Honors Physics Project – Write a Physics Problem – 50 pts.
Your assignment is to conceive, research, and write a good physics problem. The problem must have a solution and be related to topic(s) learned in your physics course here at Farragut High School. To receive full credit it must be submitted both in electronic form and in printed form and there must be included a handwritten solution showing an appropriate amount of work. The problem should have three related ÒpartsÓ, one of which may be a conceptual question. The following rubric will be used to grade the problem:
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Physics Content
30% |
It is a physics problem.
(25) |
It involves a topic or topics studied in FHS physics classes. (4) |
It involves topics from different units of study.
(1) |
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Numeric Content
5% |
Reasonably accurate numerical values are given, with appropriate significant digits. (2) |
Correct units are given with each numerical value.
(2) |
No contradictory or false information is given.
(1) |
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Logic
10% |
The stated problem is solvable with the given information.
(6) |
It is very clear what is being given and what is being asked.
(2) |
It is very clear what assumptions (if any) must be made to work the problem. (2) |
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Length
5% |
The problem has three separate and unique parts that are related to the same scenario, and which involve the use of different physics concepts and equations. There is a challenging part with an Òhonors levelÓ of difficulty. (5) |
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Language
10% |
The problem statement consists of complete sentences with no mistakes in grammar, spelling, punctuation, etc. (Deduct one for each mistake.) (10) |
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Format
10% |
Problem is typed and clearly legible and a printed copy is turned in. (7) |
The problem includes related and relevant graphic(s).
(2) |
Problem is submitted electronically in a form that can be opened on a typical computer. (1) |
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Creativity
10% |
Ho hum, Oh well, because it exists it must have been created. (7) |
There is something that make you go ÒHmmm . . .Ó (2) |
There is something that makes you THINK or go ÒWOW!Ó (1) |
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Solution
20% |
A handwritten solution, with adequate work showing method of solution is turned in. (8) |
Answers are correct and complete, with appropriate significant digits. (6) |
Correct and most appropriate units are given with each numerical value. (6) |
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Total:
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Multiply the percentage times 50. (Or divide the total by 2.) |
Score: (out of 50) |
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Some elaboration on the comments in the rubric (the rubric text is shown in italics):
Physics Content
It is a physics problem. – It could have
actually appeared on a homework assignment or test.
It involves a topic or topics studied in FHS physics classes. – See
the syllabus.
It involves topics from different units of study. – For example, you might have a projectile problem (the Vector Unit) that also requires use of NewtonÕs Laws (the Forces Unit).
Numeric Content
Reasonably accurate numerical values are given, with appropriate significant digits. – For example, if there is a car in the problem it is has a speed that is likely for a car, say 25 m/s, and not something ridiculous like 2000 m/s. On the other hand if you want the car in your problem to be going really fast do the research and then use and describe a car that can possibly go that fast.
Correct units are given with each numerical value.
No contradictory or false information is given. – For example, a problem should not state Ò. . . a box of mass 5 kg is lifted by a force of 1 N . . .Ó because a larger force would be required to lift it (on Earth anyway)! This also applies to the eventual solution – for example, when using the displacement equation it is possible to set up a problem for which there are only imaginary solutions for time (that would indicate the problem is ÒimpossibleÓ and not real).
Logic
The stated problem is solvable with the given information. – Make sure there is enough given to actually solve for the answer.
It is very clear what is being given and what is being asked. – Pay close attention to wording.
It is very clear what assumptions (if any) must be made to work the problem. – Some typical assumptions are no air resistance or ignore friction. Assumptions do not have to be explicitly stated if they are reasonably implied – for example you could say Òthe box slides along an icy slick surface . . .Ó instead of Òthe box slides along a frictionless surface . . .Ó
Creativity
Ho hum, Oh well, because it exists it must have been created. – This would be the bare minimum in terms of creativity – the problem is there but it is not interesting or unique.
There is something that make you go ÒHmmm . . .Ó – It somehow gets your interest, like with humor or an unusual situation or just a neat application.
There is something that makes you THINK or go ÒWOW!Ó – It is a creative masterpiece.
What to turn in: