day, September 4th Physics - Mr. Hill

Report
A Patterns Approach to Increase
the Rigor and make EvidenceBased Reasoning and DataInformed Decision Making
Bradford Hill
Sujata Ganpule
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
1
Inquiry Cube
1. What qualities do scientists have? What are
scientists like?
2. Draw what a scientist looks like.
3. How do Scientist do their work? How would
they describe a scientific investigation?
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
2
Inquiry Cube
4. What are questions we can investigate
about this cube?
Do not touch, turn, lift, or
move the cube in any way.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
3
Inquiry Cube
5. What is science?
(How is it different than asking your best friend or
looking something up on Wikipedia?)
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
4
Science is…
Science originates in questions about the world.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
5
Science is…
Science originates in questions about the world.
Science uses observations to construct explanations
(answers to the questions). The more observations you had that
support your proposed explanation, the stronger your explanation, even if
you could not absolutely confirm the answer by examining the bottom of the
cube.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
6
Science is…
Science originates in questions about the world.
Science uses observations to construct explanations
(answers to the questions). The more observations you had that
support your proposed explanation, the stronger your explanation, even if
you could not absolutely confirm the answer by examining the bottom of the
cube.
Scientist make their explanations public through
presentations at professional meetings and journals.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
7
Science is…
Science originates in questions about the world.
Science uses observations to construct explanations
(answers to the questions). The more observations you had that
support your proposed explanation, the stronger your explanation, even if
you could not absolutely confirm the answer by examining the bottom of the
cube.
Scientist make their explanations public through
presentations at professional meetings and journals.
Scientists present their explanations and critique the
explanations proposed by other scientists.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
8
Science is…
Science originates in questions about the world.
Science uses observations to construct explanations
(answers to the questions). The more observations you had that
support your proposed explanation, the stronger your explanation, even if
you could not absolutely confirm the answer by examining the bottom of the
cube.
Scientist make their explanations public through
presentations at professional meetings and journals.
Scientists present their explanations and critique the
explanations proposed by other scientists.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
9
Inquiry Cube
Form research groups for the second
investigation.
Do not touch, turn, lift, or
move the cube in any way.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
10
Inquiry Cube
6. First Hypothesis: (just guess)
6. Data:
confidence:
Low
Medium
High
6. Patterns:
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
11
Inquiry Cube
Research groups publicly share your
explanations.
9. What is the benefit to hearing other research
groups’ ideas?
What is another test we could perform to
determine with even more confidence (less
error) what is on the bottom?
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
12
Inquiry Cube
Scientist use patterns in data to make predictions
and then design an experiment to assess the
accuracy of their prediction. This process can
also produce additional data.
10. Use your observations (data) to make a
prediction of the number in the upper-right
corner of the bottom.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
13
Inquiry Cube
With your limited funding you are able to
purchase a small amount of technology
and other equipment in order to test your
prediction.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
14
Inquiry Cube
11. Final Hypothesis
confidence:
Low
Medium
High
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
15
Inquiry Cube
*12. Describe how your confidence changed from
first hypothesis and final hypothesis and why?
*13. How is this activity like real science?
*14. What about science doesn’t this activity
capture?
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
16
Stretching Spring Experiment
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
17
Stretching Spring Experiment
Conclusion:
Since the best-fit line of our data is linear, we
conclude that there is a linear relationship
between how much the spring stretches and
the mass hung from the spring. This can be
represented mathematically
Stretch of Spring = 0.053 * Mass Hung.
So I predict that for a 500g mass my spring will
stretch _______.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
18
Data:
Pendulum Sample Data
Value of controlled variables:
Length
(m)
+/- 0.1
Period of Pendulum (s)
+/- 0.3
Time
r1
Time
r 2
Time
r3
Time
r 4
0
Average
Period
(s)
t avg 
t1  2  t 3
3
0
Uncertainty
in Average
Period (s)
U 
range
0.0
0
0
0
0.5
1.2
1.4
1.3
1.2 1.4
1.3 
0.1
1.0
1.9
1.9
1.9
2.2
2.1
2.0
0.2
1.5
2.4
2.3
2.5
2.6
2.7
2.5
0.2
2.0
2.9
2.8
2.7
2.9
2.7
2.8
0.1
3.2
3.2
3.2
2.5Inquiry A –3.0
3.4 Physics
3.3
Science
Conceptual
0
Time
r5
θ = 15° m = 200g
2
0
0.2
Inquiry & Patterns
19
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
20
Pendulum Experiment
Conclusion:
Since the best-fit line of our data is quadratic, we
conclude that there is a quadratic relationship
between the period of the pendulum and the
length of the pendulum. This can be
represented mathematically
Length of Pendulum = _____ * (Period)2
So I predict the period of a 5.0 meter
pendulum is _______.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
21
Getting the Period
Use Graph, Length = 5.0 m
or
Length  0.25 * (Period )
Length
0 .25
Length
0 .25
 ( Period )
2
2
 Period
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
22
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
23
Paragraph
Science is finding patterns in nature and then using those patterns to
accurately predict the future. For instance, one pattern in nature that
nearly everyone has discovered is that objects on earth, when
unsupported, fall. We have named this pattern gravity. And we can predict
that tomorrow if you were to hold up a marker then let it go, that marker
would fall to the floor. Now scientists and engineers have discovered many
patterns and have gone as far as creating a device, from materials found in
the earth’s crust, that if tomorrow you touch in a certain way and then talk
towards it a loved one can hear your voice miles away! We, of course, call
this amazing combination of stuff from the ground a cell phone.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
24
Paragraph Experiment – Real Data
Value of controlled variables:
Helvetica, size 12, patterns paragraph
Trial
Width of
Paragraph (cm)
+/- 0.3
Height of
Paragraph (cm)
+/- 0.6
1
2
3
4
5
10.8
5.5
7.7
23.3
15.3
6.4
13.0
9.5
2.9
4.4
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
25
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
26
Paragraph Experiment
Height 
71
Width

Science Inquiry A – Conceptual Physics
Inquiry & Patterns
27
Paragraph Experiment
Conclusion:
Since the best-fit line of our data is inverse, we
conclude that there is a inverse relationship
between the height of the paragraph and the
width of the paragraph. This can be
represented mathematically
Height 
Your A
Width
So I predict for a 33.5 cm wide paragraph the
height will be _____cm.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
28
Logger Pro with Good Data
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
29
Make Your
Science Inq A Toolbox
Fold Here
Science Inquiry A
Your Name
5 – Engineering A Bridge
4 – Interaction & Forces
3 – Energy & Interactions
2 – Motion & Change
1 – Patterns in Nature
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
30
Stretch of spring (cm)
Pattern: Linear
y= mx+b
Mass (g)
Stretch
x intercept = 0
no mass, no stretch
The slope tells us
something about
the strength of
spring that is the
spring that
stretches 0.05 cm
for every gram
hung on it.
x,
so when=x
y
y
x, y y
and when=x
If the mass is doubled, the
stretch of the spring will
Science Inquiry A – Conceptual Physics
double.
Inquiry & Patterns
31
Stretch of spring (cm)
Pattern: Linear
y= mx+b
x,
so when=x
y
y
x, y y
and when=x
Mass (g)
Stretch
x intercept = 0
no mass, no stretch
If the mass is doubled, the
stretch of the spring will
Science Inquiry A – Conceptual Physics
double.
Inquiry & Patterns
32
Length of pendulum
Pattern: Quadratic
y= ax2
4L
so when=x
x, y
and when= x
x,y
L
1s
Period
2s
L
P
4L
y
y
For the pendulum, if the period
is doubled then the length
2P
Science Inquiry A – Conceptual Physics
is
quadrupled.
Inquiry & Patterns
33
Pattern: Inverse
Height of
paragraph
y= a
x
so when=x
and when= x
Width of
paragraph
x,
y
x,
y
y
y
Blah blah blah blah blah blah blah blah
blah blah blah Blah blah blah blah blah
blah blah blah blah blah blah
Blah blah
blah blah
blah blah
blah blah
blah blah
blah Blah
blah blah
blah blah
blah blah
blah blah
blah blah
Blah blah blah blah
blah blah blah blah
blah blah blah Blah
blah blah blah blah
blah blah blah blah
blah blah
For the same paragraph, if
you double the width of
the paragraph, than the
height will decrease by half.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
34
Pattern: Inverse Square
a
y= x
Size of shadow
2
so when=x
and when=x
x,
y
x, y
y
y
Distance to light source
For a square piece of paper in front of
a light, if you double the
distance from the light the size
of the shadow will become 4x
times smaller.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
35
Flat Line
Period
Period = Period
Angle = 0,15, or 45
3.7
Angle of Release
Period never changes.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
36
Put the new Tool in your
Science Inq A Toolbox
Science Inquiry A
5 – Engineering: Windmills & Bridges
4 – Interactions & Forces
3 – Energy & Interactions
2 – Motion & Change
1 – Patterns in Nature
Your Name
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
37
Distance vs Time
for a Constant Velocity
Pattern: Linear
y = mx+b
d = vt
Slope= Speed
d
t
When t is doubled, the
distance will double.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
38
Velocity vs Time
Constant Velocity
Pattern: Flat Line
v=v
v
t
v doesn’t change, so v = v
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
39
Distance vs Time
with a Constant Acceleration
Pattern: Quadratic
d
4
1
d=
1
2
1
2
at
2
t
When t is doubled then d is
quadrupled.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
40
Velocity vs Time
with a Constant Acceleration
Pattern: Linear
2
v1
Slope= Acceleration
v = at
1
2
t
When t is doubled, v will
double.
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
41
Put the new Tool in your
Science Inq A Toolbox
Science Inquiry A
5 – Engineering: Windmills & Bridges
4 – Interactions & Forces
3 – Energy & Interactions
2 – Motion & Change
1 – Patterns in Nature
Your Name
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
42
Gravitational Potential Energy vs Height
Pattern: Linear
E g  mgh
Eg
6
When Eg is doubled, the
3
height is doubled
3
6
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
43
Kinetic Energy vs Velocity
Pattern: Quadratic
Ek 
1
2
mv
2
EK
4
When v is doubled,
1
EK is quadrupled
1
2
v
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
44
Conservation of Energy
Pattern: Flat Line
E T Before  E T After
ET  E g  E k
ET
As Eg goes down Ek goes up,
4
so
1
1
2

ET is always the same
h
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
45
Put the new Tool in your
Science Inq A Toolbox
Science Inquiry A
5 – Engineering: Windmills & Bridges
4 – Interactions & Forces
3 – Energy & Interactions
2 – Motion & Change
1 – Patterns in Nature
Your Name
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
46
Acceleration vs Net Force
Pattern: Linear
a
F
2a 
2F
y = mx+b
m
m
4
When Force is doubled,
2
acceleration is doubled
2
4
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
47
Acceleration vs Mass
Pattern: Inverse
a
F
a
m
2
F

2m
y
a
x
When mass is doubled, acceleration
will decrease by half
4
2
2
4
Science Inquiry A – Conceptual Physics
Inquiry & Patterns
48

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