Physics

SNC2P Unit 3 -The Physics of Motion - Project

New Skill: Organizing and Communicating Scientific Results

SNC2P_Unit_3_Physics_Graphing_Project.wpd

See pp. 599 – 605 of SCIENCEPOWER 10

The use of scientific knowledge allows a greater understanding. This is especially true, for example, during driver training. How far this a car travel at 80 kph while you are moving your foot from the gas pedal to the brake pedal? What is the safe distance to be from the car in front at 100 kph? A driver who can use scientific knowledge to calculate these distances and understanding answers is far more likely to understand how to safely drive a vehicle. As individuals or as pairs, your challenge is to create a supplement to a standard driver training manual that will help student drivers to pass the written and driven parts of the drivers test and to become safe drivers.

Your manual supplement should:

1. help student drivers understand the ideas presented in a driver training manual by explaining the science behind these ideas;

2. show the calculations of the distances, times, and speeds that are presented in the training manual;

3. include some graphs to represent the ideas presented;

4. suggest some experiments that a driver could do to determine safe limits for driving his or her vehicle.

Use an Internet search engine like www.google.com to research for your unit project. Some sites are listed to help you get started.

http://sense.bc.ca/index.html

http://www.ontruck.org/news/news/1996_97/speedota.htm

http://www.ncpa.org/pd/regulat/pd052599d.html

http://www.tfhrc.gov/safety/speed/speed.htm

Marking Rubric

Component	Level 1 (52-58%)	Level 2 (62-68%)	Level 3 (72-78%)	Level 4 (84-100%)
Knowledge/ Understanding -knowledge and relevance of topic -explanation of major concepts	-limited knowledge and relevance of topic -missing or incorrect explanation of major concept(s)	-some knowledge and relevance of topic -lacking some explanation of major concept(s)	-good knowledge and relevance of topic -good explanation of major concepts	-excellent knowledge and relevance of topic -in depth explanation of major concepts
Thinking/Inquiry -evidence of research	-poor research	-some research	-good research	-excellent research
Communication -spelling, grammar, sentence structure, thought flow, aesthetics	-limited writing skills -presentation fails to meet class expectations	-some writing skills -presentation approaches class expectations	-good writing skills -presentation meets class expectations	-excellent writing skills -presentation exceeds class expectations
Application/Making Connections -conclusions and discussion	-limited conclusion and ability to explain results	-adequate conclusion -some difficulty in explaining results obtained	-good conclusions given -results obtained are explained -An attempt is made to relate the results to the real world	-excellent conclusions made -results explained with real-world connections -attempt to extend concepts

An assignment that is below Level 1 has not met the expectations described.