1

EFFECTIVENESS OF PROJECT-BASED LEARNING TOWARD

ENHANCING THE LEARNING ABILITY
OF STUDENTS IN PHYSICS

A Research Proposal Submitted to

Talisay City National High School
Senior High School for
Practical Research 2

Anjelo Dave Labrador

April Joyce Baricuatro
Alexes Nichole Cañada
Chett Lianna Acedo
Armel Jean Jacaba
Christian Gacayan
Vincent Faustino
Crystel Fajardo
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Abstract

EFFECTIVENESS OF PROJECT-BASED LEARNING TOWARD

ENHANCING THE LEARNING ABILITY
OF STUDENTS IN PHYSICS

Anjelo Dave Labrador

April Joyce Baricuatro
Alexes Nichole Cañada
Chett Lianna Acedo
Armel Jean Jacaba
Christian Gacayan
Vincent Faustino
Crystel Fajardo
[email protected]
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

.

Background of the Study

Majority of students nowadays perceive physics as a challenging subject,

especially students in Senior High School under the academic track of Science,

Technology, Engineering, and Mathematics (STEM) strand (Doug, 2010).

Physics is fundamental for comprehending the intricacies of contemporary

technology and is crucial for the technological growth of the country. However,

fewer students choose to study physics at O-level and, consequently, at higher

degrees as compared to other science courses (Eronisho Y., 2013).

According to Christopher William; Martin Stanisstreet; Katie Spall; Eddie

Reyes; and Dominic Dickson (2003), physics is one of the major subjects in the

STEM track of the Senior High School curriculum which requires analysis about

the issue that most students have difficulties regarding physics subject. The

following are the qualifications for this subject: 1) curiosity to learn and an open

mind 2) has the knowledge to apply basic mathematical skills 3) knows the

different laws of physics 4) has critical mind in analyzing various types of

problems (Tan et. al., 2022) Given that there are various strategies in teaching

the mentioned subject, the comprehension of students depends on the way of

teaching of teachers.
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Talisay City National High School (TCNHS) specifically the Senior High

School STEM strand has introduced two major subjects, biology and physics.

However, majority of the students in Grade 12 STEM A found that physics is

more challenging and work-intensive than biology. The study conducted a survey

regarding the most difficult subject in the STEM strand. The survey has nine (9)

choice subjects namely; Physics, Biology, Practical Research 2, Contemporary

Arts, Personal Development, English for Academic and Professional Purposes,

Media and Information Literacy, Filipino sa Piling Larang, and Physical

Education. The survey showed students agreed that physics is the most

challenging subject with 67% of overall votes (34 votes out of 51 students), and

this was followed by Biology with 21 votes or 41%, Personal Development (six

votes or 12%), and Practical Research 2 (four votes or eight percent), English for

Academic and Professional Purposes (three votes or six percent), Contemporary

Arts (two votes or four percent), Filipino sa Piling Larang (one vote or two

percent), Physical Education (0 votes or 0 percent), Media and Information

Literacy (0 votes or 0 percent).

These findings created challenges for the teachers as 1) on how they will

teach effectively, 2) to apply the various strategies of teaching, 3) and to put on

students’ minds that physics is fun. The teachers have a significant role in the

learning of students in physics (Korur, 2012). Hence, in order to have Senior

High School students that have a strong knowledge and critical mind in learning

physics, teachers who teach effectively is a must.

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The Main Problem

This study aims to assess the Project-Based Learning method towards

enhancing the learning ability of students in physics among Grade 12 STEM

students in Talisay City, National High School during the school year 2022-2023.

Specifically, the following questions will be answered:

1. What is the pre-test score of:

1.1 the controlled group?

1.2 the experimental group?

2. What is the post-test score of:

2.1 the controlled group?

2.2 the experimental group?

3. Is there a significant difference on the mean scores between the controlled

and experimental group?

4. What are the findings of the pre-test and post-test scores?

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Scope and Delimitation

This study will focus on evaluating the effectiveness of Project-Based

Learning for improving learning ability of students in physics. The researchers will

use the pre-test and post-test scores of the respondents to evaluate their

learning ability in physics using both traditional and experimental. Meanwhile, the

score of the participants are limited only to the given pre-test and post-test by

their physics teacher. A sample of fifty-one (51) Grade 12- STEM A students

from Talisay City National High School served as the participants of the study.

This study will be conducted during the First and Second Semesters of the

School Year 2022-2023 at Talisay City National High School in Poblacion,

Talisay. Purposive sampling will be used to ensure that there are 51 participants

in Grade 12 STEM A with identical characteristics to serve as primary data. The

researchers will use a T-test to measure the difference between the controlled

group and the experimental group. Meanwhile, the score of participants in pre-

test and post-test will be obtained from their physics teacher. The collected data

will be treated with strict confidentiality. In order to quantify the difference

between the variables, the independent sample T-test will be used. Other

teaching strategies in physics such as digital learning and technology-enhanced

active learning will not be used in this study.

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Significance of the Study

This study aims to assess the effectiveness of Project-Based Learning

towards enhancing the learning ability of students in physics among Grade 12

STEM students in Talisay City, National High School during the school year

2022-2023.

Specifically, this research will benefit the following:

Academic Institution and Administration. Through this study, Academic

Institution and Administration will promote any engaging activity such as

competitions that is related to physics which can further enhance the students’

learning ability.

Students. This study benefits the students on their learning ability in physics

and can determine what teaching strategies are effective in the process of their

learning.

Physics Teachers. Physics teacher can benefit through this study because they

will know how to teach their students effectively.

Future researchers. This study covers information involving teaching strategies

as an

effective way to enhance the learning ability of STEM students. Thus, the result

of this study can be used for future discussion regarding on how to teach physics

effectively towards students.

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Definition of Terms

To better understand this study, key terms are hereby defined

operationally,

Experimental group. This refers to a group that is subjected to an experiment.

This group is exposed to changes in the test's independent variable.

Constructivism.

Controlled group. This refers to a group of the experiment where the outcomes

of the independent variable being examined are unaffected.

Identical Characteristics.

Learning ability. This refers to the ability of the students to understand physics.

O-level.

Pre-test score. This refers to the data that will be collected by the researchers

before the educational content is presented. Pre-test can measure the

knowledge and competence of the students in physics.

Project-Based Learning. This refers to the experimental strategy used by the

researchers where students are allowed to work in groups to solve the problem

on their own.
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Post-test score. This refers to the data that will be collected after applying the

traditional strategy and experimental strategy which is the Project-Based

Learning (PBL) to measure the understanding of the students when it comes to

physics.

Purposive sampling. This is used to choose the participants in the study and

ensure the exact number of respondents.

Scaffolding.

Schema

Strict confidentiality. This phrase is used by the researchers to hide the identity

of the respondents while their given data is stated.

Teaching strategies. This refers to the various strategies used by teachers to

assess students’ learning abilities.

T-test or Independent Sample T-test. This refers to a statistical approach to

assess the difference between the controlled group and the experimental group.

Zone of Proximal Development.

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Chapter 2

Review on Related Literature and Studies

This chapter presents the review of related literature and studies which

have a direct correlation on the study.

Related Literature

According to Redish (1994), physics is challenging because it demands

students to use a variety of intellectual strategies and translate from one to

another using words, tables of numbers, graphs, equations, diagrams, and maps.

In order to move from the specific to the general and back, physics requires the
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application of algebra and geometry. Due to this, many students find it extremely

challenging to study physics.

Similarly, Angell et al. (2004) explored the opinions of physics professors

and high school students. They discovered that students find it difficult in physics

because they must simultaneously deal with several representations, including

experiments, formulas and computations, diagrams, and conceptual

explanations. They also need to change how they interact with one another.

Wurdinger (2016), stated that both K-12 and higher education institutions

require improvements, and the learning experience is what needs to be improved

most. Policymakers. To reform the system, administrators, educators, and

parents must adopt a different perspective on the learning process. Because

research suggest that students are uninterested and bored with the primary

strategy which is memorization. They are unable to identify a purpose bigger

than themselves since they are not permitted to be independent, learn skills that

are vital to them, or be autonomous. Learning would need to change if the

objective were to develop life skills.

Wagner (2012) conducted interviews with parents, teachers, employers,

and college students in an attempt to determine the key parts that foster

innovative thinking. The usage of projects in the learning process is one of the

important concept that keeps coming up in these interviews. After interviewing

with a number of students he thought were creative thinkers, Wagner came to his

conclusion. "Once again, we see the importance of an outlier teacher whose

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collaborative. project-based, interdisciplinary approach to learning had a

profound effect on the development of a young person" (2012, 78-79). This

method of teaching encourages creative thinking and inspires students to learn.

Project-Based Learning (PBL). Project-based learning has been defined

as "a teaching method where teachers guide students through a problem-solving

process that includes identifying a problem, developing a plan, testing the plan

against reality, and reflecting on the plan while in the process of designing and

completing a project" (Wurdinger et al., 2007. 151). This definition emphasizes a

learning strategy that is student-centered. With this method, students create and

complete projects, many of which demand resolving a variety of problems

simultaneously.

Various studies in higher education show that students are actively

learning when they create and complete projects, and that the greatest way to

develop thinking abilities, technological literacy, and life skills is through project-

based learning. Teachers should provide opportunities for students to engage in

project-based learning so they may put these abilities into practice.

Afriana et al. (2016) states that integrating PBL into STEM instruction

helps enhance students' scientific literacy. Aspects of knowledge, competency,

and scientific attitudes during practicum assist this scientific literacy skill.

Additionally, it is clear that students are very excited to learn based on their

reactions to the learning activities. Students show interest in studying and have

memorable experiences. Through the use of PBL and STEM, students may
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tackle real-world problems by (1) organizing a project, (2) coming up with

solutions, and (3) reporting the results of their research. According to this

explanation, even though PBL and STEM belong to distinct categories,

integrated learning has been successful in achieving the three knowledge-related

goals.

Furthermore, Octaviyani, et al, (2020) supports that the PBL learning

approach in STEM education has been shown to enhance students’ ability for

mathematical creativity. This is supported by constructivism which enables

students to build new ideas or concepts based on their prior or existing

knowledge. The discovery stage, which enables students to solve problems,

work with others, and build processes to design a project, is the following

element that also enhances students’ ability for creative thought. The research

stage is another factor that affects students’ ability for creative thought, since it

requires them to gather data, create designs, and improve their conceptual

understanding based on the projects that have been created at this stage.

Prabaningrum dan Waluya (2020), discovered that the PBL learning

model combined with a STEM approach method helps students improve their

mathematics communication skills. The ability of students to take initiative is

related to their ability to communicate mathematically. PBL and STEM together

give students the opportunity to solve problems in technology and engineering.

The interaction, teamwork, communication, and independence of the students

are also improved by this experience. Additionally, the combination of PBL and
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STEM has a significant positive effect on students' academic progress. Because

PBL and STEM can help students communicate mathematically, it can be

assumed that this combination is very relevant to the most recent skill

requirements in the 21st century.

Similarly, Mustikasari et al. (2020) discovered that the use of PBL in

STEM has a significant impact on the improvement of students’ scientific literacy

abilities. Based on the results of the pre- and post-tests that were conducted, this

ability was determined. There are five sections that make up the level of scientific

literacy. According to the research’s findings, the majority of students have

attained level two literacy, which means they can describe real-world events

using a scientific method because they have the necessary information during

the PBL and STEM models’ adoption. The ability to clearly explain each

discovery process, make connections between knowledge, and practice critical

thought when faced with challenging situations are all examples of level five

literacy skills that students have acquired. This level five can be mastered by

students because they are used to conducting investigations and can make

connections between facts and their prior knowledge, which makes learning

more effective. Students can also collaborate to solve challenges through

discussion when learning cooperatively.

In conclusion, research has shown that project-based learning can

improve students' mathematical creative thinking abilities, allowing them to solve

problems, collaborate, and develop project design steps. They can also master
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level five of scientific literacy, which requires them to be able to clearly explain

each discovery process they have undergone, connect knowledge, and think

critically about complex problems. Students obtain useful skills that they keep

with them after graduation and have a long-lasting impact on their life. Students

can learn valuable life skills while actively participating in their education through

project-based learning. Therefore, teachers should give students the opportunity

to engage in project-based learning so they can use these skills.

Related studies

In the study conducted by Buck Institute of Education (2010), project-

based learning is defined as an “innovative way for educational approach”. It

concentrates on crucial concepts and various principles of a discipline that

engage students in problem-solving activities and other student-centered tasks in

order to enhance their knowledge. Bell (2010) builds on this definition, stating

that Project-based learning is a “creative method of instruction that imparts

knowledge of numerous tactics that are essential for success in the twenty-first

century”.

On the other hand, the definition of Heo et al. (2010) is slightly different

from that of Buck Institute of Education: “Project-based learning is a model

essential to the realization of sociocultural perspectives of learning in educational

environments”. Heo and other authors’ emphasis is thus on how different

individuals interact with social groups, how these social groups affect different

individuals, and how they evolve throughout life.

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The project-based learning has the potential to enhance the learning

ability of students. Emanuel, Joyner, Brad, Creech & Bottoms (1998) stated that

PBL serves with real world projects that connect students with daily life situations

that help students to achieve high standards in education. In addition, The

Colorado Learning Attitude about Science Survey (CLASS) – real world

connection category results have reflected a strong agreement that

implementation of Project-Based Learning (PBL) can increase students’ real

world connection towards physics.

According to Priyatna (2017), project-based learning has the following

advantages: (a) increased motivation, (b) enhanced problem-solving skills, (c)

improved research skills, (d) improved collaboration, and (e) improved

administration of resources.

Findings from the study of Jeffry Juan, Rosales JR & Fauziah Sulaiman

(2016) showed that PBL gives positive effect on students’ real world connection

towards learning physics after four (4) weeks of intervention. In addition, these

findings are in line with Borovoy (2014), which claims that students are more

engaged in their learning with the world they live in with real world connections

projects.

In the study of Ida Fiteriani et al. (2021), Project-based learning through

STEM approach: Is it effective to improve students’ creative problem-solving

ability and metacognitive skills in physics learning?, statistical results showed

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that implementing project-based learning to students is effective in improving

students creative problem- solving ability and metacognitive skills in learning

physics. The greater creative problem-solving ability average pre-test score was

obtained by the experimental class (34.8) than the control class (33.2) while the

greater metacognitive average pre-test score was obtained by the control class

(49.1) than the experimental class (43.2).

A similar study by the researchers from University of Southern California

and Michigan State University conducted two major new gold-standard studies

that provides compelling evidences to justify that project-based learning is an

effective strategy for all students, outperforming traditional teaching strategy not

only for academically good students, but across grade levels, racial and

socioeconomic groups.

Theoretical Framework

Project-Based Learning

This study is anchored on multiple theories at the core of project-based

learning (PBL). The main theories are Jean Piaget’s theory of Constructivism,
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Lev Vygotsky’s theory of Constructivism, and John Dewey’s Pedagogical Creed.

Piaget’s “The Child’s Concept of the World” (2007) discusses the ways in which

the thinking ability of children differ from those of adults. Piaget believed that a

human has schema in their brain. A schema may be described as a fixed of

related intellectual representations of the world (Saul, 2022). Although the theory

has been modified by many constructivist theorists, one thing remains constant:

students build knowledge through the development of existing knowledge and

experience. Furthermore, constructivism allows the creation of an environment

which is advantageous for project-based learning.

Piaget’s theory did not tackle the social aspect of learning environment

and if taken into account would lead to social constructivism by Vygotsky (1978).

Vygotsky believed that student’s development in learning is through experience

and interpersonal interaction. This led to the development of Zone of Proximal

Development (ZPD). The ZPD is at the core of Vygotsky’s theory, described as

“the actual development of a student in collaboration of peer facilitation” (Gray

and MacBlain, 2015, p. 99). A student is able to accomplish independent learning

individually. Seeking guidance and encouragement from a knowledgeable person

in order to accomplish higher level task may be out of their ZPD.

ZPD serves as the beginnings of scaffolding even though the term was not

directly used by Vygotsky. Scaffolding, by definition, refers to instructional

techniques that enables students to move progressively towards better

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understanding and, mainly, for students to achieve greater independence during

the learning process. It is often used when there is a learning gap between

students in the same classroom. The teacher will provide the supports needed,

allowing the students at each learning level to work independently (Great

Schools Partnership, 2015). This connects ZPD and Vygotsky’s social

constructivism by allowing students with different level to work together.

On the other hand, John Dewey is commonly referred to as the father of

project-based learning. Dewey believes that student’s education should be

based upon their personal interest and strength. This way, students will become

better members of social community and specially, in the society.

Similarly, Dewey’s Pedagogical creed stated that psychological and

sociological are two sides of educational processes. While the psychological side

is the foundation, neither side is important than the other. “Without insight into the

psychological structure and activities of the individual, the educative process will,

therefore, be haphazard and arbitrary” (Dewey, 1897). Many of the core points of

Dewey’s theory centered on the development of the child.

The theoretical framework chosen to undergird this study offers multiple

lenses through which to assess the effectiveness of Project-based learning in

students learning ability on Grade 12 STEM students.

Conceptual Framework

INPUT PROCESS OUTPUT

Test results of students 1. Data collection Assessed effectiveness of

according to: 2. Administering Project-Based Learning

a.) Pre-test questionnaires (PBL) in learning ability

 1. Controlled group 3. Conducting pre-test of students towards

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Figure 1. Conceptual Framework

Figure 1 presents the conceptual framework of the study. The input is the

test results of students according to pre-test and post-test with the controlled

group and experimental group as a given factor. The researchers’ process

includes data collection, organizing questionnaires, conducting pre-test,

conducting post-test, organizing students’ test results, statistical analysis of data

using T-test, and data interpretation. The output is the Assessed effectiveness of

Project-Based Learning (PBL) in learning ability of students towards physics.

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Chapter 3

RESEARCH METHODOLOGY

This section will present the research design, environment, sampling,

instrument, procedures, ethical considerations, data analysis and statistical

treatment of the data gathered.

Research Design

This study will use quantitative method of research. This method will use

the pre-test and post-test score to collect the data of the participants. Tests will

be conducted with the students of STEM-A. An experimental method will be

demonstrated in determining where and when the experiment will take place,

who will participate, what the conditions will be, and how it will be carried out.

Finally, quantitative data will use a T-test to determine and evaluate the

effectiveness of Project-Based Learning (PBL). The expected output is to

develop thinking abilities, technological literacy, life skills, and opportunities for

students to engage and put these abilities into practice through Project-Based

Learning.
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Environment

The study will be conducted at Talisay City National High School. The

National High School is a mega and integrated school of Division 1, Talisay City,

Cebu.

The main building is Senior High School Building 1 which is surrounded by

other schools and various commercial establishments like gym and foods. The

modes of transportation are public transport and tricycles.

The T-test will be conducted inside the room of STEM-A; therefore, the

group participants are STEM-A Senior High students of National High School.

Figure 4 shows the location of the research environment.

Figure 4. Location of the Research Environment

Sampling
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This study will use a purposive sampling technique. There will be two

participant groups in this study, experimental and controlled group. The first

group of participants consists of twenty-six (26) STEM students, the group that

the experiment's test variable is given to which is the Project-Based Learning. All

of them have identical characteristics, in this case, are enrolled in the same

physics class. The second group will be the controlled group consists of twenty-

five (25) STEM participants, the group that will not receive the experimental

variable and will use the traditional strategy. All of these participants are Grade

12 STEM-A students. Table 1 presents the distribution of the participants.

Table 1

Distribution of the Participants

Participants Number Percentage

Experimental Group 26 51%

Controlled Group 25 49%

Total 51 100.00%

Instruments

To evaluate the quality and effectiveness of Project-Based Learning, the

researchers will utilize a questionnaire adapted from various studies related to

Physics: Problem-Solving. This questionnaire will be composed of three (3) parts:

the demographic profile, pre-test and post-test, and the effectiveness of Project-
 24

Based Learning. A Pre-test and post-test agreement will be utilized to determine

whether any changes could be related to the condition or treatment. The quality

of the Project-Based Learning will be assessed in terms of teamwork, developing

deep content knowledge, and making use of the project management process.

The level of effectiveness will be measured in terms of their General Point

Average (GPA) in 2nd Quarter. The survey questionnaire items will be modified

to fit the researchers’ goals.

Procedures

The data will be gathered through the following steps:

Preliminary Preparation. The researchers will secure permission to

conduct the study from the school research coordinator and school head of

Talisay City National High School.

Preparation of the survey instrument. A survey questionnaire will be

created once permission has been granted. As a result, because this is a

researcher-created questionnaire, it will be validated by experts. After ensuring

that the research tool is valid and reliable, informed consent for study participants

will be obtained on a voluntary basis.

Administration of a questionnaire. The researchers will conduct a face-

to-face orientation with each purposefully chosen respondent of the study, in

accordance with research ethics, and will explain the study's objectives.

Respondents will be given ample time to complete the survey questionnaire at

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their leisure. Upon the retrieval of the survey questionnaires from the

respondents, the tabulation of the data will be the next step. All the gathered data

will be encoded in Microsoft Excel and subjected to statistical computation with

the help of the statistician. Then, presentation, analysis, and interpretation of the

data will be the last steps in the data gathering procedures.

Ethical considerations

In the conduct of the study, the researcher will comply with all

requirements, particularly ethical considerations. Before the conduct of this study,

it will undergo ethical review and approval by the concerned authorities. The

respondents will be informed about the purpose, expected duration, and benefits

of the research. The researcher will ensure that all research activities, particularly

in gathering data such as face-to-face distribution of the survey questionnaire,

conform to the highest degree of protecting human rights and safety. The

researchers will guarantee that respondents will be protected from unintended

harm, especially in the areas of confidentiality and informed consent. The names

and details of the respondents will be dealt with utmost confidentiality. The data

that will be gathered will be handled carefully and will be used for this research

purpose only.

Data Analysis
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The data that will be gathered through the pre-test and post-test score of

the participants. Further, the data will be gathered and interpreted through the

following statistical tools:

Frequency and Percentage Computation This will be used to present

the number of responses and their corresponding percentage.

Weighted Mean. This will be used to determine the perceptions of

respondents towards the effectiveness of Problem-based Learning

Pearson’s r correlation. This will be used to measure the relationship

between the effectiveness of PBL and enhancing students learning ability

towards physics.

Using the T-test, to determine if there is a significant difference between

the means of two group. To compare the performance of students who were

taught using a Problem-Based Learning approach versus those who were taught

using a traditional method.

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in-Secondary-School.pdf
 28

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physics-grade.

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project- based learning in a mainstream middle school. Improving Schools,

10(2), 150–161. https://doi.org/10.1177/1365480207078048

Research Instrument

Dear Respondents,

We are pleased to inform you that we are the graduating students of

Talisay National High School in the academic track. We’re conducting a study
called “Effectiveness of Project-Based Learning towards Enhancing Grade 12-
Stem Students’ Learning Ability in Physics”. In this regard, you have been
chosen as one of our respondents. Kindly answer the survey questionnaire with
the highest level of honesty. The honest responses you give to this survey
questionnaire will be vital information that can be used to initiate programs in the
development of students’ learning ability. Rest assured that your responses will
be held with the utmost confidentiality.
 30

Thank you very much.

Chett Lianna Acedo

Research Team Leader
________________________________________________________________

RESEARCH TITLE: EFFECTIVENESS OF PROJECT-BASED

LEARNING TOWARDS ENHANCING STUDENTS’ LEARNING
ABILITY IN PHYSICS

Part I. Profiles of the Respondents. Please fill up the information needed

below.

1. Demographic Profile

1.1 Respondent no. ______

1.2 Age: ______

1.3 Gender: _____ Male _____ Female

1.4 I can be described as

______ a student who is good in physics

______ a student who is terrible in learning physics

Part II.
Pre-Test:Problem-Solving

Group 1 (Controlled Group)

Quiz:
1.) An airplane accelerates down a runway at 3.20 m/s2 for 32.8 s until is
finally lifts off the ground. Determine the distance traveled before
takeoff.
2.) A car starts from rest and accelerates uniformly over a time of 5.21
seconds for a distance of 110 m. Determine the acceleration of the car.
3.) Upton Chuck is riding the Giant Drop at Great America. If Upton free
falls for 2.60 seconds, what will be his final velocity and how far will he
fall?
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4.) A race car accelerates uniformly from 18.5 m/s to 46.1 m/s in 2.47
seconds. Determine the acceleration of the car and the distance
traveled.
5.) A feather is dropped on the moon from a height of 1.40 meters. The
acceleration of gravity on the moon is 1.67 m/s2. Determine the time for
the feather to fall to the surface of the moon.

Group 2 (Experimental Group)

Quiz:
1.) An airplane accelerates down a runway at 3.20 m/s2 for 32.8 s until is
finally lifts off the ground. Determine the distance traveled before
takeoff.
2.) A car starts from rest and accelerates uniformly over a time of 5.21
seconds for a distance of 110 m. Determine the acceleration of the car.
3.) Upton Chuck is riding the Giant Drop at Great America. If Upton free
falls for 2.60 seconds, what will be his final velocity and how far will he
fall?
4.) A race car accelerates uniformly from 18.5 m/s to 46.1 m/s in 2.47
seconds. Determine the acceleration of the car and the distance
traveled.
5.) A feather is dropped on the moon from a height of 1.40 meters. The
acceleration of gravity on the moon is 1.67 m/s2. Determine the time for
the feather to fall to the surface of the moon.

Post-Test: Problem Solving

Group 1 (Controlled Group)

Quiz:
1.) A 100 kg bucket is being lifted by a rope. The bucket started at rest and
after being lifted 4 m, it is moving at 4 m/s. If the acceleration is constant,
what is the tension on the rope?
2.) A rope is attached to a vehicle weighing 500 kN. A very strong man puts
the other end of the rope inside his mouth at an angle of 30 degrees from
the horizontal. If the strong man is able to move the vehicle with a
constant force 1 m away with a speed of 0.25 m/s, what is the tension on
the rope. (Use g = 10 m/s2)

Group 2 (Experimental Group)

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Quiz:
1.) A 100 kg bucket is being lifted by a rope. The bucket started at rest and
after being lifted 4 m, it is moving at 4 m/s. If the acceleration is constant,
what is the tension on the rope?
2.) A rope is attached to a vehicle weighing 500 kN. A very strong man puts
the other end of the rope inside his mouth at an angle of 30 degrees from
the horizontal. If the strong man is able to move the vehicle with a
constant force 1 m away with a speed of 0.25 m/s, what is the tension on
the rope. (Use g = 10 m/s2)

Part III.
2nd Quarter Grade Point Average (GPA)