A Patterns Approach to Increase the Rigor and make EvidenceBased Reasoning and DataInformed Decision Making Bradford Hill Sujata Ganpule Science Inquiry A – Conceptual Physics Inquiry & Patterns 1 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 Inquiry & Patterns 2 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 Inquiry & Patterns 3 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 Inquiry & Patterns 4 Science is… Science originates in questions about the world. Science Inquiry A – Conceptual Physics Inquiry & Patterns 5 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 Inquiry & Patterns 6 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 Inquiry & Patterns 7 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 Inquiry & Patterns 8 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 Inquiry & Patterns 9 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 Inquiry & Patterns 10 Inquiry Cube 6. First Hypothesis: (just guess) 6. Data: confidence: Low Medium High 6. Patterns: Science Inquiry A – Conceptual Physics Inquiry & Patterns 11 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 Inquiry & Patterns 12 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 Inquiry & Patterns 13 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 Inquiry & Patterns 14 Inquiry Cube 11. Final Hypothesis confidence: Low Medium High Science Inquiry A – Conceptual Physics Inquiry & Patterns 15 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 Inquiry & Patterns 16 Stretching Spring Experiment Science Inquiry A – Conceptual Physics Inquiry & Patterns 17 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 Inquiry & Patterns 18 Data: Pendulum Sample Data Value of controlled variables: Length (m) +/- 0.1 Period of Pendulum (s) +/- 0.3 Time r1 Time r 2 Time r3 Time r 4 0 Average Period (s) t avg t1 2 t 3 3 0 Uncertainty in Average Period (s) U range 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 3.2 3.2 3.2 2.5Inquiry A –3.0 3.4 Physics 3.3 Science Conceptual 0 Time r5 θ = 15° m = 200g 2 0 0.2 Inquiry & Patterns 19 Science Inquiry A – Conceptual Physics Inquiry & Patterns 20 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 Inquiry & Patterns 21 Getting the Period Use Graph, Length = 5.0 m or Length 0.25 * (Period ) Length 0 .25 Length 0 .25 ( Period ) 2 2 Period Science Inquiry A – Conceptual Physics Inquiry & Patterns 22 Science Inquiry A – Conceptual Physics Inquiry & Patterns 23 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 Inquiry & Patterns 24 Paragraph Experiment – Real Data Value of controlled variables: Helvetica, size 12, patterns paragraph Trial Width of Paragraph (cm) +/- 0.3 Height of Paragraph (cm) +/- 0.6 1 2 3 4 5 10.8 5.5 7.7 23.3 15.3 6.4 13.0 9.5 2.9 4.4 Science Inquiry A – Conceptual Physics Inquiry & Patterns 25 Science Inquiry A – Conceptual Physics Inquiry & Patterns 26 Paragraph Experiment Height 71 Width Science Inquiry A – Conceptual Physics Inquiry & Patterns 27 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 Height Your A Width So I predict for a 33.5 cm wide paragraph the height will be _____cm. Science Inquiry A – Conceptual Physics Inquiry & Patterns 28 Logger Pro with Good Data Science Inquiry A – Conceptual Physics Inquiry & Patterns 29 Make Your Science Inq A Toolbox Fold Here Science Inquiry A Your Name 5 – Engineering A Bridge 4 – Interaction & Forces 3 – Energy & Interactions 2 – Motion & Change 1 – Patterns in Nature Science Inquiry A – Conceptual Physics Inquiry & Patterns 30 Stretch of spring (cm) Pattern: Linear y= mx+b Mass (g) Stretch x intercept = 0 no mass, no stretch 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. x, so when=x y y x, y y and when=x If the mass is doubled, the stretch of the spring will Science Inquiry A – Conceptual Physics double. Inquiry & Patterns 31 Stretch of spring (cm) Pattern: Linear y= mx+b x, so when=x y y x, y y and when=x Mass (g) Stretch x intercept = 0 no mass, no stretch If the mass is doubled, the stretch of the spring will Science Inquiry A – Conceptual Physics double. Inquiry & Patterns 32 Length of pendulum Pattern: Quadratic y= ax2 4L so when=x x, y and when= x x,y L 1s Period 2s L P 4L y y For the pendulum, if the period is doubled then the length 2P Science Inquiry A – Conceptual Physics is quadrupled. Inquiry & Patterns 33 Pattern: Inverse Height of paragraph y= a x so when=x and when= x Width of paragraph x, y x, y 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 For the same paragraph, if you double the width of the paragraph, than the height will decrease by half. Science Inquiry A – Conceptual Physics Inquiry & Patterns 34 Pattern: Inverse Square a y= x Size of shadow 2 so when=x and when=x x, y x, y y y Distance to light source 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. Science Inquiry A – Conceptual Physics Inquiry & Patterns 35 Flat Line Period Period = Period Angle = 0,15, or 45 3.7 Angle of Release Period never changes. Science Inquiry A – Conceptual Physics Inquiry & Patterns 36 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 Inquiry & Patterns 37 Distance vs Time for a Constant Velocity Pattern: Linear y = mx+b d = vt Slope= Speed d t When t is doubled, the distance will double. Science Inquiry A – Conceptual Physics Inquiry & Patterns 38 Velocity vs Time Constant Velocity Pattern: Flat Line v=v v t v doesn’t change, so v = v Science Inquiry A – Conceptual Physics Inquiry & Patterns 39 Distance vs Time with a Constant Acceleration Pattern: Quadratic d 4 1 d= 1 2 1 2 at 2 t When t is doubled then d is quadrupled. Science Inquiry A – Conceptual Physics Inquiry & Patterns 40 Velocity vs Time with a Constant Acceleration Pattern: Linear 2 v1 Slope= Acceleration v = at 1 2 t When t is doubled, v will double. Science Inquiry A – Conceptual Physics Inquiry & Patterns 41 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 Inquiry & Patterns 42 Gravitational Potential Energy vs Height Pattern: Linear E g mgh Eg 6 When Eg is doubled, the 3 height is doubled 3 6 Science Inquiry A – Conceptual Physics Inquiry & Patterns 43 Kinetic Energy vs Velocity Pattern: Quadratic Ek 1 2 mv 2 EK 4 When v is doubled, 1 EK is quadrupled 1 2 v Science Inquiry A – Conceptual Physics Inquiry & Patterns 44 Conservation of Energy Pattern: Flat Line E T Before E T After ET E g E k ET As Eg goes down Ek goes up, 4 so 1 1 2 ET is always the same h Science Inquiry A – Conceptual Physics Inquiry & Patterns 45 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 Inquiry & Patterns 46 Acceleration vs Net Force Pattern: Linear a F 2a 2F y = mx+b m m 4 When Force is doubled, 2 acceleration is doubled 2 4 Science Inquiry A – Conceptual Physics Inquiry & Patterns 47 Acceleration vs Mass Pattern: Inverse a F a m 2 F 2m y a x When mass is doubled, acceleration will decrease by half 4 2 2 4 Science Inquiry A – Conceptual Physics Inquiry & Patterns 48