UNIT 1: Patterns and Inquiry

There are no NGSS Performance Expectations that are directly addressed in this unit. Unit 1 is a foundational unit for Physics as well as the foundational unit for the Patterns Sequence and is intended for building necessary skills in freshman. Students work towards the big idea in physics and engage in the science and engineering practices and crosscutting concepts that are listed below.

• Big Idea in Physics: We can investigate something (system), collect data, and explore patterns (mathematical models) to better understand the system and predict/influence its future behavior.

This unit does not contain any 9-12 DCI elements.

• Appendix E

Appendix F

This unit focuses on these Science and Engineering Practices

• Asking Questions and Defining Problems Asking questions and defining problems in 9-12 builds on K-8 experiences and progresses to formulating, refining and evaluating empirically testable questions and design problems using models and simulations.

  • Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.

  • Ask questions to determine relationships, including quantitative relationships, between independent and dependent variables

• Developing and Using Models Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.

  • Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.

  • Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.

• Planning and Carrying out Investigations Planning and carrying out investigations in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.

  • Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.

  • Make directional hypotheses that specify what happens to a dependent variable when an independent variable is manipulated.

• Analyzing and Interpreting Data Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.

  • Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

  • Consider limitations of data analysis (e.g., measurement error, sample selection) when analyzing and interpreting data.

• Using Mathematics and Computational Thinking Mathematical and computational thinking in 9- 12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

  • Use mathematical, computational, and/or algorithmic representations of phenomena or design solutions to describe and/or support claims and/or explanations.

  • Apply techniques of algebra and functions to represent and solve scientific and engineering problems.

• Constructing Explanations and Designing Solutions - Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

  • Make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables.

  • Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

  • Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion.

• Engaging in Argument from Evidence Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science

  • Construct, use, and/or present an oral and written argument or counter-arguments based on data and evidence.

• Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9–12 builds on K–8 experiences and progresses to evaluating the validity and reliability of the claims, methods, and designs.

  • Communicate scientific and/or technical information or ideas (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).

Appendix G

This unit focuses on these Crosscutting Concepts

• Scale, Proportion, and Quantity

  • Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).

• Systems and System Models

  • Investigate or analyze a system by defining its boundaries and initial conditions, as well as its inputs and outputs.

  • Use models and simulations to predict the behavior of a system, and recognize that these predictions have limited precision and reliability due to the assumptions and approximations inherent in the models.

Appendix H

This unit focuses on these aspects of the Nature of Science (NOS)

• Scientific knowledge is based on empirical evidence

  • Science knowledge is based on empirical evidence.

• Scientists use drawings, sketches, and models as a way to communicate ideas.

  • Models, mechanisms, and explanations collectively serve as tools in the development of a scientific theory.