INTRO TO PHYSICS
PHYSICS BASICS UNIT GUIDE
Chapter 1 and Notes
Scientists observe and explain the physical universe
Basic Science
Terms
Science
Technology
Physics
Measuring and
Math Terms
Scientific notation
Significant figures
SI units
Scientific Theory
Accuracy vs.
Precision
Powers of Ten and
prefixes
Density, Mass and
Volume
Conversion Factors
Scientific Law
Scientific Hypothesis
Model
Experiment
Terms
Scientific method
Variable
Dependent
variable
Independent
variable
Experimental
Control
Constants
Graphing
Terms
Line graph
Bar graph
Pie chart
x axis and y axis
coordinate
Directly
proportional
Inversely
proportional
Essential Questions
1. How does the study of physics relate to the natural world?
2. How are math and measurements used in physics?
3. How do you design a valid experiment?
Learning Targets
Physics Basics
1. I can describe what science is.
2. I can describe the main branches of natural science and relate them to each
other.
3. I can explain physics using real-life examples.
4. I can interpret the relationship between science and technology using real world
examples.
5. I can explain the role of a model in science.
6. I can distinguish the differences between hypotheses and theories and theories
and laws.
7. I can diagram the steps of the scientific method.
Math and Measurement
8. I can use the factor-label method to convert.
9. I can make accurate measurements.
10. I can explain the standards of measurement are and why we use them.
11. I can identify the significant figures in calculations and round correctly.
12. I can use scientific notation.
13. I can explain the difference between accuracy and precision.
14. I can rearrange scientific equations.
Graphing
15. I can draw and interpret line graphs, bar graphs, and pie graphs.
16. I can explain the difference between directly and inversely proportional
relationships.
17. I can analyze graphs and data tables.
Experimental Design
18. I can explain the difference between dependent and independent variables.
19. I can explain the purpose of an experimental control.
20. I can determine the constants in an experiment.
Program of Studies
Physics Basics
Practice of Science
SC-H-BC-S-6
Students will distinguish between a scientific law, theory, hypothesis and unsupported
supposition/claim
SC-H-BC-S-7
Students will investigate the historical development and revision of a variety of accepted
scientific laws, theories and claims
SC-H-EU-U-8
Students will understand that curiosity, honesty, openness and skepticism are highly
regarded in science, and are incorporated into the way science is carried out.
SC-H-STM-U-9
Students will understand that accurate record-keeping, openness and replication are
essential for maintaining credibility with other scientists and society.
Science vs. Technology
SC-H-BC-U-5
Students will understand that in science the term theory is reserved to describe only
those ideas that have been well tested through scientific investigation. Scientific theories
are judged by how well they fit with other theories, the range of observations they
explain, how well they explain observations and their usefulness in predicting new
findings. Scientific theories usually grow slowly through contributions from many
investigators.
SC-H-EU-U-7
Students will understand that scientists rely on increasingly sophisticated methods of
measurement in order to investigate a variety of phenomena that were previously
immeasurable.
SC-H-ET-U-12
Students will understand that technological problems often create a demand for new
scientific knowledge, and new technologies make it possible for scientists to conduct
their research more effectively or to conduct new lines of research. The availability of
new technology often sparks scientific advances.
SC-H-ET-U-13
Students will understand that technology affects society because it solves practical
problems and serves human needs. Science affects society by stimulating thought or
satisfying curiosity, or by influencing views of the world, or by providing knowledge
necessary for new technological advances.
SC-H-ET-S-14
Students will describe how science and technology interact. Research and investigate the
impact of technology on society and how technological advances have driven scientific
research
Role of Models
SC-H-MF-U-2
Students will understand that the usefulness of a model can be tested by comparing its
predictions to actual observations in the real world. But a close match does not
necessarily mean that the model is the only “true” model or the only one that would
work.
Graphing
SC-H-MF-S-4
Students will create and analyze graphs, ensuring that they do not misrepresent results
by using inappropriate scales or by failing to specify the axes clearly
SC-H-STM-S-13
Students will create and/or interpret graphs and equations to depict and analyze
patterns of change
Experimental Design
SC-H-STM-S-15
Students will generate investigable questions and conduct experiments or nonexperimental research to address them, using evidence to defend conclusions
Physics Basics Unit
Homework and Starter Questions
Assignment #1
In your own words, using one paragraph, answer this question in your spiral
notebook:
What is Science?
Assignment #2
1.
Read Chapter 1.4 and answer questions on loose-leaf


Explain the difference between a hypothesis and a law.
Explain the difference between a theory and a law.
2.
Study/Learn the seven base SI units, abbreviations and what
quantity they measure.
3.
Complete the measuring practice sheets for tomorrow's class.
Starter Question #1
In your spiral notebook…
Draw a Venn Diagram representing the three branches of natural
science (physical science, life science, earth science).
Make a list of every science discipline you can think of (example:
biology).
Starter Question #2
In your spiral notebook:
Read Mars Climate Orbiter Mission
1.
2.
3.
Explain the mission and its purpose.
Explain the problem and why it occurred.
Explain how you would have fixed the situation.
What is Science?
I will check your answers tomorrow. Be prepared to discuss.
What is Science?
 A way of knowing about the natural
world.
 Knowledge accumulated by the study of
the natural world.
 A search for natural order in the Universe.
 A method used to explain and predict
phenomena in the natural world.
 A process of discovery about the natural
world.
What is Physics?
The study of motion, forces and energy.
Period 1
What is science?
Science is everything (T5, T3)
Science is everything and science is discovery
(T6)
Science is the study of things and ideas. (T1)
Science is the study of that has occurred and
will occur. (T2)
Period 3
What is Science?
T1 Science is the study, observation and
experimentation to better understand our Earth.
T2 Science is based on mainly everything and
its in everyday life.
T3 Science is the study of all living things.
Science uses observations, calculations and
experiments to back up a certain subject.
T4 Science is the study of everything living
and non-living.
T5 Science is the study of past and future of
the natural world.
T6 Science is the category of knowledge, and
other categories such as physics or life science.
T7 Science is the study of everything around
us.
Period 6
What is Science?
T1
Science is the study all things living and nonliving and the study of everything created.
T2 Science is discovering how everything works.
T3 Science is the study of animals, the universe
and physical traits of living and non-living objects.
T4 Science is discovering what is true about our
universe.
T5 Science is a system or process of knowledge
using observations and experiments to describe and
explain.
T6 Science is the discovery of everything.
T7 Science is the study of all natural surroundings.
Procedures
Performance Notes
Housekeeping





Keep chairs at proper height.
Push in chair when you leave.
Keep tables neat and organized.
Stack name cards every day.
Do not leave trash behind.
Spiral notebook and assignments
 Date the entries
 Include Starter questions, notes and any
other work that is not placed on looseleaf notebook paper.
 Binder check will include your spiral
notebook
 Take notes even when not propmted
In-class work
 Collect collaborative work and individual
assignments and bring to the front desk.
Starter 1
Physics Basics Unit
In your spiral notebook…
Draw a Venn Diagram representing the three
branches of natural science (physical science, life
science, earth science).
Make a list of every science discipline you can
think of (example: biology).
Starter 2
Read Mars Climate Orbiter Mission
4.
5.
6.
Explain the mission and its purpose.
Explain the problem and why it
occurred.
Explain how you would have fixed the
situation.
Discuss these main points and write a response.
Measurement standards are widely used, but are
not universal. Why?
(tables 1 and 7)
Scientists in different fields often use different
systems of units. Why? (tables 2 and 3)
Should scientists use a single system of units?
Why? (table 4)
Communication between different groups
involved a complex project is essential. Why?
(tables 5 and 6)
For complex projects, quality control includes a
systematic plan which checks and double checks
calculations and keeps consistent units.
7.
3rd and 6th Period
Finish physics contest song topics and review.
Notes:


Science is not a thing, it is a process and a way of thinking.
Science is unbiased.
Use a graphic organizer to show how science is done.
Review
1.
2.
What is science?
What is physics?
In-class
Make a model of...
Read about mars lander
Homework
2.
Read Chapter 1.4 and answer questions on loose-leaf


Explain the difference between a hypothesis and a law.
Explain the difference between a theory and a law.
4.
Study/Learn the seven base SI units, abbreviations and what
quantity they measure.
5.
Complete the measuring practice sheets for tomorrow's class.
1st period
Complete the physics song contest
5th period
Physics Basics
Homework
Assignment #2
!. Explain the difference between a law and a hypothesis

A scientific hypothesis is a possible explanation for a single problem
or observation about the natural world that can be tested.
(sometimes referred to as an educated guess that can be tested)

A law is a statement about what happens in nature and seems to
be true all the time.
Hypotheses and laws are similar because they both are related to a
singular observation about the natural world. The main difference
between a hypothesis and a law is that a hypothesis is untested and a law
has been tested and proven to be true. A hypothesis that has been
tested and seems to be true can become a law.
Example in Physics
Hypothesis
If more mass is added to the cart, then the cart will accelerate at a lesser
rate.
Law
Newton's Second Law of Motion (F = ma) hypothesis proven true by
testing.
2. Explain the difference between a theory and a law.

A theory is an explanation of events and phenomena in the
natural world based on knowledge gained by many
observations and experiments.

A law is a statement about what happens in nature and
seems to be true all the time.
Science Vocabulary:


Phenomenon (singular)
Phenomena (plural)
Theories and laws are closely related because they are based upon
evidence and testing. The difference between a theory and a law is in
the purpose of each. A theory is meant to explain why things happen,
whereas a law is meant to summarize.
A theory consists of all of the knowledge and understanding about
events and phenomena in the natural world. On the other hand, a law
summarizes an observed natural event or phenomenon, but does not
explain why it happens. Also, as a theory becomes more refined, it will
change. A law generally describes one aspect of a theory, so it does not
change (even if the theory changes) unless specifically proved incorrect.
Example: Theory of plate tectonics (explain how the Earth's surface
has developed over geologic time)
Measuring Lab
General Procedures
Stay with your group
Work out problems with group first (all must participate)
I will give lab quizzes to see if you know what happened or it will be
part of a test.
You must be disciplined in lab (a developed skill)
Each person will act as a scribe if questions are to be answered.
Trial and error in lab is common, but learn to anticipate potential
problems
Making a Table
Use a straight edge and pencil
Pre-determine the headings for the rows and columns and the
number of each
Show all data for all trials
Show units
Providing details about the items used
Picture and detailed description
Reader must understand exactly what was used
Taking Measurements
Know the units and what each tick mark represents on the measuring
device
Decide which unit is most appropriate for the measuring task
Some equations require specific SI units to be used. Be aware of this.
Analyzing Results
Data tables can be used to produce graphs to see trends
Classroom and table-to-table comparisons are important and can
help to spot inconsistencies in testing
1.
Read about failed mars lander--importance of conversions and SI
units
2.
Prepare a graphic organizer to explain differences between science
terms
3.
Prepare a graphic organizer to explain differences between
dependent and independent variables
4.
Graph data and identify variables
5.
Theories and why scientific explanations change (it's OK!)
6.
The development of the telescope and microscope show how sci and
tech help us understand more
7.
Controlling an experiment
8.
Using an equation to understand reality--inverse and direct
relationships
Unit Learner Goals/Core Content/Academic Expectations:
Academic Expectations
2.1
Students understand scientific ways of thinking and working and use those methods to solve
real-life problems.
2.2
Students identify, analyze, and use patterns such as cycles and trends to understand past and present
events and predict possible future events.
2.3
Students identify and analyze systems and the ways their components work together or affect
each other.
2.4
Students use the concept of scale and scientific models to explain the organization and
functioning of living and nonliving things and predict other characteristics that might be
observed.
2.5
Students understand that under certain conditions nature tends to remain the same or move
toward a balance.
2.6
Students understand how living and nonliving things change over time and the factors that
influence the changes.
PROGRAM OF STUDIES (understandings and skills and concepts)
Science, Laws and Theories
SC-H-BC-S-6
Students will distinguish between a scientific law, theory, hypothesis and unsupported supposition/claim
SC-H-BC-S-7
Students will investigate the historical development and revision of a variety of accepted scientific laws,
theories and claims
SC-H-BC-U-5
Students will understand that in science the term theory is reserved to describe only those ideas that
have been well tested through scientific investigation. Scientific theories are judged by how well they fit
with other theories, the range of observations they explain, how well they explain observations and their
usefulness in predicting new findings. Scientific theories usually grow slowly through contributions from
many investigators.
SC-H-EU-U-8
Students will understand that curiosity, honesty, openness and skepticism are highly regarded in science,
and are incorporated into the way science is carried out.
Science and Technology
SC-H-ET-U-12
Students will understand that technological problems often create a demand for new scientific
knowledge, and new technologies make it possible for scientists to conduct their research more effectively
or to conduct new lines of research. The availability of new technology often sparks scientific advances.
SC-H-ET-U-13
Students will understand that technology affects society because it solves practical problems and serves
human needs. Science affects society by stimulating thought or satisfying curiosity, or by influencing views
of the world, or by providing knowledge necessary for new technological advances.
SC-H-ET-S-14
Students will describe how science and technology interact. Research and investigate the impact of
technology on society and how technological advances have driven scientific research
SC-H-EU-U-7
Students will understand that scientists rely on increasingly sophisticated methods of measurement in
order to investigate a variety of phenomena that were previously immeasurable.
SC-H-MF-U-2
Students will understand that the usefulness of a model can be tested by comparing its predictions to
actual observations in the real world. But a close match does not necessarily mean that the model is the
only “true” model or the only one that would work.
Graphs
SC-H-MF-S-4
Students will create and analyze graphs, ensuring that they do not misrepresent results by using
inappropriate scales or by failing to specify the axes clearly
SC-H-STM-S-13
Students will create and/or interpret graphs and equations to depict and analyze patterns of change
Experimentation
C-H-STM-S-15
Students will generate investigable questions and conduct experiments or non-experimental research to
address them, using evidence to defend conclusions
SC-H-STM-U-9
Students will understand that accurate record-keeping, openness and replication are essential for
maintaining credibility with other scientists and society.
Calendar
1st quarter Units
A.
Basics
B.
Motion
C.
Forces
D.
Newton's Laws
Aug 17
Aug 18
Aug 19
Aug 20
-first day
Starter 1
Starter 2
Starter 3
What is physics?
Where does it fit in
nat. sciences?
Science terms
Theories and Laws
in Physics
Purpose of science
Science
Measurement and
Units
Accuracy vs.
precision
Science math
Sci notation
Sig figs
Rounding
Powers of Ten
Aug 23
Aug 24
Aug 25
Aug 26
Aug 27
Starter 4
Starter 5
Starter 6
Starter 7
Starter 8
More with science
math
Graphing
Experimentation
and variables
Reaction time Lab
Reaction time Lab
Lab Safety
Aug 30
Aug 31
Sept 1
Sept 2
Sept 3
Starter 9
Unit Test
Motion Unit
Begins
Starter 1
Starter 2
Displacement vs.
distance
Relative Motion
Speed vs. velocity
V= d/t
Three conditions
of motion
Velocity – a
change in…
Motion Lab
Sept 9
Sept 10
Unit Test Review
Kickoff event
Sept 7
Sept 8
Starter 3
Starter 4
Sept 13
Sept 14
Sept 15
Sept 16
Sept 17
Sept 20
Sept 21
Sept 22
Sept 23
Sept 24
test
Newton's Laws
Sept 27
Sept 28
Sept 29
Sept 30
Oct 4
Oct 5
Oct 6
Oct 7
Oct 1
test
Oct 11
Oct 12
Oct 13
Oct 14
Oct 15
End of 1st Qtr.
Oct 20
Oct 21
Oct 22
Gravity and
Falling Objects
2nd Qtr
a.
b.
c.
d.
Gravity and Falling Objects
Rotation and projectiles
Work and energy
momentum
Oct 18
Oct 19
test
Oct 25
Oct 26
Oct 27
Oct 28
Oct 29
Nov 3
Nov 4
Nov 5
Rotation,
projectiles and
satellites
Nov 1
test
Nov 8
Nov 9
Nov 10
Nov 11
Nov 12
Nov 15
Nov 16
Nov 17
Nov 18
Nov 19
Nov 22
Nov 23
Work and Energy
test
Nov 29
Momentum
Nov 30
Dec 1
Dec 2
Dec 3
Dec 6
Dec 7
Dec 8
Dec 9
Dec 10
Dec 13
Dec 14
Dec 15
Dec 16
Dec 17
Exam
Exam
Exam