20?A.1.1k: define, qualitatively and quantitatively, displacement, velocity and acceleration

20?A.1.3k: explain, qualitatively and quantitatively, uniform and uniformly accelerated motion when provided with written descriptions and numerical and graphical data

20?A.1.5k: explain, quantitatively, two-dimensional motion in a horizontal or vertical plane, using vector components.

### 20-A: Kinematics

#### 20-A.1: Students will describe motion in terms of displacement, velocity, acceleration and time.

20-A.1.1s.1: identify, define and delimit questions to investigate; e.g., What are the relationships among displacement, velocity, acceleration and time?

20-A.1.2s.1: perform an experiment to demonstrate the relationships among displacement, velocity, acceleration and time, using available technologies; e.g., interval timers, photo gates

20-A.1.3s.1: construct graphs to demonstrate the relationships among displacement, velocity, acceleration and time for uniform and uniformly accelerated motion

20-A.1.3s.2: analyze a graph of empirical data to infer the mathematical relationships among displacement, velocity, acceleration and time for uniform and uniformly accelerated motion

20-A.1.3s.3: solve, quantitatively, projectile motion problems near Earth?s surface, ignoring air resistance

20-A.1.3s.4: relate acceleration to the slope of, and displacement to the area under, a velocity-time graph

20-A.1.4s.1: use appropriate International System of Units (SI) notation, fundamental and derived units and significant digits

20?B.1.1k: explain that a nonzero net force causes a change in velocity

20?B.1.2k: apply Newton?s first law of motion to explain, qualitatively, an object?s state of rest or uniform motion

20?B.1.3k: apply Newton?s second law of motion to explain, qualitatively, the relationships among net force, mass and acceleration

20?B.1.4k: apply Newton?s third law of motion to explain, qualitatively, the interaction between two objects, recognizing that the two forces, equal in magnitude and opposite in direction, do not act on the same object

20?B.1.5k: explain, qualitatively and quantitatively, static and kinetic forces of friction acting on an object

20?B.1.6k: calculate the resultant force, or its constituents, acting on an object by adding vector components graphically and algebraically

20?B.1.7k: apply Newton?s laws of motion to solve, algebraically, linear motion problems in horizontal, vertical and inclined planes near the surface of Earth, ignoring air resistance.

20?B.1.2sts: explain that science and technology are developed to meet societal needs and that society provides direction for scientific and technological development

### 20-B: Dynamics

#### 20-B.1: Students will explain the effects of balanced and unbalanced forces on velocity.

20-B.1.2s.1: conduct experiments to determine relationships among force, mass and acceleration, using available technologies; e.g., using interval timers or motion sensors to gather data

20-B.1.3s.1: analyze a graph of empirical data to infer the mathematical relationships among force, mass and acceleration

20-B.1.3s.2: use free-body diagrams to describe the forces acting on an object

20?B.2.1k: identify the gravitational force as one of the fundamental forces in nature

20?B.2.2k: describe, qualitatively and quantitatively, Newton?s law of universal gravitation

20?B.2.3k: explain, qualitatively, the principles pertinent to the Cavendish experiment used to determine the universal gravitational constant, G

20?B.2.6k: predict, quantitatively, differences in the weight of objects on different planets.

#### 20-B.2: Students will explain that gravitational effects extend throughout the universe.

20-B.2.1s.1: identify, define and delimit questions to investigate; e.g., What is the relationship between the local value of the acceleration due to gravity and the gravitational field strength?

20-B.2.2s.1: determine, empirically, the local value of the acceleration due to gravity

20-B.2.2s.2: explore the relationship between the local value of the acceleration due to gravity and the gravitational field strength

20-B.2.3s.2: treat acceleration due to gravity as uniform near Earth?s surface

20?C.1.1k: describe uniform circular motion as a special case of two-dimensional motion

20?C.1.2k: explain, qualitatively and quantitatively, that the acceleration in uniform circular motion is directed toward the centre of a circle

### 20-C: Circular Motion, Work and Energy

#### 20-C.1: Students will explain circular motion, using Newton?s laws of motion.

20-C.1.3k: explain, quantitatively, the relationships among speed, frequency, period and radius for circular motion

20?C.1.4k: explain, qualitatively, uniform circular motion in terms of Newton?s laws of motion

20?C.1.7k: explain, qualitatively, how Kepler?s laws were used in the development of Newton?s law of universal gravitation.

20?C.1.2sts: explain how science and technology are developed to meet societal needs and expand human capability

20-C.1.1s.1: design an experiment to investigate the relationships among orbital speed, orbital radius, acceleration and force in uniform circular motion

20-C.1.2s.1: perform an experiment to investigate the relationships among net force acting on an object in uniform circular motion and the object?s frequency, mass, speed and path radius

20-C.1.3s.1: organize and interpret experimental data, using prepared graphs or charts

20-C.1.3s.2: construct graphs to show relationships among frequency, mass, speed and path radius

20-C.1.3s.4: solve, quantitatively, circular motion problems in both horizontal and vertical planes, using algebraic and/or graphical vector analysis

20?C.2.1k: define mechanical energy as the sum of kinetic and potential energy

20?C.2.2k: determine, quantitatively, the relationships among the kinetic, gravitational potential and total mechanical energies of a mass at any point between maximum potential energy and maximum kinetic energy

20?C.2.3k: analyze, quantitatively, kinematics and dynamics problems that relate to the conservation of mechanical energy in an isolated system

20?C.2.4k: recall work as a measure of the mechanical energy transferred and power as the rate of doing work

20?C.2.6k: describe, qualitatively, the change in mechanical energy in a system that is not isolated.

#### 20-C.2: Students will explain that work is a transfer of energy and that conservation of energy in an isolated system is a fundamental physical concept.

20-C.2.1s.1: design an experiment to demonstrate the conservation of energy; e.g., Is energy conserved in a collision?

20?C.2.2s: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

20-C.2.3s.1: use free-body diagrams to organize and communicate solutions to work-energy theorem problems

20-C.2.3s.2: solve, quantitatively, kinematics and dynamics problems, using the work-energy theorem

20-C.2.3s.3: analyze data to determine effective energy conservation strategies; e.g., analyze whether lowering the speed limit or modifying the internal combustion engine saves more energy in vehicles

20?C.2.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

20?D.1.1k: describe oscillatory motion in terms of period and frequency

20?D.1.2k: define simple harmonic motion as a motion due to a restoring force that is directly proportional and opposite to the displacement from an equilibrium position

20?D.1.4k: determine, quantitatively, the relationships among kinetic, gravitational potential and total mechanical energies of a mass executing simple harmonic motion

### 20-D: Oscillatory Motion and Mechanical Waves

#### 20-D.1: Students will describe the conditions that produce oscillatory motion.

20-D.1.1s.1: design an experiment to demonstrate that simple harmonic motion can be observed within certain limits, relating the frequency and period of the motion to the physical characteristics of the system; e.g., a frictionless horizontal mass-spring system or a pendulum

20-D.1.2s.1: perform an experiment to determine the relationship between the length of a pendulum and its period of oscillation

20?D.2.1k: describe mechanical waves as particles of a medium that are moving in simple harmonic motion

20?D.2.3k: define longitudinal and transverse waves in terms of the direction of motion of the medium particles in relation to the direction of propagation of the wave

20?D.2.4k: define the terms wavelength, wave velocity, period, frequency, amplitude, wave front and ray as they apply to describing transverse and longitudinal waves

20?D.2.5k: describe how the speed of a wave depends on the characteristics of the medium

20?D.2.7k: explain, qualitatively, the phenomenon of reflection as exhibited by mechanical waves

20?D.2.8k: explain, qualitatively, the conditions for constructive and destructive interference of waves and for acoustic resonance

20?D.2.9k: explain, qualitatively and quantitatively, the Doppler effect on a stationary observer of a moving source.

20?D.2.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

#### 20-D.2: Students will describe the properties of mechanical waves and explain how mechanical waves transmit energy.

20-D.2.3s.1: determine the speed of a mechanical wave; e.g., water waves and sound waves

Correlation last revised: 9/16/2020

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.