Physics 2104B Forces, Momentum, Work and Energy 2104B Forces, Momentum, Work and Energy ... relationship between acceleration and net force for a ... 1.2 Investigate friction. 1.2.1

Adult Basic Education

Science

Physics 2104B

Forces, Momentum, Workand Energy

Curriculum Guide

Prerequisite: Physics 2104A

Credit Value: 1

Physics Concentration

Physics 1104Physics 2104APhysics 2104BPhysics 2104CPhysics 3104APhysics 3104BPhysics 3104C

Table of Contents

To the Instructor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vIntroduction to Physics 2104B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vCurriculum Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vStudy Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viResources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viRecommended Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Unit 1 - Gravity, Friction and Springs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 2

Unit 2 - Momentum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 6

Unit 3 -Work and Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 10

Unit 4 - Kinetic and Potential Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 14

Unit 5 - Conservation of Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 20

Unit 6 - SHM and Efficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 22

Curriculum Guide Physics 2104Bv

To the Instructor

I. Introduction to Physics 2104B

Physics 2104B applies the concepts learned in Physics 2104A to the forces of gravity,friction and springs. Impulse and Momentum are then studied and these concepts areapplied to sports. Finally the relationship between energy, work and power will beexamined to develop a better understanding of the world.

The content of Physics 2104B follows closely on the material in Physics 2104A which isa prerequisite. Again students will need a scientific calculator and an understanding oftrigonometry.

II. Curriculum Guides

Each new ABE Science course has a Curriculum Guide for the instructor and a StudyGuide for the student. The Curriculum Guide includes the specific curriculum outcomesfor the course. Suggestions for teaching, learning, and assessment are provided to supportstudent achievement of the outcomes. Each course is divided into units. Each unitcomprises a two-page layout of four columns as illustrated in the figure below. In somecases the four-column spread continues to the next two-page layout.

Curriculum Guide Organization:The Two-Page, Four-Column Spread

Unit Number - Unit Title Unit Number - Unit Title

Outcomes

Specific

curriculum

outcomes for

the unit.

Notes for Teaching and

Learning

Suggested activities,

elaboration of outcomes, and

background information.

Suggestions for Assessment

Suggestions for assessing

students’ achievement of

outcomes.

Resources

Authorized and

recommended

resources that

address

outcomes.

Curriculum Guide Physics 2104Bvi

To the Instructor

III. Study Guides

The Study Guide provides the student with the name of the text(s) required for the courseand specifies the sections and pages that the student will need to refer to in order tocomplete the required work for the course. It guides the student through the course byassigning relevant reading and providing questions and/or assigning questions from thetext or some other resource. Sometimes it also provides important points for students tonote. (See the To the Student section of the Study Guide for a more detailed explanationof the use of the Study Guides.) The Study Guides are designed to give students somedegree of independence in their work. Instructors should note, however, that there ismuch material in the Curriculum Guides in the Notes for Teaching and Learning andSuggestions for Assessment columns that is not included in the Study Guide andinstructors will need to review this information and decide how to include it.

IV. Resources

Essential Resources

Science 10Nelson Science 10 Teacher’s Resource for Unit 3 - Motion

Recommended Resources

Science 1206: Motion Curriculum Guide:http://www.ed.gov.nl.ca/edu/sp/sh/sci/sci1206/unit4.PDF

Nelson Publishing Web Site: http://www.science.nelson.com

Computerized Assessment Bank for Nelson Science 10, Nelson.

Other Resources

Center for Distance Learning and Innovation: http://www.cdli.ca/

Physics tutorials on the web: http://www.physicsclassroom.com/Default2.html

Great physics links: http://www.sciencejoywagon.com/physicszone/phylinks.htm

http://www.ed.gov.nl.ca/edu/sp/sh/sci/sci1206/unit4.PDF

http://www.science.nelson.com

http://(http://www.cdli.ca/)

http://www.physicsclassroom.com/Default2.html

http://www.sciencejoywagon.com/physicszone/phylinks.htm

Curriculum Guide Physics 2104Bvii

To the Instructor

Physics Central: http://www.physicscentral.com/

Physics Note-A-Rific:http://www.studyphysics.ca/index_files/Page618.htm

V. Recommended Evaluation

Written Notes 10%Labs/Assignments 20%Test(s) 20%Final Exam (entire course) 50%

100%

The overall pass mark for the course is 50%.

http://www.physicscentral.com/

http://www.studyphysics.ca/index_files/Page618.htm

Forces, Momentum, Workand Energy

Unit 1 - Gravity and Friction

Curriculum Guide Physics 2104BPage 2

Outcomes Notes for Teaching and Learning

1.1 Investigate gravity.

1.1.1 Distinguish between massand weight.

1.1.2 Investigate therelationship betweenacceleration and net force for aconstant mass of an object.

1.1.3 Investigate therelationship betweenacceleration and mass for aconstant net force.

Students are aware that we weigh less on the moon.However the everyday use of the word weight will causeproblems here.



Suggestions for Assessment Resources

Question 7 on page 186 of Concepts and Connections relateswhat was learned in this unit to Biology. Question 24 on page187 introduces some information on plants as applied to gravity.

Concepts andConnections: pages 158 -168

Center for DistanceLearning and Innovation: www.cdli.ca:Physics 2204: Unit 02,Section 01, Lesson 1

http://www.cdli.ca




1.2 Investigate friction.

1.2.1 Explain, qualitatively andquantitatively, what is meant byfriction, and describe static andkinetic friction.

1.2.2 Show the qualitativerelationships for both static andkinetic friction.

1.2.3 Analyze natural andtechnological systems tointerpret and explain theirstructure and dynamics.

1.2.4 Determine one offrictional force, normal force orcoefficient of friction give theother two variables or a meansfor determining the othervariables.

One starting point for this part of Unit 5 is to investigatefriction with the Kinetic Friction Lab. You may want todemonstrate static friction by using Lab 5.2 on page191.

Students may have trouble with the more advancedquestions in this section. You may need to take themthrough Section 5.4 and ask them to complete severalquestions e.g. 32, 33 on page 187 to 188.

Note: Section 5.6 of the text is covered in Unit 6.




Any of the problems in Section 5.5 on page 188 can be used.Students must submit Lab #3 for grading purposes.

Additional problems that can be assigned for review or fortesting from Chapter 5:

Problems: 11, 23, 35, 46, 51, 53, 54

You may choose to develop your quiz with the Test Bank for thetext.

Concepts andConnections: pages 172 -179; Core Lab #1: Kinetic Friction: page 191

Physics 2204 CurriculumGuide: pages 48 and 49

Physics Concepts andConnections Test Bank

Unit 2 - Momentum



2.1 Understand momentum andimpulse.

2.1.1 Define linear momentumand explain why it is a vectorquantity.

2.1.2 Calculate the thirdquantity given two of an object’smass, velocity, and momentum.

2.1.3 Define impulse, and useNewton’s second law to showhow it is related to change inmomentum.

2.1.4 Calculate the impulsegiven the net force and the timeover which it acts.

2.1.5 Solve numerical and non-numerical problems by using theconcept of impulse.

2.1.6 Experimentally determinethe that momentum is conservedin one-dimensional collisions.

Ensure that students understand that impulse equals achange in momentum. Also that impact is forcemeasured in Newtons and is not to be mistaken for impulse.

Question 2 on page 286 does not involve a decrease inforce, but an increase in velocity. FÄ t = mÄv . If timeincreases and the force doesn’t change, then mÄvincreases. The ball’s mass does not change so itsvelocity will increase.

The conservation of momentum is experimentallydetermined in this unit. Students will not develop thisconcept further.

Unit 2 - Momentum



Students are expected to submit Core Lab #2 and the questionsassociated with The Physics of Karate.

Extra questions can be found by using the examples on the Centerfor Distance Learning and Innovation site.

Concepts andConnections: pages 277 -282; 307. Core Lab #2:Linear Momentum in OneDimension: pages 315 and316

Physics 2204 CurriculumGuide: pages 52 - 55

Study Guide: “ThePhysics of Karate”

www.cdli.caCenter for DistanceLearning and Innovation:Physics 2204: Unit 2,Section 3

Unit 2 - Momentum



2.2 Understand Conservation ofMomentum

2.2.1 Write an equationapplying the law of conservationof momentum to a onedimensional collision betweentwo objects in terms of twomasses and the two velocitiesbefore and after the collision.

2.2.2 Calculate the sixthquantity given any five of thetwo masses of objects involvedin a one-dimensional collision,their velocities before, and theirvelocities after the collision.

2.2.3 Use appropriate languageand conventions whendescribing events related tomomentum.

2.2.4 Describe the functioningof a technology based onprinciples of momentum.

The effect of collision time upon force has many realworld applications. It is involved in the use of airbagsand padded dashboards in cars, where lengthening thetime the person is in contact with the airbag ordashboard reduces the force of the impact if there is acollision.

Unit 2 - Momentum



Additional problems are available on page 311 to 312 of thetext.

Concepts andConnections: pages 277 -282; 307. Core Lab #2:Linear Momentum in OneDimension: pages 315 -316


Study Guide: “ThePhysics of Karate”

www.cdli.caCenter for DistanceLearning and Innovation:Physics 2204: Unit 2,Section 3

Unit 3 -Work and Power



3.1 Understand the relationshipbetween force, distance and work.

3.1.1 Compare the physics useof the term “work” witheveryday usage.

3.1.2 Analyze quantitativelythe relationships among force,distance, and work.

3.1.3 List the conditions underwhich work is done on an objectwhen a force is applied to thatobject.

3.1.4 Define work in terms ofan object’s displacement and theforce acting on it in the directionof the displacement.

3.1.5 Apply the concept ofwork to novel situationsinvolving mass, force, distance,and direction.

3.1.6 Calculate the third termgiven two of work,displacement, and force.

3.1.7 List the conditions underwhich work is done on an objectwhen a force is applied to thatobject.

Compare work to impulse. With impulse a force isexerted for a time interval. Work has a force exertedover a distance. Remind students that for physics, it isnot work unless the force makes the object move adistance. Also because of the vector nature of thecomponents of work, it is possible that work will bezero if an object is pushed forward 3 m and then pushedback 3 m. The total work done will be zero as the workforward will cancel the work back.

When the force applied is at a different angle, studentswill have to find the component of the force in thedirection that the object is moving (often the horizontalcomponent) of the applied force.

Cosè = adj/hyp or adj = cos è x hyp. In this case the adj is the horizontal component that issought and the hypotenuse is the applied force.

Also make sure the students still have their kinematicsequations from Physics 2104A as they will need themagain.




Extra problems are available on the Center for Distance Learningand Innovation site.

Also problems are available at the end of the chapter for Sections9.2: Problems 21 to 40 (a) on pages 369 and 370.


Concepts andConnections Teacher’sResource Guide: pages323 - 332

Physics 2204 CurriculumGuide pages 60 - 63

www.cdli.caCenter for DistanceLearning and InnovationPhysics 2204: Unit 3Section 2, Lessons 1-4

http://www.cdli.ca




3.2 Understand the relationshipbetween force distance, work, time and power.

3.2.1 Define power.

3.2.2 Calculate one of thefollowing when given the othertwo: power, work (or a means todetermine the work), and time.

3.2.3 Analyze quantitativelythe relationships among work,time, and power.

3.2.4 Relate energy transfers towork done.

Keep in mind the fact there will be no work if thedirection of motion changes by 180 .o




Extra problems are on the Center for Distance Learning andInnovation site and also problems 41 - 46 on pages 370 and 371of the text.

If sufficient students are available, Lab 9.3 could be done forenrichment and developing a greater understanding of power.

Concepts andConnections: pages 325 -332; Lab 9.3 on page 380



www.cdli.caCenter for DistanceLearning and InnovationPhysics 2204: Unit 3Section 2, Lessons 1-4

http://www.cdli.ca

Unit 4 - Kinetic and Potential Energy



4.1 Understand relationshipsinvolving kinetic and potentialenergy.

4.1.1 Define and give examplesof two types of kinetic energy.

4.1.2 Define and give examplesof six types of potential energy.

4.1.3 Define an object’s kineticenergy in terms of its mass andspeed.

4.1.4 Solve numericalproblems related to kineticenergy.

4.1.5 Analyze common energytransfer situations using theclosed-system work–energytheorem.

4.1.6 State the work–energytheorem as it applies to an objectexperiencing a force on ahorizontal frictionless surface.

Many students will have covered the different types ofkinetic and potential energy in Junior High Science, buta review is a good idea as it may have been a long timesince they met this information. For this reasonquestions have been assigned from Section 9.1.




Extra problems are available at the end of Chapter 9 and on theCenter for Distance Learning and Innovation site.

Students can be asked what will happen to kinetic energy if themass is doubled or if the mass is tripled and the speed is doubledetc.

Concepts andConnections: pages 179 -181; 332 - 341; Lab 9.2on page 378


Blackline Master 43-1 onpage 317


www.cdli.caCenter for DistanceLearning and Innovation :Physics 2204: Unit 3,Section 3, Lessons 01-05

http://www.cdli.ca




4.1.7 Calculate the value of anyvariable given the value of theother variables, or informationfrom which they may be found,using the expression for thework–energy theorem.

4.1.8 Describe the relationshipbetween the concepts of workand energy.




Extra problems are available at the end of Chapter 9 and on theCenter for Distance Learning and Innovation site.

Students can be asked what will happen to kinetic energy if themass is doubled or if the mass is tripled and the speed is doubledetc.

Lab 9.2 could be done before proceeding to potential energy.

Concepts andConnections: pages 179 -181; 332 - 341; Lab 9.2on page 378




www.cdli.ca Center for DistanceLearning and Innovation :Physics 2204: Unit 3,Section 3, Lessons 01-05

http://www.cdli.ca




4.2 Understand potential energy.

4.2.1 Analyze quantitativelythe relationships among mass,height, gravity, gravitationalpotential energy, and kineticenergy.

4.2.2 Define gravitationalpotential energy in terms ofheight, mass, and the force ofgravity.

4.2.3 Solve numericalproblems related to gravitationalpotential energy.

4.2.4 Solve numericalproblems involving Hooke’sLaw.

4.2.5 Analyze quantitativelythe relationships among mass,the extension of a spring, thespring constant and the potentialenergy of a spring.

4.2.6 Analyze natural andtechnological systems tointerpret and explain theirstructure.

Stress the relative nature of potential energy. Studentsshould be familiar with relative motion and may findrelative potential energy more easy to understand.

Hooke’s Law is introduced in Chapter 5. Thisintroduction is needed to understand much of theinformation in the remainder of Chapter 9 of the text.

The spring constant can be found from the slope of thegraph of F versus x.

Physics 2204 Curriculum Guide, page 64 isrecommended for elaborations on the potential energyof a spring.




Extra problems are available on pages 373 to 374.

Core Lab #3: Work and Kinetic Energy is the be submitted forgrading.

It is strongly recommended a quiz be given to students at thispoint to ensure concepts are understood before proceeding withthe remainder of the course. This quiz should be used to identifyareas that the student needs extra work etc. so he/she will betterprepared for the material in the remainder of the course.

Concepts andConnections: pages 179 -181; 332 -b341; Lab 9.2on page 378

Concepts andConnections Teacher’sResource Guide: 145 -156



www.cdli.caCenter for DistanceLearning and Innovation :Physics 2204: Unit 3,Section 3, Lessons 01-05

Unit 5 - Conservation of Energy



5.1 Understand and apply theLaw of Conservation of Energy.

5.1.1 State the law ofconservation of energy as itapplies to mechanical energy.

5.1.2 Solve problems using thelaw of conservation of energy,including changes ingravitational potential energyand kinetic energy.

5.1.3 Solve problems using thelaw of conservation of energy,including changes in elasticpotential energy.

5.1.4 Investigate therelationship between kineticenergy and potential energy.

5.1.5 Determine the percentefficiency of energy transfer,including the comparison ofempirical and theoretical valuesof total energy, accounting fordiscrepancies.

5.1.6 Explain the role offriction in the loss of mechanicalenergy from a system.

Unit 5 - Conservation of Energy



Lesson 7 on the Center for Distance Learning and Innovation sitehas a lab activity on Conservation of Energy.

Extra questions are available on the Center for Distance Learningand Innovation site and on page 374.


Concepts andConnections Teacher’sResource: pages 157 -164

Physics 2204 CurriculumGuide: pages 66 - 73Appendix A: pages 111 -119

www.cdli.caCenter for DistanceLearning and InnovationPhysics 2204: Section 3;Lessons 6-8

http://www.cdli.ca

Unit 6 - Simple Harmonic Motion and Efficiency



6.1 Understand the principles ofsimple harmonic motion (SHM).

6.1.1 Analyze quantitativelythe relationships among force,distance, and the springconstant.

6.1.2 Explain how a stretchedcoil spring can possess elasticpotential energy.

6.1.3 Write an expression forpotential energy stored in aspring.

6.1.4 Determine the thirdquantity given two of potentialenergy, k, and x.

6.1.5 Define SHM.

6.1.6 Explain qualitatively therelationship betweendisplacement, velocity, time, andacceleration for simple harmonicmotion (SHM).

6.1.7 Explain quantitatively therelationship between potentialand kinetic energies of a mass inSimple Harmonic Motion.

6.1.8 Calculate speed andacceleration of a mass on aspring.

As the mass on a spring is introduced earlier thanChapter 9, students start with this early material beforeproceeding to the relationship with energy.

It is important that students recognize that for problemsof total energy for mass-spring systems that at the

K sequilibrium position x = 0 and E = E .

An Appendix has been added to the Study Guideexplaining in greater detail, the relationship of speed,energy and amplitude for a mass on a spring. Encouragestudents to understand what is happening regarding themass on a spring at the various positions.

Amplitude is used here, but students have not met itbefore. As it is used in the problems, some time isneeded to explain this to students.




Additional problems are available on the Center for DistanceLearning and Innovation site and also on page 376 of Conceptsand Connections.



www.cdli.caCenter for DistanceLearning and Innovation:Physics 2204: Unit 3:Section 3, Lesson 9


http://www.cdli.ca




6.2 Understand efficiency inenergy transfer processes.

6.2.1 Determine the percentefficiency of energy transfer,including the comparison ofempirical and theoretical valuesof total energy, accounting fordiscrepancies.

6.2.2 Explain the role offriction in the loss of mechanicalenergy from a system.

6.2.3 Compute the percentefficiency of a system whereenergy is “lost” due to friction.

6.2.4 Analyze and describeexamples where energy-relatedtechnologies were developedand improved over time.

6.2.5 Describe and evaluate thedesign of technological solutionsand the way they function interms of energy principles.

Students are familiar with the concept of efficiency.They probably have heard advertisements regardingmore efficient furnaces or heating systems, etc.

To provide students with further information on heatpumps, you can “google” the question “what is a heatpump”? Heat pumps cannot be used everywherebecause it is not always possible to extract heat from theoutside air. Many heat pump systems are tied into analternate system so that the alternate system takes overwhen the outside air is too cold. In some regions theoutside air is to too cold for such a lengthy period thatit is not worth the cost of buying, installing andmaintaining a heat pump.

Some companies in your community may haveinformation on adding heat pumps to a home heatingsystem.




Students can be asked to write a short paper on heat pumps -perhaps research with a local provider of heat pumps.

Calculations of the type 111 to 112 on page 372 could be used.

A final evaluation covering the entire course can be developedfrom the Test Bank, questions from the text and the Center forDistance Learning and Innovation site.




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Physics 2104B Forces, Momentum, Work and Energy 2104B Forces, Momentum, Work and Energy ... relationship between acceleration and net force for a ... 1.2 Investigate friction. 1.2.1