science inquiry a – conceptual physics 1 inquiry & patterns a patterns approach to increase...

Science Inquiry A – Conceptual Physics 1 Inquiry & Patterns

A Patterns Approach to Increase the Rigor and make Evidence-Based

Reasoning and Data-Informed Decision Making

Bradford Hill

Sujata Ganpule

Science Inquiry A – Conceptual Physics 2 Inquiry & Patterns

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 3 Inquiry & Patterns

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 4 Inquiry & Patterns

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 5 Inquiry & Patterns

Science is…Science originates in questions about the world.

Science Inquiry A – Conceptual Physics 6 Inquiry & Patterns

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 7 Inquiry & Patterns

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 8 Inquiry & Patterns

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 9 Inquiry & Patterns

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 10 Inquiry & Patterns

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 11 Inquiry & Patterns

Inquiry Cube6. First Hypothesis: (just guess) confidence:

7. Data:

8. Patterns:

LowMediumHigh

Science Inquiry A – Conceptual Physics 12 Inquiry & Patterns

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 13 Inquiry & Patterns

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 14 Inquiry & Patterns

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 15 Inquiry & Patterns

Inquiry Cube

11. Final Hypothesis confidence:LowMediumHigh

Science Inquiry A – Conceptual Physics 16 Inquiry & Patterns

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 17 Inquiry & Patterns

Stretching Spring Experiment

Science Inquiry A – Conceptual Physics 18 Inquiry & Patterns

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 19 Inquiry & Patterns

Pendulum Sample Data Value of controlled variables:

Length (m)

+/- 0.1

Period of Pendulum (s) +/- 0.3 Average

Period (s)

Uncertainty in Average Period (s)

Timer 1

Timer 2

Timer 3

Timer 4

Timer 5

0.0 0 0 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

2.5 3.0 3.4 3.3 3.2 3.2 3.2 0.2

Data:θ = 15° m = 200g

€

tavg =t1 +2 +t33

€

U = range2

Science Inquiry A – Conceptual Physics 20 Inquiry & Patterns

Science Inquiry A – Conceptual Physics 21 Inquiry & Patterns

Pendulum ExperimentConclusion:

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 22 Inquiry & Patterns

Getting the Period

€

Length = 0.25* (Period)2

Use Graph, Length = 5.0 m

€

Length0.25 = (Period)

2

€

Length0.25 = Period

or

Science Inquiry A – Conceptual Physics 23 Inquiry & Patterns

Science Inquiry A – Conceptual Physics 24 Inquiry & Patterns

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 25 Inquiry & Patterns

Paragraph Experiment – Real Data

Trial 1 2 3 4 5

Width of Paragraph (cm)

+/- 0.3 10.8 5.5 7.7 23.3 15.3

Height of Paragraph (cm)

+/- 0.6 6.4 13.0 9.5 2.9 4.4

Value of controlled variables:

Helvetica, size 12, patterns paragraph

Science Inquiry A – Conceptual Physics 26 Inquiry & Patterns

Science Inquiry A – Conceptual Physics 27 Inquiry & Patterns

Paragraph Experiment

€

Height =Width

71

Science Inquiry A – Conceptual Physics 28 Inquiry & Patterns

Paragraph ExperimentConclusion:

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

So I predict for a 33.5 cm wide paragraph the height will be _____cm.

€

Height =Width

Your A

Science Inquiry A – Conceptual Physics 29 Inquiry & Patterns

Logger Pro with Good Data

Science Inquiry A – Conceptual Physics 30 Inquiry & Patterns

Make Your Science Inq A Toolbox

Science Inquiry A

4 – Interaction & Forces

3 – Energy & Interactions

2 – Motion & Change

1 – Patterns in Nature

Your Name

Fold Here

5 – Engineering A Bridge

Science Inquiry A – Conceptual Physics 31 Inquiry & Patterns

Pattern: Linear

If the mass is doubled, the

stretch of the spring will

double.

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.

y= mx+b

so when=x x , y y

and when=x x, y yStr

etch

of s

prin

g

(cm

)

Mass (g)

Slope

= 0.0

5 cm

/g

x intercept = 0no mass, no stretch

Str

etch

Science Inquiry A – Conceptual Physics 32 Inquiry & Patterns

Pattern: Linear

If the mass is doubled, the

stretch of the spring will

double.

y= mx+b

so when=x x , y y

and when=x x, y yStr

etch

of s

prin

g

(cm

)

Mass (g)

x intercept = 0no mass, no stretch

Str

etch

Science Inquiry A – Conceptual Physics 33 Inquiry & Patterns

Pattern: Quadratic

For the pendulum, if the period

is doubled then the length

is quadrupled.

y= ax2

Period

Le

ng

th o

f p

en

du

lum

and when= x x , y yso when=x x , y y

4L

L

P

2P

1s 2s

L

4L

Science Inquiry A – Conceptual Physics 34 Inquiry & Patterns

Pattern: Inverse

For the same paragraph, if

you double the width of the paragraph, than the height

will decrease by half.

y= ax

He

igh

t of

par

ag

raph

Width of paragraph

so when=x x , y y

and when= x x , 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

Science Inquiry A – Conceptual Physics 35 Inquiry & Patterns

Pattern: Inverse Square

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.

y=ax2

Distance to light source

Siz

e o

f sh

ado

w

so when=x x , y y

and when=x x , y y

Science Inquiry A – Conceptual Physics 36 Inquiry & Patterns

Flat Line

Period never changes.

Angle of Release

Period Period = PeriodAngle = 0,15, or 453.7

Science Inquiry A – Conceptual Physics 37 Inquiry & Patterns

Put the new Tool in your Science Inq A Toolbox

Science Inquiry A5 – Engineering: Windmills & Bridges

4 – Interactions & Forces

3 – Energy & Interactions

2 – Motion & Change

1 – Patterns in Nature

Your Name

Science Inquiry A – Conceptual Physics 38 Inquiry & Patterns

Distance vs Timefor a Constant Velocity

When t is doubled, the distance will double.

y = mx+b

d

t

Slope= Speed d = vt

Pattern: Linear

Science Inquiry A – Conceptual Physics 39 Inquiry & Patterns

Velocity vs TimeConstant Velocity

v doesn’t change, so v = v

v

t

v = v

Pattern: Flat Line

Science Inquiry A – Conceptual Physics 40 Inquiry & Patterns

Distance vs Timewith a Constant Acceleration

When t is doubled then d is

quadrupled.

t

d

d = at21

2

Pattern: Quadratic

1 2

1

4

Science Inquiry A – Conceptual Physics 41 Inquiry & Patterns

Velocity vs Timewith a Constant Acceleration

When t is doubled, v will double.

v

t

Slope= Acceleration

v = at

Pattern: Linear

1

2

1 2

Science Inquiry A – Conceptual Physics 42 Inquiry & Patterns

Put the new Tool in your Science Inq A Toolbox

Science Inquiry A5 – Engineering: Windmills & Bridges

4 – Interactions & Forces

3 – Energy & Interactions

2 – Motion & Change

1 – Patterns in Nature

Your Name

Science Inquiry A – Conceptual Physics 43 Inquiry & Patterns

Gravitational Potential Energy vs HeightPattern: Linear

When Eg is doubled, the

height is doubled3

6

3 6

€

Eg = mghEg

Science Inquiry A – Conceptual Physics 44 Inquiry & Patterns

Kinetic Energy vs VelocityPattern: Quadratic

When v is doubled,

EK is quadrupled

1 2

1

4

€

Ek =12mv

2

EK

v

Science Inquiry A – Conceptual Physics 45 Inquiry & Patterns

Conservation of EnergyPattern: Flat Line

As Eg goes down Ek goes up,

so ET is always the same

1 2

1

4

€

ET = Eg + EkET

h

€

ETBefore = ETAfter

Science Inquiry A – Conceptual Physics 46 Inquiry & Patterns

Put the new Tool in your Science Inq A Toolbox

Science Inquiry A5 – Engineering: Windmills & Bridges

4 – Interactions & Forces

3 – Energy & Interactions

2 – Motion & Change

1 – Patterns in Nature

Your Name

Science Inquiry A – Conceptual Physics 47 Inquiry & Patterns

Pattern: Linear

Acceleration vs Net Force

When Force is doubled,

acceleration is doubled

Fa

m y = mx+b2

2F

am

2

2

4

4

Science Inquiry A – Conceptual Physics 48 Inquiry & Patterns

Pattern: Inverse

Acceleration vs Mass

When mass is doubled, acceleration will decrease by half

ay

x

Fa

m

2 2

a F

m

4

42

2