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Final Physics Project Ms. Barnes
In lieu of a traditional final exam, you will complete a final physics project. You can work in groups of 3
or less and research a listed topic. After, you will develop and propose an experiment to conduct an
investigation into the topic. This can be any experiment you wish to perform. Finally, you will compile
all information from the literatures search, project proposal, and experiment, into a lab report, which
you will turn in for a grade.
Each project consists of a variety of components to be compiled into one final lab report that must be
completed for a full grade. These components are as follows:
Literature Search
Project Proposal
Experimentation
The entire project is worth 110 points with the division of the grade noted below:
Literature Search Rubric (20 points)
Project Proposal Rubric (40 points)
Data and Graphs Rubric (10 points)
Discussion of Results Rubric (40 points)
Choose from one of the following topics to complete for your Final exam grade:
Sail boating Project
Auto Collisions and Auto Safety
Sports
Planetary Motion
Amusement Park Rides
The Rubrics for the project components can be found by clicking on the links below, or scrolling to the
end of the document:
Literature Search Rubric
Project Proposal Rubric
Data and Graphs Rubric
Discussion of Results Rubric
Final Physics Project Ms. Barnes
Sail boating Project Your project involves conducting laboratory and library research on the physics of buoyancy and sail boating. You
will determine variables that affect buoyant forces along with factors involved in controlling the speed and
direction of sailboats.
By the end of this project, you should be able to:
apply the scientific method to a problem and draw logical conclusions from systematically collected and
analyzed data.
use Archimedes' Principle to explain with words, equations, and diagrams why a boat floats and be able to
accurately explain the boat bottom shape that offers the most buoyant force along with the most
stability.
using appropriate terminology describe and explain the operation and purpose of major components and
equipment on a typical sailboat.
explain with both words and experimentally derived equations the motion of sailboats in terms of their
position, velocity, acceleration, forces (buoyant, weight, wind, drag, rudder, etc.), momentum and energy.
use easily attainable items to construct a sailboat model that allows you to study several dependent
variables while varying several independent variables.
Some KEYWORDS to use in a literature search:
Buoyancy Nautical "Archimedes' Principle" AND Physics
Yachting Sailing AND Physics Drag
"Wind Power" Knots Water Drag
Port AND Stern AND Bow Sailboating Components
Wind Resistance
Suggested Research Questions
1. State Archimedes' Principle and use it to explain in detail why sailboats (or any object) can float on water.
2. Describe what a buoyant force is and discuss the factors which effect the amount of buoyant force acting
upon a floating object.
3. Explain why and how the boat bottom shape effects the ability of a boat to float and use diagrams and
equations to explain what shape offers both the most buoyant force and the most stability to a floating
sailboat.
4. Identify the forces acting upon a sailboat and describe their origin; depict these forces by a free-body
diagram; explain the origin of each force thoroughly.
5. Discuss how Newton's third law helps to explain how sailboats are propelled through the water and how
they are steered through the water.
6. Discuss vectors and vector resolution and apply basic vector principles to the propulsion of a boat through
the water; use some calculations to demonstrate why certain sail angles with respect to the wind allow a
boat to maximize its speed through the water.
7. Explain what water drag is and discuss it in great detail.
8. Define terminal velocity in general terms (not just for the specific case of a falling object) and apply it to
the motion of a boat through the water.
9. Use Newton's second law, a free-body diagram, and sample values of individual forces to calculate the
acceleration of a typical sailboat over time. That is, use physics equations and numerical information to
show how a sailboat starting from rest relative to the wind will have varying accelerations until it reaches
a terminal velocity.
10. Use physics to explain how a sailboat can move upwind.
11. Discuss the application of torques and balanced torque to the stability of a sailboat.
Final Physics Project Ms. Barnes
12. Identify and discuss the purpose of the major components of a sailboat.
13. Identify and describe the different types of sailboats.
14. Describe and explain several forms of modern technology used on today's more expensive sailboats.
Auto Collisions and Auto Safety Project
Your project involves the analysis of automobile safety and automobile collisions. The efforts of accident reconstructionists, safety administrators, and automobile designers to reduce collision frequency and insure vehicle safety will be examined.
By the end of this project, you should be able to:
describe the physics of automobile collisions and auto safety features in terms of physics concepts such as momentum, energy, force, impulse, vectors, velocity, acceleration, displacement, torque, rotation and principles such as Newton's laws, conservation laws, momentum-impulse equation, and the work-energy theorum.
analyze a video segment of a collision and utilize your understanding of physics to describe the physical features which were present or absent and the impact of these features upon the safety of the passengers and upon the damage to the vehicles.
describe the process by which accident reconstructionists determine the causes of accidents; describe the issues which safety administrators must confront in order to insure highway safety; and describe the physics of various safety features which automobile designers have implemented in order to increase automobile safety.
Some KEYWORDS to use in a literature search:
Hydraulic bumper systems Pneumatic bumper systems
Seat Belts (shoulder and lap belts) Air bags
Anti-lock braking systems (ABS) Traction Control
Tires and Traction Active suspension
Crumple zones Crash Testing
Automobiles - safety devices Automobiles - safety features
Automobiles - air bags Accident reconstructionists
Automobiles - crash testing Automobile driving
Rotational motion Rotational energy
Energy conservation Work-energy theorum
Momentum-impulse equation Conservation of momentum
Work of deformation Energy absorption
Energy transformation Brakes
Suggested Research Questions
1. Discuss Newton's three laws and make efforts to apply each individual law to phenomena experienced in an automobile accident.
2. Combine Newton's second law of motion and kinematic equations to make predictions about the factors which effect the amount of stopping distance needed by a car in order to avoid accidents.
Final Physics Project Ms. Barnes
3. Use free-body diagram analyses to describe the forces acting upon cars prior to a collision and during collisions.
4. Define and distinguish between elastic and inelastic collisions and relate such terms to automobile collisions.
5. Define impulse and momentum and use the impulse-momentum change theorem to quantitatively and qualitatively analyze automobile collisions.
6. Explain the law of momentum conservation and use it to perform mathematical analyses of collisions. 7. Describe how the vector nature of momentum can be used to mathematically analyze right-angle
ninelastic collisions. 8. Describe the motion characteristics of projectiles and use kinematic equations and projectile principles to
calculate the range of an airborne vehicle, passenger, or other object which results from an automobile collision.
9. Use the work equation and the work energy-theorem to explain the role of crumple zones and chassis deformation in a collision and explain how measurements of the amount of chassis deformation can be used to make estimates of pre-collision speeds of vehicles.
10. Define torque and rotation and explain how rotational principles can be used to analyze automobile accidents.
11. Explain what an accident reconstructionist is and describe the types of problems which they attempt to solve.
12. Describe the methods used, the questions asked, and the information sought by accident reconstructionists in order to reconstruct an accident.
13. Give concrete examples of how an accident reconstructionist uses accident scene measurements and information to determine pre-collision motion characteristics of colliding automobiles.
14. Identify a few safety devices used in automobiles and use diagrams and words to explain the underlying science.
Sports Project
Your project involves the analysis and comparison of the physics of a few selected human movements. Technical information on the sports will be collected by means of background readings and actual measurements will be made using video analysis or some comparably useful experimental method.
By the end of this project, you should be able to:
discuss with both words and diagrams the physics which underlies a few selected sports or a few selected human movements using concepts such as velocity, force, acceleration, impulse, momentum, energy, circular motion, coefficients of restitution, torque, rotation, etc.
discuss the methods used by biomechanists and kinesiologists to gather data in order to analyze human movements is sports.
compare and contrast selected movements which are common to all sports (collisions, accelerations, projectiles, rotation and spin, etc.) and explain the differences of these movements among sports in terms of the equipment, the goals of the sports, etc.
utilize a video camera and videotape or a laser disc and the principles of video analysis in order to experimentally analyze selected movements in sports including collisions (people/people; bat/ball; racket/ball; people/ground; ball/ground; etc.), accelerations (shooting; jumping; throwing; hitting; starting from rest; etc.), projectiles or nearly-projectiles (balls; gymnasts; ski jumpers; high divers; cliff divers; etc.), rotation and spin, etc.
Some KEYWORDS to use in a literature search:
Biomechanics Strobe light photography
Final Physics Project Ms. Barnes
Coefficient of restitution Human Performance Laboratory
Physics - sports Sports - physics
Human Locomotion The name of any selected sport
Kinesiology
Suggested Research Questions
1. Use kinematic equations and (if appropriate) projectile principles and reasonable estimations of real-world motion parameters (initial velocity, time, displacement, acceleration, etc.) to describe a final outcome (displacement, time, final velocity, acceleration, etc.) of a motion in sports.
2. Identify Newton's laws and discuss a variety of their applications to sports. 3. Using free-body diagrams, Newton's second law, and vector applications, explain the motion of objects (in
sports) in terms of individual forces, net force, and acceleration. 4. Describe the motion characteristics of a projectile and identify such projectiles in sports. 5. Discuss the influence of air resistance on the path of an air-borne object and relate such influences to
aerodynamic principles. 6. Analyze movement in sports using work-energy principles; represent motion in terms of work-energy bar
charts and utilize the work-energy theorem to perform mathematical analyses of movements in sports. 7. Discuss the impulse-momentum change theorem and use the theorem to perform both qualitative and
quantitative analyses of collisions in sports. 8. Discuss the law of momentum conservation and use a momentum analysis to study collisions in sports. 9. Discuss circular and rotational motion principles and apply these principles to analyze a movement in
sports. 10. Compare and contrast selected movements which are common to all sports (collisions, accelerations,
projectiles, rotation and spin, etc.) and explain the differences of these movements among sports in terms of the equipment, the goals of the sports, etc.
11. Describe the method of video analysis and explain how sports scientists can use such methods analyze the efficiency and effectiveness of certain movements in sports.
12. Describe the method of computer modeling and explain how sports scientists can use such methods to analyze certain movements in sports and make improvements in the form and style.
13. Identify an example by which scientific knowledge and scientific research has led to improvements in a given sport.
Planetary Motion Project
Your project involves conducting library research and simulation studies in order to determine the variables which affect the motion of planets about the sun and the motion of other celestial bodies. Laws of planetary motion will be described with words, diagrams, equations, and animations.
By the end of this project, you should be able to:
use Newton's law of universal gravitation and Kepler's laws to explain with words, equations, diagrams and animation the principles and laws which govern the motion of planets about the sun and the motion of other celestial bodies.
collect and discuss a well-organized array of relevant computer images, laser-disc segments, computer-generated graphs, Quick-Time movies, and computer simulations.
describe and explain the motion of celestial bodies such as comets and asteroids and explain the behavior of a variety of cosmic phenomena such as black holes, supernovas, etc.
Some KEYWORDS to use in a literature search:
Final Physics Project Ms. Barnes
Copernicus Brahe
Kepler Newton
Einstein Gravitation
Universal gravitation Universal gravitation constant
Celestial motion Planetary motion
Satellites Natural satellites
Black holes Supernovas
Heliocentricism Curvature of space
Suggested Research Questions
1. Identify the nine planets which orbit the sun and accumulate data relevant to each planet's orbit (e.g., planet mass, orbital radius, orbital speed, orbital period, etc.).
2. Sketch the history of the efforts of scientists to understand the heavens and identify strategic individuals who made key contributions to our current understanding.
3. State Kepler's three laws of planetary motion and explain how each law applies to the motion of planets about the Sun.
4. Demonstrate the relationship between orbital period (T) and orbital radius (R) by using specific values for T and R for various planets in order to show the existing patterns.
5. Compare and contrast the motion of planets to about the sun to uniform circular motion. 6. State Newton's law of universal gravitation with both words and equations and show how the law can be
used to determine the force of gravitational attraction between the sun and a given planet. 7. Describe how Newton was able to convince the scientific world of the validity of the law of universal
gravitation. 8. Describe the motion characteristics of a planet in orbit about the sun using both words and vector
diagrams, giving particular attention to the relative magnitude and the direction of the velocity, acceleration, and net force vector.
9. Find (or develop) an equation which describes the variables which effect the velocity of an orbitting planet.
10. Describe the efforts of space scientists to navigate satellites and to conduct space missions in such a manner as to investigate the nature of our solar system.
11. Discuss the origin of such celestial bodies as asteroids and comets and describe the variables which would effect their entry into and motion through and within our solar system.
12. Discuss Einstein's conception of gravitation and the curvature of space and contrast them with traditional Newtonian ideas about gravitation.
13. Discuss the scope and magnitude of our cosmos and investigate some current findings of astronomers regarding such cosmic phenomenon as white dwarfs, black holes, supernovas, etc.
14. Discuss the methods, procedures, and instruments used by scientists to explore our cosmos.
Amusement Park Rides Project
Your project involves the analysis of the physics of a variety of amusement park rides. You will identify and explore
a number of variables which would affect the motion of passengers on such rides.
By the end of this project, you should be able to:
describe the motion of a roller coaster car and its occupants in terms of concepts such as speed, acceleration
(both linear and centripetal), net forces, normal forces, friction forces, momentum, and energy (KE, PE,
TME); this description should be both mathematical and conceptual.
Final Physics Project Ms. Barnes
utilize computer programs (e.g., Interactive Physics, the RollerCoaster HyperCard stack, and the Apple II
Amusement Park Physics program) in order to analyze the idealized motion of a variety of amusement park
rides.
utilize available materials (e.g., wires and washers, hot wheels equipment, metal track and accompanying
ball, phonographic turntable, etc.) to construct a model of an amusement park ride (coaster ride, pendulum
ride, flume ride, spin ride, tilting ride, etc.) and use it to make measurements and to experiment with a
number of variables which effect the motion of passengers on amusement park rides.
Some KEYWORDS to use in a literature search:
Amusement parks Amusement park rides
Rides Walt Disney
Great America Six flags
Roller coasters Ferris wheels
Coaster Flume rides
Klothoid loop Clothoid loop
Harry Traver Arrow Dynamics, Inc.
Ray Ueberroth American Coaster Enthusiasts
LaMarcus Thompson Coney Island
Ray Toomer Curtis Summers
Motion sickness g's of acceleration
Suggested Research Questions
1. Describe Newton's laws of motion and explain how each individual law can be used to explain the motion
of an object on roller coaster rides.
2. Perform free-body diagram analyses for roller coaster car occupants at strategic locations along track (e.g.,
on inclines, on straight level sections, at the bottom of loops and the top of loops, on banked curves, during
braking sections, at the top and bottom of small dips, etc.); combine the FBDs with Newton's second law to
predict the normal forces experienced by riders and relate such predictions to the actual experiences of
riders.
3. Use kinematic equations and estimations of distance and acceleration to predict the final speeds of roller
coaster cars during a linear section of track (e.g., on constant-angle inclines and in the final braking section
of the track.
4. Define work and energy and use the work-energy theorem to trace the presence of different types of energy
for a roller coaster car during a typical roller coaster ride; use work and energy to perform sample
calculations for a roller coaster ride.
5. Relate kinetic and potential energy to speed and height and use specific equations to calculate the actual
speed and given heights during a sample roller coaster ride (a sketch of the ride with pertinent information
should be included).
6. Describe work-energy bar charts and use such charts to describe energy transformations during roller
coaster rides.
7. Describe the motion characteristics of objects moving in circles (or near circles) and relate such
characteristics to the motion of coaster riders through vertical loops and horizontal curves; use
mathematical equations to make predictions about the relations between speed, radius, acceleration, net
force and individual force values.
8. Conduct a free-body diagram analyses for objects on inclined sections of track (such as on vertical drops
and banked curves) and explain how force vectors can be resolved to facilitate a determination of the net
force and acceleration for such sections.
9. Explain what is meant by g-forces and explain the underlying physics which explain the various g-
force phenomenon during a roller coaster ride.
Final Physics Project Ms. Barnes
10. Explain the cause of weightless sensations and relate such sensations of weightlessness to the normal forces
experienced by roller coaster riders during specific sections of a roller coaster ride.
11. Explain how and why roller coaster designers use projectile mathematics to design the trajectories of small
dips and relate such designs to the weightless sensations experienced by riders; use a diagram and sample
numbers to illustrate the usefulness of such calculations.
12. Describe what a clothoid loop is and explain why it is used in place of the traditional circular loop.
13. Describe some rotational motion principles and apply such principles to explain the motion experienced by
riders in either roller coaster rides or other amusement park rides.
14. Explain what is known about the physiological symptoms experienced by roller coaster riders and relate
specific symptoms to the motion characteristics of roller coaster rides.
15. Conduct a comparison between roller coaster rides and other amusement park rides in terms of the
underlying physics and the related physiological experience of the riders.
16. Explain the methods used and questions asked by roller coaster designers and safety engineers in the
process of designing roller coaster rides.
17. Retrieve specific statistics about various roller coaster rides, specifically record-breaking rides; make
meaning of such statistics by relating values of heights, speeds, and angle measurements to the physics of
motion.
18. Describe the history of roller coaster rides and some of the early disasters which resulted from phaulty
physics.
Final Physics Project Ms. Barnes
Rubrics
Literature Search Rubric
Attributes Above Standard At Standard Still a Goal
Attribute
Points
Earned
(5-4.5) (4-3.5) (3-0)
Model
Synthesis
Students make meaning of
the information and
incorporate it into their own
mental world model by
generating example
calculations, illustrations,
tables and/or diagrams
(created by the group).
Students make partial
meaning of the information
and incorporate it into their
own mental world model by
generating example
calculations, illustrations,
tables and/or diagrams
(created by the group).
Students make little or no
meaning of the information
and do not incorporate it into
their own mental world
model by generating example
calculations, illustrations,
tables and/or diagrams
(created by the group).
/5
(10-9) (8.5-7) (6.5-0)
Depth of
Study
Gathered information
includes the basics of the
topic and an in-depth study
of the topic.
Gathered information
includes the basics of the
topic and an in-depth study
has begun.
Gathered information is
incomplete and does not
include the basics of the
topic.
/10
(5-4.5) (4-3.5) (3-0)
Diagrams
More than 3 diagrams
(referenced if necessary) are
included that aid in the
communication of gathered
information.
A minimum of 3 diagrams
(referenced if necessary) are
included that aid in the
communication of gathered
information.
Diagrams are missing or do
not aid in communication of
gathered information. /5
Total Information Summary Points Earned /20
Project Proposal Rubric
Attributes Above Standard At Standard Below Standard
Attribute
Points
Earned
(10-9) (8.5-7) (7-0)
Purpose
Identified a question (without
the teacher's assistance)
which they found interesting
and testable; utilized
literature search to develop a
hypothesis which was
reasonable.
Identified a question (with
the teacher's assistance)
which they found
interesting and testable.
The purpose is
incomplete, too easy to
attain, or does not follow
from your research.
/10
(5-4.5) (4-3.5) (3-0)
Variable
Control within
the Purpose
Variables which are to be
changed (independent) and
variables that are going to be
measured are clearly defined.
The group is committed to
Variables which are to be
changed (independent) and
variables that are going to
be measured are clearly
defined. The group has
Variables which are to be
changed (independent)
and variables that are
going to be measured are
not clearly defined. The
/5
Final Physics Project Ms. Barnes
analyzing an ambitious
number of variables that will
result in a thorough study of
the defined purpose.
committed to analyzing a
number of variables that
will result in a thorough
study of the defined
purpose.
group's defined variables
will result in an
incomplete study of the
defined purpose.
(5-4.5) (4-3.5) (3-0)
Hypothesis
Utilized Literature Search to
develop a hypothesis which
was reasonable and well
substantiated with research.
Utilized Literature Search
to develop a hypothesis
which was reasonable.
Hypothesis is not
complete or does not
flow logically from
research.
/5
(10-9) (8.5-7) (7-0)
Procedure
A well thought out,
sequential (step-by-step)
procedure is stated that
ANYONE could look at and
follow. It holds high promise
for collecting the information
sought. Measurements to be
made are systematic and
logically controlled
(changing one variable at a
time) and are repeated to
improve reliability of data.
A well thought out,
sequential (step-by-step)
procedure is stated that
ANYONE could look at
and follow. It holds high
promise for collecting the
information sought. The
measurements to be made
are systematic and logically
controlled (changing one
variable at a time).
The procedure is
incomplete, not
sequential, or takes effort
on the part of the reader
to follow. It may not be
systematic or logically
controlled (perhaps your
group has defined many
variables to vary at once
and have not clearly
decided how to measure
all variables.)
/10
(5-4.5) (4-3.5) (3-0)
Diagram(s)
The diagram(s) are present
that lay out the nature of your
experiment. The computer
generated diagram(s) clearly
show (with labels) your
computer simulation or
physical model being
constructed.
The diagram(s) are present
that lay out the nature of
your experiment. The
diagram(s) clearly show
(with labels) your computer
simulation or physical
model being constructed.
The diagram(s) are
incomplete, hard to
follow or missing. /5
(5-4.5) (4-3.5) (3-0)
Data
Interpretation
Plan
Plans for displaying the
collected data are clearly laid
out (a table is STRONGLY
recommended). Thoughts for
ambitious analysis of data
(graphical analysis, etc.) are
clearly communicated.
Plans for displaying the
collected data are clearly
laid out (a table is
STRONGLY
recommended). Thoughts
for thorough analysis of
data (graphical analysis,
etc.) are clearly
communicated.
The plan is incomplete or
does not logically match
with the data your group
has decided to collect.
/5
Total Proposal Points Earned /40
Data and Graph Rubric
Attributes Above Standard At Standard Still a Goal
Attribute
Points
Earned
(5-3.5) (3-0)
Data
Tables
Data tables are clearly labeled and in
column form. Column headings are
Data tables are
hard to follow, /5
Final Physics Project Ms. Barnes
accompanied by units. Data is logical
with inconsistent data (resulting from
inaccurate measurement techniques)
identified and removed.
incomplete or
missing.
(5-4.5) (4-3.5) (3-0)
Graphs
Graphs accurately represent the
data, are accompanied by
equations from graphical
analysis (or similar analysis
tool), and have been manipulated
to be linear relationships.
Graphs accurately represent the data,
are accompanied by equations from
graphical analysis (or similar analysis
tool), but haven't correctly been
manipulated to be linear
relationships.
Graphs are
missing,
incomplete or
inaccurate.
/5
Total Proposal Points Earned /10
Discussion of Results Rubric
Attributes Above Standard At Standard Attribute Still A Goal
Attribute
Points
Earned
(5-4.5) (4-3.5) (3-0)
Procedure and
Tested Variable
Summary
The project and tested
variables are elaborately
summarized .
The project and tested
variables are briefly
summarized.
The project and tested
variables are not
summarized completely
or are not present.
/5
(5-4.5) (4-3.5) (3-0)
Relationship
Identification
Discovered relationships
are clearly identified,
follow logically from
gathered data, and are
accompanied by accurate
equations.
Discovered relationships are
clearly identified, follow
logically from gathered data,
and accompanied by an
equation that partially
matches the gathered data.
Discovered
relationships and
equations are not
clearly identified,
inaccurate or missing.
/5
(5-3.5) (3-0)
Relationship
Examples
At least two data points per
relationship are quoted to
exemplify stated
relationships.
Supporting data points
are missing or
incomplete. /5
(5-4.5) (4-3.5) (3-0)
Relationship
Model
Used and accurately
applied their mental model
of the world to postulate a
physical explanation for
findings.
Used and incorrectly applied
their mental model of the
world to postulate a physical
explanation for findings.
Little or no attempt to
apply thier mental
model of the world was
present.
/5
(10-9) (8.5-7) (6.5-0)
Relationship
Focus
Identified relationships
focus on the answer to the
main question(s) identified
in the project's purpose and
are connected to the larger
context of their topic of
study.
Identified relationships
mostly focus on the answer
to the main question(s)
identified in the project's
purpose and are connected to
the larger context of their
topic of study.
Identified relationships
have little or no
connection to the
project's purpose nor to
the larger context of
their topic of study.
/10
Final Physics Project Ms. Barnes
(5-4.5) (4-3.5) (3-0)
Errors
Errors are clearly identified
and the impact of these
errors on data and
conclusions are also
identified and discussed.
Errors are clearly identified. Errors are not clearly
identified. /5
(5-3.5) (3-0)
Project
Extensions
Ideas for future study of the
project's topic along with
suggestions for the project's
improvement are identified.
Few or no ideas for
future study of the
project's topic along
with suggestions for the
project's improvement
are present.
/5
Total Conclusion Points Earned /40