graphs,

Handbook: SU/SDLesson:Interpreting v-t Graphs

13 Area and Average Velocity area under v-t graph,sudden changes in motion,

average velocity

Problems: pg. 23 #2, 7, 8, pg. 37 #3Text: pg. 13, Average VelocityText: pg.35, Calculating DisplacementLesson:Area Under a v-t Graph
http://abelmoodle.abel.yorku.ca/moodle/course/view.php?id=388http://abelmoodle.abel.yorku.ca/moodle/course/view.php?id=388http://abelmoodle.abel.yorku.ca/moodle/course/view.php?id=388http://www.youtube.com/watch?v=vgF_lmPqbOAhttp://www.youtube.com/watch?v=vgF_lmPqbOAhttp://www.youtube.com/watch?v=vgF_lmPqbOAhttp://www.youtube.com/watch?v=xAJKxNUbjf8http://www.youtube.com/watch?v=xAJKxNUbjf8http://www.youtube.com/watch?v=xAJKxNUbjf8http://www.youtube.com/watch?v=kSx873lOgIc&feature=player_embeddedhttp://www.youtube.com/watch?v=kSx873lOgIc&feature=player_embeddedhttp://www.youtube.com/watch?v=kSx873lOgIc&feature=player_embeddedhttp://www.youtube.com/watch?v=zV6aQbnHSRo&feature=youtu.behttp://www.youtube.com/watch?v=zV6aQbnHSRo&feature=youtu.behttp://www.youtube.com/watch?v=zV6aQbnHSRo&feature=youtu.behttp://www.youtube.com/watch?v=17jymDn0W6U&feature=youtu.behttp://www.youtube.com/watch?v=17jymDn0W6U&feature=youtu.behttp://www.youtube.com/watch?v=17jymDn0W6U&feature=youtu.behttp://www.youtube.com/watch?v=-1ztosop_aYhttp://www.youtube.com/watch?v=-1ztosop_aYhttp://www.youtube.com/watch?v=-1ztosop_aYhttp://www.youtube.com/watch?v=0bys19z6Powhttp://www.youtube.com/watch?v=0bys19z6Powhttp://www.youtube.com/watch?v=0bys19z6Powhttp://www.youtube.com/watch?v=awzOvyMKeMA&feature=player_embeddedhttp://www.youtube.com/watch?v=awzOvyMKeMA&feature=player_embeddedhttp://www.youtube.com/watch?v=awzOvyMKeMA&feature=player_embeddedhttp://www.youtube.com/watch?v=ihNZlp7iUHE&feature=player_embeddedhttp://www.youtube.com/watch?v=ihNZlp7iUHE&feature=player_embeddedhttp://www.youtube.com/watch?v=ihNZlp7iUHE&feature=player_embeddedhttp://www.youtube.com/watch?v=w0nqd_HXHPQ&feature=player_embeddedhttp://www.youtube.com/watch?v=w0nqd_HXHPQ&feature=player_embeddedhttp://www.youtube.com/watch?v=w0nqd_HXHPQ&feature=player_embeddedhttp://www.youtube.com/watch?v=j3mTPEuFcWk&feature=youtu.behttp://www.youtube.com/watch?v=j3mTPEuFcWk&feature=youtu.behttp://www.youtube.com/watch?v=j3mTPEuFcWk&feature=youtu.behttp://www.youtube.com/watch?v=GkQX-IS1Ffohttp://www.youtube.com/watch?v=GkQX-IS1Ffohttp://www.youtube.com/watch?v=GkQX-IS1Ffohttp://www.youtube.com/watch?v=Buv32VWWrOohttp://www.youtube.com/watch?v=Buv32VWWrOohttp://www.youtube.com/watch?v=Buv32VWWrOohttp://www.youtube.com/watch?v=O4lwAzGRONUhttp://www.youtube.com/watch?v=O4lwAzGRONUhttp://www.youtube.com/watch?v=O4lwAzGRONUhttp://www.youtube.com/watch?v=FOkQszg1-j8&feature=player_embeddedhttp://www.youtube.com/watch?v=FOkQszg1-j8&feature=player_embeddedhttp://www.youtube.com/watch?v=FOkQszg1-j8&feature=player_embeddedhttp://www.youtube.com/watch?v=pRHxU1_Rjawhttp://www.youtube.com/watch?v=pRHxU1_Rjawhttp://www.youtube.com/watch?v=pRHxU1_Rjawhttp://www.youtube.com/watch?v=DxJMDJSorMQhttp://www.youtube.com/watch?v=DxJMDJSorMQhttp://www.youtube.com/watch?v=DxJMDJSorMQhttp://www.youtube.com/watch?v=DxJMDJSorMQhttp://www.youtube.com/watch?v=pRHxU1_Rjawhttp://www.youtube.com/watch?v=FOkQszg1-j8&feature=player_embeddedhttp://www.youtube.com/watch?v=O4lwAzGRONUhttp://www.youtube.com/watch?v=Buv32VWWrOohttp://www.youtube.com/watch?v=GkQX-IS1Ffohttp://www.youtube.com/watch?v=j3mTPEuFcWk&feature=youtu.behttp://www.youtube.com/watch?v=w0nqd_HXHPQ&feature=player_embeddedhttp://www.youtube.com/watch?v=ihNZlp7iUHE&feature=player_embeddedhttp://www.youtube.com/watch?v=awzOvyMKeMA&feature=player_embeddedhttp://www.youtube.com/watch?v=0bys19z6Powhttp://www.youtube.com/watch?v=-1ztosop_aYhttp://www.youtube.com/watch?v=17jymDn0W6U&feature=youtu.behttp://www.youtube.com/watch?v=zV6aQbnHSRo&feature=youtu.behttp://www.youtube.com/watch?v=kSx873lOgIc&feature=player_embeddedhttp://www.youtube.com/watch?v=xAJKxNUbjf8http://www.youtube.com/watch?v=vgF_lmPqbOAhttp://abelmoodle.abel.yorku.ca/moodle/course/view.php?id=388

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14 The Displacement Problem Calculating displacementfor uniform acceleration

Handbook:Displacement Problems!Text: pg. 40-2, Equations of Uniformly Accelerated

Motion

Video:Stopping DistanceVideo:Stopping DistanceVideo:Stopping Distance

15 The BIG Five The BIG 5 equations,multiple representations of

motion, problem solving

Problems: pg. 44, #1, pg. 45 #2 (Use the solutionsheets!)Text: pg. 43-6, examples

Lesson:Using the BIG FiveVideo:Smart Car Test

16 Freefall Vertical motion, freefall,turning around

Video:Highest Sky DiveVideo:NASA Drop Tower

Video:Feather vs Ball

17 Freefall Acceleration ag, freefall problemsolving, multiple solutions,

distance

Handbook:FreefallingText: pg. 77, Acceleration

Due to Gravity

Lesson:Freefall ExampleLesson:Vertical MotionVideo:Drop Zone Freefall

Video:Freefall on Moon

18 Cart Project Review problems: pg. 52 #5, 6, 20, 23, 28, 29, pg. 88#14, 16Review:Kinematics (all questions are very good!)

Handbook: Graphing Review

19 Cart Project Review:Graphing Summary20 Review Lesson

21 Test

2-D Motion1 Two Dimensional Motion Displacement vectors in 2-D, scale

vector diagrams, distance vs.

displacement, speed vs. velocity

Text: pg. 7-10, Representing Vector Quantities

Handbook: Vector PracticeLesson:Writing Vectors

Lesson:Adding Vectors

2 Vector Adventure Adding vectors Problem: pg. 15 #5

Forces1 Interactions and Forces Idea of force, interactions Video:Fundamental Forces

Assign Song / Video ProjectHandbook:Interactions

2 What is the Effect of a Force? Force causes acceleration Video:Feynman and Inertia

3 The Force-Motion Catalogue Combining forces, net force,Newtons 1stLaw

Handbook: The Net ForceVideo:Inertia Hip-Hop

Read: Newtons First Law, pg. 104-5

4 The Change of Force Principle Systems, inertia, changing forces Handbook: The Force-Change PrincipleLesson:First LawVideo:Forces in Space!

5 The Force of Gravity

Quiz: 1stLaw + Net Force

Force of gravity, gravitational fieldstrength, Fg= mg

Read: Gravitational Field Intensity, pg. 71-5Handbook:Force of Gravity HomeworkVideo:Big Bang Theory

Video:GravityNewton to Einstein

6 Normal Force Normal force Read: Normal Force, pg. 94Handbook:Normal Forces Homework

Lesson:Normal ForceVideo:Normal Force

7 Force, Mass and Motion Force and mass affect acceleration Video:Cars and InertiaHandbook:Representing Forces Homework

8 Force, Mass and Motionpart

2

Newtons 2ndlaw, Fnet= ma,definition of force, definition of

Newton, inertia

Read: Newtons Second Law, pg. 106-8Handbook:Force, Mass and Motion HomeworkLesson:Newtons Second LawVideo:2ndLaw in Space!

9 Newtons Second Law Problem

Solving

Force problem solving techniques Problems: finish handbook questionsLesson:Finding the Net ForceVideo:Misconceptions About Freefall
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10 Interaction Forces Forces are interactions Video:3r Law in Space!

Video:Newtons Third Law

11 Newtons 3r law Newtons 3rdLaw,

Force pairsRead: Newtons 3r Law, pg. 114-6Handbook:Newtons Third LawHomework

12 Friction Kinetic and static friction Read: Kinds of Friction, pg. 92-7Video:Brake TestVideo:Chevy Volt Test

13 Friction Coefficient of friction, Ff= Fn Problems: pg 96 #1, 2, pg. 97#1, 2, pg. 122 #1, 123#2Lesson:Static and Kinetic FrictionLesson:Intro to Friction

Lesson:Friction Problem14 Review Problems: pg. 124 #3, pg 130 #5, 8, 15, pg. 136 #8, 12,

14, 45, 47, 51,Review:Newtons Laws

15 Test

Energy1 The Flow of Energy Energy flow diagrams, bar charts Lesson:Energy Diagrams

2 Doing Work! Positive, negative work, net work-kinetic energy theorem

Read: Conditions for Mechanical Work, pg. 144-6Handbook:Doing Work Homework

Lesson:Work and Energy

3 Measuring Energy Kinetic energy, gravitationalpotential energy

Read: Kinetic Energy, pg. 162-6Handbook:Measuring Energy HomeworkLesson:Work and GPE

Video:Swinging Ball of Death

4 Changes in Gravitational

Energy

Path independence, vertical origin Read: Changes in Gravitational Energy, pg. 159-60

Handbook: Changes in Gravitational Energy Homework

5 The Conservation of Energy Conservation of energy, thermalenergy

Read: Energy and Its Characteristics, pg. 152Problems: pg. 170 #1, 2, pg. 172 #5, 6Handbook: Conservation of Energy Homework

Lesson:Conservation ProblemsVideo:Canadas Wonderland BehemothSimulation:RollercoasterSimulation:Skateboarding Park

6 Power Definition of power, watt Read: Power,pg. 188-9Problems: pg. 189 #1, 2

7 Summary Lesson Review: pg. 232 #43a, 49, 53, 54Video:The Most Important Video You Will Ever See

Waves and Sound1 Quiz on Energy

Good Vibrations

Periodic motion, types of

vibrations, frequency, period,

amplitude, displacement, phase

E-Book:The Physics of Music

2 Good Vibrations, continued Read: Characteristics of Vibrations, pg. 238-40Handbook: Good Vibrations Homework

3 Making Waves Medium, pulses, crest, trough,energy, transverse waves,

fixed/free-end reflections, graphing

waves

Read: Transverse Waves, pg. 244-5Handbook:Making Waves Homework

Lesson:Intro to WavesVideo:Types of WavesSimulation:Transverse Waves

4 Making Waves, continued

Interference

Superposition principle,

constructive and destructive

interference

Read: Wave Behaviour, pg. 251-3

Handbook:Interference Homework

Video:Two Pulses Interfering5 The Speed of Waves Wave speed, Universal wave

equation, dependence on mediumRead: The Speed of Waves, pg. 247-8

Handbook: Speed of Waves HomeworkVideo:T, F, and v

6 Standing Waves Standing waves, nodes, antinodes,modes, resonance, resonant

frequency

Read: Standing Waves, pg. 292-3Handbook: Standing Waves Homework

Lesson:Standing WavesVideo:Standing WavesVideo:Shatter GlassVideo:Shatter Glass

7 Resonance Read: Mechanical Resonance, pg. 241-2Handbook:Resonance Homework
http://youtu.be/cP0Bb3WXJ_khttp://youtu.be/cP0Bb3WXJ_khttp://youtu.be/cP0Bb3WXJ_khttp://youtu.be/cP0Bb3WXJ_khttp://youtu.be/cP0Bb3WXJ_khttp://youtu.be/Xx9kiF00rtshttp://youtu.be/Xx9kiF00rtshttp://youtu.be/Xx9kiF00rtshttp://youtu.be/m1dv_y_3EK0http://youtu.be/m1dv_y_3EK0http://youtu.be/m1dv_y_3EK0http://youtu.be/UPdmTqs_YQshttp://youtu.be/UPdmTqs_YQshttp://youtu.be/UPdmTqs_YQshttp://www.khanacademy.org/video/intuition-on-static-and-kinetic-friction-comparisons?playlist=Physicshttp://www.khanacademy.org/video/intuition-on-static-and-kinetic-friction-comparisons?playlist=Physicshttp://www.khanacademy.org/video/intuition-on-static-and-kinetic-friction-comparisons?playlist=Physicshttp://www.khanacademy.org/video/introduction-to-friction?playlist=Physicshttp://www.khanacademy.org/video/introduction-to-friction?playlist=Physicshttp://www.khanacademy.org/video/introduction-to-friction?playlist=Physicshttp://www.khanacademy.org/video/static-and-kinetic-friction-example?playlist=Physicshttp://www.khanacademy.org/video/static-and-kinetic-friction-example?playlist=Physicshttp://www.khanacademy.org/video/static-and-kinetic-friction-example?playlist=Physicshttp://www.physicsclassroom.com/reviews/newtlaws/newtlawsrev.cfm#48http://www.physicsclassroom.com/reviews/newtlaws/newtlawsrev.cfm#48http://www.physicsclassroom.com/reviews/newtlaws/newtlawsrev.cfm#48http://physics.wku.edu/phys201/Information/ProblemSolving/EnergyDiagrams.htmlhttp://physics.wku.edu/phys201/Information/ProblemSolving/EnergyDiagrams.htmlhttp://physics.wku.edu/phys201/Information/ProblemSolving/EnergyDiagrams.htmlhttp://youtu.be/zQ_9Atyekh8http://youtu.be/zQ_9Atyekh8http://youtu.be/zQ_9Atyekh8http://www.khanacademy.org/video/work-and-energy--part-2?playlist=Physicshttp://www.khanacademy.org/video/work-and-energy--part-2?playlist=Physicshttp://www.khanacademy.org/video/work-and-energy--part-2?playlist=Physicshttp://youtu.be/EZNpnCd4ZBohttp://youtu.be/EZNpnCd4ZBohttp://youtu.be/EZNpnCd4ZBohttp://www.youtube.com/watch?v=W7f_t00boqYhttp://www.youtube.com/watch?v=W7f_t00boqYhttp://www.youtube.com/watch?v=W7f_t00boqYhttp://youtu.be/s0DfedyT8M0http://youtu.be/s0DfedyT8M0http://youtu.be/s0DfedyT8M0http://surendranath.tripod.com/Applets/Dynamics/Coaster/Coaster.htmlhttp://surendranath.tripod.com/Applets/Dynamics/Coaster/Coaster.htmlhttp://surendranath.tripod.com/Applets/Dynamics/Coaster/Coaster.htmlhttp://phet.colorado.edu/en/simulation/energy-skate-parkhttp://phet.colorado.edu/en/simulation/energy-skate-parkhttp://phet.colorado.edu/en/simulation/energy-skate-parkhttp://www.youtube.com/view_play_list?p=6A1FD147A45EF50Dhttp://www.youtube.com/view_play_list?p=6A1FD147A45EF50Dhttp://www.youtube.com/view_play_list?p=6A1FD147A45EF50Dhttp://staff.tamhigh.org/lapp/book.pdfhttp://staff.tamhigh.org/lapp/book.pdfhttp://staff.tamhigh.org/lapp/book.pdfhttp://youtu.be/CwuRLuyjJpQhttp://youtu.be/CwuRLuyjJpQhttp://youtu.be/CwuRLuyjJpQhttp://www.youtube.com/watch?v=c38H6UKt3_I&feature=player_embeddedhttp://www.youtube.com/watch?v=c38H6UKt3_I&feature=player_embeddedhttp://www.youtube.com/watch?v=c38H6UKt3_I&feature=player_embeddedhttp://phet.colorado.edu/sims/wave-on-a-string/wave-on-a-string_en.htmlhttp://phet.colorado.edu/sims/wave-on-a-string/wave-on-a-string_en.htmlhttp://phet.colorado.edu/sims/wave-on-a-string/wave-on-a-string_en.htmlhttp://livephoto.rit.edu/LPVideos/Slinky/springwave005d.movhttp://livephoto.rit.edu/LPVideos/Slinky/springwave005d.movhttp://livephoto.rit.edu/LPVideos/Slinky/springwave005d.movhttp://www.youtube.com/watch?v=tJW_a6JeXD8&feature=player_embeddedhttp://www.youtube.com/watch?v=tJW_a6JeXD8&feature=player_embeddedhttp://www.youtube.com/watch?v=tJW_a6JeXD8&feature=player_embeddedhttp://youtu.be/J_Oto3mUIukhttp://youtu.be/J_Oto3mUIukhttp://youtu.be/J_Oto3mUIukhttp://www.youtube.com/watch?v=NpEevfOU4Z8&feature=youtu.behttp://www.youtube.com/watch?v=NpEevfOU4Z8&feature=youtu.behttp://www.youtube.com/watch?v=NpEevfOU4Z8&feature=youtu.behttp://www.youtube.com/watch?v=PlpXrB4NP3whttp://www.youtube.com/watch?v=PlpXrB4NP3whttp://www.youtube.com/watch?v=PlpXrB4NP3whttp://www.youtube.com/watch?v=17tqXgvCN0Ehttp://www.youtube.com/watch?v=17tqXgvCN0Ehttp://www.youtube.com/watch?v=17tqXgvCN0Ehttp://www.youtube.com/watch?v=17tqXgvCN0Ehttp://www.youtube.com/watch?v=PlpXrB4NP3whttp://www.youtube.com/watch?v=NpEevfOU4Z8&feature=youtu.behttp://youtu.be/J_Oto3mUIukhttp://www.youtube.com/watch?v=tJW_a6JeXD8&feature=player_embeddedhttp://livephoto.rit.edu/LPVideos/Slinky/springwave005d.movhttp://phet.colorado.edu/sims/wave-on-a-string/wave-on-a-string_en.htmlhttp://www.youtube.com/watch?v=c38H6UKt3_I&feature=player_embeddedhttp://youtu.be/CwuRLuyjJpQhttp://staff.tamhigh.org/lapp/book.pdfhttp://www.youtube.com/view_play_list?p=6A1FD147A45EF50Dhttp://phet.colorado.edu/en/simulation/energy-skate-parkhttp://surendranath.tripod.com/Applets/Dynamics/Coaster/Coaster.htmlhttp://youtu.be/s0DfedyT8M0http://www.youtube.com/watch?v=W7f_t00boqYhttp://youtu.be/EZNpnCd4ZBohttp://www.khanacademy.org/video/work-and-energy--part-2?playlist=Physicshttp://youtu.be/zQ_9Atyekh8http://physics.wku.edu/phys201/Information/ProblemSolving/EnergyDiagrams.htmlhttp://www.physicsclassroom.com/reviews/newtlaws/newtlawsrev.cfm#48http://www.khanacademy.org/video/static-and-kinetic-friction-example?playlist=Physicshttp://www.khanacademy.org/video/introduction-to-friction?playlist=Physicshttp://www.khanacademy.org/video/intuition-on-static-and-kinetic-friction-comparisons?playlist=Physicshttp://youtu.be/UPdmTqs_YQshttp://youtu.be/m1dv_y_3EK0http://youtu.be/Xx9kiF00rtshttp://youtu.be/cP0Bb3WXJ_k

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8 Sound Waves Longitudinal waves, sound waves,medium, particle displacement,

representing sound waves

Read: Longitudinal Waves, pg. 245-6Handbook: Sound Waves Homework

Simulation:Sound Waves

9 The Propagation of Sound Speed of sound Read: Speed of Sound, pg. 277Handbook:Propagation of Sound Homework

10 The Interference of Sound Interference of sound waves, beatfrequency, Loudness, pitch,intensity, timbre, waveform

Handbook:Interference of Sound HomeworkRead: The Interference of Sound, pg. 281-2Read: The Characteristics of Sound, pg. 268-9

Read: Hearing Sound, pg. 271Simulation:Complex Waves

11 The Vibrating String Frequency dependence on length,tension, harmonic series

Handbook: Vibrating String Homework

Read: Stringed Instruments, pg. 297-8

12 Resonance in Air Columns Open and closed air columns,resonant length, resonant frequency

Handbook:Resonance in Air Columns HomeworkRead: Acoustical Resonance in Air Columns, pg. 300-5Lesson:Air Columns

13 Musical Instrument

Presentations

Handbook:Harmonics Review

Review Problems: pg. 262 #1-4, 11, 16, 19, 26, pg. 288#1, 3, 15, 27, pg. 318 #2, 3, 5, 9, 16, 17, 23

Lesson:All About WavesReview:WavesReview:Sound and Music

14 Waves and Sound Problem

Solving / Review

15 Test

Electricity1 The Flow of Electricity Circuits, conductors, insulators,

electric current, ammetersProblems: pg. 457 #1a, 2bRead: Electric Current, pg. 455-8Simulation:Electric Circuits Lab

2 Electric Circuits and Voltage Circuit diagrams, batteries, electricpotential difference, voltage,

voltmeters, voltage rise, voltage

drop, sources, loads

Handbook:Electric Circuits and Voltage HomeworkRead: Electric Potential Difference, pg. 460-2 and 464-5Read: Circuit Diagrams, pg. 466

Video:Current and Voltage

3 Bulbs in Series Series circuits, current model,resistance, resistance in series,voltage rule

Simulation:Battery-Resistor CircuitVideo:Dr. Megavolt

4 Bulbs in Parallel Parallel circuits, resistance inparallel, current rule

Handbook:Bulbs in Parallel HomeworkVideo:Series and Parallel

5 A Complex Circuit Current rule, voltage rule Handbook:A Complex Circuit Homework

6 Resistance and Ohms Law Ohms law, definition of resistance,equivalent resistance in series and

parallel

Problems: pg. 494 #4, 10a, bRead: Resistance and Ohms Law, pg. 486-8

Read: Resistors in Series and Parallel, pg. 495-9Lesson:Ohms LawLesson:Resistors in SeriesLesson:Resistors in Parallel

Simulation:Ohms Law

7 Circuit Decomposition Circuit decomposition Problems: pg. 504 #2, 4Handbook:Electrical ConnectionsRead: Series-Parallel Combinations of Resistors, pg. 502-

4Lesson:Circuit Decomposition

8 Kirchoffs Laws Voltage law, current law Problems: pg. 473 #1, 2, pg. 474 practice

Read: Kirchoffs Current Law, pg. 469-70Read: Kirchoffs Voltage Law, pg. 471-3

9 Circuit Analysis Circuit analysis Quiz:Electric Circuit Quiz(skip questions about power)

10 Test Review:Electric CircuitsElectricity Review: pg. 482 #2-4, 20, 23, pg. 516 #3, 7, 8,14,
http://www.teachersdomain.org/asset/lsps07_int_waves/http://www.teachersdomain.org/asset/lsps07_int_waves/http://www.teachersdomain.org/asset/lsps07_int_waves/http://serc.carleton.edu/NAGTWorkshops/deepearth/activities/40826.htmlhttp://serc.carleton.edu/NAGTWorkshops/deepearth/activities/40826.htmlhttp://serc.carleton.edu/NAGTWorkshops/deepearth/activities/40826.htmlhttp://youtu.be/0koYLAVZGUohttp://youtu.be/0koYLAVZGUohttp://youtu.be/0koYLAVZGUohttp://www.hippocampus.org/course_locator?course=Introductory%20Physics%20II&lesson=42&topic=1&width=800&height=550&topicTitle=Wave%20Motion&skinPath=http://www.hippocampus.org/hippocampus.skins/defaulthttp://www.hippocampus.org/course_locator?course=Introductory%20Physics%20II&lesson=42&topic=1&width=800&height=550&topicTitle=Wave%20Motion&skinPath=http://www.hippocampus.org/hippocampus.skins/defaulthttp://www.hippocampus.org/course_locator?course=Introductory%20Physics%20II&lesson=42&topic=1&width=800&height=550&topicTitle=Wave%20Motion&skinPath=http://www.hippocampus.org/hippocampus.skins/defaulthttp://www.physicsclassroom.com/reviews/waves/wavesrev.cfmhttp://www.physicsclassroom.com/reviews/waves/wavesrev.cfmhttp://www.physicsclassroom.com/reviews/waves/wavesrev.cfmhttp://www.physicsclassroom.com/reviews/sound/soundrev.cfmhttp://www.physicsclassroom.com/reviews/sound/soundrev.cfmhttp://www.physicsclassroom.com/reviews/sound/soundrev.cfmhttp://phet.colorado.edu/sims/circuit-construction-kit/circuit-construction-kit-dc-virtual-lab_en.jnlphttp://phet.colorado.edu/sims/circuit-construction-kit/circuit-construction-kit-dc-virtual-lab_en.jnlphttp://phet.colorado.edu/sims/circuit-construction-kit/circuit-construction-kit-dc-virtual-lab_en.jnlphttp://youtu.be/1xPjES-sHwghttp://youtu.be/1xPjES-sHwghttp://youtu.be/1xPjES-sHwghttp://phet.colorado.edu/sims/battery-resistor-circuit/battery-resistor-circuit_en.jnlphttp://phet.colorado.edu/sims/battery-resistor-circuit/battery-resistor-circuit_en.jnlphttp://phet.colorado.edu/sims/battery-resistor-circuit/battery-resistor-circuit_en.jnlphttp://youtu.be/Fyko81WAvvQhttp://youtu.be/Fyko81WAvvQhttp://youtu.be/Fyko81WAvvQhttp://youtu.be/E8AZBR8Zz04http://youtu.be/E8AZBR8Zz04http://youtu.be/E8AZBR8Zz04http://youtu.be/3o8_EARoMtghttp://youtu.be/3o8_EARoMtghttp://youtu.be/3o8_EARoMtghttp://youtu.be/3o8_EARoMtghttp://youtu.be/7vHh1sfZ5KEhttp://youtu.be/7vHh1sfZ5KEhttp://youtu.be/7vHh1sfZ5KEhttp://youtu.be/ZrMw7P6P2Gwhttp://youtu.be/ZrMw7P6P2Gwhttp://youtu.be/ZrMw7P6P2Gwhttp://phet.colorado.edu/sims/ohms-law/ohms-law_en.htmlhttp://phet.colorado.edu/sims/ohms-law/ohms-law_en.htmlhttp://phet.colorado.edu/sims/ohms-law/ohms-law_en.htmlhttp://youtu.be/3NcIK0s3IwUhttp://youtu.be/3NcIK0s3IwUhttp://youtu.be/3NcIK0s3IwUhttp://en.wikiversity.org/wiki/Circuit_Analysis_Quiz_1#quiz0http://en.wikiversity.org/wiki/Circuit_Analysis_Quiz_1#quiz0http://en.wikiversity.org/wiki/Circuit_Analysis_Quiz_1#quiz0http://www.physicsclassroom.com/reviews/circuits/circuitsrev.cfmhttp://www.physicsclassroom.com/reviews/circuits/circuitsrev.cfmhttp://www.physicsclassroom.com/reviews/circuits/circuitsrev.cfmhttp://www.physicsclassroom.com/reviews/circuits/circuitsrev.cfmhttp://en.wikiversity.org/wiki/Circuit_Analysis_Quiz_1#quiz0http://youtu.be/3NcIK0s3IwUhttp://phet.colorado.edu/sims/ohms-law/ohms-law_en.htmlhttp://youtu.be/ZrMw7P6P2Gwhttp://youtu.be/7vHh1sfZ5KEhttp://youtu.be/3o8_EARoMtghttp://youtu.be/E8AZBR8Zz04http://youtu.be/Fyko81WAvvQhttp://phet.colorado.edu/sims/battery-resistor-circuit/battery-resistor-circuit_en.jnlphttp://youtu.be/1xPjES-sHwghttp://phet.colorado.edu/sims/circuit-construction-kit/circuit-construction-kit-dc-virtual-lab_en.jnlphttp://www.physicsclassroom.com/reviews/sound/soundrev.cfmhttp://www.physicsclassroom.com/reviews/waves/wavesrev.cfmhttp://www.hippocampus.org/course_locator?course=Introductory%20Physics%20II&lesson=42&topic=1&width=800&height=550&topicTitle=Wave%20Motion&skinPath=http://www.hippocampus.org/hippocampus.skins/defaulthttp://youtu.be/0koYLAVZGUohttp://serc.carleton.edu/NAGTWorkshops/deepearth/activities/40826.htmlhttp://www.teachersdomain.org/asset/lsps07_int_waves/

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Course Website

The course website is an electronic extension of our classroom. Your behaviour and conduct on the siteshould adhere to the same standards of our physical, Gr. 11 classroom. To enrol in the course website,

please follow these instructions and use the enrolment keyshown below.

1. Go to the website: http://abelmoodle.abel.yorku.ca

2. On the right side of the page click on the Create new accountbutton below the login button.3. Use your regular first name followed by your last name for your user name (for example johnsmith for

John Smith). Choose any appropriate password. Remember your password!!4. Type in a valid email address, which you will be able to hide later if you go in and edit your profile. Enter

your first name and last name in the appropriate fields. Follow the rest of the instructions for logging in.5. A message will be sent to your e-mail address. Follow the instructions in this message to validate your

account.

6. Go back to the website: http://abelmoodle.abel.yorku.ca and login with your username and password.7. Once you have access to the list of courses click on the Toronto District School Board sciencecategory

and your course is called: York Mills 11 Physics. Click on the course name.8. Type your enrollment key in the text box. The enrollment key to get in is: ym11physics9. Explore the site and see what it has to offer. A good place to start is to edit your profile. To edit your

profile, click on your name in the top right corner of the main page and then click on the Edit profiletab. Once you have completed all the required fields, click on the Update profilebutton at the bottom

of the page.

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SPH3U Physics, Grade 11University Preparation

Course Website:http://abelmoodle.abel.yorku.ca/moodle/course/view.php?id=388

An Inquiry-Based CourseWelcome to the wonderful world of physics! SPH3U is an introduction to the world of physics and a prerequisite for the

grade 12 course, SPH4U. This course is designed according to the principles of Physics Education Research which clearly

demonstrate the power of learning through inquiry in a collaborative group format. Major Canadian and American

universities (U of T, McGill, McMaster, MIT, Harvard, Stanford and more) are transforming their introductory physics

courses by reducing or eliminating traditional lectures and replacing them with engaging activities that have a deep

conceptual and practical focus.

HomeworkThe majority of the class time will be spent doing activities and discussing physics with your colleagues. At home you will be

responsible for solving problems using our solution format. You should expect about 30 minutes of physics homework per

day on average. Homework problems will be randomly submitted for assessment. Optional textbook readings, online lessons

and resources are listed in the syllabus for each lesson.

Assessment and EvaluationDue to the central role of group work in this course, the work you do in class will account for an important portion of your

mark. Daily work will be randomly handed-in and assessed. To help ensure that individual students are pulling their weight

in groups, there will be regular quizzes and tests. There is a final exam that covers the entire course material and a major

project that will be announced halfway through the course.

Mark BreakdownThe categories ofKnowledge and Understanding(K/U), Thinking

and Inquiry(T/I), Communication(C), andApplication(A) are a

component of most of the assessments used in this coursehowever

some focus on certain categories more than others. The basic mark

breakdown for the course is 70% term work and 30% final

examination. The term mark is composed as shown in the chart to the

right.

Attendance and Punctuality

Students who are absent or late for class without a valid reason will not be eligible to submit any missed work or write any

missed quizzes. Students who are absent are responsible for determining what was missed and making sure that they are

caught up beforethe following class.

Missed TestsIf you miss a test you must:

Let me know in advance if it is due to a pre-arranged reason (i.e. appointment for surgery) Call in to the school so your name goes on the daily Absent List in the main office. Contact me immediately after setting foot in the school upon your return. Provide a doctor's note if the reason is illness.

Do not discuss the test by any means with your colleagues. Be prepared to write the test immediately, at my discretion.

Failure to do any of these will result in a zero for the test.

Please Read This Document!

Please sign below signifying that you have read this course description.

____________________________________ __________________________________

Signature of parent, or student if 18 and over Print name

K/U 28% Tests (approx. 4 tests)

T/I 14% Daily work (7%) (2-3 collected)

Regular quizzes (7%) (3-4 quizzes)

C 14% Tests (8%) (approx.. 4 tests)

Homework Assignments (6%) (7-10

collected)A 14% Projects (varies term to term)
http://abelmoodle.abel.yorku.ca/moodle/course/view.php?id=388http://abelmoodle.abel.yorku.ca/moodle/course/view.php?id=388http://abelmoodle.abel.yorku.ca/moodle/course/view.php?id=388http://abelmoodle.abel.yorku.ca/moodle/course/view.php?id=388

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SPH3U: How Groups Work

Each group needs a whiteboard, marker and cloth. Assign each group

member one role: Manager, Recorder, or Speaker. If there are fourpeople ina group, two will act as the speaker.Working well in a group isa bit like acting in a play, we all have roles to perform!

Manager: Ask the group members to read the following instructions for this activity.

The majority of our work in Gr. 11 physics will take place in groups. Take a few moments to think about ourexperiences of working in groups. Think about your experiences in other courses and your experience so far inGr. 11 physics. We will discuss these experiences, but please dont mention anyones name!

Manager: Ask the group to complete the next two questions individually, without any discussion. When you seethat everyone has finished, have the group move on.

Complete the following two questions individually.

1. In your experience, what are some of the enjoyable characteristics of working in groups?

2. In your experience, what are some of the less-enjoyable characteristics of working in groups?

Work together now. On your whiteboard compile a list of the groups responses to each question.

Manager: Organize the discussion and ask for ideas from each group member.

Recorder: Neatly summarizethe ideas on the whiteboard, write large enough so other groups could read it if youwere to hold it up.Speaker: Be prepared to speak to the class about your points when your group is called uponif any points are

unclear, ask your group questions.

Continue the following questions as a group.

Manager:Read out the next question and ask the group for their ideas. Kindly ask everyone for their input.

Recorder: Make sure what you write down on your own sheet accurately represents the groups ideas your

teacher will be checking your copy. Ask the other members for clarification if youre not sure you have it right.Speaker:Be prepared to speak on behalf of the group. If any ideas are not clear, ask the others for an explanationor ask specific questions.Make sure the group explanations would receive a mark of 5 are they thorough andcomplete?

We have all experienced difficulties working in groups. Sometimes, the challenge comes from within forwhatever reason you, as an individual, are unable to contribute effectively to the group. Other times, anothergroup member may make the proper functioning of the group difficult.

Recorder: __________________Manager: __________________

Speaker: __________________0 1 2 3 4 5

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3. (a) Think about the reasons why a group might notfunction at its best. Make a list of the reasons in thechart belowbe specific. However, do notmention the names of any individuals. This is nota critique ofyour current group or any others you have been in.(b) Describe what specific actions could be taken to help the group work better in each case you listed

above. Indicate which group member (R, M, S) would be best to carry out the action, or if it is an actionfor everyone (E).

Check your results with your teacher.

Manager: When the group decides it had finished question 4, call the teacher over.Keep an eye on the clock since

we want to complete the whole activity in this period.Recorder: The teacher will ask you to write up one example on the whiteboard for a class discussion. Have theothers check this.

Speaker:Be prepared to speak on behalf of your group when called upon. Make sure the action is clear andprecise.

Manager:Lead the group through the next question.

4. Begin by working individually on the next question. In the chart below, list the responsibilities of yourrole in the group. When everyone is complete, share and discuss the results. Finally, complete the rest of

the chart.

Manager Recorder Speaker

Reason Groups Might Not Work Well Actions

1.

2.

3.

4.

C. Meyer 2014

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SPH4U: Homework How Groups Work Name:On the course website are two videos which chronicle the exploits of a dysfunction physics group and a well-functioning

physics group. Begin by viewing the video of the dysfunctional group.

A: Dysfunctional Group1. Observe. Watch the video and note in the chart below any actions or behaviours of Sam, Robert or Mike that contribute

to the poor functioning of the group.

Sam Robert Mike

2. Reflect. The video is something of an exaggeration, but it does help us to think about our own behaviours. Whichindividual(s) do you think you share the most habits with? (Of course you wont be as extreme as these guys, but maybe

you have a tendency to do some of the same things? Be honest!) Explain.

3. Reason. Imagine you were a well-function member of this group. Describe some actions you would have taken to helpthe group work better (i.e. to help smooth over some of the problems you mentioned above).

B: The Well-Functioning Group

1. Observe. Watch the video of the well-functioning group. Record in the chart below the positive behaviors of Sam,Robert and Mike which help the group to function well.

Sam Robert Mike

2. Reflect.Which of the behaviours that you mentioned in the previous question do you think you share with Sam, Robertor Mike? Explain.

3. Reflect. Which of the behaviours that you noted in question B#1 would you like to encourage more of in yourself? Howcan you do this?

C. Meyer 2012, Videos NC State PERG 2006

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SPH3U: Measurement and Numbers Homework Name:

A: The Physics Road Trip

You decide to take a trip to hear a lecture by

one of your favourite physicists. When you

begin driving, you glance at the clock in

your car and also look at the odometer. As

you pull in to the physics department

parking lot, you look at the clock and the

odometer a second time.

1. What is the readability of the clock andthe odometer?

2. How much time did the trip take in minutes?

3. We would like to change this time interval into seconds. Explainhow to do this.

4. Change the time interval into seconds. Show your math work. Use our guidelines to write the result. (Not a final resultyet!)

5. What distance in kilometers did you travel?

6. We would like to change this distance into metres. Explainhow to do this.

7. Change the distance into metres. Show your math work. Use our guidelines to write the result. (Not a final result yet!)

8. Calculate your average speed (average speed = distance traveled / time interval) during this trip twice first, to get ananswer with units of kilometers per minute, and again to get an answer with units of metres per second. Show your math

work. Use our guidelines to record your finalresults.

kilometers per minute metres per second

9:05

0 0 2 4 6 3

10:41

0 0 2 5 7 8

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SPH3U: The Art of Measurement and Numbers

Measurements are the backbone of all science. Any scientific ideas, no matter

how slick, are only as good as the measurements that have confirmed them.

Without careful measurements, science is mostly guess work and hunches

suspicions and rumours.

A: The Meter Stick

Our most basic scientific tool is the meter stick. But, do you know how to use it? For this investigation you will need one

meter stick

1. Examine the markings on the meter stick. What is the size of the smallest interval marked on it?

2. Three students use the meter stick to measure the height of a desk and each reports their results: 95 cm, 94.8 cm, and94.83 cm respectively. Which result illustrates the best use of this measuring device? Explain.

The termsignificant digitsdescribes which digits in a number or measurement are physically meaningful or reliable. The

readabilityof a measuring device is the smallest interval you can distinguish from the device. The readability gives a

rough guide for deciding on the last significant digit in a measurement.

3. How many significant digits are in the measurement you chose in question A#2? What is the meter sticksreadability?

4. Measure the height of your desk and record the measurement with an appropriate number of significant digits.

5. Two students each measure the length of the same running shoe. One student records a result of 281and the otherstudent records the result 27.9. How can two measurements of the same thing be so different or are they?

Explain by describing what critical element is missing from each measurement.

6. Two students make a measurement using a metre stick. One student measures the thickness of a text book to be 5.1cm (biology!) The other student measures the length of a pencil to be 18.4 cm. Which measurement is more precise?

Offer an explanation and mention what you think the word precisionmeans.

Recorder: __________________

Manager: __________________

Speaker: __________________0 1 2 3 4 5

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B: The Stopwatch

Now we will examine another common measuring device. You will need a stop watch. A student drops a pencil from a 1.00

m height. Another student times the fall. The stopwatch readout looks like this after the timing: 0:00.45

1. Write this reading as a number in decimal notation (not scientific notation) with units of seconds (s).

2. What is the readability of the stopwatch according to its display (i.e. to the nearest )?

3. Drop the pencil five times from a 1 m starting height. Measure the time to drop and record the times below.

4. There is a good chance that all five of your measurements above are different. Explain why they are different.

5. Since your five values are different, is it possible to find a best value for the time for the pencil to drop? Explain howand find this value.

Guidelines for Significant Digits When recording final results, use three significant digits to avoid too much rounding error. The 3 digits are determined

by how it would be written in scientific notation. For example, your calculator reads: 1 056 428, you write: 1 060 000 mor 1.06x106m. Calculator: 0.01075, you write: 0.0108 s or 1.08x10

-2s, Calculator: 1.00135 kg, you write: 1 kg or 1.00

kg

When we are given or use a quantity like 5 km, we will assume it has 3 significant digits. For middle steps in calculations, keep one or two extraguard digits to help reduce the amount of rounding error.These are very rough guidelines. In grade 12 we will improve on these and in university you will learn the real rules!

6. Rewrite your best value for the time for the pencil to drop using our guidelines for significant digits.

7. A group of students has been timing a motorized cart that travels at a steady speed. They used the same fivemeasurements to find an average value and the calculator reads: 1.4632954. Isaac records his result using two significant

digits. Emmy records her result using three significant digits. Albert records his result using one extra guard digit.

(a) Write down their results.

Isaacs time: Emmys time: Alberts time:

(b) The cart traveled a distance of 1.65 m during each trial. Use each persons time value to calculate the speed of thecart. (speed = distance / time interval). Record each final resultusing our significant digit guidelines.

Isaacs speed: Emmys speed: Alberts speed:

(c) Whose technique was preferable? Explain.

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SPH3U: How to Answer a Question?

A major focus of Gr. 11 physics is the careful explanation of our observations

and ideas. Every word question you encounter should be carefully explained

using complete sentences and correct English. Even if the question doesnt

actually say explain, youmust still justify your answers and outline your reasoning.

High quality responses to any physics question must be correct, clear, conciseand complete. We will routinely use these

terms and the notation explained below for the evaluation of your daily written work.

Criteria Description Notation

Correct The physics is correctly stated. Conclusions follow logically

from the stated evidence and refer to key definitions or laws.

Technical details are all present and correct.

Incorrect sections are underlined and given an

X . Correct ideas are checked

Clear The explanation is precisely stated with a good choice of

physics vocabulary. The explanation is straight forward with

no awkward or unclear phrases. Spelling and grammar are

correct.

Unclear sections are underlined with a wiggly

line and given a ?A

poor word choice is indicated by a wiggly

line. Spelling errors are cirlced.

Concise There are no extraneous or distracting statements which may or

may not be correct.

Phrases that are not relevant are crossed out.

Like this.

Complete No important parts of the explanation are missing. The

evidence supporting the conclusion is mentioned along with

the relevant definitions or laws.

Where an explanation is missing or

incomplete we will write . . . . or and

or more or give a clear hint at what ismissing: force?

A: Mark Up These Responses!

Mark up the four student responses below to question A#6 from yesterdays activity. Use the criteria in the chart above.

Response 1: The second measurement is more precise. It has three significant digits and the first one

only has two. Precision is the number of signfinicant digits, so the more significant digits a

measurement has, the more precise it is.

Response 2: The measurements have the same precise since they are measured to the nearest to the

millimeter, which is the smallest unit on the metre stick. The smallest unit is what precision is

because the smaller the unit the more precise things are. The book measurement was the same

precision as pencil mesurement.

Response 3: Precision means how careful the measurement is done and there were no mistakes. Both

measurements were careful to the one millimeter so they are equally good.

Response 4: Precision describes the smallest unit of measurement or interval that you can distinguish

from the measurement device, so it is much like the readability. Both objects were measured in the

same way with the same device and must have the same precision, which in this case happens to be to

the nearest millimeter. The number of significant digits in each measurement (two and three) is not

the same thing as precision.

Response 5: They have the same precision.

Recorder: __________________

Manager: __________________

Speaker: __________________0 1 2 3 4 5

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B: Evaluation

Your daily work in physics will be marked based on the four criteria for high quality responses. An overall mark will be

assigned on a scale of 0 to 5 depending on how your responses meet the four criteria according to the rubric below.

0-2 3 4 5

Responses are missing,

fundamentally incorrect, or

challenging to understand. A

yes orno answer is given.

Response is

basically correct, but

contains problems

or omissions.

Response is correct,

but minor details

could be improved or

clarified.

Response is thoughtful, clear and

complete. If another physics teacher

saw it they would say, Wow! A

grade 11 student wrote this?

For each response on the previous page, use the rubric above to assign it a mark. Provide a specific and brief rationale for

each.

Response 1

0-2 3 4 5





Response is


contains problems

or omissions.


but minor details


clarified.





0 1 2 3 4 5 because ___________________________________________________________________________________

Response 20-2 3 4 5





Response is


contains problems

or omissions.


but minor details


clarified.





0 1 2 3 4 5 because ___________________________________________________________________________________

Response 3

0-2 3 4 5



challenging to understand. Ayes orno answer is given.

Response is


contains problemsor omissions.


but minor details

could be improved orclarified.



saw it they would say, Wow! Agrade 11 student wrote this?

0 1 2 3 4 5 because ___________________________________________________________________________________

Response 4

0-2 3 4 5





Response is


contains problems

or omissions.


but minor details


clarified.





0 1 2 3 4 5 because ___________________________________________________________________________________

Response 5

0-2 3 4 5





Response is


contains problems

or omissions.


but minor details


clarified.





0 1 2 3 4 5 because ___________________________________________________________________________________

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SPH3U: Introduction to Motion

Welcome to the study of physics! As young physicists you will be making

measurements and observations, looking for patterns, and developing theories that

help us to describe how our universe works. The simplest measurements to make are positionand timemeasurements which

form the basis for the study of motion.

A: Constant Speed?

You will need a motorized physics buggy, a pull-back car.

1. Observe. Which object moves in the steadiest manner: the buggy or the pull-back car? Describe what you observe andexplain how you decide.

2. Reason. Excitedly, you show the buggy to a friend and mention how its motion is very steady or uniform. Your friend,

for some reason, is unsure. Describe how you could use some simple distance and time measurements (dont do them!)which would convince your friend that the motion of the buggy is indeed very steady.

3. Define. The buggy moves with constant speed. Use your ideas from the previous question to help write a definition for

constant speed. (Danger! Do not use the wordsspeed or velocityin your definition!) When youre done, write this onyour whiteboardyou will share this later.

Definition: Constant Speed

B: Testing a HypothesisConstant Speed

You have a hunch that the buggy moves with a constant speed. Now it is time to test this hypothesis. Use a physics buggy,large measuring tape and stopwatch (or your smartphone with lap timer!). We will make use of a new idea called position.

To describe thepositionof an object along a line we need to know the distance of the object from a reference point, or origin,

on that line and which direction it is in. Usually the position of an object along a line is positive along one side of the origin

and negative if it lies on the otherbut thissign convention is really a matter of choice. Choose your sign convention such

that the position measurements you make today will be positive.

Recorder: ___________________

Manager: ___________________

Speaker: ____________________

0 1 2 3 4 5

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1. Plan. Discuss with your group a process that will allow you test the hypothesis mentioned above using the idea ofposition. Draw a simple picture, including the origin, and illustrate the quantities to be measured. Describe this process

as the procedure for your experiment. Check this with your teacher.

2. Measure. Push in your stools and conduct your experiment. Record your data below. Record your buggy number: _____

Position ( m)

Time (s)

3. Reason. Explain how you can tell whether the speed is constant just by looking at the data.

A motion diagramis a sequence of dots that represents the motion of an object. We imagine that the object produces a dot as

it moves after equal intervals of time. We draw these dots along an axis which shows the positive direction and use a small

vertical line to indicate the origin. The scale of your diagram is not important, as long as it shows the right ideas.

4. Represent. Draw a motion diagram for your buggy during one trip of your experiment. Explainwhy your pattern ofdots correctly represents constant speed.

Graphing. Choose a convenient scale for your

physics graphs that uses most of the graph area. The

scale should increase by simple increments. Label

each axis with a name and units.

Line of Best-Fit. The purpose of a line of best fit is

to highlight a pattern that we believe exists in the

data. Real data always contains errors which lead toscatter(wiggle) amongst the data points. A best-fit

line helps to average out this scatter and uncertainty.

Any useful calculations made from a graph should

be based on the best-fit line and noton the data

chart or individual points. As a result, we never

connect the dots in our graphs of data.

5. Represent.Now plot your data on a graph.Make the following plot: position (vertical)

versus time (horizontal).

+

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6. Find a pattern. When analyzing data, we need to decide what type of pattern the data best fits.Do you believe the datafollows a curving pattern or a straight-line pattern? Why do you think the data does not form a perfectly straight line?

Explain.

7. Reason. Imagine an experiment with a different buggy that produced a similar graph, but with a steeper line of best fit.What does this tell us about that buggy? Explain.

8. Calculate and Interpret. Calculate the slope of the graph (using the best-fit line, dont forget the units). Interpret themeaning of the slope of a position-time graph. (What does this quantity tell us about the object?) Reminder: slope = rise

/ run.

9. Explain. Explain how you could predict (without using a graph) where would the buggy would be found 2.0 s after yourlast measurement.

C: The Buggy Challenge

1. Predict. Your challenge is to use your knowledge of motion and predict how much time it will take for your buggy totravel a 2.3 m distance. Explain your prediction carefully.

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2. Test and Explain. Set up your buggy to travel the predicted distance and have your stopwatch ready. Record yourresults and explain whether your measurements confirm your prediction.

3. Predict. Find a group that has a buggy with a fairly different speed than your groups buggy. Record that speed andreturn to your group. You will set up the two buggies such that they are initially 3.0 m apart. They will both be released

at the same time and travel towards one another. Predict how far yourbuggy will travel before the two buggies meet!

4. Test. Set up the situation for the meeting buggies, call over your teacher, and test it out!

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SPH3U Homework: Constant Speed Name:

1. Reason. A good physics definitionprovides the criteria, or the test, necessary to decide whether something has a certainproperty. For example, a student is a Titan (a York Mills student) if he or she has a timetable for classes at York Mills

(usually a pink sheet). What is a test that can be used to decide whether an object is moving with a constant speed?

2. Consider the four motion diagrams shown below.(a) Reason. Rank the four motion diagrams shown below according to the speed (fastest to slowest) of the object that

produced them. Explain your reasoning.

(b) Reason. Which object took the most time to reach the right end of the position axis? Explain.

3. Reason. Examine the motion diagrams shown below. Explain whether or not each one was produced by an objectmoving at a constant speed.

4. Reason. Different student groupscollect data tracking the motion of

different toy cars. Study the chartsof data below. Which charts

represent the motion of a car with

constant speed? Explain how you

can tell.

A B C D

Distance(cm) Time(s) Distance(cm) Time(s) Distance(cm) Time(s) Distance(cm) Time(s)

0 0 0 0 0 0 7 0

15 1 2 5 1.2 0.1 15 2

30 2 6 10 2.4 0.2 24 4

45 3 12 15 3.6 0.3 34 6

60 4 20 20 4.8 0.4 45 8

+

A

+B

+C

+D

+

+

A

+C

B

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SPH3U Homework: Position Graphs Name:

1. Emmy walks along an aisle in our physics classroom. Amotion diagram records her position once every second.

Two events, her starting position (1) and her final

position (2) are labeled. Use the motion diagram to

construct a position time graphyou may use the same

scale for the motion diagram as the position axis. Draw a

line of best-fit.

2. Use the position-time graph to construct a motiondiagram for Isaacs trip along the hallway from the

washroom towards our class. We will set the classroom

door as the origin. Label the start (1) and end of the trip

(2).

3. Albert and Marie both go for a stroll from the classroom to the cafeteriaas shown in the position-time graph to the right. Explainyour answer

the following questions according to this graph.

(a) Who leaves the starting point first?

(b) Who travels faster?

(c) Who reaches the cafeteria first?

(d) Draw a motion diagram for both Albert and Marie. Draw the dots for Marie above the line and the dots for Albertbelow. Label their starting position (1) and their final position (2). Hint: think about their initial and final positions!

4. Albert and Marie return from the cafeteria as shown in the graph to theright. Explainyour answer the following questions according to this

graph.

(a) Who leaves the cafeteria first?

(b) Who is travelling faster?

(c) What happens at the moment the lines cross?

(d) Who returns to the classroom?

(e) Draw a motion diagram for both Albert and Marie. Label their starting position (1) and their final position (2).

1

2

position(m)

time (s)

position(m)

time (s)

position(m)

time (s)

Marie

Albert

Marie

Albert

+

position(m)

time (s)

Marie

Albert

Marie

Albert

+

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SPH3U: Interpreting Position Graphs

Today you will learn how to relate position-time graphs to the motion they

represent. We will do this using a computerized motion sensor. The origin is at

the sensor and the direction away from the face of the sensor is set as the

positive direction. The line along which the detector measures one-dimensional horizontal motion will be called thex-axis.

A: Interpreting Position Graphs

1. (work individually) For each description of a persons motion listed below, sketch your prediction for what you think the

position-time graph would look like. Use a dashed line for your predictions. Note that in a sketch of a graph we dontworry about exact values, just the correct general shape. Try not to look at your neighbours predictions, but if youre not

sure how to get started, ask a group member for some help.

(a) Standing still,

close to the sensor

(b) Standing still, far

from the sensor

(c) Walking slowly

away from the

sensor at a steady

rate.

(d) Walking quickly

away from the sensor

at a steady rate.

(e) Walking slowly

towards the sensor

at a steady rate

(f) Walking quickly

towards the sensor at

a steady rate.

2. (as a group) Compare your predictions with your group members and discuss any differences. Make any changes youfeel necessary.

Recorder: __________________

Manager: __________________

Speaker: __________________0 1 2 3 4 5

Adapted from Workshop Physics Activity Guide: I Mechanics, Laws, John Wiley & Sons, 2004

Time

Position

Time

Position

Time

Position

Time

Position

Time

Position

Time

Position

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3. (as a class) Your groups speaker is the official walker. The computer will display its results for each situation. Recordthe computer results on the graphs above using a solid line. Note that we want to smooth out the bumps and jiggles in the

computer data which are a result of lumpy clothing, swinging arms, and the natural way our speed changes during our

walking stride.

4. (as a class)Interpret the physical meaning of the mathematical features of each graph. Write these in the box below eachdescription above.

5. (as a group) Describe the difference between the two graphs made by walking away slowly and quickly.

6. Describe the difference between the two graphs made by walking towards and away from the sensor.

7. Explain the errors in the following predictions.

For situation (a) a students predicts: For situation (d) the student says: Look how long the line is she

travels far in a small amount of time.That means she is going fast.

B: The Position Prediction Challenge

Now for a challenge! From the description of a set of motions, can you predict a more complicated graph?

A person starts 1.0 m in front of the sensor and walks away from the sensor slowly and steadily for 6 seconds, stops for 3

seconds, and then walks towards the sensor quickly for 6 seconds.

1. (work individually) Use a dashed line to sketch your prediction for the position-time graph for this set of motions.

2. (as a group) Compare your predictions. Discuss any differences. Dont make any changes to your prediction.

3. (as a class) Compare the computer results with your groups prediction. Explain any important differences between yourpersonal prediction and the results.

Position(m)

0

1

2

3

4

0 3 6 9 12 15

Time (s)

Time

Position

Position

Time

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C: Graph Matching

Now for the reverse! To the right is a position-time graph

and your challenge is to determine the set of motions which

created it.

1. (Work individually) Carefully study the graph aboveand write down a list of instructions that could describe

to someone how to move like the motion in this graph.

Use words likefast, slow, towards, away, steady, and

standing still. If there are any helpful quantities you

can determine, include them.

2. (as a group) Share the set of instructions each member has produced. Do not make any changes to your owninstructions. Put together a best attempt from the group to describe this motion. Write up your instructions on the

whiteboard to share with the class.

3. (As a class) Observe the results from the computer. Explain any important differences between your predictions and theones which worked for our walker.

D: Summary

1. Summarize what you have learned about interpreting position-time graphs.

Interpretation of Position-Time Graphs

Graphical Feature Physical Meaning

steep slope

shallow slope

zero slope

positive slope

negative slope

2. What, in addition to the speed, does the slope of a position-time graph tell us about the motion on an object?

We have made a very important observation. The slope of the position-time graph is telling us more than just a number (how

fast). We can learn another important property of an objects motion that speed does not tell us. This is such an important

idea that we give the slope of a position-time graph a special, technical name the velocityof an object. The velocity is much

more than just the speed of an object as we shall see in our next lesson! Arent you glad you did all that slope work in gr. 9?!

Position(m)

0

1

2

3

4

0 3 6 9 12

Time (s)

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SPH3U Homework: Defining Velocity Name:

A: Wheres My Phone?

Albert walks along York Mills Rd. on his way to school. Four important events take place. The +x direction is east.

Event 1: At 8:15 Albert leaves his home.

Event 2: At 8:28 Albert realizes he has dropped his phone somewhere along the way. He immediately turns around.

Event 3: At 8:37 Albert finds his phone on the ground with its screen cracked (no insurance).

Event 4: At 8:41 Albert arrives at school.

1. Represent. Draw a vector arrow that represents the displacement for each interval of Alberts trip and label them x12,x23, x34.

2. Calculate.Complete the chart below to describe the details of his motion in each interval of his trip.

Interval 1-2 2-3 3-4

Displacement

expressionx12=x2x1

Time interval

expressiont12= t2t1

Displacement result

Interpret direction

Time interval result

Velocity

3. Reason. Why do you think the size of his velocity is so different in each interval of his trip? Explain.

4. Explain.Why is the sign of the velocity different in each interval of his trip?

5. Calculate. What is his displacement for the entire trip? (Hint: which events are the initial and final events for his wholetrip?)

6. Interpret. Explain in words what the result of your previous calculation means.

| | | | | | | | |

-4 -3 -2 -1 0 1 2 3 4units = kilometers

+ x

x2

x1

x3

x4

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SPH3U: Defining Velocity

To help us describe motion carefully we have been measuring positions at

different moments in time. Now we will put this together and come up with an

important new physics idea.

A: Events

When we do physics (that is, study the world around us) we try to keep track of things when interesting events happen. For

example when a starting gun is fired, or an athlete crosses a finish line. These are two examples of events.

An eventis something that happens at a certain place and at a certain time. We can locate an event by describing whereand

when that event happens. At our level of physics, we will use one quantity, the position (x) to describe where something

happens and one quantity time (t) to describe when. Often, there is more than one event that we are interested in so we label

the position and time values with a subscript number (x2or t3). In physics we will exclusively use subscript numbers to label

events.

B: Changes in Position - Displacement

Our trusty friend Emmy is using a smartphone app that records the events during her trip to school. Event 1 is at 8:23 when

she leaves her home and event 2 is at 8:47 when she arrives at school. We can track her motion along a straight line that we

will call thex-axis, we can note the positions of the two events with the symbols x1, for the initial positionandx2, for the final

position.

1. What is the position ofx1andx2relative to the origin? Dont forget the sign convention and units! x1= x2=

2. Did Emmy move in the positive or negative direction? How far is the final position from the starting position? Use aruler and draw an arrow (just above the axis) from the point x1tox2to represent this change.

The change in position of an object is called its displacement (x)and is found by subtracting the initial position from thefinal position: x = xfxi. The Greek letter (delta) means change in and always describes a final value minus an initialvalue. The displacement can be represented graphically by an arrow, called the displacement vector, pointing from the initial

to the final position. Any quantity in physics that includes a direction is a vector.

3. In the example above with Emmy, which event is the final event and which event is the initial? Which event number

should we substitute for the f and which for the i in the expression for the displacement (x = xfxi)?

4. Calculate the displacement for Emmys trip. What is the interpretation of the number part of the result of your

calculation? What is the interpretation of the sign of the result?

x=

5. Displacement is a vector quantity. Is position a vector quantity? Explain.

| | | | | | | | |


+ xx1

x2

N

Recorder: __________________

Manager: __________________

Speaker: __________________0 1 2 3 4 5

Adapted from Physics by Inquiry, McDermott and PEG U. Wash, John Wiley and Sons, 1996

E

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6. Calculate the displacement for the following example. Draw a displacement vector that represents the change in position.

C: Changes in Position and TimeIn a previous investigation, we have compared the position of the physics buggy with the amount of time taken. These two

quantities can create an important ratio.

When the velocity is constant (constant speed and direction), the velocityof an object is the ratio of the displacement between

a pair of events and the time interval. In equal intervals of time, the object is displaced by equal amounts.

1. Write an algebraic equation for the velocity in terms of v, x, x, tand t. (Note: some of these quantities may not benecessary.)

2. Consider the example with Emmy once again. What was her displacement? What was the interval of time? Now find hervelocity. Provide an interpretation for the sign of the result.

In physics, there is an important distinction between velocity andspeed. Velocity includes a direction while speed does not.

Velocity can be positive or negative, speed is always positive. For constant velocity only, the speed is the magnitude (the

number part) of the velocity: speed = |velocity|. There is also a similar distinction between displacementand distance.

Displacement includes a direction while distance does not. A displacement can be positive or negative, while distance is

always positive. For constant velocity only, the distance is the magnitude of the displacement: distance = |displacement|.

D: Velocity and Position-Time Graphs

Your last challenge is to find the velocity of a person from a position-time graph.

1. Explain how finding the velocity is different from simplyfinding the speed.

2. Calculate the following:Speed between the following given times: Velocity between the following given times:

a) 0 and 6 seconds: b) 9 and 15 seconds:

c) 6 and 9 seconds: d) 9 and 15 seconds:

e) 9 and 15 seconds: f) 9 and 15 seconds:

| | | | | | | | |


+ x

x1

x2

Position(m)

0

1

2

3

4

0 3 6 9 12 15

Time (s)

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SPH3U: Velocity-Time Graphs

We have had a careful introduction to the idea of velocity. Now its time to look

at its graphical representation.

A: The Velocity-Time Graph

A velocity-time graph uses a sign convention to indicate the direction of motion. We will make some predictions and

investigate the results using the motion sensor. Remember that the positive direction is away from the face of the sensor.

1. Predict. (work individually) A student walks slowlyaway from the sensor with a constant velocity. Predict

what the velocity-time graph will look like. You may

assume that the student is already moving when the

sensor starts collecting data.

2. Observe. (as a class) Observe a student and record theresults from the computer. You may smooth out the

jiggly data from the computer.

3. Explain. Most students predict a graph for the previous example that looks likethe one to the right. Explain what the student was thinking when making this

prediction.

4. Predict. (Work individually) Sketch your prediction for the velocity-time graph that corresponds to each situationdescribed in the chart below. Use a dashed line for your predictions.

Walking quicklyaway from the

sensor at a steady

rate.

Start 2 m awayand walk slowly

towards the

sensor at a

steady rate.

Start 4 m away

and walk slowly

towards the sensor

at a steady rate.

Start 4 m away

and walk

quickly towards

the sensor at a

steady rate.

5. Discuss. (Work together) Compare your predictions with your group members and discuss any differences. Dont worryabout making changes.

6. Observe. (As a class) The computer will display its results for each situation. Draw the results with a solid line on thegraphs above. Remember that we want to smooth out the bumps and jiggles from the data.

Time

-

Velo

city

+

Time

-

Velo

city

+

Time

-

Velocity

+

Time

-

Velocity

+

Time

-

Velocity

+

Inter ret:

Time

-

Velocity

+

Recorder: __________________

Manager: __________________

Speaker: __________________0 1 2 3 4 5

Time

-

Velocity

+

Adapted from Workshop Physics Activity Guide: I Mechanics, Laws, John Wiley & Sons, 2004

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7. Explain. Explain to your group members any important differences between your personal prediction and the results.

8. Explain. Based on your observations of the graphs above, how is speed represented on a velocity-time graph? (How canyou tell if the object is moving fast or slow)?

9. Explain. Based on your observations of the graphs above, how is direction represented on a velocity-time graph? (Howcan you tell if the object is moving in the positive or negative direction)?

10. Explain. If everything else is the same, what effect does the starting position have on a v-t graph?

B: Prediction Time!A person moves in front of a sensor. There are four events: (1) The person starts to walk slowly away from the sensor, (2) at

6 seconds the person stops, (3) at 9 seconds the person walks towards the sensor twice as fast as before, (4) at 12 seconds the

person stops.

1. Predict. (Work individually) Use a dashed line to draw your prediction for the shape of the velocity-time graph for themotion described above. Label the events.

2. Discuss. (Work together) Compare your predictions with your group and see if you can all agree.

3. Observe. (As a class) Compare the computer results with your groups prediction. Explain to your group members anyimportant differences between your personal prediction and the results. Record your explanations here.

Velocity is a vector quantity since it has a magnitude (number) and direction. All vectors can be represented as arrows. In the

case of velocity, the arrow does not show the initial and final positions of the object. Instead it shows the objects speed and

direction. We can use a scale to draw a velocity vector, for example: 1.0 cm (length on paper) = 1.0 m/s (real-world speed)

4. Represent. Refer to the graph above. Draw two vector arrows to represent the velocity of our walker at 4 seconds and at14 seconds. Label them v1and v2. Use a scale of 10 cm = 1.0 m/s

0 3 6 9 12 15

Time (s)

Veloc

ity(m/s)

-1

0

+1

+x

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SPH3U Homework: Velocity Graph Name:

1. A motion diagram tracks the movement of a remote control car. The car is ableto move back and forth along a straight track and produces one dot every

second.

(a) Is the velocity of the car constant during the entire trip? Explain whathappens and how you can tell.

(b) At what time does the motion change? Explain.

(c) Sketch a position-time graph for the car. The scale along the position axisis not important. Use one grid line = 1 second for the time axis. Explain

how the slopes of the two sections compare.

(d) Sketch a velocity-time graph for the car. The scale along the velocity axisis not important. Use one grid line = 1 second for the time axis.

2. In a second experiment we track the same car and create a new motion diagramshowing the car suddenly turning around. We begin tracking at event 1 and

finish at event 3.

(a) Is the velocity of the car constant during the entire trip? Explain whathappens and how you can tell.

(b) Does the car spend more time traveling fast or slow? Explain how you cantell.

(c) Sketch a position-time graph for the car. The scale along the position axis isnot important. Use one grid line = 1 second for the time axis. Explain how

the slopes of the two sections compare.

(d) Sketch a velocity-time graph for the car. The scale along the velocity axis is not important. Use one grid line = 1second for the time axis. Explain how you chose to draw each section of the velocity-time graph.

(e) According any velocity-time graph, how can you tell what direction an object is moving in?

position

Time (s)

-

velocity

+

time (s)

+ 1 2

position

time (s)

-

velocity

+

time (s)

+

1

32

C. Meyer 2012

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SPH3U Homework: Conversions

For all the questions below, be sure to show your conversion ratios!

1. You are driving in the United States where the speed limits are marked in strange, foreign units. One sign reads 65 mphwhich should technically be written as 65 mi/h. You look at the speedometer of your Canadian car which reads 107

km/h. Are you breaking the speed limit? (1 mi = 1.60934 km)

2. You step into an elevator and notice the sign describing the weightlimit for the device. What is the typical weight of a person in pounds

according to the elevator engineers?

3. You are working on a nice muffin recipe only to discover,halfway through your work, that the quantity of oil is listed in

mL. You only have teaspoons and tablespoons to use (1 tsp =

4.92 mL, 1 tbsp = 14.79 mL). Which measure is best to use and

how many?

4. Your kitchen scale has broken down just as you were trying tomeasure the cake flour for your muffin recipe. Now all you have

is your measuring cup. You quickly look up that 1 kg of flour

has a volume of 8.005 cups. How many cups should you put in

your recipe?

5. Atoms are very small. So small, we often use special units todescribe their mass, atomic mass units(u). One uranium atom has a mass of 238 u. Through careful experiments we

believe 1 u = 1.6605402x10-27kg. What is the mass of one uranium atom in kg?

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SPH3U: Conversions

In our daily life we often encounter different units that describe the same thing

speed is a good example of this. Imagine we measure a cars speed and our radar

gun says 100 km/h or 62.5 miles per hour. The numbers (100 compared with

62.5) might be different, but the measurements still describe the same amount of some quantity, which in this case, is speed.

A: The Meaning of Conversions

When we say that something is 3 m long, what do we really mean?

1. Explain. 3 metres or 3 m is a shorthand way of describing a quantity using a mathematical calculation. You may not

have thought about this before, but there is a mathematical operation (+, -, , ) between the 3 and the m. Which oneis it? Explain.

Physics uses a standard set of units, called S. I. (Systme internationale) units, which are not always the ones used in day-to-

day life. The S. I. units for distance and time are metres(m) andseconds(s). It is an important skill to be able to change

between commonly used units and S.I. units. (Or you might lose your Mars Climate Orbiter like NASA did! Google it.)

2. Reason. Albert measures a weight to be 0.454 kg. He does a conversion calculation and finds a result of 1.00 lbs. Heplaces a 0.454 kg weight on one side of a balance scale and a 1.00 lb weight on the other side. What will happen to the

balance when it is released? Explain what this tells us physically about the two quantities 0

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11 Handbook - Fall 2014