INTRO TO PHYSICS

PHYSICS BASICS UNIT GUIDE

Chapter 1 and Notes

Scientists observe and explain the physical universe

Basic Science Terms / Measuring and Math Terms / Experiment Terms / Graphing Terms
Science / Scientific notation / Scientific method / Line graph
Technology / Significant figures / Variable / Bar graph
Physics / SI units / Dependent variable / Pie chart
Scientific Theory / Accuracy vs. Precision / Independent variable / x axis and y axis
Scientific Law / Powers of Ten and prefixes / Experimental Control / coordinate
Scientific Hypothesis / Density, Mass and Volume / Constants / Directly proportional
Model / Conversion Factors / Inversely proportional

Essential Questions

  1. How does the study of physics relate to the natural world?
  2. How are math and measurements used in physics?
  3. How do you design a valid experiment?

Learning Targets

Physics Basics

  1. I can describe what science is.
  2. I can describe the main branches of natural science and relate them to each other.
  3. I can explain physics using real-life examples.
  4. I can interpret the relationship between science and technology using real world examples.
  5. I can explain the role of a model in science.
  6. I can distinguish the differences between hypotheses and theories and theories and laws.
  7. I can diagram the steps of the scientific method.

Math and Measurement

  1. I can use the factor-label method to convert.
  2. I can make accurate measurements.
  3. I can explain the standards of measurement are and why we use them.
  4. I can identify the significant figures in calculations and round correctly.
  5. I can use scientific notation.
  6. I can explain the difference between accuracy and precision.
  7. I can rearrange scientific equations.

Graphing

  1. I can draw and interpret line graphs, bar graphs, and pie graphs.
  2. I can explain the difference between directly and inversely proportional relationships.
  3. I can analyze graphs and data tables.

Experimental Design

  1. I can explain the difference between dependent and independent variables.
  2. I can explain the purpose of an experimental control.
  3. I can determine the constants in an experiment.

Program of Studies

Physics Basics

Practice of Science

  • SC-H-BC-S-6

Students will distinguish between a scientific law, theory, hypothesis and unsupported supposition/claim

  • SC-H-BC-S-7

Students will investigate the historical development and revision of a variety of accepted scientific laws, theories and claims

  • SC-H-EU-U-8

Students will understand that curiosity, honesty, openness and skepticism are highly regarded in science, and are incorporated into the way science is carried out.

  • SC-H-STM-U-9

Students will understand that accurate record-keeping, openness and replication are essential for maintaining credibility with other scientists and society.

Science vs. Technology

  • SC-H-BC-U-5

Students will understand that in science the term theory is reserved to describe only those ideas that have been well tested through scientific investigation. Scientific theories are judged by how well they fit with other theories, the range of observations they explain, how well they explain observations and their usefulness in predicting new findings. Scientific theories usually grow slowly through contributions from many investigators.

  • SC-H-EU-U-7

Students will understand that scientists rely on increasingly sophisticated methods of measurement in order to investigate a variety of phenomena that were previously immeasurable.

  • SC-H-ET-U-12

Students will understand that technological problems often create a demand for new scientific knowledge, and new technologies make it possible for scientists to conduct their research more effectively or to conduct new lines of research. The availability of new technology often sparks scientific advances.

  • SC-H-ET-U-13

Students will understand that technology affects society because it solves practical problems and serves human needs. Science affects society by stimulating thought or satisfying curiosity, or by influencing views of the world, or by providing knowledge necessary for new technological advances.

  • SC-H-ET-S-14

Students will describe how science and technology interact. Research and investigate the impact of technology on society and how technological advances have driven scientific research

Role of Models

  • SC-H-MF-U-2

Students will understand that the usefulness of a model can be tested by comparing its predictions to actual observations in the real world. But a close match does not necessarily mean that the model is the only “true” model or the only one that would work.

Graphing

  • SC-H-MF-S-4

Students will create and analyze graphs, ensuring that they do not misrepresent results by using inappropriate scales or by failing to specify the axes clearly

  • SC-H-STM-S-13

Students will create and/or interpret graphs and equations to depict and analyze patterns of change

Experimental Design

  • SC-H-STM-S-15

Students will generate investigable questions and conduct experiments or non-experimental research to address them, using evidence to defend conclusions

Physics Basics Unit

Homework and Starter Questions

Assignment #1

In your own words, using one paragraph, answer this question in your spiral notebook:

What is Science?

Assignment #2

  1. Read Chapter 1.4 and answer questions on loose-leaf
  • Explain the difference between a hypothesis and a law.
  • Explain the difference between a theory and a law.
  1. Study/Learn the seven base SI units, abbreviations and what quantity they measure.
  1. Complete the measuring practice sheets for tomorrow's class.

Starter Question #1

In your spiral notebook…

Draw a Venn Diagram representing the three branches of natural science (physical science, life science, earth science).

Make a list of every science discipline you can think of (example: biology).

Starter Question #2

In your spiral notebook:

Read Mars Climate Orbiter Mission

  1. Explain the mission and its purpose.
  2. Explain the problem and why it occurred.
  3. Explain how you would have fixed the situation.

What is Science?

I will check your answers tomorrow. Be prepared to discuss.

What is Science?

  • A way of knowing about the natural world.
  • Knowledge accumulated by the study of the natural world.
  • A search for natural order in the Universe.
  • A method used to explain and predict phenomena in the natural world.
  • A process of discovery about the natural world.

What is Physics?

The study of motion, forces and energy.
Period 1What is science?

Science is everything (T5, T3)

Science is everything and science is discovery (T6)

Science is the study of things and ideas. (T1)

Science is the study of that has occurred and will occur. (T2)

Period 3What is Science?

T1Science is the study, observation and experimentation to better understand our Earth.

T2Science is based on mainly everything and its in everyday life.

T3Science is the study of all living things. Science uses observations, calculations and experiments to back up a certain subject.

T4Science is the study of everything living and non-living.

T5Science is the study of past and future of the natural world.

T6Science is the category of knowledge, and other categories such as physics or life science.

T7Science is the study of everything around us.

Period 6

What is Science?

T1Science is the study all things living and non-living and the study of everything created.

T2Science is discovering how everything works.

T3Science is the study of animals, the universe and physical traits of living and non-living objects.

T4Science is discovering what is true about our universe.

T5Science is a system or process of knowledge using observations and experiments to describe and explain.

T6Science is the discovery of everything.

T7Science is the study of all natural surroundings.

Procedures

Performance Notes

Housekeeping

  • Keep chairs at proper height.
  • Push in chair when you leave.
  • Keep tables neat and organized.
  • Stack name cards every day.
  • Do not leave trash behind.

Spiral notebook and assignments

  • Date the entries
  • Include Starter questions, notes and any other work that is not placed on loose-leaf notebook paper.
  • Binder check will include your spiral notebook
  • Take notes even when not propmted

In-class work

  • Collect collaborative work and individual assignments and bring to the front desk.

Starter 1

Physics Basics Unit

In your spiral notebook…

Draw a Venn Diagram representing the three branches of natural science (physical science, life science, earth science).

Make a list of every science discipline you can think of (example: biology).

Starter 2

Read Mars Climate Orbiter Mission

  1. Explain the mission and its purpose.
  2. Explain the problem and why it occurred.
  3. Explain how you would have fixed the situation.

Discuss these main points and write a response.

Measurement standards are widely used, but are not universal. Why? (tables 1 and 7)

Scientists in different fields often use different systems of units. Why? (tables 2 and 3)

Should scientists use a single system of units? Why? (table 4)

Communication between different groups involved a complex project is essential. Why? (tables 5 and 6)

For complex projects, quality control includes a systematic plan which checks and double checks calculations and keeps consistent units.

  1. 3rd and 6th Period

Finish physics contest song topics and review.

Notes:

  • Science is not a thing, it is a process and a way of thinking.
  • Science is unbiased.

Use a graphic organizer to show how science is done.

Review

1.What is science?

2.What is physics?

In-class

Make a model of...

Read about mars lander

Homework

  1. Read Chapter 1.4 and answer questions on loose-leaf
  • Explain the difference between a hypothesis and a law.
  • Explain the difference between a theory and a law.
  1. Study/Learn the seven base SI units, abbreviations and what quantity they measure.
  1. Complete the measuring practice sheets for tomorrow's class.

1st period

Complete the physics song contest

5th period

Physics Basics

Homework

Assignment #2

!. Explain the difference between a law and a hypothesis

  • A scientific hypothesis is a possible explanation for a single problem or observation about the natural world that can be tested. (sometimes referred to as an educated guess that can be tested)
  • A law is a statement about what happens in nature and seems to be true all the time.

Hypotheses and laws are similar because they both are related to a singular observation about the natural world. The main difference between a hypothesis and a law is that a hypothesis is untested and a law has been tested and proven to be true. A hypothesis that has been tested and seems to be true can become a law.

Example in Physics

Hypothesis

If more mass is added to the cart, then the cart will accelerate at a lesser rate.

Law

Newton's Second Law of Motion (F = ma) hypothesis proven true by testing.

2. Explain the difference between a theory and a law.

  • A theory is an explanation of events and phenomena in the natural world based on knowledge gained by many observations and experiments.
  • A law is a statement about what happens in nature and seems to be true all the time.

Science Vocabulary:

  • Phenomenon (singular)
  • Phenomena (plural)

Theories and laws are closely related because they are based upon evidence and testing. The difference between a theory and a law is in the purpose of each. A theoryis meant to explain why things happen, whereas a law is meant to summarize.

A theory consists of all of the knowledge and understanding about events and phenomena in the natural world. On the other hand, a law summarizes an observed natural event or phenomenon, but does not explain why it happens. Also, as a theory becomes more refined, it will change. A law generally describes one aspect of a theory, so it does not change (even if the theory changes) unless specifically proved incorrect.

Example: Theory of plate tectonics (explain how the Earth's surface has developed over geologic time)

Measuring Lab

General Procedures

Stay with your group

Work out problems with group first (all must participate)

I will give lab quizzes to see if you know what happened or it will be part of a test.

You must be disciplined in lab (a developed skill)

Each person will act as a scribe if questions are to be answered.

Trial and error in lab is common, but learn to anticipate potential problems

Making a Table

Use a straight edge and pencil

Pre-determine the headings for the rows and columns and the number of each

Show all data for all trials

Show units

Providing details about the items used

Picture and detailed description

Reader must understand exactly what was used

Taking Measurements

Know the units and what each tick mark represents on the measuring device

Decide which unit is most appropriate for the measuring task

Some equations require specific SI units to be used. Be aware of this.

Analyzing Results

Data tables can be used to produce graphs to see trends

Classroom and table-to-table comparisons are important and can help to spot inconsistencies in testing

1.Read about failed mars lander--importance of conversions and SI units

2.Prepare a graphic organizer to explain differences between science terms

3.Prepare a graphic organizer to explain differences between dependent and independent variables

4.Graph data and identify variables

5.Theories and why scientific explanations change (it's OK!)

6.The development of the telescope and microscope show how sci and tech help us understand more

7.Controlling an experiment

8.Using an equation to understand reality--inverse and direct relationships

Unit Learner Goals/Core Content/Academic Expectations:

Academic Expectations

2.1Students understand scientific ways of thinking and working and use those methods to solve real-life problems.

2.2Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.

2.3Students identify and analyze systems and the ways their components work together or affect each other.

2.4Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed.

2.5Students understand that under certain conditions nature tends to remain the same or move toward a balance.

2.6Students understand how living and nonliving things change over time and the factors that influence the changes.

PROGRAM OF STUDIES (understandings and skills and concepts)

Science, Laws and Theories

SC-H-BC-S-6

Students will distinguish between a scientific law, theory, hypothesis and unsupported supposition/claim

SC-H-BC-S-7

Students will investigate the historical development and revision of a variety of accepted scientific laws, theories and claims

SC-H-BC-U-5

Students will understand that in science the term theory is reserved to describe only those ideas that have been well tested through scientific investigation. Scientific theories are judged by how well they fit with other theories, the range of observations they explain, how well they explain observations and their usefulness in predicting new findings. Scientific theories usually grow slowly through contributions from many investigators.

SC-H-EU-U-8

Students will understand that curiosity, honesty, openness and skepticism are highly regarded in science, and are incorporated into the way science is carried out.

Science and Technology

SC-H-ET-U-12

Students will understand that technological problems often create a demand for new scientific knowledge, and new technologies make it possible for scientists to conduct their research more effectively or to conduct new lines of research. The availability of new technology often sparks scientific advances.

SC-H-ET-U-13

Students will understand that technology affects society because it solves practical problems and serves human needs. Science affects society by stimulating thought or satisfying curiosity, or by influencing views of the world, or by providing knowledge necessary for new technological advances.

SC-H-ET-S-14

Students will describe how science and technology interact. Research and investigate the impact of technology on society and how technological advances have driven scientific research

SC-H-EU-U-7

Students will understand that scientists rely on increasingly sophisticated methods of measurement in order to investigate a variety of phenomena that were previously immeasurable.

SC-H-MF-U-2

Students will understand that the usefulness of a model can be tested by comparing its predictions to actual observations in the real world. But a close match does not necessarily mean that the model is the only “true” model or the only one that would work.

Graphs

SC-H-MF-S-4

Students will create and analyze graphs, ensuring that they do not misrepresent results by using inappropriate scales or by failing to specify the axes clearly

SC-H-STM-S-13

Students will create and/or interpret graphs and equations to depict and analyze patterns of change

Experimentation

C-H-STM-S-15

Students will generate investigable questions and conduct experiments or non-experimental research to address them, using evidence to defend conclusions

SC-H-STM-U-9

Students will understand that accurate record-keeping, openness and replication are essential for maintaining credibility with other scientists and society.

Calendar

1st quarter Units

A.Basics

B.Motion

C.Forces

D.Newton's Laws

Aug 17
-first day
What is physics?
Where does it fit in nat. sciences? / Aug 18
Starter 1
Science terms
Theories and Laws in Physics
Purpose of science / Aug 19
Starter 2
Science Measurement and Units
Accuracy vs. precision / Aug 20
Starter 3
Science math
Sci notation
Sig figs
Rounding
Powers of Ten
Aug 23
Starter 4
More with science math / Aug 24
Starter 5
Graphing / Aug 25
Starter 6
Experimentation and variables
Lab Safety / Aug 26
Starter 7
Reaction time Lab / Aug 27
Starter 8
Reaction time Lab
Aug 30
Starter 9
Unit Test Review / Aug 31
Unit Test / Sept 1
Motion Unit Begins
Kickoff event / Sept 2
Starter 1
Displacement vs. distance
Relative Motion
Speed vs. velocity
V= d/t / Sept 3
Starter 2
Three conditions of motion
Velocity – a change in…
Motion Lab
Sept 7
Starter 3 / Sept 8
Starter 4 / Sept 9 / Sept 10
Sept 13 / Sept 14 / Sept 15 / Sept 16 / Sept 17
Sept 20 / Sept 21 / Sept 22
test / Sept 23
Newton's Laws / Sept 24
Sept 27 / Sept 28 / Sept 29 / Sept 30 / Oct 1
Oct 4 / Oct 5 / Oct 6 / Oct 7
test
Oct 11
Gravity and Falling Objects / Oct 12 / Oct 13 / Oct 14 / Oct 15
End of 1st Qtr.

2nd Qtr