PHS-5061-2PHYSICS KINEMATICS AND GEOMETRIC OPTICS

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KINEMATIC S AND GEOMETRIC OPTIC S

PHS-5061-2 PHYSICS

LEARNING GUIDE

WIT H THE

NEW PROGRAM

IN C OMPLI ANCE

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K I N E M A T I C S A N D G E O M E T R I C O P T I C S

PHS-5061-2

PHYSICS

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Legend: r = right c = centre l = left t = top b = bottom Project Management

Alain Pednault Pedagogical Design Judith Sévigny Writing

Judith Sévigny (Chaps. 1 to 4) Marie-Ève Côté (Chap. 5, Self- Evaluation, Review, Glossary) Pedagogical and Scientific Consultants

Jessie Trottier-Chabot, Science Teacher, Adult General Education, Centre de services scolaire de l’Or-et-des-Bois Patrick Burton, Science Teacher, Adult General Education, Centre de services scolaire des Grandes-Seigneuries Élizabeth Fafard, Science Teacher, Adult General Education, Centre de services scolaire de la Pointe-de-l’Île Gilles St-Louis Linguistic Revision Pierre-Yves L’Heureux

Illustrations Marc Tellier Graphic Design Mylène Choquette Layout

Marquis Interscript Proofreading Marie Théoret

English Version Project Management Alain Pednault Translation Claudia de Fulviis Proofreading Isabelle Roy

Scientific Content Revision Dominic Donkor

(Mathematics and Science Teacher, English Montreal School Board)

Christopher John Hammock (Science Teacher, English Montreal School Board)

All rights for translation and adaptation, in whole or in part, reserved for all countries. Any reproduction by mechanical or electronic mean is forbidden without the express written consent of a duly authorized representative of SOFAD.

Any use by means of rental or loan is prohibited without written permission and corresponding license granted by SOFAD.

This work is funded in part by the Ministère de l’Éducation et de l’Enseignement supérieur du Québec.

Legal Deposit – 2020

Bibliothèque et Archives nationales du Québec Library and Archives Canada

ISBN: 978-2-89798-343-7 (print) ISBN: 978-2-89798-344-4 (PDF)

December 2020

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CORRIGÉ PAGE XXX

Welcome to the learning guide for the Kinematics and Geometric Optics course. The goal of this Secondary V physics course is to develop your ability to deal effectively with situations that require you to use geometry to describe the motion of objects or the deviation of the path of light. You will study phenomena and technical applications related to kinematics and the reflection and refraction of light, and look for answers to related problems. In this course, you will:

• discover the vectorial nature of certain parameters such as velocity, acceleration and displacement;

• understand the behaviour of light reflected by a mirror or passing through a diopter;

• explain such natural phenomena as rainbows, mirages and free-falling objects.

Using the knowledge acquired from this course, you will be able to explain the factors involved in certain phenomena and the operation of at least one technological application, such as the Newtonian telescope.

You will also carry out several experimental activities designed to help you hone your ability to use techniques and methods in physics.

Listed below are the three competencies you will develop:

• Seeks answers or solutions to problems involving physics;

• Makes the most of his/her knowledge of physics;

• Communicates ideas relating to questions involving physics, using the languages associated with science and technology.

You are now invited to carry out the learning activities presented in the five chapters of this learning guide.

Portailsofad.com

You can find all the material you need to accompany the TRANSFORMATIONS series on portailsofad.com:

videos and printable versions of complementary resources.

INTRODUCTION TO THE LEARNING GUIDE VI

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CHAPTER INTRODUCTION

The first page describes the context and the theme that will serve as a backdrop for the acquisition of the new knowledge discussed in the chapter.

A table of contents accompanies this first page. The knowledge to be acquired is described for each of the two Learning Situations, as well as the theme of the situational problem.

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CHAPTER 1 – Uniform Rectilinear Motion

CHAPTER 1

Uniform Rectilinear Motion

In a Straight Line

W

e live in an age in which speed is all important, whether it is a question of kilometres per hour or gigabytes per second. The concept of speed involves a quantity that changes over time, whether it be the distance travelled or the amount of data exchanged.

To properly grasp the concept of travel velocity, we must fi rst consider those of distance travelled and displacement. In order to describe the motion of an object in space, we will use tools such as reference systems and vectors. We will then be able to discuss the topic of speed and velocity as well as uniform rectilinear motion.

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CHAP TER 1

SITUATION 1.1

Between Two Points p. 4 RefeRencesystems

DisplacementanDDistancetRavelleD

SITUATION 1.2 PRACTICAL ACTIVITY

The Pinball Machine p. 28 speeDanDvelocity

UnifoRmRectilineaRmotion

KNOWLEDGE SUMMARY p. 58

INTEGRATION p. 59

LES

Full Speed Ahead! p. 62

The learning process followed in each chapter is illustrated below. The pedagogical intent is specified for each section. Learners progress by building on what they have learned from one section to the next.

SITUATIONS

Each chapter contains two Learning Situations, which can be either theoretical or practical. The approach taken in these situations enables learners to acquire new knowledge and develop skills in realistic and meaningful contexts.

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SITUATION 1.1 ^RD^efeRenceisplacement^systemsanDDistancetRavelleD

Between Two Points

You work as a driver for a small delivery company. One of your clients, a vegetable farm, wants you to deliver baskets of organic vegetables to diff erent drop-off points on your way to the farmer’s market, which is the last stop.

Concerned about safeguarding the environment, you want to reduce the amount of pollution emitted by your vehicle. You can do this by travelling the shortest distance possible between your point of departure, the vegetable farm, and your destination, the farmer’s market, while stopping at all the drop-off points.

TASK

You will choose the optimal route for reducing the pollutants emitted by your vehicle during delivery of the organic vegetable baskets.

GOAL Determine the distance travelled by and the displacement of a moving object using a diagram or a description of its trajectory.

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SITUATION 1.2

The Pinball Machine

So far, you have studied the motion of moving objects in the plane, that is, in two dimensions. In most cases, the trajectory of moving objects can be broken down into a series of straight-line movements.

This is the case for the ball in a pinball machine. At fi rst glance, the ball’s path appears to be completely random. But if we look more closely, we see that the ball moves in a straight line in between collisions.

The designer of a new pinball machine has asked you to make sure that the machine meets certain specifi cations. Her design has the user place the ball in the launcher manually so that it may be shot into the playing area at a constant speed.

TASK

You will carry out an experiment to determine whether a ball is in uniform rectilinear motion when it leaves the launcher.

You will also measure the ball’s speed.

You will then write up your observations in a short report for the designer of the pinball machine.

GOAL Use a graphical method to determine whether an object is in uniform rectilinear motion.

1.5

speeDanDvelocity UnifoRmRectilineaRmotion PRACTICAL ACTIVITY

CHAPTER COMPONENTS

VII

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PHASES OF EACH LEARNING SITUATION

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ACQUISITION B

At the end of the Acquisition A section, you determined that the acceleration of an object moving freely on an inclined plane corresponds to the gravitational acceleration (gravity) component that is parallel to the inclined plane. This result was also verifi ed experimentally.

Therefore:

a = gx = g sin θ.

Regardless of the object’s motion, its acceleration is perpendicular to the base of the inclined plane.

Since the motion occurs along the x-axis of the reference system, we will use the x variable to represent the object’s position.

REMEMBER

Along a plane that forms an angle θ with the horizontal, the motion equations for an object acted on solely by gravity (without propulsion and negligible friction) are:

x(t) = 12 g sin θ t2 + vit + xi v(t) = g sin θ t + vi a(t) = g sin θ

where g is Earth’s gravitational acceleration, namely 9.81 m/s2, θ, the inclination of the inclined plane in degrees (°), x(t), the object’s position on the inclined plane in metres (m), xi, the object’s initial position in metres (m), v(t), the object’s velocity in metres per second (m/s), vi, the object’s initial velocity in metres per second (m/s), t, the time elapsed in seconds (s) and a(t), the object’s acceleration in metres per second squared (m/s2).

The fourth motion equation for UARM can also be rewritten as follows:

vf2 – vi2 = 2g sin θ ∆x

where g is Earth’s gravitational acceleration, namely 9.81 m/s2, θ, the inclination of the inclined plane in degrees (°), vi and vf, the object’s initial and fi nal velocities

in metres per second (m/s) and ∆x, the object’s displacement in metres (m).

ACQUISITION B

In this second Acquisition section, you will acquire new knowledge that is prescribed in the program of study and that relates to what you learned in Acquisition A.

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CHAPTER 1 – Uniform Rectilinear Motion SITUATION 1.2 The Pinball Machine

So far, you have studied the motion of moving objects in the plane, that is, in two dimensions. In most cases, the trajectory of moving objects can be broken down into a series of straight-line movements.

This is the case for the ball in a pinball machine. At first glance, the ball’s path appears to be completely random. But if we look more closely, we see that the ball moves in a straight line in between collisions.

The designer of a new pinball machine has asked you to make sure that the machine meets certain specifications. Her design has the user place the ball in the launcher manually so that it may be shot into the playing area at a constant speed.

TASK

You will carry out an experiment to determine whether a ball is in uniform rectilinear motion when it leaves the launcher.

You will also measure the ball’s speed.

GOAL Use a graphical method to determine whether an object is in uniform rectilinear motion.

1.5 Speed and velocity Uniform rectilinear motion PRACTICAL ACTIVITY

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SOLUTION

TASK

You will carry out an experiment to determine whether a ball is in uniform rectilinear motion when it leaves the launcher. You will also measure the ball’s speed.

The designer of a new pinball machine has hired you to make sure that the machine meets certain specifi cations. Among other things, the ball must be in uniform rectilinear motion when it enters the playing area. You will have to build a launcher and take measurements in order to determine the speed of the ball at the moment it leaves the launcher.

You will do this by measuring the time it takes the ball to travel the various distances on a horizontal surface. You will also carry out a graphical analysis of the ball’s motion and draw conclusions.

It will take about 90 minutes to complete the activity. Make sure your work surface is perfectly smooth and level and that it is at least one metre long in order to accommodate the setup for the experiment.

To do this activity, refer to the experimental activity booklet that came with this guide. The booklet contains a laboratory report for each experimental activity, which is designed to guide you throughout the experiment.

INVESTIGATIVE PROCESSWriting a laboratory report The laboratory report, the preferred communication tool of experimenters, refl ects the experimental method.

In addition to communicating the results of an experiment, it should contain all the information needed to reproduce the experiment. A laboratory report is comprised of the following sections.

• Goal: Written using action verbs, the goal tells the reader what you are looking for, the problem you are trying to solve, etc.

• Hypothesis: In the hypothesis, which must be directly related to the goal of the experiment, you anticipate the results of the experiment and set the stage for further investigation.

• Experimental procedure: The experimental procedure contains all the information needed to conduct the experiment, including the list of materials, a diagram of the setup (as applicable), instructions for carrying out the various steps and a space where the results of the experiment may be recorded in a table.

note Use a level to check that your work surface is perfectly fl at.

SOLUTION

When you reach this section, you should have acquired all the knowledge and strategies that are essential to solving the situational problem described at the beginning of the situation.

Other elements of the investigative process in science and analysis strategies may also be suggested here.

CONSOLIDATION

This section allows you to consolidate the knowledge you acquired in the Acquisition sections.

Like the Integration section, this section also contributes to competency development.

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CHAPTER 2 – Uniformly Accelerated Rectilinear Motion

CONSOLIDATION

1 An object on a straight path undergoes a constant acceleration of 2.0 m/s2. Given an initial speed of –30 m/s, what is its velocity at the end of 5.0 s? Did the object slow down or speed up from the moment it starts to move?

2 A child rolls his ball toward the garage located at one end of the yard beside his house. The ball slows down as it rolls up the slope before coming to a stop, and then accelerates as it rolls back down towards the child. The ball’s velocity-time graph is shown below. The ball’s initial velocity is 4.0 m/s. The positive direction of the displacement is towards the top of the slope.

1.02.03.04.0Time (s)5.0 1.0 2.0 3.0

0

−1.0

−2.0 4.0

Velocity (m/s)

vi a) Use the area under the curve to calculate the ball’s total displacement.

b) What is the total distance (d) covered by the ball?

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EXPLORATION

The following questions will help you to analyze the situation. Write down your answers even if you are not sure of them. You can then compare them with the explanations in the answer key.

1 Name three ways in which the velocity of a moving object can be changed. Give concrete examples.

2 What do we usually mean by "acceleration"?

INVESTIGATIVE PROCESS Modelling Modelling helps to make an abstract or complicated situation concrete. It makes it easier to understand reality and to explain the properties of the elements that compose it.

The modelling process involves:

• developing the model, i.e. determining the components and how they relate to each other, and choosing the mode of representation;

• building the model (e.g. making a mock-up, drawing a diagram or deriving a formula);

• testing the model in order to identify its shortcomings and making a necessary modifi cations.

A good way to model motion is to draw graphs representing the change in the value of the various motion parameters (position, velocity and acceleration) as a function of time.

Given that uniformly accelerated rectilinear motion (UARM) means that the velocity of an object increases or decreases, answer the following questions.

3 In your opinion, which of the following is the position-time graph of an object in UARM?

s

t s

t

A. Horizontal line B. Slanted line C. Arm of a parabola

EXPLORATION

This section invites you to analyze the data of a situational problem, and then identify the knowledge you possess and the knowledge you need to acquire in order to perform the task.

Aspects of the investigative process in science and exploration strategies may also be suggested here.

ACQUISITION A

This is where the knowledge needed to solve the situational problem is assimilated.

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ACQUISITION A

As you saw in Learning Situation 2.1, the path of an object in UARM represented in a position-time graph is not linear given that the object’s velocity is not constant. Because of this, the motion equations we saw in Chapter 1 cannot be used to describe this type of motion.

In the next few pages, you will carry out a graphical analysis of UARM in order to establish equations for this type of motion.

A graphical analysis of UARM:

the acceleration-time graph First, you will analyze the acceleration-time graph of a moving object.

1 In order to go up a skyscraper, you take an express elevator which accelerates from rest at a rate of 7.0 m/s2 for 9.0 s.

a) Draw the acceleration-time graph for this elevator for the first 9 seconds of its ascent.

Elevator’s acceleration-time graph

b) What is the slope of the curve on this graph? What does this mean?

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SITUATION 2.1

The 100 m Dash

As a sports journalist specialized in athletics, you are tasked with analyzing and comparing the performances of two sprinters in a 100 m fi nal. Often considered to be one of the most prestigious events in the sport of athletics, the men’s 100 m sprint is particularly exciting as it lasts less than 10 seconds, and the least little mistake can be catastrophic for the race favourite!

Although this race is extremely fast, it can be broken down into the following four phases.

• Reaction and block clearance phase:

short instant in which the sprinter is still after the start signal has been given.

• Acceleration phase: period in which the sprinter propels himself forwards with all his strength in order to attain his top speed.

• Top speed phase: period in which the runner maintains a constant speed.

• Deceleration phase: period towards the end of the race in which the runner may slightly decrease his sprint speed before crossing the fi nish line.

A scientist at heart and concerned with providing your audience with accurate information, you want to base your analysis on the position-time graphs of the two sprinters. You will no doubt glean valuable data information from the graphs and be able to explain how the race unfolded.

TASK

You will compare the performances of two sprinters in a 100 m race.

GOAL Carry out a graphical analysis of an object in uniformly accelerated rectilinear motion.

acceleRation UnifoRmly acceleRateD RectilineaR motion

SITUATIONAL PROBLEM

Related to the main theme of the chapter, this page briefly describes the context of the situational problem and provides the information needed to solve it.

A box describes the task that you must perform later in the Solution section.

This task is the starting point for acquiring new knowledge to solve the situational problem.

AT THE END OF A CHAPTER . . .

This section summarizes all the knowledge outlined in the Remember boxes.

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KNOWLEDGE SUMMARY

A reference system is a system of coordinates for representing objects in space or in a plane. There is no single reference system for fi nding the position of objects since an object’s position is always given with respect to a chosen reference point.

A moving object is any object or person whose motion is being studied.

Displacement is a vector representing the shortest, straight-line distance between the initial and fi nal positions of a moving object, regardless of the actual path taken between these two points. Displacement is represented by ∆s and displacement magnitude ∆s is expressed in metres (m).

A trajectory is the path that a moving object follows through space as a function of time. It therefore consists of all the points successively occupied by the moving object.

The distance travelled is the length of the trajectory that a moving object follows in getting from one point to another. It is represented by d and is expressed in metres (m) or related units, such as centimetres (cm) or kilometres (km).

The distance travelled by a moving object is always greater than its displacement, unless its trajectory is a straight line, in which case the magnitude of the displacement is equal to the distance travelled.

Uniform rectilinear motion (URM) is motion in a straight line and at constant speed. It is described by the following motion equations, when the initial time is zero (ti = 0 ):

s(t) = vt + si v(t) = s

t

∆

∆ = constant

The position-time graph of an object in URM is a straight line with either a positive or a negative slope, depending on the direction of the motion with respect to the chosen axis of reference. The slope of this graph gives the velocity of the moving object.

The velocity-time graph of an object in URM is a horizontal line.

The area under the curve of this graph, limited on both sides by perpendiculars to the horizontal axis (time interval), gives the displacement of the object in that interval.

Velocity is a directed quantity, and it is represented in vector form.

v(t) =

s t

∆

0 t (s)

s (m)

∆t

∆s

∆s∆t

m = = v

0 t (s)

v (m/s)

∆t v

A = v∆t = ∆s

The LES is a complex task developed according to the certification

evaluation model. It is accompanied by a competency evaluation grid available at portailsofad.com.

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LES

Full Speed Ahead!

After the subway’s computer system was hacked, two trains accidently ended up on the same track.

Both trains are rushing head-on towards each other at full speed with no possibility of braking or accelerating. As the subway controller, you must make a quick decision to avoid a catastrophe.

You will need to redirect one of the trains on to a service track, for which switching is manually controlled.

TASK

You will determine which train needs to be redirected to which service track in order to avoid a collision.

Shown below is a grid, drawn to scale, of the track on which the two subway trains are on, with their respective speeds. Note that each train can only be redirected to a service track on its right.

Velocity: 15.0 m/s Train A

Train B Velocity: 20.0 m/s

100 200 m 0

Service Track 1

Service Track 2

Service Track 3 Service Track 4

In this section, which includes exercises and complex situations, you will apply the knowledge acquired in the chapter.

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1 A hare enters a large drainage pipe of length l. The graph below shows the hare’s movements from point A, where it enters the pipe. The following six statements have to do with the graph. Identify which three of the following statements are false and explain why.

1. Points A to H successively represent the hare’s path.

2. From point C to point D, the hare backtracks.

3. Between points D and F, the hare accelerates.

4. Between points F and G, the hare stops.

5. At H, the hare is outside the pipe.

6. Between points C and D, the hare slows down.

a) 1st false statement:

b) 2nd false statement:

c) 3rd false statement:

2 The data in the table below refer to a moving cyclist. Use these data values to determine the motion equation.

Cyclist’s position as a function of time

t (s) 0 1.0 2.0 3.0 4.0 5.0

s (m) 0.5 4.5 8.5 12.5 16.5 20.5

0 Time (s)

A B

C D

E

F G

H Position (m) L

Position of a hare in a pipe as a function of time

INTEGRATION

INTRODUCTION TO THE LEARNING GUIDE VIII

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COMPLEMENTARY RESOURCES

1

ANSWER KEY PHS-5061-2 KINEMATICS AND GEOMETRIC OPTICS

CHAPTER 1ANSWER KEY

CHAPTER 1 SITUATION 1.1 BETWEEN TWO POINTS EXPLORATION PAGES 5 AND 6

1 Here are possible answers. Yours may be different.

a) The total length of the path travelled by a moving object, i.e. how much ground the object has covered.

b) The straight-line distance between the start point and the end point of a moving object.

2 Here is a possible answer.

When there is roadwork on a main artery, you must make a detour and drive along secondary streets in order to get to a further point on the main artery. If there is no roadwork, however, you can drive in a straight line between the start and end points. The detour lengthens the distance you must travel to get to your destination, whereas the displacement is the same in both cases.

3 Here is a possible answer.

Yesterday, I had to go pick up my daughter at school and my son at daycare, but I also wanted to stop at the pharmacy, which is located between the school and the daycare centre. When I left my house, I decided to head for the farthest destination, my daughter’s school, then make a stop at the pharmacy, and lastly go to the daycare centre, the destination closest to my house. I therefore minimized my travelling time.

ACQUISITION PAGES 7 TO 19 1 I would place the origin of my reference system in the

lower left corner of the grid. Another point in the grid may also be chosen.

2 The x-axis will run horizontally to the right. The y-axis, which is perpendicular to the x-axis, will run vertically towards the top of the grid.

3 I would use a scale of 1 grid unit = 1 centimetre, with each centimetre representing 100 m.

A B

1002003004005006007008009001000 1100

1000 900 800 700 600 500 400 300 200 100

0 x

(m) y (m)

Scale: 1 cm 100 m

ANSWER KEY

The Answer Key is found on portailsofad.com. It contains the answers to the questions in the learning guide and detailled explanations of the approach and line of reasoning to be used.

341

REVIEW

Chapter 1 – Uniform Rectilinear Motion Cartesian coordinate system

1 In a Cartesian plane, what is the name of:

a) the horizontal axis?

b) the vertical axis?

2 Indicate in which quadrant of the Cartesian plane the following ordered pairs are located:

a) (0, 5) d) (−9, −5)

b) (−6, 1) e) (7, −2)

c) (10, −4) f) (3, 8)

3 State whether the following statement is correct: "Two coodinates are needed to locate a point in the Cartesian plane."

Distance between two points 4 Calculate the distance between the points (2.0, −4.0) and (6.0, −8.0).

5 Determine the distance between the points (−100, 200) and (−400, −150).

6 What is the distance between the points (6.50, 10.80) and (−1.70, 1.80)?

REVIEW

In the learning situations, you will come across Reminder boxes outlining material covered in previous courses, which is necessary for understanding new concepts or solving the current situational problem.

The questions and exercises in the Review section are intended to be a refresher of the concepts in the Reminder boxes.

349

GLOSSARY

The key concepts are in blue and the terms that are defi ned in the body text of the chapters are in black.

Absolute value (p. 40) Numerical value of a real number without regard to its algebraic sign. For example, the absolute value of –10 is written as −10 and its result is 10.

Acceleration (p. 72) Change in the speed of a moving object per unit of time. Acceleration is represented by a and is measured in metres per second squared (m/s²).

Accommodation (p. 296) The eye’s capacity to form a clear image of an object on the retina, regardless of the object’s distance.

Accuracy (p. 213) The ability of a measuring instrument to measure the accurate value. In other words, it is the closeness of the measured value to a standard or true value.

Angle of incidence (pp. 181 and 253) Angle formed by the incident ray and the normal.

It is represented by θi and measured in degrees (°).

Angle of refl ection (p. 181) Angle formed by the refl ected ray and the normal.

It is represented by θr and measured in degrees (°).

Angle of refraction (p. 253) Angle formed by the refracted ray and the normal in the refractive medium. It is measured in degrees (°).

Area under the curve (p. 40) Area between the curve of a graph and the horizontal axis, limited on both sides by perpendiculars to the horizontal axis. The area under a velocity-time graph is calculated like a geometric area, and its unit is equal to the product of the units scaled along the two axes.

Average speed (p. 79) The total distance travelled by an object (including one in UARM) divided by the elapsed time to cover that distance. It is a scalar quantity, which means that it is defi ned only by magnitude. It is represented by the variable v and measured in metres per second (m/s).

Ballistics (p. 145) Science that studies projectile motion.

Boundary (p. 253) The separation between the incident medium and the refractive medium.

Cartesian plane (p. 7) Reference system defi ned by two perpendicular number lines, the x-axis, which is horizontal, and the y-axis, which is vertical. These axes intersect at the origin (0, 0).

Centre of curvature (p. 205) Centre of the spherical surface of a curved mirror or of each side of a lens. It is represented by C.

Characteristics of an image (p. 208) Described by the type (real or virtual), orientation (upright or inverted), size (smaller than, larger than or the same size as the object) and general location (in front of or behind the mirror) of the image.

Complex mechanical function (p. 70) In a technical object, the role played by a set of parts, also called a "system."

Concave mirror (p. 203) Curved mirror whose refl ecting surface caves inwards.

Converging lens (p. 280) A lens that converges rays of light travelling parallel to its principal axis.

Convex mirror (p. 203) Curved mirror whose refl ecting surface bulges outwards.

Coordinates of a point (p. 7) A pair of numbers that defi ne a point’s exact location with respect to the origin of the reference system.

GLOSSARY

Key concepts bolded blue and terms bolded black in the body of the guide are defined in the Glossary.

325

SELF-EVALUATION

This last activity will prepare you for the fi nal examination for this course and will help you to determine the extent to which you have mastered the subject matter. The self-evaluation activity is divided into two parts.

Part 1: Explicit Evaluation of Knowledge

This part consists of questions that are not related to one another. Each question focuses on a specifi c area of knowledge.

Part 2: Evaluation of Competencies

In this part, you will be asked to solve a task similar to those you encountered in each chapter of this guide.

You will be required to carry out tasks that involve various areas of knowledge applied to a new context.

Instructions

• Carefully read each question before answering it.

• Once you have completed this activity, correct it using the answer key for each question.

Performance Analysis

Since this is a self-evaluation activity, you will be checking your results yourself against the answer key found at portailsofad.com. This will enable you to determine the extent to which you have mastered the course content and whether you are ready to sit for the fi nal examination. In light of this exercise, you may feel the need to review certain concepts. You will be provided with instructions in this regard.

SELF-EVALUATION

Presented in the first part of Complementary Resources, the Self-Evaluation activities allow you to evaluate your acquired knowledge and the competencies you have developed throughout the course. This is a chance for you to determine whether you need to review the material before you complete the Summary Scored Activity.

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HEADINGS

Presents the task to be performed as part of the situational problem.

Presents exploration or analysis strategies that can be applied to a variety of situations.

Presents aspects of the investigative process in science that can be applied to a variety of situations.

Allows you to discover historical and cultural information related to the concepts being studied.

Refers to knowledge acquired in previous courses and to related review exercises.

REMEMBER

A reference system is a system of coordinates . . .

Presents the knowledge to be mastered, as prescribed by the program of study.

TASK

You will choose the optimal route for reducing the pollutants emitted by your vehicle during delivery of the organic vegetable baskets.

STRATEGY Consider . . .

By referring to similar problems encountered in the past, it is possible to . . .

INVESTIGATIVE PROCESS

The investigative process in science is used to solve problems . . .

DID YOU KNOW?

Representations of the solar system

The way a trajectory is described depends on the viewpoint of the observer. We know today that . . .

REMINDER

The Cartesian coordinate system The Cartesian coordinate system . . .

INTRODUCTION TO THE LEARNING GUIDE X

(12)

Provides additional information or points out possible exceptions to the concept in question.

Indicates that you are now ready for the Scored Activity, which will test your understanding of the material covered so far. At the very end of the course, you will complete a Summay Scored Activity.

These activities are presented in separate booklets.

Once completed, you must submit them to your teacher (or tutor), who will mark them and provide feedback.

You must now do Scored Activity 1.

It is available on the course website . . .

SCORED ACTIVITY

Refers to information in the toolkit, which is also available at portailsofad.com.

toolkit

To learn more about the various methods . . .

Prompts you to complete sections of the experimental activity booklet.

laboratory report

Build the launcher and the tracks by following the instructions in Appendix A of the Experimental Activity Booklet. . . .

note

Remember that a negative velocity does not always mean that . . .

These icons refer to Web resources (links or videoclips) available at portailsofad.com.

0.0

XI

(13)

7750-01

ISBN 978-2-89798-343-7

The courses in the TRANSFORMATIONS

collection feature a learning process based on the acquisition of prescribed knowledge through interesting and meaningful learning situations.

The instructional approach underlying this learning process is outlined below:

The knowledge and competencies to be developed become meaningful through investigations that require learners to use inductive and deductive reasoning skills. The learning guides provide a variety of simple exercises and more complex tasks that address the needs of both learners and teachers.

Additional resources are available on Sofad’s e-learning portal.

Components of the

TRANSFORMATIONS

collection:

•

Experimental (or Practical) Activity Booklet:

Print and PDF versions

•

Toolkit (PDF)

•

Learning Guide: Print and PDF versions

•

Teaching Guide (PDF)

•

Video clips of concepts and laboratory techniques

•

Kits of materials for the experimental and practical activities

•

Scored activities

•

Answer keys (PDF)

PRESENTATION OF THE LEARNING SITUATION

EXPLORATION OF THE LEARNING SITUATION

KNOWLEDGE ACQUISITION

SOLUTION OF THE LEARNING SITUATION

CONSOLIDATION OF LEARNING

The

TRANSFORMATIONS

collection consists of all the courses in the Diversified Basic Education Program for Secondary IV and Secondary V.

APPLIED GENETIC S

BLG-5070-2 BIOLOGY

LEARNING GUIDE

IN COMPLIANCE NEWWIT PROGH THRAME

GASES AND ENERGY

CHE-5061-2 CHEMISTRY

LEARNING GUIDE

KINEMATIC S AND GEOMETRIC OPTIC S PHS-5061-2 PHYSICS

LEARNING GUIDE

REPRODUCTION AND DEVELOPMEN BLG-5071-2

LEARNING GUIDE

IN COMPLIANCE NEWWIT PROGH THRAME BIOLOGY

DYNAMIC S AND TR ANSFORMATION OF MECHANICAL ENERGY

PHS-5062-2 PHYSICS

LEARNING GUIDE

KINETIC S AND EQUILIBRIUM CHE-5062-2 CHEMISTRY

LEARNING GUIDE

PHS-5061-2PHYSICS KINEMATICS AND GEOMETRIC OPTICS

KINEMATIC S AND GEOMETRIC OPTIC S