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 Cube 6.First Hypothesis: (just guess) confidence: 6.Data: 6.Patterns: Low Medium High

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 Hypothesisconfidence: Low Medium High

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 = * 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) Time r 1 Time r 2 Time r 3 Time r 4 Time r Data: θ = 15°m = 200g

Science Inquiry A – Conceptual Physics 20 Inquiry & Patterns

Science Inquiry A – Conceptual Physics 21 Inquiry & Patterns 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 22 Inquiry & Patterns Getting the Period Use Graph, Length = 5.0 m 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 Trial12345 Width of Paragraph (cm) +/ Height of Paragraph (cm) +/ 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 71

Science Inquiry A – Conceptual Physics 28 Inquiry & Patterns 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 So I predict for a 33.5 cm wide paragraph the height will be _____cm. 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 y Stretch of spring (cm) Mass (g) Slope = 0.05 cm/g x intercept = 0 no mass, no stretch Stretch

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 y Stretch of spring (cm) Mass (g) x intercept = 0 no mass, no stretch Stretch

Science Inquiry A – Conceptual Physics 33 Inquiry & Patterns Pattern: Quadratic For the pendulum, if the period is doubled then the length is quadrupled. y= ax 2 Period Length of pendulum and when= x x, y y so when=x x, y y 4L L P 2P 1s2s 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= a x Height ofparagraph 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

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= a x 2 Distance to light source Size of shadow 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 = Period Angle = 0,15, or

Science Inquiry A – Conceptual Physics 37 Inquiry & Patterns 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 38 Inquiry & Patterns Distance vs Time for 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 Time Constant 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 Time with a Constant Acceleration When t is doubled then d is quadrupled. t d d = at Pattern: Quadratic

Science Inquiry A – Conceptual Physics 41 Inquiry & Patterns Velocity vs Time with a Constant Acceleration When t is doubled, v will double. v t Slope= Acceleration v = at Pattern: Linear

Science Inquiry A – Conceptual Physics 42 Inquiry & Patterns 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 43 Inquiry & Patterns Gravitational Potential Energy vs Height Pattern: Linear When E g is doubled, the height is doubled EgEg

Science Inquiry A – Conceptual Physics 44 Inquiry & Patterns Kinetic Energy vs Velocity Pattern: Quadratic When v is doubled, E K is quadrupled EKEK v

Science Inquiry A – Conceptual Physics 45 Inquiry & Patterns Conservation of Energy Pattern: Flat Line As E g goes down E k goes up, so E T is always the same ETET h

Science Inquiry A – Conceptual Physics 46 Inquiry & Patterns 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 47 Inquiry & Patterns Pattern: Linear Acceleration vs Net Force When Force is doubled, acceleration is doubled y = mx+b

Science Inquiry A – Conceptual Physics 48 Inquiry & Patterns Pattern: Inverse Acceleration vs Mass When mass is doubled, acceleration will decrease by half