12 Physics Handbook - Jan 2012

York Mills Collegiate Institute
SPH4U
Course Notes
2012
Student Name:
SPH4U: Syllabus
Instructor: Mr. Meyer
Updated: Jan 2012
Website: http://abelmoodle.abel.yorku.ca/moodle/course/view.php?id=387
This syllabus contains a list of all classes, topics and homework in the Gr. 12 physics course. You
should always take notes from the listed readings. The simulations and videos listed below are optional
but quite interesting! All links are also found on the course website bookmark this for regular use.
An excellent set of videos offering help with lessons and homework questions can be found at:
www.physicseh.com and http://www.khanacademy.org/#physics. The Physics Classroom has an
excellent set of tutorials: http://www.physicsclassroom.com/Class/.
Day
Topics
Introduction
Course Introduction
How to Be Smart
Intro to Group Work
Measurement
Numbers, Estimations and Fermi

Questions
Kinematics
Short quiz on Introduction
Taking Notes
Uniform Acceleration
CGPS: Modeling Problem Solving
4
5
CGPS
Representations of Motion
2-D Motion
Vector Components
Projectiles!
Projectile Problem Solving
10
Projectile Problem Solving
Homework
Video: Top 10 Amazing Physics Videos

Read: course handouts.
Actually read the handouts.
Handbook: Numbers and Physics
Video: Scientific Notation
Handbook: Fermi and Numbers
Gr. 11 Review Questions: 1-D Kinematics

Gr. 11 Review Lessons: Kinematics
Notes: pg. 24-7
Problems: pg. 27, #20-21, pg. 37, #9
* Optional - Handbook: Review: Graphing Kinematics
Problems: pg. 65 #18, 19 a, b
Simulation: The Moving Man
Notes: pg. 35-8, pg. 65 #21, 26
Notes: pg. 11-3, 20-4, pg. 14 #15, 16
Handbook: Converting Graphs of Motion
Video: Converting Between Graphs - Slopes
Video: Converting Between Graphs - Areas
Problems: pg. 24 #11, pg. 65 #27, pg. 67 #46
Simulation: Maze Game
Handbook: Vectors and Components,two pages
Notes: pg. 756-7: Vectors Components of Vectors
Video: Components Video 1
Notes: pg.41-45
Problems: pg. 46 #3, 5
Video: Crazy Motorcycle Jump
Notes: pg. 46-49
Problems: pg.50 # 9, 10
Video: Projectile Problem Solving
Problems: pg.51 #5, 7
Simulation: Projectile Motion
11
CGPS
12
Test on kinematics and projectiles
Forces
Representing Forces Free Body Diagrams
Forces in 1-D
3
4
Forces in 2-D
Understanding 2-D Forces
5
6
7
8
CGPS
Newtons 3rd Law: Part I
Newtons 3rd Law: Part II
Motion of Combined Objects
Weight and Acceleration
Frames of Reference
10
Tension and Pulleys
11
12
CGPS
Friction!
13
Friction!
14
Going in Circles
15
Forces and Circular Motion
16
Forces and Circular Motion
17
Universal Gravitation
18
Orbits
Review: Projectiles (try #1-14, 35-39, 42-45, 51-53, 66, 71)

See sample tests and resources online!
NOTE: 2-D motion and relative motion are not part of this
unit.
Gr. 11 Review Lessons: Newtons Laws

Gr. 11 Review Questions: Newtons Laws
Notes: pg. 72-73
Problems: pg. 73 #4
Notes: pg. 77, 81-82
Problems: pg. 80 #1, 6a,b
Simulation: Forces in 1 Dimension
Video: Simple Force Example
Problems: pg. 73 #7
Simulation: The Ramp: Forces and Motion
Video: Forces with Angles 1
Video: Forces with Angles 2
Notes: pg. 93-94
Problems: Pg. 94 #10, pg. 95-96 #3, 7
Lesson: Multiple Bodies
Notes: pg. 84, 148
Problems: pg. 84 #16-17, pg. 150 #7, 8, pg. 169 #27
Notes: ahead for next class.
Video: Forces and Elevators
Notes: pg. 108-110
Problems: pg. 110 # 1-3
Video: Frames of Reference
Notes: pg. 91
Problems: pg. 87 #9, pg. 92 #5
Video: Atwood Machine
Notes: pg. 97-101
Problems: Pg. 101 #3, 5, 7
Problems: Pg. 118 # 16, 25(a)
Simulation: Forces and Motion
Video: Inclines with Friction
Video: Pulley, Incline, Friction
Notes: 122-126
Problems: Pg. 126 #8, 10
Simulation: Ladybug Motion 2D
Video: Circular Motion Idea
Notes: pg. 128-133
Problems: Pg. 133 #6, Pg. 138 #7
Simulation: Ladybug Revolution
Video: Tension in Vertical Circle
Notes: pg. 139-143
Video: Conical Pendulum
Video: Frames of Reference
Problems: Pg. 141 #3, pg. 143 #10, 12
Simulation: Lunar Lander
Video: Universal Gravitation
Notes: pg. 145-147
Problems: Pg. 147 #2, 6, table pg. 776
Lesson: Satellites
Simulation: My Solar System
Video: Gravity in Orbit
19
Orbits, continued
20
CGPS
21
Test on Dynamics
Energy and Momentum

Oomph
Types of Collisions
CGPS
Momentum and Isolated Systems

Process of a Collision
Car Crash!
Conservation of Momentum in 2-D
2-D Collisions
Work and Kinetic Energy
Conservation of Mechanical Energy

Energy and Frames of Reference
8
9
Gravitational Potential Energy

Conservation of Energy CGPS
Gravitational Fields: Part I
10
Gravitational Fields: Part II
11
Gravitational Fields: Part III
12
Spring Force and Energy
13
14
Exploring Elastic Energy

Review
CGPS
15
Test
Special Relativity
Velocity and Frames of Reference
Test Review pg. 168 #16, 19, 20, 23, 24, 26

Lesson: Orbital Calculations
Video: Dark Matter
Problems: Pg. 117 #7, 10, 24 (text answer wrong)
Review: 2-D Forces
Review: Gravity and Circular Motion (skip Keplers Laws)
Notes: pg. 232-7,

Problems: pg. 237 #6, 7, 10a
Video: Impulse
Lesson: Impulse
Notes: pg. 239-44,
Problems: pg. 243 #5, 7, 8
Video: Intro to Momentum
Lesson: Conservation of Momentum
Notes: pg. 246-8,
Problems: pg. 248 #5, pg. 251 #11-13
Lesson: Isolated Systems
Video: Slow Motion Collision
Video: Smart Car Collision
Handbook: 2-D Momentum Problem Solving
Notes: pg. 254-8, pg. 257 #3, 4abd
Video: 2-D Collision
Problems: Pg. 257 #5
Simulation: Collision Lab
Notes: pg. 178-83,
Problems: pg. 181 #5, 7, pg. 183 #7
Notes: pg. 184-7
Problems: Pg. 186 #4, 6, 10
Lesson: Work
Notes: pg. 189-91 and 195-201
Problems: Pg. 191 #1, 4, pg. 197 #6, pg. 200 #13, pg. 201 #6
Simulation: The Ramp
Video: Roller Coasters
Lesson: Loop de Loop
Simulation: Energy Skate Park
Notes: pg 285 294,
Problems: pg. 287 #3,5
Video: Ek and GPE
Video: Binding Energy
Video: Energy in Orbit
Notes: pg. 203-206, Problems: pg. 206 #5
Notes: pg. 207-210, Problems: pg. 211 #10, 12
Video: Hookes Law
Video: Energy in Springs 2
Review: pg. 307 #4, 5, 10, 18, 20, 26, 30, 37, 48
Simulation: Masses and Springs
Review: Momentum
Review: Work and Energy
Notes: pg. 562 - 566

Video: In Search of the Edge
The Light Clock

Why Dont We Notice?
Distance and Velocity

Visualizing Relativity
Energy and Relativity
Energy and Relativity
* Journey to Flatland
Electric and Magnetic Fields

Relativity Quiz
Getting a Charge
Electrostatic Forces
3
4
Electrostatic Forces, continued

Collections of Charges
Picturing Electric Forces
The Electric Field Concept
Fields, CGPS
* Electric Potential Difference

8
Magnetic Fields
9
10
CGPS
Magnetic Forces on Charges
11
Electromagnetic Waves
12
13
Antenna
Light and Polarization
14
Examples of Polarization
15
Test
Notes: pg. 569-72

Video: Special Relativity
Notes: pg. 573-575
Video: Visualizing Relativity
Notes: pg. 580 584
Problems: Pg. 583 #3, pg. 584 #5, 9
Video: Einstein Talks
Notes: pg. 690-691
Video: Large Hadron Collider (LHC)
Video: Proton Antiproton Collision
Notes: pg. 730-731
Video: Dr. Quantum Visits Flatland
Video: Hypercube
Notes: pg. 318 322,

Problems: pg. 324 #2, pg. 325 #5, 7
Notes: pg. 327-30
Problems: pg. 330 #3, 5, 7
Video: Charge and Coulombs Law
Notes: pg. 331-334
Notes: pg. 337-343
Simulation: Charges and Fields
Lesson: Electric Force and Fields
Problems: pg. 343 #2, 4, 6, 7
Simulation: 3-D Electric Fields
Lesson: Electric Field
Video: Calculating Electric Fields
Video: Calculating Electric Fields 2
Simulation: Electric Field Hockey
Notes: pg. 349-353
Problems: pg. 358 #6 (practice), 1
Notes: pg. 384-7
Video: Magnetism Review
Problems: pg. 358 #6 (questions), 7
Notes: pg. 3925
Problems: Pg. 396 #2-4, pg. 403 #4, 7
Simulation: 3-D Magnetic Fields
Video: Force on Moving Charges 1
Video: Force on Moving Charges 2
Notes: pg. 530-4,
Simulation: EM Waves
Simulation: EM Waves 2
Simulation: Antenna
Notes: pg. 494, Figure 3
Problems: pg. 498 # 4
Lesson: Polarization
Video: Polarizing Filters
Video: Polarization and Internal Stress
Review: Electrostatic Forces and Fields
Prepare next topic: 1-D waves
Problems: Pg. 440 #7, 8, 11, 12
Light
Properties of 2-D Waves diffraction,
interference
Spatial interference: Part I
Spatial Interference: Part II
Youngs Double-Slit
CGPS
Gr. 11 Review: Waves

Notes: pg. 453-4, 464, 467
Simulation: Wave Interference
Video: Waves Review
Notes: pg. 455-60, pg. 459 #3
Simulation: Sound Spatial Interference
Simulation: 2-D Waves
Lesson: Two Point Interference
Video: Path Length Difference
Simulation: Interference
Lesson: Path Length Difference
Notes: pg. 469-73,
Lesson: Youngs Experiment
Video: Double-Slit
Course Website
The course website is an electronic extension of our classroom. Your behaviour and conduct on the site
should adhere to the same standards of our physical, Gr. 12 classroom. To enrol in the course website,
please follow these instructions and use the enrolment key shown below.
1. Go to the website: http://abelmoodle.abel.yorku.ca
2. On the right side of the page click on the Create new account button below the login button.
3. Use the initial of your first name followed by your last name for your user name (for example jsmith for
John Smith). Choose any appropriate password. Remember your password!!
4. Type in a valid email address, which you will be able to hide later if you go in and edit your profile. Enter
your first name and last name in the appropriate fields. Follow the rest of the instructions for logging in.
5. A message will be sent to your e-mail address. Follow the instructions in this message to validate your
account.
6. Go back to the website: http://abelmoodle.abel.yorku.ca and login with your username and password.
7. Once you have access to the list of courses click on the Toronto District School Board science category
and your course is called: York Mills 12 Physics. Click on the course name.
8. Type your enrollment key in the text box. The enrollment key to get in is: ym12physics
9. Explore the site and see what it has to offer. A good place to start is to edit your profile. To edit your
profile, click on your name in the top right corner of the main page and then click on the Edit profile
tab. Once you have completed all the required fields, click on the Update profile button at the bottom
of the page.
SPH4U Physics, Grade 12

University Preparation
York Mills Collegiate Institute
Teacher: Mr. Meyer
Course Website: http://abelmoodle.abel.yorku.ca/moodle/course/view.php?id=387
An Inquiry-Based Course
Welcome to the wonderful world of physics! SPH3U is an introduction to the world of physics and a
prerequisite for the grade 12 course, SPH4U. This course is designed according to the principles of
Physics Education Research which clearly demonstrate the power of learning through inquiry in a
collaborative group format. Major Canadian and American universities (U of T, McGill, McMaster,
MIT, Harvard, Stanford and more) are transforming their introductory physics courses by reducing or
eliminating traditional lectures and replacing them with engaging activities that have a deep conceptual
and practical focus.
MIT: http://www.nytimes.com/2009/01/13/us/13physics.html
U of T: http://www.upscale.utoronto.ca/Practicals/Overview/Overview.html
Harvard: http://youtu.be/WwslBPj8GgI
Text reading, Note-Taking and Homework
The majority of the class time will be spent doing activities and
discussing physics with your colleagues. To accommodate this, you are
required to do about 30 minutes of textbook readings almost every
night and to take reliable notes from those readings. In class I will
clarify and amplify the text in the minimum time possible and allow
you to then explore the concepts through activity and discussion. In
addition to the readings, you will have about 30 minutes of questions to
solve. Daily textbook notes, homework problems and class
investigations will be randomly checked for marks. The classroom will
be open during the lunch hour for quiet study and extra help. Plan
enough time for one hour of physics homework each day. Optional
Potassium Channel - It's All Physics
online lessons and resources are listed for each lesson.
Assessment and Evaluation
Due to the central role of group work in this course, the work you do in groups will account for an
important portion of your mark. Daily group work will be randomly handed-in and marked. To help
ensure that individual students are pulling their weight in groups, there will be regular quizzes based
directly on group work. A bonus will be given to groups whose members all score at least 75%. The
content from your group work and home study will, of course, also appear on tests. There will be regular
tests that survey each unit of our physics course. There is a final exam that covers the course's entire
material and a major project that will be announced halfway through the course.
Mark Breakdown
The categories of Knowledge and
Understanding, Thinking, Communication,
and Application are a component of most of
the evaluation tools used in this course
however some focus on certain categories
more than others. The basic mark breakdown
for the course is 70% term work and 30%
final examination. The term mark is
composed approximately as follows:
Knowledge and
Understanding
Thinking
28%
14%
Communication
14%
Tests
7 % each
Random group work and regular
quizzes
~ 1.5 % per group work check
~ 1.5 % per quiz
Tests, Study Notes, and Note
Checks
~ 1 % per note check
~ 1 % per study note
~ 2 % per test
Challenges (CGPS) and Project
~ 1 % per challenge
7% for project
Application
14%
Attendance and Punctuality
Most of your work takes place in groups and
by being either absent or late you handicap
yourself and your group. Students are responsible for determining what was missed and making sure that
they are caught up before the following class exchange phone numbers and consult your group
members as your first step. Any evaluations of group work a student is absent for will be awarded a zero
unless a valid reason with appropriate documentation is presented when the student returns to school.
Missed Tests
If you miss a test you must:
Let me know in advance if it is due to a pre-arranged reason (i.e. appointment for surgery)
Call in to the school so your name goes on the daily Absent List in the main office.
Contact me immediately after setting foot in the school upon your return.
Provide a doctor's note if the reason is illness.
Do not discuss the test by any means with your colleagues.
Be prepared to write the test immediately, at my discretion.
Failure to do any of these will result in a zero for that assessment.
Please Read This Document!
Please sign below signifying that you have read this course introduction.
__________________________________
Signature of parent, or student if 18 and over
__________________________________
Parent e-mail for regular updates
__________________________________
Print name
SPH4U: How to Answer a Question?

Here is a question given to a grade 11 physics class after a kinematics
activity where a car travels either directly or along a zigzag path from its
starting point to a bowling pin.
Recorder: __________________
Manager: __________________
Speaker: __________________
0 1 2 3 4 5
Did todays activity help to differentiate between the terms distance and displacement?
Mark the student responses shown below using the following criteria:
a) Does it clearly answer the question asked?
b) Is it complete?
c) Is the physics correct?
d) Is it grammatically correct?
Use this marking scheme to determine the mark out of five:

0. Work that is completely missing.
1-2. Work that is seriously deficient, incomplete or lacking in fundamental understanding.
3. Work that shows basic comprehension but requires improvement.
4. Work which meets the expectations. The question is correctly and clearly answered.
5. Exceptional work which demonstrates a thorough understanding and examination of the topic.
The question is thoroughly and thoughtfully answered.
Response 1 Yes, since the distance the car travelled was not in a straight line it increased distance. When the car
was travelling straight it represented displacement.
0 1 2 3 4 5 because _________________________________________________________________
Response 2 It did but since we werent measuring every way the car went, (not straight) we didnt see the
distance so that activity primarily focused on displacement. Displacement is the length from two points that an
object travels and the change in the location of an object when it is moving between two points. Distance is how
far the car went. I think todays activity was great.
0 1 2 3 4 5 because _________________________________________________________________
Response 3 Todays activity helped me to differentiate between the terms distance and displacement. Distance
(d) is the path length that the car traveled. Displacement ( d ) is the length of a straight line segment directed
from the spot where we dropped the car to the bowling pin. (Labelled diagram included)
0 1 2 3 4 5 because _________________________________________________________________
Response 4 Yes it does.
0 1 2 3 4 5 because _________________________________________________________________
SPH4U: How Groups Work

Each group needs a whiteboard, marker and cloth. Assign each group
member one role: Manager, Recorder, or Speaker. If there are four
people in a group, two will act as the speaker. Working well in a group
is a bit like acting in a play, we all have roles to perform!
Recorder: __________________
Manager: __________________
Speaker: __________________
0 1 2 3 4 5
Manager: Ask the group members to read the following instructions for this activity.
The majority of our work in Gr. 11 physics will take place in groups. Take a few moments to think about our
experiences of working in groups. Think about your experiences in other courses and your experience so far in
Gr. 11 physics. We will discuss these experiences, but please dont mention anyones name!
Manager: Ask the group to complete the next two questions individually, without any discussion. When you see
that everyone has finished, have the group move on.
Complete the following two questions individually.
1. In your experience, what are some of the enjoyable characteristics of working in groups?
2. In your experience, what are some of the less-enjoyable characteristics of working in groups?
Work together now. On your whiteboard compile a list of the groups responses to each question.
Manager: Organize the discussion and ask for ideas from each group member.
Recorder: Neatly summarize the ideas on the whiteboard, write large enough so other groups could read it if you
were to hold it up.
Speaker: Be prepared to speak to the class about your points when your group is called upon if any points are
unclear, ask your group questions.
Continue the following questions as a group.
Manager: Read out the next question and ask the group for their ideas. Kindly ask everyone for their input.
Recorder: Make sure what you write down on your own sheet accurately represents the groups ideas your
teacher will be checking your copy. Ask the other members for clarification if youre not sure you have it right.
Speaker: Be prepared to speak on behalf of the group. If any ideas are not clear, ask the others for an explanation
or ask specific questions. Make sure the group explanations would receive a mark of 5 are they thorough and
complete?
We have all experienced difficulties working in groups. Sometimes, the challenge comes from within for
whatever reason you, as an individual, are unable to contribute effectively to the group. Other times, another
group member may make the proper functioning of the group difficult.
3. Think about the reasons why a group might not function at its best. Make a list of the reasons in the chart
below be specific. However, do not mention the names of any individuals. This is not a critique of your
current group or any others you have been in.
Reason Groups Might Not Work Well
Actions
1.
2.
3.
4.
4. Describe what specific actions could be taken to help the group work better in each case you listed above.
Indicate which group member (R, M, S) would be best to carry out the action, or if it is an action for
everyone (E).
Check your results with your teacher.
Manager: When the group decides it had finished question 4, call the teacher over. Keep an eye on the clock since
we want to complete the whole activity in this period.
Recorder: The teacher will ask you to write up one example on the whiteboard for a class discussion. Have the
others check this.
Speaker: Be prepared to speak on behalf of your group when called upon. Make sure the action is clear and
precise.
Manager: Lead the group through the next question.
5. Begin by working individually on the next question. In the chart below, list the responsibilities of your
role in the group. When everyone is complete, share and discuss the results. Finally, complete the rest of
the chart.
Manager
10
Recorder
Speaker
SPH4U: Group Work

The Idea
Group work is the main teaching format of the Gr. 12 physics course. Think of your group as your
learning team - the people who will help you learn physics. Group membership will change every 10 to
20 classes or major unit, depending on the flow of the units in the course and will always have a
heterogeneous composition of students (all ability levels) of my design. Every student is expected to
take-up a specific role within the group and to carry out the responsibilities listed below. Members of
every group will evaluate one another on their performance in their respective roles. Roles within a
group must change for each new task or activity.
Group Roles
Actions
Manager
Make sure everyone has read the initial instructions
before starting.
Direct the sequence of steps.
Keep your group "on-track."
Make sure everyone in your group participates.
Watch the time spent on each step.
Recorder
Act as a scribe for your group.
Check for understanding of all members.
Make sure all members of your group agree on plans and
actions.
Make sure names are on group products.
Speaker
Speak on behalf of your group when called upon in class
discussions
Help your group avoid coming to agreement too quickly.
Make sure all possibilities are explored.
Suggest alternative ideas.
Energize your group when motivation is low by
suggesting a new idea
Seating
When working in groups, please sit at the tables as illustrated
to the right. This helps ensure that all members are able to
interact easily with one another. When sitting three in one
row, usually one person at the side is left out. I will
constantly harass you to do this.
What it sounds like

Has everyone had a chance to read
this before we continue?
"Let's come back to this later if we
have time."
"We need to move on to the next step."
"Ralph, what do you think about this
idea?"
"Do we all understand this diagram?"
"Explain why you think that."
"Are we in agreement on this?"
"What other possibilities are there?"

"Let's try to look at this another way."
"I'm not sure we're on the right track."
human
human
Table
human
Whiteboards
One of the best ways to share work and ideas is using a whiteboard and your group's common
workspace. This is much easier than all huddling around one sheet of paper. Please use these regularly!
11
SPH4U: Taking Notes

Taking Notes: The Idea
This course has been designed to maximize the value of our classroom time together. Since I will do very little lecturing in
that time, the majority of the content, or information that you must learn will come from the textbook. In most cases, the text
does an excellent job introducing and explaining the new topics, so you will create your class notes directly from that. There
are some cases where the text is lacking, and so I will provide very short lessons or alternate readings to fill those gaps.
Why You Will Take Good Notes
Reading is great, but for most of us, it is a very passive activity. We tend not to read critically, meaning we do little to digest
the ideas and confront them head-on - basically always asking the question, Oh really, why? Taking notes provides one
step in the process of assimilating the new ideas. (One which is lost, by those who simply highlight relevant passages in a
book.) Good notes will provide you with a valuable summary of the course contents when the time comes around for a test
or an exam, precisely when time is in shortest supply. The final reason why you will take good notes is that I require you to!
I will occasionally check on and mark your production of notes, with and without warning.
How to Take Good Notes
Read the entire assigned passage without taking notes. Always be asking yourself the question Oh really, why? as
you go. Take your time. Organize your note page for maximum utility. They should all go like this:
Sample Notes
Pg. 12
Unit: Newton's Laws
Topic: Newton's 2nd Law
Text Reference: pg. 77, 81-2
Idea:
Definition:
Key Examples:
Idea:
Key Examples:
Problem: pg. 80 #1
etc.
12
Number your note pages to help keep them organized. Include the text reference so you can easily go back and
double check things when necessary.
Never just copy information out of the text. That is as useless as mindlessly copying down notes from a blackboard
we are trying to avoid this. Begin by deciding what the important idea or concept is, and use the text to help you
describe it. This is how you start to assimilate ideas rather than just memorize them. In a given reading usually there
is only one or maybe just a few key ideas. Be brief but use correct physics terminology. Write in point or sentence
form.
Emphasize the definitions of new, important physics terms.
Provide key examples. This may be an explanation, description or a calculation. Try to decide on the most relevant
or useful ones. The text is always there to provide the rest.
Repeat for each important new idea you identify.
Quickly scan over the final note and ensure you have covered the important ideas, not missed anything critical and
that it makes sense.
I will check whether these things are present in your notes. The exact layout is up to you (colour, underlining, etc.)
SPH4U: The Art of Measurement

Measurements are the backbone of all science. Any theory, no matter how slick,
is only as good as the measurements that have confirmed it. Without careful
measurements, science is mostly guess work and hunches.
Recorder: __________________
Manager: __________________
Speaker: _________________
0 1 2 3 4 5
A. The Meter Stick

The most basic scientific tool is the meter stick. But, do you know how to use it? For this investigation you will need one
meter stick
1.
Examine the markings on the meter stick. What is the smallest interval marked?
2.
Three students use the meter stick to measure the height of a desk and each reports their results: 95 cm, 94.8 cm,
95.03 cm respectively. Considering the intervals marked on the meter stick, which result illustrates the best use of
this measuring device? Explain.
3.
How accurate a measurement can you make with a meter stick (i.e. to the nearest)? This represents the reading
error of the metre stick.
The term significant figures describes which digits in a number or measurement are physically meaningful or reliable.
4.
How many significant figures did the measurement you chose in question 2 contain?
5.
Measure the height of your desk, write it with an appropriate number of significant figures and include the error. (i.e.
45.7 cm 0.1 cm)
B. The Stopwatch
Now we will examine another common measuring device. You will need one stop watch
A student drops a pencil from a 1.00 m height. Another student times the fall. The stopwatch readout looks like this after the
timing:
0:00.45
1.
Write this reading as a number in normal, decimal notation with units of seconds (s).
2.
What is the accuracy of the stopwatch according to its display (i.e. to the nearest )? This is the stop watch reading
13
error.
3.
Perform the measurement three times, record the times below and calculate an average time.
Avg:
4.
Examine the individual measurements in your chart above. You probably notice quite a bit of variation in them. Do
they differ from one another by more than the reading error? Suggest reasons why.
There are often many sources of error in an experiment which will have an additional effect on the accuracy of a
measurement or final result.
5.
Based on your answer to question B#4, how many digits in your average should be considered significant? Rewrite
your average and include a new estimated value for the error based on your observations in question B#4.
General Guideline for Significant Figures: When performing calculations, write the intermediate results with one extra
significant figure and the final answer with no more significant figures than the least accurate piece of data. This is a handy
rule of thumb. In university you will learn a mathematical system for determining the error in your calculated results which
will replace this handy rule.
General Guideline for Errors: Whenever you record a measurement, include the error, or note the error for a set of similar
measurements. When measured quantities are used in calculations, the best we can do in grade 12 is to estimate a reasonable
final error based on significant figures. In university you will learn more reliable techniques.
We often compare calculations or predictions with measurements and try to decide if the two numbers agree, or are close.
This can only be done in a reasonable way when errors are taken into account. Roughly speaking, if a measurement is within
its error range of the other quantity, they may be said to agree or are close.
6.
14
A student uses a stopwatch to measure the time for a pencil to drop and reports an average result of 0.4 s. Another
student makes a prediction and calculates that the time for the pencil to fall is 0.35 s. Does the measured result agree
with the prediction? Explain.
SPH4U: Numbers and Physics

Physicists think about numbers different ways than most people and even mathematicians. For example,
if you think about the idea of numbers (quantity), there are really three kinds: BIG numbers (greater than
one), unity (equal to one), and small numbers (less than one). It is important to know how these numbers
behave under mathematical operations. All your work on this page should be done without a
calculator!
1. Estimate whether the result of each expression is BIG, small, or close to one.
a) 1 / BIG
b) 1 BIG
c) 1 / small
d) 1 small
e) BIG + small
f) BIG small
g) BIG small
h) BIG / small
i) small / BIG
j) BIG / (small + BIG)
k) BIG BIG
Physicists are often interested in the general patterns illustrated by numbers rather than their specific
values.
Students and even some teachers rely too much on calculators to do their thinking about numbers. As a
physicist you should feel comfortable thinking about and using numbers in scientific notation without a
calculator in sight!
2. Describe an easy way to compute: 6106 + 5106 without a calculator.
3. Compute these expressions. No calculators!

a) 6.5105
+
3105
=
b) 6.41012
+
2.91012
=
4. Describe an easy way to compute: (3102)(6106) without a calculator.
5. Compute these expressions.
2104
a) 3104
2
b) 610
8102
a) 4.910340
=
=
71090 =
6. Describe how to use estimations and scientific notation to easily compute: 2 168 222 4 937
without a calculator.
7. Estimate the results of these expressions.

a) 1 168 222 6 900 000
=
b) 0.0529 8.0036
=
15
SPH4U: Fermi Questions
Recorder: __________________
Manager: __________________
Speaker: _________________
Use point-form explanations and simple calculations to justify your

0 1 2 3 4 5
estimated answer for each problem. Important: whenever you simply
state a number, unless it is a well-known fact, you must justify it with a simple statement. State the final
answer in scientific notation with only one significant figure.
1. How many litres of water are used for drinking purposes each year in Canada?
2. How many cups of water are needed to fill a standard bathtub?
3. What is the volume in cm3 of 1 mole of aluminum? (The

density is 2.7 g/cm3. The mass number is 27)
16
Fermi about to press a button
4. What is the volume of an average adult Canadian

female in cm3?
Fermi estimating the size of his bald spot.
5. How many breaths would Julius Caesar have taken if he were still living today?
6. How many postage stamps would be required to cover a football field?
Write all you answers, here complete with units, and check your score with your teacher!
1.
2.
3.
4.
5.
6.
17
SPH4U: Fermi and Numbers!

Write a complete solution (dont skimp on the steps) for the Fermi problem: How many litres of gas are
consumed by Canadian cars each year?
How are your number skills? Getting better? Try some more!
1. Adding numbers using scientific notation
a) 6.0 x 107 + 5.0 x 107 =
b) 1.9 x 103 + 3.4 x 103 =
c) 7.6 x 10-2 + 1.8 x 10-2 =
d) 4.6 x 104 + 6 x103 =
2. Subtracting numbers in scientific notation
a) 4 x 103 8 x 103 =
b) 1 x 105 4 x 105 =
c) 2.0 x 1011 1.4x1011 =
d) 9.0 x 106 8.0 x 106 =
3. Multiplying numbers in scientific notation
a) 4 x 107 * 2.0 x 103 =
b) 1.0 x 103 * 6.4 x 10-1 =
c) 6 x 10-2 * 7 x 10-4 =
d) 1.2 x 104 * 4 x103 =
4. Test yourself! Do this in less than 2 minutes!
a) 7.6 x 108 1.4x108 =
b) 7.0 x 10-9 * 4.0 x 107 =
c) 6.6 x 1013 6.0 x 105 =
d) 1.2 x 10362 + 8.4 x 10362 =
i) 7.6 x 108 1.4x108 =
j) 7.0 x 10-9 * 4.0 x 107 =
k) 6.6 x 1013 6.0 x 105 =
l) 1.2 x 10362 + 8.4 x 10362 =
m) 8.0 x 106 * 1.1 x 10-4 =
n) 9 x 10-4 - 2 x 10-4 =
o) 3.9 x 10-3 1.3 x 10-8 =
-5
-5
p) 2.9 x 10 + 3.1 x 10 =
18
e)
f)
g)
h)
e)
f)
g)
h)
8.7 x 102 + 3.53 x 103 =

1.0 x 10-4 + 9.1 x 10-4 =
2.9 x 1012 + 5.1 x 1012 =
6.1 x 10-3 + 7 x 10-4 =
9 x 10-4 - 6 x 10-4 =
5.8 x 109 1.2 x 109 =
3.5 x 106 2 x 105 =
1.7 x 103 1.6 x 103 =
e)
f)
g)
h)
7 x 10-5 * 3 x 10-7 =
3.0 x 10-12 * 3.0 x 1012 =
4 x 1012 * 8 x 1018 =
1.5 x 10-3 * 3 x 10-2 =
e) 8.0 x 106 * 1.1 x 10-4 =

f) 9 x 10-4 - 2 x 10-4 =
g) 3.9 x 10-3 1.3 x 10-8 =
-5
-5
h) 2.9 x 10 + 3.1 x 10 =
SPH4U: Uniform Acceleration

In grade 12 physics our basic model for objects that change their speed is
uniform acceleration.
Recorder: __________________
Manager: __________________
Speaker: _________________
0 1 2 3 4 5
A. Uniform Acceleration
1.
State a simple definition of uniform acceleration. What is the connection between acceleration and forces?
2.
Three situations are described below. Describe the two events which start and end the objects uniform acceleration.
Explain your choices.
(a) A cyclist is at rest. She touches her feet to the ground
(b) A ball starts from rest in a baseball players hand, is
and gives a gentle, steady push to get her bicycle started.
released, travels straight up and down, and is caught by
After the push she glides away. (Friction and air
the player.
resistance are negligible)
3.
Use the word forces to help explain to your friend a simple way to decide whether an objects acceleration has
changed.
B. The BIG 5
The equations in the table to the right are
affectionately known as the BIG 5 equations of
uniform acceleration. When an object is
accelerating uniformly, the five kinematic
quantities, d , v1 , v 2 , a , and t , for that time
interval are related by the BIG 5 equations. Note
that v1 and v 2 are the instantaneous velocities
found at the start and end of the interval.
v v v
v2 = v1 + at
v v
v
d = v1 t + 12 a ( t ) 2
v
v v
d = 12 (v1 + v 2 )t
v v
v
d = v 2 t 12 a ( t ) 2
v
v
v v
v22 = v12 + 2ad
v1
v2
1.
Place an X in the column of any quantity that is not found in each equation.
2.
Describe how you can use the chart to help choose an equation to solve a problem with. For example, v1 = 5 m/s, a = 2.6
m/s2, d = 12.7 m, t = ?
3.
Using one of these equations, how many quantities (pieces of data) do you need to know in order to be able to solve for
an unknown quantity?
4.
(together as a class) What is Mr. Meyer's the magic saying for solving problems using the BIG 5
19
5.
Philip drops a rock from the top of a bridge and it lands on the ground below. Jennifer times the rocks fall. They
both want to find the distance the rock travelled. Philip says that they dont need the time, since they know the final
velocity (zero, it came to rest). Jennifer disagrees and says that they cant use the value of zero for the final velocity.
Who do you agree with? Explain using the focus of todays activity.
C. How to Write a Solution

Solution writing is like writing an essay: not only must you have the right ideas, but they must be convincingly presented
using proper grammar and form.
The BIG 5 are vector equations. This means they take into account the direction of the kinematic quantities. A simple way to
handle direction information is to use a sign convention and write down the BIG 5 as scalar equations.
Full vector notation
d = 53 m [W]
v1 = 12.4 m/s[E]
a = 0.59 m/s2 [W]
v v t = 1? v
d = v1 t + 2 a ( t ) 2
Scalar notation with a sign-convention

W+
d = 53 m
v1 = - 12.4 m/s
a = 0.59 m/s2
t = ?
d = v1t + a(t)2
Each set up above is complete and correct; the scalar version is often simpler and quicker to write down. This will be our
preferred method.
A common method for writing solutions is the GRASP technique. This should be used for all our formal work and your
homework questions. The five steps are:
GIVENS
Draw a diagram, identify any important events and attach all the given information along with
symbols. Be sure to show the start and end moments of the problem. Indicate the coordinate
system and sign convention. Perform any conversions.
REQUIRED TO FIND
Indicate on the diagram the quantity that you are looking for.
APPROACH
Write down the key equations you will use.
SOLUTION
Perform the mechanics of finding the answer all the algebra. Then substitute numbers with
units. Compute a final answer.
PARAPHRASE
State your result in a sentence which answers the question.
Here is a sample problem to complete with the GRASP solution method. Work out your solution below and also write it on a
whiteboard which will be used to share with the class.
A worlds land speed record was set by Colonel John P. Stapp when in March 1954 he rode a rocket propelled sled
that moved along a track at 1020 km/h. He and the sled were brought to a stop in 1.4 s. What acceleration, in m/s2
did he experience while stopping?
20
SPH4U: Introduction to Cooperative Group Problem Solving

The purpose of this problem solving strategy is to help you learn the more sophisticated techniques that
experts use. The focus here is thinking about the problem and planning before starting the math work. It
is very important that you complete the set-up (parts A, B and C) before you do the math work (parts D
and E). The manager has the critical role of ensuring this. The solution sheet will help to keep your
group on track be sure to fill it out as you go.
Best way to work: As a group, start each step by jotting down ideas on the whiteboard. When they are
agreed upon and understood, the recorder writes out the good version on the solution sheet. The group
should agree on and understand everything that is written on the solution sheet.
Set-up
A. The Picture
Draw a clear diagram showing whats happening
Attach the important information to the diagram using simple phrases
Make any important measurements
Attach the unknowns to the diagram if possible
Indicate the coordinate system and sign convention
If this step is complete, you should never have to refer to the problem statement again.
B. The Question
Create a specific physics question that will give the answer to the problem.
Indicate which quantities will allow you to answer the question.
C. The Plan
Summarize how it works, mentioning the key physics ideas involved
Outline the key steps in solving the problem
List any useful textbook equations (i.e. found in bold / in a box in a text) and any other
relationships you will use
Execution
Have you carefully completed all the previous steps? If not, go back! Note that you should not
have done any real math work yet.
D. The Work
Create the specific equations you will use write them down with a simple statement
explaining what you are doing. You should only use symbols that appear in Part A.
Perform the algebraic manipulations first, whenever practical.
Verify the units of the final derived expressions (the ones you will substitute numbers
into).
No number crunching yet!
E. The Results
Substitute numbers into your manipulated equations and calculate a result.
State the final answer in response to the question you created.
Write brief statements explaining why the answer seems reasonable in size, direction and
units.
21
SPH4U: Representations of Motion
Recorder: __________________
Manager: __________________
Speaker: _________________
A cart travels along a track under a variety of situations. Use the

information provided to complete all the other representations of motion.
0 1 2 3 4 5
A coordinate system with the positive direction to the right is used and
origin at the left end of the track. For the Arrows box, draw a vector
representing the direction of each vector. For the Velocity Vectors box, draw a velocity vector at four evenly
spaced intervals of time.
1
Description of Motion
Top View Strobe Diagram
Arrows
Direction of v:
The cart moves in the positive

direction and speeds up.
Direction of a:
track
Velocity Vectors
v1
v2
v3
v4
2
d vs t
v vs t
a vs t
Arrows
The cart moves in the negative

direction with a constant speed.
Direction of v:
track
Velocity Vectors
v1
v2
v3
v4
3
d vs t
Direction of a:
v vs t
a vs t

1
Arrows
4
Direction of v:
track
Velocity Vectors
v1
v2
v3
v4
22
d vs t
Direction of a:
v vs t
a vs t
v
t
a
t
Arrows
Direction of v:
track
Velocity Vectors
v1
v2
v3
v4
5
d vs t
Direction of a:
v vs t
a vs t
Arrows
Direction of v:
track
Velocity Vectors
v1
v2
v3
v4
6
d vs t
Direction of a:
v vs t
a vs t
Arrows
Direction of v:
track
Velocity Vectors
v1
v2
v3
v4
d vs t
Direction of a:
v vs t
a vs t
v
t
a
t
Describe a different, real-life situation that illustrates the motion in the following examples from above:
1:__________________________________________________________________________________
3:__________________________________________________________________________________
6:__________________________________________________________________________________
23
from McDermott, L. Tutorials in Introductory Physics. Homework. Prentice Hall, 2002
SPH4U: Converting Kinematics Graphs

1. Given that the initial position and velocity
are zero, complete the following velocitytime and position-time graphs from the data
contained in the acceleration-time graph:
position-time graph
position
(m [f])
1600
3. Given that the initial position is zero, and

the following velocity-time graph, plot the
corresponding position-time and
acceleration-time graphs:
velocity-time graph
1400
velocity
(m/s [up])
1200
30
25
1000
20
800
15
600
10
400
200
time (s)
0
20
40
60
80
100
120
time (s)
-5 0
-10
-15
velocity
(m/s [f])
velocity-time graph
-20
60
50
40
30
20
10
0
-10 0
20
40
60
80
100
120 time (s)
-20
4. Given that the initial position is zero, and

the following velocity-time graph, plot the
corresponding position-time and
acceleration-time graphs:
velocity-time graph
velocity
30
(m/s [W])
-30
-40
25
20
acceleration-time graph
acceleration 3
(m/s2 [f]) 2.67
15
10
0
0
-1
-2
-3
24
20
40
60
80
100
120 time (s)
0
0
10
20
30
40
50
time (s)
SPH4U: 2-D Motion
Recorder: __________________
Manager: __________________
Speaker: _________________
A: One Tap
0 1 2 3 4 5
Consider a hover puck moving with an constant initial velocity, v1 , as

shown below. It is given one short tap in a direction that is perpendicular to its motion. Note: All taps in these
scenarios are always directed east! When asked to explain, try to use the word force where appropriate.
1. How will the tap affect the pucks velocity in the ydirection? Explain.
r
v1
tap
W (+y)
2. How will the tap affect the velocity of the puck in the
x-direction? Explain.
N (+x)
E
3. Describe how the overall speed of the object has changed.
4. Predict and draw the path of the puck after that tap. Draw a vector, v 2 , representing the instantaneous
velocity after the tap. You do not need to use a scale, but show the relative sizes carefully.
B: Off to the Races!

Consider a race between two pucks. Each starts with the
same initial velocity to the north. The puck A travels on
a level surface. The puck B moves on an incline tilted to
the east. They race to the finish line. To help think about
what happens, imagine that the puck on the incline
receives a continuous series of taps to the east.
1. Imagine using a strobe light, flashing at regular time
intervals, to take a picture of the pucks at three
moments in time. Draw the path of each puck and its
position for each flash.
A
B
finish line
r
v1
r
v1
W (+y)
N (+x)
E
25
2. Describe how the velocity of the two pucks in the x-direction will compare.
3. Describe how the velocity of the two pucks in the y-direction will compare.
4. Based on your answers to questions 2 and 3 above, which puck will cross the finish line first?
C: Rematch!
Consider another race. Both pucks are on the incline tilted
east. The puck on the left starts from rest, the puck on the
right has an initial velocity north.
B v1
1. Describe how you think puck A will move when it is

released.
W (+y)
S
N (+x)
E
finish line
2. Imagine using a strobe light, flashing at regular time

intervals, to take a picture of the pucks at three moments in time. Draw the path of each puck and its position
for each flash.
3. Compare the motion of the two pucks at the time they reach the east edge of the grid.
a. Which puck has traveled a greater distance? Explain.
b. Which puck has reached a greater speed? Explain. Dont assume anything about time!
4. Which puck will cross the finish line first? Explain carefully how the factors of distance and speed affect the
result.
26
Recorder: __________________
Manager: __________________
Speaker: _________________
SPH4U: Vector Components

It is time to analyze the motion of the puck on the ramp. Careful measurement
were made by a student who found that the puck moved through a
displacement of 4.0 m [N 30o E].
Com / Know / Th / App: 0 1 2 3 4 5
1. Draw this vector on the grid starting from the image of the puck using the scale: 1.0 cm = 1.0 m and label it
r
d
2. During the 2.0 seconds of its motion, the puck

moved both in the x- and y-directions. Draw a right-
angle triangle on the grid using d that shows how

far the puck travelled in those directions. We will
call this the component triangle.
3. Use a ruler and make a measurement to determine
how far the puck travelled in the
a) x-direction
b) y-direction
W (+y)
S
N (+x)
E
A vector is a quantity with two parts: a magnitude (size) and direction and is usually notated with a vector sign on
r r
top ( d , v ). If we want to refer to the magnitude (size) of the vector only, we write v in absolute value signs.
However, out of convenience, if it is understood that the quantity involved is a vector, we usually write v with no
vector sign to indicate the magnitude. A vector can always be determined from the values of its components. The
two small sides of the triangle you drew in question 2 represent the components of that vector which we can call
d x and d y . The components are written without a vector sign. Each component must also show direction (N
or S, E or W). This is done using a sign convention and by making the components either positive or negative.
4. Write down the components you found for d .
d x =
d y =
r
5. Draw the velocity vector, v = 2.0 m/s [N 30o E] on the

grid using the scale 1 cm = 0.50 m/s. Label the vector
and construct its component triangle.
a) Use the Pythagorean Theorem to find an equation
r
that relates the magnitude of v to the value of its xand y-components vx and vy.
W (+y)
S
N (+x)
E
b) Use your diagram to directly measure the values of the components of v

vx =
vy =
c) Use the measured values of vx and vy to calculate the magnitude, v, of vector v . How does this calculated
value compare to the original magnitude?
27
d) Use the definition of the sine and cosine functions to show that if the angle, , inside the triangle at the
r
tail of the vector v , is known then the values of vx and vy can be calculated from v. Note: Do not
memorize these expressions! Always deduce them from your component triangle.
e) Use the angle at the tail of v and the given magnitude of v to calculate the values of vx and vy. How do
these values compare with those you measured directly for vx and vy?
f) Show that if the vector components vx and vy are known, then the angle, , at the tail of the vector can be
determined using the inverse tangent function.
g) How does the calculated value of the angle, , compare with the original value?
6. If a vector was reversed flipped to the opposite direction how would the values of the components
change?
7. The same vector, d , is shown below with respect to two different coordinate systems A and B. Complete the
chart below using measurements from the diagrams. Scale: 1.0 cm = 10.0 cm
W (+y)
A
r
d
N (+x)
E
r
d = _______ cm [
Angle with respect to the x-axis
x-component
y-component
28
Coordinate System A
]
N (+x)
r
d
W (+y)
Coordinate System B
SPH4U: Vectors and Components

1. Find the components of each vector with respect to the given coordinate system. Be sure to use
the given sign convention.
N(+y)
a)
b)
r
r
o
E(+x)
A = 30 m [N 40 E]
d = 20 km [E]
y
y
Ax =
dx =
x
Ay =
c)
r
F = 45 N [S 20o E]
dy =
d)
r
v = 7.8 m/s [S 50o W]
Fx =
vx =
vy =
Fy =
Answers: (19 m, 23 m), (20 km, 0), (15 N, -42 N), (-6.0 m/s, -5.0 m/s)
2. Given the following components and sign convention, reconstruct the original vectors. Sketch
the vector diagram showing the addition of the components into the resultant vector.
r
a) dx = 300 m, dy = 400 m, d =
r
b) vx = -12.4 m/s, vy = 10.0 m/s, v =
r
c) ax = 3.5 m/s2, ay = - 1.0 m/s2, a =
r
d) Fx = -549 N, Fy = -1007 N, F =
Answers: 500 m [E 53o N], 15.9 m/s [W 39o N], 3.6 m/s2 [E 16o S], 1150 N [W 61o S]
29
3. For each example below, use the following coordinate system to resolve the vector into components.
r
r
b) v1 = 50 m/s [E 45o S]
a) Fn = 20 N [N 30o W]
N(+
E(+x
r
c) a = 1.5 m/s2 [S 80o W]
r
d) d t = 3.0 x 104 m [N 10o E]
5. For each example below, use the following coordinate system to resolve the vector into components.
r
r
b) v 2 = 250 m/s [U 40o B]
a) Fn = 1.40 N [F 60o D]
U(+
F(+x
r
c) a = 9.8 m/s2 [D 20o F]
r
d) d1 = 180 km [U 82o F]
6. Reconstruct each vector using the given components and coordinate system.
a) dx = 20 m, dy = -15 m
b) Fx = -160 N, Fy =
300 N
N(+
E(+x
30
c) v1x = 32 m/s, v1y = -45 m/s
d) Ftx= 2.25 N, Fty = 3.0 N
e) ax = -4.95 m/s2, ay = -3.05 m/s2
f) px = -40 kg m/s, py = 57 kg m/s
SPH4U: Projectiles!
Part A: Tracking a Projectile
Recorder: __________________
Manager: __________________
Speaker: _________________
0 1 2 3 4 5
1. Choose a convenient reference point on the ball to help track its

motion. Measure the x- and y-components of the position of the ball at each moment in time. The coordinate
system for your measurements is drawn on the picture. The strobe light for the photo flashed at 10 Hz.
Complete the chart below.
Image
No.
1
t(s)
dx (cm)
dy (cm)
2
3
4
5
6
7
8
9
+y
10
+x
Part B: Horizontal Motion

Examine the horizontal motion of the projectile.
1. Plot a graph of dx vs. t
dx
2. Refer to the pattern of data from the graph to explain the type of
motion the projectile experiences in the x-direction.
(cm)
8.0
6.0
4.0
3. Use an appropriate graphical technique to determine the

horizontal component of the velocity, vx.
2.0
0
0.2
0.4
t (s)
0.6
0.8
1.0
4. Use the graph to write an equation for the horizontal position of the ball. Be sure to include units!
5. Use the data of the graph to explain whether there is any significant evidence for a force acting in the
horizontal direction?
31
6. If the ball moved for a total 10.0 s, what would its horizontal position be?
Part B: Vertical Motion

Examine the vertical motion of the projectile. This one is a bit more complicated!
1. Plot a graph of dy vs. t
dy
2. Refer to the pattern of data in the graph to help explain what type
of motion the ball experiences in the vertical direction.
(cm)
8.0
6.0
4.0
3. A student says that he is not sure why the graph for question 2
represents acceleration downwards. Explain without referring to
any forces.
2.0
0
0.2
0.4
t (s)
0.6
0.8
1.0
4. Sketch a vy-t and an ay-t graph based on the dy-t graph.
5. On the sketch for question #4 above and on the original photo, highlight the region in time when the ball is
speeding up, slowing down and has a vertical speed of zero.
6. Will the projectile ever be found falling straight down? Explain.
7. Some time later, our golf ball has vy = - 112 cm/s, determine the total velocity vector at that time.
8. Describe how the two graphs would change if the ball traveled straight up and down in the air.
32
SPH4U: Projectile Problem Solving
Recorder: __________________
Manager: __________________
Speaker: _________________
The key idea which allows us to solve projectile problem is the independence
of the horizontal and vertical motions. Since the vertical physics does not affect
Com / Know / Th / App: 0 1 2 3 4 5
the horizontal physics, we can treat a single projectile problem as two related
kinematics problems one for each direction. When we set up our work, it is helpful to organize the givens into separate
groups for the horizontal and vertical aspects of the problem. A convenient way to show the direction of the velocities used to
describe projectile motion is to simply indicate the angle and use a sign convention with positive for above the horizontal and
negative for below. For example: 12 m/s [32o] or 150 km/h [-12o].
A. The Ski Jump

The ski jump is an exciting and death-defying event that turns humans into projectiles!
Lets study the physics of the craziest winter sport as featured at the Vancouver Winter
Olympics in 2010.
A typical ski jumper will be launched with a speed of 26 m/s. What is hard to notice
from pictures is that the launch angle is below the horizontal! For the Vancouver hills,
the angle was 11.25o below the horizontal.
1.
2.
Begin all your projectile motion

problems by listing what you know about
the horizontal and vertical motion.
Include a sign convention.
Explain what steps are involved in
finding the jumpers vertical velocity
after a time interval t.
Horizontal
Vertical
vx =
v1y =
dx =
v2y =
ax =
ay =
t =
dy =
r
v1
t =
3.
Determine the jumpers total velocity vector after 2.8 s of flight.
4.
The jumper travels further and lands after descending a certain vertical displacement dy. Explain how to find the
horizontal displacement of the jumper.
5.
The jumper descends 35.8 m. How far horizontally did she travel?
33
6.
Challenge (do this only when you have completed part B): Now lets model the actual landing hill. Do not use
information from questions 3 and 5. Model the hill using a triangle that makes an angle of 35o with the horizontal.
Calculate the distance the jumper travels along the incline before landing.
B. The Great Jumper

Sondre Norheim (1825 1897) was a ski jumping champion and the designer of the modern ski used for ski jumping. The
modern ski acts like a wing, providing the jumper with lift. In our work here, for simplicity, we ignore all effects of the air.
The story goes that Sondre wowed a group of spectators by jumping over a very tall rock. Lets explore the physics of this
daredevil event. We will suppose that he launched from a ramp with a speed of 18.0 m/s at an angle of 28o above the
horizontal. The edge of the ramp was 1.5 m above the ground level. The tallest point of the rock was located 13.8 m
horizontally from the edge of the ramp and was 5.0 m above the ground. The ground in this area is quite level.
34
1.
Sketch this scene and construct a list of horizontal and vertical givens. Include a sign convention.
2.
Explain the steps you would use to perform a calculation that will determine whether or not he would make it over
the rock. In particular, think about what quantity you would have to compare with the known information to decide
whether he can make it.
3.
Perform the calculation to determine whether or not he will make it over the rock.
4.
The ground is level. How far horizontally does he travel while in the air?
SPH 4U: Representing Forces Free Body Diagrams

A free body diagram (FBD) is a tool that helps us understand the total effect
Recorder: __________________
of all the forces acting on an object. There are a few steps that you should
Manager: __________________
always go through when you draw a FBD.
Speaker: __________________
Model the object as a point-particle (its centre of mass)
Com / Know / Th / App: 0 1 2 3 4 5
Represent the external forces acting on the object using vectors that
start at the objects centre of mass. As a guide, always ask the
question: At this moment in time, what is pushing or pulling on the object? Note: the force vectors do not need to
be drawn to scale, but should be drawn roughly according to their relative magnitudes.
Include a separate wiggly acceleration vector whenever possible.
Draw a coordinate system with a sign convention that lines-up with the acceleration.
A. The Falling Rock
Consider the situation shown to the right of a falling rock.
1. At this moment in time, what is pushing or pulling
the rock?
A rock is falling.
FBD
The Air Resistance Rule: For our purposes, we will

assume there is no air resistance unless it is mentioned or
situation does not make sense without it.
on
always
the
2. Draw the FBD.

The purpose of the FBD is to help us understand the
total
effect of all the forces acting on the object. This total is called the net force, Fnet. To calculate the net force, we must add up
all the force vectors found on the FBD.
3. Write a vector equation for the net force the falling rock experiences.
r
r
Fnet = F =
Working with a vector equation is often inconvenient. Instead, we construct two scalar equations that represent the x- and and y-components of the net force. To do this, follow these steps
Choose a sign convention for the coordinate system with the direction of acceleration as positive.
Write the scalar equation using the force sign convention.
The Force Sign Convention: When we write a scalar equation involving forces, the force symbols, such as Fg, are all
positive quantities. Show the directions of the forces by using a sign convention and adding or subtracting the appropriate
magnitudes. For example: Fnet = Fn Fw
4. Draw a coordinate system and sign convention for the falling rock. Include this in the box.
5. Write a scalar equation for the net force in the y-direction. Include this in the box.
B. Terminal Velocity
A rock is falling at a constant speed. This is called the
objects terminal velocity.
1.
Draw a FBD. Write an expression for net force in the

direction. (Be sure to follow all the steps!)
2.
A student asks, How can the rock be moving if the

acceleration is zero? Offer an explanation to the
student.
A rock is falling
at terminal
velocity.
FBD
y-
35
C. The Rock Toss

A student throws a rock which travels in an arc through the air. The rock was released and is now travelling upwards.
FBD
1.
Draw a FBD for the rock after it is released and

write an expression for net force in the y-direction.
2.
A student asks, Why isnt there a force pointing

in the direction the rock is moving - why else
would it be going that way? Offer an explanation
to the student.
3.
Compare the FBDs from parts A and C. Based on your comparison, what information can we not find from a FBD.
D. The Sliding Rock

A smooth rock slides along a smooth level surface without speeding up or slowing down.
1.
Draw a FBD for the rock and write an expression for

net force in the x- and y-directions.
2.
Student A asks, I know the surfaces are smooth but,

is there another way we can tell that there is no friction?
It doesnt actually say no friction. Respond.
3.
Student B asks, How can the rock be moving to the right without slowing down when there is no force pushing on it to
the right?
Sliding at a steady speed.
FBD
E. The Finale
A rock is being pulled by a string along a rough surface. It is gradually slowing down.
1.
Draw a FBD for the rock and write

an expression for net force in the xand y-directions.
2.
Compare the magnitudes of the

forces in the horizontal and vertical
directions.
36
Slowing down on a rough surface
FBD
SPH4U: Forces in 1-D

For these investigations you will need: two identical spring scales (not the 50 N
ones!), one dynamics cart, one triple beam balance with extra counter weight
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
Spring Scale Tips

1) Hold the scale in the vertical or horizontal position in which it will be used. Calibrate it to read 0 N with no forces applied.
2) Do not twist it when forces are applied. The internal pieces bind and give a false reading.
A. The Hanging Cart

The cart is suspended from a spring scale and hangs at rest.
Free-body diagram
1. Draw the FBD for the cart.
y
x
2. Which force on the FBD does the spring scale reading correspond
to?
3. Write a scalar equation for the net force in the y-direction. What is
the net force equal to?
Fnety =
4. Use your expression from question 2 to explain how to find the size of the force of gravity acting on
the cart.
5. What is the mass of the cart?

B. Tug-of-War
r r
The dynamics cart experiences two opposite horizontal forces ( F1 , F2 ) acting on it and remains at rest
on a level surface. F1 = 5 N.
1. Explain what you think the magnitude of F2 should be.
Free-body diagram
y
x
2. Test your prediction: use two spring scales to create F1
and measure F2. How does your prediction hold up?
3. Write a scalar equation for the net force in the x- and y-directions.
Fnetx =
Fnety =
37
4. What values are Fnetx and Fnety equal to in this situation? Explain.
5. Use one of your expressions from #4 to determine the size of the normal force acting on the cart.
C. Upended
The cart experiences an upwards force, FA of 3 N, while standing on its end, at rest upon a level surface.
Free-body diagram
y
x
1. Explain what you think the magnitude of the normal force should
be.
2. Write a scalar equation for the net force in the y-direction.

Indicate what the total is equal to.
Fnety =
3. Solve the previous expression for the magnitude of Fn.
4. Now you will model this situation on a balance scale. Place the cart upon a triple-beam balance
using a counterweight. Apply the 3 N force upwards using a spring scale. Readjust the balance and
record the new reading. This may be tricky! Demonstrate this for your teacher.
Balance reading =
5. Has the mass of the cart actually changed? Explain.
6. The balance gives us a reading in the units of grams. What is the equivalent reading in terms of
force? Explain how you find this. (Hint: Scales always measure force and not mass. How do you
think the scale company decided how to calibrate their device? What force is pushing down on the
cart?)
7. What force does the balance scale measure? Compare your reading with your force calculations and
explain.
38
SPH4U: Forces in 2-D

For these investigations you will need: two spring scales (not the 50
N ones!), one dynamics cart, one protractor
A. Tilted Forces
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
The cart experiences a force, F1 = 5 N [Left] and a force, F2 , which is

directed [Right 30o Up]. It remains at rest on a level surface.
Free-body diagram
y
x
1. How do you think the magnitude of F2 compares with F1 ? Explain.
2. Model this situation using two spring scales for F1 and F2 , and a
r
protractor. Measure the size of F2 and record it here.
3. Draw a component triangle for F2 . Which side of the triangle does

the spring scale measurement give? Calculate the components of
r
F2 using its magnitude and direction.
Component triangle of
r
F2
4. Use your results from #3 to explain which component of F2
balances F1 .
5. List all the forces or components of forces that act in the x-direction.
6. Write a scalar equation for the net force in the x-direction. Show the trigonometry for any components.
Fnetx =
7. Determine the magnitude of F2 directly from the equation in question 6. How does this compare with your
measurement?
8. List all the forces or components of forces that act in the y-direction.
9. Explain without using equations how the size of the normal force, Fn, compares with Fg, the force of gravity.
39
10. Write a scalar equation for the net force in the y-direction. Use trigonometry for any components.
Fnety =
11. Determine the size of the normal force from your previous expression.
B. Forces on a Tilt
The cart is at rest on a surface inclined at 30o. It is held in place by a force, Fa , that is parallel to the incline. You
need one ramp, one retort stand and one clamp, but dont set it up yet!
1. Fill in the chart showing which forces, or components of a
force, act in each direction. Note the special coordinate
system chosen!
Free-body diagram
y
x
+x
-x
+y
-y
2. Which forces, or components of a force, balance each other?

3. Which force or component of a force pulls the cart down
along the ramp?
4. Draw the component triangle for the force of gravity, Fg , relative to

the tilted coordinate system. Locate the 30o angle in the triangle.
Write down the scalar components of Fg using sin or cos.
x
r
5. Based on your considerations above, predict the size of Fa .
6. Now, set-up the situation and measure the size of Fa . How does this compare with your prediction?
7. Write a scalar equation for the net force in the x- and y-directions.
Fnetx =
Fnety =
8. Explain how Fa would change if the angle of the incline is increased.
9. Determine the size of Fn from your equation.

10. Explain how Fn would change if the angle of the incline is increased.
40
Recorder: __________________
Manager: __________________
Speaker: _________________
SPH4U: Understanding 2-D Forces

A. Warm-Up
For each situation, draw the FBD and write out a complete expression for the net
force in the x- and y-directions.
A rock is sliding without friction.
FBD
Com / Know / Th / App: 0 1 2 3 4 5
Fnetx =
Fnety =
Friction prevents the rock from

sliding.
FBD
Fnetx =
Fnety =
Explain how you chose your coordinate system for these two examples:
B. The Rough Incline

A rock slides up and then down an incline. There is a constant force of friction, but not quite enough to prevent the rock from
moving on the incline. A student, Albert, says, The magnitude of the rocks acceleration will be the same when it is going
up the incline as when it is going down, since its the same forces. Do you agree with Albert? Explain with the help of FBDs
and equations.
Going up.
FBD
Explanation
Going down
FBD
41
C. The Floating Rock

A rock is tied to a string. Student A says, I can pull the rock with the string at an angle, like this, so it moves horizontally
through the air. Student B replies, Thats not possible, even for a short period of time. The forces simply dont work out
properly. Do you agree with student A or B? Explain with the assistance of FBDs and equations.
Can the rock travel
horizontally?
FBD
Explanation
r
v
D. The Train
A rock is stuck against the inclined front of a train which is speeding up along a horizontal train track. Air resistance and
friction are negligible. Sophie says, Lets choose a coordinate system along the direction of the velocity. Isaac says, No, I
want to choose one that lines up with the angle of the hand. Which student has the better suggestion? Explain with the
assistance of a FBD and equations.
A rock speeds up as it is
moving horizontally. It does
not slide.
FBD
Explanation
r
v
E. The Magic Rock

Marie says, Look! I can make the rock stay in place against my vertical hand without me holding on to it! Enrico says,
Nonsense! Gravity is guaranteed to pull it down. Who do you agree with? Explain.
Can the rock stick to a
persons hand?
r
v
42
FBD
Explanation
SPH4U: Newtons Third Law
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
43
44
Bonus Section:
from McDermott, L. Tutorials in Introductory Physics. Prentice Hall, 2002
45
SPH4U: Composite Objects
Recorder: __________________
Manager: __________________
Speaker: _________________
Five identical blocks, each of mass m, are pulled across a table by a

Com / Know / Th / App: 0 1 2 3 4 5
steady force as shown. Use the approximations that the table is
frictionless and the strings are massless and do not stretch. You may assume the blocks are stuck
together.
1. Compare the motion of each of the systems A,
B, and C.
System A
(one block)
String P
System B
(two blocks)
String Q
System C
(two blocks)
String R
2. Draw and label the separate free-body diagrams for the separate systems A, B, and C. Indicate the
mass of each system. Draw an acceleration vector for each.
System A
System B
System C
ma =
mb =
mc =
3. Rank in increasing size the magnitudes of the net forces on systems A, B, and C. Explain.
4. Draw a free-body diagram for a

two new systems. System D
represents system B and C
together. System E represents all
the five blocks. Remember, only
draw external forces! Indicate the
mass of each system.
System D
System E
md =
me =
5. How does the acceleration of system D and E compare with the A, B, and C? Explain.
6. Which system yields the easiest free-body diagram if you want to find FTP, FTQ or FTR?
7. Rank in increasing size your predictions for the magnitudes of the three tension forces.
8. Consider a situation where m = 1 kg and FTP = 15 N. Find the size of FTQ and FTR.
46
SPH4U: Weight and Acceleration
Recorder: __________________
Manager: __________________
Speaker: _________________
In the world of physics, weight has a simple definition: Weight = Fg =

mg. Where the gravitational field strength, g = 9.8 N/kg. This
Know / Com / Th / App: 0 1 2 3 4 5
sometimes differs from our everyday experience of weight which we
associate with the reading of a bathroom scale. To distinguish this, we will call the scale reading the apparent
weight. We have already learned that this reading is actually a measurement of the force required to support the
object (often the normal force). You need one spring scale, one mass (0.5 or 1 kg).
A. The Elevator
You may have noticed a curious sensation while travelling in an elevator. At
certain times, it feels like your weight is changing. Since you are such a curious
student, you decide to investigate this. You step into an elevator at the ground
floor of a tall building. You place a 2 kg rock on a bathroom scale that gives
readings in newtons. You havent pushed any buttons yet and you look down at the
scale.
1. Draw a FBD for the rock in the elevator according to the description above.
FBD
Scale
2. A student, Albert, suggests: There should be another force on the FBD showing the upwards pull of the
elevator. Respond to Albert.
3. Show how you can use Newtons 2nd law (Fnet = ma) to determine the apparent weight of the rock.
B. The Trip Up
Now you press the button in the elevator and go for a ride! The elevator starts speeding up as it begins your trip to
the 20th floor. You notice the reading on the scale changes.
1. Isaac says, In this situation we need to add another upwards force to the free body diagram since the rock is
now accelerating upwards. Do you agree or disagree with Isaac? Explain.
2. Explain how the reading of the scale will change. Support your explanation with some simple observations
using your spring scale and mass.
3. The elevator is accelerating at a rate of 1.5 m/s2. Use Newtons 2nd law to determine the apparent weight of
the rock.
47
4. Based on this discussion, why is it important to distinguish between weight and apparent weight?
As you are going up, somewhere around the 2rd floor you notice the scale reading returns to normal.
5. How has the motion of the elevator changed? Use your spring scale to help explain.
The elevator travels past the 19th floor. You notice another change to the scale reading as the elevator is slowing
down.
6. A student, Marie, comments, I think the upwards force must still be larger than the downwards, or else the
elevator would not be moving upwards. Respond to Marie.
7. Explain how the reading of the scale will change. Support your explanation with some simple observations
using your spring scale.
8. The elevator slows at a rate of 3.4 m/s2. Determine the apparent weight of the rock.
9. Explain in general how apparent weight is related to the acceleration of an object.
C. A Strange Elevator
You wake up to find yourself in a very strange elevator with no buttons or lights. The rock is floating just above
the scale. The scale itself reads zero. You notice you are floating too and have lost the sensation of weight. Offer
two possible explanations for this very curious situation.
1)
2)
48
SPH4U: Frames of Reference
Recorder: __________________
Manager: __________________
Speaker: _________________
Your friend is standing on a bus that is travelling east and speeding

Com / Know / Th / App: 0 1 2 3 4 5
up at a uniform rate along a level road. While this is happening she
holds up a rope with a ball attached to the end of it. The ball is
allowed to hang freely. Assume east is to the right. Answer the following questions while the bus is
accelerating and the ball hangs in a steady way (not swinging around!)
1. Draw a diagram showing
the orientation of the ball
and rope while the bus is
accelerating in a steady
way.
Your frame
Her frame
1.
2. Describe the motion of the

ball relative to frame of
reference while the bus
accelerates in a steady way.
2.
3. Draw a FBD for the ball

from each frame of
reference. Do not include
fictitious forces yet.
Include an acceleration
vector!
3.
4. There is a problem with one of the free body diagrams. Explain.
5. Draw a modified FBD for your friends frame of reference. Add a

fictitious force, Ffict, such that FBD agrees with her description of the
balls motion. How does the direction of the fictitious force compare
with the acceleration of the bus, ab, as measured in your frame?
New FBD
6. From your own frame of reference, write an expression that allows

you to determine the acceleration, ab, given the angle the rope makes
with the vertical and g.
7. Use Newtons 2nd law to write an expression to determine the size of the fictitious force, given the
balls mass, m, and ab. Hint: Write out Newtons 2nd law for each frame and use the two results!
49
50
Recorder: __________________
Manager: __________________
Speaker: _________________
SPH4U: Tension and Pulleys

Part A: Tension and Pulleys
0 1 2 3 4 5
Suppose you were to hang a mass of 0.5 kg in the various configurations shown
below. You may assume the scales have no mass.
A
B
C
1. Draw a free body diagram for the mass

in example A. Which force do you actually
measure? Explain how the scale helps us
find the force of gravity on the mass.
E
m
2.
3.
4.
The readings on the spring scales reflect the forces of tension in

the strings. Predict and measure the tension in the string for
configurations B through E.
In each example, how much force is pulling on the end of the
strings? How does this compare with the force of tension inside the
string?
Predicted
Measured
FTA =
FTB =
FTB =
FTC =
FTC =
FTD =
FTD =
FTE =
FTE =
What effect does a pulley have on the magnitude and direction of the force of tension?
Part B: Atwood Machine

An Atwood machine consists of two weights tied together and suspended over a pulley.
1.
Assume the two masses are equal. You give one gentle push to a mass and release it. What type
of motion will occur after it is released?
mb
ma
51
from Laws P. Workshop Physics Activity Guide. Volume 1. John Wiley, 2004
2.
As a class, observe the motion of the masses as described in question #1. How do your observations compare with your
prediction?
3.
Suppose that mb is greater than ma. Will mass A accelerate? If so, in what direction? Will mass B accelerate? If so, in
what direction? How will those accelerations compare in magnitude? Explain.
4.
As a class, observe the motion of the masses as described in question #3. Describe the motion you observe.
5.
Draw a FBD for mass A and for mass B.(mb > ma).
Indicate the acceleration of each mass and choose
your sign conventions so they agree with the
acceleration of their mass!
6.
For the FBDs, do you need to use a different symbol

for the magnitude of the acceleration of mass A and
mass B? What about the forces of tension and gravity
acting on each mass? Explain.
7.
Use Newtons 2nd Law to write down a scalar equation that relates the forces acting on mass A to the acceleration of
mass A. (Dont solve for a.)
8.
Use Newtons 2nd Law to write down a scalar equation that relates the forces acting on mass B to the acceleration of
mass B.
9.
Algebraically eliminate FT from the above two equations and solve for the acceleration of the masses.
Mass A
Mass B
10. If ma = 0.4 kg and mb = 0.7 kg, find a.
12. Use an equation from question 8 or 9 to solve for the magnitude of the force of tension. How does this value compare
with Fga and Fgb?
52
SPH4U: Friction!
We normally think of friction as the force that stops things from moving.
This is in many respects still true, but we must also realize that friction is
the force that is usually responsible for starting things moving too!
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
A: Rubbing the Wrong Way?

You need a friction box and a 1 kg mass.
1. Place the mass in the box, on the flat palm of your hand. Keep your hand
completely horizontal and cause the box to accelerate. Draw a FBD for the box
(weight included) while accelerating.
FBD
2. Marie says, Wait a minute, Im confused. I remember that an applied force from a
hand is actually just a normal force. How should I draw the normal force on this
FBD? Explain to Marie.
3. What force is responsible for the acceleration of the box?

4. Albert says, This just doesnt make sense friction is pointing the same way as the motion. Something must
be wrong here. Help Albert to understand. Explain to him what would happen if there was no friction at all
between the box and your hand. What does friction prevent the two surfaces from doing?
5. (as a class) What is the Meyer definition of friction?
B: Two Kinds of Friction

You need a wood dynamics cart and a spring scale (5N) for this part of the investigation.
1. Place the friction box and mass on top of the cart. Keep the cart fixed in
place. Exert a force on the box using the spring scale such that it slides along
the carts upper surface at a constant velocity. Draw a FBD for the box while
sliding.
FBD
2. Explain with the help of equations why the spring scale reading gives us the
force of kinetic friction. Determine the size of the force of kinetic friction
between the box and the cart.
3. The reading on the spring scale jerked lower as soon as the box began to slide. (If you didnt notice this, apply
a small and gradually increasing force to the box.) What does that higher initial reading tell us about the
friction between the box and cart? (Hint: Remember there is another type of friction!)
53
4. This is harder to measure, but as best as you can tell, what is the size of the force of static friction between the
box and cart?
From your work in grade 11, you learned that the force of friction depends on the nature of the surfaces involved
(this was represented by the coefficient of friction, ), and how hard the surfaces are pressed together (the normal
force, Fn). The relation ship was given by the two expressions, Ffk = kFn and 0 < Ffs sFn.
5. Determine the two coefficients of friction for the box and cart.
6. Imagine you repeat this experiment in an elevator accelerating upwards. Albert says, I bet the value for
will get smaller since depends on Fn. Marie says, The equation written as = Ff / Fn makes it look like
depends on Fn, but is actually doesnt. Who do you agree with. Why?
C: Friction Causing Motion

You will need a 10 or 20 N spring scale for this part of the investigation.
1. Use the spring scale to pull on the cart and cause both the cart and box to move together. Try to make your
forces as steady (constant) as possible. This is a model for what you did earlier with the box on your hand.
Try this using different size forces. You will need lots of space to do this! What do you notice happens if your
force is too large? Refer to the types of friction forces in your explanation.
2. Is it reasonable to assume that friction between the cart and table is negligible? Make a measurement and
explain.
3. Now we will draw three FBDs while the cart and box are moving together. Indicate any 3rd law force pairs
that appear.
The box
The cart
The cart + box system
4. Pull on the cart with and without the box on top. Why does the cart feel harder to pull when the box is on it?
What force is responsible for this?
54
5. Use the demonstration equipment at the front of the class. Explain how the equipment helps you to understand
that it is not the weight of the box which makes the cart feel harder to pull.
6. There is a limit to the acceleration the box can experience owing to static friction. Why? Determine the
maximum possible acceleration of the box.
7. We want to determine the largest force that we can exert on the cart before the box starts to slip. Which FBD
would be the simplest to use? Explain.
8. (Homework) Determine the largest force that we can exert on the cart before the box starts to slip. (Hint: be
careful with system and mass value you use!)
E: Friction and the Ramp

You need a friction box, a 1 kg mass, spring scale and a ramp (no retort stand!).
1. Quickly determine the two friction coefficients for the box on the horizontal ramp
surface. Show your work.
2. Now draw a FBD for the box at rest on an incline. Explain how each force
changes when the angle of the incline increases.
a. Fg :
FBD
FBD
b. Fgx :
55
c. Fgy :
d. Fn :
e. Ff :
3. Analyze the situation using Newtons 2nd law. What angle do you predict the box would start moving at? Do
all your work algebraically and you will get a very simple result.
4. Call over Mr.Meyer to test your prediction. Record the angle at which it begins to slide. How does this
compare with your prediction? Note that there are large sources of error in this investigation!
D: Friction and You
What is the cause of our motion when we walk, drive, or ride a bike?
1. Have one group member walk slowly. Watch carefully: does their back foot slide against the ground?
2. Have that person freeze in place as their back foot is pushing against the
ground. This is a very difficult situation to model with a FBD, but being
fearless, we will try! Draw a FBD for the back foot while walking. Include a
force at an angle for the effect of the leg on the foot.
FBD
3. Explain what force is pushing forward on the foot. Ultimately, this is the
external force responsible for making you accelerate forward.
4. If this force disappeared, what would happen as we try to walk?
5. Isaac says, According my third law, there is an equal size friction force of the foot on the earth. Why dont
we notice this? Explain to Isaac by suggesting that we replace the earth with a dynamics cart.
56
SPH4U: Going in Circles

A: Picturing Circular Motion
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5

Attach a piece of string roughly the length of your forearm to a group of eight
washers. Swing the washers at a consistent, steady rate in a circle, flat against
the surface of a table or floor. Note that the string will twist up after a while you will need to
untwist it or its length changes!
To describe the rate of circular motion we use the term frequency (f), which describes the number of cycles per second of the
rotating of object. This is closely related to the quantity period (T) which is the time taken by one cycle of the circular
motion. The two quantities are related by the expression T = 1/f. The units of frequency are hertz (Hz).
1.
Determine the frequency and period of the washers motion.
2.
Determine the radius of the washers circular path and the speed along its circular path.
3.
Draw a picture of the washers travelling along their circular path at the
12, 3, 6, and 9 oclock positions. Practice releasing the washers exactly
at those positions longer string lengths makes this easier. (Warning!
Dont release the washers at people!) Observe carefully the direction in
which they travel immediately after release. Use your observations to
draw an instantaneous velocity vector for the washers. In general,
describe direction of the instantaneous velocity with respect to the
circular path of the object.
4.
Two students are drawing a FBD for the washers at the 12 oclock
position as they spin at a steady rate. Isaac says, I think there must be a
force tangent to the circular path thats the direction its moving in.
Marie says, Im not sure there is. I cant think of what type of force it could be. Who do you agree with? Explain.
5.
Draw a FBD for the washers, at 9 and 12 oclock. Draw the FBDs looking down from above (birds eye view). Always
ask yourself: At this moment in time, what is pushing or pulling on the object? Assume that friction is small enough to
be ignored. Include the acceleration vector.
6.
How does the direction of the force that keeps the washers moving in a circle compare with the objects velocity at each
moment in time? How does this force affect the objects speed and direction?
57
An object moving along a circular path always experiences force towards the centre of the circle and must therefore always
be accelerating towards the center of the circle. We give the label centripetal force to any force or component of a force
which points towards the centre of on objects circular path. Warning: Never use the symbol Fc in your work! The term
centripetal force is simply a category for our familiar forces (Ft, Fg, Fn, etc.) that provide the centripetal acceleration.
Special Case: In Uniform Circular Motion, the net force an object experiences points directly to the centre of its circular
path. There are no components of forces tangent to the circle, so only the direction of the objects velocity changes and not its
speed.
7.
Albert has been trying to follow your discussions about circular motion, but is stuck on something. Albert says, I just
dont understand how the object moves in a circle when the acceleration points towards the centre. Wouldnt tension just
pull it straight into the centre? Help Albert understand by describing and explaining the following diagrams to him.
(1) Explanation
(1)
(2)
(2) Explanation
r
v1
r
ac
r
v
r
ac
Small time interval

t
Time t1
(3) Explanation
(3)
r
v1
(4)
r
ac
r
v2
(4) Explanation
r
v 2
r
v
Time t2
Part B: Feel the Force

Find a small tube, string (at least 1 m), rubber stopper, and
spring scale (5 N). Attach the string to the stopper and thread it
through the tube. Have one person hold the tube and another
person hold a spring scale connected to the bottom of the
string. Find some space where you can swing the stopper in a
horizontal circle in the air above your heads. Dont hit people!
Practice swinging it at a steady rate.
spring scale
1.
Draw a FBD for the stopper from the side view. Include
the small angle, , between the string and the horizontal.
2.
Hideki says, Im not sure the FBD makes sense. There is nothing to balance gravity here. Do you agree or disagree
with Hideki? Explain.
58
3.
Swing the rubber stopper in a horizontal circle. Change the frequency of the circular motion while keeping the radius of
the motion constant. How does this force of tension change when the frequency of the circular motion changes.
4.
Change the radius of the circular motion while trying to keep the frequency constant. How does the force you supply
change? State how this force is related to the radius of the circular motion.
5.
We can write a complete expression for the acceleration of an object moving in a circle at a constant speed: ac = 42Rf 2.
Use the measurements you made in part A to
a) Calculate the acceleration of the washers.
b) Use Newtons 2nd Law to calculate the force of tension in the string.
Note that there are two other ways of writing the acceleration equation involving period or speed:
ac =
6.
4 2 r
v2
and
=
a
c
r
T2
Determine which quantities change as the washers rotate at a steady rate and provide a brief explanation or example for
each.
a.
period / frequency
b.
speed
c.
velocity
d.
magnitude of acceleration
e.
acceleration vector
f.
magnitude of net force
g.
magnitude of force of tension
59
60
SPH4U: Forces and Circular Motion

Lets use our knowledge of forces and circular motion to explore a few different
situations. In this investigation you will respond to the comments of some
physics students who are studying different examples of circular motion. Draw a
FBD for each and write an expression for the net force in the x- and y- directions.
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
A. The Balancing Act

A rock is swinging in a vertical circle. The rock reaches the lowest point in its trip. A student, Niels, says, I think the vertical
forces dont balance. Another student, Werner, says, Since the object is moving to the left at this moment, the two vertical
forces must balance. Who do you agree with? Explain.
FBD + Fnet
Explanation
B. Changing Tension?
A student swings a rock in a vertical circle at a steady rate. Erwin says, I feel the tension in the rope is different when the
rock is at the top compared with and the bottom of its trip. I guess the force of tension is changing. Max says, No, the force
of tension cant be changing. The rock is moving at a constant speed which means the centripetal force and acceleration are
constant. Who do you agree with? Explain.
FBD + Fnet
Explanation
C. Low Circles
A student swings a rock in a horizontal circle such that the string makes an acute angle with the vertical. Marie says,
Tension is the centripetal force, so the centripetal acceleration is pointing at an angle to the vertical, along the string.
Emelie says, I think the centripetal acceleration pointing to the centre of the rocks circular path.
FBD + Fnet
Explanation
61
D. Rocks at 33
A student places a rock on a rotating platform, just like an old fashioned record turntable. Friction prevents it from slipping.
Student A says, At this moment in time the instantaneous velocity of the rock is downwards, from this point of view, so
friction will act in the opposite direction, upwards. Student B says, Im not sure. Since the rock is moving in a circle, I
think the force of friction must act towards the centre.
FBD + Fnet
Top view
Explanation
E. The Ball and the Funnel

Albert recently visited the Ontario Science Centre and saw an exhibit where a marble rolling in a funnel glides around in
horizontal circles with very little vertical motion (friction is negligible). Albert says, That was cool! Alice says, But I
dont understand. Wouldnt gravity pull it down to the bottom pretty quick? I dont see how it could travel in a circle.
Explain to Alice how this is possible.
FBD + Fnet
Explanation
F. The Pendulum
A pendulum moves back and forth in a circular arc. The motion of a pendulum is an example of circular motion, but more
complicated than what we have studied so far. Lets study it
FBD
carefully.
1. Draw a FBD for the pendulum at this moment in time. Leave
out the acceleration vector. Write an expression for the
components of the net force.
Fnety =
Fnetx =
2. What evidence is there for a non-zero net force in the y(radial) direction? What type of acceleration will it produce?
3. There is an unbalanced force in the x- or tangential direction. Explain the effect this will have on the speed of the object.
4. Explain how the motion of the pendulum differs from uniform circular motion. Draw an acceleration vector on the FBD
for the radial and tangential accelerations.
62
SPH4U: Universal Gravitation

Good old Sir Isaac Newton determined the relationship between the force of
gravity, mass (m) and the separation between the centres of the two objects (r):
Gm1 m 2 , where G = 6.67x10-11 Nm2/kg2. Your friend, who is now an
F =
g
Recorder: __________________
Manager: __________________
Speaker: _________________
012345
r2
astronaut (mA = 100 kg), is currently standing on the Earth (mE = 5.98x1024 kg, rE = 6.38 x 106 m).
Diagram
Astronaut FBD
Earth FBD
1.
Draw a diagram of your friend and

Earth. Label the quantity, r. Draw a
FBD for your friend and Earth.
2.
Use the equation for universal

gravitation to find an algebraic
expression for the ratio of force per
unit of mass for the astronaut.
Substitute the appropriate values
into your expression and evaluate it.
Explain the significance of this
result.
3.
In your FDBs you identified two different forces of gravity. Compare the size and direction of these two forces.
4.
A student says: It is simply not possible for the astronaut to exert the same size force as the earth does. Thats just
obvious we never see a force acting on the earth. Do you agree or disagree? Explain.
5.
Calculate the size of the force of gravity the earth exerts on the astronaut and the force the astronaut exerts on the earth
using the expression for universal gravitation. Even if you never heard of Newtons Third Law, why is it not necessary to
perform two separate calculations?
63
Your friend blasts off and travels away from the earth. Complete the table showing the size of the force of gravity due to
the earth on the astronaut at different distances from the centre of the earth. Sketch a graph of Fg vs. r
Distance
Earths Surface
6.38 x 106 m
Space Shuttle
Orbit
Geosynchronous
Orbit
Lunar Transfer
Orbit
Moons Orbit
6.39 x 106 m
(0.06 x 108 m)
4.22 x 107 m
(0.42 x 108 m)
2.17 x 108 m
Mars Orbit
7.9 x 1010 m
Fg
3.85 x 108 m
1000
|
Location
500
|
6.
|
8
1 x 10
|
|
8
8
3 x 10
2 x 10
distance (m)
|
8
4 x 10
7.
Describe in words how the size of the force of gravity varies with
the separation of the objects.
8.
How far does Earths gravitational force extend into the universe? Explain.
9.
Imagine a hole is dug straight through the centre of the Earth. Describe your motion if you were to fall in. Ignore any air
resistance!
64
Recorder: __________________
Manager: __________________
Speaker: _________________
SPH4U: Orbits
Consider an object (mo) travelling in a
circular orbit around the earth.
mE = 5.98x1024 kg
rE = 6.38 x 106 m
G = 6.67x10-11 Nm2/kg2
Com / Know / Th / App: 0 1 2 3 4 5
1. Label the altitude (h), the radius of the circular orbit (r), the radius of Earth (rE), matching them with the
letters A, B, and C.
2. Which quantity, A, B, or C, does r in the expression for universal
gravitation represent? Explain.
Fg =
Gm1 m 2
r2
3. Which quantity, A, B, or C, does r in the expression for the centripetal

acceleration represent? Explain.
4 2 r
ac = 2
T
FBD
4. Draw a free body diagram for the object.

5. Use Newtons 2nd Law, universal gravitation and an expression for centripetal
acceleration to create an equation that relates the radius of the orbit and the
period of the orbit. Solve this for T 2. Be careful with the labels for the
masses!
6. Complete the chart below which compares orbital velocities, altitude, radii and periods.
Location
Altitude
Space Shuttle Orbit
600 km
Geostationary Orbit (satellite

stationary above Earths
surface)
Moons Orbit
r (m)
T (s)
24 h =
27 d =
Earths Orbit around Sun

(msun = 1.98 x 1030 kg)
65
7. Albert says, I understand that there still is gravity out in space, sometime lots of it, but why do we see
astronauts floating in the Space Shuttle they seem weightless. Explain to Albert why.
8. Earths gravity is always pulling objects towards the centre of the earth. Why dont objects in orbit fall
straight down and crash into Earth?
9. Sketch and label a scale diagram of the radial distance of the first two orbits from question 6 in terms of earth
radii. Draw the earth itself. The given point represents the centre of the earth. 4 boxes = 1 rE.
10. Using this scale, where would the Moon be located? Carefully find this position and show your teacher.
Consider a binary star system (YM alpha and YM beta) consisting of two equally massive stars which orbit one
another.
11. How do you decide which star will orbit around which? Explain.
12. Label the radius of the orbit (ro) and the separation between the centres of
mass of each star (d), matching them with the letters A (radius) or B
(diameter). C is the common centre around which both stars orbit.
13. Use Newtons 2nd law to write a complete expression relating the period and
radius for the stars orbits. Be sure to use the given symbols!
66
SPH4U: Oomph
This tutorial introduces momentum conservation. Equally important,
using momentum as an example, this tutorial explores the extent to
which formulas relate to common sense.
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
I. Whats your view?

A. (Work individually) Which of the following best expresses your view about the relationship between physics
formulas and common sense? (You can choose more than one.)
i.
Many physics concepts make a lot of sense and connect to everyday experience; but formulas are more of
a problem-solving tool than a sense-making tool.
ii.
It really depends on the formula. Some of them make sense, but you shouldnt expect them to make sense
as a general rule.
iii.
In general, physics formulas express some kind of common-sense ideas.
B. Compare your answers with the rest of your group. If there was disagreement, have a debatenot to convince
each other, but to understand each others views. If someone makes a good point that disagrees with what you
initially thought, summarize that point here.
II. Figuring out the formula for oomph

An important physical quantity, the name of which well give later, corresponds to the intuitive idea of oomph.
The more oomph something has, the harder it is to stop, and the more ability it has to knock other things over.
Lets figure out the formula for oomph. If you already know the formula from a previous class, please play
along and dont give it away. Weve structured this tutorial so that youll learn something even if you already
know the formula. We know some of you dont like mucking around with intuitions, but trust us, in this tutorial
itll lead somewhere quickly, and youll end up practicing some physics.
A. (Work together) A small pebble and a larger rock are thrown at the same speed.
1. Which one has more oomph? Why?
2. The rock is twice as massive as the pebble. Intuitively, how does the rocks oomph compare to the
pebbles oomph? Is it twice as big? Half as big? Three times as big?
B. (Work together) Picture two identical bowling balls, one of which is rolling faster than the other.
1. Which ball, the faster or slower one, has more oomph? Why?
2. The faster ball is exactly 7 times as fast as the slower one. Intuitively, how does the faster balls oomph
compare to the slower balls oomph?
University of Maryland Physics Education Research Group, Fall 2004
67
C. (Work together) The physics concept corresponding to oomph is momentum. Building on your above answers,
figure out a formula for momentum (oomph) in terms of mass and velocity. Explain how the formula expresses
your intuitions from parts A and B above. (For nutty historical reasons, physicists use the letter p for
momentum.).
** check with your teacher at this point **

III. Intuitions about collisions
Above, your intuitions about oomph led to a formula for momentum. Now lets see
if your intuitions about collisions lead to similar progress.
A. (Work together) A 1 kg cart, rolling with negligible friction at 6 meters per
second, collides with and sticks to an identical cart. So, after colliding, the carts
roll together as a single unit.
6 m/s
1 kg
BEFORE
1 kg
AFTER
1. Using your intuitions, guess the post-collision speed of the two carts.
Briefly explain your reasoning.
2. According to the intuitive guess you just made, is the overall momentum of the two-cart system after the
collision greater than, less than, or equal to the overall momentum before the collision? Work this out
using the momentum formula you figured out above and plugging in the relevant numbers.
B. (Work together) In a similar experiment, the 1 kg cart collides with a 3 kg cart but
doesnt stick to it. Instead, the 3 kg cart gets knock forward by the 1 kg cart, which
comes to rest after the collision.
6 m/s
BEFORE
1 kg
3 kg
1. Again using intuitions, guess the post-collision speed of the 3 kg cart.

AFTER
stopped
2. According to the intuitive guess you just made, is the overall momentum of the two-cart system after the
collision greater than, less than, or equal to the overall momentum before the collision?
C. (Work together) Based on your work above, state a general rule about how the total momentum of a system
changes during a collision.
68
D. Lets look at one more collision. Two identical blocks, both of mass 0.5 kg and
covered with Velcro, slide toward each other at equal speeds, 6 m/s. The blocks
stick together.
1. Intuitively, after the collision, how fast do the blocks move and in what
direction?
6 m/s
BEFORE
0.5 kg
6 m/s
0.5 kg
AFTER
?
2. In the cart collisions from parts A and B above, momentum was conserved; it was the same before and
after the collision. Because conserved quantities are useful in problem-solving, it would be cool if we
could define momentum in such a way that its always conserved in collisions (between objects that are
free to move). Is there some way to modify or clarify the momentum formula you figured out at the top of
page 2 so that momentum is conserved in the head-on collision between the two blocks? (Hint: Maybe
oomph cares about direction.)
** check with your teacher at this point **

IV. Conservation of momentum
Conservation of momentum is a fundamental physical law. Among other things, it says that when two objects
collide, the total momentum of the system immediately after the collision equals the total momentum of the
system immediately before the collision:
Conservation of momentum:
m1v1 before + m2v2 before = m1v1 after + m2v2 after ,
Since p = mv, and since velocity cares about direction, so does momentum. So, a negative oomph
(momentum) can partially or fully cancel a positive oomph, as the Velcro blocks demonstrated.
A. (Work together) Lets practice using momentum conservation. On a safety test course, a 1000 kg car heading
north at 5 m/s collides head-on with an 800 kg car heading south at 4 m/s. At these low speeds, the new high-tech
bumpers prevent the cars from crumpling; they bounce off each other. After the bounce, the 1000 kg car is
heading northward at 1 m/s. Were going to ask you for the post-collision speed and direction of motion of the
other car.
1. Whats a good first step in this problem, one that will help you avoid mistakes? After coming to
consensus, do that step.
2. Without doing calculations, guess the final direction of motion of the lighter car. Briefly explain your
reasoning.
69
3. Now calculate the lighter cars speed and direction of motion after the collision. Make sure everyone in
the group is comfortable with this.
4. If you didnt already do so, check for consistency between your intuition in question 2 and your formal
answer in question 3.
B. (Work together) Two students, after listening to one of their physics teachers sermons about sense-making,
are arguing about the conservation of momentum equation from the previous page (in the gray box).
FRANK: I dont think the equation expresses common sense, because if it did, then we could have used
common sense directlyinstead of the equationto solve the problem about the colliding cars.
But we really needed the equation there to get the exact numbers.
ERNEST: Sure we needed the equation. But the equation kind of expresses the common-sense idea that
oomph stays the same in a collision. The whole point of expressing common-sense ideas in
equations is to get something more generally useable, something we can use when common sense
alone cant deal with the situation.
FRANK: Youre admitting that the equation goes beyond common sense, because we can use it when
common sense alone wouldnt get us anywhere. So, at least in those cases, the equation doesnt
express common sense!
In what ways do you agree or disagree with Frank? With Ernest? Whats your stance on this issue?
70
Recorder: __________________
Manager: __________________
Speaker: _________________
SPH4U: Types of Collisions

Lets try to predict the results of some collisions using our knowledge
of momentum. Two carts of equal mass (m) collide.
Cart A
Com / Know / Th / App: 0 1 2 3 4 5
Cart B
For each case below:

1. Sketch your prediction for the results of the collision. Use arrows to indicate the direction and magnitude of
the carts velocities after the collision. Note that we use the prime symbol (i.e. v 2 ) to show quantities after the
collision.
2. Observe the actual collision using the dynamics carts set-up in the room. Ignore small changes in velocity due
to friction and vibrations. Do your predictions agree? If not, draw a second set of vectors in your sketch.
3. In the middle box, compare the magnitude of the velocities ( <, >, = ) before and after the collision..
4. Determine the total momentum of the entire system before and after the collision. To keep the numbers
simple, assume the mass of the cart is 0.5 kg and the initial velocities are 1.0 m/s.
Case 1: The Bouncy Collision A
The two carts collide using repelling magnets. va = -vb This is an example of an elastic collision.
After
v v
a
vb
vb
ptotal =
=
ptotal
Case 2: The Bouncy Collision B

The two carts collide using repelling magnets. vb = 0. This is an example of an elastic collision.
After
v v
a
ptotal =
=
ptotal
Case 3: The Sticky Collision!

The two carts collide using velcro. This is an example of an inelastic collision. va = -vb
After
v v
a
vb
vb
ptotal =
=
ptotal
Case 4: The Explosion!

The two carts collide with loaded springs. This is an example of a superelastic collision. va = -vb
After
v v
a
vb
vb
ptotal =
=
ptotal
Does momentum appear to be conserved in each case? Is the final total momentum the same as the initial total
momentum of the two-cart system?
71
SPH4U: Momentum and Isolated Systems

There are some situations where momentum seems to appear and
disappear. Lets study one of these situations carefully.
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
The Slowing Block

A 1.0 kg block initially sliding at 1.5 m/s along a rough surface comes to a stop.
pb =
pb =
pb =
1. Calculate the blocks change in momentum. Describe how the momentum of the block has changed.
2. In considering the system of the block, does momentum appear to be lost? Explain.
3. What external forces acted on the block while slowing? Which of these forces is responsible for the blocks
change in momentum? Is the block an isolated system?
4. Newtons 3rd law is closely related to the conservation of momentum. Consider the force responsible for
slowing the block. What is the other force in a 3rd law pair with that force? Use that other force to help you
guess where the blocks momentum went. Make a guess and move on!
Now the block slides along a rough, level track that is supported on wheels and is free to move (no friction). The
block is initially sliding just as before, starting at 1.5 m/s. The track has a mass of 2.3 kg and is initially at rest.
5. Describe what will happen after the block is released.
6. Is the combination of block and track an isolated system? Explain.

7. Calculate the final velocity of the track. What type of collision is this?
8. Imagine the mass of the track was increased enormously to equal that of the earth. Describe what would be
different.
72
SPH4U: The Process of a Collision
Recorder: __________________
Manager: __________________
Speaker: _________________
Collisions often occur very quickly so we dont usually notice what is actually
happening during a collision. In this example, cart A (3 kg) collided with a
Com / Know / Th / App: 0 1 2 3 4 5
smaller cart B (2 kg) using an uncompressed spring. The velocity of each cart
was recorded at 8 moments in time and used to calculate the momentum and kinetic energy. A third line on each graph
represents the total momentum and total kinetic energy of the system of two carts.
Before
Cart A
2.
Cart B
Draw a vertical line on each graph labelled A

to indicate the moment in time when the
collision begins and one labelled C to indicate
when the collision ends.
What would we observe about the spring at
moments A and C?
3.
What is the duration of the collision?
4.
Determine how much momentum is lost from

the system during the collision. Where did this
momentum go?
Cart B
Cart A
Momentum during a Collision
Momentum (kg m/s)
1.
After
18
16
14
12
10
8
6
4
2
0
PA
PB
Ptotal
0.02
0.04
0.06
0.08
Time (s)
Kinetic Energy during a Collision
6.
How much kinetic energy is lost from the system

from 0 to 0.08 s? Where did the energy go?
Why does the total kinetic energy dip down in

the middle of (during) the collision? Where did it
go?
Kinetic Energy (J)
5.
50
45
40
35
30
25
20
15
10
Ek A
Ek B
Ek total
5
0
0
0.02
0.04
0.06
0.08
Tim e (s)
7.
Draw a vertical line on each graph labelled B to indicate the moment in time when the spring was at its maximum
compression. How much energy was stored in the spring at this moment?
8.
Is kinetic energy conserved during a collision? Use the graphs to explain.
73
SPH4U: Car Crash!
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
For each diagram shown below to
the left, draw a dotted line in the
direction you believe the two
vehicles will move after the
collision. Provide an explanation
for your reasoning.
(a)
(b)
(c)
(d)
Draw solid lines on your diagrams showing the observed results of the collisions.
What rules can you devise to predict more or less what is going to happen as a result of a 2-D collision?
From Laws, P. Workshop Physics Activity Guide. Volume II. John Wiley, 2004
74
SPH4U: Momentum in 2-D

Momentum is a vector quantity and the Law of Conservation of Momentum is a
vector equation. An objects momentum can be broken up into components and
so can the law, meaning that momentum is conserved in each component
direction.
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
Consider a simple example where a small, fast moving mass (ma =

2.0 kg) collides with a large stationary mass (mb = 4.0 kg)
1.
Quickly use you intuition to predict the direction mb will travel

after the collision. Draw a vector arrow in the diagram to show
this. Briefly explain your reasoning.
va' = 2.0 m/s
y
E
x
60o
ma
2.
mb
vb = 0
For simplicity we chose a coordinate system that lines up with va.

Determine the x- and y-components of the momentum of each
mass. Show your work and be sure to use the given sign
convention.
pax =
pbx =
pay =
pby =
pax =
pay =
3.
va = 6.0 m/s
Complete the tables below. Calculate the total momentum in each direction before the collision. Use a scale of 1kgm/s =
1 square to draw the vector components of the momentum on the grid. The positive direction is to the right.
pax
pay
pbx
pby
ptx
pty
4. Complete the table below for the momentum components after the collision.
pay
pax
r
r
ptx with p ax . Based on your drawings for these vectors,
r
will look like. Briefly explain your reasoning.
predict what the vector pbx
5. Compare the vector

ptx
pax
pbx
The conservation of momentum in the x-direction tells us that: pax + pbx = pax + pbx
6. Use the conservation of momentum in the x-direction to solve for pbx.
7.
Issac remarks that the magnitude of pbx is quite large compared with the other components. It must be going really
fast. Do you agree or disagree? Explain.
75
8. Albert says, The momentum of mass b in the x-direction is greater than the initial momentum in the xdirection. I think this is a problem. Do you agree or disagree with Albert? Explain.
9. Compare the vector pty with p ay . Based on your drawings for these vectors,
r
will look like. Briefly explain your reasoning.
predict what the vector pby
pay
pty
pby
The conservation of momentum in the y-direction tells us that:

pay + pby = pay + pby
8. Use the conservation of momentum in the y-direction to solve for pby.
10. Looking back at your work so far, why was it helpful to choose a coordinate system that lined up with va.
and pby
to draw pb . Compare this with your prediction.
10. Use the components pbx
r
11. Calculate pb and . Use these to determine pb .
12. Determine vb .
13. Complete the tables below. Calculate the total momentum in

each direction after the collision. Compare the totals after with
the totals before.
pay
pby
pty
pty
pax
pbx
ptx
ptx
14. What does it mean to say, Momentum is conserved in each direction? Use the results from the previous
question in your answer.
76
SPH4U: 2-D Momentum Problem Solving

A typical problem involving the conservation of momentum in 2-D is often challenging for students, usually due to lack of
organization and careless mistakes.
Problem
Two hover pucks glide towards each other, collide and then glide away. Puck A (5.0 kg) was initially travelling at 2.0 m/s [E
25o N]. Puck B (3.0 kg) was initially travelling at 4.0 m/s [E 30o S]. After the collision, puck A travelled at 1.6 m/s [E 30o S].
Determine the velocity of Puck B after the collision.
sketch
1. Draw a sketch of the collision, including a prediction for the
motion of puck A after the collision. Use symbols to label the
important quantities.
2.
Draw the coordinate system clearly showing the positive x- and

y-directions.
3.
Create a chart showing all the known velocities and their

components. Use your sign convention at this step.
4.
Write down an algebraic expression for the law of conservation

of momentum in the x-direction. Solve this for the unknown.
m1v1x +
5.
Write down an algebraic expression for the law of

conservation of momentum in the y-direction. Show
explicitly the masses and velocity components. Solve
this for the unknown.
m1v1y +
6.
If your final result is a vector, draw a vector triangle and construct the unknown quantity.
7.
State your final answer in terms of the original problem.
77
78
pay =
pax =
Eka =
vay =
vax =
Puck A
Ekb =
Pbx =
pay =
pax =
Eka =
Vbx =
vay =
vax =
Puck A
Ekb =
Pbx =
Vbx =
Totals
Ekt =
pty =
ptx =
Pby =
Vby =
Puck B
After the Collision
Pby =
Vby =
Puck B
Before the Collision
Ekt =
pty =
ptx =
Totals
On this page is pictured part of a collision between two

dry-ice pucks A and B (ma = mb = 300 g). The collision
takes place using magnets and is captured using a strobe
light that flashes 10 times a second. The centre of each
puck is indicated using a small circle and the path of puck
B has been erased. Puck B was initially at rest and was
positioned at the small circle near the letter B. The image
is shown to scale. Show your results on the this page and
your work on the following page.
SPH4U: 2-D Collisions

Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
1. Label the points where the collision appears to begin and end. Explain how you can tell.
2. Student A says, Lets choose a coordinate system that lines up with the page that will be the most
helpful. Student B says, I think we should choose one that lines up with the initial velocity of puck
A. That will be easiest. Who do you agree with? Explain.
3. Student A says, Lets use units of cm/s with our calculations that will be convenient. Student B
says, Hmm maybe we should use m/s, even though the numbers will be very small they are
S.I. units. Who do you agree with? Explain.
4. Write a scalar equation for the conservation of momentum in the x-direction where vBx is the
unknown. Solve this for vBx. Note: the equation will simplify. Explain why.
5. Write a scalar equation for the conservation of momentum in the y-direction where vBy is the
unknown. Solve this for vBy.
r
6. Determine the vector vB . Draw the vector beginning at the circle under the B.
** Check this with your teacher! **
7. Use kinetic energy calculations to help explain what type of collision this is?
79
SPH4U: Working the Angles

How should work be calculated when the external force and the
displacement of an object are not parallel?
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
You will need: a spring scale (5 N or 10 N), a dynamics cart, a smooth surface, lots of mass (2 or 3 kg),
a protractor
Add lots of mass to your dynamics cart and practice pulling it approximately 0.5 m with a small,
constant rate of acceleration. Repeat until you are good at it!
1. Hold the spring scale horizontal to the table and use it to pull the cart a distance of 0.5 meters along
the horizontal surface in such that it moves with a small, constant rate of acceleration. Record the
magnitude of force, (F1) and the distance in the space below and calculate the work done on the
block (W = Fd).
2. Repeat the measurement, except pull on the cart at 30o above the horizontal. Is the magnitude of the
force, F2, larger or smaller that you measured in #1? Without calculating, how does the work done in
this trial compare with the work done in #1.
3. For a given force, at what angle between the force and the direction of motion would the work be
a maximum? A minimum? (in absolute values!) At what angle is the cosine function a maximum? A
minimum? (in absolute values!)
4. Modify the simplistic expression, W = Fd, to incorporate what you have learned about angles.
Draw a diagram showing the two important vectors, displacement and force, and the angles .
5. What would happen to the work if the angle was 180o? What would be happening to the object?
80
from Laws, P. Workshop Physics Actigity Guide. Module II. John Wiley, 2004
SPH4U: Work and Kinetic Energy
Recorder: __________________
Manager: __________________
Speaker: _________________
A: Two Types of Work

A block is moving to the left on a frictionless, horizontal table. A hand exerts a
constant, horizontal force on the block.
1.
Suppose that the work done by the force of the hand on the block
hand is positive. In the space to the right, draw arrows to show the
direction of the block and the direction of the force by the hand.
Com / Know / Th / App: 0 1 2 3 4 5
Displacement of block
Force on block by
hand
a) Explain how you chose the direction of the force on the block by the hand.
b) Is the block speeding up, slowing down, or moving with a constant speed? What is happening to the kinetic energy of
the block?
2.
Suppose the block again moves to the left but now the work done
by the hand is negative. In the space to the right, draw arrows to
show the direction of the block and the direction of the force by the
hand.
Displacement of block
Force on block by
hand
a) Explain how you chose the direction of the force on the block by the hand. What is the angle between the force and
displacement vectors?
b) Is the block speeding up, slowing down, or moving with a constant speed? What is happening to the kinetic energy
of the block?
c) Does the sign of the work in these two examples (#1 and #2) depend on a choice of sign convention (like with vector
quantities)? Explain. Is work a vector quantity?
** Demonstrate an example of the two situations above for your teacher. **
B: Comparing the Amount of Work

In a new experiment, two hands push horizontally on the same block. Hand 1 pushes to the left on the block and Hand 2
pushes to the right. Initially the block is moving to the right and is speeding up.
1.
In the box to the right, draw a complete FBD for the block that
shows the horizontal and vertical forces exerted on the block.
2.
Determine whether the work done by each force is positive,

negative, or zero. Indicate this by writing a +, , or 0 above the
force vector.
3.
Which forces add kinetic energy to the block and which forces
remove kinetic energy? Which have no effect on the kinetic
energy? Explain.
(a) The block is moving to the right and is speeding

up
Wnet =
81
4.
Rank the amount of work done by each force. Explain.
To find the total effect of the forces on the kinetic energy of the block, we determine the total or net work.
5.
Determine whether the net work, Wnet = Wh1 + Wh2 + Wg + Wn, is positive, negative, or zero.
6.
Consider three more situations that occurred as part of the experiment above with the two hands pushing on the block.
For each situation:
draw a complete FBD for the block that shows the horizontal and vertical forces exerted on the block;
determine whether the work done by each force is positive, negative, or zero;
determine whether the net work, Wnet, is positive, negative, or zero.
(b) The block is moving to the left and

is speeding up
(c) The block is moving to the right and is

slowing down
(d) The block is moving to the left with a

constant speed.
Wnet =
Wnet =
Wnet =
7.
There are two ways to calculate the net work. You can add up all the individual works, like in #5, or you can use the net
force. Use algebraic expressions to show that either will give the same results for the example of this experiment. Choose
situation (a) and you may assume the block moves through a displacement of d. You may notice a minor difference in
the two expressions. Explain the reason for the difference.
(a) Wnet = Wh1 + Wh2 + Wg + Wn =
(b) Wnet = |Fnet ||d| cos =
8.
Generalize your answers from the four situations (a d) above and describe how the speed and kinetic energy of an
object change if the net work done on the object is:
(a) positive
(b) negative
(c) zero
82
from McDermott, L. Tutorials in Introductory Physics. Prentice Hall, 2002
SPH4U: Conservation of Energy on a Ramp
83
Ek and Eg
from Sokoloff and Thornton. .Interactive Lecture Demonstrations. John Wiley, 2004
84
SPH4U: Energy and Frames of Reference
Recorder: __________________
Manager: __________________
Speaker: _________________
How do people in different reference frames near the surface of the

earth view the same event with regard to mechanical energy associated
Com / Know / Th / App: 0 1 2 3 4 5
with a mass and its conservation? Suppose the president of your college
drops a 2.0-kg water balloon from the second floor of the administration building (10.0 meters above the
ground). The president takes the origin of his or her vertical axis to be even with the level of the second floor.
A student standing on the ground below considers the origin of his coordinate system to be at ground level.
Have a discussion with your group and try your hand at answering the questions below.
Part A: Potential Energy

What is the value of the potential energy of the balloon before and after it is dropped according to the
president? According to the student? Show your calculations and don't forget to include units!
The president's perspective: y = 0.0 m at t=0.0 s and y= -10.0 m when the balloon hits the student:
Eg1 =
Eg2 =
The student's perspective is that y = 10.0 m at t = 0.0 s and that y = 0.0 m when the balloon hits the student:
Eg1 =
Eg2 =
Part B: Kinetic Energy

What is the value of the kinetic energy of the balloon before and after it is dropped according to the
president? According to the student? Show your calculations. Hint: Use a kinematic equation to find the
velocity of the balloon at ground level.
Presidents perspective:
Ek1 =
Ek2 =
Students perspective:
Ek1 =
Ek2 =
Part C: Total Mechanical Energy

What is the value of the total mechanical energy of the balloon before and after it is dropped according to the
president? According to the student? Show your calculations. Note: If you get the same values for the student
and the president for the total energies, you are on the wrong track.
Presidents perspective:
Et1 =
Et2 =
Students perspective:
Et1 =
Et2 =
1. Why dont the two observers calculate the same values for the total mechanical energy of the water balloon?
2. Why do the two observers agree that mechanical energy is conserved?
from Laws, P. Workshop Physics Activity Guide. Volume II. John Wiley. 2004
85
SPH4U: Amusement Park Physics

In all these problems, unless you are told otherwise, assume that the rollercoaster cars start from rest and
that there is no friction. These roller coasters are the exciting old fashioned kind that are not fastened to
the track. This means that they could actually fall off a loop-the-loop or a steep downwards hill! To help
you out, heres a hint: some problems combine the ideas of energy, forces, and circular motion.
1. The diagram shows a design for the
first two hills of a rollercoaster. A
real rollercoaster will have friction
acting on it. This force of friction
B
would be quite complicated but we
h1=50 m
will make a very handy
simplification. Assume that the
A
force of friction is a constant value
C
h2 = 5 m
h3 = 20 m
of 300 N, regardless of the
occupants of the cars, the angle of
incline of the track or the coasters
acceleration. The mass of the cars is 1000 kg. Find the velocity of the car at point B, where B is
150 m downtrack. Hint: consider the work done by friction.
2. The diagram shows the first two hills
of a rollercoaster. What is the
maximum starting height, h, so that the
rollercoaster does not leave the track at
the top of the circular hill? Hint: It is
not 10 m! and when the car is about to
leave the track Fn = 0.
3. The diagram shows a
circular loop-the-loop.
The Magnum XL-200 is
one of the worlds fastest
roller coasters with a
starting drop of 59.4 m.
Determine the maximum
possible radius for the first
loop such that the car does
not fall from the track!
h1 = ?
h = 59.4 m
Super Challenging Bonus:

A rollercoaster designer had the swell idea of designing a deathdefying circular first drop to a roller coaster, hoping that the cars
would plunge almost straight down before the curve at the bottom.
What they found, however, was that the cars would leave the track and
go flying like a projectile. At what angle does the car fly off the
track?
86
h2 = 10 m
R=?
Recorder: __________________
Manager: __________________
Speaker: _________________
SPH4U: Rocket Science!

Or, the science of movement in a gravitational field.
0 1 2 3 4 5
Part A: Ascent, Descent

Consider a rock traveling straight up and in down in the earths gravitational field under the influence of
gravity alone near the surface of the earth. Indicate in the chart whether the quantity is increasing or
decreasing in magnitude. For velocity and work indicate the sign.
Trip Up
Trip Down
1. Describe the energy

transformations during:
(a) the trip up
Ek
Eg
ET (Total
Energy)
(b) the trip down
Work by
Force of
Gravity
2. When we calculate Eg, we use the value g = 9.8 N/kg. What happens to this value as we get quite far
from the earth? What is the reason for this change?
3. Write down the equation for Newtons Law of Universal Gravitation. Sketch a graph of the force of
gravity over great distances. Mark two separate positions, d1 and d2. Use the text to help.
Fg =
4. Explain how you graphically represent the work done on an object moved from position d1 to d2.
Show this on the graph.
87
Part B: Gravitational Potential Energy

Mathematically we describe the gravitational potential energy (GPE) at a given position when using the
GMm
equation: Eg =
which is the result of the calculus work describing the area under the graph in
r
Part A Q#3.
1. Fill in the chart showing the gravitational potential

energies for a 1 kg rock at different positions from the
centre of the earth. (re = 6.4 x 106 m. Me = 6.0 x 1024
kg, G = 6.67x10-11 Nm2/kg2) Sketch this as a graph.
Distance from
centre of earth
re
Eg
2re
3re
4re
6re
8re
Really, really
far
Note! Really, really far means an infinitely large distance
We will be comparing energies that are may be either positive or negative values. Always imagine a
number line with the negatives on the left. We will compare two energy values using their position along
the number line. If an energy value is found further to the right on the number line, we will say that it is
greater than the other. If it is found further to the left on the number line it is less than the other. If a
change causes a quantity to move to the right we will say it is increasing. If the change causes a quantity
to move to the left we will say it is decreasing.
2. Use greater than or less than symbols to compare following quantities:
Eg(re) Eg(2re)
Eg(really, really far) Eg(re)
3. According to your graph, at what position would the greatest amount of energy be stored in the
gravitational field? What is the greatest value possible for GPE?
4. Calculate the change in the GPE, Eg, in each case. State whether the GPE is increasing or
decreasing, and whether it is being stored in or released from Earths gravitational field.
(a) 2re to 6re
(b) 8re to 4re
(c) re to infinity
(d) infinity to re
88
5. Imagine a small rocket engine is attached to the rock. How much work is done by the rocket engines
to move the rock, without changing its speed, from:
a) 2re to 6re,
b) re to infinity
Part C: Velocity and Gravitational Fields
1. Complete the chart for the 1 kg rock and its trip through the earths gravitational field (use some
of your results from before!). The rock was powerfully launched straight up from the surface of
the earth at 1.0 x 104 m/s. Note: An objects kinetic energy must be a positive value a negative
value is a physical impossibility.
velocity
Distance from Eg
Ek
ET
centre of earth
re
2re
3re
4re
6re
8re
Really, really
far
2. Is it possible to find the rock at a distance of 6re? What happens to the rock between 4 and 6re?
Explain.
3. Plot on one graph Eg, Ek and ET as a function of position. Use smooth curves and straight lines to
highlight the patterns. Indicate on the graph the maximum distance the rock will travel.
8
6
Energy (107 J)
4
2
0
Position (re)
-2
-4
-6
-8
89
4. Explain how to use the conservation of energy to find the rocks furthest position from the earth.
5. How much kinetic energy should the rock be launched with to reach a maximum distance of:
i. 3re
ii. 6re
6. With what velocity should the rock be launched to reach a maximum distance of 4re?
7. Complete the chart again, but now the rock has an initial velocity of 1.2 x 104 m/s.
Ek
velocity
ET
Distance from Eg
centre of earth
re
2re
3re
4re
6re
8re
Really, really
far
8. Plot a graph that shows Eg, Ek and ET as a function of distance.
8
6
Energy (107 J)
4
2
0
Position (re)
-2
-4
-6
-8
9. At what position will the rock in this example finally come to rest? Explain.
90
10. The rock is now launched from Earth such that it will come to rest when it has travelled an
infinite distance from Earth. Explain how to find the kinetic energy required to accomplish this.
11. Derive an algebraic expression that gives the launch velocity for any object to reach a very great
distance (infinity) from the earth with essentially no (zero) kinetic energy? This is called the
escape velocity.
12. Complete the chart for escape velocities.

Object
Radius (m) Mass (kg) vescape (m/s)
6
5.98x10
Moon
1.74x10
7.35x1022
Jupiter
7.15x107
1.90x1027
Earth
6.38x10
vescape (km/h)
24
13. Imagine the earth and all its matter is compressed to a much smaller size
a) What size of radius for the earth would give the maximum possible escape velocity (c =
3.0 x 108 m/s, the speed of light)?
b) What would happen to all objects trying to escape if the earth was compressed even
further? What has been created?
14. Explain how to use ET to decide whether an object can escape and what happens if ET is less than
or greater than the critical value.
91
Part D: Orbits
1. An object is moving in a circular orbit around the earth with some radius r. Use the Law of
Universal Gravitation and Newtons 2nd Law to determine the objects orbital velocity.
2. Write an expression for the kinetic energy of an object in a circular orbit. Write this using the
symbol Eg.
3. Write an expression for the total energy of an object in a circular orbit. Write this using the
symbol Eg.
4. To calculate the energy necessary to move from one situation to another we compare the total
energy in each. How much work must be done by a rocket engine to transfer a 1000 kg satellite
from a circular orbit of radius 2re to 3re?
5. How much work must be done by a rocket engine to lift a 1000 kg payload from rest on the
earths surface to a circular orbit of radius 2re?
6. The binding energy is the work that must be done to allow an object to escape to infinity. What
is the binding energy for an object:
a) on the surface of the earth
b) in a circular orbit around the earth
92
SPH4U: Spring Force and Energy

We would like to quantify the force and work needed to extend a
spring as a function of its displacement from its unstretched
position. Lets start by carefully measuring the force and work
needed to stretch a brass spring. You will need:
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
1 metal spring, 1 spring scale (10 N), 1 C-clamp, 1 metre stick
We want to explore the relationship between the amount of force applied to the spring and the amount of
stretch produced. You will use the C-clamp to hold one end of the spring in place and stretch the other end
using the spring scale.
Part A: Force and Springs

1. Before making any measurements, describe in an intuitive way (without numbers) how the stretch
should depend on the amount of force applied. Provide a simple explanation to your younger
brother for why you believe this.
Make five measurements and complete the applied force column of the data chart below. Dont fill
in the shaded boxes!
Average Force
Partial Work (J)
Displacement
Force Applied
Partial
during Partial
from Equilibrium
(N)
Displacement:
Displacement (N)
(m)
xn xn-1
2.
xo = 0.00
x1 = 0.10
x2 = 0.20
x3 = 0.30
x4 = 0.40
x5 = 0.50
Total Work (J)
93
3.
Plot a graph that shows how the force depends

on the stretch. (Which axis should the force be
on?)
4.
Draw a line of best-fit and find the slope of the

line. Use the symbol k to represent the slope of
the line. What is the value of k? What are its
units? Note: k is known as the spring constant.
5.
What does a large or small spring constant tell us about the physical characteristics of a spring?
6.
Write an equation describing the relationship between the force you applied to the spring, Fapp, and
the displacement, x, of the spring from its equilibrium position using the symbols Fapp, x, and k.
Explain what this equation tells us about the relationship between the force applied and the stretch.
7.
According to Newtons 3rd law, the spring exerts a restoring force on the spring scale or on your
hand that is equal and opposite to the applied force, so
Fspring =
If a restoring force on an object is proportional to its displacement, it is known as a Hookes Law force.
This law is named after an erratic, contentious genius named Robert Hooke who was born in 1635.
Part B: Energy and Springs
1. We want to find the amount of work done as we stretch the spring. Two students discuss how to do
the calculation. Alice says, I think we should use the value of the force at the start of the
displacement and multiply that by the stretch since the force is always smaller at the beginning.
Bob says, I think we should use the value of the force at the end of the displacement since it can
become quite large, otherwise your result would be too small. Both are wrong. Why?
94
2. We used our spring scale to exert a force and stretch the spring, doing work. Describe the energy
transformations that take place as you stretch the spring.
3. The chart for question A.2 contains three columns that will help us calculate the work. Explain the
meaning of the quantity in each column. After that, complete the chart.
a) Partial displacement:
b) Average force:
c) Partial work:
5. Now we are ready to calculate the total work

done to stretch a spring from its equilibrium
position to each displacement. To do this,
consider that the work to displace the spring to
m is equals the work to go from 0 to 0.10 m
the work to go from 0.10 to 0.20 m. Complete
chart to the right and plot a graph of total work
displacement.
Displacement from Total Work (J)

equilibrium (m)
0
0.10
0.20
0.30
0.40
0.50
6. Calculate the work need to stretch the spring to

displacement of 0.40 m by computing the area under the Fappx vs. x graph you created earlier.
Compare this with your result from #5.
0.20
plus
the
vs.
a
7. Speculate on an equation that relates W and

x. Hint: Consider how you computed the area
to get the work. You may be guessing that
this is indeed related to an integral!
from Laws, P. Workshop Physics Activity Guide. Volume II. John Wiley. 2004
95
Exploring Elastic Energy
Recorder: __________________
Manager: __________________
Speaker: _________________
0 1 2 3 4 5
96
from McDermott and Shaffer, Tutorials in Introductory Physics. Prentice Hall, 2002
SPH4U: Velocity and Frames of Reference

All physics quantities that we measure depend on the frame of reference of
the observer.
Recorder: __________________
Manager: __________________
Speaker: _________________
0 1 2 3 4 5
Alice is standing on the Earth and watches a train go by with a velocity of 150 km/h [E]. Inside the train stands
Bob. Both Alice and Bob are physicists and make observations about each others motion.
1. Complete the chart showing the measured velocity of each object from each reference frame.
Object
Alice
Bob
Earth
Train
Frame A (Alice)
Frame B (Bob)
2. Bob has a ball and throws it. He measures the velocity of the ball to be 40 km/h [E]. The train keeps going at
its usual speed. Complete the chart showing the measured velocity of the ball from each reference frame.
Explain how you found the velocity of the ball relative to frame A.
Object
Ball
Frame A (Alice)
Frame B (Bob)
3. Bob throws a second ball and measures the velocity to be 30 km/h [W]. Complete the chart showing the
measured velocity of the ball from each reference frame. Explain how you found the velocity of the ball
relative to frame A.
Object
Ball
Frame A (Alice)
Frame B (Bob)
4. Bob pulls out a flashlight, points it east and turns it on. Using a fancy apparatus he measures the velocity of a
particle of light from his flashlight to be 300 000 000 m/s [E]. Using the previous logic, what is the velocity
of the light relative to Frame A in m/s?
5. Imagine Bob was on an express train that travelled at 2 x 108 m/s [E] and turned on his flashlight just as in
question 4. What is the velocity of the light relative to Frame A?
6. Alice now has her flashlight turned on and points it east. Bobs same express train passes by. What is the
velocity of the light from Alices flashlight relative to Bob?
97
Recorder: __________________
Manager: __________________
Speaker: _________________
SPH4U: The Light Clock
Bob is travelling in a spacecraft at a velocity, v, relative to the earth. He is

0 1 2 3 4 5
carrying with him a light clock a special kind of clock invented by
Einstein. The clock consists of two perfect, smooth mirrors that face each
other and are separated by a distance d. A particle of light (a photon) reflects back and forth between the mirrors
which are lined up carefully so that the photon always reflects off the same points X and Y. The time it takes for
the photon to travel between the mirrors represents the tick of the clock.
1. Complete the chart of measurements from Bobs frame of reference.
Time for the light to travel from X to Y (one tick)
Velocity of the light clock itself
Distance the photon travels From X to Y
Speed of the photon
to
2. Construct an equation that relates the speed of the photon to the distance, time it travels
as measured in Frame B.
Alice is standing on Earth watching Bob travel by in the rocket ship. She is able to make
careful measurements of the light clock and its photon.
3. From Alices frame, we see the light clock at three moments in time corresponding to the photon at Y, the
photon at X and then the photon back at Y (two ticks of the clock). You may assume the rocket is travelling
quite fast! Draw the path of the photon through space. Label the interval XY as D.
4. Complete the chart of measurements from Alices frame of reference. No calculations are required!
Time for the light to travel from X to Y (one tick)
Velocity of the light clock
Distance the photon travels in one tick
Speed of the photon
5. Construct an equation that relates the speed of the photon to the distance, time it travels as measured in Frame
A.
6. Compare the size of the results from each frame.
Measurement
Speed of photon
Distance travelled from X to Y (d vs. D)
Time for photon to travel from X to Y (t vs. to)
Comparison
Note that both observers must agree on the speed of light according to the first postulate of special relativity.
7. Speculate on the implications of your comparisons for the flow of time on the spacecraft!
98
Recorder: __________________
Manager: __________________
Speaker: _________________
SPH4U: Why Dont We Notice?

1. Complete the chart below. Rewrite the first five speeds in terms of c.
Calculate for each speed. Sketch a graph of vs v.
Speed
Speed (in terms of c)
Com / Know / Th / App: 0 1 2 3 4 5
Fast Runners, 10 m/s

Fast Cars, 40 m/s
Fast Jets, 600 m/s
The Space Shuttle,
7 860 m/s
Voyager Space Probe,
17 000 m/s
0.1 c
0.3 c
0.5 c
0.7 c
0.9 c
0.99 c
X-Ray Machine Electrons
0.999 c
LHC protons, 0.999 999 999 95 c
TV screen electrons
20.0
15.0
10.0
5.0
|
0.2 c
|
0.4 c
|
0.6 c
|
0.8 c
|
1.0 c
2. Should the first five values you calculate be the same? Explain.
3. Based on the chart, offer a simple explanation for why relativistic effects are not noticed in daily life.
4. What happens to the size of as v approaches the value c?
5. What does this tell us about the flow of time for a highly relativistic object (speeds close to c)?
6. Relativistic effects are important for GPS satellites which orbit at a similar speed to the space shuttle relative
to the ground. Precision timing is absolutely essential for determining an objects location on the earth. For a
GPS satellite observed from the earth, = 1.000 000 000 3.
a) Over the course of one day, how much time in seconds does the GPS clock gain or lose compared to a
ground clock? Watch your math!
b) How far does light travel during that time discrepancy? What would be the implication for the GPS
system?
99
SPH4U: Distance and Velocity

Consider the subatomic particle called the muon, , that is moving
rapidly at a speed, v, relative to a metre stick in the direction of the
sticks length.
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
Part A The Sticks Frame

1. The diagram below shows the metre stick at rest. Draw the muon at two moments in time when: A the
muon is at the left end of the stick; and B, the muon is at the right end of the stick. Indicate the direction
of motion of the muon. Label the distance the muon travels along the metre stick, Lo.
2. An observer in the sticks frame of reference measures the time interval between the two events. Explain
what type of time interval this is. What symbol should you use to represent it?
3. Write an equation that relates speed, distance and time of the muon as measured by an observer in the
sticks frame.
Part B The Muons Frame

1. The diagram below shows the muon at rest. Draw the metre stick at two moments in time when: A the
tip of the stick first reaches the muon; and B, the opposite end of the meter stick reaches the muon. Label
the distance the metre stick travels, L. Indicate the direction of motion of the metre stick.
2. An observer in the muons frame of reference measures the time interval between the two events A and B.
Explain what type of time interval this is. What symbol should you use to represent it?
3. How far does the metre stick travel in this frame of reference?
4. Write an equation that relates speed, distance and time for the metre stick as measured by an observer in
the muons frame.
Compare
Compare the size of the results from each frame.
Speed of muon / metre stick
Time between events A and B
Distance between ends of metre stick
What can we conclude about the distance measurement of each observer?
100
SPH4U: Relativity and Energy

The consequences of Einsteins bold suggestion, that the speed of light
is constant for all inertial reference frames, go far beyond just space and
time they also extend to our notions of energy. Using a clever
argument, Einstein created the worlds most famous equation:
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
E = mc2 where = (1-v2/c2)-

This is usually written, for the general public, as Eo = mc2, where the o is usually left out!
Sometimes physics ideas stretch beyond our common sense and we begin to rely on equations to help us
understand how our universe works. Lets explore this equation and try to figure out what it tells us about energy.
Part A: The Mass-Energy Relationship
1. Describe carefully how this energy depends on the velocity of an object.
2. What other type of energy depends on an objects velocity? What does this tell us about the type of
energy Einsteins equation describes?
3. Describe carefully what happens to the energy when the object is at rest. Is Einsteins equation still
describing kinetic energy?
4. In other situations, what are some examples of types of energy that may be present when an object is at
rest? Excluding thermal energy, what broad category of energy do these types fall into?
5. Explain how the equation for E becomes the equation for Eo when the object is at rest. What quantity may
change the amount of rest energy? How does it change?
An object at rest possesses a form of potential energy called its rest energy, Eo, Einsteins complete expression (E
= mc2) gives the total energy of the object, which always includes the rest energy and possibly some kinetic
energy depending on the objects velocity.
6. Write an expression that shows the relationship between E, Eo and Ek
101
Part B: Relativistic Energy

1. Consider a 1.0 kg block moving at 0.6 c. Imagine we had learned nothing about relativity and determine
the energies for the Before Einstein column in the chart below. Use Einsteins equation to help fill out
the third column in the below.
Before Einstein (B. E.)
After Einstein (A. E.)
Total Energy
Rest Energy
zero
Kinetic Energy
2. Explain how you use Einsteins equation to find the relativistic kinetic energy.
3. Based on the results in the chart, what should we conclude about the limitations of the traditional kinetic
energy equation and Einsteins equation?
Accelerating an object to speeds near that of light is extremely challenging and with our current technology, we
can only accomplish this for atoms and sub-atomic particles. According to Newton, all we need to do is exert a
steady force on something for long enough and the uniform acceleration will eventually cause the object to reach
3.0 x 108 m/s and our science fiction dreams will come true. According to Einstein, things are different.
4. How much work would a force have to do to accelerate a 1.0 kg rock to the speed of light?
Explain the mathematical difficulty with performing this calculation? Explain to your kid sister
how much energy would you need?
5. What does the difficulty of the previous calculation imply about the possibility of ever reaching
or exceeding the speed of light?
This is the main reason why the latest and greatest particle accelerator, the Large Hadron Collider ($ 9
000 000 000), is such a colossal engineering feat. A tremendous amount of energy is required to
accelerate the colliders protons to 0.999 999 991 c.
102
Part C: Particle Physics
1. A proton is a very small particle with a mass of 1.673 x 10-27 kg. How much energy is stored in
the mass of the particle?
Subatomic particles usually possess very small quantities of energy. A new unit is needed to
conveniently notate these small values. One electron volt (eV) is a unit of energy equivalent to 1.602 x
10-19 J.
2. Find the protons rest mass energy in terms of MeV (106 eV).
3. Physicists often write the mass of the proton as 938.3 MeV/c2. Use the rest-energy equation to
help explain why this is a valid unit for mass. Explain why these units make it easy to calculate
the rest energy.
Is it possible to release the energy stored in a particles mass? You may have already studied the process
of nuclear fusion or fission in another course and have learned that, yes, this is possible. In a typical
fusion reaction, a deuterium particle (1876 MeV/c2) fuse with a tritium particle (2809 MeV/c2)
producing a helium nuclei (3729 MeV/c2) and a neutron (937 MeV/c2).
D + T He + n
4. How much energy is released in this process? Give your answer in joules and electron volts.
5. What does this imply about the conservation of mass?
The conversion of matter to energy can be total if a matter particle collides with a
corresponding anti-matter particle. This is the purpose of the Large Hadron Collider:
to collide protons and anti-protons, which releases a tremendous amount of energy.
This is also the physics behind the medical imaging technique positron imaging
tomography (PET scans), where an electron collides with a positron (the antielectron). In the case of the PET scan, radioactive materials are injected into the blood
stream of a patient. The decay process releases a positron (via beta decay) which
collides with an electron of a nearby atom. In the process, the two particles annihilate
and produce two gamma-ray photons ().
103
e- + e+ energy (two photons)

6. How much energy is released when an electron (0.511 MeV/c2) collides with a positron (same
mass) and the two annihilate (leave no mass behind)?
7. In Star Trek, the main power source for the starship enterprise is a matter-antimatter engine.
How much energy would be produced by annihilating 1.0 L of gasoline (0.720 kg) with 1.0 L of
anti-gasoline (0.720 kg)? What form of energy is the annihilation energy transformed into? What
speed would that accelerate a typical car (1200 kg) to (use mv2)?
8. The previous result is quite fast! We should confirm this with a more reliable calculation using
Einsteins equation to solve for and then v. Use the result for explain why the result from #7
was reasonably accurate.
BONUS: The reverse process can also take place! Energy can be converted into a particle antiparticle
pair.
e- + e + + p + p
In this case, the extra kinetic energy of the electron-positron pair is converted into the mass of
the proton and anti-proton. This is exactly what used to happen at the LEP (Large Electron Positron)
collider at CERN in Switzerland. What should the speed be of an electron and positron in the LEP to
allow this to happen?
104
SPH4U: Journey to Flatland
Recorder: __________________
Manager: __________________
Speaker: _________________
A: Lineland
Com / Know / Th / App: 0 1 2 3 4 5
Our first stop is a visit to a very unusual universe that has only one dimension it is shaped like a line.
This universe is inhabited by curious creatures called Liners. They are point-particle organisms that live
on The Line (as they call their world.) This is the story of the Liners Alice, Bob, Chun-Ying, and
Jennifer who are all neighbours on The Line, a portion of which is shown in the diagram below.
Alice
Bob
Chun-Ying
Jennifer
The Line
1. Lets think about how Liners can move about. In which directions can Chun-Ying move? What
will happen when she reaches Bob? How many Liners has she ever physically met?
Bob likes to talk and one day he mentioned to both Alice and Chun-Ying that he likes Jennifer and
wishes he could meet her one day. But promise me you wont tell Jennifer, Bob says to Chun-Ying.
Sure, sure, she replies. The next day Chun-Ying exclaims to Bob, Jennifer knows you like her!
Bob, shocked, shouts back, I told you not to tell her! I didnt say anything Jennifer said she heard it
from her neighbour Jose, replies Chun-Ying. Bob turns to Alice, Whats going on? How could she
find out? Alice responds, I dont know, but I did tell my neighbour Elizabeth.
2. How did Jennifer find out? What do the Liners not realize about the shape of Lineland itself?
Alice is a Liner physicist. She has studied the theoretical second dimension in school, but didnt
believe it existed until now. She explains to the others: Now we know that the directions up and down
do exist. But we cant move into the second dimension or see it since it is perpendicular to The Line.
The others have never heard of this term: perpendicular. Alice continues, but we can imagine what
might happen if Bob could simply walk into the second dimension.
3. Explain what Alice and Chun-Ying would observe if Bob magically moved in a direction
perpendicular to the line. Why would this be a truly shocking experience for them?
105
4. Bob returns to The Line, but surprisingly finds himself in between Chun-Ying and Jennifer (what
luck!). Explain how Bob did this. How would Bobs complete trip appear to Chun-Ying?
B: Flatland
Its time to leave Lineland behind and travel to a new and

more complex universe called Flatland. This universe has
two dimensions of space and is populated by colourful and
pancake-like creatures called Flatlanders - a portion of
Flatland is shown to the right. Its inhabitants move freely in
The Plane as they call it, moving North and South, East
and West. Two Flatlanders, curiously called Alice and Bob,
are chatting.
A
B
1. Alice says to Bob, trying to make conversation, You look nice today, she says. How does Bob
appear to Alice?
After some chit-chat, Alice holds three rulers and starts talking to Bob about a theoretical third
dimension of space. Bob understands the idea of perpendicular, but then Alice continues by saying
that Up and Down are directions perpendicular to both North-South and East-West. Bob looks very
puzzled.
2. Explain why Bob doesnt understand. Pretend you are Alice and demonstrate these ideas with
rulers for your teacher.
A mysterious voice, seeming to come from every direction, is heard throughout The Plane. Bob I
will help you understand. A hand reaches into Flatland, grabs Bob and pulls him upwards,
perpendicular to The Plane.
3. How would a set of fingers that intersects The Plane appear to Alice? What would she see when
Bob is being kidnapped?
106
Bob looks back at The Plane and shrieks, Alice, is that you? You look hideous! You have spots! What
am I seeing?
4. Explain what is special about what Bob is seeing and why it is so surprising to him.
Please put me back! Im afraid, yelps Bob. The mysterious

hand obliges and places him back in The Plane. After a
moment Bob gets back his senses and yells, Whats wrong
with me? Ahh!
5. What happened to Bob during his trip through the

third dimension?
C: Journey to the Fourth Dimension
Alice, your physicist friend, is now talking to you about a mysterious fourth dimension of space. She
says we cant see it, or move through it, but it is perpendicular to our three dimensions of space. She
knows she cant point to the fourth dimension using perpendicular rulers so she tries to show you
another trick. Lets build a four dimensional cube, a hypercube, she announces.
Okay, take a straight line and fold it in the second dimension four times, join the ends and you have a
square!
1. Annotate the diagram below, and use arrows to show where the segments move and which ends
meet up with which other ends.
107
Alice continues, Now try taking a set of

squares, fold them into the third
dimension, join up the ends and you get a
cube!
2. Annotate the diagram to the right,
and use arrows to show which
edges meet up with which other
edges.
Now youve got it! Alice exclaims. And now,

for the grand finale, take a collection of cubes,
fold them in the fourth dimension, join up the
surfaces and, voila, youve got a hypercube!
This collection of cubes is called a tesseract (see
http://en.wikipedia.org/wiki/Tesseract).
3. Annotate the diagram to the right, and
use arrows to show which faces meet up
with which other faces.
Alice finishes by saying, we can see 4-D objects in the same way that we can trace the 2-D shadows of
a 3-D object on a piece of paper. Position the object or light differently, and you get a differently shaped
shadow. Here are some of those shadows for a hypercube. For more,
search YouTube for: Dr. Quantum Flatland.
4. What would it look like if a
4-D creature reached in to our
3-D universe, grabbed your
neighbour and pulled him
out? What would it look like
as that slowly hand reaches
in?
108
Recorder: __________________
Manager: __________________
Speaker: _________________
SPH4U: Getting a Charge
Electrical Interactions
Com / Know / Th / App: 0 1 2 3 4 5
A. Press a piece of sticky tape, about 10-15 cm in length, firmly onto a
smooth unpainted surface, for example, a tabletop. (For ease in handling, make "handles" by folding each
end of the tape to form portions that are not sticky.) Then peel the tape off the table and hang it from a
support (e.g., the edge of a table or pencil).
Describe the behaviour of the tape as you bring objects toward it (e.g., a hand, a pen).
B. Make another piece of tape as described above. Bring the second tape toward the first (sticky sides
apart!). Describe your observations.
It is important, as you perform the experiment above, that you keep your hands and other objects
away from the tapes. Explain why this precaution is necessary.
How does the distance between the tapes affect the interaction between them?
C. Have two members of your group each press a tape onto the table and write a "B" (for bottom) on it. Then
press another tape on top (completely overlapping) of each B tape and label it "T" (for top).
Pull each pair of tapes off the table as a unit. After they are off the table, separate the T and B tapes. Hang
one of the T tapes and one of the B tapes from the support at your table. Describe the interaction between
the following pairs of tape when they are brought near one another.
two T tapes
two B tapes
a T and a B tape
D. Obtain an ebonite rod and a piece of fur. Rub the rod with the fur, and then hold the rod near newly made T and B
tapes. Describe how the rod interacts with the two tapes. How do these interactions compare with the T and B tapes
together (part C)?
109
E. Base your answers to the following questions on the observations you have made thus far.
1. Is it possible that there is only one type of charge? If not, what is the minimum number of different types of
charge needed to account for your observations thus far? Explain carefully.
2. Use the electrostatic series to explain what type of charge the ebonite rod
acquires.
Which tape, T or B, has a positive charge? Explain.
Please remove all tape from the tabletop before continuing.

Insulators, Conductors and Induction
A. What happens when you bring a negatively-charged rod near an uncharged insulator consisting of a single
Styrofoam ball?
1. Before the two objects touch:
2. After they touch:
B Repeat observation a. using an uncharged metal-coated Styrofoam ball. Note: If it works you should see it
jump.
1. Before the two objects touch:
2. After they touch:
C. Use induction and the idea that charges move readily on conductors, to explain why the metal-covered ball is
attracted to the rod before touching and repelled after touching it.
D. Use the idea that if an object is an insulator, its electrons will stay in their vicinity of their atoms, to explain
why the uncoated Styrofoam ball is still attracted to the rod after touching it.
110 from McDermott and Shaffer, Tutorials in Introductory Physics. Prentice Hall, 2002
SPH4U: Electrostatic Forces

Your task is to determine the effects of the magnitude of charge and the
separation of the charged objects on the strength of the electrostatic forces.
You will need:
Two metal-coated Styrofoam balls, one in the middle of a thread
Two retort stands
One metre stick
One ebonite rod and fur
Anything else useful
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
Part A: Introduction
Set-up your apparatus with the metre stick flat on the table and the ball hanging between two stands forming a tall
V. Please do not cut or tie the thread use tape to attach it and use its full length. Choose a combination of
ebonite rod and fur that produces very noticeable repulsive static electric effects with the ball.
Demonstrate this for your teacher.
You will use this set-up to measure the size of the electrostatic force between the charged rod and the charged ball
when the ball is deflected by the rod. Consider the birds-eye view illustration below. The ball was initially
hanging above the 90 cm position and has been deflected to the left.
ball
rod
1. Explain how to determine the deflection of the ball. Draw an arrow on the illustration above showing the
deflection and determine its value.
2. Explain how to determine the separation between the charged objects. Draw an arrow on the illustration
above showing the separation and determine its value.
3. Describe how you can modify your apparatus to make the measurement of these quantities more accurate.
Make these modifications!
111
4. Produce a fairly steady situation with a large deflection of the ball. Continue to hold the rod in place.
Describe what gradually happens. Explain how this knowledge is useful in designing your experiment.
5. Draw a FBD for the ball as viewed from the side, showing
the deflection of the ball.
FBD
6. Use the FBD to help derive an expression for the magnitude

of the electrostatic force, Fe, as a function of L, x, m and g.
Note: you may assume that since is small, tan x/L
7. Measure L for your apparatus. What simple error might students make in determining this due to the V
shape of the thread?
8. The ball is extremely light and its mass is difficult to determine. Look for the plastic case labelled For
Mass Measurement. Describe a procedure that will allow you to make a more accurate mass
measurement. Determine the mass of the ball in kg.
Part B: Magnitude of Charge and Force

You will now begin your investigation into the effect of the magnitude of charge and the force.
1. When Coulomb first performed his experiments into electrostatic forces, he devised a clever trick to
reduce the charge of a charged conductor by one half. He simply touched the charged conductor with an
identical, neutral one. Explain how this works.
112
2. Describe the procedure for your experiment.
3. Based on your initial observations with the equipment, make a prediction for the relationship between the
magnitude of charge and force. Show your preparations to your teacher.
Practice conducting your experiment before taking the official data make sure you are good and quick at it.
4. If one object is accidentally touched during the data taking, explain why you cannot simply recharge it
and continue from where you left off.
5. Perform three successful repetitions of the experiment. If you can halve the charge further, do so.
Charge
Run #1
Deflection,
x, (m)
Force, Fe
(N)
Run #2
Deflection,
x, (m)
Force, Fe
(N)
Run #3
Deflection,
x, (m)
Force, Fe
(N)
q
q/2
q/4
q/8
6. Explain why you cannot simply average the force results from the different runs together, even though the
charge is always decreasing by half.
113
7. Plot the three runs together with separate

lines on one graph. Be careful how you
mark the axis scale for charge and the data
points.
8. Explain how the data supports or
contradicts your prediction.
0.25
0.5
Charge (q)
0.75
1.0
9. We determined the size of the electrostatic force acting on the ball. Explain how, with no further
measurements, to determine the size of the electrostatic force acting on the rod.
Part C: Separation and Force

You will now begin your investigation into the effect of the separation of the charged objects and the force.
1. Describe the procedure for your experiment.
2. Based on your initial observations with the equipment, make a prediction for the relationship between the
separation of the charged objects and force.
Practice conducting your experiment before taking the official data make sure you are good and quick at it.
114
Perform three successful repetitions of the experiment.

Run #1
Separation Deflection Force
(m)
(m)
(N)
Run #2
(m)
(m)
(N)
Run #3
(m)
(m)
(N)
3. Plot the three runs together using separate

curves on one graph. Be careful how you
mark the data points.
4. Explain how the data supports or contradicts
your prediction.
0.05
0.1
Separation (m)
0.15
5. Does the data best support a 1/r or a 1/r2 relationship? This may be hard to tell, but based on your data, try
to describe the relationship between separation and force.
115
SPH4U: Collections of Charges
Recorder: __________________
Manager: __________________
Speaker: _________________
Careful experimentation has shown that the strength of the

Com / Know / Th / App: 0 1 2 3 4 5
electrostatic force between two point-like charges can be
represented by Coulombs law:
kq q
Fe = 1 2 2
r
It is our job now to learn how to use that equation. Consider the combination of charges in the following
questions.
116 from McDermott and Shaffer, Tutorials in Introductory Physics. Prentice Hall, 2002
C. Two charges are located in a plane as shown below. qa = +2.0 x 10-9 C, qb = -2.0 x 10-9 C, k = 8.99 x
109 Nm2/C2. The scale for forces is 1 cm = 1.0 x 10-10 N and the scale for distances is 1 cm = 1 cm.
Determine and draw the net force vector for a test charge, qt = +2.0 x 10-14 C, located at points A, B, C
and D. For ease, use graphical techniques (measurements and scale vector diagrams) along with
Coulombs law dont use components! Remember: one will attract and the other repel! Use a different
colour for the net force vector. Show your calculations below.
|Fe|
aA
bA
aB
bB
aC
C
bC
aD
qa
qb
bD
|Fnet|
B
A
B
C
D
from Laws, P. Workshop Physics Activity Guide Module 4. John Wiley, 2004
117
SPH4U: Gravity vs. Electricity
Recorder: __________________
Manager: __________________
Speaker: _________________
A fact emerges that is quite amazing. Both types of forces, electrical

Com / Know / Th / App: 0 1 2 3 4 5
and gravitational, are very similar. Essentially the same mathematics
can be used to describe orbital and linear motions due to either
electrical or gravitational interactions of the tiniest fundamental particles or the largest galaxies.
A. Write down and examine the mathematical expression for the two force laws.
1. What is the same about the two force laws?

2. What is different? For example, is the force between two like masses attractive or repulsive? How about
two like charges? What part of each equation determines whether the like charges or masses are attractive
or repulsive?
Gravitational forces hold the planets in our solar system in orbit and account for the motions of matter in galaxies.
Electrical forces serve to hold atoms and molecules together. If we consider two of the most common
fundamental particles, the electron and the proton, how do their electrical and gravitational forces compare with
each other?
Let's peek into the hydrogen atom and compare the gravitational force on the electron due to interaction of its
mass with that of the proton to the electrical force between the two particles as a result of their charge. In order to
do the calculation you'll need to use some well-known constants.
Electron: me = 9.l x 10-31 kg
Proton: mp = 1.7 x 10-27 kg
qe = -1.6 x 10-19 C
qp = +1.6 x 10-19 C
Distance between the electron and proton: r = 1.0 x 10-10 m

a. Calculate the magnitude of the electrical force on the electron. Is attractive or repulsive?
b. Calculate the magnitude of the gravitational force on the electron. Is it attractive or repulsive?
c. Which is larger? By what factor (that is, what is the ratio)?
d. Which force are you more aware of on a daily basis? If your answer does not agree with that in part c, explain
why.
118
SPH4U: Picturing Electric Forces

Individual Question Draw force vectors showing the electric force acting on a test charge (always
positive!) at each point surrounding the single positive and negative charges. Carefully show the relative
size of the vectors!
Class Question Draw the electric field lines representing the forces surrounding the single positive
and negative charges. Ignore the dashed circles.
1. Explain how far the electric field lines extend into space. Make sure your diagrams reflect this.
2. In a field diagram, we no longer see the length of force vectors to help us determine the strength of
the electric effects. Use the two dashed circles to help explain another way to determine the strength.
3. The two field diagrams above illustrate two parts of an important rule. Create a rule that describes
the type of charges at which field lines start and stop.
4. Use these ideas to predict the appearance of the electric field around a line of charges (a charged
rod).
119
Group Question Predict the net electric force a test charge will experience when placed next to a
charge dipole, two opposite but equal charges. Draw three vectors for each point (no calculations, just
estimate!) one for each charge and one for the net force. In the next diagram sketch your prediction for
the electric field around the dipole.
1. What is the charge dipole a basic model of?
2. How do we explain how objects composed of equal quantities of opposite charges can appear to be
neutral.
Group Question: What will the electric field between two oppositely charged parallel plates look like?
Use the ideas from the line of charge and the dipole help with this! If in doubt, think about the forces
acting on a test charge!
Side View
Perspective View
+ + + + + + + + +
+ + + + + + + + +
- - - - - - - - - - - - - - - - -
This device (oppositely charged parallel plates) is called a capacitor and is a very important component
on many electronic devices.
120
SPH4U: Abstract Concepts Fields
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
121
122
University of Maryland Physics Education Research Group, Fall 2004

123
SPH4U: Magnetic Fields

Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
Refer to the text for the following information

1. Draw the magnetic field around the bar magnet below.
2. Magnetic field lines point from:
124
3. Important: Define the conventional current.

4. Draw the magnetic field around a conductor.
Practice
1. Close your text and try these! Current is travelling through a wire. Complete the diagrams by drawing the
current direction or magnetic field lines. Note that x means current travelling into the surface and
means current travelling out of the surface.
125
SPH4U: Magnetic Forces on Charges

A. Magnetic Forces on Static Charges
Lets start by investigating the forces on static electric charges. We will
use the Magic Tape from a previous experiment as the charged object.
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
You will need:

2 tape pieces
1 bar magnet
1 non-magnetized rod
1. Test to see if there is any force on the electrically charged tape from either pole of your magnet. Do the
same test with a non-magnetized bar or rod. Summarize your findings.
2. If the charged tape is attracted to both the magnetic and non-magnetic bar in the same way, can you
conclude that there is any special interaction or force between either of the magnetic poles and the tape?
B. Magnetic Forces on Moving Charges

Lets try something unusual. Lets see if a magnet can exert forces on electrical charges that are moving. As a
class we will use:
one oscilloscope tube
one high-tension power supply
one bar magnet
1. Move the north pole of your magnet parallel and then perpendicular to the electron beam in the
oscilloscope. What is the direction of the displacement (and hence the force on the beam) in each case?
Sketch vectors showing the direction of the magnetic field, the direction of the motion of the original
electron beam before it was deflected, and the direction of the resultant force on the beam.
2. Draw an example of the right-hand rule for the motor principle for the above situation.
126
The force that results from the movement of charge in a magnetic field is known as the Lorentz force. This leads
r
r
to a rather backwards mathematical definition of the magnetic field, B . The magnetic field, B , is defined as that
vector that, when crossed into the product of charge and its velocity, leads to a force, Fm = qv B = qvB sin
Summary
1. A charge is released at rest in an electric field. There is no
magnetic field. Explain what will happen.
2. A charge is released at rest in a magnetic field. Explain

what will happen.
3. A charge is moving in a magnetic field.

a. What is the angle between v and B?
N
b. What is the direction of the force on the charge?
c. If the charge was a single proton, v = 4 x 103 m/s and B = 1.5 x 10-3 T determine Fm.
C.
127
d. When the net force is perpendicular to the objects instantaneous velocity

vector what type of motion results?
128
From Laws, P. Workshop Physics Activity Guide Module 4. John Wiley, 2004
SPH4U: Electromagnetic Disturbances

We have studied the creation of both electric and magnetic fields
separately, but not it is time to build up the complete picture of what
happens when current flows through a wire.
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
Part A: The Physics of a Wire

Consider a wire connected between the negative and positive terminals of a power supply. A steady current
travels through the wire. The diagram to the right illustrates this situation and show two sets of field lines.
1. Choose a colour to represent the conventional current.
Draw an arrow that represents the flow of conventional
current.
2. Choose a colour to represent the electric field. Explain how
you decide which lines are the electric field lines. Label
and colour code these lines. Add arrows showing the
direction of the field lines.
3. Choose a colour to represent the magnetic field. Explain how you decide (as if you havent done question #2)
which lines are the magnetic field lines.
Now imagine we zoom in to a small region of space located

above the middle of the wire. The diagram to the right
illustrates this along with the electric and magnetic field lines.
Note that one field points in or out of the page and is
represented with the circles.
4. Label and colour code the electric and magnetic field lines.
Fill-in the circles with or to indicate out or in the page.
5. How do the directions of the electric and magnetic field
lines compare according to the second diagram?
6. A positive test charge is placed at rest in this region of space. In this investigation, we will ignore the effects
of the magnetic field since they are relatively small. What will happen to the positive charge which is initially
is at rest? Explain and draw vectors representing any forces.
129
Below is a third diagram showing the same region of space as above. But for this example, we have switched the
polarity of the power supply, reversing the positive and negative terminals shown in the first diagram.
7. Describe the how the fields have changed due to the
reversed terminals.
8. What will happen to the positive charge which is initially at

rest? Explain.
Now imagine that we continuously vary the polarity of each terminal of the wire from positive to negative.
9. Describe the motion of the charges in the wire.
10. Describe the motion of the positive test charge as the polarity varies.
11. As a result, a smoothly changing pattern of electric and magnetic fields spreads outwards from the wire
through space, alternating between the two pictures we drew. James Clerk Maxwell studied these phenomena
in detail and mathematically described the wave-like motion of the oscillating fields. From his calculations he
determined the outwards speed of the rippling fields to be given by:
v2 =
4k
Where k is Coulombs constant (k = 8.99 x 10 Nm /C ) and o is a similar constant for magnetism (o =

1.257 x 10-6 Tm/A). Determine the velocity of this wave including units (1A = 1C/s) (1T = 1 kg/Cs)
9
What we have discovered is an electromagnetic wave which works according to these ideas:
1) An EM wave is created by accelerating charges that slow down or turn (our varying current).
2) Energy from this wave may be absorbed by causing other charges to speed up (our distant charge).
3) The frequency of the waves oscillation and the properties of the object containing the distant charge
determine how much that charge will respond to the wave, and how much energy it might absorb.
Ez = Eo sin(kx + t)
130
By = Bosin(kx + t)
Shown below are mathematical and pictorial representations of an electromagnetic plane wave
propagating through empty space. It shows the strength and direction of the electric and magnetic fields
at each point in space along the x-axis. We can imagine our wire with its oscillating current oriented
along the z-axis. The electric field is parallel to the z-axis and the magnetic field is parallel to the yaxis.
1. A positive test charge is placed at rest at points A, B, and C. Describe the initial force experienced by the
charge at each point.
2. At point C, what will happen to the electric field during the next few moments?
3. Is the wave transverse or longitudinal? Explain in terms of the quantities that are oscillating.
131
132
SPH4U: Polarization
1. Look at the room lights through one of the polarizing
filters. Describe how the filter affects what you see.
Recorder: __________________
Manager: __________________
Speaker: _________________
0 1 2 3 4 5
2. Hold a second polarizing filter in front of the first, and look at the room lights again. Describe
how the filter affects the light you see. How does rotating one of the filters with respect to the
other affect what you see?
If the electric field in all parts of a light beam oscillates along a single axis, the light beam is said to be
linearly polarized. The direction along which the electric field oscillates is called the direction of
polarization of a light beam. If the electric field oscillated in different, random directions within the
same beam, that beam is said to be unpolarized.
Light transmitted by a polarizing filter (or polarizer) depends upon the relative orientation of the
polarizer and the electric field in the light wave. Every polarizer has a direction of polarization, which is
often marked by a line on it. The electric field of the transmitted wave is equal to the component of the
electric field of the incident wave that is parallel to the direction of polarization of the polarizer.
3. Do the room lights produce polarized light? Explain how you can tell from your observations.
4. Describe how you should orient the polarizers with respect to one another so that the light
transmitted through the polarizers would have (1) maximum intensity or (2) minimum intensity.
133
When two polarizers are oriented with respect to one another such that the light is at a minimum
intensity, the polarizers are said to be crossed.
5. Suppose that you had a polarizer with its direction of polarization marked. How could you use
this polarizer to determine the direction of polarization of another unmarked polarizer? Explain
your reasoning.
6. A beam of light is incident on a polarizer, as shown in the side view diagram below. The
direction of polarization of the light makes an angle with respect to the polarizers direction of
polarization. (see front view diagram.) The amplitude of the electric field of the incident light is
Eo. The magnetic field (not shown) has an amplitude Bo. Write an expression for the amplitude
of the transmitted component of the electric field
Incident
light
Polarizer
Direction of
polarization
of filter
E vector
Side View
Front view
7. BONUS: Explain how you can figure out an expression for the amplitude of the transmitted
component of the magnetic field. Complete the diagram below (similar to the diagram above) to
illustrate this.
Front view
134
SPH4U: Modelling 2-D Waves

A wave moving in 2-D is a challenge to draw. Consider the illustration
from the simulator: www.falstad.com/ripple/. We can draw a sketch of
this wave by drawing lines of constant phase such as crests or troughs.
These represent the wave fronts.
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
We want to model how a 2-D wave works. Christian Huygens proposed that each point along a wave front can be
considered to be a point source of circular waves or wavelets. When these circular waves travel outwards their
wave fronts join together and form the future wave front of the present wave.
Use a penny and draw a dot every penny radius along the present wavefront. Think of a clever way to easily do
this. Be sure to centre the penny at the two ends as well! Next, trace the outline of the penny when centred on
each dot. Form the future wavefront by drawing a new surface tangent to the foreword edges of the wavelet
circles. You can smooth this out, understanding that there are many more wavelets that we did not draw in
between the ones we did.
present wavefront
future wavefront
1. What does the radius of the penny represent about the wave?
We will use this technique to model what happens when a wave passes through an opening. Find the next three
future wavefronts. Be sure to use points at the two ends!
past wavefront
present wavefront
135
Now try a really narrow opening. Find the next three wave fronts.
present wavefront
2. Describe what happens to the shape of the original wavefront after it passes through an opening.
3. In which example (A or B) was the spreading, or diffraction of the wave greatest? Compare the width of the
opening with the wavelength.
What happens when a wave meets an obstacle? In particular we want to study the region behind the obstacle. Find
the next three wave fronts.
past wavefront
present wavefronts
4. Explain what happens to the wave as it passes by a barrier. Mention in particular what happens in the sheltered
region behind the barrier.
5. Explain how the results of this activity might differ if a wave has a very small wavelength compared to the
penny-sized examples above.
136
SPH4U: Two Source Interference
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
137
138
139
140
141
SPH4U: The Double-Slit Interference Pattern
Recorder: __________________
Manager: __________________
Speaker: _________________
Com / Know / Th / App: 0 1 2 3 4 5
142

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York Mills Collegiate Institute

Updated: Jan 2012

Numbers, Estimations and Fermi

CGPS: Modeling Problem Solving

Projectile Problem Solving

Projectile Problem Solving

Video: Top 10 Amazing Physics Videos

Gr. 11 Review Questions: 1-D Kinematics

Test on kinematics and projectiles

Tension and Pulleys

Forces and Circular Motion

Forces and Circular Motion

Review: Projectiles (try #1-14, 35-39, 42-45, 51-53, 66, 71)

Gr. 11 Review Lessons: Newtons Laws

Energy and Momentum

Momentum and Isolated Systems

Work and Kinetic Energy

Conservation of Mechanical Energy

Gravitational Potential Energy

Gravitational Fields: Part II

Gravitational Fields: Part III

Spring Force and Energy

Exploring Elastic Energy

Test Review pg. 168 #16, 19, 20, 23, 24, 26

Notes: pg. 232-7,

Notes: pg. 562 - 566

The Light Clock

Distance and Velocity

Energy and Relativity

Energy and Relativity

Electric and Magnetic Fields

Electrostatic Forces, continued

Picturing Electric Forces

The Electric Field Concept

* Electric Potential Difference

Notes: pg. 569-72

Notes: pg. 318 322,

Spatial interference: Part I

Spatial Interference: Part II

Gr. 11 Review: Waves

SPH4U Physics, Grade 12

SPH4U: How to Answer a Question?

Use this marking scheme to determine the mark out of five:

SPH4U: How Groups Work

SPH4U: Group Work

What it sounds like

"What other possibilities are there?"

SPH4U: Taking Notes

SPH4U: The Art of Measurement

A. The Meter Stick

SPH4U: Numbers and Physics

3. Compute these expressions. No calculators!

5. Compute these expressions.

7. Estimate the results of these expressions.

SPH4U: Fermi Questions

Use point-form explanations and simple calculations to justify your

2. How many cups of water are needed to fill a standard bathtub?

3. What is the volume in cm3 of 1 mole of aluminum? (The

Fermi about to press a button

4. What is the volume of an average adult Canadian

Fermi estimating the size of his bald spot.

6. How many postage stamps would be required to cover a football field?

SPH4U: Fermi and Numbers!

8.7 x 102 + 3.53 x 103 =