Capstone Project Requirements

Physics 302 -- Computer Applications in High School Physics
Illinois State University Physics Teacher Education Program
Carl J. Wenning, Physics Teaching Specialist
Fall Semester 2009

A. INTRODUCTION

Many students make it through high school and university physics courses without ever having the opportunity to work as a research scientist. Every student should have the opportunity to apply the steps and methods of scientific inquiry to conduct experiments and investigate research questions. Without such experiences it can be argued that the students will never become completely scientifically literate. It is assumed that the plethora of experiences that physics education majors have over the course of their preparation should provide them the knowledge necessary to design and conduct meaningful scientific experiments.

Every prospective science teacher should be able to demonstrate an ability to independently perform research projects to reach reasonable and valid conclusions. This process includes identification of problem, experimental design, collection of data, analysis of data, interpretation of data, development of conclusions, and assessment of results. In this capstone experience you will have the opportunity to do just that. You will be "locked in a room," and will be given five hours to design an experiment, and collect sufficient data to make a final calculation. At the conclusion of the experiment you will summarize you data analysis and write a lab report the format of which is given in GUIDELINES FOR LAB REPORTS. You will then present and orally defend your conclusions.

You will not know the type of experiment you will be required to perform until you begin the experience. You will have no resources available to you other than a textbook selected by your course instructor, D.C. Baird's Experimentation: An Introduction to Measurement Theory and Experiment Design, a calculator, CBL or MBL hardware and software (your preference), and a computer if necessary.

In order to prepare for the experience, you should have successfully completed:

1. five quizzes based upon your work with Experimentation: An Introduction to Measurement Theory and Experiment Design by D. C. Baird,
2. reviewing all elements contained within the Student Lab Handbook; and
3. all CBL and MBL activities required as part of this course.

B. PROCEDURE

1. The procedure that a student chooses to follow while conducting the experiment are entirely up to the student. Nonetheless, the procedure selected must be scientific and reflect the sort of practice described in the work by D. C. Baird, and reflected in the Capstone Written Report Scoring Rubric.

2. Keep the following general procedures in mind:

• Formulate hypothesis or model informed by knowledge and prior research of others.
• Design procedures to test selected hypothesis or model.
• Design procedures to eliminate or reduce risk in potentially hazardous activities.
• Justify the use of your particular experimental design.
• Conduct systematic controlled experiments to test hypothesis or model.
• Collect, organize, and analyze data accurately and precisely.
• Make estimates of uncertainty in collected data.
• Explain the existence of unexpected results in a data set.
• Apply statistical methods to make projections and to test the accuracy of results.
• Interpret the reliability factors associated with statistical methods.
• Reject or retain as tenable the hypothesis or model in light of experimental data.

3. Prepare a written lab report using a computer with the appropriate software, including the use of Equation Editor as appropriate.

C. EVALUATION

Evaluation of your capstone project work is done in two ways: (1) the instructor’s review of your written report, and (2) peer evaluation an oral presentation as part of the capstone symposium.

1. An official Capstone Written Report Scoring Rubric is provided. Include this official scoring rubric with your written submission; it should serve as the cover sheet of your capstone project report.

2. On the date of the capstone symposium, you will be given 10 minutes to make your PowerPoint-mediated presentation followed by 5 minutes of questions and answers from the audience. This presentation will be assessed using a Presentation and Oral Defense Scoring Rubric.

Return to PHY 302 Syllabus COURSE CONTENT Section