Marie Curie Math & Science Center
Curriculum Design - Commencement/Intermediate
Title: Physics Research Project

Dr. Lee

Commencement Content Standard from MST Learning Standards:
Students will meet portions of MST standards 2 (Information Systems-- students will access, generate, process, and transfer information using appropriate technology), 4 (Science -- students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science), 5 (Technology-- students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs), and 7 (Interdisciplinary Problem Solving--students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions).

Benchmark Standards: Commencement Level
Content Standard:

2. Information Systems - 1. Information Technology is used to retrieve, process and communicate information and as a tools to enhance learning.
4. Science -. 5. Energy and matter interact through forces that result in changes in motion.

5. Technology - 5. Technology has been the driving force in the evolution of society from an agricultural to an industrial to an information base.

7. Interdisciplinary Problem Solving - 2. Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information; generating and analyzing ideas; realizing ideas; making connections among the common themes of mathematics, science, and technology; and presenting results.

Performance Standard:
2. Information Systems - Students access, select, collate and analyze information obtained from a wide range of sources...

4. Science - observe, describe and compare effects of forces on the motion of objects.

5. Technology - students explain how technological inventions and innovations have caused global growth and interdependence, stimulated economic competitiveness, created new jobs and made other jobs obsolete.

7. Interdisciplinary - students participate in an extended, culminating mathematics, science and technology project. The project would require students to work effectively, gather and process information, generate and analyze ideas, observe common themes realize ideas

Grade: 11/12

Content Outcome: Students will understand that engineering is the application of physics principles to everyday life and gain an appreciation for some of the great engineering accomplishments of man- (and women-)-kind. Students will understand the relationship between science and engineering by investigating a variety of engineering applications during the course of the year and presenting their research in a variety of formats. In "the Engineering and Design of Packaging", students will research the effects of packaging on everyday life and will present in the form of a research paper. In the remaining three research projects, students who achieve a 90 or better on the first research project may present in the form of a video, computer presentation or teach an elementary school science lesson on the topic.

Outcome Measures: Students will produce papers, videos, computer presentations and elementary science lessons on engineering principles which will clearly demonstrate those principles to their intended audiences. The attached form which is used by the SED to evaluate submissions to the Curriculum Guides provides further information. The attached rubrics will be used for evaluating papers, videos or computer presentations, and teaching efforts.

Physics: Civil/Mechanical Engineering Research Project

The World's Infrastructure

I. General: America's (indeed, the world's) Infrastructure is deteriorating. The Brooklyn Bridge is over 100 years old; recently a 150 year old water main in Brooklyn burst during a cold spell; earthquakes in southern California have demolished roadways, bridges, dams and aqueducts. The job of the civil engineer is to design, construct, maintain and repair the major constructions which permeate our lives and which we take for granted. The Mechanical Engineer makes the infrastructure able to function--(s)he designs the heating and cooling plants, the ventilation systems and the machinery that allows structures to function. This assignment has two major components; first, designing and constructing a bridge, and second, reporting on what research says about major civil/mechanical engineering challenges. The paper will be an in-depth probe into an area of physics which is designed to permit you the opportunity to explore a topic critical to your future role of "educated citizen', to examine career opportunities, and to increase your skills in research and reporting.

 II. Bridge Construction:

All Nyack Physics students will have an opportunity to be involved in the construction of wooden bridges as will be described in a separate hand-out. The date for testing of these structures will be December 19th or 20th, 1996. You will receive a grade on this construction as will be described in that hand-out.

 III. Research Paper/Video/Multimedia presentation/Teaching Activity

Those who have not achieved a grade of 90 or better on the previous paper must write a paper. Others may choose instead to make a presentation accompanied by an annotated bibliography, on some aspect of civil engineering. These presentations may be in the form of a 20 minute video, a computer presentation or in the form of a lesson on your topic taught to a group of elementary school children. No matter what form your presentation takes, the first stage is the same for everyone--you must engage in library/on-line/first-person research and you must document that research. You are expected to consult as many authoritative sources available in Rockland County as you can and include appropriate references in your paper/bibliography. Word Processing is expected as it will make editing and revision easier for you. School word processors are available, and the Vinci Center may be available for those who wish to try video/slide/computer presentations.

A. Form -- If you are preparing a paper, the bibliography should be in the format shown in the Research Guide as should all citations. However, if you choose to present in one of the other formats, you must submit an annotated bibliography, i.e., each entry must be accompanied by a one or two paragraph (note--this is longer than the annotations shown in the Research Guide) synopsis of each source including interviews. Your final presentation must demonstrate that you have gone beyond the scope of the textbook in your understanding of physics applications and beyond mere encyclopedia entries. You must demonstrate that you have mastered library research skills and that you can integrate the various sources into a single coherent paper/presentation. The due date for papers and annotated bibliographies is December 16, 1996 with presentations to be given that same week. Teaching at Elementary Schools will begin on Friday, December 13th with a visit and continue on December 17 and 18. You must arrange your own transportation. Videos should include graphics and appropriate music. Be sure to see Ms. Buckley in the TV studio now to arrange editing time during the weeks of December 2nd and 9th. Keep reading for other important dates.

B. Length/Resource requirements -- Your paper/presentation must demonstrate that you have examined appropriate reasonably available sources in Rockland County and your paper/presentation must be a non-superficial exploration of the topic. A guideline might be that your bibliography should include an encyclopedia (limit is 1), newspaper articles, periodicals (both popular and trade-specific periodicals aimed at engineers and architects), and interviews with college professors and professionals in the fields of architecture, civil engineering and construction as well as information from books. The type of source depends on which aspect of bridge/tunnel construction you choose to explore. - Twelve to Fifteen or more resources are expected and a paper length of 13 to 15 pages would be a reasonable effort as would an oral or video presentation of twenty minutes to 1/2 hour. Teaching will take place over a three-day period including as will be described in class. The paper or annotated bibliography should be word processed, double-spaced, with one-inch margins and a 10 character per inch font should be used. You are encouraged to use a college-level library for your research. Choose a four year school which has an engineering or architecture program. The names and phone numbers of schools within a 50-mile radius which have engineering programs (along with a scholarship listing), is available through our guidance staff.

C. Subtopics and Aspects
Our infrastructure consists of every major construction in the world. It includes bridges, tunnels, roadways,

dams, irrigation systems, aqueducts, causeways (a combination of bridge and road) sewer systems, canals, and every other major construct. Many of these elements are hidden from everyday view, such as the train tunnel system comprising Grand Central Station or the water tunnels supplying water to New York City. Others are all too visible, such as the deteriorating roadways, bridges and tunnels of New York City (been on the FDR drive lately?-- there are pot holes that swallow cars!) You might narrow your topic to just one type of construct.

The aspects you might investigate include design, construction, maintenance and repair/reconstruction /replacement (for example, California's earthquake damaged bridges will have to be replaced in such a manner as to allow traffic to flow with minimum disruption). Again, you may find that a single aspect will provide ample material for your research, or you may wish to discuss all aspects.

As you are aware, you need to spend the first week or so of research time, deciding on the scope of your topic. Some suggestions are on the next page. You will have till November 15th to declare your sub-topic and to submit a working bibliography. For paper writers, a first draft is due by November 25th, For Videos and other presentations, an outline (2-3 pages) is due on November 25th, for students who will teach, a first-draft lesson plan is due on November 25th--these students must also attend two college classes on the teaching of elementary science at STAC during weekday afternoons the week of December 2nd, you must provide your own transportation.

 D. Some Cautions:
At this point, you have written a mini- and a midi-research paper and made a few mistakes--learn from them.

Remember that this is a Physics class; while I don't mind a certain amount of sociology/psychology/economics, etc. in a paper, your primary objective is to prepare a presentation of what is known about the physics of your topic. I do not expect mathematics beyond algebra and trigonometry-don't mindlessly copy calculus formulas and be sure that you understand both the math and the terminology you include. I expect proper citations. If your English teacher has not yet supplied you with the English Department research guide, ask for it. If your teacher does not have it, @ the Chairperson, Mr. Woodhouse. No report will merit a passing grade without a citation for every bit of information which is not your own or which is not general information. Similarly, a proper bibliography is essential to passing. More about this later.

E. Suggested Topics -- These are pre-approved and may be modified in scope:

I .Early Bridges and Tunnels; a History of Construction
2. Famous Bridges and Tunnels and their Construction

3 .Famous Bridge and Tunnel Disasters

4. Structure, Form and Function in Bridge and Tunnel Design

5.Modem materials used in Bridge and Tunnel Construction

6. The Future of Our Infrastructure; Replacement of Bridges and Tunnels

7. Adaptation of Bridges and Tunnels; The George Washington Bridge Story

8 .The Development of the Chunnel

9. Bridges, Tunnels and High-Speed Transportation

10. The Sewers of New York

11. The Brooklyn Bridge

12. New York's Water Tunnels: Will No. 3 Make It In Time To Avoid Disaster?

13. Potholes: Causes, Prevention and Cures

14. Building Roadways

15. Earthquake-proofing Bridges

16. Rebuilding Southern California After the Quake of '94

17. A4ueducts From Ancient to Modem Times.

18. Dam, Dam, Dam--All Silted In and Nowhere to Go.

19. Watering Southern California--a Sip (gulp?) of the Colorado River.

20. Design and Function: Can Our Infrastructure Have Beauty?

21. The Bridges and Tunnels of the Hudson River: Past, Present and Future

22. HV/AC - How do they Heat the World Trade Center?

23. Water Pressure and tall buildings

24. Ventilation systems in tunnels

25. Doing the Locomotion - How Subways work

26. Locomotion 101--How Amtrak Functions

27. Propulsion systems for military and peace-time shipping

28. Military weapons design

29. Building a better airport

30. Other topics suggested by you and approved by your teacher

As always, your teacher reserves the right to modify requirements as we all learn more about the topic and the limitations of resources.

Grading Rubric for Research Projects
Physics RL Variance

Traditional Research paper:
A. Physics Content (75% of grade):

1. An Excellent paper (Grade 90 - 1 00):

a. Is on the main topic and an approved sub-topic

b. Is predominantly (over 80%) devoted to discussion of the engineering physics principals related to the topic.

c. explains the "how" of the topic rather than the "why"

d. evidences exhaustive library, on-line and first-person research

2. A Good Paper (Grade 80 - 89)
a. same

b. may deviate moderately from engineering principals (60 - 800/0) and spend more space on non-physics discussion.

c. Concentrates on "how" but devotes more than minimum space to "why"

d. evidences significant library, on-line and first-person research

3. A Fair Paper (Grade 65 - 79)
a. same

b: deviates significantly from engineering principles (less than 60% but more than 50%)

c. Devotes a significant amount of space to discussion unrelated to the "how" of the topic.

d. evidences reasonable library, on-line and first-person research

4. A Failing Paper (Grade below 65)
a. may not be an approved topic

b. devotes little space to engineering physics principals

c. spends little space on the "how" of whatever topic is chosen.

d. lacks evidence of minimal library, on-line or first person research. This may mean that a paper is dependent on a single source or is merely a regurgitation of encyclopedic (including CD ROM) sources.

B. Clarity and Mechanics (25% of grade)
1 An Excellent Paper:

a. is very readable and interesting

b. follows a logical plan of organization

c. maximizes effective use of pictures, diagrams and other visuals

d. has no noticeable grammatical, stylistic or spelling errors

e. follows the format of the English Department's Research Guide and Writing Guide (MLA format).

f. is word processed and follows length requirements

2. A Good Paper:
a. is readable and interesting

b. follows a reasonable plan of organization, not a seriatim summary of resources

c. makes good use of visuals

d. has minimal mechanical errors

e. follows the format of the English Department guides

f. is word processed and follows length requirements

3. A Fair Paper:
a. Is readable

b. may evidence a seriatim summarizing of resources consulted rather than an integrated text following an organized principal, but which is still a clear presentation of information.

c. makes fair use of visuals

d. has noticeable mechanical errors but these are not so substantial as to detract from readability.

e. for the most part, follows the format of the English Department guides.

f. may be typed or hand-written, but is legible and follows the length requirements

4. A Failing Paper:
a. lacks readability

b. has no clear principal or organization or is clearly seriatim

c. uses little or no visuals

d. mechanical errors detract significantly from readability

e. fails to follow the English Department's guides

f. is illegible and/or fails to follow length requirements


Videos or Computer Presentations

A. An Excellent Video or Presentation (Grade of 90 - 1 00)

1 . presents an engineering physics pre-approved topic
2. covers the physics principals involved and concentrates on the "how' of the topic rather than the 'why."

3. shows clear evidence of exhaustive research of the topic

4. is accompanied by an appropriate annotated bibliography

5. is accompanied by a story board and outline which has served as an excellent guide to video or presentation sequences

6. presents the topic in an engaging, enjoyable manner

7. meets the length requirements set forth for the project

8. shows high quality editing and includes music, graphics and a mix of still and moving pictures.

9. (For computer presentations) is so easy to use it almost runs itself


B. A Good Video or Presentation (Grade of 80 - 89)
1 . same

2. same, but may add extraneous material which does not help the viewer understand the "how" of the topic.

3. shows clear evidence of extensive research on the topic

4. same

5. is accompanied by a story board and outline which has served as an reasonable guide to video or presentation sequences

6. presents the topic in a reasonably engaging manner

7. same

8. shows reasonable editing efforts and includes music, graphics and a mix of still and moving pictures.

9. (For computer presentations) is reasonably easy to run.

C. A Fair Video or Presentation (Grade of 65 - 79)
1 . same

2. may cover extraneous topics which somewhat detract from the presentation on "how" the process or construction works.

3. shows evidence of some research appropriate to the topic

4. same, but bibliography may be too short to cover the length or breadth of the topic chosen

5. story board or outline may cover only highlights of the final presentation and serves only as a general guide.

6. presents the topic adequately

7. same

8. shows an effort at editing and an attempt to add music, graphics and a mix of visual effects.

9. (For computer presentations) runs with some difficulty.

D. A Failing Video or Presentation. (Grade lower than 65)
1 . may stray from an approved topic

2. extraneous material detracts from a presentation of "how" the process or construction works.

3. research is minimal or nonexistent

4. bibliography lacks annotation, is inadequate or missing

5. story board and outline are seriously deficient or missing

6. fails to cover the chosen topic and misses major points

7. fails to meet length requirements

8. shows little or no editing

9. (For computer presentations) runs with a great deal of difficulty or fails to run at all.

Teaching an Elementary School Lesson

A. An Excellent Lesson (Grade of 90 - 1 00)
1 . is on an approved topic in engineering physics

2. evidences significant research of the topic and teaching methodology and includes an annotated bibliography

3. is accompanied by a pre-approved lesson plan which:

a. shows an clear objectives

b. is appropriate for the grade level of students involved

c. is appropriate for the subject to be presented

d. includes hands-on learning activities which will allow students tolearn by "doing." as the major activity.

e. includes an appropriate evaluation of the success of the lesson

4. follows the lesson plan presented or deviates in such a way as to take appropriate advantage of a science learning activity.

5. involves and engages every student in the class

6. is agreed to be excellent by the grade-level classroom teacher in whose class the lesson is carried out.

B. A Good Lesson (Grade of 80 - 89)
1 . same

2. same

3. is accompanied by a lesson plan which meets most of the above criteria, but may lack sufficient detail to qualify as excellent.

4. follows the lesson plan

5. involves and engages a majority of students

6. is agreed to be a good lesson by all, even if not excellent.

C. A Fair Lesson (Grade of 65 - 79)
1 . same

2. same, but research may not have hit upon all important resources.

3. the lesson plan is adequate but not detailed.

4. same

5. reasonably involves many of the students

6. is agreed to be adequate by the elementary teacher.

D. A Failing Lesson (Grade lower than 65)
1 may not be on an approved topic or significantly strays from a topic focused on physics and engineering

2. inadequate of missing evidence of research

3. Inadequate lesson plan which student fails to remedy

4. student fails to follow plan or evidences a serious misunderstanding of the topic.

5. "turns off' elementary students, or concentrates on one or two to the detriment of others.

6. Is agreed to be an inadequate lesson by the elementary classroom teacher.

Research Projects

First Draft Problem Sheet

Note: A check below indicates a deficiency. An X indicates a serious deficiency which could result in a failing grade on the final copy if not corrected. If an item is left blank, it means you did satisfactory work in that category (it does not mean that you have done excellent work, merely that it meets minimal requirements).

I. General Requirements
Topic approved

Turned in on time at start of class period (or number of days late Proper length to cover subject ( paper is the number of pages assigned)

Too short to adequately cover topic

Too short - additional text needed to compensate for diagram/picture/chart use Too short - margins, line spacing or font size improper

Too long - material should be condensed or sub-topic developed instead Form - Cover page attached

Form - Paper has an introduction, body and conclusion (not necessarily labeled) Form - Paper has a list of works cited (Bibliography)

List of Works Cited contains appropriate number of resources (one per page of text)

List of Works Cited contains no more than one encyclopedic source

( For Non-historical topics )List of Works Cited contains mostly periodicals List of Works Cited has sufficient information for independent verification List of Works Cited follows English Department Research Guide format Form - The entire paper follows the English Department Research Guide

H. Content and Verification of Accuracy (Citations)
The paper is physics oriented (discusses the "how" more than the "why" of the topic

Topic is clearly presented and well integrated (not a seriatim presentation)

Sequence of presentation is appropriate for topic

Illustrations, diagrams, tables, charts & graphs are used appropriately

Citations appear wherever material is quoted

Citations appear wherever material is paraphrased or summarized

Citations appear for all diagrams, graphs, charts, etc.

For summaries, there is at least one citation per paragraph

The paper avoids frequent long quotes

Quotes, paraphrases and summaries are on the topic, and appropriately prove a point

Student writing clearly links quotes, paraphrases and summaries together logically

Citations match entries in the List of Works Cited on at least a one-for-one basis

The paper has a valid conclusion (it makes a point).

The paper adequately summarizes the field chosen by the student

III. Mechanics: While spelling punctuation and grammar do not count in the first draft a check here means that there are noticeable problems. An X indicates serious problems.

Pringle's Lab The Engineering and Design of Packaging


Physics RL

Dr. D.R. Lee 11


1. Introduction: Engineering is the application of scientific principles to life's problems, i.e., engineering is applied physics. You will engage is several engineering projects this year and this is the first.

Packaging pervades our lives. How does one decide the best way to ship a product and make it arrive at its delivery point in the same shape it left the sender.? How does one do this economically and with an awareness of environmental impact? And how does one develop packaging that will also be a selling tool for the product? This is the realm of both engineering and design. In this project, you will engage in library research on the techniques of package engineering and apply what you learn to a real-Fife situation.

 II. The Research Paper

A. Essentials: Five to seven pages in length (word processed, double spaced, one-inch margins all around, standard 10 c.p.i. fonts, if diagrams are used, length must be extended to yield
five to seven pages of text. Cover sheet, outline and list of works cited (bibliography) do not count as part of the length requirement. The paper must follow the formats of the English Department Writing Guide and Research Paper Guide (You should have one. If not, see your English Teacher or Mr. Antoneft in the English Office).

B. Resources: Your paper must contain information from five to seven different resources. For most papers, this means that information should come from up-to-date so sources such as periodicals (magazines and newspapers), the Internet, and first-person interviews with experts in the field (if you're not sure how to find these sources, see me, the librarians or your English teacher) Rarely will books be helpful, unless you are gathering background information for a historical perspective. Do not use more than one Encyclopedia (either hard-copy or CD-ROM). These are tertiary resources and generally contain information which may be out-of-date on the day ft is published. If you have written few research papers come to my 9th period sessions on research.

C. Diagrams, tables, graphs and pictures (photocopies or scanned): Most students do not think to use visual materials in research reports. Please do, but use them appropriately. This means that the diagram or picture should relate to the text. A caption is helpful. Be sure that you properly cite the source of the visual.

D. Citations, Citations, Citations!: The hallmark of good science is verification. in research writing, this means that you can "back up" what you say with a citation which will allow your reader to find the original source and check both the accuracy of your quote, paraphrase or summary, and your interpretation of same. You must follow the MLA format used in the English Department Research Guide. Failure cite adequately, means failure!

E. Where to go: Our library is constantly improving, but ft lacks the resources to provide you with all of the resources you'll need. Start there, but you are expected to utilize the vast amount of information available in our area. You want to go to college? Start by going to local college libraries (RCC, Ramapo, Nyack, Dominican, etc.). Get a group together or go by yourself. Bring some ID and a roll of quarters, dimes and nickels to feed the photocopy machines. Ask the librarians for help. Ask me.

F. Sub-topics. The Engineering and Design of Packaging, is pretty broad. Try one of these sub-topics, or one of your own - after I approve ft: "Boxes, Crates and Bottles - a history of packaging' 'The packaging of CD's' 'War and Packages--How do you parachute and 75 ton tank out of a plane anyway?" 'From Pony Express to FedEx; How Mail Gets from point A to point B" "Toxic Waste in a Can; How to keep our by-products from killing us' "The packaging of nuclear waste "Environmentally sound packaging and practices' 'Square Tomatoes-redesigning the product instead of the package' "Packaging Electronic Components or Why Can't I eat the package marked 'Do not eat?" "Packing Instruments for Space or Underwater Exploration: . . . . As you research, you will find other sub-topics that pop-up. See me if you find one that interests you.

G. Due Dates: Topic Choice and Working Resource List - 9/30; First draft- 10/7 Final Paper 10/1 5/96 -- I reserve the right to add additional requirements at any time.

 A Shocking Development!

A Mid-Sized Research Paper/Project on Electrical Power, Generation,

Transmission and Non-Electronic Applications of Electricity

Physics R. L. Dr. Duncan Rogers Lee//

1. Research Paper/Video/Multimedia presentation/Elementary Class Presentation
You are to research and write a paper or make a presentation accompanied by an annotated bibliography, on an Electricity -related topic. You are expected to consult as many authoritative sources available in Rockland County as you can and include appropriate references in your paper/bibliography. Word Processing is expected.

A. Form - You may either write a paper or if you have a grade of 90 or better on a previous paper, prepare a video/film or multimedia presentation-this may either be a slide-show with music or a computer "hyperstac" (if you own and can use computer products such as WordPerfect Presentations, Harvard Graphics or other "presentation' software, a computer slide-show would be great!) or you may prepare a lesson for an elementary school group. Regardless of form, you must submit a bibliography of works consulted and quoted. If you are preparing a paper, the bibliography should be in standard MLA format as should all citations (see your English teacher or textbook for requirements). However, if you choose to present in one of the other non-written formats, you must submit an annotated bibliography, i.e., each entry must be accompanied by a one or two paragraph synopsis of each source including interviews. Your final presentation must demonstrate that you have gone beyond the scope of the textbook in your understanding of physics applications and beyond mere encyclopedia entries. You must demonstrate that you have mastered library research skills and that you can integrate the various sources into a single coherent paper/presentation. If you are going to teach a lesson, you will develop a lesson plan. The due date for papers and annotated bibliographies (more information will be distributed later) is April 4th with presentations to be given starting April 1 St. If you'd like a chance to correct errors before doing the final copy, submit a first draft to me no later than March 25th So I can make comments and return it to you by April 1st for corrections.


B. Length/Resource requirements -- Five to seven pages and your paper/presentation must demonstrate that you have examined appropriate reasonably available sources in Rockland County and your paper/presentation must be a non-superficial exploration of the topic. A guideline might be that your bibliography should include an encyclopedia, newspaper articles, periodicals (both popular and trade-specific [periodicals aimed at engineers or other specialists], and interviews with college professor and professionals in related fields as well as information from books. The type of source depends on which aspect of Internal Energy you choose to explore. Seven or more resources are expected and the paper length of five to seven pages (excluding cover page, table of contents or outline, large diagrams and bibliography) would be a reasonable effort. The paper or annotated bibliography should be word processed, double-spaced, with one-inch margins and a IO character per inch font should be used. All quotations, paraphrases, diagrams, pictures, music and any other information not your own which is not general knowledge must be Properly cited. Improper/Incomplete/missing citations will result in failure of the paper/presentation. Extra credit will be available for students whose library research leads to a project entered in one of the many competitions available to science students. There may also be opportunities to "share" your experience with elementary school students if your presentation can be appropriately modified. More on these two options later.

C. Don't know where to begin-Not to Worry! You will receive ample guidance as to how to do library research, use WordPerfect, or your own word processor (bring the manual to me, please), how to write citations, how to locate an expert and interview that expert, and how to assemble a paper or annotated bibliography. But you must ask for help and not "go into hiding"

On the back of this page are some suggested topics. You may suggest one of your own, but I must approve.


 Potential Topics

D. Suggested Topics -- These need no further approval. Feel free to suggest your own, but remember, it must be approved by me. One simple method is to go to the library and look up articles in an encyclopedia or in the Reader's Guide (or b electronic CD ROM equivalent) to periodical literature. If there appear to be a lot of resources on a topic, it should be an easy topic to write about. See the librarian or me if you are stuck. Above all, don't go into hiding because you are convinced you can't do the assignment. Come see me and you'll get help (this doesn't mean I'll do your work, however).

1 . A Short History of Electric Power Generation in the United States

2. Methods and Problems of Electrical Power Transmission

3. The future of Hydroelectric Power.

4. Fossil fuel Electrical Power Generation

5. Nuclear Power, Past, Present and Future

6. MHD - Magneto Hydrodynamics - Power Generation without Generators

7. Natural Alternatives to Traditional Power Generation - Wind, Geothermal and Solar Power

8. Superconductivity and Electrical Power Transmission

9. The Dance of Shiva and Tokimec--Is there Fusion in Your Future?

10. Solar Electricity for Home Use

11. Motors - A History of the Development of the Electric Motor

12. MagnaLev and Bullet Trains

13. The Linear Induction Motor

14. Why 60 Cycle AC ? The Development of the U.S. Standard for Electric Power

15. Rail Guns and Military Applications of Electromagnetic Induction

16. Submarine Power Plants, Past, Present and Future

17. Meeting the Electrical Power Needs of the 21st Century

18. A Practical Electric Car--The Latest Developments

19. Electromagnetic Fields -- Dangerous or Innocuous?

20. Conservation of Electricity in the Home and in the Community

Fourth Quarter Projects

Physics RL Dr. Duncan R. Lee 11

Welcome back from vacation. I hope you are rested because we are into the most hectic portion of the school year. Kiss your boy/girlfriends and parents goodbye. You'll see them again right after exams are over in June.

 A reminder that the research projects count 20% of your regents exam grade and the engineering lab activities count another 20%. You must turn these in by June 2nd (except for the "Zinger" lab which isn't due until the second double period the week of June 90 (either June 1 (P or 1 1'h). This week will represent the last new material we will study this year--Modern Physics and Nuclear Physics. We have three major engineering labs yet to complete and our last research project. The engineering labs and their due dates are: 1) Physics Day at Great Adventure- May 2 nd ; 2) Tissue Paper Hot Air Balloons - May le (rain date, May 15 or 16 - whichever is a double period); and the Zinger (week of June 9).

 The last research project is due as follows:
A. Traditional Papers:

1. Working Bibliography and Outline - May 10

2. First Draft (only-if you have not previously gotten a 90 or better)

3. Final Copy: May 30th

B. Videos or Computer Presentations:

1. Working Bibliography & Outline of Script &/or Storyboard- May 12th

2. Script &/or Storyboard First Draft - May 16

3. Shooting & initial production - May 19 - 23

4. Editing - May 28-30 (Check with Cathy Buckley as to availability, you may have to adjust your shooting schedule and start earlier in order to get editing time in our studio. Start asking her yesterday!

B. Videotape or computer disk due - May 30thC. Teaching Elementary School Physics:
1 .Topic, Grade Level, School & Teacher choice - May

2. Bibliography -

3. First Draft Lesson Plan - May 16

4 .Potential College Visit - Afternoon of May 20, 21 or 22

5. Second Draft Lesson Plan - May 23

6. Class visit and review of plans with class & teacher May 30

7. Lesson & evaluation - June 2nd and if needed June 3

As you plan, be aware that you will have review assignments to prepare you for the regents exam. If you put things off, even for a day, you may find that you have destroyed your weekend. This is a time of year when you need to reduce the time you spend on part-time jobs and leisure time. Now for the particulars:

 Research Project Number 4 - Limited Free Choice Topics

For our final research project, you may choose from the following:

A. Physics of the Space Program
B. Internal Energy

C. Nuclear Energy

D. Modern Physics

E. Electronics

F. Robotics

G. Computers and the Future

H. Other topics approved by Dr. Lee (you may not use a topic we've already studied)

II. Physics Day at Great Adventure - see separate hand-out (groups of four)

IIII. Tissue Paper Hot Air Balloon Lab - see separate hand-out (groups of two)

IV. The "Zinger" The task is simple. A 1/4" thick airplane cable will be stretched diagonally across the classroom (about 30 feet) about two feet from the ceiling. The cable will slope upward about 3 - 5' Two feet in front of the starting point and 6 inches below the cable will be a toy figure (G. I. Joe or X-Men) with outstretched arms standing or sitting on a platform. You will be supplied with a1.5 volt motor (rental -- $3.00 - batteries not included)

Working with up to two other partners, your task will be to design and build a means of using the motor and whatever else you can supply to attach the motor and its power supply to the cable, pick up the toy figure and transport it to the other end of the cable as rapidly as possible. Extra credit will be given if you can drop the toy figure off on a platform one foot from the other end of the cable.

You may not touch the motor device once you've initially attached it to the cable and turned it on. You must attach the device to the cable without unfastening either end of the cable. Your device may not be attached or controlled from the ground. The device must be completely self contained and controlled.

We will have a brain-storming session in class to discuss the problem. Start looking for old toys which have mechanical parts which might be useable. Just think of all the spring garage sales you ban visit!!

 I'll give you a hand-out with grading details on or before May 28th.


St. Thomas Aquinas College, 125 Route 340, Sparkill NY 10976-1050