SENIOR HIGH SCHOOL DEPARTMENT

GENERAL PHYSICS 2
SY 2021 – 2022 | 2nd SEMESTER | 4th QUARTER
PERFORMANCE TASK # 1

SCIENTIC FILM ANALYSIS

Objective:
This is design to allow students to explore the real-life application or implication of the concepts of Special Relativity
through Film Analysis of Interstellar.
Guidelines:
1. The activity will be accomplished by group.
2. The activity will be graded according to these two categories: Written Output (50 pts.) Video presentation (50
pts.).
3. The Written Output consist of the following: cover page (Title of the movie, name of the members who actively
participated) documentation (pictures with brief description during the film viewing of the group), and scientific
critique paper (*see attached guide). EVERYTHING SHOULD BE ORIGINALLY DONE, REMEMBER DO
NOT COPY AND PASTE FROM THE INTERNET!
4. Format of the Written Output: 1 inch margin on all sides, Arial, 12, 1.5 spacing, PDF file.
5. For the Video Presentation, the following will have to be included: Summary of the Film, A video excerpt
showing the parts that exhibit the concepts of Special Relativity, and the group’s analysis. Everyone should be
seen in the video.

PS. GUIDELINES ARE MEANT TO BE READ. SO, MAKE READING A HABIT! AVOID ASKING
QUESTIONS THAT ARE ALREADY INDICATED ABOVE.

You will be graded on the following:

Performance Task: Written Output - 50 pts.
Asynch no. 8 - Oral Presentation - 50 pts.
TOTAL: 100 pts.
*see attached rubric for the specific points distribution.
 WRITING SCIENTIFIC CRITIQUE PAPER

Although there is not a set formula to follow when writing a film review, the genre does have certain common elements
that most film reviews include.

1) Introduction
• In the opening of your review, provide some basic information about the film. You may include film’s
name, year, director, screenwriter, and major actors.
• Your introduction, which may be longer than one paragraph, should also begin to evaluate the film, and
it should allude to the central concept of the review. A film review does not have to contain a thesis or
main claim, but it should focus on a central analysis and assessment.

2) Plot Summary
• Remember that many readers of film reviews have not yet seen the film. While you want to provide
some plot summary, keep this brief and avoid specific details that would spoil the viewing for others.

3) Description
• While the plot summary will give the reader a general sense of what the film is about, also include a
more detailed description of your particular cinematic experience watching the film. This may include
your personal impression of what the film looks, feels, and sounds like. In other words, what stands out
in your mind when you think about this particular film?

4) Scientific Analysis
• What are the scientific accuracy and inaccuracy if there is any, of the movie? Specify the parts that
exhibit the concepts of Special Relativity, elaborate and analyze it.

5) Conclusion/Evaluation
• The closing of your film review should remind the reader of your general thoughts and impressions of
the film. You may also implicitly or explicitly state whether or not you recommend the film. Make sure
to remind the reader of why the film is or is not worth seeing.

Source: Duke Writing Studio

 SCIENTIFIC FILM ANALYSIS RUBRIC
CRITERIA 4 3 2 1 SCORE
Clearly Summary is Picture No real
summarizes the complete but communicated introduction.
aims of and lacks clarity. is not clear;
Introduction methods used by connection to
(x3) the authors. paper is not
obvious.

There is a clear Some parts of There are Hurriedly

understanding of the concepts significant gaps done, with
the concepts of have not been in little
the special understood. understanding, understanding.
relativity and Don’t have a or inaccuracies
every detail of clear grasp of in analyzing the
Written Output it. It is also clear concepts, or concepts. Have
Criticism
how it relates to the relevance shown some
(x5)
the authors' of it to the understanding,
story. movie. but there are
clearly large
parts of the
concept that
you haven't
mastered.
No spelling or Very few Errors on Apparently, no
grammatical spelling or almost every proofreading
Spelling/ errors. grammatical page. done.
Grammar errors.
(x1.5)

The film The film The film The film

viewing and viewing and viewing and viewing and
analysis is well analysis is analysis is analysis is
documented well documented documented
from start to documented from start to but lacks any
finish from start to finish with few two: pictures,
accompanied by finish with pictures and no brief
Documentation all the needed several description description,
(x1) pictures and pictures and brief brief
brief brief description. As description of
description. As description. well as the the
well as the As well as contribution of contribution of
contribution of the each member each member
each members contribution
of each
members
Report is neatly Report is Missed 1 from Report is not
typed or written, neatly typed these two: neatly typed,
sections have or written, Report is neatly indicating that
been well sections have typed or it was rushed.
Organization and marked. Papers been well written, And not
Neatness are visually marked. sections have visually
(x2) appealing. Papers are been well appealing.
somewhat marked. Papers
visually are somewhat
appealing. visually
appealing.
TOTAL:
/50
 Collaborative Presentation Rubric – In-Class or Online (with Oral Delivery)
Criteria Unsatisfactory- Developing Accomplished Exemplary Total
Beginning
Content 1 2 3 4
(x4.5) Presentation Presentation content Presentation content Presentation content
content shows a lack shows general shows an adequate shows a thorough
of understanding of understanding of the understanding of the topic. understanding of the
the topic. There is topic. There is limited Some research effort is topic. Substantive
inadequate evidence of research in evident in locating relevant research effort is evident
evidence of research locating relevant information and facts. in locating relevant
and insufficient information and facts Content is mostly accurate information and facts.
relevant information and/or supporting and reasonably organized. Content is accurate and
and facts. Content is statements made. May contain some sequenced in a clear,
confusing and/or Content contains some inconsistencies in content logical way.
contains frequent inaccuracies, or some connections made
inaccuracies. inconsistencies, may not be supported.
Required elements misinterpretations,
are missing and/or and/or somewhat
randomly organized. unclear /18
Design 1 2 3 4
(x1.5) Slides generally lack Slides generally include a Slides are effectively Slides are visually well
visual appeal and mix of white space, designed with visual appeal designed, aesthetically
are text-heavy with visuals, and/or text but including white space, pleasing with appropriate
little or no visuals not consistently and/or visuals, and minimal text use of white space,
and/or exhibit an some overuse or for the most part. Color visuals, and minimal text,
overuse of color or inappropriate use of and animations are used on each slide. Color and
animations. Media, color or animations. appropriately. Theme (e.g., animations are used
(e.g., images), if Theme (e.g., template) is template) is evident in the judiciously. Theme (e.g.,
used, are rarely not consistently evident presentation for the most template) is evident
cited on each slide. throughout the part to produce a cohesive throughout to produce a
No theme is evident presentation and/or presentation and/or minor highly cohesive
and the some errors (grammar, errors (grammar, presentation. Basically
presentation punctuation, spelling, punctuation, spelling, free from errors
appears disjointed formatting, etc.) on the formatting, etc.) on the (grammar, punctuation,
rather than unified slides. slides. spelling, formatting, etc.)
and/or frequent on the slides.
errors (grammar,
punctuation,
spelling, formatting,
etc.) on the slides
/6
Oral Delivery 1 2 3 4
(x3.5) Ineffective in Somewhat effective in Effective in delivering the Highly effective in
delivering the oral delivering the oral oral presentation delivering a well-polished
presentation presentation demonstrating good oral presentation within
demonstrating demonstrating average communication skills and the time limit for the
below average/poor communication skills. generally close to the time group to present (20
communication Slightly over/under the limit for the group to minutes total). All group
skills. Substantially time limit. Some present (20 minutes total). members presented
over/under the time members presented All group members equally. Preparation was
limit to present more than others. More presented and preparation strongly evident.
and/or not all preparation was needed. was evident for the most
members part.
presented. Lack of
preparation was
evident. /14
 Organization 1 2 3 4
(x3) Audience cannot Audience has difficulty Student presents Student presents
understand following presentation information in logical information in logical,
presentation because student jumps sequence which audience interesting sequence
because there is no around can follow. which audience can
sequence of follow. /12
information.

TOTAL /50

Adapted from: Denise Kreiger, Instructional Design and Technology Services, SC&I, Rutgers University, 4/2014