{"id":24,"date":"2022-10-21T12:17:31","date_gmt":"2022-10-21T16:17:31","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/studentworkingversion\/chapter\/chapter-1\/"},"modified":"2023-05-11T12:07:17","modified_gmt":"2023-05-11T16:07:17","slug":"chapter-1","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/studentworkingversion\/chapter\/chapter-1\/","title":{"raw":"Unit 1","rendered":"Unit 1"},"content":{"raw":"
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Unit 1 Learning Objectives<\/p>\n\n<\/header>\n

\n\nPhysics\n\n(1) Identify and apply strategies for reading physics word problems\n\n(2) Recognizing the roles of the three meaning-making modes of language, figures and mathematical symbols, including the functions of various types of figures and equations.\n\nLanguage<\/strong>\n\n(3) Identifying the various terms used to understand language such as word, phrase, clause, text, and genre.\n\n(4)\u00a0 Recognizing the relative scale of the above units, how they relate to each other in terms of scale of meaning-making.\n\n<\/div>\n<\/div>\n

SECTION 1.1<\/strong><\/h1>\n

Reading and Solving Word Problems in 1st-year Physics<\/strong><\/h1>\n

This introductory unit begins by providing strategies for interpreting and solving physics problems. In the second part of this unit, physics problems are used to learn about how language organizes physics knowledge and practices into units and scales of meaning-making. Both these sections of Unit 1 are foundational for the textbook. As noted above in \"How to use this textbook\", this textbook is task-based: after doing the tasks, check the feedback on your work to build on what you know and can do in physics.\u00a0<\/strong><\/p>\n \n

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Task 1.1.1: Reading Physics Word Problems<\/strong><\/h3>\n<\/header>\n
\n\nPhysics problems come in many shapes and sizes; however, they all typically include a mix of [pb_glossary id=\"35\"]language[\/pb_glossary], [pb_glossary id=\"36\"]figures[\/pb_glossary], [pb_glossary id=\"37\"]symbols[\/pb_glossary]. Developing strategies to read, organize and interpret a problem will set you up to successfully solve any physics word problem!\n\nTask 1.1.1a Instructions:<\/strong> Read through the Cold Run problem. Use the textbox below to list and organize key information from the problem. List any possible strategies you have used when working with word problems, we will come back to these strategies later in this chapter.\n\nThe Cold Run Problem:\u00a0<\/strong>\n\nYou and a friend are getting ready for another day of long-distance running training. However, this morning, it\u2019s a cool \u22121C\u00b0 and, with wind chill, \u22125C\u00b0. You both agree to run 10km today as long as neither of you has to wait in the cold. You know that she runs at a very consistent pace with an average speed of 3.0 m\/s, while your average speed is consistently 3.5 m\/s. You both start at the same location, but she completes her warm-up quickly and leaves first. The plan is that she will arrive at her house first so that she can unlock the door and wait for you inside. Five minutes after she leaves, you notice that she dropped her house keys. If she finishes her run first, she will have to wait for you outside and get uncomfortably cold. How far from your house will you be when you catch up to her if you leave immediately, run at your usual pace, and remember to take her keys?\n\nThe original version of this chapter contained H5P content. You may want to remove or replace this element.\n\nTask 1.1.1b Instructions:<\/strong> Below is a word problem that demonstrates some recommended interpretation strategies. Click on the icons to read a description for each strategy used.\n\nThe original version of this chapter contained H5P content. You may want to remove or replace this element.\n\nTask 1.1.1c Instructions:<\/strong> Read through the list of recommended strategies below. Using the strategies you listed in task 1.1.1a and the strategies below, determine which strategies will be easier or harder to implement into your work.\n\nThe original version of this chapter contained H5P content. You may want to remove or replace this element.\n\nThe original version of this chapter contained H5P content. You may want to remove or replace this element.\n\n<\/div>\n<\/div>\n
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Task 1.1.2: Solving the P<\/strong>roblem & Writing a Solution with Rationale\u00a0<\/strong><\/h3>\n<\/header>\n
\n\nTask 1.1.2 Instructions: <\/strong>As you might be asked to do in a physics exam, solve this Cold Run problem in writing<\/strong>, starting with the information you have extracted from the problem. For each stage of your solution, briefly provide reasons for your choices (\"show your thinking\")<\/strong>.\n\nThe Documentation Tool below can be used to save and submit your solution. Write a complete solution with rationale; later in the textbook, this solution will provide a sample for you to analyze and understand your use of language in written solutions.\n\nThe original version of this chapter contained H5P content. You may want to remove or replace this element.\n\n<\/div>\n<\/div>\n<\/div>\n
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<\/h2>\n

SECTION 1.2: The 5-Stage Strategy to Solving Physics Problems<\/strong><\/h2>\n

The first step or stage in approaching a word problem is to extract and organize the necessary information from the problem. To solve the problem using the relevant information from the problem, we recommend the 5-stage<\/strong> strategy. <\/strong>The 5-stage strategy is a powerful tool for solving any physics problems and, more generally, for identifying any areas of strength and weakness that students arrive with in first-year physics.<\/span><\/p>\n\n

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Task 1.2.1: Thinking Ahead About Problem Solving Methods<\/span><\/strong><\/h2>\n<\/header>\n
\n\nTask 1.2.1a Instructions: <\/strong>When writing a formal solution for your instructor what do you consider the correct order for the 5-stages?\u00a0The next section of this text will discuss our recommended approach to using this strategy.\n\nThe original version of this chapter contained H5P content. You may want to remove or replace this element.\n\n<\/div>\n<\/div>\n
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Applying the 5-Stage Strategy\u00a0<\/strong><\/h3>\nThe table below gives an outline of the 5-stage strategy to solving physics problems. Each stage is then expanded on by using the Cold Run problem as an example.\n\n<\/header>\n
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Stages of Solving a Physics Problem<\/strong><\/td>\n<\/tr>\n
1. Extract key elements from the problem:<\/strong> Extract the known and unknown information, organizing and displaying these in a coherent diagram or description. The relevant information may appear in the problem in any of the modes: language, figures, and symbolism.<\/td>\n<\/tr>\n
2. Interpret the problem using a physics model:<\/strong> Interpret the problem elements and relationships in terms of known physics terms and models. This stage requires a detailed analysis of the problem in combination with previously learned physics models.<\/td>\n<\/tr>\n
3. Operationalize a Solution <\/b>Mathematically<\/b><\/span>:<\/b> Based on models selected, identify the mathematical equations and methods needed to solve for unknown elements. This stage is mathematically-focused, requiring defined symbols and quantities from the problem.<\/td>\n<\/tr>\n
4. Solve the problem: <\/strong>\u00a0Apply the selected equations and methods, plugging in known values and resolving unknown values. Solving requires clearly defined mathematical symbols and logic in coordination with understanding the physical aspects of the problem.<\/td>\n<\/tr>\n
5.\u00a0Check you answer:<\/strong> Apply alternative methods to check numerical solutions for physical plausibility and algebraic solutions for limiting cases and trends. Figures and language can help visualize the physical solution to determine the validity of the original solution.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nBelow we will walk through an example of applying the 5-stage strategy using the Cold Run problem.\n

Stage 1: Draw out key elements<\/strong><\/p>\n[pb_glossary id=\"38\"]The Choice[\/pb_glossary] Create a list of known and unknown variables.\n\n[pb_glossary id=\"39\"]The Why[\/pb_glossary] It is up to the learner to determine which quantities are 'known' and which are 'unknown'. This stage is facilitated by the interpretation strategies listed in 1.1.1.\n