Course Planning: Physics 20 Michelle Bright | Fall 2021 | LCI

Unit GLOs and SLOs Big Ideas Timeline Notes

Students will describe motion in terms of displacement, velocity, acceleration and

time (A):
1.1k Define, qualitatively and quantitatively, displacement, velocity and Key Concepts:
acceleration - Scalar quantities
1.2k Define, operationally, and compare scalar and vector quantities - Vector quantities
1.3k Explain, qualitatively and quantitatively, uniform and uniformly accelerated - Uniform motion
motion when provided with written descriptions and numerical and/or - Uniformly Before the first
graphical data accelerated motion lesson start with
1.4k Interpret, quantitatively, the motion of one object relative to another, using a review of
displacement and velocity vectors Motion can be mathematical
1: Kinematics 1.5k Explain, quantitatively, 2-dimensional motion in a horizontal or vertical described and skills and
plane, using vector components interpreted in multiple 15-16 concepts vital to
Weight: 10% 1.3s Analyze data and apply mathematical and conceptual models to develop ways in order to solve days Physics 20.
and assess possible solutions problems.
a. Construct graphs to demonstrate the relationships among Lessons 1-3, 5-9
displacement, velocity, acceleration and time for uniform and We can use
uniformly accelerated motion quantitative data, Quiz on Lessons
b. Analyze a graph of empirical data to infer the mathematical graphs, diagrams, and 1-6 (omit L4)
relationships among displacement, velocity, acceleration and time other forms of
for uniform and uniformly accelerated motion representation to
c. Solve, quantitatively, projectile motion problems near Earth’s approach problems
surface, ignoring air resistance and solutions.
d. Relate acceleration to the slope of, and displacement to the area
under, a velocity-time graph
 Key Concepts: Lessons 10-13
- Vector quantities
- Two-dimensional Quiz on Lessons
Students will describe motion in terms of displacement, velocity, acceleration and motion 11-12
2: Vectors 10-11
time (A): days
1.5k Explain, quantitatively, 2-dimensional motion in a horizontal or vertical Vector components aid
Weight: 10% in the visualization, Projectile Motion
plane, using vector components Try to
interpretation, and Lab before final
finish
assessment of exam
before
problems and their fall break.
possible solutions.
Key Concepts:
Students will explain the effects of balanced and unbalanced forces on velocity (B):
- Newtons laws of
1.1k explain that a nonzero net force causes a change in velocity
motion
1.2k apply Newton’s first law of motion to explain, qualitatively, an object’s state
- Inertia
of rest or uniform motion
- Vector addition
1.3k apply Newton’s second law of motion to explain, qualitatively, the
- Static and kinetic
relationships among net force, mass and acceleration
friction
1.4k apply Newton’s third law of motion to explain, qualitatively, the interaction Lessons 14-18
between two objects, recognizing that the two forces, equal in magnitude
There are multiple
and opposite in direction, do not act on the same object Quiz on Lessons
3: Dynamics forces which act upon
1.5k explain, qualitatively and quantitatively, static and kinetic forces of friction 14-16
an object, effecting its 15-16
acting on an object
Weight: 13% motion and velocity. days
1.6k calculate the resultant force, or its constituents, acting on an object by Friction Lab
adding vector components graphically and algebraically before Quiz
Newton’s Laws of
1.7k apply Newton’s laws of motion to solve, algebraically, linear motion
motion, graphs,
problems in horizontal, vertical and inclined planes near the surface of
diagrams, and data
Earth, ignoring air resistance.
(both quantitative and
1.3s Analyze data and apply mathematical and conceptual models to develop
qualitative) can aid in
and assess possible solutions
the interpretation and
a. analyze a graph of empirical data to infer the mathematical
understanding of the
relationships among force, mass and acceleration
relationships between
b. use free-body diagrams to describe the forces acting on an object
force and motion.
 Students will explain that gravitational effects extend throughout the universe (B):
2.1k identify the gravitational force as one of the fundamental forces in nature
2.2k describe, qualitatively and quantitatively, Newton’s law of universal
Key Concepts:
gravitation
- Uniform circular
2.3k explain, qualitatively, the principles pertinent to the Cavendish experiment
motion
used to determine the universal gravitational constant, G
- Planetary and
2.4k define the term “field” as a concept that replaces “action at a distance” and
satellite motion
apply the concept to describe gravitational effects
- Kepler’s laws
2.5k relate, qualitatively and quantitatively, using Newton’s law of universal
- Gravitational force
gravitation, the gravitational constant to the local value of the acceleration
- Newtons law of
due to gravity
universal
2.6k predict, quantitatively, differences in the weight of objects on different
gravitation
4: Circular planets. Lessons 19-23
- Gravitational field
Motion and 12-13
Gravitation Students will explain circular motion, using Newton’s laws of motion (C): days Quiz on Lessons
Gravity is a unique
1.1k describe uniform circular motion as a special case of 2-dimensional motion 19-20
force which effects
Weight: 13% 1.2k explain, qualitatively and quantitatively, that the acceleration in uniform
objects throughout the
circular motion is directed toward the centre of a circle
universe.
1.3k explain, quantitatively, the relationships among speed, frequency, period
and radius for circular motion
Circular motion has a
1.4k explain, qualitatively, uniform circular motion in terms of Newton’s laws of
unique set of
motion
relationships which are
1.5k explain, quantitatively, planetary and natural and artificial satellite motion,
used to describe a
using circular motion to approximate elliptical orbits
variety of situations
1.6k predict the mass of a celestial body from the orbital data of a satellite in
within the universe.
uniform circular motion around the celestial body
1.7k explain, qualitatively, how Kepler’s laws were used in the development of
Newton’s law of universal gravitation.
 Key Concepts:
Students will explain that work is a transfer of energy and that conservation of
- Oscillatory motion
energy in an isolated system is a fundamental physical concept (C):
- Simple harmonic
2.1k define mechanical energy as the sum of kinetic and potential energy
motion
2.2k determine, quantitatively, the relationships among the kinetic, gravitational
- Restoring force
potential and total mechanical energies of a mass at any point between
- Oscillating spring,
maximum potential energy and maximum kinetic energy
pendulum
2.3k analyze, quantitatively, kinematics and dynamics problems that relate to
- Mechanical energy
the conservation of mechanical energy in an isolated system
- Conservation of
2.4k recall work as a measure of the mechanical energy transferred and power
mechanical energy
as the rate of doing work
- Work-energy Lessons 24-28
2.5k describe power qualitatively and quantitatively
theorem
2.6k describe, qualitatively, the change in mechanical energy in a system that is
- Isolated systems Quiz on Lessons
not isolated
- power 24-25
Students will describe the conditions that produce oscillatory motion (D):
The relationships Pendulum labs
5: Simple 1.1k describe oscillatory motion in terms of period and frequency 15-16
between work, power, and simple
Harmonic 1.2k define simple harmonic motion due to a restoring force that is directly days
and energy can be harmonic motion
Motion, Work proportional and opposite to the displacement from an equilibrium
used to solve a variety lab before quiz
and Energy position
of problems.
1.3k explain, quantitatively, the relationships among displacement, acceleration,
Hot Wheels
Weight: 14% velocity and time for simple harmonic motion, as illustrated by a
The conservation of Activity before
frictionless, horizontal mass-spring system or a pendulum, using the small-
energy in an isolated Unit Exam
angle approximation
system is a powerful
1.4k determine, quantitatively, the relationships among kinetic, gravitational
problem-solving tool.
potential and total mechanical energies of a mass executing simple
harmonic motion
Oscillatory motion and
simple harmonic
Students will describe the properties of mechanical waves and explain how
motion create unique
mechanical waves transmit energy (D):
relationships which are
2.1k describe mechanical waves as particles of a medium that are moving in
used to assess
simple harmonic motion
situations and solve
problems.
 Key Concepts:
Students will describe the conditions that produce oscillatory motion (D):
- mechanical
1.5k define mechanical resonance
resonance
- mechanical waves-
Students will describe the properties of mechanical waves and explain how
longitudinal and
mechanical waves transmit energy (D):
transverse
2.2k Compare and contrast energy transport by matter and by waves
- universal wave
2.3k define longitudinal and transverse waves in terms of the direction of
equation
motion of the medium particles in relation to the direction of propagation
- reflection 7-8 days
of the wave
- interference
6: Waves 2.4k define the terms wavelength, wave velocity, period, frequency, amplitude, Lessons 29-32
- acoustic resonance After
wave front and ray as they apply to describing transverse and longitudinal
- doppler effect Christmas
Weight: 10% waves Quiz on Lessons
break
2.5k describe how the speed of a wave depends on the characteristics of the 29-30
Mechanical waves unless we
medium
transmit energy in a have time
2.6k predict, quantitatively, and verify the effects of changing one or a
vital of vital processes
combination of variables in the universal wave equation (v = fλ)
throughout our
2.7k explain, qualitatively, the phenomenon of reflection as exhibited by
universe.
mechanical waves
2.8k explain, qualitatively, the conditions for constructive and destructive
There are a variety of
interference of waves and for acoustic resonance
relationships that
2.9k explain, qualitatively and quantitatively, the Doppler effect on a stationary
effect the properties of
observer of a moving source
mechanical waves.
Legend: Verbs conditional and/or implicit content explicit content

Summative Assessment: one quiz and one unit exam for each unit, lab ‘reports’ with one extended lab report (to be
decided in August with the other Physics 20 course), a comprehensive final exam in January 2022 (worth 30% of
final grade)

Unit breakdown and Lessons adapted from http://structuredindependentlearning.com/physics20

 Big Ideas and Classroom Competencies
The 4 foundations of the program from the Alberta Program of Studies Physics 20-30, 2014, p. 3:
Attitudes:
Students will be encouraged to develop attitudes that support the responsible acquisition and application of
scientific and technological knowledge to the mutual benefit of self, society, and the environment.

Knowledge:
Students will construct knowledge and understandings of concepts in life science, physical science, and Earth and
space science, and apply these understandings to interpret, integrate, and extend their knowledge.

Science, Technology, and Society (STS):

Students will develop an understanding of the nature of science and technology, the relationships between science
and technology, and the social and environmental contexts of science and technology.

Skills:
Students will develop the skills required for scientific and technological inquiry, for solving problems, for
communicating scientific ideas and results, for working collaboratively and for making informed decisions.

Classroom competencies/attitudes for a successful future in physics 30 and higher-level science:

- Formula manipulation
- Inquiry, critical thinking, and collaboration
- the ability to approach problems with knowledge and creativity, to assess the problem and work towards a
solution
- determination and resilience
- curiosity

What is behind the theorization and realization of motion, force, energy, and waves in our universe? How has/can
this knowledge help us to assess and solve problems?
 Week Monday Tuesday Wednesday Thursday Friday

Intro and “get to

1 First day for gr.9
know you” & Math Review L1
(31-3) no physics 20
Math Review

2
Labour Day L2 L3 L5 L6
(6-10)
September

3
Quiz Review Quiz Lessons 1-6 L7 L8 L9
(13-17)

Go over exam +
4
Review Unit 1 Exam Begin Vectors L10 L11
(20-24)
L10

5 Quiz Lessons 10-

L11 Quiz Review FNMI Day L12
(27-1) 11
 6 Projectile Motion
L13 Review Unit 2 Exam Go over exam
(4-8) Lab

-
Thanksgiving PD Day PD Day PD Day & PTI PTI
(11-15)
October

7 Begin Dynamics
L15 L15 L16 Friction Lab
(18-22) L14

8 Quiz Lessons 14-

Friction Lab Lab/Study? L17 L17
(25-29) 16

Begin Circular
9
L18 Review Unit 3 Exam Motion and L19 cont’d
(1-5)
Gravitation- L19
November

10 Quiz Lessons 19- Remembrance

L20 Review/catch up No School
(8-12) 20 Day
 11
L21 L22 Activity & L23 L23 Review
(15-19)

Begin Simple
12 Harmonic Motion,
Unit 4 Exam Pendulum Labs Pendulum Labs L25
(22-26) Work, and Energy
L24

13 Lab Report and Quiz Lessons 24-

Springs Lab L26 L26
(29-3) Review 25

Go over Exam
14
L27 L28 Review Unit 5 Exam and Start Waves
(6-10)
L29
December

15 1 dimensional Quiz Lessons 29- Free day before

L30 L30 and Review
(13-17) wave activity 30 Christmas

Christmas Break
In January finish Unit 6: Waves and review for final exam