Intro Science Project

The objective of this project is to investigate a physics phenomena through the use of scientific inquiry.

Worth 150 points

See below for due dates

• Students will collaborate in groups of 2-3 (group of four will be allowed for special circumstances)

• Students will choose a topic from a general list

• Students will write a research question with identified variables that include the independent, dependent, and controlled

• Students will write a detailed step by step procedure

• Students will make an appointment to collect data after school on at least two different days

• Students will analyze data through calculations and graphs

• Students will find at least three reference sources, take hand-written notes (not sentences) and summarize

• Students will use their data analysis and research to draw a valid conclusion to their research question

• Students will create either a poster or power point to present their findings

Topics

Additional topics may be added to the list. You are also encouraged to submit your own topic but it must be physics related.

• How do mass and angle of incline affect the acceleration of a cart down a hill?

• Is momentum conserved when carts of the same mass collide? What about different mass? What if they elastically bounce? What if they stick together?

• Is energy conserved when carts of the same mass collide? What about different mass? What if they elastically bounce? What if they stick together?

• Does the mechanical advantage affect the amount of work done by friction in a pulley? Does it also affect the amount of friction force?

• Is energy conserved in a pendulum? And if not, after how long? What is the power of friction? Does the power of friction depend on the length of the string?

• How do mass, starting point, and strength of a spring affect the amount of time for it to go back and forth (period)?

• How do mass, starting point, and length of string affect the time it takes a pendulum to go back and forth (period)?

• How does mass affect acceleration and terminal velocity when air resistance is NOT ignored?

• How does the amount of salt in water affect the specific heat?

• Is there a relationship between the density of a metal and its specific heat?

To sign up go to:

https://docs.google.com/spreadsheets/d/1FOpLFMQ2fsfVSL16Oc9lR-AcXMo7YW2ntIzzaGhgcyA/edit?usp=sharing

The Process and Deadlines

Weeks One and Two

Due Friday Feb 14th

• Students form groups of 2-3 and pick a topic from the above list. Topics are on a first come, first served basis and there can be no repeats within a class period.

• Students create a shared google doc that includes every member of the group as an editor including Dr. Wadness (mwadness@medford.k12.ma.us)

• Students write the research question on the google doc and identify independent, dependent, and controlled variables. It is possible for there to be more than one.

• Students pick a day* after school to, "experiment with the experiment." in order to develop a set of procedures.

• Students write a detailed list of step by step procedures that includes a material list on their google doc. Procedures must indicate an appropriate number of trials with an explanation for why, a sample data table waiting to be filled in (with appropriate units), and an explanation for what will be graphed with 3 possible graphs indicating direct, inverse, and no relationship.

Your group must sign up for a day to stay after school and experiment with your experiment. In the sign-up box include all names in your group. Without special permission there is a limit of two groups signed up per a day. Because I have to make sure equipment is available, sign-ups must occur by the end of second lunch that day. Walk-ins are not allowed.

To sign up go to:

https://docs.google.com/spreadsheets/d/1FOpLFMQ2fsfVSL16Oc9lR-AcXMo7YW2ntIzzaGhgcyA/edit?usp=sharing

Limited to two groups per day.

Week Three and Four

Due Friday March 6th

• After procedures are approved students pick a day* after school that I am available to collect and begin analysis of data.

Your group must sign up for a day to stay after school and experiment with your experiment. In the sign-up box include all names in your group. Without special permission there is a limit of two groups signed up per a day. Because I have to make sure equipment is available, sign-ups must occur by the end of second lunch that day. Walk-ins are not allowed.

To sign up go to:

https://docs.google.com/spreadsheets/d/1FOpLFMQ2fsfVSL16Oc9lR-AcXMo7YW2ntIzzaGhgcyA/edit?usp=sharing

Limited to two groups per day.

Week Five

Due Friday March 13th

• This part is NOT done as a group but as individuals. You will be creating what is known as an annotated bibliography.

• Each student finds at least three different reference sources, take hand-written notes (not sentences) and type two sentences for each source.

  • Sentence one describes one interesting thing that you read

  • Sentence two describes what this has to do with your project

  • Create a bibliography for your three sources.

• Individual students must then type one brief paragraph connecting your background research with your data.

• Students may stay after school* to collect additional data

*Available days that week are TBA

Week Six

Due Friday March 20th

• Students will use their data analysis and research to draw a valid conclusion to their research question

• Students will create either a poster or power point to present their findings

What should be in the poster/power point?

• Title of Project - Be Creative

• Group Members First and Last Names

• The Research Question

• The Variables (independent, dependent, and controlled)

• Materials and Procedures

  • Include a picture or sketch of the apparatus

• Data Tables with Appropriate Units

• Sample Calculations

• Graphs of Data

• Explanation of Results (known as Data Analysis)

  • Include Connections to your Week 5 Research

• Conclusions (Your answer to your research question)

• Error Analysis or Limitations of Findings

  • Why shouldn't we trust your data too much?

  • What's wrong the experimental design?

  • What could be done to improve the experiment or to get better results?

• Self-Evaluation of the Group

  • Did you work well as a group?

  • What did each member of the group do to contribute?

  • What made this project easier because you worked as a group?

  • What made this project harder because you worked as a group?

Difference between independent and dependent variables

Also all after school availability is subject to change due to unforeseen circumstances.

Grading Sheet: Point Distribution