1. Unit 5: Physics in Action

2. Essential Questions What is inertia, acceleration, and gravity?
What are Newton’s 3 Laws of Motion and how can they be applied to everyday principles?
How does a person’s center of mass effect their balance and performance?
What is vertical accelerated motion and how can this be applied to athletic jumping?
How does the surface effect the force due to friction, and how does this affect an athlete’s performance?
What is momentum and how is it conserved?

3. Chapter Challenge – Due January 30
You will need to find a 2-3 minute sports clip (can be recorded from TV or downloaded from the internet) of a sport that you enjoy watching/participating in
You may work individually or with a group (max. 3 people)
You will explain the physics principles behind the sport clip by either:
Submitting a written script
Performing a live narrative
Dubbing onto the video soundtrack
Recording on file

4. Day 1: A running Start Learning Objectives:
Understand and apply Galileo’s Principle of Inertia
Understand and apply Newton’s First Law of Motion
Recognize inertial mass as a physical property of matter

5. Starter Watch the following videos and answer the questions:
What determines the amount of horizontal distance a basketball player travels while “hanging” to do a slam dunk during a fast break?
How do figure skaters keep moving across the ice at a high speed for long periods of time while seldom pumping their skates?
Time: 15 minutes

8. Activity 1 Newton’s First Law of Motion
Place some water in a plastic beaker.
Place a piece of paper under the beaker.
Try to remove the paper without spilling any water
Try this again using a different amount of water. Any change?
Create a definition for Newton’s first law of motion based on what you observed
Time: 20 minutes

9. Activity 2 Make a target on a piece of paper
You are going to try to hit the target with a tennis ball as you run past it
Make any changes to your definition for Newton’s first law of motion based on what you observed
Time: 20 minutes

10. Activity 3 Complete steps 1-4 on pages 5 & 6
Record your data in a table you create
Time: 25 minutes

11. Closing & homework What does Newton’s First Law of Motion state?
Why is a ball’s return height not a mirror image when you roll it down a ramp?
For you to read/Physics talk, page 8-12
Physics to go, pg. 13 # 1, 4, 5, 6, 8, 9

12. Day 2: Adding vectors Learning Objectives:
Recognize that a force is a push or pull
Identify the forces acting on an object
Determine when the forces on an object are either balanced or unbalanced
Calibrate a force meter in arbitrary units
Use a force meter to apply measured amounts of force to objects
Compare amounts of acceleration semi-quantitatively
Understand and apply Newton’s Second Law of Motion
Understand and apply the definition of the newton as a unit of force
Understand weight as a spatial application of Newton’s Second Law

13. Starter What is a force? What is Newton’s Second Law of Motion?
If you apply the same amount of force to the shot put and the tennis ball,
Will they move the same distance?
Will one ball move farther than the other?
Why?
Time: 15 minutes

14. Activity 1
Choose 4 various masses and record their weight in newtons. Check that the mass is correct by taking the mass on the electronic scale. How will acceleration be calculated? What do you notice about the acceleration of each mass? What does this number represent? Time: 25 minutes
Mass (kg)
Force (N)
Acceleration (m/s2)

15. Activity 2 F = ma a = F/m Take a coffee mug and find its mass
Slide the coffee mug across the table at a slow, constant speed. Record the force used to pull the mug.
Repeat, this time sliding the mug at a faster rate. Record the force used to pull the mug.
Calculate the acceleration in both cases. What conclusion can you make?
Time: 15 minutes

16. Activity 3 We will go to the computer lab to go through 2 activities:
forces/
Go to “Forces” and do the “revise”, “activity”, and “test”
rs/
Work through the bumper car problems
Time: 30 minutes

17. Closing & homework Read physics talk/for you to read, Pg. 18-22
Physics to go, Pg 23. #1, 2, 5, 9
Choose any 3 calculation questions from #3, 4, 11-18

18. Day 3: Center of Mass Learning Objectives:
Locate the centre of mass of oddly shaped 2-D objects
Infer the location of the cenre of mass of symmetrical 3-D objects
Measure the approximate location of the centre of mass of body
Understand that the entire mass of an object may be thought of as being located at the object’s centre of mass

19. Starter
Watch the video of the world high jump record being set (2.45m) by Javier Sotomayor. Sotomayor is 1.95m tall.
Think of the following questions after you watch:
What is center of mass? What does this mean?
Where is your body’s center of mass?
The high jump technique to get over the bar is called the Fosbury Flop. Where is the person’s center of mass when they are trying to get over the high jump bar?
Time: 15 minutes

21. Activity 1
Cut out the shapes from the templates onto construction paper
Draw the shapes in your notebook as well
For shapes A, B, and C, try to locate the object’s center of mass
Where will the object balance on your finger?
Mark the balance points on your sketch in your notebook and on your object
Time: 30 minutes

22. Activity 2 You will now test to see if your balance point was accurate
Follow steps 3-7 on pp
Record the answers to the questions in your notebook as you go along
Time: 40 minutes

23. Activity 3
Watch the following videos to determine the athlete’s center of mass
How do you make a football player fall?
What do you notice about the gymnast’s center of mass?
Time: 10 minutes

26. Closing & Homework
Physics to Go, pg. 30, #1, 2, 3, 5

27. Day 4: Defy Gravity Learning Objectives:
Measure changes in height of the body’s center of mass during a vertical jump
Calculate changes in the gravitational potential energy of the body’s center of mass during a vertical jump
Understand and apply the definition of work
Recognize that work is equivalent to energy
Understand and apply the joule as the unit of work and energy
Apply conservation of work and energy to the analysis of a vertical jump

28. Starter “No athlete can escape the pull of gravity.”
From previous videos:
Was Michael Jordan able to defy gravity when he went up for his slam dunk?
Was Katarina Witt able to defy gravity while doing a double axel?
Did Javier Sotomayer defy gravity when breaking the world record for high jump?
Did Dominique Dawes defy gravity when she did a double- back in the air?
Explain your answers
Time: 15 minutes

29. Activity 1 Watch the video of the skater doing a triple axel
You will count the number of frames the skater is in the air
Each frame appears to be “jerky”
Each frame is 1/30 seconds
You will calculate the skater’s “hang time”
Time in air = Number of frames x 1/30
Watch the video of the basketball player doing a slam dunk
Calculate the basketball player’s “hang time”
Did either athlete “hang” in the air? Explain.
Time: 15 minutes

30. Activity 2 You will work with your group to analyze a vertical jump
Complete steps 3-8 on pp
Record your data and answers as you go along
1 answer sheet/group will be handed in at the end of the lesson
Time: 35 minutes

31. Closing & Homework Read “for you to read”, pp. 35-39
Read “physics talk”, pp
Physics to go, pp , Choose any 6 calculations
Formulas:
Work (J)= Force (N) x distance (m)
Work (J) = Kinetic energy (J) = Potential energy (J)
Potential energy (J) = Mass (kg) x acceleration due to gravity (9.8m/s2) x height (m)
Kinetic energy (J) = ½ x Mass (kg) x velocity2 (m/s)

32. Day 5: Run and Jump Learning Objectives:
Understand the definition of acceleration
Understand meters per second per second as the unit of acceleration
Use an accelerometer to detect acceleration
Use an accelerometer to make comparisons of acceleration
Distinguish between acceleration and decceleration

33. Starter Pretend you have met somebody who has never jumped before.
What instructions would you provide to get the person to jump up?
Where do they need to apply force?
What actions do they need to do?
Give instructions to someone in your group to see if they are accurate
Time: 15 minutes

34. Activity 1
Pg. 45, step 1

35. Activity 2
Pg. 46, step 2, 3

36. Activity 4
Pg. 47, step 4-6

37. Closing & Homework Physics to Go Pg. 48 #1, 3, 6 Stretching Exercise
If you have access to an elevator, complete the exercise
If you don’t, watch a clip on Youtube showing what happens to the needle on a bathroom scale when you are in an elevator

38. Day 6: The Mu of the Shoe Learning Objectives:
Understand and apply the definition of the coefficient of sliding friction, μ
Measure the coefficient of sliding friction between the soles of athletic shoes and a variety of floor surfaces
Calculate the effects of frictional forces on the motion of objects

40. Starter
A shoe store may sell as many as 100 different kinds of sports shoes.
Look at the pictures and explain the difference between the shoes
Why do different sports require different shoes?
What shoes would the sports be used for?
Time: 15 minutes

42. Activity 1 Follow steps 1-4 on pg. 50-52
Use any shoe you want, you may want to use 2 different shoes to compare how the soles of the shoe affect how it slides across 2 different surfaces
Surface choices:
Smooth: table, tiles at back of room, lab bench surface
Rough: carpet, grass, cement walkway
For the “filler”, you can use the masses on the back table
Time: 45 minutes

43. Activity 2 Calculations
Your running shoe has a weight of 3.5N. The shoe slides across a surface when a horizontal force of 12N is applied to it. What is the coefficient of sliding friction?
What do you know?
Force to slide shoe = 12N
Weight of shoe = 3.5N
Solve:
μ = force required to slide object on surface at a constant speed
perpendicular force exerted by the surface of the object
= 3.5N 12
= 0.29

44. Closing & homework
You may use this time to work on your chapter challenge
Homework:
Read Physics Talk, pg. 53
Physics to Go, pg #1, 2, 3, 4, 5
Assignment, pg. 55 #8

45. Day 7: Concentrating on Collisions (60 mins)
Learning Objectives:
Understand and apply the definition of momentum
Conduct quantitative analysis of the momentum of pairs of objects involved in 1-D collisions
Infer the relative masses of two objects by observing collisions between the objects

46. Starter
In contact sports, very large forces happen during short time intervals.
Name 3 sports where collisions happen, and what the collisions are in the sports
If 2 athletes have a head-on collision, what factors determine which player will make it through the collision?
Time: 15 minutes

47. Activity 1 Complete steps 1-7 on pp. 56-58
Balls to use are on the back lab bench
Wood pieces to assemble ramps are on back lab bench
Record observations and answer questions as you go along
Hand in 1/group when completed

48. Closing & Homework
Physics to Go, pg. 59 #1, 2, 3, 6

49. Day 8: Summative Assessment
Presentation of Commentary on Sporting Event