Please Use this Enclosed Checklist to ensure that all components of the kit are back in the container before returning to the Western Colorado Math & Science Center.
 (1) CBR Probe
 (8) Physics Carts
 (1) Set Brass Mass Set
 (1) Set Happy/Sad Balls – Density
 (8) Mini Springs (Slinkies)
 (1) Ball Set of differing mass
 (6) MyChron Student Timers
 (8) Ramps
 Variety of Strings of Differing lengths
 (1) Sound Pipe
*Each lesson may include items that are not included in this kit. For a list of items that you will need to provide, please see each individual lesson.
Background Information:
Because this kit includes lessons that are designed to cover a variety of physical science topics, the background information would be too much to include in this small section. Please see each individual lesson for information regarding each topic.

Title
Freezing and Melting of
Water
What is Density?
Work vs. Power
Pendulum Lab
Slinky Wavelength
Discovery
Speed Investigation
Sound wave Tube
Demonstration (For demo only)
Purpose
Students investigate the freezing and melting points of freshwater versus salt water.
Students design and describe the characteristics of density.
Essential Learnings /
Standards
Standard 2: Know and understand common properties, forms and changes in matter.
Students compare and contrast work vs. power.
Students will determine the factors affecting the swing of a pendulum.
Students will observe and investigate the basic characteristics of waves using a slinky.
Students evaluate the relationship between mass, acceleration and velocity.
Students observe the change in tone versus speed.
Standard 2: Know and understand common properties, forms and changes in matter.
Standard 2: Know the different forms of energy, forces, and motion.
Standard 2: Know the different forms of energy, forces, and motion.
Standard 2: Know the different forms of energy, forces, and motion.
Standard 2: Know the different forms of energy, forces, and motion.
Standard 2: Know the different forms of energy, forces, and motion.

Lesson Title: Freezing and Melting of Water
VITAL INFORMATION
Subject: Physical Science
Topic or Unit of Study: Freezing & Melting Points of water
Essential Learning: Standard 2: Know and understand common properties, forms and changes in matter.
Grade Level: 8
Objectives:
 Use a probe to measure temperature.
 Analyze graphs of your data to determine the freezing and melting temperatures of water.
 Determine the relationship between the freezing and melting temperatures of water.
 Apply the concepts studied in a new situation.
Background/Summary:
Freezing temperature is the temperature at which a substance turns from a liquid to a solid.
Melting temperature is the temperature at which a substance turns from a solid to a liquid.
Freezing temperature and melting temperature are characteristic properties. In this experiment, you will determine and compare the freezing and melting temperatures of water.
Possible Questions:
 Identify the independent and dependent variables for this lab?
 Why do we repeat the same experiment?
History/Connections: Relate it to year-round sailing. Regional Relevance: freshwater freezes faster, but saltwater freezes at a lower temperature. Reference Great Salt Lake versus Local lake.
Multimedia Introduction: Google Search: “Does the ocean freeze?”
Why can these people wind sail in Norway in the winter? http://www.youtube.com/watch?v=vmpl4URpkKU
Other demos: Melting Blocks-using ice. Have students blindfolded and holding various objects out of the freezer. They will all be the same temperature but they will be transferring heat at different rates.
IMPLEMENTATION
Learning Context:
Students will learn, through inquiry, the relationship between the freezing and melting point of substances. Students will graph lab data and analyze the graphs to determine the freezing and melting points of water.

Safety Issues:
 Broken glass can be a safety issue. Students will be instructed to allow the teacher to clean up any broken glass.
 The hot water coming out of the faucet should be set at a safe temperature.
Materials and Resources:
 Each lab group will need: o Computer w/LoggerPro
Software (or) o Vernier Temperature Probe kit (or) o Thermometer o Ring stand with utility clamp o Test tube
 All students will need graph paper o o o o o o
400mL beaker
Stopwatch
10mL graduated cylinder
Ice
Salt
Spoon
Procedures for teaching:
This lesson could take one 90 minute block or two 45 minute periods to complete the lab procedures and the other portions of the lesson.
.
Engage
The teacher will facilitate a discussion concerning the students’ prior knowledge and previous experiences concerning heat transfer, the formation of ice and the melting of ice. (10 minutes)
.
Explore
Students will use the temperature probe and computer to measure how the temperature of the water in the test tube changes through time while they freeze and then melt the water. The lab procedure is attached. (40 minutes)
.
Explain
The groups will plot their data and then analyze the resulting graph to determine the relationship between the freezing and melting point of water. Each group of students will defend their conclusions to the class by using the results from their lab. (30 minutes)
.
Elaborate
The class will discuss (facilitated by the teacher) how this new knowledge extends to other changes of states such as boiling. The teacher will demonstrate the boiling of the water in the test tube and allow the students to see the graph of the temperature. (10 minutes)
.
Evaluate
The teacher will evaluate the knowledge learned by the students by asking questions that require the application of the knowledge learned in the lab. An example of such a question would be: If salt water freezes at -1.2 °C, at what temperature do you think frozen salt water will melt? Why? (5 minutes)

Laboratory Activity Sheet:
Students will be provided with a “Laboratory Activity Sheet”. This will be filled out by the students before, during and after the laboratory procedures. This activity sheet is attached.
Differentiated Instruction Strategies:
Use temperature probes or use thermometers.
Time Allotment: 1 90-min or 2 45-min class periods
Teacher Comments/Reflections:
This lab can be modified by utilizing thermometers if the classroom does not have enough temperature probes.
MATERIALS AND RESOURCES
Instructional Materials:
Student handout
Resources (Technology and/or other):
Source: http://www2.vernier.com/sample_labs/PSV-03-COMP-freeze_melt.pdf
Volz, Donald and Sapatka, Sandy. (2000). Physical Science With Computers.
Beaverton,OR: Vernier Software & Technology.
STANDARDS AND ASSESSMENT
Standards/Essentials:
Standards of Learning (SOL’s)
PS.1 The student will plan and conduct investigations in which
 temperature is accurately measured and reported using SI units;
 graduated cylinders are used to gather data;
 research skills are utilized using a variety of resources;
 independent and dependent variables are identified;
 valid conclusions are made after analyzing data; and
 research methods are used to investigate practical problems and questions.
PS.2 The student will investigate and understand the basic nature of matter including physical properties (melting point).
PS.5 The student will investigate and understand changes in mater and the relationship of these changes to the Law of Conservation of Matter and Energy including the concept of physical changes (effect of temperature on state).

PS.7 The student will investigate and understand temperature scales, heat, and heat transfer.
Key concepts include freezing point and melting point.
National Science Education Standards (NSES)
Teaching Standard B – Teachers of science guide and facilitate learning. In doing this, teachers focus and support inquiries while interacting with students.
Teaching Standard D – Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers
 ensure a safe working environment
 make the available science tools, materials, media, and technological resources accessible to students.
 identify and use resources outside the school.
Assessment/Rubrics:
Students will be assessed on their active participation in the laboratory exercise and the completion, accuracy and thoughtfulness of the students’ laboratory activity sheet. The following rubric will be used to assign a quantitative score to the students’ performance in the lab:
 The predictions portion of the lab will be worth 8 points. One point is given for each logical prediction and one point is given for each prediction that has supporting reasoning.
 The observations portion of the lab will be scored based on completeness:
5 points for both charts completely filled in
4 points for one chart completely filled in but the other is missing a few values
3 points for partial completion of both charts (mostly filled in)
or full completion of one chart but second chart is significantly uncompleted
2 points for minimal completion of both charts
1 point for minimal completion of one chart
0 points for failure to even attempt to complete the observation charts
 The graph will be scored based on 2 points given for each of the following parts of the graph. One point will be given for an attempt and two points will be given if the part is complete and accurate. o Title o label of the x-axis with units o label of the y-axis with units o data points plotted for freezing o data points plotted for melting
 The conclusions part of the lab will be scored based on 1 point for each question.
 The defending/presentation of lab results will be scored based on the following: o 2 points for complete and well reasoned presentation of results o 1 point for an attempt o 0 points for no attempt

How are the Freezing and melting points of water related?
Lab Procedure:
Part I Freezing
1. Put about 100 mL of water and 5 to 6 ice cubes into a 400mL beaker
2. Put 5 mL of water into a test tube and use a utility clamp to fasten the test tube to a ring stand. The test tube should be clamped above the water bath. Place the Temperature Probe into the water inside the test tube.
3. Insert thermometer into test tube.
4. When everything is ready, start stopwatch to begin data collection. Then lower the test tube into the ice-water bath.
5. Soon after lowering the test tube, add 5 spoons of salt to the beaker and stir with a spoon. Continue to stir the ice-water bath during Part I.
6. Slightly, but continuously, move the probe during the first 10 minutes of Part I. Be careful to keep the probe in, and not above, the ice as it forms. When 10 minutes have gone by, stop moving the probe and allow it to freeze into the ice.
Add more ice cubes to the ice-water bath as the original ice cubes get smaller.
7. Once you’re sure the water in the test tube is frozen solid and a teacher has looked at your graph you are ready to move to part II.
**Do not attempt to remove temperature probe from frozen water**
Part II Melting
9. Raise the test tube and fasten it in a position above the ice-water bath. Do not move the
Temperature Probe during Part II.
10. Dispose of the ice water as directed by your teacher. Obtain 250 mL of warm tap water in the beaker. When 20 minutes have passed, lower the test tube and its contents into this warm-water bath.
11. When 25 minutes have passed, data collection will stop.
DO NOT TAKE LAB PROCEDURE WITH YOU, LEAVE IT ON THE LAB TABLE

How are the Freezing and melting points of water related?
PREDICTIONS:
Answer the following questions with your predictions about how the temperature will change during the lab.
Be sure to include the reasoning behind your predictions.
What do you think will happen to the temperature of the water in the test tube when the test tube is placed in the ice water?
What do you think will happen to the temperature of the water/ice while it is freezing?
What do you think will happen to the temperature of the ice/water while it is melting?
What do you think will happen to the temperature after the ice is melted?
CONCLUSIONS:
Use your graph to determine the freezing and melting points of water. Then use your observations and graph to answer the following questions. (DON’T FORGET UNITS!)
Freezing point of Water: _____________Melting point of Water: _____________
What happened to the temperature of the water while it was freezing?
What happened to the temperature of the water while it was melting?
How does the freezing point of water compare with the melting point of water?
OBSERVATIONS:
Fill in the charts below while the temperature probe is collecting data. This information will be used to create a graph.
Data for Part _______________________
Time (minutes) Temperature
(°C )
0
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
Time (minutes) Temperature
(°C)
13.0
13.5
14.0
14.5
15.0
15.5
16.0
16.5
17.0

9.0
9.5
10.0
10.5
11.0
11.5
12.0
12.5
5.0
5.5
6.0
6.5
7.0
7.5
8.0
8.5
21.5
22.0
22.5
23.0
23.5
24.0
24.5
25.0
17.5
18.0
18.5
19.0
19.5
20.0
20.5
21.0

Lesson Title: What is density?
VITAL INFORMATION
Subject: General Science
Topic or Unit of Study: Density
Grade Level: 6-8
Objectives:
 List some ways that the density of an object can be measured.
 Design an experiment that compares the densities of several objects of various materials and those of similar materials.
 Describe the characteristics of density and how they are applied in Science.
 Compare the density of different irregular solids to water.
Background/Summary: Students need to be able to use a balance and a graduated cylinder as well as division. Density = mass/volume (stuff per area).
Possible Questions:
 Identify the independent and dependent variables for this lab?
 Why do we repeat the same experiment?
History/Connections: Galileo’s Thermometer and Archimede’s story of bathtub displacement.
“Eureka!”
Multimedia Introduction:
What is density? http://www.newtonsapple.tv/video.php?id=1027
Other demos: Density Column in a graduated cylinder using various liquids. Radon Detectors in basements. Balloons with various gases but same sizes.
IMPLEMENTATION
Learning Context: (How does it fit into unit?) Describing one of the physical properties of matter (density).
Procedure: Students will be given access to the necessary tools to determine the density of various objects. After they show the teacher their plan; that they create in their notebook or on a separate sheet of paper, they are given two sets of objects: one of various sizes but of the same materials (brass masses) and another of the same sizes but made of various materials (ball set). Students will also need to measure the density of the water, it will probably not be 1, by placing the graduated beaker on the scale and zeroing it out. Add 100 ml of water and weigh it. Use the formula on the Student’s Data page and figure out the density of the water.
Following the Scientific Method, the students will develop a hypothesis as to the densities of each of the objects as it relates to others in that group. Upon recording the measurements

(volume, mass) of each object, the students will analyze their results and determine if their original hypothesis was correct.
Differentiated Instruction Strategies: Students with learning disabilities could be given only one set and help in designing the experiment. This will lessen the time needed and allow them to focus on only one set. Average students will use both sets of balls and design their experiment.
Above average students will use both sets, design their experiment and determine the materials used in the similar-sized set by doing research on the density of common materials.
Sample Student Products: Graduated beakers, water, scales, two sets of objects (all-brass mass set, ball set made of various materials).
Collaboration: Students will work in groups of four.
Time Allotment: 15-30 minutes for the experiment, more for the research afterward.
Teacher Comments/Reflections:
MATERIALS AND RESOURCES
Instructional Materials: Science textbook
Resources (Technology and/or other):
1. Two sets of balls: a. various sizes of brass masses, b. same size balls made of different materials (Happy/Sad balls or set).
2. Graduated cylinder (volume).
3. Scale (mass)
4. Containers for water an dumping out materials and water into.
5. Calculator
STANDARDS AND ASSESSMENT
Standards/Essentials:
 Earth and Space Science - Students know and understand the processes and interactions of Earth’s systems and the structure and dynamics of Earth and other objects in space.
 Describe the physical properties of matter.

Assessment/Rubrics: Recording data and graphing the results. Answering pre- and post-lab questions
1.
Identifying the problem: Do objects of the same size have the same mass?
Do objects of various sizes have different densities?
How do you determine the density of an object?
2.
Gather information: Various introductory lessons by instructor regarding concepts of density, i.e. density=mass/volume, d=(m/v). Manipulate items of the same size to show how they have different weights from a hands-on perspective.
3.
Develop hypothesis: Have the students make an educated guess as to the outcome of the experiment, i.e. which object will be more dense and by how much.
4.
Test hypothesis: Weigh each object and record the mass on the chart. Then measure each item’s volume in graduated beakers containing water and record. Use these measurements to calculate density. For those focusing on this step in the scientific process, allow the students to develop their own experiment with the materials included. Make sure they do several trials of each object.
5.
Analyze the data: Using the information gathered, determine the density of each item using the formula provided. Record the densities of each object and compare values.
6.
Conclusion: Have the student explain if the hypothesis was supported or not supported by the evidence collected. Have the students use the data to support their ideas
Remind them that a hypothesis proved wrong does not make the experiment or the research less valid. If an incorrect concept can be changed, learning takes place. In fact, some of the best results are the ones we least expect.
Did some objects float? Why did they, or why didn’t they.
Extensions/Alternative Lab Ideas: a.
Demo: Use diet coke and regular in a fish tank of water. The coke will sink and the diet coke will float. Have students brainstorm why this happens. (Sugars in coke.) b.
Students can create an object to keep pennies afloat on a piece of tin foil in a pan of water.
They will experiment with shapes to make the most pennies stay up on the tin foil.

Name: ______________________________________Date:______________________ Period:_______
Student’s Data
Identifying the problem:
Develop hypothesis:
Test hypothesis:
Analyze the data:
Conclusion:

Object Mass (M) grams
Volume (V) milliliters
Density (D=M/V)

Lesson Title: Work vs. Power
VITAL INFORMATION:
Subject: How do work and power differ from one another?
Topic or Unit of Study: Energy, Work, Power, Joules, Newtons
Grade Level: Middle school – 8 th Grade
Objectives:
 Students will calculate their own output of work and power
 Students will graph their own output of work and power
 Students will use probes and calculator graphs to compare to their own graphs
Background/Summary: Students will climb stairs at different rates in order to calculate their work and power outputs. They can then use the CBR and TI-84+ to compare to what they calculated.
Possible Questions:
 Identify the independent and dependent variables for this lab?
 Why do we repeat the same experiment?
History/Connections: Basic principles of building structures using simple machines: examples: pyramids, Stonehenge, bridges, towers, etc.
Multimedia Introduction:
Demo Website: http://www.patbelford.com/gallery/web3d/education/forceworkpower/index.html
Simulation: http://phet.colorado.edu/index.php
--> Energy Skate park and The Ramp
Other demos: Using a wedge to lift a book.
IMPLEMENTATION:
Background Information:
You are doing work when you use a force to cause motion in the direction of the force.
 Work can be calculated mathematically.
 The formula for work is: Work = Force X Distance.
 Time is not considered when calculating work.
 Force (or mass) is measured in Newtons. Distance is measured in meters. The unit of measure for work =
Newton X meter or a Newton-meter.
 A Newton-meter is called a joule.

Work is the transfer of energy. Another way of describing work is to say that work is done on an object when you transfer energy to that object. If you put energy into an object, then you do work on that object. Energy is the ability to do work.
Power is the rate at which work is done. It is the amount of work per unit of time.
 The formula for power is Power = Work / Time.
 Power = (Force X Distance) / Time.
Student Worksheet Below
Differentiated Instruction Strategies:
 Students work in pairs to compare data.
 Students who cannot walk stairs may use the data of their partner.
Time Allotment: 1 block (90 minutes) or 2 periods (45 minutes)
MATERIALS AND RESOURCES:
Instructional Materials: calculator, meter sticks or rulers, staircase, timers
Resources (Technology and/or other): CBR2, TI-84+
STANDARDS AND ASSESSMENT:
Standards/Essentials:
Standard 2: Physical Science: Students know and understand common properties, forms and changes in matter and energy.
Assessment: Use pre and post-lab questions as well as graphs to assess students learning in this unit.

Name:___________________________ Date:_____________________ Block: _________________
Background Information:
You are doing work when you use a force to cause motion in the direction of the force.
 Work can be calculated mathematically.
 The formula for work is: Work = Force X Distance.
 Time is not considered when calculating work.
 Force (or mass) is measured in Newtons. Distance is measured in meters. The unit of measure for work =
Newton X meter or a Newton-meter.
 A Newton-meter is called a joule.
Work is the transfer of energy. Another way of describing work is to say that work is done on an object when you transfer energy to that object. If you put energy into an object, then you do work on that object. Energy is the ability to do work.
Power is the rate at which work is done. It is the amount of work per unit of time.
 The formula for power is Power = Work / Time.
 Power = (Force X Distance) / Time.
Pre-Lab Questions: Use complete sentences!!
1.
Do you do more work climbing stairs quickly or climbing stairs slowly?
2.
Does it take more power to climb stairs quickly or climb stairs slowly?
3.
Going into this experiment, what questions do you have regarding work, power, and energy?
Procedure:
1. Calculate the DISTANCE you will move: a. Count the number of steps. Record: __________ b. Use the meter stick to measure the height of one step. Record: __________ c. Calculate the total height of the staircase: Height of staircase = height of one step X the number of steps. Record: __________ d. Convert the height of staircase from centimeters (cm) to meters (m). To do this, divide the height of the staircase by 100. It takes 100 centimeters to equal one meter. Label your answer in meters (m). Record: __________

2. Calculate the FORCE you will use to climb the stairs: a. Your Weight needs to be converted into Newtons. To do this, use the following formula: weight X 4.5 = Force (Newtons)
____________________ X 4.5 = ____________________
3. Climb the stairs slowly. Have your partner use the stopwatch to time how long it takes you to climb the stairs. Record: __________
4. Climb the stairs quickly. Have your partner use the stopwatch to time how long it takes you to climb the stairs. Record: __________
5. Calculate the amount of work you did as you walked up slowly up the stairs.
Work = Force X Distance
Work ____________ = Force (from # 2a) X Distance (from # 1d)
6. Calculate the amount of work you did as you walked up quickly up the stairs.
Work = Force X Distance
Work _______________ = Force (from # 2a) X Distance (from # 1d)
7. Calculate the POWER needed to climb the stairs slowly.
Power = Work ÷ Time
Power __________ = Work (from # 5) ÷ Time (from # 3)
8. Calculate the POWER needed to climb the stairs quickly.
Power = Work ÷ Time
Power __________ = Work (from # 6) ÷ Time (from # 4)
Data: Record all data in the table below:
Height of
Stairs (m)
Force to Climb
Stairs (N)
Time to climb stairs (s)
Work done climbing stairs (j)
Power to climb stairs (J/sec)
Slowly
Quickly
Data Analysis: Make a bar graph to compare the amount of work done when climbing stairs slowly and quickly. Make sure to label each axis, and title the graph.

Make a bar graph to compare the amount of power used when climbing stairs slowly and quickly. Make sure to label each axis, and title the graph.
What do the graphs tell you about work and power?
Questions: Complete sentences!!
1.
When did you do the most work, when you climbed the stairs slowly or quickly?
2.
What must change to change the amount of work done?
3.
When did you use the most power, when you climbed the stairs quickly or slowly?
4.
What must change to change the amount of power used?
Conclusion:
Write a short paragraph explaining what you learned in this investigation. Try to answer your original questions and use actual data to support what you say.

Lesson Title: Pendulum Lab
VITAL INFORMATION:
Subject: Physics – Pendulum
Topic or Unit of Study: Physics –Mass, Speed, Potential vs. Kinetic Energy
Grade Level: 8
Objectives:
 Students will be able to determine what factors affect the swing of a pendulum.
 Students will correctly use the Scientific Method to perform the experiments
 Students will create data tables and a graph to share their results.
Possible Questions:
 Identify the independent and dependent variables for this lab?
 Why do we repeat the same experiment?
Background/Summary: Students will perform three separate experiments, testing three different independent variables (mass, length of string, release height), in order to determine what factors affect the swing of a pendulum.
History/Connections: time and measuring time has changed. The search for longitude was because a pendulum time piece won’t work on a ship.
Multimedia Introduction:
Side view of wrecking ball demolishing a building http://www.youtube.com/watch?v=Rx28g0aqfIk http://www.youtube.com/watch?v=DuCfDDwuTDE&NR=1
Other demos: Place Students on swings.
IMPLEMENTATION:
Procedure:
Question: What are the factors affecting the swing of the pendulum?
Hypothesis: The effects of
1.
the weight
2.
the height of the release
3.
the length of the string
Experiment #1
 Hypothesis: If we increase the weight on the pendulum, then the time it takes to return to its starting point (will/will not) increase.
 Procedure: We will attach a string to a stand. At the end of the string, we will attach a weight. We will then release the string and the weight, and we will let it swing through the air. We will time how long it takes for the weight to travel through the air and return to the starting point. After we record the data, we will replace the original weight with one of a different mass. We will repeat this process three times.

Mass Trial 1 Trial 2 Trial 3 Average
4.
Experiment #2
 Hypothesis: If we increase the height of release, then the time it takes to return to its starting point (will/will not) increase.
 Procedure: We will test the time a 50g weight attached to a string takes to swing and return to its original position. We will then raise the height of release and test the time, and then we will repeat two more times.
Angle of Trial 1
Release
Trial 2 Trial 3 Average

Experiment #3
 Hypothesis: If we increase the length of the pendulum string, then the time its takes to return to its starting point (will/will not) increase.
 Procedure: We will test how long it takes for a 50g weight attached to a string to swing from one point and back to the same point. We will use various lengths of string to test the times of the swing.
Time of Oscillations / # of Oscillations
Length of
String
Trial 1 Trial 2 Trial 3 Average
Differentiated Instruction Strategies:
 This could be done as a whole group demonstration or the class could also be divided up into section, with each group completing one of the three experiments and then sharing their data with the class.
Collaboration:
 This could be done as a whole group demonstration or the class could also be divided up into section, with each group completing one of the three experiments and then sharing their data with the class.
Time Allotment:
 Will vary depending upon how the lab is broken up. If all students are completing all three lab sections this will take approximately 1 – 60 minute class period. If each

group is only completing one of the three labs it will take approximately 20 minutes plus time to share data.
MATERIALS AND RESOURCES:
Instructional Materials:
 Ring Stand
 String – various lengths
 Masses – at least four differing masses
 Timers
 Ruler – to measure start heights
STANDARDS AND ASSESSMENT:
Standards/Essentials:
SCIENCE STANDARDS
1.
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
2.
Physical Science: Students know and understand common properties, forms, and changes in matter and energy.
Assessment/Rubrics: Students will be assessed on their data, graphs, and conclusions.

Sample Student Products:
Experiment #1
Trial Mass (grams) Time (seconds)
1
2
3
4
Experiment #2
Trial
10
20
100
200
1.25
1.16
1.31
1.32
Time (seconds)
1
2
3
4
Experiment #3
Trial
Height of release
(centimeters)
20
30
40
50
1.16
1.16
1.12
1.22
Time (seconds)
1
2
Length of String
(centimeters)
17
30
.81
1.06
3
4
Conclusion
37
60
1.15
1.53
After completing three experiments, we concluded that the only factor affecting the time of the swing of a pendulum was the length of the string (Experiment #3). The hypothesis for
Experiment #3 was incorrect, as was the hypothesis for the weight on the string (Experiment
#1). The time increased as the length of the string increased. The following graph shows how the length of the string (the independent variable) affects the time (the dependent variable).
We choose a power model as the best fit to our data.
EXTENSIONS:
A 1 meter pendulum has a period of 1 second. What is the period of a 3 meter pendulum?

Time vs. Length
1,8
1,6
1,4
1,2
1
0,8
0,6
0,4
0,2
0
0 10 20 30 40
Length of String (cm)
50 60 70
Time
Степенная
(Time) y = 0,1943x 0,4997
R² = 0,9944

Name: _________________________________Date:________________Period:_________
STUDENT DATA SHEET
The mass in measured in grams and the speed is in seconds.
Experiment #1
Restate your Hypothesis:______________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Mass Trial 1
Time of Oscillations / # of Oscillations
Trial 2 Trial 3 Average
Experiment #2
Restate your Hypothesis:______________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Time of Oscillations / # of Oscillations
Trial 1 Trial 2 Trial 3 Average Angle of
Release
Experiment #3
Restate your Hypothesis:______________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Length of
String
Time of Oscillations / # of Oscillations
Trial 1 Trial 2 Trial 3 Average
Graph:Average and the Line of Best Fit
Conclusion: What variable affected the time of oscillation the most?

Lesson Title: Slinky Wavelength Discovery
VITAL INFORMATION
Subject: Physics Transverse and Longitudinal waves
Topic or Unit of Study: Transverse and Longitudinal waves
Grade Level: 8 th grade
Objectives:
 Students will be able to observe and investigate the basic characteristics of waves using a slinky.
 Students will demonstrate the differences between longitudinal and transverse waves.
 Students will learn the following vocabulary terms; o Medium o Pulse o Wave Length
Background/Summary: Students will use a slinky to demonstrate the above concepts and terms.
Possible Questions: o Amplitude o Wave Length
 Identify the independent and dependent variables for this lab?
 Why do we repeat the same experiment?
History/Connections:
Multimedia Introduction:
MythBusters video on Rubens’ Tube that shows the changing waves with flame http://www.youtube.com/watch?v=VEiEBEadZFI&feature=PlayList&p=7C51D65943955ACB&playnext=1&index=
73
Other demos: Mount slinky from a fixed position so it stretches downward. Position varying masses and measure stretch length and oscillation. Graph mass versus stretch length. Try different springs.
MEDIUM: the medium is the material that a wave is transmitted through. For example sound waves are transmitted through air, and water ripples are transmitted through water.
TRANSVERSE WAVE: a transverse wave is a wave in which the vibrational displacement occurs in a direction perpendicular to the motion of a wave.

LONGITUDINAL WAVE: also known as a compression wave … a longitudinal wave is a wave in which the vibrational displacement occurs in the same direction as the motion of the wave.
⌦ PULSE: a single disturbance in a media that moves along in a wave.
⌦
⌦
IMPLEMENTATION
Learning Context: (How does it fit into unit?)
Waves occur all over the natural world. Light, sound, radiation, water ripples, etc. all occur as wave phenomena. There are two main types of waves that are found in the physical world: transverse waves, and longitudinal waves. Wave phenomena abides by the same rules regardless of the media it is transferred through – or in other words, there are not separate characteristics for light waves, or sound waves, or water ripples. Because of this we can investigate the characteristics of all waves using a coiled spring (slinky).
Information for the teacher:
Materials List
Slinky for each team or group
Meter Stick
Stop Watch
Tape
Chair
Procedure:
Record you observations in your lab notebook, and number them so you can tell them apart after. Be careful not to tangle the slinky.
I. LONGITUDINAL WAVES
1. Stretch the slinky down the hall about 5 meters on the floor (use 3 floor tiles as 1 m).
Send a pulse down the slinky by tapping it at one end. a. Describe the motion of the medium, in this case the slinky, as the pulse
moves through it. b. Use the length of the slinky and a stop-watch to measure the velocity of the
wave pulse ( v = d / t). Try this several times using different methods for
initiating the pulse ( tap it, push it, hit it, etc.). Be sure to take note whether or
not hitting the slinky differently affected the velocity of the pulse. c. Repeat Part b. with the slinky at lengths of 4m, 3 m and 2 m. Record your

results in the table below in your lab notebook.
5m
Velocity at Different Spring Lengths (m/s)
4m 3m 2m d. How did changing the characteristics of the medium (length/tightness)
change the velocity of the pulse?
II. TRANSVERSE WAVES
1. Stretch the slinky across the floor again for a distance of 5 meters. Generate a
transverse wave pulse by moving your hand quickly to either the left or the right. a. Describe the motion of the medium, in this case the slinky, as the pulse
moves through it. b. Use the length of the slinky and your stopwatch to measure the velocity of
the pulse. Try this several times changing the height
( amplitude) of the pulse
pulse affected the wave speed. Also compare this velocity to the velocity you
each time. Be sure to mention in your answer whether or not the size of the
found for the longitudinal wave of the same length. c. Now try generating more than one pulse. Slowly move your hand side to side
at a constant rate. Describe what you see. d. Now move your hand side to side at a faster rate. Describe what you see.
Include in your answer what happens to the speed, the frequency and the
wavelength of the wave pulses. e. What conclusions can you draw about how changing the frequency and
changing the amplitude of a wave pulse affects the other characteristics of a wave?
III. WAVE BOUNDARIES
1. Have your partner hold one end of the slinky strongly. Send a wave down to them
and let it reflect back. This is a fixed end reflection because the end of the slinky is
not allowed to move. What do you notice about the shape and motion of the
reflected wave as compared to the initial wave?
2. Now let the slinky lie loose. Send a wave down and let it reflect back. This more
tricky to do, so you may have to try a couple times. This is called a free end
reflection. What do you notice about the shape and motion of the reflected wave as
compared to the initial wave?
IV. MULTIPLE WAVE INTERACTION
1. With one person on each end of the slinky, each person create one transverse wave of
about the same size with a disturbance in the same direction. Describe what
happens when the disturbances meet along the medium. Sketch a picture of what
you see.

2. Now have each person create a transverse wave, but this time makes the disturbances
in opposite directions ( one right one left). Describe what happens when the
disturbances meet along the medium. Sketch a picture of what you see.
Slinky Discovery Lab
Mike Maloney © 2002 [http://.mrmaloney.com]
Differentiated Instruction Strategies:
Students that are just beginning to understand the concept of waves can first work on completing part III and IV of this assignment.
The understanding and ability to do this part could lead into the part I and II.
Collaboration: Math/Algebra
Time Allotment: 30 minutes per section (I,II,III,IV)
Teacher Comments/Reflections: This is a great interactive lab that includes
math, social and critical thinking skills.
MATERIALS AND RESOURCES
Instructional Materials: N/A
Resources (Technology and/or other): N/A
STANDARDS AND ASSESSMENT
Standards/Essentials: Standard 2
Assessment/Rubrics: Students will correctly fill out data tables. Questions will use evidence from the lab.

Name: ______________________________Date: _________Class: __________________
Slinky Wavelength Discovery Lab
Part I: Longitudinal Waves
A.) Describe the motion of the medium, in this case the slinky, as the pulse moves through it.
B.)
Initiating the
Pulse
Method
Tap
Distance
(d)
5m
Velocity of the Wave Pulse (v = d/ t)
Time (t) Velocity (v) Observations of the Velocity of the
Pulse
Push
Hit
5m
5m
5m
C.) Velocity at Different Spring Lengths and Wave Pulse (v = d/ t)
Initiating the Pulse
Method
Distance (d) Time (t) Velocity (v)
Tap
Push
Hit
4m
4m
4m
4m
Initiating the Pulse
Method
Tap
Push
Hit
Distance (d) Time (t)
3m
3m
3m
3m
Velocity (v)
Initiating the Pulse
Method
Tap
Push
Hit
Distance (d) Time (t)
2m
2m
2m
2m
Velocity (v)
D.) How did changing the characteristics of the medium (length/tightness) change the velocity of the

pulse?
Part II: Transverse Waves
A.) Describe the motion of the medium, in this case the slinky, as the pulse moves through it.
B.) Changing the height ( amplitude) of the pulse
Velocity of the Pulse (m/s)
Amplitude Distance (d) Time (s) Velocity (v)
5m
Observations
5m
5m
5m
C.) Now try generating more than one pulse. Slowly move your hand side to side at a constant rate. Describe what you see.
D.) Now move your hand side to side at a faster rate. Describe what you see. Include in your answer what happens to the speed, the frequency and the wavelength of the wave pulses.
E.) What conclusions can you draw about how changing the frequency and changing the amplitude of a wave pulse affects the other characteristics of a wave?

Part II: Wave Boundaries
1.) Have your partner hold one end of the slinky strongly. Send a wave down to them and let it reflect back. This is a fixed end reflection because the end of the slinky is not allowed to move. What do you notice about the shape and motion of the reflected wave as compared to the initial wave?
2.) Now let the slinky lie loose. Send a wave down and let it reflect back. This more tricky to do, so you may have to try a couple times. This is called a free end reflection. What do you notice about the shape and motion of the reflected wave as compared to the initial wave?
Part IV. MULTIPLE WAVE INTERACTION
1.) With one person on each end of the slinky, each person create one transverse wave of
about the same size with a disturbance in the same direction. Describe what happens when the disturbances meet along the medium. Sketch a picture of what you see.
2.) Now have each person create a transverse wave, but this time makes the disturbances
in opposite directions ( one right one left). Describe what happens when the disturbances meet
along the medium. Sketch a picture of what you see.

Lesson Title: Speed Investigation
VITAL INFORMATION:
Subject: Physical Science
Topic or Unit of Study: Motion unit
Grade Level: Grades 8-10
Objectives: Students conduct experiments to collect data (time and distance) for calculating the average speed of a car as a function of its mass, the height of the ramp, and surface of the ramp.
MATERIALS AND EQUIPMENT:
 One toy car per team
 One ramp per team
 One stopwatch per team
 One meter stick per team
 Sandpaper and towels to cover the ramps
 Waxed paper for the ramp (one full roll of waxed paper)
 Masking tape (one roll)
 Attached data table
Technology Connection:
 Vernier CBR Probe and Veriner photogates
If you have photo gates and computers available, adapt the lab so that students can more accurately measure the time and calculate the speed.
BACKGROUND INFORMATION:
 Students should also know the formula for calculating average speed (s=d/t).
 Students must know that velocity is defined as speed and direction.
 What factors affect the average speed of a small toy car?
 How does each factor affect the motion of the car?
Possible Questions:
 Identify the independent and dependent variables for this lab?
 Why do we repeat the same experiment?
History/Connections: We study speed based on animals, travel, time, sports/recreation, amusement parks, etc.
Multimedia Introduction:
Out of control wrecking ball creates path of destruction in Pennsylvania town http://www.youtube.com/watch?v=PU8kT8Yv7VQ
Other demos: Push student in a chair and calculate speed, throw an object, marble activities,
MouseTrap Game, Olympic event demos, dropping objects (feather and textbook).

Summary: Calculate the speed of an object using the appropriate formula with data gathered in the laboratory. Also, determine the factors that affect average speed of a moving object. Have students record their calculations in the data table attached.
Additional Learning Outcomes: Introduce the ideas of speed and acceleration by discussing car races such as the Indianapolis 500. Find out what students know by asking the following facilitation questions.
Facilitation Questions:
1. How fast do you think those cars are going?
2. How can a driver figure out the car’s speed if the car’s speedometer is not working?
3. How does a race car driver change the speed of the car?
4. What is the difference between acceleration and speed?
Procedures:
Part 1: Height of ramp
1. With the ramp flat on a table or floor, place the back of the car's wheels at one end of the ramp
and measure the distance from the front of the car to the end of the ramp.
Record this distance
on the data sheet.
2. Raise the ramp up on the blocks. Measure the height in meters and record on the data sheet.
3. Place the back of the car's wheels at the top end of the ramp.
4. Release the car as you start the stopwatch.
5. Stop timing when the front of the car gets to the bottom of the ramp.
Record this time on the
data sheet.
6. Repeat steps 3-5 two more times then calculate the average time and record on the data sheet.
7. Calculate the average speed of your car by using the formula: speed=distance/time (s=d/t)
8. Raise one end of the ramp on two blocks and repeat steps 2-7.
9. Raise one end of the ramp on three blocks and repeat steps 2-7.
Part Two: Mass of Car (Height stays the same, mass changes)
1. Raise one end of the ramp on one block. Measure the height in meters and record on the data
sheet.
2. Place the back wheels of the car at the top end of the ramp.
3. Time how long it takes to reach the bottom of the ramp. Record on the data sheet.
4. Repeat steps 2 and 3 two more times then calculate the average time and record on the data
sheet.
5. Add a known mass to the car then repeat steps 2 - 4 recording all measurements on the data
sheet.
6. Add a second known mass to the car then repeat steps 2- 4 recording all measurements on the
data sheet.
7. Record observations in your journal.

Part Three: Surface of the ramp (Height of ramp changes, mass stays the same)
1. Raise one end of the ramp on 2 blocks. Measure the height in meters and record on the data
sheet.
2. Place the back wheels of the car at the top end of the ramp.
3. Time how long it takes to reach the bottom of the ramp. Record on the data sheet.
4. Repeat steps 2 and 3 two more times, then calculate the average time and record on the data
sheet.
5. Cover the surface of the ramp with a higher friction material such as a towel or sandpaper.
6. Repeat steps 2 - 4 two more times then calculate the average time and record on the data
sheet. NOTE: If the car stops before it reaches the bottom of the ramp, measure the distance
from the top of the ramp to the back wheels and record this distance on the data sheet.
7. Cover the ramp with waxed paper.
8. Repeat steps 2 - 4 two more times then calculate the average time and record on the data
sheet.
9. Record observations in your journal.
Part Four: Calculation, Graphs and Analysis
1. Calculate the average speed for each line in the chart using the formula:
2. Graph the data from Parts One, Two, and Three on separate graphs.
3. Identify the manipulated variable and responding variable for Parts One, Two, and Three.
4. Write about your findings in your journal and attach your graphs.
Analysis: Have students respond to the following questions in their science journals and then discuss their responses as a team.
1. Why did you do each timing three times, and then average them?
For more accuracy in experiments, measurements should be done more than once.
2. How did the height of the ramp affect the average speed of the car?
The average speed increased because gravity was able to act on the car over a longer vertical distance.
3. How did the mass of the car affect its average speed?
When the car goes down the ramp, gravity pulls at it with the same acceleration no matter what its mass is. (Teacher note: Students have problems with this concept because many of them believe that heavier objects will hit the ground first.) The final velocity of each car no matter what its mass should be the same velocity. There are some factors that may influence the results. These include air resistance, wheel traction, and the pressure exerted on the car's axles due to the increased mass. (Teacher note: A discussion of Galileo before the exploration might help the students understand this concept.)
4. How did the surface of the ramp affect the average speed of the car?
The more the friction between the ramp and the car wheels, the slower the car will travel. The wax should make the car go faster. However, if the friction is too little, the wheels will not be able to have traction with the surface and might go slower. Students must look at their data to see if that situation happened.

5. What other factors do you believe would affect the average speed of the car? How do you think that each factor would affect the speed?
This is open to student opinion. They might want to test wheel size (circumference) or change the front of the car so it has less air resistance. Let them visualize their cars and what they could do to change the speed.
6. What sources of error were involved in this lab? How do you think each source of error affected your results?
Timing correctly was probably the area of most error. If the time was wrong, it would definitely affect the average speed accuracy. To try to overcome this error possibility, three time measurements were done for each trial.
7. What was the initial velocity of the car at the point that you let the car go?
It was 0 meters per second because the car was not moving until it was released.
—
Conclusion:
Have students answer these questions using data, observations, and information learned from this experience and record responses in their journals. All conclusions are recorded in their lab journals.
Students must analyze factors that affect the speed of a car and support their answers using data from the lab. At this point, go back to the Indianapolis 500 Car Race and discuss how drivers increase the speed and acceleration of their cars during the race. Discuss why certain cars accelerate faster than others. Ask about cruise control and its application to speed and acceleration. Also, include in the discussion how velocity can change even if speed is constant
(because the direction changes).
Differentiated Instruction Strategies: Students can calculate the acceleration of their toy car using the formula: a=v
2
-v
1
/t. Also complete the attached cartoon
Inquiry Based: Give students materials, have students design the lab.
MOTION UNIT Fast and Furious—Off to the Races!
Time Allotment: 1.5 - 2 hours
Teacher Comments/Reflections:
STANDARDS AND ASSESSMENT:
Standards/Essentials:
Describe, measure ( for example: time, distance, mass, force) and calculate quantities that characterize moving objects and their interactions within a system ( for example: force, velocity, acceleration, potential energy, kinetic energy). a.
Given measurements of time and distance for objects that are moving in a straight line, relate distance and time in words and graphs.
Assessment/Rubrics: The rubric and data table are missing. The following link below contains these two items. http://www.coe.uh.edu/texasipc/units/motion/cars.pdf

Musical Tube
SUBJECT: Aeronautics
TOPIC: Air Properties
OBJECTIVE: To Demonstrate how sound waves travel.
DESCRIPTION: A whirling tube makes musical notes demonstrating the Bernoulli Theorem. Higher pressure always wants to move to lower pressure. (Atmosphere – Earth Science)
Possible Questions:
 Identify the independent and dependent variables for this lab?
 Why do we repeat the same experiment?
History/Connections: Listening to a train coming at you (higher pitch) versus traveling away from you
(low pitch).
Multimedia Introduction: http://phet.colorado.edu/index.php
--> Sound
MythBusters video on Rubens’ Tube that shows the changing waves with flame http://www.youtube.com/watch?v=VEiEBEadZFI&feature=PlayList&p=7C51D65943955ACB&playnext=1&index=
73
Explore how airplanes can break the sound barrier http://www.youtube.com/watch?v=d9A2oq1N38&feature=related
Other demos: Observe traffic patterns. http://phet.colorado.edu/index.php
MATERIALS:
Corrugated flexible plastic tube (Corrugated tubing is also available from swimming pool supply stores.
Ask for a piece about 1 meter long. Tubing is also available from toy stores under names such as Whirl-
A-Tune TM)
PROCEDURE:
1. Hold the tube at one end and twirl the other end rapidly through the air. Make sure not to hit anything with the whirling end. A musical note will be produced.

2. Whirl the tube at different speeds. What happens to the pitch? Why do you think this happens?
3. Plug the end of the tube in your hand with a cloth and spin the tube. Is a sound produced? Why or why not?
DISCUSSION:
The musical tube provides an audible demonstration of the Bernoulli Theorem. The free end of the tube moves through the air much more rapidly than the end in your hand. Consequently, the velocity of the air around the free end is much greater than the velocity around the end in your hand.
Bernoulli's Theorem, in general terms, describes the relationship in a fluid between pressure and velocity. Where the velocity is greater, the pressure is smaller and vice versa. The velocity of the air around the moving end of the tube is greater and therefore the air pressure there is smaller than at the slowly moving end. Inside the tube, the air is relatively stationary. However, a pressure differential is created between the two ends and air flows from the slowly moving end to the fast moving end where it spills out. The tube's corrugations cause the air to vibrate as it travels from one end of the tube to the other. The vibration produces the musical note. When the tube is moving faster, the vibration frequency increases raising the pitch. When the tube is plugged, no air flows and the sound is stopped.
The musical tube can be used to demonstrate the same pressure changes that also take place around an airplane’s wing. By making air flow faster over the top of a wing than below it, a major share of aerodynamic lift is produced because the pressure on the bottom of the wing where the air is moving slower is greater than the pressure on the top of the wing where the air is moving faster. Thus the wing is pushed upwards by the difference in pressure. This is lift.
Aerospace Education Services Project
Oklahoma State University http://www.grc.nasa.gov/WWW/K-12/TRC/Aeronautics/Musical_Tube.html

A completed Lab Report should include the following sections:
Heading, Title, Problem,
Hypothesis, Materials,
Procedures, Data, Conclusion, and Conclusion Questions.
Name: ________________________ Teacher:
Title of Experiment: ______________________________________________
This Lab Report Is
Completed To The Best Of
My Ability.
X________________
(Student Signature)
Date Submitted: ____________ Lab Partner(s): _________, _________
Teacher
0, 5, 10
0, 5, 10
Criteria
Clear and Appropriate HEADING , TITLE , PROBLEM , and HYPOTHESIS .
All MATERIALS listed and a summary of PROCEDURE .
Student
0, 5, 10
0, 5, 10
0, 10, 20
0, 10, 30, 50
0, 5, 10
_______
:
Appropriate presentation of DATA and observations including graph(s), chart(s), drawing(s), etc. Accuracy of data.
Clear and concise CONCLUSIONS . Conclusion addresses problem and states knowledge gained. Answers to all QUESTIONS .
Overall- NEATNESS , GRAMMAR , adheres to FORMAT , etc.
0, 10, 20
0, 5, 10
0, 10, 30, 50
<--------Total points earned = Lab grade-------->
_______
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Supporting Websites
General Use Websites
Vernier Technology—Technology probes and lesson plan ideas for science labs. http://www.vernier.com/
Physics Central—All sorts of physics ideas, lesson plans, blogs, etc. http://physicscentral.com/
Web Weather for Kids—Good source of weather-related labs and demos. http://eo.ucar.edu/webweather/activities.html
PhET: Free Online Simulations—Online clearinghouse of free physics simulations from the University of
Colorado. http://phet.colorado.edu/index.php
University of Minnesota Physics Lecture Demos—Listing of several physics demos that can be utilized in the classroom. http://groups.physics.umn.edu/demo/
Middle School Science Teacher—Clearinghouse of videos, blogs, forums, and more for middle school science teachers. This site is set up like a social networking site for teachers. http://scienceteacher.ning.com/
Glenn Learning Technologies Project—NASA website for educators www.grc.nasa.gov