Curriculum Expectations
Click here to access the complete Ontario Science Curriculum. Below you can find the section specific to the Dynamics Unit.
OVERALL EXPECTATIONS
By the end of this course, students will:
B1. Analyse technological devices that apply the principles of the dynamics of motion, and assess the technologies' social and environmental impact;
B2. Investigate, in qualitative and quantitative terms, forces involved in uniform circular motion and motion in a plane, and solve related problems;
B3. Demonstrate an understanding of the forces involved in uniform circular motion and motion in a plane.
OVERALL EXPECTATIONS
By the end of this course, students will:
B1. Analyse technological devices that apply the principles of the dynamics of motion, and assess the technologies' social and environmental impact;
B2. Investigate, in qualitative and quantitative terms, forces involved in uniform circular motion and motion in a plane, and solve related problems;
B3. Demonstrate an understanding of the forces involved in uniform circular motion and motion in a plane.
SPECIFIC EXPECTATIONS
B1. Relating Science to Technology, Society, and the Environment
By the end of this course, students will: B1.1 analyse a technological device that applies the principles of linear or circular motion (e.g., a slingshot, a rocket launcher, a race car, a trebuchet) [AI, C] Sample questions: What aspects of the princi- ples of motion are applied in archery? How does the equipment used by competitive skiers reduce friction and resistance? How does a “pop bottle” rocket use the principles of motion? How does the spin cycle of a washing machine use circular motion to remove water from clothes? B1.2 assess the impact on society and the environ- ment of technological devices that use linear or circular motion (e.g., projectile weapons, centrifuges, elevators) [AI, C] Sample issue: Satellites, which use principles of circular motion to revolve around Earth, support communications technologies and are used by governments to gather intelligence. They also provide information on the movement of animal populations and forest fires, and on changes in weather systems or the atmosphere. But satellites use huge amounts of fuel, and old satellites often become space junk. Sample questions: How are large-scale centrifu- ges used in wastewater treatment? How do windmills use the principles of dynamics to generate power? What is the environmental impact of wind power and wind farms? How are linear actuators used to make the workplace more ergonomic, reducing work days lost to strain and injury? |
B2. Developing Skills of Investigation and Communication
By the end of this course, students will: B2.1 use appropriate terminology related to dynamics, including, but not limited to: inertial and non-inertial frames of reference, components, centripetal, period, frequency, static friction, and kinetic friction [C] B2.2 solve problems related to motion, including projectile and relative motion, by adding and subtracting two-dimensional vector quantities, using vector diagrams, vector components, and algebraic methods [PR, AI, C] B2.3 analyse, in qualitative and quantitative terms, the relationships between the force of gravity, normal force, applied force, force of friction, coefficient of static friction, and coeffi- cient of kinetic friction, and solve related two-dimensional problems using free-body diagrams, vector components, and algebraic equations (e.g., calculate the acceleration of a block sliding along an inclined plane or the force acting on a vehicle navigating a curve) [AI, C] B2.4 predict, in qualitative and quantitative terms, the forces acting on systems of objects (e.g., masses in a vertical pulley system [a “dumb waiter”], a block sliding off an accel- erating vehicle, masses in an inclined-plane pulley system), and plan and conduct an inquiry to test their predictions [IP, PR, AI] B2.5 analyse, in qualitative and quantitative terms, the relationships between the motion of a system and the forces involved (e.g., a block sliding on an inclined plane, acceleration of a pulley system), and use free-body diagrams and algebraic equations to solve related problems [AI, C] B2.6 analyse, in qualitative and quantitative terms, the forces acting on and the acceleration experienced by an object in uniform circular motion in horizontal and vertical planes, and use free-body diagrams and algebraic equations to solve related problems [AI, C] B2.7 conduct inquiries into the uniform circular motion of an object (e.g., using video analysis of an amusement park ride, measuring the forces and period of a tether ball), and analyse, in qualitative and quantitative terms, the relationships between centripetal acceleration, centripetal force, radius of orbit, period, frequency, mass, and speed [PR, AI] |
B3. Understanding the Basic Concepts
By the end of this course, students will: B3.1 distinguish between reference systems (inertial and non-inertial) with respect to the real and apparent forces acting within such systems (e.g., apparent force in a rotating frame, apparent gravitational force in a vertically accel- erating frame, real force pulling on the elastic of a ball-and-paddle toy) B3.2 explain the advantages and disadvantages of static and kinetic friction in situations involving various planes (e.g., a horizontal plane, a variety of inclined planes) B3.3 explain the derivation of equations for uniform circular motion that involve the variables fre- quency, period, radius speed, and mass |