This lab was designed to allow students to creatively play with the motion of a car and to see how the motion of the car is illustrated in graphs of position vs. time and velocity vs. time. 


This lab was designed to allow students to establish many of the key relationships for objects moving with either a constant speed or with a constant acceleration. 


This prelab was designed to allow students to practice finding the acceleration of an object using two photogates. It was meant to be used prior to using the photogates in real life. 


This lab was designed to generate some data that students can use when learning about simple graphing motion. Students will track the motion of a row boat as it moves through a course and then they will create a graph of the data that they collect. Students will write down the position at various times and then create position vs. time graphs for the boat. Students can adjust different parameters of the boat to get different graphs. Finally, the boats starting location will be random so that all students get different data. 


This lab was designed to generate some data that students can use when learning about two stage graphing motion. Students will track the motion of a dragster as it accelerates and then moves at a constant speed and then they will create a graph of the data that they collect. Students will write down the position at various times and then a create position vs. time graph for the dragster. Students can adjust different parameters of the dragster to get different graphs. 


This lab was designed to give students practice collecting and analyzing data for the PVC Freefall Lab. Masses are dropped from different heights and the speed of the object as it passes through a photogate is calculated. The relationship between the height and speed is determined by collecting data for multiple different heights. 


This lab was designed to give students an environment that they could relate to that would let them test how launch speed and time of flight affect the height of an explosion and the speed at the time of the explosion. 


This lab was designed to allow students to collect data for the Force Gravity vs. Volume lab for materials and locations that we cannot do in the classroom. Students will fill the bucket to different levels and record the force on the bucket. They will plot their data and then use the data to find the density of the material in the bucket and the mass of the bucket. 


This lab was designed to have students test the factors that affect the acceleration due to gravity on a planet. Students will be able to modify the planet and then drop an object to determine the acceleration on the planet. As the object drops, it will display a velocity vs. time graph and students will find the slope of this graph to find the acceleration due to gravity on the planet. 


This lab was designed to allow students to collect data for the force between two objects in deep space. The students are transported by TARDIS to deep space and can use force probes to measure the pull between two objects. Students can change the size of the objects, what they are made of and how far apart they are. 


This mini lab was designed to visually illustrate the relationships between the force of gravity and the factors that determine its strength. 


This lab was designed to have students investigate the factors that affect the acceleration of an object on a frictionless horizontal surface. The simulation will give the students a position vs. time graph and a velocity vs. time graph. Students will use these graphs to get the acceleration of the object. 


This lab was designed to have students investigate the factors that affect the acceleration of an object on a frictionless horizontal surface. The simulation will give the students data from two photogates which they must use to find the acceleration of the object. Students will then vary parameters like driving force and total mass and see how the acceleration is affected by each change. 


This lab was designed to have students investigate the factors that affect the acceleration of an object on a frictionless horizontal surface. The simulation will give the students position vs. time data and they will have to determine the acceleration via graphical methods. Students will then vary parameters like driving force and total mass and see how the acceleration is affected by each change. 


This lab was designed to have students notice the difference between static friction and sliding friction. They will change the mass of an object that is being pulled across a surface and plot out the changes to friction vs. normal. They will use the slope of this graph to determine the coefficient of friction for their surface. 


This lab was designed to have students test the relationship between the force applied to a spring and the length of the spring. Students can work with 7 different springs. Each time you hit start, a new force will be applied to the spring. 


This lab was designed to have students test the relationships that affect the force buoyancy. Not all things they change will be factors. They can change mass of bottle, volume of bottle, fluid type and planet. 


This lab was designed to have students discover the connection between the angle of incline and the acceleration of the object on the incline. Students can vary the angle and the mass of the frictionless object. 


This lab was designed to have students look at the factors that might affect the angle at which an object will start to move when it is placed on an inclined plane. The friction coefficient of the surfaces, the strength of the gravitational field and the mass of the block all can be varied. 


This lab was designed to have students practice the Atwood lab prior to doing it for real. Students can adjust the masses and the planet and then collect position vs. time data and velocity vs. time data. Students can see how the acceleration of system changes with changes in ∆m and with changes in total mass. 


This lab is designed to have students find the relationships that affect the stopping distance of a car on a roadway. Students will be able to modify the tires, road surface, the mass of the car, and the initial speed of the car. Graphs of stopping distance vs. initial speed for difference surfaces could be made. 


This lab is designed to allow students to explore the relationship between the pressure below a fluid and your depth in the fluid. Students will pilot a sub to different location, stop the sub and then take data. Hitting the walls will send the sub back to its starting location. 


This lab/learning activity is designed to introduce students to the idea of how direction of force relative to motion determines the future motion of the object subjected to the force. Students can also explore the factors that determine the properties of the motion. 


This lab/learning activity is designed to introduce students to some of the basic terms with circular motion. They will be introduced to rpm, frequency, period, angular frequency, speed and velocity. It is hoped that students will be able to work with these quantities without resorting to rote memorization of formulas after finishing this activity. 


This lab is designed to examine the relationships between the force, mass, and radius of an object moving in a circular path and the velocity it must maintain to stay in that circular path. This lab is an idealized version of the string through a tube lab that students have been doing for years. 


In this lab students are going to be investigating how the parameters of a a spinning space station determine the apparent gravitational field for the people in the station. Students can change the mass of the person, the speed of the station, and the size of the station. 


This lab is designed to have students find the relationships that affect the maximum speed a car can go around a turn. Students will be able to modify the tires, road surface, the mass of the car, radius of the turn and the initial speed of the car. Graphs of maximum speed vs. radius for difference surfaces could be made. 


This lab is designed to have students look at relative motion in a two dimensional environment. Students are to launch toy boats across a waterway and look at the motion relative to the shore or the motion relative to the water. 


This lab is designed to have students find the relationships that govern the behavior of a package that has been released by a drone that is flying horizontally. Students will have control over the drone's height and horizontal speed. Students will also be able to adjust the gravitational field in the region where the drone is flying. Students will be able to measure the time of flight and the horizontal displacement of the projectile. 


This lab is designed to have students find the relationships that affect the horizontal distance travelled by a projectile. Students will be able to modify the starting height, initial speed and angle at which the projectile is fired. Students cannot only measure landing location, but they can monitor the horizontal speed, vertical speed and total speed of the projectile while in flight. In addition, the time of flight is available for the projectiles. Graphs for many of these variables can be constructed. 


This lab is designed to have students find the relationships that affect the force required to keep an object moving in a circle. Students will be able to modify the mass of the object, the speed of the object and the size of the circle the object is moving in. Graphs for force vs. mass, force vs. radius and force vs. speed can be constructed. 


This lab is designed to allow students to explore different aspects of satellite motion. Students can vary the mass of the satellite, the orbital radius of the satellite and the body that the satellite is orbiting. Students can measure the time of an orbit and then calculate speed, orbits per day, acceleration or kinetic energy. 


This lab is designed to have students find the relationships between impulse and change in momentum. Use the fire extinguisher to give different impulses to Wally and then use the time he is passing through the photogates to find the speed and/or momentum that he has gained from the impulse. 


This lab is designed to have students find the relationship between the number of pulleys used and the force required to lift a mass. Students will see that it is not actually the number of pulleys that matter, but the number of strings pulling up on the mass. Students can change the number of pulleys, the planet, and the mass. 


This lab is designed to have students investigate the nature of a nonlinear collision using curling stones. Students will be able to look at how the velocities before the collision and the mass of the stones affects the results of the collisions. 


This guided lab is designed to have students investigate the amount of energy lost by a ball when it bounces. This guided activity is meant to be used as a prelab for students who will do this lab live. Students will get a certificate when they complete this lab so the teacher knows they know how to collect and analyze data. 


This lab is designed to have students investigate the amount of energy lost by a ball when it bounces. Students will change the starting height of the ball and see how this affects the amount of energy lost and the percent of the original energy lost. 


This lab is designed to have students discover the relationship between the work that is done by a force and the speed gained by the object experiencing the force. Students can adjust the strength of the force. They can decide how much distance the force will be applied for. Student can also change the mass of the object. Finally they will measure the velocity of the object that has had this force applied to it. 


This lab is designed to have students discover the relationship between the work that is done and the changes to height that occur to an object. Students can adjust the amount of energy added to the object. They can test five different masses. Finally, students can change the gravitational field strength at the location of the experiment. 


This lab is designed to have students discover the relationship between the work that is done and the stretch of a spring. Students will get the area under a Force/Stretch graph to find the work given to a spring for a given situation. They will do this for at least 5 different stretches and discover the relationship between energy and stretch. 


This lab is designed to have students investigate the transformations that occur when elastic potential energy is converted to kinetic energy. Students will be able to modify the mass of the object, the spring constant of the spring and the amount of compression for the spring. Different graphs can be made between these variables to find their connection to each other. 


This lab is designed to have students investigate the energy added to an object when it is moved away from another object. This lab is meant to lay the foundations for the idea of universal gravitational energy. Students will see how the distance moved affects the energy added. 


This lab is designed to have students learn how to use a meter stick to create and calibrate a scale. This lab can be used as a stand alone lab or as a companion to a live lab using the same equipment. This lab is intended to be done before students start learning about torque and rotational equilibrium. 


This lab is designed to have students look at how the forces needed to support a suspension bridge change as the object moves across the bridge. This lab is intended to be used as a companion to a live lab with similar equipment. 


This lab is designed to have students learn how the size, mass and mass distribution of a pulley influences the rate at which a mass attached to the pulley will accelerate. The pulley is frictionless and the string's mass is negligible. 

This lab is designed to have students learn how to calculate the specific heat of a liquid based on the temperature changes that occur when hot water is added to the liquid. 


This lab is designed to have students learn how to calculate the specific heat of a solid based on the temperature changes that occur when a hot solid is added to cold water. 


This lab is designed to have students look at a greatly simplified version of James Joule's experiment showing the conversion of mechanical energy to heat. 


This lab is designed to have students examine distribution of speeds for gases in a box. 


This lab is designed to have students examine the different relationships that exist for gases in a box. 


This lab is designed to have students examine the different factors that affect the rate of heat transfer through a barrier between two gases. 


This lab is designed to be used by an entire class to simulate 50 football seasons. Students will track the number of wins and then we will make a distribution graph to see the frequency of the different outcomes. 


This lab is designed to have students examine how the temperature of the heat source and the temperature of the coolant effect the efficiency of the ideal engine. 

This mini lab was designed to allow students to discover the relationships that create Coulomb's Law. 


This mini lab was designed to visually illustrate the relationships between the force of electrostatics and the factors that determine its strength. 


This lab was designed to allow students to look at the electric field and the electric potential in the region around a charged object. 


This lab was designed to allow students to look at the closest distance that you can get between two particles when one of the particles is fired at the other from a certain distance at a certain speed. 


This lab was designed to allow students to look at the maximum speed an object can obtain when it is electrically repelled by a like charge. 


This lab is designed to have students investigate the different changes that could be made to an air filled capacitor and the results that occur because of these changes. Students can vary the gap between the plates, the size of the plates, and the voltage across the plates. They can measure the charge stored on the plates, the energy stored on the plates, and the electric field between the plates. Students can calculate the capacitance by dividing the charge by the voltage. 


This lab is designed to have students investigate the factors that affect the speed of an electron and the time it takes an electron to travel the distance between two charged plates. 


This lab is designed to have students investigate the relationships between voltage, resistance and current in a circuit with only one passive component. This version of the lab requires students to read analog meters to get the voltage and the current. 


This lab is designed to have students investigate the relationships between voltage, resistance and current in a circuit with only one passive component. The batteries in this simulation can be varied from ideal batteries to batteries containing internal resistance. 


This lab is designed to have students investigate the relationships between voltage, resistance and current in a series circuit with up to three passive components. The batteries in this simulation can be varied from ideal batteries to batteries containing internal resistance. 


This lab is designed to have students investigate the relationships between voltage, resistance and current in a parallel circuit with up to three passive components. The batteries in this simulation can be varied from ideal batteries to batteries containing internal resistance. 


This lab is designed to have students look at the change in the terminal voltage of a battery that occurs as you draw more current from the battery. 


This lab is will allow students to vary the resistance of a light bulb and the voltage difference across a light bulb. They will be able to see how these two factors affect the current through the light bulb and the power used by the light bulb. 


This lab is designed to have students investigate the factors that affect the resistance of a wire. Students will be able to adjust the length of the wire, the diameter of the wire and the material from which the wire is constructed. Graphs can be made of resistance vs. length, resistance vs. radius, or resistance vs. crosssectional area. 


This lab is designed to have students work through a procedure that will allow them to determine the resistivity of a wire based on the amount of current going through different lengths of wire. 


This lab is designed to have students look at the conversion of electrical energy into heat energy. Students will have control over the amount of water in their beaker, the voltage of the power supply and the time they add energy to the water. 


This lab is designed to have students investigate the factors that affect the rate at which a capacitor discharges. Students can change the resistance and capacitance in the circuit and then monitor the discharging of the capacitor. Graph can be made of voltage vs. time, current vs. time, charge vs. time. Graphs can also be constructed for the halflife of the capacitor vs. resistance and halflife vs. capacitance. 


This is a quantitative lab that will have students look at the direction of the magnetic field from moving charges in a wire. They can also get an intuitive sense of magnetic field strength factors based on the intensity of the circles drawn around the wire. 


This lab was designed to have students figure out the formula for the force on a charge moving through a magnetic field. Then they are to see how the direction of the force is dependent on the direction of the charge's motion and the direction of the magnetic field. 


This lab was designed to have students test the factors that affect the path of charged particle in a magnetic field. Students will be able to adjust the mass and charge of the particle. They will be able to change the speed of the particle and the direction of the field. Finally, they will be able to change the charge from + to . 


This lab was designed to have students test the factors that affect the acceleration of a metal bar that is carrying a current through a magnetic field. 


This lab was designed to have students test the things that can induce a current in a coil of wires. This lab is a purely quantitative lab. 


This lab was designed to have students test the factors that determine how much current is induced in a circuit when area of the circuit is changed. This lab is a quantitive lab that supplements the lab on magnetic flux. 


This lab was designed to have students map out the flux as function of time for a coil spinning in a magnetic field. From their date they also calculate the electromotive force for each data point they collect. Finally, they graph the electromotive force vs. time. 


This lab was designed to have students look at the graphs for flux vs. time and electromotive force vs. time for a coil spinning in a magnetic field. Students will be able to vary the size of the coil, the rate at which the coil spins and the strength of the magnetic field. They should be looking to see how each factor affects the graphs that are generated by the spinning coil. 


This lab was designed to help students understand the difference between circuits powered by DC and circuits powered by AC. Students can see that simple changes in frequency lead to changes in the potential difference across the components of an RC circuit. 


This lab was designed to help students understand the difference between circuits powered by DC and circuits powered by AC. Students can see that simple changes in frequency lead to changes in the potential difference across the components of an RL circuit. 

This lab is designed to have students investigate the factors that affect the rate at which a pendulum oscillates. Students can change the length of the pendulum, the angle of release, and the heavenly body on which the pendulum is oscillating. Graphs can be made of frequency or period vs. length, or frequency or period vs. acceleration due to gravity. 


This lab will allow students to investigate the factors that affect the amplitude, frequency, period and/or angular frequency of a frictionless hovercraft oscillating on a horizontal surface. 


This lab will allow students to investigate how the motion of a real object on a spring differs from the idealized version by introducing damping to the situation. 


This lab will allow students to investigate the relationships that govern the frequency of oscillation for a mass on a spring. 


This lab is designed to have students calibrate an oscillating spring. They will develop a calibration equation to relate the frequency of oscillation to the mass on the spring. They will then test their equation by determining the mass of the unknown object. 


This lab is designed to help students visualize the progress of a wave down a string and the way the wave pulse reflects from different boundaries. 


This lab is designed to help students visualize the combination waves that are formed when two waves overlap. 


This lab is designed to help students visualize the formation of standing waves in a string. Students will also be able to see how much space is required to fit the 1st and 2nd harmonic of this standing wave. 


This lab is designed to help students visualize the formation of standing waves in a wind instrument. Students will be able to view fundamental waves as well as some higher harmonics. They can work with a tube with two open ends or just one open end. 


This lab is designed to help students visualize distance between two synchronized sources that will lead to constructive and destructive interference. 


This lab is designed to help students discover the connections between the linear density of a string and the tension in the string with the speed of the wave along the string. The program can be set with six identical strings or six different linear density strings. The tension in the strings can be set individually or all pegged to one value. 


This lab is designed to have students investigate the relationship between the distance from an explosion and the time it takes the sound of the explosion to reach the observer. The temperature of the air can be changed by changing the location of the experiment. Graphs can be made of time vs. distance for each of the different environments. 


This lab is designed to have students investigate the relationship between the speed of a wave, the frequency of the wave and the wavelength of the wave. Students can vary wave speed and frequency. Each of these should be varied while leaving the other variable constant. The simulation should clearly show the wavelength changes that take place because of varying each variable. 


This lab is designed to have students investigate the relationship between the distance you are from a source of light and the intensity of the light your receive. 


This lab is designed to have students investigate the factors that determine the amount of energy collected by a solar panel when the sun light is shining straight down to the ground. 


This lab is designed to help students visualize the formation of beats and the relationship between the number of beats per second and the beat frequency heard by the observer. 


This lab is designed to have students investigate the changes to wavelength and frequency that occur when the source of the waves is in motion. 


This lab is designed to allow students to look at the factors affecting the angle at which constructive interference occurs for waves passing through a two slit diffraction grating. 


This lab is designed to allow students to look at the factors affecting the location of different colors formed by diffraction grating. 


This lab is designed to have students investigate the relationship between the angle of the boards and the angle the puck comes off the boards. 


This lab is designed to have students investigate the relationship between the radius of curvature and the location of the focal point for a mirror like situation. 


This lab is designed to have students investigate the relationship between the radius of curvature and the location of the focal point for a mirror like situation. 


This lab is designed to have students investigate the changes in angle that occurs when light changes from one medium to another. 


This lab is designed to have students investigate the changes that occur to images formed by converging lenses based on the focal length of the lens, the height of the object and the location of the object. 

This lab is designed to have students look at the deflection of a cathode ray beam using magnetic fields and electric fields. 


This lab is designed to have students determine the charge on a series of oil drops that are suspended in an electric field. Students will measure the size of the drop in an effort to determine the force gravity on the drop. They will set that equal to the force electric in order to determine the charge on the drop. Testing many drops will show something every important charge. 


This lab is designed to allow students to look at the relative proportions of different wavelengths of light that are emitted by stars at different temperatures. 


This lab is designed to allow students to look at the connection between the gap between two energy levels and the frequency of the light that is given off when an electron traverses this gap. 


This lab is designed to allow students to look at the connection between the gap between two energy levels and the frequency of the light that is given off when an electron traverses this gap. 


This lab is designed to allow students to look at the spectra of a handful of elements when light from a glowing sample of those elements travels through a diffraction grating. 


This lab is designed to allow students to look at the amount of radiation that is detected at different distances from a radioactive source. 


This lab is designed to allow students to look at the amount of radiation that is detected at different times from a radioactive source with a very short halflife. 


This lab is designed to allow students to look at the factors that affect the amount of radiation that is absorbed by different shielding materials. 
