At the end of the project, all materials that did not originate in Room 309 will not remain in Room 309 Keep in mind not to damage or render useless anything you borrow from me. You may use whatever curricular materials I have available (sensors, lab equipment). Projects that display ingenuity in reusing, recycling, or repurposing materials will be held in higher regard than those that came with a hefty price tag. Use whatever resources are available we have no budget. (FOR GROUP PROJECTS) EVERYONE must contribute in a MEANINGFUL WAY to the final product, as evidenced by your daily participation AND in the “credits” portion of the presentation. YOU MUST ALSO MAKE SURE TO SAFEGUARD ANY PERSONAL OR SCHOOL PROPERTY FROM DAMAGE. Any scientific research you find, however, should be no older than ten years.) Some other form of writing (once you have approval from me) – fiction, perhaps? Keep in mind the following considerations: YOUR SAFETY IS PARAMOUNT ~ DO NOT ATTEMPT ANY PORTION OF ANY PROJECT THAT PUTS YOU OR THE MEMBERS OF YOUR TEAM IS ANY JEOPARDY. How do the fictionalized elements of Back to the Future coincide with or go against the most current research into time travel? (Remember, almost thirty years have passed since the making of the film. Analyze the methodology (equipment, power sources, etc.) that Doc Brown uses for time travel. Write a well-researched expository piece (4 – 6 pages, double-spaced, 11-12 point font, 1” margins, and proper APA citations) based on this prompt: Find scholarly research that supports or refutes the plausibility of time travel. Write a well-researched expository paper (4 – 6 pages, double-spaced, 11-12 point font, 1” margins, and proper APA citations) investigating a physics-based career, including such information as educational requirements, post-undergraduate job opportunities, starting salaries, opportunities for advancement, etc. In choosing this assignment, you can explore such questions as: What calculations were necessary to make this toy do what it was intended to do? (How do you know?) What adjustments can be made to the toy to make it perform “better”/”worse”? (How do you know?) INDIVIDUAL Any of the above options. Analyze the physics of a children’s toy – conceptual and mathematical. A simple demonstration of x = vt will not suffice. You MUST incorporate and explain the concepts and mathematical skills from the AP curriculum or beyond (rotational mechanics, E&M, calculus, optics, etc). You and your classmates have a number of options, any of which need to have approval from me BEFORE you begin: GROUP Create a novel apparatus to perform some function (simple or sophisticated) after carrying out careful planning and calculations that prove that your device will complete the task for which you built it. You will present this evidence on the day of the senior final exam, via some sort of multimedia production/demonstration (like the Coke-bottle YouTube video), a lasting record of which (video, paper, etc.) you will submit to me on the day of the presentation. AP Physics: End of Semester Project Your task is to produce clear and convincing evidence of the knowledge you gained during your time in Advanced Placement Physics.
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