Physics Summative Project (30% Final Grade)
Bad Physics in Movies
Goal: To demonstrate the bad science demonstrated in many movies and analyze how the clip would change if the
physics principles you have learned were followed.
Examples:
Our hero is running from the bad guys when she is shot in the chest and go hurtling into the nearest glass window,
shattering it into a million pieces. Somehow she defied Newton’s Third Law and had a much stronger recoil force.
In The Lord of the Rings: The Fellowship of the Rings, Frodo, our ring bearer, is stabbed by a cave troll. He is wearing
mystical chain mail that protects him being pierced….but shouldn’t his body still feel the blunt force of being hit?
Tony Stark twists and turns in the air in his Iron Man suit before making a sharp landing on the sidewalk below.
Miraculously, his body does not liquefy from the sheer force exerted on him.
Project Details:
Three components:
1. Rough research notes (Should be completed by May 29th)
2. Initial outline (signed by your teacher) (Should be completed by June 9th)
3. Final Report
The due date will be an absolute deadline and will be on ___
Criteria:
June 19th ____________.
1. There must be a minimum of 15 movie clips
2. Each clip must demonstrate a unique Physics Principle no repeats (note: Force of Friction and Force of
Gravity are different physics Principles ask if you are not sure) .
3. For each Unit the must be at least 1 clip with a through mathematical analysis. (you can use estimated
numbers in the calculations)
 Kinematics
 Electricity and Magnetism
 Forces
 Waves and Sound
Process:
1. Do some research on movies that use physics principles for inspiration of the types of clips that can be
found and used. Organize the ideas according to the area of physics they demonstrate. With
references!!!!!
2. Create an initial outline.
a. This must be approved (initialed) by Ms. Robbins before you put your final report together.
b. This will be approved through a conference with Ms. Robbins. Book this as soon as you have your initial
outline completed see sign-up sheet posted on Classroom.
c. The initial Outline and Research will be a marked during the conference if the design is approved.
d. Must include a video clips list with the following details:
i. Set the scene. Give enough background on the movie and the particular scene so that readers
can follow.
ii. Describe the movie physics.
iii. Describe why this violates the laws of the physics *Be detailed!*
iv. INCLUDE 2 FORCE DIAGRAMS for both the movie physics and real physics when it is applicable.
v.
Some clips (one per unit) also need calculations disproving feasibility of the shown events and
an explanation of how you will connect ideas together. **It is OK and encouraged to estimate
values here! Be quantitive!
EXAMPLE
Movie: Disney’s Aladdin (1992)
Rough Plot:
He pretends to be a royal prince to court Princess Jasmine…..etc. etc.
They use a magical carpet to travel the world….. etc. etc.
Bad Physics Scene:
When they travel on the magic carpet to see “Whole New World” they do
not obey the laws of physics …. Etc. etc.
Explain why.
Did thye violate one of Newton’s Laws?
Did they violate the Conservation of Energy?
Draw a force Diagram for
1) the bad physics in the movie
2) the more realistic representation
3. Final Report: The Physics of your machine.
This can be create in google slides, prezi, video or another format that you have discussed with Ms.
Robbins in the conference meeting
a. How do the video clips relate to the Physics principles/concepts presented in this course?
i. See the rubric for all the main topics that I am looking for you to demonstrate a
knowledge of.
ii. You may use multiple clips to demonstration knowledge of a specific physics concepts
iii. Use each clip at least once in your explanation the specific physics concept.
iv. Perform at least one calculation from each of the units that relates to your movie clips.
b. Answer the following Analysis Questions for ONE of your movie clips
i.
ii.
iii.
iv.
Why does the audience believe this scene is plausible?
What could really happen if they re-created this scene in real life
How could they recreate it and still obey physics?
Extrapolate some idea about the concept in the movie clip and explain their impact on
the environment and/or society. (For Aladdin example maybe you want to talk about
how airplane/helicopters.)
c. All resources must be referenced and in your own words
Rubric:
Level 1
Level 2
Level 3
Level 4
Initiating and Planning
Collecting
Research
Communication
- Organizing
information
Initial ideas are
submitted with
limited organization
Initial Research of
ideas is organized
into topics or has
references
Initial Research of
Ideas is organized
into topics with
references
Initial Research of
idea is organized into
topic and subtopics
with references
Initial
Outline
Knowledge and
Understanding
The student
understand how 5 or
less sections connect
to Physics Concept
The student
understand how 10
or less sections
connect to Physics
Concept
The student
understand how 15 or
less sections connect
to Physics Concept
The student
understand how 16 or
more sections connect
to Physics Concept
Communication
- use of
Conventions and
Vocabulary
- Organizing
information
Student used limited
conventions and
physics vocabulary to
explain their ideas
Student used some
conventions and
vocabulary to
communicated their
initial idea
Student used
conventions and
vocabulary to
communicated their
initial idea in an
organized manner
Student used
conventions and
vocabulary to
communicate their
initial idea in with an
effective organization
that flowed easily.
Thinking
- selecting
strategies
Selected a few
correct formulas
Selected a some
correct formulas
The student selected All correct formulas
correct formulas most were used
of the time
Performing and Recording
Student was able to
Create a Free Body
Diagram for both the
bad movie physics
and the real life
physics with a
number of mistakes.
Student was able to
Create some of the
Free Body Diagram
for both the bad
movie physics and
the real life physics
with some mistakes.
Student was able to
Create a Free Body
Diagram for both the
bad movie physics
and the real life
physics.
Student was able to
demonstrate a
knowledge of when
free body diagram s
were applicable and
was able to effectively
Create a Free Body
Diagram for both the
bad movie physics
and the real life
physics.
Knowledge and
Understanding
The student
understand how 5 or
less sections connect
to Physics Concept
The student
understand how 10
or less sections
connect to Physics
Concept
The student
understand how 15 or
less sections connect
to Physics Concept
The student
understand how 16 or
more sections connect
to Physics Concept
Communication
- use of
Conventions and
Vocabulary
- Organizing
information
Student used limited
conventions and
physics vocabulary to
explain their final
ideas
Student used some
conventions and
vocabulary to
communicated their
final idea
Student used
conventions and
vocabulary to
communicated their
final idea in an
organized manner
Student used
conventions and
vocabulary to
communicate their
final idea in with an
effective organization
that flowed easily.
Application
The student
demonstrated a
knowledge of part of
1 of the following:
-Motion involves
change in the position
of an object over time
OR
-Uniform Motion
OR
-Projectile Motion
The student
demonstrated a
thorough knowledge
of 1 (or part of 2) of
the following:
-Motion involves
change in the
position of an object
over time
OR
-Uniform Motion
OR
-Projectile Motion
The student
demonstrated a
thorough knowledge
of 2 (or part of 3)of
the following:
-Motion involves
change in the
position of an object
over time
AND/OR
-Uniform Motion
AND/OR
-Projectile Motion
The student
demonstrated a
thorough knowledge
of all of the
following:
-Motion involves
change in the position
of an object over time
AND
-Uniform Motion
AND
-Projectile Motion
The student
demonstrated a
knowledge of part of
1 of the following:
-Magnetic Fields
OR
-Conventional/
Electron Current
Flow
OR
The connection
between Magnetic
field and current
flow.
The student
demonstrated a
thorough knowledge
of 1 (or part of 2) of
the following:
-Magnetic Fields
OR
-Conventional/
Electron Current
Flow
OR
The connection
between Magnetic
field and current
flow.
The student
demonstrated a
thorough knowledge
of 2 (or part of 3) of
the following:
-Magnetic Fields
AND/OR
-Conventional/
Electron Current
Flow
AND/OR
The connection
between Magnetic
field and current
flow.
The student
demonstrated a
thorough knowledge
of all of the
following:
-Magnetic Fields
AND
-Conventional/
Electron Current Flow
AND
The connection
between Magnetic
field and current flow.
Application
- transferring
knowledge and
skill
Free Body
Diagrams
Analysis and Interpreting
Analysis
and
Discussion
Questions
- Making
connections
between science,
technology and
society or the
environment
Thinking
- use of critical
thinking to
analyze and
evaluate
The student
demonstrated a
knowledge of part of
1 of the following:
-Newton’s 1st Law
OR
-Newton’s 2nd Law
OR
-Newton’s 3rd Law
The student
demonstrated a
thorough knowledge
of 1 (or part of 2) of
the following:
-Newton’s 1st Law
OR
-Newton’s 2nd Law
OR
-Newton’s 3rd Law
The student
demonstrated a
thorough knowledge
of 2 (or part of 3) of
the following:
-Newton’s 1st Law
AND/OR
-Newton’s 2nd Law
AND/OR
-Newton’s 3rd Law
The student
demonstrated a
thorough knowledge
of all of the
following:
-Newton’s 1st Law
AND
-Newton’s 2nd Law
AND
-Newton’s 3rd Law
The student
demonstrated a
thorough knowledge
of part of 1 specific
wave characteristics
The student
demonstrated a
thorough knowledge
of 1 (or part of 2)
specific wave
characteristics
The student
demonstrated a
thorough knowledge
of 2 (or part of 3)
specific wave
characteristics
The student
demonstrated a
thorough knowledge
of 3 specific wave
characteristics
The student
demonstrated a
limited knowledge of
how this physics
concept can be
extrapolated to
technology that can
be applied in the
world and its impact
or society or the
environment
The student
demonstrated some
knowledge of how
this physics concept
can be extrapolated
to technology that
can be applied in the
world and its impact
or society or the
environment
The student
demonstrated a
knowledge of how
this physics concept
can be extrapolated
to technology that
can be applied in the
world and its impact
or society or the
environment
The student
demonstrated a
thorough knowledge
of how this physics
concept can be
extrapolated to
technology that can be
applied in the world
and its impact or
society or the
environment
The Student
demonstrates their
limited understanding
of the physics
principles to
reevaluate and make
improvements to a
movie scene. Applies
this understanding a
brief investigation.
The Student
demonstrates some
understanding of the
physics principles to
reevaluate and make
improvements to a
movie scene.
Applies this
understanding in
conducting an
investigation.
The Student
demonstrates their
understanding of the
physics principles to
reevaluate and make
improvements to a
movie scene. Applies
this understanding in
conducting an
excellent, meaningful
investigation.
The Student
demonstrates their
understanding of the
physics principles and
mathematical analysis
to reevaluate and
make improvements
to a movie scene.
Applies this
understanding in
conducting an
excellent, meaningful
investigation.