Page 200 - The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised)

Grade 12, University Preparation
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. demonstrateanunderstandingoftheforcesinvolvedinuniformcircularmotionandmotioninaplane.
B1. Relating Science to Technology, Society, and the Environment
B2. Developing Skills of Investigation and Communication
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | science
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SPECIFIC EXPECTATIONS
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?
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
B. dynAmicS OVERALL EXPECTATIONS
By the end of this course, students will: