PHYS.1.F

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The student is expected to organize quantitative and qualitative data using bar charts, line graphs, scatter plots, data tables, labeled diagrams, and conceptual mathematical relationships;
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Knowledge and Skills Statement

Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.

detectable events that are observed through the senses or technology; can be explained through scientific laws, ideas, principles, and theories

non-numerical factual information (such as observations) used as a basis for reasoning, discussion, or calculation; often includes both useful and irrelevant or redundant information and must be processed to be meaningful

numerical factual information (such as measurements or statistics) used as a basis for reasoning, discussion, or calculation; often include both useful and irrelevant or redundant information and must be processed to be meaningful

Research

Emanovský, Petr, and Dalibor Gonda."Mathematical Calculations Within Physics Lessons and Their Popularity Among Learners." Journal on Efficiency and Responsibility in Education and Science 13, no. 4 (2020): 204-211. http://dx.doi.org/10.7160/eriesj.2020.130404

Summary:  The authors conducted research on learners' attitudes towards using mathematical calculations within physics lessons. The data analysis data shows slightly negative learners' attitude to mathematical calculations and some particular differences between grades and genders.