TOPIC 1.

5: CIRCULAR MOTION

S4P-1-19 Explain qualitatively why an object moving at constant speed in a circle is

accelerating toward the centre of the circle.
S4P-1-20 Discuss the centrifugal effects with respect to Newton’s laws.
S4P-1-21 Draw free-body diagrams of an object moving in uniform circular motion.
S4P-1-22 Experiment to determine the mathematical relationship between period and
frequency and one or more of the following: centripetal force, mass, and radius.
S4P-1-23 Derive an equation for the constant speed and acceleration of an object moving in a
circle
⎛ → 2π r v2 ⎞
⎜v = , a = ⎟.
⎝ T R⎠

S4P-1-24 Solve problems for an object moving with a constant speed in a circle using
v 2
2π r


a= ,v= , and Fnet = ma.
R T
Topic 1: Mechanics • SENIOR 4 PHYSICS

GENERAL LEARNING OUTCOME SPECIFIC LEARNING OUTCOME

CONNECTION
S4P-1-19: Explain qualitatively why
Students will… an object moving at a constant speed
Demonstrate appropriate scientific in a circle is accelerating toward the
inquiry skills when seeking answers to centre of the circle.
questions (GLO C2)

SUGGESTIONS FOR INSTRUCTION

Entry Level Knowledge Classroom Activities

Students should be familiar with the circumference Students build and use accelerometers to observe
of a circle, Newton’s Second Law, and uniform the effects of various forms of acceleration. These
accelerated motion. devices are often used when students investigate
the physics of amusement park rides.
Notes to the Teacher
Uniform circular motion is the motion of an object
moving at a constant speed in a circular path. The
acceleration—centripetal acceleration—toward the
centre of the circle can be explained using the
definition of acceleration (rate of change of
velocity) where the direction of the acceleration is
the same as the direction of the change in velocity
(see diagram). That is, since the net force is toward
the centre, so is the acceleration.

Dv
Fc

vf -v i
vi Fc

vf

48 – Topic 1.5 Circular Motion

F=ma
 SENIOR 4 PHYSICS • Topic 1: Mechanics

SKILLS AND ATTITUDES OUTCOME GENERAL LEARNING OUTCOME

CONNECTION
S4P-0-2a: Select and use appropriate
visual, numeric, graphical, and Students will…
symbolic modes of representation Demonstrate curiosity, skepticism,
to identify and represent creativity, open-mindedness, accuracy,
relationships. precision, honesty, and persistence, and
appreciate their importance as scientific
and technological habits of mind
(GLO C5)

SUGGESTIONS FOR INSTRUCTION SUGGESTIONS FOR ASSESSMENT

Teaching
Notes

Topic 1.5 Circular Motion – 49 F=ma

Topic 1: Mechanics • SENIOR 4 PHYSICS

GENERAL LEARNING OUTCOME SPECIFIC LEARNING OUTCOME

CONNECTION
S4P-1-20: Discuss the centrifugal
Students will… effects with respect to Newton’s
Evaluate, from a scientific perspective, laws.
information and ideas encountered during
investigations and in daily life (GLO C8)

SUGGESTIONS FOR INSTRUCTION

Entry Level Knowledge Often, this outward force is attributed to circular

Newton’s laws are covered in Senior 2 Science and motion. For example, everything on a rotating
Senior 3 Physics. platform behaves as if there was a mysterious force
pulling outwards. Tall objects tend to topple over
Notes to the Teacher and small ones try to slide away from the centre.
If you are in the front seat of a car and the car Some people refer to this as centrifugal “force,”
suddenly turns in a circular path, counterclockwise, but there really is no force at all. Centrifugal
you will be “thrown” to the right-hand side of the means “centre-fleeing” or “away from the centre.”
car. You will feel as if there is a force moving you. Centrifugal “force” can be explained by the
Such a force, which appears to be directed away absence of a force to keep the object moving in
from the centre of the path, is often called a circular motion. If an object in uniform circular
centrifugal “force.” As the car moves in a circular motion is suddenly released, the object will move
path, inertia keeps your body going in a straight off in a straight line at a constant speed according
line. This path causes you to move to the right- to Newton’s Law of Inertia. Sometimes, it is useful
hand side of the car, which is turning. The to use a frame of reference that is rotating with the
centrifugal “force” feels real, but it doesn’t really system. In such a system, the centrifugal “force”
exist. Consequently, most physicists prefer the appears mathematically. But, when the same
term “centrifugal effect” rather than “centrifugal situation is examined from a stationary frame, such
force.” as the ground, it does not exist.

50 – Topic 1.5 Circular Motion

F=ma
 SENIOR 4 PHYSICS • Topic 1: Mechanics

SKILLS AND ATTITUDES OUTCOME GENERAL LEARNING OUTCOME

CONNECTION
S4P-0-4e: Demonstrate a continuing
and more informed interest in Students will…
science and science-related issues. Understand how stability, motion,
forces, and energy transfers and
transformations play a role in a wide
range of natural and constructed contexts
(GLO D4)

SUGGESTIONS FOR INSTRUCTION SUGGESTIONS FOR ASSESSMENT

Classroom Activities
Have students predict the path of an object moving
in uniform circular motion when it is suddenly
released. The object could be attached to the end of
string or a marble rolling around the inside of a ice
cream pail lid with one portion of the lid removed.

? ? ?

Demonstration
A centrifuge is a useful device for separating
substances; for example, a cream separator on a
farm or a blood centrifuge in the hospital. A simple
centrifuge can be made with an old turntable, some
cups, and some objects such as ping pong balls
(see Appendix 1.9 for details).

Topic 1.5 Circular Motion – 51 F=ma

Topic 1: Mechanics • SENIOR 4 PHYSICS

GENERAL LEARNING OUTCOME SPECIFIC LEARNING OUTCOME SKILLS AND ATTITUDES OUTCOMES
CONNECTION S4P-0-2h: Analyze problems
S4P-1-21: Draw free-body diagrams
Students will… of an object moving in uniform using vectors.
Recognize that scientific knowledge is circular motion. Include: Adding and subtracting
based on evidence, models, and vectors in straight lines, at right
explanations, and evolves as new angles, and at non-orthogonal angles
evidence appears and new
conceptualizations develop (GLO A2)

SUGGESTIONS FOR INSTRUCTION

Entry Level Knowledge

Free-body diagrams are covered in Senior 3
Physics.
Notes to the Teacher FN
Ff
Students can draw free-body diagrams to illustrate
forces acting on a sphere or a coin moving in a
uniform circular motion. In each case, they should FG
indicate the force(s) responsible for the centripetal
force. The relative length of the vectors
corresponding to the forces should be drawn to
scale.
Symbols:
Fg — Weight FT — Tension
Ff — Friction FN — Normal Force
FC — Centripetal Force
Rotating Coin

FN
FT

FG

Rotating Sphere

52 – Topic 1.5 Circular Motion

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 SENIOR 4 PHYSICS • Topic 1: Mechanics

SKILLS AND ATTITUDES OUTCOMES GENERAL LEARNING OUTCOME

S4P-0-2i: Select and integrate S4P-0-4b: Work co-operatively with a CONNECTION
information obtained from a group to identify prior Students will…
variety of sources. knowledge, initiate and exchange Demonstrate appropriate scientific
Include: print, electronic, specialists, ideas, propose problems and their inquiry skills when seeking answers to
or other resource people solution, and carry out questions (GLO C2)
investigations.

SUGGESTIONS FOR INSTRUCTION SUGGESTIONS FOR ASSESSMENT

Visual Displays
Students design and construct a model of an
amusement park ride. The forces acting are
described using a free-body diagram.

SUGGESTED LEARNING RESOURCES

Ff
Going in Circles, Activity 30, p 183, Lab Manual,
FN Conceptual Physics, Pearson, 2002

FG

Rotating Cylinder

Topic 1.5 Circular Motion – 53 F=ma

Topic 1: Mechanics • SENIOR 4 PHYSICS

GENERAL LEARNING OUTCOME SPECIFIC LEARNING OUTCOME SKILLS AND ATTITUDES OUTCOMES
CONNECTION S4P-0-1e: Differentiate between
S4P-1-22: Experiment to determine
Students will… how scientific theories explain
the mathematical relationship
natural phenomena and how
Demonstrate appropriate problem-solving between period and frequency and scientific laws identify regularities
skills while seeking solutions to one or more of the following: and patterns in nature.
technological challenges (GLO C3) centripetal force, mass, and radius. S4P-0-2a: Select and use appropriate
visual, numeric, graphical, and
symbolic modes of representation to
identify and represent relationships.

SUGGESTIONS FOR INSTRUCTION

Entry Level Knowledge

Students have used graphical analysis to
investigate mostly linear relationships. In this case,
graphical analysis is extended to the power and
inverse relationships.
Notes to the Teacher
The common approach to investigating the
relationships for circular motion is by swinging a
rubber stopper as shown in the diagram. Several
factors can be measured, including frequency,
period, mass, radius, and force.

tube

thread

paper clip

mass

54 – Topic 1.5 Circular Motion

F=ma
 SENIOR 4 PHYSICS • Topic 1: Mechanics

SKILLS AND ATTITUDES OUTCOMES S4P-0-2e: Evaluate the relevance, GENERAL LEARNING OUTCOME
reliability, and adequacy of data and CONNECTION
S4P-0-2b: Propose problems, state
data-collection methods.
hypotheses, and plan, implement, Students will…
adapt, or extend procedures to carry Include: discrepancies in data and sources
out an investigation where required. of error Work co-operatively and value the ideas
S4P-0-2f: Record, organize, and display and contributions of others while
S4P-0-2c: Formulate operational carrying out scientific and technological
data using an appropriate format.
definitions of major variables or activities (GLO C7)
concepts. Include: labelled diagrams, tables, graphs

S4P-0-2d: Estimate and measure accurately S4P-0-2g: Develop mathematical models

using SI units. involving linear, power, and/or
inverse relationships among variables.

SUGGESTIONS FOR INSTRUCTION SUGGESTIONS FOR ASSESSMENT

Laboratory Report
Teaching
Notes
Students collect, organize, and graphically
illustrate data obtained and submit a lab report.

SUGGESTED LEARNING RESOURCES

Investigation 11-B: Verifying the Circular Motion

Equation, Physics 12, McGraw-Hill Ryerson, 2003

Topic 1.5 Circular Motion – 55 F=ma

Topic 1: Mechanics • SENIOR 4 PHYSICS

GENERAL LEARNING OUTCOME SPECIFIC LEARNING OUTCOMES

CONNECTION
S4P-1-23: Derive an equation for the S4P-1-24: Solve problems for an
Students will… constant speed and acceleration of object moving with a constant speed
Recognize that scientific knowledge is an object moving in a circle in a circle using
based on evidence, models, and ⎛ → 2π r v2 ⎞ v 2
2π r


explanations, and evolves as new ⎜ v = , a = ⎟. a= ,v= , and Fnet = ma.
evidence appears and new ⎝ T R⎠ R T
conceptualizations develop (GLO A2)

SUGGESTIONS FOR INSTRUCTION

Notes to the Teacher Since these triangles are similar, the ratio of the
The equation for the constant speed of an object corresponding sides are equal and, ∆R = ∆v v,
moving in a circle is derived from basic principles. R
We know that
divide both sides by ∆t to get ∆R = ∆v .
∆d R∆t v∆t
v=
∆t
and, for an object moving in a circle, that the path ∆R ∆v v a
Since v = and a = , this reduces to =
is the circumference of the circle. That is ∆t ∆t R v
∆d = 2π R.
v2
and finally a = .
Therefore, v = 2π r .
→
R
T
Notice this is a scalar equation; however, the
v 2 direction of the acceleration will always be toward
There are several ways to derive a = . the centre of the circle.
R
Remind students that vectors can be moved
anywhere as long as the magnitude and direction
do not change. Compare the triangles formed from
→ → →
the position vectors ⎛⎜ ∆ R = R2 − R1 ⎞⎟
⎝ ⎠
→ →→
and the velocity vectors ⎛⎜ ∆ v = v2 − v1 ⎟⎞ .
⎝ ⎠
R
R Dv1 Dv2
DR
R
R v1

Dv

v2

56 – Topic 1.5 Circular Motion

F=ma
 SENIOR 4 PHYSICS • Topic 1: Mechanics

SKILLS AND ATTITUDES OUTCOME GENERAL LEARNING OUTCOME

CONNECTION
S4P-0-2g: Develop mathematical
models involving linear, power, Students will…
and/or inverse relationships Demonstrate appropriate scientific
among variables. inquiry skills when seeking answers to
questions (GLO C2)
Understand how stability, motion, forces,
and energy transfers and transformations
play a role in a wide range of natural and
constructed contexts (GLO D4)

SUGGESTIONS FOR INSTRUCTION SUGGESTIONS FOR ASSESSMENT

Students write process notes to outline the steps of

Teaching the derivations.
Notes
Given the diagram, students draw the similar
triangles and state the ratio of the corresponding
sides.

Topic 1.5 Circular Motion – 57 F=ma

Topic 1: Mechanics • SENIOR 4 PHYSICS

NOTES

58 – Topic 1.5 Circular Motion

F=ma