GRADE 12 PHYSICS (SPH4U)

SPH4U - Final Summative

Mr. Mbengue/Ms. Svergun/Ms.Tahir

THE PHYSICS OF HOLLYWOOD MOVIES

Many Hollywood movies make use of the principles of Physics in their creation, the storyline, and to
enhance visual special effects. You are to select movies of your choice from the list below and
investigate these principles.

In this project you will have the following tasks to complete:

Task #1: Select a MOVIE! Due – Monday, May 6, 2024

It does not have to be complicated; it could be your all-time favourites or something new you have
never seen before – either with humans or a cartoon/animation.

Task #2: Watch & Learn

Watch your movie. Decipher the “real or sensible” Physics from the “bad or unrealistic” Physics. Pick
a minimum of 2-3 movie clips you would like to focus on and research in depth. These clips will
be shown to the class and discussed during your presentation.

Think & Communicate: Is it possible to survive what you saw, does the content or special
effects relate to the mathematical and theoretical Physics we have covered in class, and/or
does the action make sense? **How could the movie producers, directors, and/or actors
make the movie more realistic in regard to our course content?
Task #3: Application – How does your chosen film/movie relate to SPH4U?
Describe the storyline and scientific content of your movie with reference to three out of our five
units of study, which include the following topics:
Kinematics (Motion)
Dynamics (Forces)
Energy
Waves and Sound
Gravitational, Electric & Magnetic Fields/Electricity & Magnetism
Special Relativity (Speed of Light, Time Dilation, Time Travel, Length Contraction)

Upload a brief outline of your project on D2L by May 6th, 2024.

This is your project checkpoint, and you will receive feedback
from me. [10 marks]

Task #4: Presentation

Last WEEK (YOU WILL SIGN UP FOR A DATE/TIME TO
PRESENT IN CLASS OR ONLINE)
You will introduce your movie to the class and explain how
your movie relates to Physics and the units of study you
looked at in Tasks #2 and #3. This presentation will be max.
15 minutes long and be accompanied by either a
PowerPoint/Google slide show/Prezi.
Be creative and have fun! Explore the course content,
comment on the validity of what was seen and how it
relates to Physics.

Big Ideas
Dynamics
• Forces affect motion in predictable and quantifiable ways.
• Forces acting on an object will determine the motion of that object.
• Many technologies that utilize the principles of dynamics have societal and environmental
implications.
Energy and Momentum
• Energy and momentum are conserved in all interactions.
• Interactions involving the laws of conservation of energy and conservation of momentum can be
analysed mathematically.
• Technological applications that involve energy and momentum can affect society and the
environment in positive and negative ways.
Gravitational, Electric, and Magnetic Fields
• Gravitational, electric, and magnetic forces act on matter from a distance.
• Gravitational, electric, and magnetic fields share many similar properties.
• The behaviour of matter in gravitational, electric, and magnetic fields can be described
mathematically.
• Technological systems that involve gravitational, electric, and magnetic fields can have an effect on
society and the environment.
The Wave Nature of Light
• Light has properties that are similar to the properties of mechanical waves.
• The behaviour of light as a wave can be described mathematically.
• Technologies that use the principles of the wave nature of light can have societal and environmental
implications.
Revolutions in Modern Physics: Quantum Mechanics and Special Relativity
• Light can show particle-like and wave-like behaviour, and particles can show wave-like behaviour.
 • The behaviour of light as a particle and the behaviour of particles as waves can be described
mathematically.
• Time is relative to a person’s frame of reference.
• The effects of relativistic motion can be described mathematically.
• New theories can change scientific thought and lead to the development of new technologies.

Marking Scheme
The presentation will be marked according to the following rubric:
Name(s): _________________________ Movie: _______________________________
Start: ______________________________End: _________________________________
Category/ Level 4 Level 3
Marking 8-10 marks/ 7 marks/
Criteria
K/U Shows an excellent
Related understanding of the physics
Physics content in the selected
Content movie.
References are included.
/10
T/I Excellent explanation of the
Analysis, Use physics content in the
of movie.
Evidence & Student provides an in-depth
analysis of presented ideas
Creative connecting theory to
Thinking whether or not the physics
/10 behind the action makes
sense and is realistic.
Com. Presenter is prepared,
Presentation speaks loud and clear.
Skills Related physics vocabulary
is used to emphasize and
/5 support the presentation and
is presented within time
requirements.
Com. Excellent introduction and
Organization conclusion to presentation
& Flow of that captures the audience’s
Ideas attention. Structure and flow
of presentation shows
/5 excellent planning and
organization. Movie clips
selected are appropriate
visual aids, and not used as
time fillers for the
presentation, but enhance
the content presented.
App. The chosen movie clearly
Connections demonstrates a connection
to Course to three (or more) units of
Topics & study within the course. A
discussion of how the movie
Units of Study could have been made more
/10 realistic is supported by
effective logical physics
calculations and relates to
real world scenarios.
Received Checkpoint
Level 2 Level 1
6 marks 1-5 marks/
Shows a good understanding
of the physics content in the
selected movie.
References are included.
A good explanation of the
physics content in the
movie. Student provides an
analysis of presented ideas
connecting theory to
whether or not the physics
behind the action makes
sense and is realistic.
Presenter speaks loud and
clear.
Related physics vocabulary
is used to emphasize and
support the presentation.
Presentation is completed
within time requirements.
Effective introduction and
conclusion to presentation.
Structure and flow of
presentation shows
considerable organization.
Movie clips selected are
appropriate and effective
visual aids, and not used as
time fillers for the
presentation.
The chosen movie clearly
demonstrates a connection
to two units of study within
the course.
Considerable logical
scenarios are discussed to
explain connections to real
world scenarios and the
realistic portrayal of content
in the film.
/10
Attempts to show some
understanding of the physics
content in the selected
movie.
Some references are
included.
Student somewhat explains
the physics content in the
movie.
Student provides some
analysis of presented ideas
connecting theory to
whether or not the physics
behind the action makes
sense and is realistic.
Presenter struggles to speak
loud and clear.
Related physics vocabulary
is not really used to
emphasize and support the
presentation.
Presentation lasts longer
than specified time.
Presentation has an
introduction and/or
conclusion but it is evident
that more time could have
been spent organizing and
planning details regarding
the structure and flow of
content. Movie clips attempt
to support content presented
but are not included in a
logical sequence.
The chosen movie clearly
demonstrates a connection
to one unit of study within
the course. Logical
scenarios are discussed but
it is unclear how the physics
connects to real world
scenarios and the realistic
portrayal of content in the
film.
Struggles to show
understanding of the physics
content in the selected
movie/does not understand
any of the physics in the
movie. References lacking.
A weak attempt to explain
the physics content in the
movie.
Student provides little to no
analysis of presented ideas
and does not connect theory
to whether or not the
physics behind the action
makes sense and is realistic.
Presenter does not clearly
express ideas and is hard to
hear. Student fails to use
related physics vocabulary
to emphasize and support
the presentation.
Presentation is too short and
does not meet time
requirements.
An introduction and/or
conclusion to the
presentation is not missing
or incomplete. The structure
and flow of the presentation
lacks thoughtful planning,
organization, and feels
rushed. Movie clips are used
to fill presentation time
and/or are irrelevant to the
content presented.
The chosen movie does not
demonstrate a clear
connection to any unit of
study within the course.
Lacks logical analysis and
explanation of connections
to the real world.