Resources For Galileo Gardens

Getting Started
This is a GREAT page to print for future reference. The suggestions given
here can be used ALL year.

Organizing your WorkSpace
Before you start doing work.....
Get a notebook for your hard copies that you are instructed to keep throughout the course.
Create a folder on your computer to keep your assignments. You will file Word documents
that are submitted throughout the course. If you do not know how to set up new folders on
your hard drive, please ask the tech expert in your household or call your teacher.
Make sure you have a space to work at home. Be sure to stock your workspace with
pencils, pens, paper, a calculator and a printer. If you are working in a lab at school, be
sure that you bring all your materials with you so you will be able to work efficiently during
your time in the lab.
There are three items you will want to always have at your fingertips. Keep a copy of your
schedule for the course, copies of the module itineraries, and a contact sheet for your
instructor. These items will answer the three most often asked questions:"What have I
done in the the course?", "Where am I supposed to be in the course?", and "How can I
reach my instructor?"
Organizing your Time
The most common mistake of online students is to mismanage their time. When you are working
independently, it becomes your responsibility to manage your learning. This is probably a new
experience for most of you. Here are some tips for making the most of your time.
Make a schedule. This is particularly important if you are involved in a lot of school or
extracurricular activities. You can plan that it will take you about four to five hours per
week to do your required assignments. This can be managed in a lot of ways.
Become familiar with your teacher's schedule. Although your instructor is available to
you many times during the day, evening and weekend, there will be "office hours" that will
enable you to get a quicker response. It will not always be possible for you to work during
your teacher's hours BUT if you can arrange your schedule to do so, you may have better
access to help.
Stay focused on the task at hand. Do not search the web, play games, chat with your
friends, or watch TV while you are working. All of these activities may make it seem that
you are "working" on your computer, but in actuality you will not be getting anywhere in the
course.
Maximizing your Learning
You probably were never aware of the "order of things" in your classroom. Since your teacher

was doing the "guiding," you may not have realized that reviewing the homework came before a
new lesson for a reason. There are ways to maximize your learning. Here are some tips:
Check your e-mail before you start working. You may have a note from your teacher that
will change what you work on for the day.
Check your e-mail DAILY. This is your instructor's way to communicate.
Look in your reviewed work. Any work with a zero or low grade probably has comments
on how to make it better. You can then resubmit it for a better grade.
Look at your schedule and decide what lesson you want to complete during your work
time. Be sure you have completed the readings before working on the assignment.
Once a week, you should check your gradebook and record the grades on your module
itinerary. This will help you organize your completion of assignments. You should NEVER
jump around in the course unless your instructor has directed you to do so.
Netiquette
Etiquette (called netiquette in cyberspace) exists in the wide world of computers.
Perhaps just as important as "real world manners," netiquette WebMail rules are
necessary because readers draw inferences from your words rather than nonverbal
body language.
You may not use your school WebMail account for sending or receiving personal WebMails that
are not related to your school work. Be aware that because teachers and administrators have
complete access to your WebMails, nothing you do with your school WebMail account is
considered private. Any inappropriate use of WebMail will result in administrative action.
Although there is no one set of rules for writing and sending WebMails, here are a few
suggested rules:
Email messages should be written in a more formal manner than instant messaging but
not as rigid as a business letter.
Grammar and punctuation should be consistent with rules of English. For example,
capitalize the first letter of a sentence, use correct spelling, use punctuation marks, etc.
Do not capitalize all letters when writing, as this means you are shouting!
Refrain from using abbreviations or use sparingly as I may not be able to decipher what
it means. (For example, TIA -- Thanks in Advance)
You may use emoticons to express feelings, but remember there is no substitute for a
clearly written WebMail.
Always sign your first and last name to your WebMails so I know with whom I am
working.
Please do not send chain letters or spam material of any nature to your teachers or
fellow students. This is most inconsiderate!
And last but not least, think before you send, as you cannot unsend.
Course Materials
The following tools will be used to assist you in your learning:

Lab Equipment
Students should have a metric ruler, protractor, and graph paper. A list of supplies needed
for each module will be included at the beginning of each module under the title
"materials."
Calculator
You will need a scientific calculator with logarithmic functions and scientific notation
capabilities.
Discovery Education Access
Discovery Education Video Instructions
Graphing Analysis Software
Please check with your instructor for your school's access information for this resource.
Graphical Analysis 3.8.4
Graphical Analysis 3.4 was released before the Windows Vista operating system became
available.
Students with a Windows Vista operating system will need the following tech tip to get the
material to work.
Graphical Analysis contains a driver for LabPro that is incompatible with the Vista OS.
During installation of Graphical Analysis, there will be error messages during driver
installation. Click through the messages, accepting the errors. Next, the installer will
attempt to install Quicktime 6. Quicktime 6 is also incompatible with Vista. Decline the
offer to install Quicktime. if your computer does not have Quicktime installed, visit
quicktime.apple.com to install a Vista- compatible version.
Unit 1: Mindblaster
ACTIVITY
Math Review Quiz
MATERIALS NEEDED
none
Learning Styles Inventory
none
Petals Around a Rose
none
TOLT Activity
none
Unit 1: Graphatron
ACTIVITY
MATERIALS NEEDED
Introduction to Graphing
graph paper
Graphing Techniques
none
Graphing Data
graph paper
Exploring Graph Line Shapes
graph paper
Graphs and Equations
none
Analyzing Your Graphs
none
Installing Graphical Analysis
Graphical Analysis
Graphical Analysis (GA) Tutorial
none
Using Graphical Analysis
Graphical Analysis
Unit 1: LabQuest
ACTIVITY
MATERIALS NEEDED
Measurement
none
Measurement Tips
3 X 5 card
Using the Vernier Caliper
none
M&M Lab
none
Circle Lab
metric ruler, meter stick, string, & objects with

a circular surface (can of soup, bicycle tire,
any lids, drinking glass, etc.)
Lab Tips
none
Lab Design
small super ball and other materials of student

choice
Student-designed Lab
small super ball and other materials of student

choice
Prediction Tips
none
Extrapolation and Interpolation
Student-designed Lab and Graphical Analysis

Unit 2: Speed Zapper
ACTIVITY
MATERIALS
Speed Limit
none
Speed Tutorial
none
Physics 400
superball or other small ball, stopwatch, metric

ruler or meter stick, masking or cellophane
tape, and a smooth, level surface
Introduction to Speed Problems
scientific calculator
Problem-Solving Methods
Speed Problems
Introduction to Motion Graphs
none
Exploring Our World in Motion
none
Matching Motion Graphs
none
Unit 2: Velociraptor
ACTIVITY
MATERIALS
Introduction to Scalar and Vector Quantities
none
Exploring Scalar and Vector Quantities
none
Vectors Everywhere
ruler, protractor, scientific calculator
Exploring Manipulation of Equations
none
Helpful Hints for Manipulating Equations
none
Manipulating Equations
none
What Do You Know About Velocity?
none
Introduction to Velocity
none
Solving Velocity Problems
Unit 2: Taranatula Twister
ACTIVITY
MATERIALS
Paul Hewitt's Linear Motion 2-1
none
Exploring Acceleration
none
Acceleration Problems
Acceleration Lab
tennis ball, stopwatch, ruler, chalk, Graphical

Analysis
Another Look at Motion Graphs
none
Motion Graph Tutorial
none
The Graph Told Me!
none
Unit 2: Drop Zone
ACTIVITY
MATERIALS
"The Law of Falling Bodies"
small, clear plastic container
Paul Hewitt's Freefall 2-1
none
Freefall Problems
Freefall Problems
The Law of Falling Bodies Lab
Unit 3: Bug Bumper Buggies

ACTIVITY
MATERIALS NEEDED
Newton's First Law
3X5 card, glass, & penny
Paul Hewitt's Concept Development 4-1
none
Pulleys
none
Newton's Second Law
none
Tutorial and Paul Hewitt's Concept

Development 5-2
none
Newton's Third Law
none
Tutorial and Paul Hewitt's Concept

Development 6-1
none
Newton's Third Law Revisited
none
Unit 3: Force Falls
ACTIVITY
MATERIALS NEEDED
Universal Gravitation and Coulomb's Law
Problems for Newton's Law of Universal

Gravitation and Coulomb's Law
Force Diagram Tutorial and Freebody

Diagrams
none
Force Diagrams
none
Exploring Mass and Weight
none
Mass and Weight Tutorial
none
Unit 3: Toss 'N Turn

ACTIVITY
MATERIALS NEEDED
A First Look at Uniform Circular Motion
small, clear plastic container
Uniform Circular Motion Tutorial
none
Uniform Circular Motion Problems
A First Look at Projectiles
none
Projectile Tutorial & Paul Hewitt's Concept

Development Practice Page 3-1
none
Projectile Problems
Momentum and Impulse
Conservation of Momentum Lab
Projectile Motion Lab

scientific calculator, ruler, table, carbon paper
Unit 4: SCORCHER
ACTIVITY
MATERIALS
What Do You Know About Temperature?
none
Measuring Temperature
thermometer , stopwatch, Styrofoam cup, three

ice cubes, & Graphical Analysis
Absolute Zero
Graphical Analysis
Unit 4: THERMALATOR
ACTIVITY
MATERIALS
Introduction to Heat
none
Heat Problems
Conservation of Thermal Energy
thermometer, two Styrofoam cups, measuring

cup from your kitchen
Unit 4: ENERGIZER
ACTIVITY
What Do You Know About KE and GPE?
MATERIALS
none
Tutorial:
KE and GPE
The KE and GPE Challenge
Unit 4: WORKMEISTER
ACTIVITY
MATERIALS
Introduction to Work
none
Work and Power
Work - Energy Theorem
Power Lab
Ramp (hill or stairs), measuring tape, and

stopwatch
Hookes Law Lab
ruler, paper clips, rubber band, calculator

Unit 5: Wanda Wire
ACTIVITY
MATERIALS
none
Find the Conductor

none
Circuit Builder
none
Bulb Basics
MUHSA Video: Electric Fields and Forces
MUHSA Video: Electric Fields and Forces
calculator
none
Wanda Wire and the Compass

Wanda Wire - Summary
calculator
Unit 5: Chondra Charge
ACTIVITY
MATERIALS
none
Capacitor Basics
none
The Air Capacitor
none
Bulb Basics
none
Capacitor Capers
none
Know Your Genecon
Chondra Charge - Summary
calculator
Unit 5: Lorenzo Lightbulb
ACTIVITY
MATERIALS
none
Round and Long Bulbs

none
Schematic School
none
Bulb Basics
none
Resistors
MUHSA Video: Simple DC Circuits
MUHSA Video: Simple DC Circuits
calculator
Lorenzo Lightbulb - Summary
calculator
Unit 6: WaveWorks
ACTIVITY
MATERIALS
An Introduction to Simple Harmonic Motion
pencil, washers or paper clips, string,

calculator, & stopwatch
Pendulum Lab
pencil, washers or paper clips, string,

calculator, stopwatch, & Graphical Analysis
Sand Pendulum
paper cup, string, sand or fine dirt, paper,

pencil, old newspapers & cellophane or
masking tape
Unit 6: WaveWorld
ACTIVITY
MATERIALS
none
Introduction to Waves
none
Tsunamis
metric ruler
Paul Hewitts' Concept Development Practice
Page 25-1
Wave Tutorial
none
Wave Problems
Unit 6: WaveBender
ACTIVITY
MATERIALS NEEDED
Introduction to Ray Diagrams
metric ruler & pencil
Ray Diagram Tutorial
none
Paul Hewitt's Concept Development Practice

Page 30-2
pencil & metric ruler
Refraction Through a Lens
The Lens Equation
none
Lens Problems
Introduction to Refraction
glass, pencil that is taller than the glass, and

water
Refraction Problems
Snell's Law
white paper, protractor, clear glass rectangular

container (cake pan), metric ruler, and
Wave Diffraction and Interference
none
Interference Problems
calculator
Wave Phenomena
none
Unit 7: Atomic Mountain
ACTIVITY
MATERIALS NEEDED
What Do You Know About "The Atomic

Models"?
none
Models of the Atom
Periodic Table
Atomic theory
Periodic Table
Elements of Physics: Matter - Atoms and

Molecules
video
Fundamental Particles
Unit 7: Fantastic Light Theater

ACTIVITY
MATERIALS NEEDED
Duality of Light
none
What do you know about the "Photoelectric

Effect"?
none
Photoelectric Effect
Paul Hewitt's Light Quanta
none
Photoelectric Effect Problems
Unit 7: Accelerometer
ACTIVITY
MATERIALS NEEDED
Mass Defect and Binding Energy
Radioactivity
Periodic Table
Paul Hewitt's Natural Transmutation
Periodic Table
Radioactivity Dating
none
Radioisotopes
none
Radioactivity Dating Lab
none
Unit 7: Fireworks Central

ACTIVITY
Nuclear Fission and Nuclear Fusion
MATERIALS NEEDED
none
Graphical Analysis 3.2 Software
When directed in your lessons, follow the instructions below to download and install the
Graphical Analysis program that you will use for your Physics graphing assignments. Make sure
you read and follow these instructions completely and carefully. You may wish to print these
instructions before beginning the download and installation process.
1. Download the appropriate Graphical Analysis program.

Graphical Analysis 3.8.4 for Windows
Graphical Analysis 3.8.4 for Mac OSX 10.x.x
2. Click the Save button and save the file to your Desktop.
3. From your Desktop, double click the file you downloaded in step 1.
graphicalanalysis384.exe for Windows users
GraphicalAnalysis384.dmg for Mac OSX 10.x.x users
4. On the password screen, enter the appropriate password for your version of the
software and click Next.
Windows users: cellular
Mac OSX 10.x.x users: cellular
5. Click OK to the "If either a Vernier LabPro interface or a TI-GRAPH LINK cable is
connected to your computer..." box.
6. Follow the instructions for installing the software, accepting the default entries.
7. If asked, install QuickTime 6. It will be needed with this program.
8. After clicking Finish, the program should be listed in the Vernier Software folder in the
Start menu Program list (Windows) or on the desktop (Mac).
Student Resources
Art and History
Art Lex Art Dictionary
Ask a Librarian
Ask a Librarian
Calorie Control Tips
Calorie Control Council
Citation Machine
MLA Citations/Works Cited
Graphing Resource
Create a Graph
Latin Grammar
Latin Links:
Virtual Roma Classical Images

Latin Dictionary
Hotmath Homework Help

Equation Help
Math Links:
Rounding Decimal Numbers
Simultaneous Equations
Reference Desk: dictionary, thesaurus,
calculators, links to major newspapers-MORE!
Reference Desk
Spanish Links:
Learn Spanish Tutorial
Time Management:
Time Management Tips
Turnitin.com:
http://www.turnitin.com
United Streaming:
http://www.unitedstreaming.com
Previous
LAB SAFETY
There are many potential hazards in the Physics laboratory. However, in general, accidents
caused by these hazards can be avoided if the student is familiar with laboratory techniques
and a few rules are followed. Most of the materials you will be working with at home will be
kitchen items such as vinegar and baking soda. However, even these items can cause harm if
mishandled.
The safest way to handle chemicals is to treat them all with care. There is no substitute for
good technique in eliminating accidents. The following page outlines some general safety rules
which MUST be followed. You MUST sign the statement that you understand the safety rules
and will comply with them. Your parent/guardian must also sign this statement and provide a
telephone number, as they are an integral part of your laboratory experience. If you are
choosing to perform the experiments under a science teacher's direction, please have the
teacher sign the form and provide a telephone number.
Lab Safety Rules:
1. Never work alone in the laboratory. Do your lab work only under the direct supervision of
an adult.
2. Carefully read all directions twice. Ask for clarification of directions before you begin the
lab procedure.
3. Maintain a business-like attitude at all times.
4. Do not attempt unauthorized experiments or change the procedure.
5. Dress properly for the lab: Wear shoes that cover the feet. Avoid bulky or loose-fitting
clothing.
*Wear an apron or teacher-approved coverall.
*Wear safety goggles.
*Long hair should be tied back, especially when working with flame.
6. Always have safety equipment handy: fire extinguisher, a place to wash eyes and hands
when necessary. Know the location of fire exits in your home. Review "stop, drop, and
roll" procedures.
7. While conducting labs, never put anything in your mouth unless it is specifically directed
in the procedure. This may take place in cooking labs.
8. Keep the laboratory clean. Immediately clean up all spills following the directions in the
lab.
9. Wipe down table when finished with the lab.
10. Clean up all broken glassware with a dustpan and broom. Place it in a container so that
no one will get hurt when disposing of the garbage. Do not pick up broken glass with
your bare hands.
11. Rinse off skin exposed to chemicals with large amounts of water. Wash hands with soap
and water before leaving the lab.

12. Use proper fanning procedure when smelling substances. Never place your nose directly
over an object when smelling it. Use your hand to waft the smell towards your nose.
13. Avoid touching hot objects. Use hot pad or mitts when necessary.
14. Dispose of waste in the manner specified by the lab.
15. Label your glassware with permanent marker so chemicals do not get confused. Nail
polish remover will take off your marks.
16. Never leave a flame or heating substance unattended. Never use a flame with a
flammable liquid like isopropyl alcohol.
When you read a lab, you may want to print out the directions so you can have them in your
chosen lab area. Pay close attention to the safety precautions. Memorize them!
Be sure you are familiar with the equipment you will be asked to use. Ask your teacher about
any procedures or equipment you do not understand before you begin your experiment. Do
not use any materials or equipment not called for in the procedure. Be sure you pay attention
to the disposal methods outlined in the lab.
Baggy or loose clothing such as neckties, necklaces, or baggy sleeves can knock things over
or catch on fire. Take these items off before you begin a lab procedure. Pull back long hair and
tie it in back. Do not wear synthetic fabrics like nylon. These fabrics melt instead of burn, so
wear natural fabrics. Don't wear sandals. Spilled chemicals may attack your skin instead of
your shoes! Wear pants instead of shorts for the same reason.
You should always wear an apron and your safety goggles! Even vinegar can hurt a lot if you
get it into your eyes!
Now is a good time for your family to review its fire plan. I'm not saying that you are going to
catch your house on fire, but it's best to be prepared! Know your family's fire drill procedure
and the location of fire exits from your home. Be sure your fire alarms are working properly. Be
sure you know the location of a fire extinguisher. Water is not a good thing to use to put out
fires. If you throw water on some fires, it will make the fire worse!
If your clothes catch on fire, remember the "Stop, Drop, and Roll" directions someone once told
you in a far-off time. This is a good time to remember not to work alone!
If you get a chemical in your eye, wash out your eye for at least 15 minutes. Continue washing
even if your eye feels better. This doesn't indicate that the chemical is completely out. Be sure
to let your parents know what happened immediately (Of course you had your goggles on...).
National Standards
Unit Title and Topics

1. Galileo Gardens
Graphing Techniques
Measurement
Techniques
Lab Design
National Standards
FORMULATE AND REVISE SCIENTIFIC
EXPLANATIONS AND MODELS USING LOGIC AND
EVIDENCE.
Student inquiries should culminate in formulating an

explanation or model. Models should be physical,
conceptual, and mathematical. In the process of
answering the questions, the students should engage in
discussions and arguments that result in the revision of
their explanations. These discussions should be based
on scientific knowledge, the use of logic, and evidence
from their investigation.
RECOGNIZE AND ANALYZE ALTERNATIVE
EXPLANATIONS AND MODELS. This aspect of the
standard emphasizes the critical abilities of analyzing an
argument by reviewing current scientific understanding,
weighing the evidence, and examining the logic so as to
decide which explanations and models are best. In other
words, although there may be several plausible
explanations, they do not all have equal weight.
Students should be able to use scientific criteria to find
the preferred explanations.
COMMUNICATE AND DEFEND A SCIENTIFIC
ARGUMENT.
Students in school science programs should develop the

abilities associated with accurate and effective
communication. These include writing and following
procedures, expressing concepts, reviewing information,
summarizing data, using language appropriately,
developing diagrams and charts, explaining statistical
analysis, speaking clearly and logically, constructing a
reasoned argument, and responding appropriately to
critical comments.
ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY
IDENTIFY QUESTIONS AND CONCEPTS THAT

GUIDE SCIENTIFIC INVESTIGATIONS.
Students should formulate a testable hypothesis and

demonstrate the logical connections between the
scientific concepts guiding a hypothesis and the design

of an experiment. They should demonstrate appropriate
procedures, a knowledge base, and conceptual
understanding of scientific investigations.
DESIGN AND CONDUCT SCIENTIFIC
INVESTIGATIONS.
Designing and conducting a scientific investigation

requires introduction to the major concepts in the area
being investigated, proper equipment, safety
precautions, assistance with methodological problems,
recommendations for use of technologies, clarification of
ideas that guide the inquiry, and scientific knowledge
obtained from sources other than the actual
investigation. The investigation may also require student
clarification of the question, method, controls, and
variables; student organization and display of data;
student revision of methods and explanations; and a
public presentation of the results with a critical response
from peers. Regardless of the scientific investigation
performed, students must use evidence, apply logic, and
construct an argument for their proposed explanations.
USE TECHNOLOGY AND MATHEMATICS TO
IMPROVE INVESTIGATIONS AND
COMMUNICATIONS.
A variety of technologies, such as hand tools, measuring

instruments, and calculators, should be an integral
component of scientific investigations. The use of
computers for the collection, analysis, and display of
data is also a part of this standard. Mathematics plays
an essential role in all aspects of an inquiry. For
example, measurement is used for posing questions,
formulas are used for developing explanations, and
charts and graphs are used for communicating results.
EVIDENCE.

EXPLANATIONS AND MODELS.
This aspect of the standard emphasizes the critical

abilities of analyzing an argument by reviewing current
scientific understanding, weighing the evidence, and
examining the logic so as to decide which explanations
and models are best. In other words, although there
may be several plausible explanations, they do not all

have equal weight. Students should be able to use
scientific criteria to find the preferred explanations.
ARGUMENT.

critical comments. [See Teaching Standard B in Chapter
3]
UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY
-Scientists usually inquire about how physical, living, or

designed systems function. Conceptual principles and
knowledge guide scientific inquiries. Historical and
current scientific knowledge influence the design and
interpretation of investigations and the evaluation of
proposed explanations made by other scientists. [See
Unifying Concepts and Processes]
-Scientists conduct investigations for a wide variety of

reasons. For example, they may wish to discover new
aspects of the natural world, explain recently observed
phenomena, or test the conclusions of prior
investigations or the predictions of current theories.
-Scientists rely on technology to enhance the gathering

and manipulation of data. New techniques and tools
provide new evidence to guide inquiry and new methods
to gather data, thereby contributing to the advance of
science. The accuracy and precision of the data, and
therefore the quality of the exploration, depends on the
technology used. [ Content Standard E (grades 9-12) ]
-Mathematics is essential in scientific inquiry.

Mathematical tools and models guide and improve the
posing of questions, gathering data, constructing
explanations, and communicating results. [See Program
Standard C]
-Scientific explanations must adhere to criteria such as

the following: a proposed explanation must be logically
consistent; it must abide by the rules of evidence; it
must be open to questions and possible modification;
and it must be based on historical and current scientific
knowledge.
-Results of scientific inquiry--new knowledge and

methods--emerge from different types of investigations
and public communication among scientists. In
communicating and defending the results of scientific
inquiry, arguments must be logical and demonstrate
connections between natural phenomena,

investigations, and the historical body of scientific
knowledge. In addition, the methods and procedures
that scientists used to obtain evidence must be clearly
reported to enhance opportunities for further
investigation.
INVESTIGATIONS.

2. Kepler Kingdom
Speed
Considerations
Motion Graphs
Vectors and Scalars
Manipulating
Equations
Velocity and Acceleration
Freefall

proposed explanations made by other scientists.


technology used.

explanations, and communicating results.


knowledge.

investigation.
EVIDENCE.
Student inquiries should culminate in formulating

an explanation or model. Models should be
physical, conceptual, and mathematical. In the
process of answering the questions, the students
should engage in discussions and arguments that
result in the revision of their explanations. These
discussions should be based on scientific
knowledge, the use of logic, and evidence from
their investigation.
COMMUNICATIONS.
A variety of technologies, such as hand tools,

measuring instruments, and calculators, should
be an integral component of scientific
investigations. The use of computers for the
collection, analysis, and display of data is also a
part of this standard. Mathematics plays an
essential role in all aspects of an inquiry. For
example, measurement is used for posing
questions, formulas are used for developing
explanations, and charts and graphs are used for
communicating results.
-Scientists rely on technology to enhance the

gathering and manipulation of data. New techniques
and tools provide new evidence to guide inquiry and
new methods to gather data, thereby contributing to
the advance of science. The accuracy and precision of
the data, and therefore the quality of the exploration,
depends on the technology used.


methods--emerge from different types of
investigations and public communication among
scientists. In communicating and defending the
results of scientific inquiry, arguments must be logical
and demonstrate connections between natural
phenomena, investigations, and the historical body of
scientific knowledge. In addition, the methods and
procedures that scientists used to obtain evidence
must be clearly reported to enhance opportunities for
further investigation.
3. Newton's Nook
Newton's Laws of Motion
Force Fundamentals
Newton's Law of
Universal Gravitation
Coulomb's Law
Mass and Weight
Uniform Circular Motion
Projectile Motion

EVIDENCE.

standard emphasizes the critical abilities of
analyzing an argument by reviewing current
scientific understanding, weighing the evidence,
and examining the logic so as to decide which
explanations and models are best. In other
Students should be able to use scientific criteria
to find the preferred explanations.
COMMUNICATIONS.



proposed explanations made by other scientists.


technology used.


knowledge.

investigation.
MOTIONS AND FORCES
Objects change their motion only when a net

force is applied. Laws of motion are used to
calculate precisely the effects of forces on the
motion of objects. The magnitude of the change
in motion can be calculated using the

relationship F = ma, which is independent of the
nature of the force. Whenever one object exerts
force on another, a force equal in magnitude and
opposite in direction is exerted on the first
object.
4. Joule's Jungle
Heat and Temperature
Absolute Zero
Conservation of Thermal
Energy
Kinetic and Potential
Energy
Work and Power

EVIDENCE.

COMMUNICATIONS.


gathering and manipulation of data. New
techniques and tools provide new evidence to
guide inquiry and new methods to gather data,
thereby contributing to the advance of science.
The accuracy and precision of the data, and
therefore the quality of the exploration, depends
on the technology used.

Mathematical tools and models guide and
improve the posing of questions, gathering data,
constructing explanations, and communicating
results.

results of scientific inquiry, arguments must be
logical and demonstrate connections between
natural phenomena, investigations, and the
historical body of scientific knowledge. In
addition, the methods and procedures that
scientists used to obtain evidence must be
clearly reported to enhance opportunities for
CONSERVATION OF ENERGY AND THE INCREASE
IN DISORDER
Heat consists of random motion and the

vibrations of atoms, molecules, and ions. The
higher the temperature, the greater the atomic
or molecular motion.
5. Faraday Follies
Circuits
Electrical Components
Insulators and
Conductors
Charge Flow
Interaction of a Magnetic
Field
Schematic Diagrams
Capacitors
Charge Flow Convention
Series and Parallel
Circuits

EVIDENCE.

COMMUNICATIONS.

UNDERSTANDINGS ABOUT SCIENTIFIC
INQUIRY



results.

INTERACTIONS OF ENERGY AND MATTER
In some materials, such as metals, electrons flow

easily, whereas in insulating materials such as glass,
they can hardly flow at all. Semiconducting materials
have intermediate behavior. At low temperatures
some materials become superconductors and offer no
resistance to the flow of electrons.
MOTIONS AND FORCES
Electricity and magnetism are two aspects of a single

electromagnetic force. Moving electric charges produce
magnetic forces, and moving magnets produce electric forces.
These effects help students to understand electric motors and
generators.
HISTORICAL PERSPECTIVES
Usually, changes in science occur as small

modifications in extant knowledge. The daily
work of science and engineering results in
incremental advances in our understanding of
the world and our ability to meet human needs
and aspirations. Much can be learned about the
internal workings of science and the nature of
science from study of individual scientists, their
daily work, and their efforts to advance scientific
knowledge in their area of study.
SCIENCE AND TECHNOLOGY IN LOCAL, NATIONAL,

AND GLOBAL CHALLENGES Science and
technology are essential social enterprises, but
alone they can only indicate what can happen,
not what should happen. The latter involves
human decisions about the use of knowledge.
6. Maxwell Mountain
Simple Harmonic Motion
Pendulum Considerations
Wave Characteristics
Wave Parts
Wave Behavior
Wave Equation
Ray Diagrams
Refraction
Index of Refraction
Snell's Law
Lenses
Lens Equation

EVIDENCE.

COMMUNICATIONS.



results.

7. Einstein's Fall
Models of the Atom
Atomic Theory
Elements of Physics:
Matter - Atoms and
Molecules
Duality of Light
What do you know about

the "Photoelectric
Effect"?
Paul Hewitt's Light
Quanta
Problems
Mass Defect and Binding
Energy
Radioactivity
Paul Hewitt's Natural
Transmutation
Radioactivity Dating
Radioisotopes
Radioactivity Dating Lab

Nuclear Fission and
Nuclear Fusion

EVIDENCE.

standard emphasizes the critical abilities of analyzing an
argument by reviewing current scientific understanding,
weighing the evidence, and examining the logic so as to
decide which explanations and models are best. In other
Students should be able to use scientific criteria to find
the preferred explanations.
ARGUMENT.

critical comments.
ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY
IDENTIFY QUESTIONS AND CONCEPTS THAT

GUIDE SCIENTIFIC INVESTIGATIONS
Students should formulate a testable hypothesis and
demonstrate the logical connections between the

scientific concepts guiding a hypothesis and the design
of an experiment. They should demonstrate appropriate
procedures, a knowledge base, and conceptual
understanding of scientific investigations.
INVESTIGATIONS.

COMMUNICATIONS.
A variety of technologies, such as hand tools, measuring

instruments, and calculators, should be an integral
component of scientific investigations. The use of
computers for the collection, analysis, and display of
data is also a part of this standard. Mathematics plays
an essential role in all aspects of an inquiry. For
example, measurement is used for posing questions,
formulas are used for developing explanations, and
charts and graphs are used for communicating results.
EVIDENCE.

EXPLANATIONS AND MODELS.
This aspect of the standard emphasizes the critical

abilities of analyzing an argument by reviewing current
scientific understanding, weighing the evidence, and
examining the logic so as to decide which explanations
and models are best. In other words, although there

may be several plausible explanations, they do not all
have equal weight. Students should be able to use
scientific criteria to find the preferred explanations.
ARGUMENT.

critical comments. [See Teaching Standard B in Chapter
3]

proposed explanations made by other scientists. [See
Unifying Concepts and Processes]


technology used. [ Content Standard E (grades 9-12) ]

explanations, and communicating results. [See Program
Standard C]

knowledge.


investigation.
INVESTIGATIONS.

STRUCTURE OF ATOMS
Matter is made of minute particles called atoms,
and atoms are composed of even smaller
components. These components have measurable
properties, such as mass and electrical charge.
Each atom has a positively charged nucleus
surrounded by negatively charged electrons. The
electric force between the nucleus and electrons
holds the atom together.
The atom's nucleus is composed of protons and
neutrons, which are much more massive than
electrons. When an element has atoms that differ
in the number of neutrons, these atoms are called
different isotopes of the element.
The nuclear forces that hold the nucleus of an atom
together, at nuclear distances, are usually stronger
than the electric forces that would make it fly apart.
Nuclear reactions convert a fraction of the mass of
interacting particles into energy, and they can
release much greater amounts of energy than
atomic interactions. Fission is the splitting of a
large nucleus into smaller pieces. Fusion is the
joining of two nuclei at extremely high temperature
and pressure, and is the process responsible for
the energy of the sun and other stars.
Radioactive isotopes are unstable and undergo

spontaneous nuclear reactions, emitting particles
and/or wavelike radiation. The decay of any one
nucleus cannot be predicted, but a large group of
identical nuclei decay at a predictable rate. This
predictability can be used to estimate the age of
materials that contain radioactive isotopes.
INTERACTIONS OF ENERGY AND MATTER
Each kind of atom or molecule can gain
or lose energy only in particular
discrete amounts and thus can absorb
and emit light only at wavelengths
corresponding to these amounts.
These wavelengths can be used to
identify the substance.

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Getting Started

here can be used ALL year.

Etiquette (called netiquette in cyberspace) exists in the wide world of computers.

The following tools will be used to assist you in your learning:

Learning Styles Inventory

Petals Around a Rose

Exploring Graph Line Shapes

Graphs and Equations

Analyzing Your Graphs

Installing Graphical Analysis

Graphical Analysis (GA) Tutorial

Using Graphical Analysis

Using the Vernier Caliper

metric ruler, meter stick, string, & objects with

small super ball and other materials of student

small super ball and other materials of student

Extrapolation and Interpolation

Student-designed Lab and Graphical Analysis

superball or other small ball, stopwatch, metric

Introduction to Speed Problems

Introduction to Motion Graphs

Exploring Our World in Motion

Matching Motion Graphs

Introduction to Scalar and Vector Quantities

Exploring Scalar and Vector Quantities

ruler, protractor, scientific calculator

Exploring Manipulation of Equations

Helpful Hints for Manipulating Equations

What Do You Know About Velocity?

Solving Velocity Problems

Paul Hewitt's Linear Motion 2-1

tennis ball, stopwatch, ruler, chalk, Graphical

Another Look at Motion Graphs

Motion Graph Tutorial

The Graph Told Me!

"The Law of Falling Bodies"

small, clear plastic container

Paul Hewitt's Freefall 2-1

The Law of Falling Bodies Lab

Unit 3: Bug Bumper Buggies

Newton's First Law

3X5 card, glass, & penny

Paul Hewitt's Concept Development 4-1

Newton's Second Law

Tutorial and Paul Hewitt's Concept

Newton's Third Law

Tutorial and Paul Hewitt's Concept

Newton's Third Law Revisited

Universal Gravitation and Coulomb's Law

Problems for Newton's Law of Universal

Force Diagram Tutorial and Freebody

Exploring Mass and Weight

Mass and Weight Tutorial

Unit 3: Toss 'N Turn

A First Look at Uniform Circular Motion

small, clear plastic container

Uniform Circular Motion Tutorial

Uniform Circular Motion Problems

A First Look at Projectiles

Projectile Tutorial & Paul Hewitt's Concept

Momentum and Impulse

Conservation of Momentum Lab