1 What is Science? Worksheets CHAPTER CHAPTER OUTLINE

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1 Chapter 1. What is Science? Worksheets CSS AP Physics Summer Assignment Part 1 of 3 CHAPTER 1 What is Science? Worksheets CHAPTER OUTLINE 1.1 Scientific Inquiry 1.2 Fundamental Units and Standard Units 1.3 Unit Conversions 1.4 Measurement and Recording Data 1.5 Working with Error 1.6 References 1

2 1.1. Scientific Inquiry Scientific Inquiry Worksheet Name Class Date Answer each of the questions below to show your achievement of the lesson objectives. Lesson Objective: Explain the role of using postulates in science. 1. Why is your friend incorrect when they state, "But that is only a scientific theory"? 2. Choose two important steps in a scientific investigation and describe them below. Lesson Objective: Explain the role of mathematics in science. 3. Give an example in which we use numbers to describe something in the physical world around us. 4. Why do you think scientists record their experimental data as numbers instead of drawing representative pictures? Lesson Objective: Explain how scientists investigate nature by ensuring their models can be proven incorrect (falsifiable) and are tested by many independent researchers. 5. Develop a scientific investigation to address the following question: "Does heating a cup of water allow it to dissolve more salt?" 6. Is there only one correct way to develop a scientific explanation? Lesson Objective: Describe the difference between a hypothesis, theory, and law. 7. What is a hypothesis? Give an example. 8. What is a scientific theory? Give an example. 2

3 Chapter 1. What is Science? Worksheets 9. What is a scientific law? Give an example. Lesson Objective: Explain that new theories explain phenomena more accurately than preexisting theories, and such theories are consistent with the correct predictions of previous theories. 10. Why is it important that scientific theories are able to change? 11. Why does science involve repeating experiments and examining sources of error? Lesson Objective: Describe the scientific method. FIGURE List three observations regarding the image Pick one observation from your list above and develop a hypothesis. Be sure to include your reasoning for this prediction. 3

4 1.2. Fundamental Units and Standard Units Fundamental Units and Standard Units Worksheet Name Class Date Answer each of the questions below to show your achievement of the lesson objectives. Lesson Objective: List and use fundamental units in the study of mechanics. 1. What is a fundamental unit? 2. What is an example of a fundamental unit? 3. Give an example of how fundamental units can be used to derive another units. 4. Force is measured in Newtons. If the equation for Force is F = ma, how can you express Newtons in fundamental units? Lesson Objective: List and use standard units in the study of mechanics. 5. The standard unit for mass is. 6. The standard unit for temperature is. 7. Make the following metric conversions: a g to kg b. 987 cm to m c. 65 ms to s 8. Describe how the kilometer, centimeter and millimeter relate to the base unit of the meter. Lesson Objective: Use dimensional analysis. 9. What is dimensional analysis? Give an example It is best to use dimensional analysis when: a. making scientific observations b. recording experimental data c. deriving the units of a number

5 Chapter 1. What is Science? Worksheets d. none of the above 11. Explain why the following equation does not correctly convert 5 centimeters into meters using dimensional analysis: 100 cm cm cm 1 m = 500 m Use dimensional analysis to calculate how many dozen donuts you would need to order to feed a school of 456 students. 16. Use dimensional analysis to calculate how many quarters are in 50 dollars. 5

6 1.3. Unit Conversions Unit Conversions Worksheet Name Class Date Answer each of the questions below to show your achievement of the lesson objectives. Perform unit conversions. 1. What is a conversion factor? 2. Provide two examples of conversion factors. 3. Explain how a conversion factor is different from a measurement. 4. How many hours are there in 3 days? 5. An NFL linebacker weighs 252 lbs. What is his weight in kg if 1 lb=0.454 kg? Properly use scientific notation When writing an extremely small number is scientific notation, the exponent will be: a. Positive b. Negative c. Zero d. None of the above 7. When writing an extremely large number is scientific notation, the exponent will be: a. Positive b. Negative c. Zero d. None of the above 8. Convert the following numbers to scientific notation. a b c. 543 d Convert the following numbers out of scientific notation.

7 Chapter 1. What is Science? Worksheets a x 10 3 b x 10 5 c. 4.2 x 10 4 d. 3.5 x Solve the following problems and write your answer in scientific notation. a. (9.0 x 10 9 ) x (2.7 x 10 4 ) b. (5.0 x 10 6 ) (3.5 x 10 2 ) 7

8 1.4. Measurement and Recording Data Measurement and Recording Data Worksheet Name Class Date Answer each of the questions below to show your achievement of the lesson objectives. Describe measurement. 1. A measurement is based on a. qualitative observations b. quantitative observations c. hypotheses d. none of the above 2. Which one of the following is a reasonable measurement for the height of a coconut palm tree? a. 250 m b. 25 m c. 2.5 m d m Explain what is meant by significant digits. 3. What are significant figures? 4. What are significant figure rules involving zero? 5. What is a right-end zero? 6. What is a left-end zero? Determine the number of significant digits in a measurement Round the following numbers to 3 significant figures: a b. 123,456,789 c d e Determine the number of significant figure in each of the following:

9 Chapter 1. What is Science? Worksheets a b c d. 1.5 x 10 5 e. 909,000 f. 909, Apply the rule of zeros to determine the amount of significant figures in the following measurements: a. 900 m b mm c. 89,000 kg d. 6,000,000,000,000.0 g Add, subtract, multiply, and divide with significant digits. 10. Solve each of the following, keeping the correct number of significant figures in the answer: a = b x = c / = 11. When doing math with significant figures, what determines the number of significant figures in the answer? Use scientific notation. 12. Convert the following numbers to scientific notation. a b. 87 c d Convert the following numbers out of scientific notation. a x 10 3 b. 6.0 x 10 5 c x 10 4 d x

10 1.5. Working with Error Working with Error Worksheet Name Class Date Answer each of the questions below to show your achievement of the lesson objectives. Describe systematic and random error. 1. What is a systematic error? 2. What is a random error? 3. What is an example of a systematic error? 4. What is an example of a random error? 5. When using a force probe, a physics student forgets to calibrate the instrument. This will most likely result in: a. A systematic error b. A random error c. Both A B d. None of the above Explain precision and accuracy as they relate to error. 6. What is accuracy? 7. What is precision? 8. The mass of a particular red clay brick is 3 kg. 1. Provide an example of a data set that is both accurate and precise. 2. Provide an example of a data set that is not accurate and but is precise. 10

11 Chapter 1. What is Science? Worksheets 1.6 References 1. Jon Clegg. CC-BY

12 Chapter 1. One-Dimensional Motion Worksheets CHAPTER 1 One-Dimensional Motion Worksheets CHAPTER OUTLINE 1.1 Locating an Object: Distance and Displacement 1.2 Speed and Velocity in One Dimension 1.3 Average Speed, Velocity, and Instantaneous Velocity 1.4 Uniform Acceleration 1.5 The Kinematic Equations 1.6 References 1

13 1.1. Locating an Object: Distance and Displacement Locating an Object: Distance and Displacement Worksheet Name Class Date Answer each of the questions below to show your achievement of the lesson objectives. Lesson Objective: Define scalar and vector. 1. In your own words, explain why displacement is a vector. 2. In your own words, explain why distance is scalar. 3. How do we use positive and negative signs to communicate the direction of a vector? Lesson Objective: Define distance and displacement. Lisa traveled 7 miles to the nearest movie theater. She watched a movie and drove back home. 4. What total distance did Lisa travel? 5. What is Lisa s displacement? Describe a real-life example for each of the following scenarios: 6. The distance an object travels is larger than its displacement. 7. The distance an object travels is equal to its displacement. 8. An object travels a positive distance but has zero displacement. Lesson Objective: Distinguish between distance and displacement. Joe hits a home run 200 ft over left field. 2

14 Chapter 1. One-Dimensional Motion Worksheets 9. Is 200 feet the ball s distance or displacement? 10. Which is greater, the ball s distance or displacement? 11. If the bases are 90 ft apart, what is the distance Joe travels if he hits a home run and runs around all 4 bases? 12. What is Joe s displacement after his run around the bases? Lesson Objective: Graphically model distance and displacement. While relaxing on a blanket in the park, Sonia observes a lizard moving quickly about. She immediately gets out her notebook and creates the following data table of the lizard s movements: 13. Graphically model the distance the lizard has traveled. 14. Graphically model the displacement the lizard has traveled. 3

15 1.2. Speed and Velocity in One Dimension Speed and Velocity in One Dimension Worksheet Name Class Date Answer each of the questions below to show your achievement of the lesson objectives. Lesson Objective: Define constant speed and velocity. 1. In your own words, define constant speed and provide an example of an object moving with a constant speed. 2. When calculating the velocity of a moving object, do you need to consider the distance traveled or the object s displacement? Explain. 3. You are flying 2586 miles from San Francisco to New York. An hour into the flight, you are 600 miles from San Francisco. What is your speed in m/s? 4. The pilot looks at the speedometer on the plane and it reads 615 mph. This is a measure of the: a. Average speed b. Instantaneous speed c. Average velocity d. Instantaneous velocity Lesson Objective: Distinguish between speed and velocity. You get in your car to drive to school at 7:33 am and drive 10 miles north at a constant speed until 7:45 am, when you realize you left your homework on the kitchen table. You turn around and drive 10 miles south back to your house and retrieve your homework at 8:00 am. You get back in the car and drive 15 miles north to school at a constant speed arriving at school at 8:29 am sharp, just in time to make it before the bell rings. 5. What is your average speed in m/s? 6. What is your average velocity? 4 7. If you looked at your speedometer on your drive to school and it read 30mph, this value describes your a. Instantaneous speed b. Average speed c. Instantaneous velocity d. Average velocity

16 Chapter 1. One-Dimensional Motion Worksheets Lesson Objective: Determine velocity from position-time graphs. Describe the direction of motion of the following objects based on the slope of their position-time graphs: 8. Positive slope 9. Negative slope 10. Slope equals zero (horizontal line) 11. The following data table depicts the motion of a mouse as it runs rightward across a street. Create a positiontime graph and use your graph to derive the mouse s velocity. 5

17 1.3. Average Speed, Velocity, and Instantaneous Velocity Average Speed, Velocity, and Instantaneous Velocity Worksheet Name Class Date Answer each of the questions below to show your achievement of the lesson objectives. Lesson Objective: Calculate average speed for varying rates. The data table below describes the motion of a marble. Use the information in the data table to answer questions # At t = 29 s, what is the position of the marble? 2. Solve for the total distance traveled by the marble. 3. Solve for the average speed of the marble. 4. Solve for the displacement of the marble. 5. Solve for the average velocity of the marble. 6. Create a position-time graph for the marble. Lesson Objective: Explain what is meant by instantaneous velocity. The data table below describes the motion of a paper airplane. Use the information in the data table to answer questions # Complete the table above by solving for the instantaneous velocity of the paper airplane. 8. Solve for the average velocity of the paper airplane. 9. What is the instantaneous velocity of the paper airplane at t=6 s? 10. Explain why the instantaneous velocity at t=6s and the average velocity of the paper airplane are different values. 6

18 Chapter 1. One-Dimensional Motion Worksheets 11. Create a position-time graph for the paper airplane. 12. Explain how you could use your graph determine the paper plane s instantaneous velocity at 7 s. 7

19 1.4. Uniform Acceleration Uniform Acceleration Worksheet Name Class Date Answer each of the questions below to show your achievement of the lesson objectives. Lesson Objective: Define and explain acceleration. 1. Complete the chart below: 2. Explain how an object can have a rightward velocity and a leftward acceleration. 3. If an object is moving rightward and speeding up, the sign of the acceleration must be a. Positive b. Negative 4. Explain the reason for your answer in question #3. 5. Explain why the following statement is a misconception, "An object does not accelerate if it remains at the same speed but changes direction". Provide an example for each of the following scenarios described in #6-7: 6. A moving object with a large velocity and a small acceleration. 7. A moving object with a positive velocity and a negative acceleration. Use the information in the chart below to answer questions # What is the average acceleration? 9. Create a v-t graph 10. Describe how you could use the graph to derive acceleration? 8

20 Chapter 1. One-Dimensional Motion Worksheets 1.5 The Kinematic Equations Worksheet Name Class Date Answer each of the questions below to show your achievement of the lesson objectives. Lesson Objective: Interpret area in an acceleration-time graph. Use the graph below for questions #1-3. FIGURE Without doing any calculations, will the velocity at t=3 s be positive, negative or zero? a. positive b. negative c. zero 2. Explain the reason for your choice in question #1: 3. Calculate the instantaneous velocity at t=3 s. Lesson Objective: Represent motion using a velocity-time graph. Draw the resulting velocity-time graphs for the given position-time graphs in questions #4-6. 9

21 1.5. The Kinematic Equations 4. FIGURE FIGURE FIGURE 1.4 Lesson Objective: Interpret slope and area in a velocity-time graph. Use the velocity-time graph below to answer questions #

22 Chapter 1. One-Dimensional Motion Worksheets FIGURE Without doing any calculations, predict the sign of the displacement according to the graph above. a. positive b. negative c. zero 8. Explain the reason for your choice in question #6. 9. Calculate the displacement at t=10 s. 10. Without doing any calculations, will the average acceleration be positive, negative or zero? a. positive b. negative c. zero 11. Explain the reason for your choice in question # Calculate the instantaneous acceleration at t=10 s. 11

23 Chapter 1. Two-Dimensional Motion Worksheets CHAPTER 1 Two-Dimensional Motion Worksheets CHAPTER OUTLINE 1.1 Independence of Motion Along Each Dimension 1.2 Vector Representation 1.3 Inertial Frames and Relative Motion 1.4 Projectile Motion 1

24 1.1. Independence of Motion Along Each Dimension Independence of Motion Along Each Dimension Worksheet Name Class Date Answer each of the questions below to show your achievement of the lesson objectives. Lesson Objective: Understand how motion along each axis can be resolved independently 1. Provide a real-world example that supports this concept: Motion in each dimension works independently. 2. A penny is dropped from 2 m high. How long does it take the penny to hit the floor? 3. A penny is pushed horizontally off a desk 2m high. How long does it take the penny to hit the floor? 4. Compare your answers to question #2 and question #3. Provide a reason for any similarities or differences. 5. Create a horizontal position-time (x-t) graph and a vertical position-time (y-t) graph for a penny that is pushed off a table that is 2 m high with an initial x-velocity of 3.6 m/s. Lesson Objective: Solve problems involving objects, which are simultaneously under the influence of uniform acceleration and constant velocity along different dimensions 6. Complete the chart below, describing the two-dimensional motion of a soccer ball that is kicked from the ground with an initial horizontal velocity of +3 m/s and an initial vertical velocity of +5 m/s. 2

25 Chapter 1. Two-Dimensional Motion Worksheets 1.2 Vector Representation Worksheet Name Class Date Answer each of the questions below to show your achievement of the lesson objectives. Lesson Objective: Explain the relationship between coordinates and components. 1. In your own words, describe the components of a two-dimensional vector. 2. Provide an example of a two-dimensional vector and break it up into its components. 3. Explain the relationship between coordinates and components. Lesson Objective: Use vectors and vector components to add and subtract vectors. Use the following prompt for questions #4-5: Vector A has components (15,-2) and Vector B has components (-1,9). 4. Find the sum of A and B; call the result C. 5. Find the difference B A; call the result D. 6. Draw the resultant vector of ( S+ T ). 7. Draw the resultant vector of ( S T ). 3

26 1.2. Vector Representation 8. Draw the resultant vector of ( T S ). Lesson Objective: Use trigonometric relationships to express vector components. Use the diagram below of Vector A to answer questions # Describe how you could use trigonometry to solve for the magnitude of the X and Y components of the two-dimensional vector A. 10. Use trigonometry to solve for the magnitude of the x-component of Vector A. 11. Use trigonometry to solve for the magnitude of the y-component of Vector A. 4

27 Chapter 1. Two-Dimensional Motion Worksheets 12. What is the direction of the x-component of Vector A? a. North b. South c. East d. West 13. What is the direction of the y-component of Vector A? a. North b. South c. East d. West 5

28 1.3. Inertial Frames and Relative Motion Inertial Frames and Relative Motion Worksheet Name Class Date Answer each of the questions below to show your achievement of the lesson objectives. Lesson Objective: Explain frames of reference and inertial frames.. 1. What is a frame of reference? Provide an example 2. What is an inertial frame of reference? Provide an example. 3. Circle the objects below that could be used as a frame of reference. A plane traveling at a constant velocity of 500 mph Your desk The finish line of a race A car using cruise control, traveling at 65 mph on the highway A ball in the air, accelerating at -10 m/s 2 due to the Earth s gravity 4. Explain the reason for your answer in the question above. Lesson Objective: Solve problems involving relative motion in one dimension. Use the following prompt for questions #5-8: Car A is traveling 25 mph east on one side of the road. Car B is traveling 50 mph west on the other side of the road. 5. What is the velocity of Car B relative to Car A? a. 25 mph b. -50 mph c. 75 mph d. -75 mph 6. Explain the reason for your choice above What is the velocity of Car A relative to Car B? mph mph mph

29 Chapter 1. Two-Dimensional Motion Worksheets mph 8. Explain the reason for your choice above. Lesson Objective: Solve problems involving relative motion in two dimensions. Use the following prompt for questions #9-12: A plane travels with a velocity of +30 m/s north. Determine the magnitude and direction of the resultant velocity of the plane if it encounters the following: m/s southern headwind m/s northern tailwind m/s eastern crosswind m/s western crosswind 7

30 1.4. Projectile Motion Projectile Motion Worksheet Name Class Date Answer each of the questions below to show your achievement of the lesson objectives. Lesson Objective: Draw and interpret graphs involving two-dimensional projectile motion Draw a general sketch of the following graphs for a projectile moving rightward. In your own words, describe what the graph means. 1. X-T: Position in the X direction as a function of time 2. Y-T: Position in the Y direction as a function of time 3. V x -T: Velocity in the X direction as a function of time 4. V y -T: Velocity in the Y direction as a function of time Lesson Objective: Solve for the instantaneous velocity of a projectile 5. You throw a baseball with an initial horizontal velocity of 1 m/s east. What will the final horizontal velocity be when your teammate catches it 0.4s later? 8

31 Chapter 1. Two-Dimensional Motion Worksheets 6. A bowling ball is rolled with an initial horizontal velocity of 12 m/s rightward and hits the pins 1.5 seconds later. What is the initial vertical velocity of the bowling ball? Use the following prompt for questions #7-8. A frog jumps with a velocity of 0.25 m/s at an angle of What is the magnitude of the frog s initial horizontal velocity? 8. What is the magnitude of the frog s initial vertical velocity? Use the following prompt for questions #9-10. A marble is rolled horizontally off the edge of a 1.5 m table and lands 0.7 m away. 9. At what time did the marble hit the ground? 10. What was the initial horizontal velocity of the marble? Lesson Objective: Predict a projectile s range 11. The five darts described below are all thrown from the same initial position. Which will hit the ground first? a. Dart A, with an initial vertical velocity of 20 m/s upward and an initial horizontal velocity of 0 m/s. b. Dart B, with an initial vertical velocity of 10 m/s upward and an initial horizontal velocity of 10 m/s. c. Dart C, with an initial vertical velocity of 15 m/s upward and an initial horizontal velocity of 0 m/s. d. Dart D, with an initial vertical velocity of 5 m/s upward and an initial horizontal velocity of 20 m/s. 12. Neglecting air resistance, what would happen if you were a passenger in a convertible automobile traveling at a constant velocity and threw a ball straight up in the air? 1. It would land behind the car 2. It would land in front of the car 3. It would land in the car 4. None of the above 13. Explain the reasoning for your answer choice to question # A tennis ball is hit with an initial velocity of 15 m/s at an angle of 40. What is the horizontal displacement of the ball after 2 s? 9