[Before you read this, please ensure that you have carefully read all of the course computing webpage.]
The easiest way to demystify the process of writing of a scientific document is to realize that you are telling your target audience a physics story. This general principle is true both for your Presentation Slides (5 minutes) and for your Individual Report (5-8 pages, not counting title page or references).
Your work will earn high marks if you do a great job of two things: (1) getting the physics right, and (2) explaining it at a level accessible to the target audience of PHY152 student peers. In my grading, I give equal weighting to these two factors.
A metaphor I like to use in this context is that you are a mountain guide (the author/speaker) taking a group of hikers (your readers/listeners) on a guided trip going up a mountain (learning about a given topic). Ahead of time, you conscientiously check their general level of experience (background knowledge), and on the day of the hike (when you give your presentation/report) you begin at the trailhead (a level that is already intellectually accessible to them). Then you lead them up the mountain by showing them the best route up (gradually giving them more knowledge), bit by bit (section by section), as the altitude gets higher and higher (as the knowledge builds on foundations from previous sections). Then when you get to the top (conclusions), you help them see how gorgeous the view is (emphasize the key physics ideas they can now appreciate) -- which they can later remember as a lovely memory and also with photos (your document).
At a more mechanical level, a physics document normally has the following parts.
Many first-year undergraduates start trying to write a report by writing the above sections in order. I recommend a different strategy, which is informed by over twenty years of teaching undergraduate and graduate students how to write about physics.
** Why is academic citation culture such a ... thing? Isn't this just some silly archaic formality, like academic regalia? Not at all! Citing the sources we learn from is an absolutely foundational aspect of academic culture, and it is at heart a very human activity -- it is about giving credit where credit is due. (Don't be that asshole who lazily steals ideas/explanations without crediting the thinkers who created them!) Citing our intellectual ancestors and peers is how we build up the fabric of the academic literature in a given discipline over time. Academic researchers build our reputations partly through how many citations we get and our fairness in giving them to others. As you become more knowledgeable along your academic journey, you will learn more about the general and specific literature in your chosen field(s) of study, so you will be able to do a better job of citation.