1. MYP Physics 9/19/16 9/21 Graphing- Line graphs
9/19 Quiz – Science Fair Questions
Scientific Measurements-notes
HW: Khan Academy – Significant Figures watch the video
9/20 Scientific Measurements Lab
9/21 Graphing- Line graphs
9/22 Graphing- Relationships
9/23 Science Fair Introduction
HW: Science Fair Questions
Moved
Physics Introduction-Rollercoaster Rollercoaster design
Do seating chart next week

2. Qwizdom remote Turn on remote-hold on button Enter session number join You will be denied, then press menu Enter your ID number -join Press the up or down arrow to hi-light your answer and press enter

3. When you finish. Test on front desk, qwizdom remote in the back Due Today: Careers in Physics Worksheet Reading Guide 1-1 Scientific Method Reading Guide 1-2 Simpson Scientific Method Experimental Design- Elevator of Death Science Fair Questions Notebook- All work place in notebook and placed on the round table in back

4. Scientific Measurements

5. Science Fair http://www.education.com/science-fair/high-school/

6. Precision vs. Accuracy
In everyday language “precise” and “accurate” mean roughly the same thing. This is not true for Physics.
These are the definitions for Physics:
Precise – after taking a lot of measurements, you notice that they are all very close to each other.
Accurate – after taking a lot of measurements, you find that they agree with the true amount, accepted value, or standard measurement.

7. Example: Throwing Darts
I ask you to throw five darts at the center of a dart board. You try 3 times with the following results…

8. Good Precision & Poor Accuracy
Good Precision – all the hits are close to each other
Poor Accuracy – the hits are not near their intended target

9. Poor Precision & Poor Accuracy
Poor Precision – the hits are not near each other
Poor Accuracy – the hits are not near their intended target

10. Good Precision & Good Accuracy
Good Precision – all the hits are close to each other
Good Accuracy – all the hits are near their intended target
In science it is important to be as precise and as accurate as possible.

11. Ex: Experiment Data
You perform an experiment to measure the temperature at which water boils.
You set up 5 containers of water and heat each one.
At the instant the water boils you measure the temperature and get the following results:
115.5°C, 118.1°C, 117.2°C, 116.9°C, 117.6°C
Notice these values are precise, but not accurate. They should be at 100°C, the accepted value.
A certain amount of error has occurred.

12. Calculating Percent Error
In the water boiling experiment the average temperature that you recorded was 117.1°C.
100°C is the accepted value at which water boils.
To calculate the percent of error that occurred in the experiment use the following equation:
Calculate the % error for this experiment.

13. Significant Figures
What if you asked your friend how tall she is, and she replied "5 feet inches". Wouldn't that be odd?
By giving that detailed answer, your friend is implying that her height is known to within one hundred-millionth of an inch. That's very unlikely since metric rulers are limited in their accuracy.
The accuracy of a measurement is reflected in the number of significant figures with which the number is written.
In science, significant does NOT mean important, it means measured.

14. Significant Figures Aren’t all numbers measured?
There are limits to all measurement tools. You are always limited by your measurement tool and have to estimate. This is called uncertainty.
All measurements have uncertainty. The LEAST certain number is always the last decimal place.

15. Is Block One Exactly or Approximately 48g?
Is Block Two Exactly or Approximately 48g?

16. Is the Block Exactly or Approximately 48.8g?

17. Practice Problem: Uncertainty

18. Date:9/21 Objective: I can investigate the possible errors in measurement during an experiment
Bell Ringer:
What is the most accurate measurement you can make below? What figures are certain and uncertain?

19. Practice Problem: Uncertainty

20. Significant Figures
At a natural history museum, the tour guide proudly told visitors that the dinosaur bones on display were "eighty million and five years old."
When asked how the age could be known so precisely, the guide said, "I don't know how they do it, but when I started working here five years ago, they told me that the bones were eighty million years old."
[from John McGervey, Probabilities in Everyday Life, 1986, Nelson-Hall, Inc.]

21. Significant Figures Rules
Nonzero digits (1-9) are ALWAYS significant.
75,555 has 5 sig figs has 3 sig figs
All FINAL zeros after the decimal point are significant.
has 3 sig figs has 3 sig figs
Zeros between two other significant digits are ALWAYS significant.
80,005 has 5 sig figs has 3 sig figs
Zeros used solely as placeholders are NOT significant, unless marked as such (line above number).
has 2 sig figs has 3 sig figs
620Ō0 has 4 sig figs

22. Practice Problems
State the number of significant figures in each measurement:
2804
2.84
0.0029
170650Ō0
4.6 x 105 4 3 2 7

23. How will this affect me in Physics?
What does the saying “weakest link” mean?
Each person in your group takes a measurement and records 2 decimal places. One of the members doesn’t record any decimal places. You calculate the average of your measurements.
After calculating average, how decimals can you have in your final answer?
None!
Your calculated answer can never be more precise than the least precise measurement.
In other words, when you do calculations, your answer can only be as good as your worst measurement.

24. Date:9/21 Objective: I can investigate the possible errors in measurement during an experiment
Read lab scientific measurements

25. Date:9/22 Objective: I can investigate the possible errors in measurement during an experiment
Bell ringer: Identify the independent and dependent variable in the following situations.
1. An investigation was done to see if keeping the lights on for different amount of time each day affected the number of eggs the chicken lay.
2. The score on the final test depended on the number of study questions the student completed

26. Date:9/22 Objective: I can investigate the possible errors in measurement during an experiment
Take out scientific measurement
Complete the activity with your partner and group
You are being graded on collaboration- on task and completing the activity
Group information from people in your row and behind/ in front of you
Remember 1st data table measure out to tenths
2nd data table measure out to hundredth of a cm
Complete questions #1-8

27. Date:9/22 Objective: I can investigate the possible errors in measurement during an experiment
Complete page two of the lab independently and with your group

28. Date:9/23 Objective: I can investigate the possible errors in measurement during an experiment
Bell Ringer:
What are the 4 rules for identifying significant figures?

29. Date:9/23 Objective: I can investigate the possible errors in measurement during an experiment
Take out Measuring Lab

30. Date:9/23 Objective: I can investigate the possible errors in measurement during an experiment
SF questions

31. -Scientific Measurements Lab HW: Science Fair Proposal
Date:9/23 Objective: I can investigate the possible errors in measurement during an experiment
Due today
-Note book
-Scientific Measurements-notes
-Scientific Measurements Lab
HW: Science Fair Proposal
Share with Mr. Stoll

32. Date:9/24 Objective: I can investigate the possible errors in measurement during an experiment
Graphing handout

33. Date:9/23 Objective: I can investigate different aspect of a graphing
Bell Ringer: According to the results in Table 1 for students, how do the width measurements for Tyler and Anne compare? Tyler has a width measurement that is approximately:
Table 1
A. Double Ann’s
Half Anne’s
One fourth Anne’s
One tenth Anne’s
Students
Width
Length
Perimeter
Area
Tyler
17.8
25.5
86.6
453.9
Luis
25.8
86.2
448.8
Anne
35.1
25.7
86.8
454.9
Maria
42.7
454.1

34. Date:9/23 Objective: I can investigate different aspect of a graphing
Science Fair Proposal
Weekend Homework
Research Science Fair project ideas
Mr. Stoll a scientific question and hypothesis for your Science Fair Project by 9/27 at 7:00pm
What is the effect of__________ on ________
If______then_______because

35. Date:9/25 Objective: I can investigate different aspect of a graphing
Graphing handout
Independently complete questions about the population of Lansing
Independently complete parts of a good graph

36. Date:9/25 Objective: I can investigate different aspect of a graphing
Graphing handout
Independently complete questions about the population of Lansing
Independently complete parts of a good graph

37. Date:9/17 Objective: I can investigate the possible errors in measurement during an experiment
Bell Ringer: Identify the number of significant figures in a measurement.
L m g
Two students measures the length of a block. The two measurements are :
Student A: 6.78 cm Student B: 6.7 cm
Which student is more accurate and why?

38. Date:9/18 Objective: I can investigate different aspect of a graph
College and Career Readiness Standards

39. Now Try with a graph When is the population highest?
When is the population growing slowly?
When is the population falling slowly?
4. When is the population growing quickly?
5. When is the population falling quickly?

40. Point out Axis, labels, Title, Increasing, Decreasing, slope

41. Point out Axis, labels, Title, Increasing, Decreasing

42. Date:9/18 Objective: I can investigate different aspect of a graph
Complete Making a graph and answer question

43. Date:9/19 Objective: I can investigate different aspect of a graph
Graphing
Complete Sketch the population of Lansing from 1920 to 1960 with out plotting the points

47. Graph your ‘Alertness’ over a school day
Very tired = very low alertness
Not at all tired = very high alertness
Think about these questions
What should be the dependent variable and go on the Y-Axis?
What should be the independent variable and go on the X-Axis
What labels do you need?

48. Answer these questions using your graph:
When is your alertness highest? What is happening then?
When is your alertness lowest? What is happening then?
When is your alertness increasing? What is happening then?
When is your alertness not changing much? Happening then?
When is your alertness decreasing? What is Happening then?
If your most alert time is 100% alert, when is your alertness 50%?

49. Date:9/25 Objective: I can investigate different aspect of a graph
Due Today
Notebook
Lab – Scientific measurements and questions
Notes- scientific measurements
Home work
Science Fair Question and Hypothesis

50. Review Simpson Scientific Method
Date:9/11 Objective: I can evaluate the experimental design of an experiment
Review Simpson Scientific Method

51. Cooperative Learning Group

52. Cooperative Learning Groups
RallyRobin (mastery, thinking, communication) In pairs, students alternate generating oral responses.1.Teacher poses a problem to which there are multiple possible responses or solutions.2.In pairs, students take turns stating responses or solutions orally. Rally Table ( mastery, thinking skills, communication) In pairs, students alternate generating written responses or solving problems.1.Teacher poses a problem or provides a task to which there are multiple possible answers, steps, or procedures.2.In pairs, students take turns passing the paper and pencil , each writing an answer or making a contribution. RoundTable (teambuilding, mastery, thinking, communication, information sharing) In teams, students take turns generating written responses, solving problems, or making a contribution to the team project.1.Students sit in teams of four.72.Each student takes a turn drawing, pasting, or writing one answer to a query, as a paper and pencil (or paste) are passed around the group.**Works well for assessing prior knowledge, practicing skills, ecalling information, and creating cooperative art.*Rotating recorder: Students take turns recording each student’s response.

53. Cooperative Learning Groups
Stand Up, Hand Up, Pair Up (classbuilding) A classbuilding activity that can be used to motivate, activate prior knowledge, close a lesson or group of lessons, review previously learned material, and to have fun.1. All students stand up and put their hands up. 2. Students mingle, mix, practiced meeting and greeting, and find a partner. 3. Students sit and put their hands down. 4. Teacher assigns and defines the task. 5. Students are given “think time.” 6. Pairs of students complete the task.A. Timed Pair ShareB. Rally Robin Responses 7. Teacher randomly calls on groups to report. 8. Students thank their partners and depart. 9. Repeat as many times as needed.

55. Date:8/26 Objective: I can investigate how to draw a roller coaster
Bell Ringer: Write 5 words that you think are involved in physics?

56. Quiet Signal Mr. Stoll’s Hand goes up
All students complete attention is directed to Mr. Stoll
Students raise their hands
Students signal other students that are not quiet

57. Cooperative Learning Group

58. Cooperative Learning Groups
RallyRobin (mastery, thinking, communication) In pairs, students alternate generating oral responses.1.Teacher poses a problem to which there are multiple possible responses or solutions.2.In pairs, students take turns stating responses or solutions orally. Rally Table ( mastery, thinking skills, communication) In pairs, students alternate generating written responses or solving problems.1.Teacher poses a problem or provides a task to which there are multiple possible answers, steps, or procedures.2.In pairs, students take turns passing the paper and pencil , each writing an answer or making a contribution. RoundTable (teambuilding, mastery, thinking, communication, information sharing) In teams, students take turns generating written responses, solving problems, or making a contribution to the team project.1.Students sit in teams of four.72.Each student takes a turn drawing, pasting, or writing one answer to a query, as a paper and pencil (or paste) are passed around the group.**Works well for assessing prior knowledge, practicing skills, ecalling information, and creating cooperative art.*Rotating recorder: Students take turns recording each student’s response.

59. Cooperative Learning Groups
Stand Up, Hand Up, Pair Up (classbuilding) A classbuilding activity that can be used to motivate, activate prior knowledge, close a lesson or group of lessons, review previously learned material, and to have fun.1. All students stand up and put their hands up. 2. Students mingle, mix, practiced meeting and greeting, and find a partner. 3. Students sit and put their hands down. 4. Teacher assigns and defines the task. 5. Students are given “think time.” 6. Pairs of students complete the task.A. Timed Pair ShareB. Rally Robin Responses 7. Teacher randomly calls on groups to report. 8. Students thank their partners and depart. 9. Repeat as many times as needed.