Physics Year End Project Spring 2013
Welcome to the Year-End Physics Project. The idea behind such a project is to validly assess students'
ability to conduct an extensive scientific research project. Physics is an experimental science in which
ideas are formulated and tested by experimental investigation in the laboratory. We did not have many
labs during the term however, we will spend the last few weeks of the year on a research project and
project based learning system. The process begins as the experimenter ponders an interesting (and
often relevant) question that can be experimentally answered. Such a question is often the result of the
experimenter's curiosity. The process continues as the experimenter hypothesizes about the expected
answer. The formulation of a hypothesis is often the result of searching a breadth of technical literature
on the subject. The experimenter soon devises an experiment to test the hypothesis. The procedure is
drawn up, revised, and refined until the experimenter is certain that the procedure will provide an
answer to the question. The procedure is performed, data and observations are collected and organized,
experimental findings are carefully analyzed, and conclusions are drawn. Finally, the entirety of the
process is presented in the form of a report, paper, or talk.
Project Overview
Your year-end research project will involve the participation in this same experimental process. The
steps of the process should include the selection of a topic of study, the search of technical literature
resources regarding the topic, the creation of a testable question, the formulation of a hypothesis, the
development and implementation of a procedure, and the reporting of results. The research nature of
the project involves conducting both a literature search and a laboratory investigation on a chosen topic.
Students research a topic in order to acquire sufficient background information, thus allowing for the
development of an experimentally testable question. Once a testable question is formulated, the project
groups develop a workable experimental procedure to investigate the question and arrive at a
reasonable conclusion.
With permission from physics staff at G. Brook, the following Web pages were designed to facilitate
students' ability to search the Internet for background information regarding their chosen topic. While
the primary purpose of the pages is to provide assistance to Glenbrook South students, I have gained
permission from them for the use of the content herein. This allows you to have most reliable sources
already compiled for you. See the attached webpages below to take you directly to some great sources.
You can thank me later.
List of Topics
Students may select to study any one of the following nine topics. Each topic is limited to a maximum of
one group of four students per class. Each topic includes its own expectations and focus. Information
sheets for each topic are available in the classroom on the back bulletin board and by following the links
below. Click on the links for a plethora of information that will assist you with this project. Project signups begin May 8th and must be approved first. See timeline below for deadlines.

The Physics of Musical Instruments

The Physics of Automobile Collisions and Automobile Safety

The Physics of Planetary Motion

The Physics of Sports

The Physics of Amusement Parks and Roller Coasters

Sight and Sound in Nature

ET: Extraterrestrial Life

Special Relativity

The Physics of Sailing
Project Schedule
The following schedule for completion of the various parts of the study has been arranged. Dates are
tentative and therefore subject to change. Unless I change it, these dates must be kept or your group
will get an F.
Topic introduction
Week of May 8th
Topic selection
Must be selected by May
9th/10th depending on class
period.
Literature Search and web resources sheet turned in.
Literature Survey/Theory & Bibliography Peer Assessment
May 13th and May 14th
Literature Search /Theory & Bibliography Rough Draft
Project Proposal/Design Rough Draft
Due on May 16th and 17th
Approval of Proposal
Experimental Investigation/Work
May 20-24
Reporting/Presentation
Due on May 28th and 30th
Assessment and Evaluation
Each section described below, except Student Observation, will be first submitted to your peers, then
submitted in rough draft form to your teacher, and then submitted in final draft form to your teacher.
These scores will be combined to make a weighted average to get your actual grade for each section.
Finally, you will present your findings in the form of a 15-minute multimedia presentation. The rubric for
the assessment and evaluation of your project are available online and I have also included it in this
packet for each section (see below).
Literature Search/Theory
A literature search must be completed by the group before any experimentation can begin. This search
should be designed to identify the major principles which govern the field you are researching. You
should identify, discuss, elaborate upon, and illustrate the key principles and concepts which are related
to your topic. Additionally, your literature search should include all relevant information and
experimental results conducted by other researchers. It should be accurate and complete. You must
incorporate into and cite information from at least 10 sources in your theory section: at least five
electronic ones (either CD-ROMs or Internet sources), at least 2 books, and at least three periodicals.
This search of the literature should lead you to define a topic which you can research in the laboratory.
You must include a complete bibliography and cite all sources from within your literature search. The
literature search/theory is worth 40 of the 200 points towards the final grade on the project. I have
included a
Proposal
Each team must complete a proposal for their research that they will conduct. This proposal should
include a purpose statement which identifies a testable question, states clearly what variables will be
changed and how they will be measured. Your project proposal must be an ambitious proposal for the
collection of multiple data sets. Assume that an ambitious study is one which will keep four group
members (if there are four members in your group) busy collecting and analyzing data for five class days.
Your proposal should also include a hypothesis which is based on the research that you did and
substantiated with evidence. Your proposal must include a step-by-step procedure for both data
collection and analysis. It should be detailed enough that anyone could follow it in order to collect the
data necessary to answer the question. Finally, there must be a plan for how to analyze and interpret
your data once you have collected it. A good start towards this end is to draft a blank data table. The
proposal is worth 40 of the 200 points towards the final grade on the project.
Data and Discussion of Results
In this section, you must use your data to answer the question stated in your purpose. You should make
sense of your experimental findings by connecting them to the larger body of research in your literature
search. Your interpretation must be logical and consistent with your data. You should identify
relationships you discover between your variables, and identify quantitatively (wherever possible) the
errors. The impact of these errors on the data and on the conclusions must be discussed. The Data and
Discussion is worth 50 of the 200 points towards the final grade on the project.
Presentation
Each group is responsible for providing both a word-processed and multimedia report of the group's
literature and experimental research findings. All members of the group are responsible for these
reports (i.e., it must be a team effort). Completion of the report should be a gradual, on-going process
which begins with the bibliography and literature search, continues with the project proposal and
laboratory investigation, and is culminated by the multimedia report. Guidelines for the multimedia
report and word-processed report can be found on the information sheet for your topic. This is worth 40
of the 200 points towards the final grade on the project.
Project Presentation: Graded mainly on how interesting it is and making connections to physics.
You will present (“teach”) the project to the class (15-20 minutes). The presentation should include
visual/audio means to creatively explain your research project to the class. A Power Point is not enough,
although you can combine this with some other form of demonstration, model, performance, etc. You
must also have something to give to each student: handout, example, model, etc.
Student Observation
Each day, your teacher will be observing your group's habits of working diligently on the project. S/He
will assign a grade for your behavior based on the measurements you take, your usage of class time,
your journal of progress, your self-directed motivation, and your teamwork, collaboration and
communication. The observations are worth 30 of the 200 points towards the final grade on the project.
The year end project consists of a variety of parts - an extensive literature search (in which you gather
information relevant to your topic and report it in the form of a THEORY section), a project proposal (in
which you design an experiment - purpose, hypothesis and step-by-step procedure), experimentation (in
which you perform your experiment, gather data, analyze data and discuss the results), and a
presentation (in which you use multimedia software to present your literature and laboratory research
findings to the class). Each part of the project will be graded separately using the rubrics linked from this
page. The entire project is worth 200 points (30 points which will be based upon observation of your
performance by your teacher). See Rubrics Below.
Literature Search Rubric (40 points)
Project Proposal Rubric (40 points)
Data and Graphs Rubric (10 points)
Discussion of Results Rubric (40 points)
Presentation Rubric (40 points)
Student Observation Rubric (30 points)
Group Summary
Your understanding of physics and your ability to design, conduct, and communicate the results of an
experiment is the focus of the evaluation. Your final product will be a formal lab report which
communicates your purpose, background understanding, procedure, findings, and conclusions. The
formal lab report is thus the critical document which reflects your understanding and success. For this
reason, it is important that you understand exactly what should be included in the formal lab report and
how it should be put together. Directions for each step of the process have been described in the
Overview for this project. The purpose of this page is to further explain the details.
Report Contents and Organization:
The lab report should include all the customary sections included in any lab report. Such sections
include:
Title Page
Title Page - includes a meaningful title for your project/report and the names of the experimenters.
Some students will occasionally include a colorful graphic on this page.
Purpose
Purpose - a paragraph in which you describe the objective of your experimental investigation and
literature search; the purpose should be clearly stated and should clearly identify the dependent and
independent variables. A good guideline is to include the phrase "we will investigate the effect of
____________ (some controllable and modifiable variable) upon the ____________ (a measureable
variable)." Procedural steps should not be discussed in the purpose section.
Theoretical Background (a.k.a. Literature Survey)
Theoretical Background (Literature Survey) - exhaustively describe the physics of your topic. Include
diagrams, graphs, and other visuals which have been discussed in class or which you found in the book
or other literature. Discuss the physics principles in detail, writing as though your audience was an
individual who knows little about your topic. Begin by approaching the topic in rather general terms and
then breaking it down into specifics. Define terms, discuss equations and provide sample calculations to
illustrate how they can be used, and present diagrams and discuss and elaborate upon their meaning. In
other words, apply physics to the situation by intelligently discussing the physics principles which applies
to the topic which you have selected. Take time to look back through the book, the packet, and your
class notes to find physics and make an effort to apply it to the topic. Organize and introduce
information which you have gathered from the literature as the result of your literature search; be sure
to reference your sourceswherever applicable. Be sure to answer all the Basic Research Questions which
were prepared for your topic. This is a critical part of your project and should be many pages in length.
There is no minimum limit on the number of pages which must be included; and there is certainly not a
maximum limit. The actual number of pages will be revealing of your knowledge level; "the more you
know, the more you'll write."
Procedure
Procedure - - a step-by-step procedure which describes what you will do and how you will do it. The
procedure always ties into the purpose of the experiment; that is, the procedure describes in detail the
steps which an experimenter must take in order to accomplish the stated purpose. The procedure
should be so specific and clearly stated that a stranger or 8th grader could repeat the experiment
without knowing anything about it. If an experimental investigation includes several parts (and yours
does), then the procedure should have the equivalent number of parts. Each part should be
appropriately labeled (e.g., Part A - Investigating the Effect of ___ upon ____, Part B - Investigating the
Effect of ___ upon ____, etc.).
Data and Calculations
Data and Graphs Section - include an organized listing of input and output data and observations; use a
row-column format for data. Use whatever format makes the data most revealing of the patterns which
your study reveals. If necessary, use more than one data table; this is especially important if you
conducted several investigations (and you did). For example, you modified one variable several times to
investigate its effect on a measurable outcome and then repeated several more trials in which you
modified a second variable and measured its effect on an outcome. Give each data table a meaningful
title (e.g., "Measured Data for Roller Coaster Incline Experiment"). Then include all plots and graphs in
this section. The axis of all graphs should be clearly labeled and each graph should be titled so that it
clearly indicates exactly what data are being plotted. Finally, include appropriate equations which
describe the plotted data.
Discussion of Results
Discussion of Results (sometimes called the Conclusions) - briefly describe the results of the
investigation which you have conducted and discuss the findings; that is, discuss what your data tell
you and what conclusions you can make from them. Support all conclusions with logic and by reference
to the collected data. Make specific reference to the names of the graphs and data tables which you
include in the Data section. Do not merely restate your data section; rather, make generalizations (e.g.,
"as the player strikes the ground on a head-first dive, the deceleration is roughly two-times as small as
on the feet-first slide") and interpretations of graphs and data (e.g., "the curved line on the velocity-time
graph indicates a non-uniform acceleration which is indicative of a changing net force"). For all graphs
which you construct, state the equation and discuss its significance. Use several paragraphs to relate
your experimental findings to the literature research which you did. Relate experiment to theory by
making an effort to explain the results. Discuss the principles of physics which would explain the
generalizations and conclusions which you made; that is, discuss the theoretical explanations for your
results. Wherever appropriate, discuss any results which surprised you and tell why they surprised you.
Use a paragraph or two to discuss any errors which might have been associated with your
experimentation; that is, discuss the reliability of your results. Make some suggestions which would
improve the actual experimental procedure. Discuss what changes could be made in your experiment
that would make it better. Give advice to any experimental groups of the future who might embark on a
study of the same topic; that is, discuss suggestions for future students investigating the same topic.
Finally, discuss what your data and investigation reveals about the physical world; that is, discuss the
implications and meaning of your findings. Make meaning of your study by extending the findings in
such a way that you discuss their implications to your topic.
Bibliography
All literature sources (including electronic sources) which you used to complete the theoretical
background (literature survey) must be listed. Only those sources you used should be listed. Using a
source means that information from it can be found in the report and that the information is cited from
within the report. Use the standard format learned in English classes for the bibliography.
These sections should be clearly titled and organized in the exact manner as shown above.
An example of a lab report is “The Refrigerator” which I will post online – It is just an example to use as a
guide. You should follow the above outline to do well in this section.
Rubrics
Literature Search Rubric
Attributes
Model
Synthesis
Above Standard
At Standard
Still a Goal
(5-4.5)
(4-3.5)
(3-0)
Students make partial
Students make little or no
Students make meaning of
meaning of the
meaning of the
the information and
information and
information and do not
incorporate it into their own
incorporate it into their
incorporate it into their
mental world model by
own mental world model own mental world model
generating example
by generating example
by generating example
calculations, illustrations,
calculations, illustrations, calculations, illustrations,
tables and/or diagrams
tables and/or diagrams
tables and/or diagrams
(created by the group).
(created by the group).
(created by the group).
(10-9)
Depth of
Study
Gathered information
Gathered information
includes the basics of the includes the basics of the
topic and an in-depth study
topic and an in-depth
of the topic.
study has begun.
Gathered information is
incomplete and does not
include the basics of the
topic.
(4-3.5)
(3-0)
Gathered information
ambitious laboratory study.
Gathered information
enables the students to
define a topic to begin
laboratory study.
Much research is needed
before a topic can be
defined and studied
through laboratory study.
(5-4.5)
(4-3.5)
(3-0)
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.
(5-4.5)
(4-3.5)
(3-0)
Students have defined
high level questions to
submit for answers.
Students have
demonstrated the meaning
of the material by
correctly incorporating it
into their topic study.
Students haven't made
contact or have simply
listed answers without
incorporating the
information into their
topic study.
(4-3.5)
(3-0)
Students have defined high
level questions to submit
Expert
Connections for answers. Students have
demonstrated the meaning
of the material by correctly
elaborating, extending and
explaining the information
incorporating it into their
topic study.
(5-4.5)
/5
(6.5-0)
(5-4.5)
Applicaton of enables the students to
Information define a topic to begin an
Diagrams
(8.5-7)
Attribute
Points
Earned
/10
/5
/5
/5
Bibliography
Students have developed an
accurate and extensive
bibliography which
exceeds: 5 electronic
sources, 2 books, and 2
magazines. The
bibliography is referenced
throughout the literature
search.
Students have developed
an accurate and extensive
Students have an
bibliography which
incomplete bibliography,
includes: 5 electronic
have not referenced
sources, 2 books, and 2
sources throughout the
magazines. The
literature search or are
bibliography is referenced missing the bibliography
throughout the literature
all together.
search.
(5-4.5)
Expertise
Challenges
(4-3.5)
/5
(3-0)
Expertise challenges are Expertise challenges are
Expertise challenges are
complete with few errors complete with many errors
complete with no errors and
and supporting work
and/or no or little
supporting work shown.
shown.
supporting work is shown.
/5
Total Information Summary Points Earned
Proposal Rubric
Attributes
Purpose
Variable
Control within
the Purpose
Hypothesis
Above Standard
At Standard
Below Standard
(10-9)
(8.5-7)
(7-0)
Identified a question
(without the teacher's
assistance) which they
found interesting and
testable; utilized literature
search to develop a
hypothesis which was
reasonable.
The purpose is
Identified a question (with
incomplete, too easy to
the teacher's assistance)
attain, or does not
which they found
follow from your
interesting and testable.
research.
(5-4.5)
(4-3.5)
(3-0)
Variables which are to be
changed (independent) and
variables that are going to
be measured are clearly
defined. The group is
committed to analyzing an
ambitious number of
variables that will result in a
thorough study of the
defined purpose.
Variables which are to be
changed (independent)
and variables that are
going to be measured are
clearly defined. The group
has committed to
analyzing a number of
variables that will result in
a thorough study of the
defined purpose.
Variables which are to
be changed
(independent) and
variables that are going
to be measured are not
clearly defined. The
group's defined
variables will result in
an incomplete study of
the defined purpose.
(5-4.5)
(4-3.5)
(3-0)
Utilized Literature Search
Utilized Literature Search
Hypothesis is not
Attribute
Points
Earned
/10
/5
/5
Procedure
Diagram(s)
to develop a hypothesis
which was reasonable and
well substantiated with
research.
to develop a hypothesis
which was reasonable.
complete or does not
flow logically from
research.
(10-9)
(8.5-7)
(7-0)
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.)
(5-4.5)
(4-3.5)
(3-0)
The diagram(s) are present
The diagram(s) are
that lay out the nature of
present that lay out the
your experiment. The
nature of your experiment.
computer generated
The diagram(s) clearly
diagram(s) clearly show
show (with labels) your
(with labels) your computer computer simulation or
simulation or physical
physical model being
model being constructed.
constructed.
(5-4.5)
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.
(4-3.5)
The diagram(s) are
incomplete, hard to
follow or missing.
/10
/5
(3-0)
Plans for displaying the
collected data are clearly
laid out (a table is
The plan is incomplete
STRONGLY
or does not logically
recommended). Thoughts match with the data your
for thorough analysis of
group has decided to
data (graphical analysis,
collect.
etc.) are clearly
communicated.
Total Proposal Points Earned
Data and Graphs Rubric
/5
/40
Attributes
Above Standard
Still a Goal
(5-3.5)
(3-0)
Data tables are clearly labeled and
in column form. Column headings
Data tables are
are accompanied by units. Data is
hard to follow,
logical with inconsistent data
incomplete or
(resulting from inaccurate
missing.
measurement techniques) identified
and removed.
Data
Tables
(5-4.5)
Graphs
At Standard
Attribute
Points
Earned
(4-3.5)
Graphs accurately represent the
Graphs accurately represent the
data, are accompanied by
data, are accompanied by equations
equations from graphical
from graphical analysis (or similar
analysis (or similar analysis
analysis tool), but haven't correctly
tool), and have been
been manipulated to be linear
manipulated to be linear
relationships.
relationships.
/5
(3-0)
Graphs are
missing,
incomplete or
inaccurate.
/5
/10
Total Proposal Points Earned
DISCUSSION OF RESULTS RUBRIC
Attributes
Above Standard
At Standard
Attribute Still A
Goal
(5-4.5)
(4-3.5)
(3-0)
The project and tested
variables are briefly
summarized.
The project and tested
variables are not
summarized
completely or are not
present.
(5-4.5)
(4-3.5)
(3-0)
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.
(5-3.5)
(3-0)
Procedure and The project and tested
Tested Variable variables are elaborately
summarized .
Summary
Relationship
Identification
At least two data points per
Supporting data points
relationship are quoted to
are missing or
exemplify stated
incomplete.
relationships.
Relationship
Examples
(5-4.5)
Relationship
Model
Used and accurately
applied their mental
model of the world to
postulate a physical
explanation for findings.
(10-9)
Relationship
Focus
Errors
Project
Extensions
(4-3.5)
/5
/5
/5
(3-0)
Used and incorrectly
Little or no attempt to
applied their mental model
apply thier mental
of the world to postulate a
model of the world
physical explanation for
was present.
findings.
(8.5-7)
Attribute
Points
Earned
/5
(6.5-0)
Identified relationships
Identified relationships
Identified relationships
focus on the answer to the mostly focus on the answer
have little or no
main question(s)
to the main question(s)
connection to the
identified in the project's
identified in the project's
project's purpose nor
purpose and are connected purpose and are connected
to the larger context of
to the larger context of to the larger context of their
their topic of study.
their topic of study.
topic of study.
(5-4.5)
(4-3.5)
(3-0)
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.
(5-3.5)
(3-0)
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
/10
/5
/5
Presentation Rubric
improvement are
present.
Total Conclusion Points Earned
Above Standard
At Standard
Attribute Still A
Goal
(5-4.5)
(4.5-3.5)
(3.5-0)
Attributes
Resource
Utilization
Utilized all resources
described on Information
Sheet to acquire info;
incorporated info
information presentation
and web page.
(10-9)
Topic Discussion
Visuals &
Supplementary
Materials
Hyper Studio or
Web Page
Utilization
/40
Utilized some resources
Utilized few or no
described on Information resources described on
Sheet to acquire info;
the Information Sheet
incorporated information to acquire information
into presentation and web into presentation and
page.
web page.
(9-7)
(7-0)
Informed when speaking
(without reference to
notes) about the material.
Informed when speaking
about the material while
referencing notes.
Unable to accurately
discuss information
related to topic or
simply read
information from
paper.
(10-9)
(9-7)
(7-0)
Oral report included
computer-generated and/or
handmade visuals (clipart, graphs, tables, charts,
and QuickTime movies),
and was presented with
multimedia software that
enhanced presentation.
Oral report included
computer-generated and/or Oral report did not
handmade visuals (clip-art,
include visuals or
graphs, tables, charts, and
supplementary
QuickTime movies) that materials or materials
enhanced presentation, but used did not enhance
was not presented with
presentation.
multimedia software.
(15-13.5)
(13.5-10.5)
(10.5-0)
Created pages accurately
reflect the groups data,
results and rational. It is
organized in a way that
enhances the reader's
ability to understand the
information, data and
results.
Created pages accurately
reflect the groups data,
results and rational. It is
organized in a way that
allows the reader to
understand the
information, data and
results.
Created pages are
incomplete, missing
or do not get across
the group's
information, data and
results.
Total Presentation Points Earned
Attribute
Points
Earned
/5
/10
/10
/15
/40
Student Observation Sheet and Rubric
Student Observation Criteria
Your group's effort, cooperation, teamwork and collaboration will be observed by
your teacher on a daily basis. These informal observations will be the basis of your
Student Observation grade. This aspect of your project will contribute to 30 points of
the 200 possible points. There are a variety of criteria which must be met to maximize
your credit in this portion of your project. The criteria are:
Consistently made careful measurements taking time to see that
the measurements made sense.
Measurements
Use of Class Time
Came to class prepared and equipped; made effective use of time;
were always on task and actively involved in the project.
Team Work
Consistently worked together as a well-coordinated team; divided
large task into a number of smaller tasks; smaller tasks were
assigned to team members; team members pulled their own share.
Collaboration
Made successful efforts to collaborate with other students (in
different classes or schools) and with scientists who are experts on
the topic of study.
Project leader was assigned; effectiveness of his/her role was
Communication/Leadership clearly evident by the level of communication and coordination
with each other and with the teacher.
Project Sustainment
Sustained the project with virtually no intervention from teacher;
utilized problem-solving skills to implement the technology.
Observation Point Total
/30
Observations
Notes
Date
Activity
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Activity
Date
Activity
Date
Activity
Date
Activity
Date
Activity
Date
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Activity
Group Rubric Summary
Group Member Names
Group Members
Voted % Earned
Project Title
Rubric
Points Earned
Literature Search Rubric
Level
Points Earned
Peer Assessment
/4
Rough Draft
/12
Final Draft
/24
Total
Proposal Rubric
/40
Level
Points Earned
Peer Assessment
/4
Rough Draft
/12
Final Draft
/24
Weighted Avg.
Data and Graphs Rubric
/10
Discussion of Results Rubric
/40
Presentation Rubric
/40
/40
Observation Point Total
/30
Student's Project Point Total
/200
Web Site Trail
As you conduct your search for useful information and ideas on the World Wide Web, document you
efforts using this form. Record the address of each site you visit and a short description of the site,
including any useful notes which might be of importance to you at a later time.
Address
Description of Site
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A list of project descriptions and what is expected has been gathered below for you. I have also included
the source page for each of these options to aid you with the research.
Project: The Physics of Musical Instruments
The Physics of Musical Instruments project involves the analysis of the tonal quality (or frequency
composition) for the notes played by a musical instrument and a comparison of the tonal quality of
several musical instruments. Additionally, a simple musical instrument will be constructed from
available household items and its tonal quality (or frequency composition) will be analyzed and
perfected.
Copy and paste the source below for helpful compilation of information.
http://gbhsweb.glenbrook225.org/gbs/science/phys/projects/yep/music/muinet.html
By the end of this project, you should be able to:

develop a detailed procedure which utilizes the Macintosh, microphone/amplifiers, Universal
Lab Interface (ULI) equipment, and Sound 3.01 software in order to make measurements of the
tonal quality (or frequency composition) of several musical instruments.

explain with both words and diagrams the concepts of resonance, standing wave patterns for an
instrument, and timbre or tonal quality (or frequency composition); explain variables which
effect the actual frequency produced for a few selected instruments; and be able to relate the
concept of tonal quality (or frequency composition) to the customary psychological response of
a human to a musical sound.

describe the sounds produced by a variety of musical instruments used throughout the world.

use available household items to make a simple instrument and to analyze and perfect its tonal
quality (or frequency composition).
The Physics of Musical Instruments
Basic Research Questions
Your role as researcher for this project involves acquiring a wealth of technical information about the
ability of musical instruments to produce sound and the characteristics of the sounds which they
produce. The process of conducting a literature search should yield some basic information about
waves, wave behavior, sound, music, harmonics, standing waves and musical instruments. Some basic
topics for research and ultimate discussion have been listed below to assist you in the initial stages of
your literature search. The role of this listing is to provide an initial framework for your literature search
and not a conclusive list of topics to be discussed. Your group is expected to go beyond these topics,
exploring diverse areas of individual interest about sight and sound in nature.
1. Explain what a wave is and distinguish it from other forms of energy transfer.
2. Define and distinguish between the different ways of categoring waves.
3. Using words and diagrams, describe the various properties of a wave.
4. Using words and diagrams, describe a variety of behaviors and phenomenon associated with
waves, including such behaviors and phenomenon as interference, superposition, the doppler
effect, the formation of bow waves and shock waves, diffraction, refraction, reflection, and
absorption.
5. Define what a standing wave is and explain how it is formed using words and diagrams; discuss
the formation of nodes and antinodes and the mathematical relationship between the length of
a medium and the wavelength of a standing wave for any given standing wave pattern.
6. Describe the basic nature of a sound wave.
7. Explain how sound waves are produced and how sound waves are propagated through a
medium such as air or water.
8. Describe the various properties of sound waves (intensity, frequency, wavelength, speed,
amplitude) and relate these properties to the observable features of sound.
9. Distinguish between music and noise.
10. Explain the general means by which any musical instrument produces its sound and explain
specifically how different types of instruments (string instruments and air column instruments)
produce their various sounds.
11. Discuss the concept of resonance and explain how certain objects resonate at a particular
frequency or set of frequency; give examples using both numerical values and standing wave
diagrams.
12. Define and discuss the concepts of fundamental frequency and the harmonics produced by an
instrument; explain the mathematical relationships between the frequencies produced by
various instruments.
13. Use standing wave diagrams, mathematical relationships, and the features of an instruments
(and its medium) to explain how specific frequencies are created by specific instruments including string instruments and open- and closed-end air column instruments.
14. Discuss the concepts of timbre, consonance and resonance.
15. Describe what beats are and how they are produced; explain what a beat frequency is and
discuss some practical applications of the use of beats and beat frequencies by musicians.
16. Identify a few selected instruments of interest and discuss the some of the variables which are
important in the construction of those instruments and explain how instrument makers are able
to control these variables.
17. Identify a few selected instruments of interest and discuss what is known about a typical
waveform for a sound produced by such instruments and how such sounds can be considered a
combination of waves of various frequencies.
18. Discuss the concept of a Fourier Trans from or a fourier analysis and explain how such an
analysis can be used in the analysis of a musical instrument.
19. Relate the concept of timbre or tonal quality to the customary psychological response of a
human to a musical sound.
Project: automobile safety and automobile collisions
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.
Copy and paste the source below for helpful compilation of information.
http://gbhsweb.glenbrook225.org/gbs/science/phys/projects/yep/autos/auinet.html
Auto Collisions and Auto Safety
Basic Research Questions
Your role as researcher for this project involves acquiring a wealth of technical information about the
efforts of accident reconstructionists, safety administrators, and automobile designers to reduce
collision frequency and insure vehicle safety. The process of conducting a literature search should yield
some basic information about the physics which underlies traffic reconstruction and automobile safety
devices. Some basic topics for research and ultimate discussion have been listed below to assist you in
the initial stages of your literature search. The role of this listing is to provide an initial framework for
your literature search and not a conclusive list of topics to be discussed. Your group is expected to go
beyond these topics, exploring diverse areas of individual interest about sight and sound in nature.
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.
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 rightangle 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.
Project: The Physics of Planetary Motion
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.
Copy and paste the source below for helpful compilation of information.
http://gbhsweb.glenbrook225.org/gbs/science/phys/projects/yep/planets/pminet.html
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.
The Physics of Planetary Motion
Basic Research Questions
Your role as researcher for this project involves acquiring a wealth of technical information about the
variables which affect the motion of planets about the sun and the motion of other celestial bodies. The
process of conducting a literature search should yield some basic information about the laws of
planetary motion and the motion characteristics of orbitting planets. Some basic topics for research and
ultimate discussion have been listed below to assist you in the initial stages of your literature search.
The role of this listing is to provide an initial framework for your literature search and not a conclusive
list of topics to be discussed. Your group is expected to go beyond these topics, exploring diverse areas
of individual interest about sight and sound in nature.
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.
Project: The Physics of Sports
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.
Copy and paste the source below for helpful compilation of information
http://gbhsweb.glenbrook225.org/gbs/science/phys/projects/yep/sports/spinet.html
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.
The Physics of Sports
Basic Research Questions
Your role as researcher for this project involves acquiring a wealth of technical information on the
application of physics priniciples to a variety of sports. The process of conducting a literature search
should yield some basic information about the connections between physics and athletics. Some basic
topics for research and ultimate discussion have been listed below to assist you in the initial stages of
your literature search. The role of this listing is to provide an initial framework for your literature search
and not a conclusive list of topics to be discussed. Your group is expected to go beyond these topics,
exploring diverse areas of individual interest about the physics of sports.
1. Identify the variety of kinematic descriptions of motion and use such descriptions to discuss the
physics of motion for a specific or a variety of sports.
2. 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.
3. Identify Newton's laws and discuss a variety of their applications to sports.
4. 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.
5. Describe the motion characteristics of a projectile and identify such projectiles in sports.
6. Discuss the influence of air resistance on the path of an air-borne object and relate such
influences to aerodynamic principles.
7. Analyze movement in sports using work-energy principles; represent motion in terms of workenergy bar charts and utilize the work-energy theorem to perform mathematical analyses of
movements in sports.
8. Discuss the impulse-momentum change theorem and use the theorem to perform both
qualitative and quantitative analyses of collisions in sports.
9. Discuss the law of momentum conservation and use a momentum analysis to study collisions in
sports.
10. Discuss circular amd rotational motion principles and apply these principles to analyze a
movement in sports.
11. 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.
12. 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.
13. 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.
14. Identify an example by which scientific knowledge and scientific research has led to
improvements in a given sport.
Project: The Physics of Roller Coasters
Your project involves the analysis of the physics of a variety of amusement park rides, particularly roller
coaster rides. You will identify and explore a number of variables which would affect the motion of
passengers on such rides.
Copy and paste the source below for helpful compilation of information
http://gbhsweb.glenbrook225.org/gbs/science/phys/projects/yep/coasters/rcinet.html
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.

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.
The Physics of Roller Coasters
Basic Research Questions
Your role as researcher for this project involves acquiring a wealth of technical information about the
physics of a variety of amusement park rides, particularly roller coaster rides. The process of conducting
a literature search should yield some basic information about 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); when finished, you should be able
to conceptually and mathematically describe the motion of occupants on roller coaster rides and other
amusement park rides. Some basic topics for research and ultimate discussion have been listed below to
assist you in the initial stages of your literature search. The role of this listing is to provide an initial
framework for your literature search and not a conclusive list of topics to be discussed. Your group is
expected to go beyond these topics, exploring diverse areas of individual interest about the physics of
roller coasters and amusement park rides.
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 accleration 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.
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.
Sight and Sound in Nature
Project Information Sheet
Project:
Your project involves a study of the physics involved in the production of sound and the detection of
light and sound by animal species. Technical information about the ability of animals to produce sound
and their ability to perceive the world through sight and hearing will be collected by means of
background readings. The behavior of light and sound waves will be experimentally analyzed using
computer-interfaced light and sound probes (or a computer-interfaced motion detector for ultrasound
studies) and the results will be extended to the sensory ability of various animal species.
Copy and paste the source below for helpful compilation of information
http://gbhsweb.glenbrook225.org/gbs/science/phys/projects/yep/ssound/ssinet.html
By the end of this project, you should be able to:

discuss with both words and diagrams the nature (description, category, physical means of
creation and propagation, etc.) and characteristics (frequency, wavelength, speed, amplitude,
intensity, etc.) of sound and light waves.

discuss with both words and diagrams the behavior (reflection, refraction, absorption,
diffraction, interference, doppler shift, etc.) of sound and light waves.

use words, pictures, and diagrams to discuss and explain the ability of specific animal species
(whales, dolphins, bats, insects, frogs, etc.) to generate sound and the ecological/physical
reasons for the characteristics embedded (frequency, intensity, etc.) in such sounds.

use words, pictures, and diagrams to discuss and explain the ability of and mechanicms by which
specific animal species detect sound, including the interesting peculiarities which are
characteristic of certain species.

use words, pictures, and diagrams to discuss and explain the ability of and mechanisms by which
specific animal species detect light, including the interesting peculiarities which are
characteristic of certain species.

discuss a variety of animal phenomenon and peculiarities associated with sight and hearing
which illustrate the physical nature of sound and light waves and the operation of auditory and
optical mechanisms.

utilize a sound probe and/or light probe (accompanied by a computer and interface box) to
experimentally investigate some of the characteristics and behaviors of light and sound waves.
Sight and Sound in Nature
Basic Research Questions
Your role as researcher for this project involves acquiring a wealth of technical information about the
ability of animals to produce sound and the ability to perceive the world through sight and hearing. The
process of conducting a literature search should yield some basic information about waves, wave
behavior, sound, light, ray optics, hearing mechanisms, and vision. Some basic topics for research and
ultimate discussion have been listed below to assist you in the initial stages of your literature search.
The role of this listing is to provide an initial framework for your literature search and not a conclusive
list of topics to be discussed. Your group is expected to go beyond these topics, exploring diverse areas
of individual interest about sight and sound in nature.
1. Explain what a wave is and distinguish it from other forms of energy transfer.
2. Define and distinguish between the different ways of categoring waves.
3. Using words and diagrams, describe the various properties of a wave.
4. Using words and diagrams, describe a variety of behaviors and phenomenon associated with
waves, including such behaviors and phenomenon as interference, superposition, the doppler
effect, the formation of bow waves and shock waves, diffraction, refraction, reflection, and
absorption.
5. Describe the basic nature of a sound wave.
6. Explain how sound waves are produced and how sound waves are propagated through a
medium such as air or water.
7. Describe the various properties of sound waves and relate these properties to the observable
features of sound.
8. Explain the physical mechanisms by which humans and other animal species hear; identify and
discuss some interesting peculiarities associated with specific species' hearing ability; associate
these peculiarities with the biological habits and behavior of these species.
9. Explain the physical mechanisms by which humans and other animal species produce sounds;
identify and discuss some interesting peculiarities associated with specific species' ability to
produce sound; associate these peculiarities with the biological habits and behavior of these
species.
10. Describe the basic nature of a light wave.
11. Explain how light waves are produced and how light waves are propagated through various
media and through space.
12. Describe the various properties of light waves and relate these properties to the observable
features of sound.
13. Discuss the electromagnetic spectrum and relate the infrared, ultraviolet, and visible regions to
the ability of animals (including humans) to see.
14. Explain the physical mechanisms by which humans and other animal species see; identify and
discuss some interesting peculiarities associated with specific species' vision; associate these
peculiarities with the biological habits and behavior of these species.
The Search for ET
Project Information Sheet
Project:
Your project involves conducting research on the variables involved in the recent discovery of extrasolar
planets. You will determine variables upon which the extrsolar planet mass and position depend,
propose and conduct a systematic study, generate well substantiated conclusions, and apply your
research to the question of whether or not life on other planets could exist.
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 appropreate terminology describe and explain the operation and purpose of experiments
that have discovered extrasolar planets.

use basic physics equations of Center of Mass, the Doppler Shift, Universal Gravitation, Kepler's
Laws, Orbital Velocity and Conservation of Momentum to describe the position and mass of
orbiting planets and how the position and mass of these extrasolar planets vary with the
variation of gathered data on a given sun's period of rotation and k generated from the given
sun's velocity vs. time graph.

use basic physics equations of Center of Mass, the Doppler Shift, Universal Gravitation, Kepler's
Laws, Orbital Velocity and Conservation of Momentum to determine the position and mass of
an actual orbiting extrasolar planet given data on a sun's period of rotation and k generated
from the given sun's velocity vs. time graph.

apply basic physics equations of Center of Mass, the Doppler Shift, Universal Gravitation,
Kepler's Laws, Orbital Velocity and Conservation of Momentum to a self generated study of how
the position and mass of these extrasolar planets vary with the variation of gathered data on a
given sun's period of rotation and k generated from the given sun's velocity vs. time graph.
Search For ET
Basic Research Questions
Your role as researcher for this project involves acquiring a wealth of technical information about the
physics of a variety of new ares, particularly Universal Gravitation and Center of Mass. The process of
conducting a literature search for the physics of discovering planets should yield some basic information
about the universe such as what holds planets in orbit? Is momentum 0 for a planet/sun system? How
do scientists discover a planet which they do not actually see? And how do you calculate the center of
mass of a two body system. When finished, you should be able to conceptually and mathematically
describe the motion of a planet around a sun. Some basic topics for research and ultimate discussion
have been listed below to assist you in the initial stages of your literature search. The role of this listing
is to provide an initial framework for your literature search and not a conclusive list of topics to be
discussed. Your group will be required to answer a majority of the following questions. Fell free to skip
the questions you feel VERY comfortable with, but for the most part finish each question. Your group is
expected to go beyond these topics, exploring diverse areas of individual interest about the physics of
discovering extrasolar planets.
Basic Data Table
Use the Basic Data Table above for challenges 1-3.
1. Determine the gravitational force that attracts the Earth to the Sun.
2. Determine the gravitational force that attracts the Sun to the Earth. Explain its relationship to your
answer in question 1.
3. Determine the gravitational force that attracts Jupiter to the Sun.
4. Determine the speed needed for the space shuttle to orbit the Earth 400,000 meters above its
surface.
Use the Basic Data Table above for challenges 5 & 6.
5. Calculate the following ratios of the planet's mean radius of orbit(R) to the planet's period of
revolution (T).
6. Which ratio remains relatively constant?
7. State Kepler's 3 Laws.
8. With which of Kepler's 3 laws is your answer to challenge 6 consistent?
9. Derive Kepler's 3rd law using universal gravitation and the centripetal force equation.
10. Physicists say that the total momentum of the Earth-Sun system is zero as viewed from a point at
rest with respect to our solar system. Explain how this is possible.
11. Using the Basic Data Table above, determine the velocity with which the Earth is hurling around the
Sun.
12. Again using the Basic Data Table above, determine the velocity with which the Sun would need to
move to provide the total system with zero momentum.
13. Determine the velocity with which the Sun would have to move to provide the Sun-Jupiter system
with zero momentum.
14. Determine the position of the center of mass of the Sun-Jupiter system with respect to the center of
the Sun.
15. Does this point lie within the Sun's Radius? Explain what your answer means.
16. Does your answer to challenge 15 agree with your answer to challenge 13? Explain.
17. Determine the observed frequency of a 400 Hz horn if the source of the horn's sound moved
(a) toward you with a velocity of 45 m/s.
(b) away from you with a velocity of 45 m/s.
18. Does light also experience a Doppler Shift? Explain including the terms "Blue Shift" and "Red Shift".
The following graphs and data (below star pictures) represent data collected for what scientists claim
to be evidence of a planet existing around a star entitled Rho in the constellation Corona Borealis as
shown below. Use this data to determine the answers to challenges 19 - 27.
Harvard University The Constellation Corona Borealis page, [online] Available page, [online] Available
http://cannon.sfsu.edu/~williams/planetsearch/rhocrb/rhoCrB_harvard.html
The following represents data set up by Sylvain G. Korzenn (skorzennik@cfa.harvard.edu). Use the
data and graph shown below to answer challenges 19 - 27.
Harvard University A Planet Orbiting the Star rho Coronae Borealis page, [online] Available
http://cannon.sfsu.edu/~williams/planetsearch/rhocrb/rhoCrB_harvard.html
Precise Doppler measurements of the star Rho Coronae Borealis have been made during the past year
by Robert W. Noyes, Saurabh Jha, Sylvain G. Korzennik, Martin Krockenberger, Peter Nisenson, Timothy
Brown, Edward Kennelly, and Scott Horner using the "Advanced Fiber Optic Echelle" spectrometer. Rho
Coronae Borealis (link to picture) is a Solar-Type star (G0V), and is probably at least as old as the Sun,
judging from its weak chromospheric activity. The Doppler periodicity for Rho Cor Bor is very convincing,
having an amplitude of 67 meters/sec.
The research team concluded that the period is 39.6 days, the minimum mass is 1.1 Jupiter masses, the
orbit has small eccentricity, and the orbital radius is 0.23 AU. You will be comparing your results below
to these.
The physical parameters of the star rhoCrB are: (from the scientific literature)
R.A.: 16:01:03.39
Dec.: +33:18:51.5 (2000.0)
Vis Mag.: 5.40
aka: HD 143761, HR 5968
Spectral Type: G0V or G2V
T(eff): 5760, 5783, 5868 K
Parallax: 60 +/- 6 mas
Distance: 16.7 +/- 1.7 pc, or 54.5 +/- 5.5 ly
Luminosity: 1.61 L(Sun)
Age: 10 Gyr
Mass: 1.0 M(Sun)
P(rotation): 20 d
log(g): 4.11, 4.19, 4.23
More on the Planetary Companion to rhoCrB
The orbital parameters are: (based on the AFOE's observations)
Period: 39.645 +/- 0.088 days
K1: 67.4 +/- 2.2 m/s
e: 0.028 +/- 0.040
omega: 210 +/- 74 degrees (longitude of periastron)
T: 2,450,413.7 +/- 8.2 (time of periastron, HJD)
a1 sin(i): (36.75 +/- 0.92) x 1E+6 m
f1(m): (1.258 +/- 0.093) x 1E-9 M(Sun)
m2 sin(i): 1.13 M(Jup)
T(transit): 2,450,559.37 +/- 0.54 (HJD)
19. Determine CorBr period of rotation.
20. Determine the planet's period of rotation.
21. Determine the radius of the planet's orbit.
22. Determine the velocity of the planet in its orbit.
23. Determine the velocity of the sun it its orbit.
24. Using the fact that the planet and sun have a total momentum of zero, determine the mass of the
planet.
25. Using the radius of the planet, the mass of the sun and the mass of the planet, determine the center
of mass of the sun-planet system.
26. Use the radius of the sun's orbit and its period to determine the velocity of the sun as it orbits. Does
this value agree with your answer in challenge 21.
27. Are any of your answers significantly different than the answers found by the research group?
Explain any significant differences.
Relativity
Project Information Sheet
Project: Relativity
Your project involves conducting research on the special theory of relativity. You will determine
variables that depend upon velocity and how these variables are noticeably affected by speeds near that
of light.
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 the Special Theory of Relativity to explain with words, equations, and diagrams which
variables are dependent upon speeds that approach the speed of light and qualitatively and
quantitatively describe how dependent variables are varied at various speeds.

using appropriate terminology describe and explain the operation and purpose of experiments
that utilize the special theory of relativity.

explain with both words and experimentally derived equations the motion of particles that
approach the speed of light and be able to apply these principles to the energy and momentum
of those particles.

use data provided from Fermi National Accelerator Laboratory to study several dependent
variables and how they are dependent upon velocity (distances traveled by muons with
different velocities and no velocities...what's the graph?, etc). You will also need to sort through
provided data to determine if it is capable of systematic analysis.

describe the fundamental particles and forces and be able to explain the quark or lepton
structure and characteristics of the particles described in your chosen data.
Relativity
Basic Research Questions
Your role as researcher for this project involves acquiring a wealth of technical information about
Relativity. The process of conducting a literature search for the physics of discovering planets should
yield some basic information about the Speical Relativity and the consequences of the theory. When
finished, you should be able to conceptually and mathematically describe time dilation, length
contraction, and relativistic mass. Some basic topics for research and ultimate discussion have been
listed below to assist you in the initial stages of your literature search. The role of this listing is to
provide an initial framework for your literature search and not a conclusive list of topics to be discussed.
Your group will be required to answer a majority of the following questions. Your group is expected to
go beyond these topics, exploring diverse areas of individual interest about the physics of discovering
extrasolar planets.
1. What are Einstein's two postulates of Speical Relativity?
2. Discuss Time Dilation, Length Contraction and Relativistic Mass.
3. Why is it that no object with mass could achieve light speed in a vacuum?
4. What is the Twin Paradox.
5. What is a muon.
6. What happens to the lifetime of a muon as its speed increases.
7. A muon measures its own lifetime to be 2.2 micro-seconds. What is the lifetime of a muon traveling
0.999c?
The Physics of Sailboating
Project Information Sheet
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.
Source: http://gbhsweb.glenbrook225.org/gbs/science/phys/projects/yep/sail/sainet.html
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.
The Physics of Sailboating
Basic Research Questions
Your role as researcher for this project involves acquiring a wealth of technical information about the
physics of sailboating. The process of conducting a literature search should yield some basic information
about the topics of buoyancy and sailboat control. Some basic topics for research and ultimate
discussion have been listed below to assist you in the initial stages of your literature search. The role of
this listing is to provide an initial framework for your literature search and not a conclusive list of topics
to be discussed. Your group is expected to go beyond these topics, exploring diverse areas of individual
interest about sailboating.
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 freebody 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.
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.