Physics-related projects
| Grade Level | Applicable Standards | Module Summary | Year | Developer | Link |
|---|---|---|---|---|---|
| 10, 11, 12 | NGSS-HS-PS2-1 NGSS-SEP 3 NGSS-SEP 5 |
At the end of this module, students will be able to utilize python (COLAB) to solve 2D projectile problems and use their solutions to launch a straw rocket and hit the intended target. | 2022 |
Makenna Reeves Niles High School |
Preliminary 2022 just completed (pdf) |
| 10, 11, 12 | HS PS3-1 Energy | By the end of this module students will be able to: (1) Describe examples of physical oscillators in the real world; (2) Describe the properties of oscillating circuits [RLC or LC]); (3) Explain how to assemble complex circuits and have experience soldering circuit kits | 2021 |
Makenna Reeves Niles High School |
Zip Archive (link) |
| 11, 12 | Indiana Department of Education Physics II standards 3 & 4 | In 2018 we are reaching a point where Moore’s Law has come to a stop because of increasing demands for smaller and faster computing hardware. Starting from the basics of how information is stored and processed, up to some high demand computing applications being used today. We will focus on energy use, speed, and time and look at different ways we can manipulate these things through hardware and software manipulations to make a computer that can handle the increased data processing tasks that are dealt with every day. | 2018 |
Jonathan Lockwood Penn High School |
Zip Archive (link) |
| 11, 12 | Indiana: PI.6.1, PI.6.2, PI.6.3, PI6.4, PI.6.5, PI.7.2, PI.7.3, PI.7.4, PI.7.6, PI.7.7 | This module will introduce some simple simulations of simple harmonic motion using MATLAB and Simulink. These simulations will be used to classify types of oscillators and understand the governing parameters of an oscillating system. The module will then move focus to a more realistic look at how oscillators would function in a circuit. From this study of RLC circuits oscillating we will be able to expand upon it to be able to determine if and how the oscillators in a circuit may be influencing each other. We will find that the circuits are inductively coupled to each other through electromagnetic induction. We will then classify and record some input and output data for the circuits and be able to decode a simple unknown set of data. | 2017 |
Jonathan Lockwood Penn High School |
Zip Archive (link) |
| 11, 12 | ITEEA: The Designed World | This module introduces students to integrals as the area under a curve. In addition, they will get to see two current methods of measuring the energy use of computer programs. Through examples of these two methods, students will then calculate the total energy used by a program. Comparisons to batteries in cell phones will be used and students will make a connection between why the high use of phones drains the battery so quickly. Then, students will answer application problems related to the topic. | 2017 |
Clinton Jepkema Niles High School |
Zip Archive (link) |
| 11, 12 | NGSS: HS-PS 2-5, HS-PS3-1, HS-PS3-1, HS-PS3-5, HS-ESS3-1, HS-ESS3-4, HS-ETS1-1 | With the progression of Moore’s law, CPU’s are using more and more power. This is creating an excess of heat and provides many logistical problems due to their huge amount of energy demand on a global scale. In this module students will learn about electrical current and power. It will culminate with them taking actual measurements of the current being used in a CPU under various conditions. Finally, they will summarize their findings and make recommendations in a presentation. | 2017 |
Timothy Knoester Niles High School |
Zip Archive (link) |
| 11, 12 | ITEAA: 1,2,3,8,9,10,11,12,16; Michigan - Science: HS-PS2-6; HS-PS3-1; HS-PS3-3; HS-PS3-4; HS-ESS3-2; HS-ESS3-4; HS-ETS1-1; HS-ETS1-2; HS-ETS1-3; HS-ETS1-4; Michigan - Math: NQ.1; NQ.2; NQ.3; A.SSE.3; A.CED.1; A.CED.2; A.CED.3; A.CED.4; A.REI.1; A.REI.2; A.REI.3; A.REI.4; A.REI.10; A.REI.11; A.REI.12; F.IF.1; F.IF.2; F.IF.4; F.IF.5; F.IF.6; F.IF.7; F.IF.8; F.LE.1; F.LE.4; S.ID.1; G.MG.1; G.MG.3; | This unit is designed to have a wide range of applicability and can be used in PreCalculus, Algebra 2, and Physics primarily, but could easily be adapted to fit in Geometry or other lower level math courses. It looks at the issues faced by companies as they try to continue scaling of traditional transistors and uses hands on demonstrations to show the main roadblocks these companies are facing. | 2016 |
Clinton Jepkema Niles High School |
Zip Archive (link-01) (link-02) (link-03) (link-04)
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| 11, 12 | ITEAA: 1,2,3,8,9,10,11,12,16; Michigan - Science: HS-PS2-6; HS-PS3-1; HS-PS3-3; HS-PS3-4; HS-ESS3-2; HS-ESS3-4; HS-ETS1-1; HS-ETS1-2; HS-ETS1-3; HS-ETS1-4; Michigan - Math: NQ.1; NQ.2; NQ.3; A.SSE.3; A.CED.1; A.CED.2; A.CED.3; A.CED.4; A.REI.1; A.REI.2; A.REI.3; A.REI.4; A.REI.10; A.REI.11; A.REI.12; F.IF.1; F.IF.2; F.IF.4; F.IF.5; F.IF.6; F.IF.7; F.IF.8; F.LE.1; F.LE.4; S.ID.1; G.MG.1; G.MG.3; | This unit is designed to have a wide range of applicability and can be used in PreCalculus, Algebra 2, and Physics primarily, but could easily be adapted to fit in Geometry or other lower level math courses. It looks at the issues faced by companies as they try to continue scaling of traditional transistors and uses hands on demonstrations to show the main roadblocks these companies are facing. | 2016 |
Timothy Knoester Niles High School |
Zip Archive (link-01) (link-02) (link-03) (link-04) |
| 9, 10, 11, 12 | AP Physics 1: 3.B.3.1, 3.B.3.2, 3.B.3.3, 5.B.2.1; 1.B.1.1, 5.A.2.1 | What are the challenges facing the computing industry and what are some potential solutions? This question has several inroads to the AP Physics 1 course as its scope includes energy, power, DC circuits and oscillations | 2017 |
Lauren Coil Culver Academies |
Zip Archive (link) |
| Forthcoming | PI.4.1, PI.4.2, PI.4.3, 3-5.DI.4, 3-5.DI.5, 6-8-DI.1 | At the end of this unit, students will be able to complete basic VPython programs and adjust the physics parameters as new variables are introduced. This should give them a visual context of the effect of changes that are normally not seen, such as the effect of air resistance on a projectile. | 2021 |
Jeff Kindelan John Adams High School |
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| Forthcoming | This module is being taught to advanced physics students (AP Physics C: Electricity & Magnetism) They should already have a baseline understanding of Mechanics from a previous year of physics, so standards will mostly include material from AP’s Unit 3: Electric Circuits which are: 3.1 Electric Circuits: Current and Resistance; 3.2 Electric Circuits: Current, Resistance, and Power; 3.3 Electric Circuits: Steady-State Direct-Current Circuits with Batteries and Resistors Only; 3.4 Electric Circuits: Capacitors in Circuits | At the end of this module, students will be able to analyze how different sensors chosen for a mock Mars rover detect different physical phenomena and why they are used. | 2021 |
Brian May Penn High School |
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| Forthcoming | Forthcoming | Forthcoming | 2019 |
Brian May Penn High School |
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| Forthcoming | Indiana: SEPS.2; 11-12.LST.1.1; 11-12.LST.2.1; 11-12.LST.2.2; 11-12.LST.3.1; 11-12.LST.7.1; C.1.2 | The module will teach students about semiconductors and how they make up the guts of computers and many other devices. Students will gain a conceptual grasp of electronics in general. This would be an excellent introduction to circuits or computer science. | 2019 |
Rebecca Humbarger Riley High School |
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| Forthcoming | Forthcoming | Forthcoming | 2019 |
Jon Lockwood Penn High School |