Unit 1: Patterns & Inquiry

Name: _______________________________________________________ Period: ________

Assignment: 4 3 0

A1:

A2:

A3:

A4:

A5:

A6:

Vocabulary Description or Definition Example(s)

Science

Relationship

Hypothesis

Ratio

Slope(Rate of Change)

Proportional

Inquiry

Extrapolate

Equation

Constant

Variable

Vocabulary Description or Definition Example(s)

vertical

horizontal

patterns

consensus

evidence

conversion

I. Patterns, Experiments, Data & Uncertainty

A. What shape comes next in this sequence?

_____

1. Is there more than one possibility?

B. What is the fifth term in this sequence? 3, 6, 9, …

1. Again is there more than one possibility?

C. How do we find and use patterns in nature to predict the future and understand the past?

The path to better ________________ making is through a

________________ of deliberate ____________________

D. Good Science is ___________ Driven

1. A box is measured 3 times with the following measurements in centimeters:

Set A: 28, 29, 30 Set B: 28.9, 29.0, 29.1

a. What is the same about these data sets?

b. What is different about these data sets?

c. Which sets seems better? Why?

d. How do we intelligently communicate about uncertainty in different

measurements?

i. Average (mean) =

ii. Range =

iii. Uncertainty in average =

Average

(Mean)

Range

Uncertainty

in average Visual Representation

Set A:

28

29

30

Set B:

28.9

29.0

29.1

2. Try it on your own with these two sets of

Average

(Mean)

Range

Uncertainty

in average Visual Representation

Set A:

8,10,12

Set B:

4,10,16

E. Lab Design: Example. We want to increase the academic experience of our freshmen at HRVHS

a. Question or Observation: Most students enjoy freshmen science and achieve academic

growth. Yet some students struggle to find growth and enjoyment. How can we improve this?

b. Research: Many schools with similar diversities in their student populations across the nation

have found an increase in growth and enjoyment for freshmen using a Patterns Physics

approach. We even visited these schools to observe how this curriculum was delivered.

i. Research Question: How does the IV of ____________________ affect the

DV of ______________________________________

c. Hypothesis:

I think that if we

Then,…

Because…

d. Experiment Design i. Independent Variable: This is the variable in the experiment that ___

_____________. Trick: “____” change the “__”______________ variable.

a. In our example, the Independent variable is __________________

Because________________________________________________

ii. Dependent Variable: This is the _______________ we hope to measure, hoping that

any changes in this variable _______________ on the _________________________-

________________.

a. In our example, the dependent variable is _____________________

Because _________________________________________________

iii. Controls: What do we need to control to make sure the class is the main reasons for

any changes we see?

iv. Data Table: ________________ and _________________ data in an _____________

fashion so that any __________________ or ________________ can be noticed.

a. In our example, what data would we need to collect?

v. Graph: __________________ display the data so that any ___________________ or

___________________ are easy to ________ and __________________

vi. Conclusion: Based on the ______________ and _________________ in the

__________ we look for ___________________ as a group to draw and

________________ a ___________________

a. Why does the conclusion need to be data driven?

b. Why does consensus matter for this conclusion?

F. Time of Rolling a Car Experiment: Uncertainty in data and Graphing (1st Lab):

Graph

Dependent Variable=

Independent Variable=

II. Pattern 1 = One changes ________________ changing the other = ________________________

A. Pendulum Experiment Research (2nd Lab)

1. What is a Pendulum?

2. What is a period?

3. What is Pendulum angle?

4. What is Pendulum Length?

5. Where is mass added to a Pendulum?

Diagram

6. What are questions about Pendulum performance that we can ask?

7. What parts of the system do we need to control and manipulate?

8. What factors exist outside of the system that we can’t control?

9. Question: How much time will it take the pendulum to swing one complete cycle (1 period) from an angle of ___________?

B. Post Pendulum LAB: Mathematical model: Graph and Equation Prediction: What would be predict for the time of one period at 70 degrees?

III. Pattern 2: One change causes another to change at a(n) ______________ rate = __________________

A. Spring and Mass Experiment Research (3rd Lab)

1. The phenomenon/observation: Adding mass to a spring causes it to ___________.

2. Is this done in a ______________. manner? How can we check?

3. What are questions we could ask about this?

4. What is ___________. the ___________. that we can ___________. ?

5. What is ___________. the ___________. that we can’t ___________. ?

6. Question: How far will the spring stretch if 300 grams is hung?___________

B. Post Spring and Mass LAB: Mathematical model: Graph and Equation

Confidence: How would adding mass far outside the range of this lab affect our certainty? Explain.

C. Math Background and Practice: Below is a graph of gas used in a Ford Mustang and how far the

car was able to travel. 1. What type of relationship is there between gas and distance traveled?

2. How would this change for a Prius Hybrid? Diagram in the graph how this would look.

Take notes here on how to calculate slope, figure out y intercept. How to write y = mx + b.

3. How would a line look for a semi-truck? Copy the semi-truck line into your graph.

4. Calculate Slope, find y intercept, and write your y=mx+b equation for the semi truck.

Slope =

y-intercept = b

5. Describe in words, what this slope means using the names, numbers, and units of both parts

of your slope.

For every one_____ that ________________________ increases, the

__________________________ decreases by ______ ____________.

6. Write a conclusion statement for the semi-truck as if you had done the lab to make the graph.

Claim After investigating _________________________________, I claim there is a _______________ relationship between __________________________and_______________________________.

Evidence My evidence for this claim is that_______ of my data points form a _______________ pattern ,

so it makes sense the relationship is _________________.

Math Model

This system can be mathematically modeled by the equation y =_________________________, where y represents ________________, __ _ represents _________________, __ _ represents _______________________,& __ _ is____________________________

Prediction I predict that if ____________________________________________ is ______________,

the_______________________________________ will have a value of ________________

Confidence

My confidence for this prediction is ______________________ because the line of best fit is

__________________________________ my data points

The prediction is also ______________________________________________my data range.

D. Practice. Observation -- Rachel notices that that as she talks on her cell phone her battery life drops. She

wonders “How does the time talked affect the battery life?” Rachel collects the following data about her phone.

1. Graph the data set at a high school level, including error bars and a sketch of a best-fit line.

Time Talked (hours) +/- 0.1

Battery Life (hours) +/- 0.5

0 5.0

0.5 4.5

1.0 4.0

1.5 3.5

2.0 3.0

4.0 1.0

2. Calculate slope, showing work.

3. Describe what this slope means using names, numbers, and units of both parts of your slope.

For every one_____ that ________________________ increases, the

__________________________ decreases by ______ ____________.

4. Calculate the y intercept and explain what this tells you about the cell phone?

5. Write out the mathematical equation for your best-fit line in the form of

6. Based on your model, predict the amount of battery life she will have if she talked for three

hours.

7. What is your confidence and reasoning in this prediction? (Use the confidence rubric!)

IV. Pattern 3: One change causes another to change at a(n) _________________ rate = _______________

A. Marble Experiment Research (4th Lab)

1. Observation: Farmers in our Valley need to be aware of packing efficiency for our pears

and apples. I see a lot of those rectangular crates in Odell. What could we use instead of

fruit to study packing efficiency?

2. Question: What is the best way to increase packing efficiency? How would diameter size

of a circle affect the number of marbles that can fit inside the circle?

3. Experimental design:

Dependent Variable=

Independent Variable=

Controls

Inside system Outside system

B. Post Marble Experiment: Mathematical model: Graph and Equation

Which line belongs to the larger marbles?

Why do farmers use rectangular boxes here instead of circles?

C. Pattern 3 Practice: Using Gravity to predict distances or times.

1. Research: What is gravity? Mathematically, it is described as 9.8 m/s2. What does this

mean?

2. a Question: How does distance change over time as an object falls to earth due to gravity?

3. Data and Graph: The following data was collected when dropping an object off of a very tall

building. Graph the data with titles and units here and in DESMOS.

Data Table Distance over time of Freefall.

Time (seconds)

Distance (meters)

0 0.0

1.0 4.9

2.0 19.6

3.5 60.0

4.0 78.4

4.5 99.2

4. Mathematical Model: What patterns is this data forming?___________________________

What is the equation for this pattern? y = ________________________

5. Prediction: How many meters will an object fall in 10.0 seconds?

6. Certainty: What limits our certainty here, line fit for data points, or data range? Explain.

7. Prediction taken further: How can we rearrange the equation to use time to calculate

distance? For example, if an object falls for 7.8 seconds, how far did it fall?

V. Pattern 4: Once change causes another to do the opposite = _____________________________

A. Pressure & Volume Experiment Research (5th Lab)

1. Observation: Where have you seen the volume of a gas affected by pressure changes?

Think about airplanes, elevators, going up the mountain, drastic temperature changes.

2. Question: When pressure increases, what happens to volume of a gas?

3. Experimental Design

a. How are we creating pressure?

b. How do we calculate pressure?

c. How do we know the plunger is at the right spot?

d. What will be the Independent Variable?

e. What will be the dependent Variable?

f. What can we control in the system?

g. What is not in our control existing outside of the system?

Diagram

B. Post Pressure and Volume Experiment: Mathematical model: Graph and Equation

Prediction: How much mass would need to be added to make the volume reach 2 mL? What makes this such a difficult prediction?

C. Pattern 4 Practice:

1. Observation – Dani squeezes a partially inflated balloon and tries to make it smaller. She

notices that as she decreases the volume the balloon the air pressure inside seems to feel stronger. She asks the question “How does the volume of the balloon affect the pressure inside of the balloon?” See the Desmos graph to the right.

2. Using the graph to the right, determine the pressure at 5cm3

3. Predict what the pressure would be for a volume of 20 cm3. VI. Final Review of Whole Unit:

1. At a high school level (multiple reasons if you know them) clearly explain why is it useful for people to find patterns in nature?

2. At a high school level (multiple reasons if you know them) clearly explain why in science we prefer a data-informed decision over a wild-guess:

3. What does it mean to use evidence-based reasoning:

Complete the representations for the four patterns below.

Pattern with “A” value

Horizontal Line

A = 10

Linear A = 10, B = 0

Quadratic

A = 10

Inverse

A = 10

Mathematical Model

Y =

Y = Y = Y =

Data Table Form

X Y

1

2

5

10

X Y

1

2

5

10

X Y

1

2

5

10

X Y

1

2

5

10

Graph Form

y

x

In Words

Compare and Contrasting the Patterns

4. Find 2 significant similarities between linear and quadratic: A) B)

5. Find 2 significant differences between linear and quadratic: A)

B)

6. Find 2 significant differences between linear and inverse: A)

B)

7. Find 1 significant similarity and 1 significant difference between quadratic and inverse: A)

B)

8. Rank the three patterns from easiest to most difficult to reason about: