| Content |
First Peoples knowledge and applications of forces in traditional technologies |
Physics 12 |
No CCG |
| Keyword: First Peoples knowledge and applications of forces in traditional technologies |
Elaboration: for example, Salmon wheel, canoe paddle design, deadfall traps |
|
| Content |
uniform circular motion:- centripetal force and acceleration
- changes to apparent weight
|
Physics 12 |
No CCG |
| Keyword: uniform circular motion |
Elaboration: both horizontal and vertical circles |
| Keyword: changes to apparent weight |
Elaboration: vertical and horizontal circles (e.g., on a string, upside down on a roller coaster, on a Ferris wheel, right-side up over a hill, centrifuges) |
|
| Content |
static equilibrium |
Physics 12 |
No CCG |
| Keyword: static equilibrium |
Elaboration: translational: sum of all forces equals zero (vertical and horizontal)rotational: sum of all torques equals zero, location of centre of gravity of a uniform body |
|
| Content |
relativistic effects within a moving reference frame |
Physics 12 |
No CCG |
| Keyword: relativistic effects |
Elaboration: for example, changes in time, length, and mass |
|
| Content |
postulates of special relativity |
Physics 12 |
No CCG |
|
| Content |
relative motion within a stationary reference frame |
Physics 12 |
No CCG |
|
| Content |
frames of reference |
Physics 12 |
No CCG |
|
| Curricular Competency |
Express and reflect on a variety of experiences, perspectives, and worldviews through place |
Physics 12 |
Communicating |
| Keyword: place |
Elaboration: Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives. |
|
| Curricular Competency |
Communicate scientific ideas and information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations |
Physics 12 |
Communicating |
|
| Curricular Competency |
Formulate physical or mental theoretical models to describe a phenomenon |
Physics 12 |
Communicating |
|
| Curricular Competency |
Communicating |
Physics 12 |
Communicating |
| Keyword: Communicating |
Elaboration: Sample opportunities to support student inquiry:Visually represent an effect of special relativity.Model how activities such as kite-boarding, Ultimate Frisbee, or soccer are affected by relative motion.Demonstrate the difference between a beam in static, translational, and rotational equilibrium.Visually represent how Inukshuks and cairns demonstrate an application of centre of gravity.Present the effects of prolonged cell phone use in the most effective way for a specific audience (e.g., peers, parents).Present an evidence-based argument for the requirement of wearing boxing gloves during a boxing match. |
|
| Curricular Competency |
Consider the role of scientists in innovation |
Physics 12 |
Applying and innovating |
|
| Curricular Competency |
Implement multiple strategies to solve problems in real-life, applied, and conceptual situations |
Physics 12 |
Applying and innovating |
|
| Curricular Competency |
Contribute to finding solutions to problems at a local and/or global level through inquiry |
Physics 12 |
Applying and innovating |
|
| Curricular Competency |
Co-operatively design projects with local and/or global connections and applications |
Physics 12 |
Applying and innovating |
|