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Middle School Physics Department | Exploring Physics, Innovating Thoughts: Project-Based Learning Skillfully Bridges Theory and Practice

May 12, 2025

Recently, an innovative physics project-based learning activity was successfully carried out among eighth-grade students. Students from the Physics S and H levels respectively engaged in two major physics projects: "Thermos Bottle" and "Catapult Madness." Through exploration and practice, they harmoniously integrated theoretical knowledge with practical skills, allowing both to shine brightly.


In the Thermos Bottle project, students embarked on a challenging and creative journey to create their own thermos bottles. This everyday item became a stage for students to showcase their talents. Leveraging their knowledge of thermodynamics, concepts such as heat conduction, convection, and radiation were transformed from dry textbook terms into "magic formulas" for crafting thermos bottles. Using readily available materials from daily life, like tin foil, tissue paper, and foam, students skillfully transformed these ordinary items into key components for their thermos bottles.













After meticulous design and construction, a variety of thermos cups emerged. Some were truly "insulation champions," allowing only a 7.4℃ drop in temperature over 20 minutes for 150mL of water initially at 80℃—a remarkable feat of thermal retention. Others stood out with their unique designs, demonstrating the students' exceptional design skills and boundless creativity. Some students even embodied the spirit of a perfectionist scientist, conducting multiple tests and refinements to achieve their ideal creation.









The Catapult Madness project transported students back to the ancient Spring and Autumn and Warring States periods, allowing them to experience firsthand the charm of ancient catapults. The project spanned approximately three weeks and was divided into three main stages: theoretical study, design testing and improvement, and the final competition.


During the theoretical study phase, students utilized the LC platform as a "treasure trove of knowledge" to independently learn about the mechanics, kinematics, and parabolic trajectories involved in catapult operation. They delved into the intricate relationships between factors such as the launch angle, projectile weight, air friction, and gravity, and how they influenced the catapult's range. Notably, the theoretical knowledge seamlessly integrated with the quadratic functions being studied in eighth-grade mathematics, creating an interdisciplinary bridge for students.


Armed with theoretical knowledge, students embarked on the challenging path of design. They conducted tests, collected and analyzed data, and iteratively improved their devices based on their findings. They also documented their understanding of project concepts, design ideas, and improvement processes through videos, which became precious records of their exploratory journey.













Finally, the thrilling moment of the final competition arrived. Contestants gathered on the football field for an intense showdown. Ultimately, the team consisting of 8-1 Leo, 8-1 Hanrui, 8-3 Michael, and 8-6 Kenny emerged victorious, claiming the championship. Their catapult achieved an astonishing range of 23.1 meters, igniting excitement among the entire audience.



These two project activities of the Middle School Physics Department served as a solid bridge connecting theory and practice. Students forged ahead on the paths of independent learning, design, and research, growing continuously through the cycle of testing, analyzing, and improving. Each group's work, regardless of the outcome, was a testament to their hard work. These creations bore witness to the students' exploration and growth in the world of physics, showcasing the boundless charm and immense potential of project-based learning.


Written by Ye Xiaojing

Proofread by Robert Van West III, Judah Kuhn
Pictures/Videos by Physics Department, 8-11 Rebecca, 8-12 Tiger

Reviewed by Guo Lei, Chenli Shen, Cong Luo