problem solving skills physics

1.7 Solving Problems in Physics

Learning objectives.

By the end of this section, you will be able to:

• Describe the process for developing a problem-solving strategy.
• Explain how to find the numerical solution to a problem.
• Summarize the process for assessing the significance of the numerical solution to a problem.

Problem-solving skills are clearly essential to success in a quantitative course in physics. More important, the ability to apply broad physical principles—usually represented by equations—to specific situations is a very powerful form of knowledge. It is much more powerful than memorizing a list of facts. Analytical skills and problem-solving abilities can be applied to new situations whereas a list of facts cannot be made long enough to contain every possible circumstance. Such analytical skills are useful both for solving problems in this text and for applying physics in everyday life.

As you are probably well aware, a certain amount of creativity and insight is required to solve problems. No rigid procedure works every time. Creativity and insight grow with experience. With practice, the basics of problem solving become almost automatic. One way to get practice is to work out the text’s examples for yourself as you read. Another is to work as many end-of-section problems as possible, starting with the easiest to build confidence and then progressing to the more difficult. After you become involved in physics, you will see it all around you, and you can begin to apply it to situations you encounter outside the classroom, just as is done in many of the applications in this text.

Although there is no simple step-by-step method that works for every problem, the following three-stage process facilitates problem solving and makes it more meaningful. The three stages are strategy, solution, and significance. This process is used in examples throughout the book. Here, we look at each stage of the process in turn.

Strategy is the beginning stage of solving a problem. The idea is to figure out exactly what the problem is and then develop a strategy for solving it. Some general advice for this stage is as follows:

• Examine the situation to determine which physical principles are involved . It often helps to draw a simple sketch at the outset. You often need to decide which direction is positive and note that on your sketch. When you have identified the physical principles, it is much easier to find and apply the equations representing those principles. Although finding the correct equation is essential, keep in mind that equations represent physical principles, laws of nature, and relationships among physical quantities. Without a conceptual understanding of a problem, a numerical solution is meaningless.
• Make a list of what is given or can be inferred from the problem as stated (identify the “knowns”) . Many problems are stated very succinctly and require some inspection to determine what is known. Drawing a sketch can be very useful at this point as well. Formally identifying the knowns is of particular importance in applying physics to real-world situations. For example, the word stopped means the velocity is zero at that instant. Also, we can often take initial time and position as zero by the appropriate choice of coordinate system.
• Identify exactly what needs to be determined in the problem (identify the unknowns) . In complex problems, especially, it is not always obvious what needs to be found or in what sequence. Making a list can help identify the unknowns.
• Determine which physical principles can help you solve the problem . Since physical principles tend to be expressed in the form of mathematical equations, a list of knowns and unknowns can help here. It is easiest if you can find equations that contain only one unknown—that is, all the other variables are known—so you can solve for the unknown easily. If the equation contains more than one unknown, then additional equations are needed to solve the problem. In some problems, several unknowns must be determined to get at the one needed most. In such problems it is especially important to keep physical principles in mind to avoid going astray in a sea of equations. You may have to use two (or more) different equations to get the final answer.

The solution stage is when you do the math. Substitute the knowns (along with their units) into the appropriate equation and obtain numerical solutions complete with units . That is, do the algebra, calculus, geometry, or arithmetic necessary to find the unknown from the knowns, being sure to carry the units through the calculations. This step is clearly important because it produces the numerical answer, along with its units. Notice, however, that this stage is only one-third of the overall problem-solving process.

Significance

After having done the math in the solution stage of problem solving, it is tempting to think you are done. But, always remember that physics is not math. Rather, in doing physics, we use mathematics as a tool to help us understand nature. So, after you obtain a numerical answer, you should always assess its significance:

• Check your units. If the units of the answer are incorrect, then an error has been made and you should go back over your previous steps to find it. One way to find the mistake is to check all the equations you derived for dimensional consistency. However, be warned that correct units do not guarantee the numerical part of the answer is also correct.
• Check the answer to see whether it is reasonable. Does it make sense? This step is extremely important: –the goal of physics is to describe nature accurately. To determine whether the answer is reasonable, check both its magnitude and its sign, in addition to its units. The magnitude should be consistent with a rough estimate of what it should be. It should also compare reasonably with magnitudes of other quantities of the same type. The sign usually tells you about direction and should be consistent with your prior expectations. Your judgment will improve as you solve more physics problems, and it will become possible for you to make finer judgments regarding whether nature is described adequately by the answer to a problem. This step brings the problem back to its conceptual meaning. If you can judge whether the answer is reasonable, you have a deeper understanding of physics than just being able to solve a problem mechanically.
• Check to see whether the answer tells you something interesting. What does it mean? This is the flip side of the question: Does it make sense? Ultimately, physics is about understanding nature, and we solve physics problems to learn a little something about how nature operates. Therefore, assuming the answer does make sense, you should always take a moment to see if it tells you something about the world that you find interesting. Even if the answer to this particular problem is not very interesting to you, what about the method you used to solve it? Could the method be adapted to answer a question that you do find interesting? In many ways, it is in answering questions such as these that science progresses.

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Problem-Solving Basics for One-Dimensional Kinematics

Learning objectives.

By the end of this section, you will be able to:

• Apply problem-solving steps and strategies to solve problems of one-dimensional kinematics.
• Apply strategies to determine whether or not the result of a problem is reasonable, and if not, determine the cause.

Figure 1. Problem-solving skills are essential to your success in Physics. (credit: scui3asteveo, Flickr)

Problem-solving skills are obviously essential to success in a quantitative course in physics. More importantly, the ability to apply broad physical principles, usually represented by equations, to specific situations is a very powerful form of knowledge. It is much more powerful than memorizing a list of facts. Analytical skills and problem-solving abilities can be applied to new situations, whereas a list of facts cannot be made long enough to contain every possible circumstance. Such analytical skills are useful both for solving problems in this text and for applying physics in everyday and professional life.

Problem-Solving Steps

While there is no simple step-by-step method that works for every problem, the following general procedures facilitate problem solving and make it more meaningful. A certain amount of creativity and insight is required as well.

Examine the situation to determine which physical principles are involved . It often helps to draw a simple sketch at the outset. You will also need to decide which direction is positive and note that on your sketch. Once you have identified the physical principles, it is much easier to find and apply the equations representing those principles. Although finding the correct equation is essential, keep in mind that equations represent physical principles, laws of nature, and relationships among physical quantities. Without a conceptual understanding of a problem, a numerical solution is meaningless.

Make a list of what is given or can be inferred from the problem as stated (identify the knowns) . Many problems are stated very succinctly and require some inspection to determine what is known. A sketch can also be very useful at this point. Formally identifying the knowns is of particular importance in applying physics to real-world situations. Remember, “stopped” means velocity is zero, and we often can take initial time and position as zero.

Identify exactly what needs to be determined in the problem (identify the unknowns) . In complex problems, especially, it is not always obvious what needs to be found or in what sequence. Making a list can help.

Find an equation or set of equations that can help you solve the problem . Your list of knowns and unknowns can help here. It is easiest if you can find equations that contain only one unknown—that is, all of the other variables are known, so you can easily solve for the unknown. If the equation contains more than one unknown, then an additional equation is needed to solve the problem. In some problems, several unknowns must be determined to get at the one needed most. In such problems it is especially important to keep physical principles in mind to avoid going astray in a sea of equations. You may have to use two (or more) different equations to get the final answer.

Substitute the knowns along with their units into the appropriate equation, and obtain numerical solutions complete with units . This step produces the numerical answer; it also provides a check on units that can help you find errors. If the units of the answer are incorrect, then an error has been made. However, be warned that correct units do not guarantee that the numerical part of the answer is also correct.

Check the answer to see if it is reasonable: Does it make sense? This final step is extremely important—the goal of physics is to accurately describe nature. To see if the answer is reasonable, check both its magnitude and its sign, in addition to its units. Your judgment will improve as you solve more and more physics problems, and it will become possible for you to make finer and finer judgments regarding whether nature is adequately described by the answer to a problem. This step brings the problem back to its conceptual meaning. If you can judge whether the answer is reasonable, you have a deeper understanding of physics than just being able to mechanically solve a problem.

When solving problems, we often perform these steps in different order, and we also tend to do several steps simultaneously. There is no rigid procedure that will work every time. Creativity and insight grow with experience, and the basics of problem solving become almost automatic. One way to get practice is to work out the text’s examples for yourself as you read. Another is to work as many end-of-section problems as possible, starting with the easiest to build confidence and progressing to the more difficult. Once you become involved in physics, you will see it all around you, and you can begin to apply it to situations you encounter outside the classroom, just as is done in many of the applications in this text.

Unreasonable Results

Physics must describe nature accurately. Some problems have results that are unreasonable because one premise is unreasonable or because certain premises are inconsistent with one another. The physical principle applied correctly then produces an unreasonable result. For example, if a person starting a foot race accelerates at 0.40 m/s 2 for 100 s, his final speed will be 40 m/s (about 150 km/h)—clearly unreasonable because the time of 100 s is an unreasonable premise. The physics is correct in a sense, but there is more to describing nature than just manipulating equations correctly. Checking the result of a problem to see if it is reasonable does more than help uncover errors in problem solving—it also builds intuition in judging whether nature is being accurately described.

Use the following strategies to determine whether an answer is reasonable and, if it is not, to determine what is the cause.

Solve the problem using strategies as outlined and in the format followed in the worked examples in the text . In the example given in the preceding paragraph, you would identify the givens as the acceleration and time and use the equation below to find the unknown final velocity. That is,

Check to see if the answer is reasonable . Is it too large or too small, or does it have the wrong sign, improper units, …? In this case, you may need to convert meters per second into a more familiar unit, such as miles per hour.

This velocity is about four times greater than a person can run—so it is too large.

If the answer is unreasonable, look for what specifically could cause the identified difficulty . In the example of the runner, there are only two assumptions that are suspect. The acceleration could be too great or the time too long. First look at the acceleration and think about what the number means. If someone accelerates at 0.40 m/s 2 , their velocity is increasing by 0.4 m/s each second. Does this seem reasonable? If so, the time must be too long. It is not possible for someone to accelerate at a constant rate of 0.40 m/s 2 for 100 s (almost two minutes).

Section Summary

The six basic problem solving steps for physics are:

• Step 1 . Examine the situation to determine which physical principles are involved.
• Step 2 . Make a list of what is given or can be inferred from the problem as stated (identify the knowns).
• Step 3 . Identify exactly what needs to be determined in the problem (identify the unknowns).
• Step 4 . Find an equation or set of equations that can help you solve the problem.
• Step 5 . Substitute the knowns along with their units into the appropriate equation, and obtain numerical solutions complete with units.
• Step 6 . Check the answer to see if it is reasonable: Does it make sense?

Conceptual Questions

1. What information do you need in order to choose which equation or equations to use to solve a problem? Explain. 2. What is the last thing you should do when solving a problem? Explain.

• College Physics. Authored by : OpenStax College. Located at : http://cnx.org/contents/[email protected]:aNsXe6tc@2/Problem-Solving-Basics-for-One . License : CC BY: Attribution . License Terms : Download for free at http://cnx.org/contents/[email protected].

Why Study Physics?

The goal of physics is to understand how things work from first principles.  We offer physics courses that are matched to a range of goals that students may have in studying physics -- taking elective courses to broaden one's scientific literacy, satisfying requirements for a major in the sciences or engineering, or working towards a degree in physics or engineering physics. Courses in physics reveal the mathematical beauty of the universe at scales ranging from subatomic to cosmological. Studying physics strengthens quantitative reasoning and problem solving skills that are valuable in areas beyond physics.

Where do I start?

• Students who have never studied physics before and would like a broad introduction should consider one of the introductory seminar courses in Physics or Applied Physics. Those interested in astronomy and astrophysics might enjoy PHYSICS 15, 16 or 17, which is intended for nontechnical majors.
• Students considering a career in science or engineering should start with the PHYSICS 20 & 40 series or PHYSICS 61, 71, 81 .
• The PHYSICS 20 series assumes no background in calculus, and is intended primarily for those who are majoring in the biological sciences. However, such students who have AP credit in calculus or physics should consider taking the PHYSICS 40 series, which will provide a depth and emphasis on problem solving that is of significant value in biological research, which today involves considerable physics-based technology.
• For those intending to major in engineering or the physical sciences, or simply wishing a stronger background in physics, the department offers the PHYSICS 40 series and PHYSICS 61, 71, 81 . Either of these series will satisfy the entry-level physics requirements of any Stanford major.  However, students majoring in Physics or Engineering Physics are required to take PHYSICS 61, 71, 81 -- possibly after completing PHYSICS 41 and 43. 
• PHYSICS 61, 71, 81 courses are intended for those who have already taken a physics course at the level of PHYSICS 41 and 43, or at least have a strong background in mechanics, some background in electricity and magnetism, and a strong background in calculus. To determine whether you are prepared for PHYSICS 61, take the the Physics Placement Diagnostic .
• The PHYSICS 40 series begins with PHYSICS 41 (mechanics), which is offered as a 4-unit course in both Autumn and Winter quarters, and continues with PHYSICS 43 (electricity and magnetism) in both Winter and Spring quarters, and PHYSICS 45 (thermodynamics and optics) in Autumn quarter.
• Beginning in academic year 2023/2024, a five-unit version of PHYSICS 41 is offered in the Winter quarter: PHYSICS 41E (Extended). This course is designed to enable students who have had little or no high school physics background to succeed in physics. 
• The PHYSICS 61, 71, 81 series begins in the Autumn quarter (only) with special relativity and a deeper dive into mechanics.   
• While most students are recommended to begin with mechanics in the PHYSICS 40 series (PHYSICS 41 or 41E), those who have had strong physics preparation in high school (such as a score of at least 4 on the Physics Advanced Placement C exam) may be ready to start with PHYSICS 45 in Autumn quarter (and then take PHYSICS 43 in the Winter quarter), or to start with PHYSICS 61 in the Autumn. 
• Students are individually advised on the best entry point into either the PHYSICS 40 series or PHYSICS 61, 71, 81 on the basis of their score on the Physics Placement Diagnostic , which is available online.

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The students' Physics Problem Solving Skills in basic physics course

S Sutarno 1 , D H Putri 1 , E Risdianto 1 , M Satriawan 2 and A Malik 3

Published under licence by IOP Publishing Ltd Journal of Physics: Conference Series , Volume 1731 , Mathematics and Science Education International Seminar (MASEIS) 2019 5 October 2019, Bengkulu, Indonesia Citation S Sutarno et al 2021 J. Phys.: Conf. Ser. 1731 012078 DOI 10.1088/1742-6596/1731/1/012078

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1 Program Studi Pendidikan Fisika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Bengkulu, Jl. W.R. Supratman, Kandang Limun, Bengkulu 38371, Indonesia

2 Program Studi Pendidikan Fisika, STKIP BIMA, Jl. Piere Tendean, Kota Bima, Nusa Tenggara Barat 84111, Indonesia

3 Program Studi Pendidikan Fisika, UIN Sunan Gunung Djati Bandung, Jl. A.H. Nasution No. 105, Cibiru Bandung 40614, Indonesia

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One important skill that can support the success of learning physics for students is problem solving skills. This study explores the level of Physics Problem Solving Skills (PPSS) of 54 first semester students (11 men and 43 women, age range 16-18 years) in basic physics course in the science and physics education study program at Universitas Bengkulu, Indonesia. In the first lecture, students learn the concept of one-dimensional motion includes uniformly accelerated motion and vertical motion, but the lecturer does not provide examples of problems and how to solve them. In the second lecture, students learn the concept of Newton's Law and its application, and the lecturer gives examples of problems and stages to solve them, however the lecturer does not emphasize that these stages are important procedures in solving physical problems. At the end of each lesson, students are given an essay Physics Problem Solving Skills test. Based on an analysis of student answers, it is known that in general the student PPSS level is still in the novice and transition categories. This indicates the importance of developing and implementing basic physics lecture programs that are able to promote students' higher-order thinking skills including physics problem solving skills.

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Solving Problems in Physics

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Learning Objectives

• Describe the process for developing a problem-solving strategy.
• Explain how to find the numerical solution to a problem.
• Summarize the process for assessing the significance of the numerical solution to a problem.

Problem-solving skills are clearly essential to success in a quantitative course in physics. More important, the ability to apply broad physical principles—usually represented by equations—to specific situations is a very powerful form of knowledge. It is much more powerful than memorizing a list of facts. Analytical skills and problem-solving abilities can be applied to new situations whereas a list of facts cannot be made long enough to contain every possible circumstance. Such analytical skills are useful both for solving problems in this text and for applying physics in everyday life.

As you are probably well aware, a certain amount of creativity and insight is required to solve problems. No rigid procedure works every time. Creativity and insight grow with experience. With practice, the basics of problem solving become almost automatic. One way to get practice is to work out the text’s examples for yourself as you read. Another is to work as many end-of-section problems as possible, starting with the easiest to build confidence and then progressing to the more difficult. After you become involved in physics, you will see it all around you, and you can begin to apply it to situations you encounter outside the classroom, just as is done in many of the applications in this text.

Although there is no simple step-by-step method that works for every problem, the following three-stage process facilitates problem solving and makes it more meaningful. The three stages are strategy, solution, and significance. This process is used in examples throughout the book. Here, we look at each stage of the process in turn.

Strategy is the beginning stage of solving a problem. The idea is to figure out exactly what the problem is and then develop a strategy for solving it. Some general advice for this stage is as follows:

• Examine the situation to determine which physical principles are involved . It often helps to draw a simple sketch at the outset. You often need to decide which direction is positive and note that on your sketch. When you have identified the physical principles, it is much easier to find and apply the equations representing those principles. Although finding the correct equation is essential, keep in mind that equations represent physical principles, laws of nature, and relationships among physical quantities. Without a conceptual understanding of a problem, a numerical solution is meaningless.
• Make a list of what is given or can be inferred from the problem as stated (identify the “knowns”) . Many problems are stated very succinctly and require some inspection to determine what is known. Drawing a sketch be very useful at this point as well. Formally identifying the knowns is of particular importance in applying physics to real-world situations. For example, the word stopped means the velocity is zero at that instant. Also, we can often take initial time and position as zero by the appropriate choice of coordinate system.
• Identify exactly what needs to be determined in the problem (identify the unknowns). In complex problems, especially, it is not always obvious what needs to be found or in what sequence. Making a list can help identify the unknowns.
• Determine which physical principles can help you solve the problem . Since physical principles tend to be expressed in the form of mathematical equations, a list of knowns and unknowns can help here. It is easiest if you can find equations that contain only one unknown—that is, all the other variables are known—so you can solve for the unknown easily. If the equation contains more than one unknown, then additional equations are needed to solve the problem. In some problems, several unknowns must be determined to get at the one needed most. In such problems it is especially important to keep physical principles in mind to avoid going astray in a sea of equations. You may have to use two (or more) different equations to get the final answer.

The solution stage is when you do the math. Substitute the knowns (along with their units) into the appropriate equation and obtain numerical solutions complete with units . That is, do the algebra, calculus, geometry, or arithmetic necessary to find the unknown from the knowns, being sure to carry the units through the calculations. This step is clearly important because it produces the numerical answer, along with its units. Notice, however, that this stage is only one-third of the overall problem-solving process.

Significance

After having done the math in the solution stage of problem solving, it is tempting to think you are done. But, always remember that physics is not math. Rather, in doing physics, we use mathematics as a tool to help us understand nature. So, after you obtain a numerical answer, you should always assess its significance:

• Check your units . If the units of the answer are incorrect, then an error has been made and you should go back over your previous steps to find it. One way to find the mistake is to check all the equations you derived for dimensional consistency. However, be warned that correct units do not guarantee the numerical part of the answer is also correct.
• Check the answer to see whether it is reasonable. Does it make sense? This step is extremely important: –the goal of physics is to describe nature accurately. To determine whether the answer is reasonable, check both its magnitude and its sign, in addition to its units. The magnitude should be consistent with a rough estimate of what it should be. It should also compare reasonably with magnitudes of other quantities of the same type. The sign usually tells you about direction and should be consistent with your prior expectations. Your judgment will improve as you solve more physics problems, and it will become possible for you to make finer judgments regarding whether nature is described adequately by the answer to a problem. This step brings the problem back to its conceptual meaning. If you can judge whether the answer is reasonable, you have a deeper understanding of physics than just being able to solve a problem mechanically.
• Check to see whether the answer tells you something interesting. What does it mean? This is the flip side of the question: Does it make sense? Ultimately, physics is about understanding nature, and we solve physics problems to learn a little something about how nature operates. Therefore, assuming the answer does make sense, you should always take a moment to see if it tells you something about the world that you find interesting. Even if the answer to this particular problem is not very interesting to you, what about the method you used to solve it? Could the method be adapted to answer a question that you do find interesting? In many ways, it is in answering questions such as these science that progresses.

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Physics careers and graduate school.

A Physics degree equips you with a range of transferable skills, such as critical thinking, problem-solving, data analysis, and communication, which are highly valued across many industries. This flexibility allows you to adapt and thrive in various career paths.

Physics graduates are highly sought after in fields such as technology, data science, finance, consulting, and medical technology. The American Institute of Physics created this informative careers fact sheet  with further details about careers in physics.

Career paths of recent graduates

• Research: contribute to cutting-edge research at research institutions or government laboratories.
• Engineering: Many graduates pursue an advanced degree in various engineering fields, such as electrical, mechanical, aerospace, computer, and civil.
• Law and Policy: Physics graduates who attend law school apply their analytical and problem-solving skills in legal and policy-related careers. They may specialize in areas such as intellectual property law, patent law, or science policy.
• Medical Field: Some physics graduates continue their education in medical school, combining their passion for physics with an interest in healthcare. They can pursue careers in medical physics, radiology, radiation oncology, or other medical specialties.
• Teaching: With a passion for physics and a desire to inspire the next generation, some graduates may choose to pursue careers in teaching at the secondary school level or higher education institutions. 

Our physics graduates end up at many top engineering, technology, scientific, and medical companies or at research positions at academic institutions. Logos of companies representing the employment of graduates taken from recent alumni surveys are shown.

Organizations to explore

• American Astronomical Society
• American Institute of Physics
• Institute of Physics
• National Science Foundation
• National Society of Physics Students
• PhysLink - Online Education and Reference
• The Nucleus
• USA Physics, Engineering & Mathematics Departments

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General Lab Information

Long Island Students Compete at Brookhaven Lab's Maglev Contest

Students use stem and problem-solving skills to aim for top honors in vehicle speed and appearance.

March 27, 2024

Students use math, science, and technology principles to optimize the design of their maglev creations. (Jessica Rotkiewicz/Brookhaven National Laboratory)

UPTON, N.Y. — A big blue shark, an array of pirate ships, and a propeller-driven water bottle were among student-made magnetic levitation vehicles that floated down the tracks at the 2024 Maglev Competition hosted by the U.S. Department of Energy’s Brookhaven National Laboratory on March 20.

Students from middle schools across Long Island became engineers at the annual contest, designing and refining their maglev creations to log their fastest travel time. A total of 150 students from 10 local middle schools submitted vehicles in hopes of earning top spots in eight categories judging speed and appearance.

The competition is inspired by technology pioneered by two Brookhaven Lab researchers, the late Gordon Danby and James Powell, who invented and patented superconducting maglev — the suspension, guidance, and propulsion of vehicles by magnetic forces.

“The Maglev Contest is unique in the way it provides students with an open environment to tinker, tweak, and test their vehicle designs in order to achieve the best possible outcome,” said competition coordinator Jonathan Ullmann, a senior education programs representative for the Lab’s Office of Educational Programs . “This process is very similar to how the scientists and engineers work on big research projects here at Brookhaven Lab.”

During the awards ceremony, the students heard from Robert Caradonna, a federal project manager at the DOE-Brookhaven Site Office, about his role in overseeing large design and construction of scientific research facilities including the current project to construct the Electron-Ion Collider (EIC) — a new discovery machine that physicists will use to explore the building blocks of matter — and the previous effort to construct the National Synchrotron Light Source II (NSLS-II), a DOE Office of Science user facility where interdisciplinary researchers explore materials.

Contenders in the appearance categories (Jessica Rotkiewicz/Brookhaven National Laboratory)

Students use math, science, and technology principles to optimize the design of their vehicles. The competition day also brings out their creativity and resourcefulness on the fly: one student fixed their math homework to their vehicle to use as a sail on the contest’s wind-powered track; another student attempted to fill a disposable glove with air to propel their vehicle down a flat track after their original balloon broke.

“That’s what it’s all about — for them to troubleshoot and figure it out,” said David Driscoll, a technology teacher at Albert G. Prodell Middle School. “They’re learning to have patience, think through things, change things up, and make adjustments.”

Students who opted to compete in this year’s appearance categories went for unique and eye-catching designs that included a leek (the vegetable) used as a vehicle body, hand-painted artwork from a favorite show, and color-changing lights. A host of 3D-printed creations traveled down the tracks, too, including train cars, a racecar, and an intricate lizard.

This was the first year that the Bridgehampton School’s STEAM Team — a before-school club — entered 3D-printed vehicles into the competition after learning how to use 3D printers and a modeling program.

“We’ve been using MakerBot 3D printers and Tinkercad; the kids have been having a blast on it,” said Lou Liberatore, a fifth-grade teacher at Bridgehampton.

Mallory Dougherty, also a fifth-grade teacher at Bridgehampton, added: “We’re really excited to be in that category. They really picked up on it. They impressed us with how they were about to figure out how it all works.”

See more photos from the competition and awards ceremony. Hover over image to reveal slideshow controls. (Jessica Rotkiewicz/Brookhaven National Laboratory)

Speed categories

Self-propelled (balloon).

• First place: Andrew Oliveri, Bay Shore Middle School
• Second place: Ghaleb Rashid, Bay Shore Middle School
• Third place: Landon Wernersbach, Bay Shore Middle School

Self-propelled (other)

• First place: Owen Huber, Bay Shore Middle School
• Second place: Caleb Leichtman, Bay Shore Middle School
• Third place: Indigo O'Neill, Bay Shore Middle School

Electrified track

• First place: Chase Harrison, Bay Shore Middle School
• Second place: Jordan Patron, Bay Shore Middle School
• Third place: Ethan Rodriguez, Bay Shore Middle School
• First place: Jordyn Lusak, Albert G. Prodell Middle School
• Second place: Brody Morgan, Great Hollow Middle School
• Third place: Alex Manessis, Accompsett Middle School
• First place: Jonah Maraglio, Albert G. Prodell Middle School
• Second place: Eva Cabrera, Bay Shore Middle School
• Third place: Doris Lu, Great Neck South Middle School

Appearance categories

• First place: Aylin Tucksonmez, Albert G. Prodell Middle School
• Second place: Jeremy Schember, Great Hollow Middle School
• Third place: Alexander Radek, Great Hollow Middle School

Scale model

• First place: Quentin Lennox, Marcus Chang, & Lucas Chang, Great Neck South Middle School
• Second place: Owen Anderson, Albert G. Prodell Middle School
• Third place: Brendan D'Agostino, Berner Middle School
• First place: Srihas Mandava, Accompsett Middle School
• Second place: Landon Tully, Accompsett Middle School
• Third place: Stella Bond, Bridgehampton School

Brookhaven National Laboratory is supported by the Office of Science of the U.S. Department of Energy. The Office of Science is the single largest supporter of basic research in the physical sciences in the United States and is working to address some of the most pressing challenges of our time. For more information, visit science.energy.gov .

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