Students Apply Concepts Learned in Class to a Real World Environment
Each project was implemented to provide students opportunities to directly test physics concepts in a real world environment.
Egg-Drop Ships – This is a first semester project given to students after a discussion on kinematics and forces. Students are given a specific material list (e.g., Popsicle sticks, cotton balls, straws, rubber bands, etc.) in which to build a ship that must protect an egg as it is dropped from higher and higher heights. Students must use their knowledge of motion and force to build a sturdy structure that absorbs the force of impact.
Toothpick Bridges – This is a semester project given to students after a discussion on kinematics, forces, momentum, and energy. Students are allowed to use standard sized toothpicks and wood glue. Students are given the task of building a bridge no more than 50 grams in mass covering a gap of 25 cm. The goal is to build a bridge that can hold as much weight as possible. Students must investigate bridge designs and apply those to their bridge. Last semester (Fall 2014) one student built a bridge that held 100 pounds before breaking. Several other bridges exceeded 50 pounds in added weight.
Rube Goldberg Machines – A Rube Goldberg machine is a device(s) that completes a very simple task in a very complicated, multiple step method. This is a second semester project. Students use random, everyday materials to complete a task through many steps (at least 7). Rube Goldberg machines require the use of a heavy dose of critical thinking in order to connect each step successfully. Student tasks included filling a glass of water, turning on a light build, popping a balloon, starting an episode of Cosmos on Netflix, and juicing a grapefruit.
Journals – For each project students are required to record daily journals, detailing each and every step of the project. Journals include brainstorming ideas, sketches, pictures, failures/successes, etc.
Challenges or Obstacles:
- A major challenge in this best practice is finding adequate time for students to work on projects. AP Physics covers a wide range of material, all of which must be covered prior to the May AP exam.
- A lab session is used for students to present their projects. All other work is done by the students outside of the classroom.
- In addition, students do not have adequate lab space to work on projects inside the lab room. Students must work on their projects in their dorm rooms and transport to the lab room on presentation day.
- All physics lab equipment is shared between five physics instructors, so nothing can be lent to students to use on their projects. Students are required to obtain all necessary materials on their own.
Benefits and Successes:
- The inclusion of hands-on projects in AP Physics provides students with a different lab experience from normal. Instead of doing a standard lab, students get a different experience that is much more open ended.
- Students are given much leeway in their projects allowing them to use their creative and critical thinking skills.
- Projects also expose students to the introduction of errors and environmental effects that are not part of ‘perfect’ physics discussed in textbooks.
- End of course student evaluations are overwhelmingly positive regarding projects. Survey results (in addition to official student evaluations) reveal similar results. Students would much rather have exploratory hands-on projects than additional standard lab sessions.
Submitted by: Dain Kavars, Indiana Academy for Science, Mathematics, and Humanities