1. Chapter 1 Introduction What the course is about Structure of Course Measurement Significant Digits Problem Solving Strategies Homework: Scan Chapter One: Complete Worksheet

2. Introduction Physics is the study of the world. It is a search for patterns, or rules, for the behavior of objects in the Universe. This search covers the entire range of objects, The red blood cells shown above are approximately 10 −5 m across. Blood capillaries are only a little larger than the red blood cells. : The atoms making up the molecules in these cells have diameters on the order of 10 −10 m. to astronomical objects—millions of millions of times bigger than our Sun. The search also covers the entire span of time, from the primordial fireball to the ultimate fate of the Universe. Within this vast realm of space and time, the searchers have one goal: to comprehend the course of events in the whole world—to create a world view.

3. Learning to Read First Grade This course could be one of the most challenging experiences that you will ever have—except for first grade. But then you were too young to notice. What happened in first grade? Well, you learned to read, and that was really difficult. You first had to learn the names of all those weird little squiggles. You had to learn to tell a b from a d from a p. Even though they looked so much alike, you did it, and it even seemed like fun. Then you learned the sounds each letter represented, and that was not easy because the capitals looked different but made the same sound and some letters could have more than one sound.

4. Learning to Read First Grade Then one day your teacher put some letters on the board: first, the letter C, and you all knew it could make a Kuh or Suh sound; then the letter A, which had lots of possibilities; finally, a T, which luckily had only one sound. You tried out several combinations including Kuh-AAH-Tuh. Then suddenly someone shouted out in triumph, “That isn’t kuh-aah-tuh! It’s a small furry animal with a long skinny tail that says ‘meow.’” And your world was never the same again. When your car paused at an eight-sided red sign, you sounded out stop and understood how the drivers knew what to do. You saw the words ice cream on the front of a store and knew you wanted to go in.

5. Learning to Read Nature First Grade If this course works, you will become aware of a whole world you never noticed before. You will never walk down a street, ride in a car, or look in a mirror without involuntarily seeing an extra dimension. There are times when you will have to memorize what symbols mean—just as in first grade. There will be times when you will confuse things that seem as much alike as b, d, and p once did, until you suddenly see how different they are. And there will be times when you will look at a combination of events and equations helplessly reciting Kuh-AAHTuh in total frustration. This has happened to all of us. But then the moment of insight will come, and you will see whole new images fitting together. You will see the C-A-T and will experience fully, and consciously, the exhilaration you felt in first grade. So, welcome to one of the most challenging (and rewarding) courses you have ever taken in your life. If you work at it and let it happen, this experience will change your world view forever.  =rF  =RC

6. The Course Behavior Sharpening pencils/ bathroom Attendance Opening Activities 10AC Questions/ problems in packets/Brainteasers- collected on test days Homework Presentations Notebook Sections- collected on test days Lab Reports Quizzes and Tests 2 Take Home Assignment Excused absence = dropped test Unexcused absence = zero Review Test cannot be dropped

7. The Course Topics Motion One/two dimensions (graphs) Newton’s Laws Work and energy Momentum and Collisions Rotational Motion and Gravitation Vibrations and Waves Sound

8. Measurements If someone offered to sell a bar of gold for $200, you would immediately ask, “How large is the bar?” The size of the bar obviously determines whether it is a good buy. A similar problem existed in the early days of commerce. Even when there were standard units of measure, they were not the same from time to time and region to region. Later, several standardized systems of measurement were developed.

9. Systems of Measurement Measurements The two dominant systems are the U.S. customary system, based on the foot, pound, and second, and the metric system, based on the meter, kilogram, and second. Thomas Jefferson advocated that the United States adopt the metric system, but his advice was not taken. As a result, most people in the United States do not use the metric system. It is used, however, by the scientific community and those who work on such things as cars. England and Canada have now officially changed to the metric system. The United States is the only major country not to have made the change.

10. Systems of Measurement Measurements The metric system has advantages over the U.S. customary system and was the system chosen in 1960 by the General Conference on Weights and Measures. The official version is known as Le Système International d’Unités and is abbreviated SI. Length Defined in terms of a meter -- the distance traveled by light in a vacuum during a given time Mass Defined in terms of kilogram, based on a specific cylinder kept at the International Bureau of Standards Time Defined in terms of the oscillation of radiation from a cesium atom

11. A meter is about the same length as 1. a mile. 2. a yard 3. a foot. 4. an inch. 2

12. Systems of Measurement Measurements Even among the familiar units, converting from one unit to another is often a difficult task. For instance, to determine how many inches there are in a mile, we must make the following computation: See Inside Cover for common conversion factors!

13. Which expression correctly converts 60 mph to kilometers per hour? 1. x 2. 3. 4. 2

14. The Metric System Measurements The metric system eliminates the confusion of having many different units and the difficulty of converting from one unit to another. It does this by adopting a single standard unit for each basic measurement and a series of prefixes that make the unit larger or smaller by factors of 10. For instance, the basic unit for measuring length is the meter (m), which is a little longer than a yard. This unit is inconveniently small for measuring distances between cities, so road signs everywhere else in the world display kilometers (km) as a unit of length. kilo = one thousand; 1 kilometer = 1000 meters The kilometer is about 5/8 mile, so a distance of 50 miles will appear as 80 kilometers. Speed limits appear as 100 kilometers per hour rather than 65 miles per hour.

15. The Metric System Measurements

16. Because all the prefixes are multiples of 10, conversions between units are done by moving the decimal point—that is, multiplying and dividing by 10s. For instance, because milli means one- thousandth, we can convert from meters to millimeters (mm) by multiplying by 1000. There are 5670 millimeters in 5.67 meters.

17. A Metric Riddle Measurements What are 10 −12 boo, 10 −3 pede, and 10 12 dactyl? Answer: A picoboo (peek-a-boo), a millipede, and a teradactyl (pterodactyl). ?

18. Significant Figures A significant figure is one that is reliably known Zeros may or may not be significant Those used to position the decimal point are not significant To remove ambiguity, use scientific notation In a measurement, the significant figures include the first estimated digit

19. Significant Figures 0.0075 m has 2 significant figures The leading zeros are placeholders only Can write in scientific notation to show more clearly: 7.5 x 10-3m for 2 significant figures 10.0 m has 3 significant figures The decimal point gives information about the reliability of the measurement 1500 m is ambiguous Use 1.5 x 10 3 m for 2 significant figures Use 1.50 x 10 3 m for 3 significant figures Use 1.500 x 10 3 m for 4 significant figures Example: 25.57 m x 2.45 m = 62.6 m 2 The 2.45 m limits your result to 3 significant figures estimated digit

20. 4 How many significant figures are there in 0.005 555? 1. 1 2. 4 3. 5 4. 6 5. 7

21. Physics Learning Solid conceptual understanding: seeing a big picture Learning how to apply physics concept to different situations Successful physics learners: Know how to represent problems in multiple ways: pictures, diagrams, mathematically (Use trigonometry and Pythagorean theorem), graphs, words See the concepts the problems can be described with Use multiple approaches to attack problems Use prior knowledge but realize when it is limited, irrelevant or inapplicable Check the answer are the units correct for the quantity being found? does the answer seem reasonable? check order of magnitude are signs appropriate and meaningful?

22. Physics Learning Use multiple resources: notes, book, homework, opening activities, etc… Work in groups to clarify concepts and their relationships Go beyond symbolic manipulation: plugging in #’s isn’t physics! Do not memorize: learn when & why things work and when they don’t Explicit problem solving strategies: carefully study Serway’s summaries Actively participate!

23. Novice versus Expert Physics Learner Novices see physics problems as object related Experts see physics problems as concept based