Kinematics Unit

Grade 11 University Physics (SPH3U)

Matt Valley
November 8th, 2016
Overview
Grade 11 Physics is a course that develops students basic understanding of
the concepts in physics. Kinematics is generally the first unit covered for this
course as it contains some very fundamental concepts for mechanics,
specifically motion. The students will start by looking at motion in a straight
line and then move into motion in two-dimensions. This unit puts an
emphasis on linear motion and focuses on three big ideas. The first is that
motion involves a change in the position of an object over time. Secondly,
motion can be described using mathematical relationships. Lastly, many
technologies that apply concepts related to kinematics have societal and
environmental implications. The prerequisite for this course is grade 10
academic science. By the end of this unit, the students will be able to:
- Analyze technologies that apply concepts related to kinematics, and
assess the technologies social and environmental impact;
- Investigate, in qualitative and quantitative terms, uniform and non-
uniform linear motion, and solve related problems;
- Demonstrate an understanding of uniform and non-uniform linear
motion, in one and two dimensions.
See the Ontario grade 11 and 12 science curriculum link below for further
look at course/unit:
http://www.edu.gov.on.ca/eng/curriculum/secondary/2009science11_12.pdf

Outline
Less Topic/Section Learning Goals Task(s)
on
1 Intro - Math Students will be able to Worksheets
Review use algebra to
rearrange formulas and
solve for variables and
apply trig functions to
solve triangles.
2 Intro - Math Students will be able to Worksheets
Review apply and use both

1
 Continued significant figure rules
and scientific notation
properly.
3 1.1 - Distance, Students will be able to Pg. #11 (#1-3)
Position, and explain the difference
Displacement between scalar and Pg. 13
vector quantities, draw (Practice #1-2)
scale vector diagrams,
and explain motion Pg. 13
using the terms (Questions #1-
distance, position, and 5)
displacement.
4 1.2 - Speed & Students will be able to Pg. 19 (Copy
Velocity explain the difference table 2 in
between speed and notes)
velocity, calculate
average speed/velocity, Pg. 20
and relate graphs to (Questions #1-
their type of motion. 8)
5 1.3 - Acceleration Students will be able to Pg. 21-22
calculate acceleration (Copy Table 1
and interpret position- in notes)
time graphs to explain
acceleration. Pg. 30
(Questions #4-
11)
6 1.4 - Graphs of Students will be able to Pg. 35
Linear Motion create and interpret (Questions #1-
motion-time graphs. 4)

Worksheets
7 1.4 - Graphs of Students will be able to Worksheets
Linear Motion create and interpret
Continued motion-time graphs.

Students will be able to Pg. 39

1.5 - identify and apply the 5 (Questions #1-
Fundamental fundamental equations 6)
Equations to solve various
problems.
8 1.5 - Students will be able to Worksheets
Fundamental identify and apply the 5
Equations - fundamental equations Quiz
Continued to solve various
problems.

2
9 1.6 - Acceleration Students will be able to Pg. 41
near the Earths explain acceleration due (Practice #1-2)
Surface to gravity, air
resistance, and free fall Pg. 42
and calculate problems (Practice #1-2)
involving gravity and
vertical acceleration. Pg. 43
(Questions #3-
7)
10 1.6 - Acceleration Students will be able to Lab
near the Earths use concepts learned
Surface - throughout semester
Continued and apply them to a real
life scenario.
11 2.1 - 2-D Motion Students will be able to Pg. 61
(Scale Diagram create diagrams of (Practice #1-2)
Method) vectors using the
compass rose and solve Pg. 64
for various resultant (Practice #1-2)
vectors.
Pg. 65
(Questions #3-
9)
12 2.2 - 2-D Motion Students will be able to Pg. 67
(Algebraic create diagrams of (Practice #1-2)
Method) vectors using the
compass rose and solve Pg. 71
for various resultant (Practice #1-2)
vectors using algebra
and trig. Pg. 75
(Questions #1-
7)
13 2.3 - Projectile Students will be able to Pg. 78
Motion explain what projectile (Practice #1-2)
motion is and solve
various problems. Pg. 81
(Practice #1-2
and Questions
#1-8)
14 Careers In Students will be able to Guest
Physics identify potential Speaker(s)
employment
opportunities that are Journals
related to their physics
knowledge and
understanding.

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 15 Unit Review Students work Unit Review
collaboratively to Question
prepare for unit test.
16 Unit Review Students work Unit Review
collaboratively to Questions
prepare for unit test.
17 Unit Test
18 Unit Task Work
Period
19 Unit Task Work
Period
20 Unit Task
Work/Presentatio
n Period
Outline Notes
- Students will receive time each day to work on assigned questions.
Whatever they do not complete during class time is assigned as
homework.
- Assigned questions will be collected periodically so to asses where they
are at and to provide feedback.
- Spare day inserted so to allow for any extra time that a particular
lesson may require (may also be used for review or unit task).
- One of the unit task work periods could be placed before unit review
(so to give teacher time to approve designs)
- Also, some lessons may not take full periods. In this case, that extra
time can be allotted to unit task.

Test Review
Pg. 100-107 #1-5, 7-10, 12-16, 18-22, 24-26, 28-36, 38-44, 47-51, 54-58, 60-
61, 63, 66, 69
Students will have opportunity to hand in test review questions for extra
marks.

Textbook

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Nelson Education Physics 11 University Preparation

References
http://www.tvdsb.ca/webpages/embreem/resources.cfm?subpage=114263
https://sites.google.com/a/hdsb.ca/killins-course-site/home/11-physics/1-
kinematics
http://mdriscoll.pbworks.com/w/page/104740996/SPH3U%20Grade
%2011%20University%20Physics
http://libguides.lakeheadu.ca/c.php?g=412997&p=2814125

Lesson 1 (Two Classes) Math Skills Review

Overview
The first day will begin with brief introductions in order for the students and
teacher to become familiar with each other. After this, the students will be
introduced to the big ideas of the unit. Class will also be briefed in regards
to the outline/plan. The main objective, after all of that, will be to figure out
what level of math competency the students are bringing to your class.
These two lessons will cover rearranging formulas, solving for variables,
applying trigonometry functions, and the proper use of significant figures and
scientific notation. Have students hypothesize what they will learn and also
tell you what they hope to learn throughout the semester on exit cards.
Resources/References
- Rounding rules: https://www.youtube.com/watch?
v=20L6BN2TOto&feature=youtu.be

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 - Sig figs made easy: https://www.youtube.com/watch?v=5UjwJ9PIUvE
- Trig review: https://www.youtube.com/watch?
v=goEE1NbhPS8&feature=plcp
- Accuracy/precision: https://www.youtube.com/watch?
v=hRAFPdDppzs&feature=youtu.be
- Math skills worksheets

Specific Expectations
N/A
Assessment
- Assess prior knowledge and current math competency level
- See what students want or expect to learn
- Exit cards

Lesson 2 Distance, Position, and Displacement

Overview
There are three main goals for this lesson. The first is that the students gain
the knowledge necessary to explain motion using the terms distance,
position, and displacement. The students should also be able to distinguish
between scalar and vector quantities and then draw scale vector diagrams.
Start by introducing some key terms such as kinematics (study of motion),
motion (change in an objects location as measured by an observer), etc.
Move into bulk of lesson by explain following concepts: scalar (magnitude
only), vector (magnitude and direction), distance (total length of a path
travelled by an object in motion), position (distance and direction that an
object is from a particular reference point), displacement (change in position
of an object). Do some sample problems on the board with the class (these
come straight from the textbook). Explain vector scale diagrams and why we
use them (do example on document reader or smartboard). Demonstrate
distance vs. displacement by having two students start on the same side of
the room. Then have one student walk slowly from one side to the other.
Meanwhile, the other student is running back and forth from side to side
multiple times before finally reaching the other side (this show an equal
displacement but an unequal distance). Introduce the days task.
References/Resources
- Distance vs. displacement: https://www.youtube.com/watch?
v=as6xy8PxivI&feature=youtu.be
- Reference frames: https://www.youtube.com/watch?
v=3VQ0TrZthsI&feature=youtu.be
- Appropriate positive: https://www.youtube.com/watch?
v=zFEg6WEnP90&feature=youtu.be

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 - Textbook
- Pictures in slides from google and text
Specific Expectations
B2.1, B2.5, B3.2
Assessment
- Feedback on homework
- Brainstorming to assess prior knowledge
- Answering potential questions or problems they have with assigned
work
- Class discussions

Lesson 3 Speed & Velocity

Overview
There are three main goals for this lesson. Firstly, the students will be able to
explain the difference between speed and velocity. Secondly, they will be
able to calculate average speed and average velocity. Lastly, they will be
able to relate graphs to their type of motion. Introduce the concept of
average speed (define, display formula, introduce unit of measure, etc.) and
do a sample problem with the class. Introduce average velocity (define,
display formula, introduce unit of measure, relate to position-time graph,
etc.) and do sample problem with the class. Explain motion of object with
both uniform and non-uniform velocity. Do a comparison of car on highway,
child on merry-go-round, and parachutist jumping out of a plane (do this
using position-time graphs and have them in pairs trying to match the graph
with the object). Introduce the days task.
References/Resources
- Velocity and position-time graphs: https://www.youtube.com/watch?
v=NInpX_UeO7Q&feature=youtu.be
- Slope/Area of motion graphs: https://www.youtube.com/watch?
v=xBDji3A22w0&feature=youtu.be
- Textbook
- Pictures in slides from google and text
Specific Expectations
B1.1, B2.1, B2.2, B2.4, B3.1
Assessment
- Feedback on homework
- Brainstorming to assess prior knowledge
- Think-pair-share
- Class discussions

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Lesson 4 Acceleration
Overview
There are two main goals for this lesson. Firstly, the students will be able to
calculate acceleration. Secondly, they will be able to interpret position-time
graphs in order to explain acceleration. Have students on scrap pieces of
paper describe acceleration in their own words. Put paper in hat, pull them
out and discuss (this kept anonymous). Define acceleration (how an objects
velocity changes over time). Show videos of how different objects accelerate
or decelerate on youtube. Introduce units, define further, display formula for
acceleration, and relate it to a velocity time graph. Do a few sample
problems with the class. Pair up students and have them determine the
displacement of an object from a velocity-time graph. Introduce concepts of
uniform and non-uniform acceleration (as well as instantaneous velocity).
Have students copy table 1 from pages 21-22 from textbook in their notes.
Introduce the days tasks.
References/Resources
- Various youtube clips of objects accelerating and decelerating.
- Sample problems from slides
- Textbook
- Pictures in slides from google and text
Specific Expectations
B2.1, B2.2, B2.6, B3.1
Assessment
- Feedback on homework
- Addressing questions with assigned work
- Class discussion
- Scrap paper enter cards

Lesson 5 (1.5 classes) Graphs of Linear Motion

Overview
The learning goal(s) for these lessons is that the students will be able to
create and interpret motion-time graphs. I will start with a brief review/recall
of the graphs that we have looked at already throughout the semester
(position-time and velocity-time). Since they have a fairly good idea as to
what acceleration is, introduce the concept of an acceleration-time graph
(and that the area under the graph or line is the change in velocity of an
object). Give students a few minutes to think about relationships that may
exist among linear motion graphs. Display on the board three graphs for the

8
same motion (uniform acceleration) and engage in class discussion. Do a
couple examples of how to create a graph from, another (i.e. use
acceleration-time graph to create a velocity time graph). Introduce todays
task. Have students do exit cards to express area(s) they feel they need to
work on for the quiz.

References/Resources
- Sample problems from slides and text
- Textbook
- Pictures in slides from google and text
Specific Expectations
B2.2, B2.6, B2.7
Assessment
- Feedback on homework
- Addressing questions with assigned work
- Class discussion
- Exit cards

Lesson 6 (1.5 classes) 5 Fundamental Equations

Overview
These lessons will be structured around the students being able to
understand the 5 fundamental equations for motion with uniform
acceleration and how to correctly apply them to various problems. It is
crucial to explain the importance of solving problems like this algebraically
vs. graphically. Show students how the equations are derived, for their
interest alone as they will not need to know how to derive them (this will be
a fun way to have them engaged and interested since you stressed the fact
that they dont have to know how to derive it themselves, but it will help
knowing how, why, or when to use each one). Equation #1: determining
displacement with velocity data (used when you dont know acceleration).
Equation #2: determining final velocity (used for problems not involving
displacement). Equation #3: determining displacement using acceleration
(used when you dont know final velocity). Equation #4: determining final
velocity with displacement data (used when you dont have any information
about time). Equation #5: determining displacement without initial velocity.
It is important to now do examples of each case (do this without explicitly
telling them what they are missing, let them figure that out as a class).
Introduce todays task, and have them in groups doing the work. Groups
should be minimum 2, maximum 5.

9
References/Resources
- Equations of motion derivation:
https://www.youtube.com/watch?v=oGKT70Xoh0Y
- Pictures in slides from google and text
- Textbook
Specific Expectations
B2.1, B2.3
Assessment
- Feedback on homework
- Address issues from exit cards
- Quiz

Lesson 7 (2 classes) Acceleration Near the Earths Surface

Overview
The main focus of these lessons is to have the students be able to explain
acceleration due to gravity, air resistance, and free fall. They will also be able
to perform calculations involving gravity and vertical acceleration. Introduce
the numerical value of gravity (close to the earths surface). It will be
important to explain the relevance of the term near the Earths surface and
what that means and why it makes a difference (no need to go too in depth
as that is more university level physics). Note to them that acceleration due
to gravity is the acceleration that occurs when an object is allowed to fall
freely. Touch on the fact that different planets have different values for
gravity, and briefly explain why (again just need to scratch the surface).
Describe what free fall means (acceleration due to gravity in the absence of
air resistance, or in a vacuum and therefore theoretical). Then I would do
some sample problems with the class from the textbook. Revisit the notion
that in real life there will always be air resistance (drag). Move into what
might happen when air resistance equals the force due to gravity (object will
stop accelerating and reaches terminal velocity). Show some videos to the
class. Introduce todays task. Second class will be a lab entitled The Ticker
Tape Lab. They will be measuring constant acceleration of a toy car down a
ramp using a ticker tape timer. They will be making distance-time
measurements, plotting a d-t graph, and then analyzing it mathematically to
make a v-t graph. They will then use the v-t graph to measure the
acceleration of the car, from which we will calculate a value of g, the
acceleration due to gravity at the surface of the Earth.

10
References/Resources
- Skydiving: https://www.youtube.com/watch?v=qEWCRKxhEZo
- Pictures in slides from google and text
- Textbook
- Videos of looney tunes (road runner etc)
Specific Expectations
B2.1, B2.3
Assessment
- Feedback on homework
- Address issues from exit cards
- Hand back quiz
- Lab write-up (check to see if they can compare theoretical and
experimental values in a meaning way so to support their learning)
- Brainstorm as to why we do problems in theory (ignore air friction)

Lesson 8 and 9 (2 classes) Motion in 2-D (Scale Diagram and

Algebra)
Overview
There are two approaches in which we take to look at motion in 2-D. The first
is the scale diagram approach. The second approach is the algebraic
approach. The learning goals are that the students will be able to create a
scale diagram of vectors using the compass rose and also be able to solve
for various resultant vectors (this done using algebra and trig in the second
approach). The first day would include the introduction of a compass rose.
Help students recall how they learned how label it (i.e. Never Eat Shredded
Wheat or Never Eat Soggy Worms). Go over vectors in 2D (specifically how
two vectors dont always cancel each other out and may include angles and
direction). The second day would include a brief talk about Pythagorean
theorem (may be fun to derive the equation with the students, especially if
they have never done so). Introduce both days tasks.

References/Resources
- Daniels boat: https://www.youtube.com/watch?
v=fGHxqw5OgD8&feature=youtu.be
https://www.youtube.com/watch?
v=vEX9PICBJ_I&feature=youtu.be
- Pictures in slides from google and text
- Textbook
- Pythag derive: https://www.youtube.com/watch?v=vQaE0PrqarE
https://www.youtube.com/watch?v=RA6E_Ml42l4

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Specific Expectations
B2.6, B2.7, B3.2
Assessment
- Feedback on homework
- Assess understanding of 2-D motion by examining work
- Continue to collect and hand back homework

Lesson 10 Projectile Motion

Overview
After these two sessions the students will be able to explain what projectile
motion is and also solve projectile motion problems. Key terms include
projectile (an object that moves along a two-dimensional trajectory in
response to gravity), projectile motion (motion of a projectile under gravity),
and time of flight (time taken for projectile to complete its motion). I would
then do some sample problems on the board including various scenarios.
Introduce the days task.

References/Resources
- Projectile Motion Videos: https://www.youtube.com/watch?
v=8rr8YQtMqnI&feature=youtu.be
https://www.youtube.com/watch?v=67BXb_-azY8&feature=youtu.be
https://www.youtube.com/watch?v=u7i2dMzPNC8&feature=youtu.be
https://www.youtube.com/watch?v=_3_8ikUXbtE&feature=youtu.be
- Textbook
- Pictures in slides from google and text

Specific Expectations
B2.8, B2.9, B3.3
Assessment
- Feedback on homework
- Check how can students incorporate or apply all concepts from to
projectile motion
- Continue to collect and hand back homework

Lesson 11 Guest Speaker

Overview

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These sessions would be designed to have students see how their knowledge
and understanding of the concepts in grade 11 physics can be applied in the
real world. Anyone in an engineering field, or someone that works in the field
of technology (referring to measuring speeds, motion detection, etc) would
be a good place to start. Not that it may be helpful to have multiple guest
speakers (so to cover multiple avenues in physics). In the case you have
multiple speakers, they could come in for the first or second half of a class,
then that scheduled lesson could be split between two days (important to
keep schedule flexible).

References/Resources
- Guest speakers

Specific Expectations
B1.1, B1.2
Assessment
- Assess students ability to reflect on what they have learned/heard
- Brief unmarked journal
Lesson 12 Test Review and Test
Overview
The test review would be open notes. Students would work in groups of 4,
collaboratively working through problems (not splitting up the work and
copying answers). This will be handed in for extra marks if they would like
(after test as they will need to use it to study). Before they work on the unit
review problems, I will spend time each day asking general conceptual
questions (getting them to focus on bigger picture ideas as well as
calculations). This would be done as a class, with proper wait time and
possible discussion time to encourage engagement and also investigation
into why or why not (very helpful with physics concepts).

References/Resources
- Test review handout

Specific Expectations
ALL
Assessment
- See where they are at
- Address last minute questions

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Lesson 13 (3-4 classes) Unit Task
Overview
Students will design and construct a launcher that will launch beanbags (or
other objects) at a target placed on the ground at a variety of known
distances. The objective is to minimize the total distances off target for three
launches. Distances will be 8, 10, and 12m (calibrate to those distances).
Equipment and materials will be provided and students are to work in groups
of 3 (depending on class size). Each group will provide a labelled diagram of
the launcher (drawn to scale), a written description of the design, and a brief
write up answering/addressing questions below. Each student will also be
handing in a brief write-up detailing what each group member did (they will
assess themselves and each other). Diagrams can be done on computer or
by hand and should include a side view, a top view, and front view. Things to
consider:
- How is it powered?
- How will it work?
- How can you ensure it is safe, environmental friendly, and
mechanically sound?
- How can it be calibrated?
- How will you trigger it?
- What object will you use to keep the weight consistent?
- Test runs? Modifications?
- Launcher is to be no larger than 1 cubic meter
- No remotes (self-contained)
- No levers, no strings
- Must be a mechanically force (no pressures or explosives etc)
- Include a complete parts list
- If choosing another object besides beanbag, must submit paragraph to
teacher explaining why (in order to be approved)

References/Resources
- Textbook

Specific Expectations
ALL

Assessment
- On-going feedback and discussion during work periods
- Students submit plans and are then given feedback

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 - Students plans must be approved prior to construction
- Students will self-assess their work and also assess their peers
- Tasks will be assessed based on success criteria (or checklist) shown
below

Procedure
1. Start by identifying your object or constructing your beanbag (if using
multiple objects, ensure they are of equal mass). Objects must be non-
rigid materials of about 5-7 cm in diameter (size checked prior to
launch by teacher).
2. Construct your launcher according to your approved design.
3. Complete trials to calibrate your launcher for distances of 8m, 10m,
and 12m. Do this by making test launches at each distance and
adjusting the setting of your launcher. Note that the target is a
coloured pie plate of approximately 15cm in diameter.
4. Present your calibration data in some format (table, chart, or graph are
some suggestions).
5. For your final trial, launch 3 beanbags at each target. Only launches
based on calibration data are allowed. Measure the distance form the
center of the target to where the beanbag hits the ground (or target if
youre lucky) for each launch. If a beanbag (or object) breaks during a
launch, you may relaunch.
6. Record your final score as the sum of the three closest distances off
each target. The lower the sum, the better your launchers
performance.
NOTE: No launches are to be done without the teacher being present or
otherwise approved. Your must indicate to the teacher when you are
ready to launch, and you must receive teacher permission to do so.
Ensure no one is in front of the launcher during a launch. You must
operate your launcher safely at all times and wear eye protection.

Analyze and Evaluate

(a) Describe what you did to adjust your launcher for the different
calibration distances
(b)Based on your understanding of projectile motion, explain why the
adjustments you described in above question were effective (include
calculations or drawings with explanations if necessary)
(c) For the final trial, explain how you determined the correct setup for
your launcher (this is where calculations and diagram will also be
helpful)

15
Apply and Extended
(d)Discuss the environmental impact of your launcher and
beanbag/object. Explain how you could reduce its negative impact on
the environment (in regards to its design).
(e) Discuss changes you could make, either to your setup or design, to
reduce the sum of your distances off target in your final trials.

Assessment Checklist
Your final Unit Task will be assessed according to the following criteria:

Knowledge/Understanding
- Demonstrate knowledge and understanding of the characteristics of
projectile motion
- Demonstrate knowledge and understanding of the relationship
between the horizontal and vertical components of a moving projectile.

Thinking/Investigation
- Develop a plan for constructing an effective beanbag/object launcher
- Construct and safely operate a launcher
- Incorporate environmental considerations into the design and
construction of a beanbag/object launcher
- Analyze launch results
- Collect calibration data for a beanbag/object launcher
- Evaluate and modify your beanbag/object launcher design

Communication
- Communicate to your peers how your launcher operates, has been
modified, and has been calibrated
- Communicate to your peers the materials used
- Communicate in a clear and concise way
- Use appropriate terminology related to kinematics

Application
- After a number of design variables to modify the projectiles motion
- Successfully achieve the goal of this Unit Task
- Build a mechanically sound, environmentally friendly, and safe
launcher

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