Times listed for each lab activity are approximate times. Times include set-up/take down of equipment and discussion of data collected. Lengthy labs can be spread over several days.
Exploring light – Students use spectrometers to investigate emission, absorption, and continuous spectra. Light sources include an incandescent bulb, fluorescent tube, and elemental spectra tubes (H
2
, He, and Ne). Time 50-60 minutes.
Investigating energy levels of hydrogen (Balmer Series) – Students calculate the energy change and corresponding wavelength of visible light produced by the transition of an excited hydrogen electron to the second energy level. Students then use a spectroscope and hydrogen spectrum tube to view the wavelengths of light produced, comparing their experimental values to their predicted values. Time 50-60 minutes.
Lasers and optics – Students use a Powerpoint program and lasers to investigate various light and optical properties. Topics covered include Law of Reflection, Refraction (Snell’s Law and
Total Internal Reflection), Color Absorbance, Lenses (Lens Shapes and Optics of the Human
Eye), Polarization, Measuring the Wavelength of Laser Light, and Optical Illusions. Each topic is self-contained so teachers can select those units that are most appropriate for their students.
Each topic has students work through a variety of lab activities and provides “KEYS” so students can check what they learn as they work through each topic. Time 60-70 minutes.
Stellar spectroscopy
– This lab demonstrates one application of spectroscopy. Students are provided the Balmer lines of hydrogen from the spectra of a star. The wavelengths observed in the star are compared to the wavelengths produced by a hydrogen gas discharge tube observed through a spectroscope in lab. The differences in wavelengths are used to calculate the radial velocity of the star. Time 45-50 minutes.
Global positioning system (GPS) activities - Students will use GPS units to learn how they work, how they are used by campers, hunters, hikers, etc., and how they are used in other areas such as agriculture and the military. These activities can be done during a class period or independently outside of class. Time 50-60 minutes
1. GPS Scavenger Hunt – A geocache will be hidden and students will be given the coordinates of the site. Students will be challenged to find the geocache using a GPS unit.
2.
GPS Orienteering – Students create a “route” using GPS units. Other students attempt to retrace the route using the landmarks stored by the previous group.
3.
Vector Orienteering – Pairs of students use a GPS unit to follow a multi-leg path established by their classmates. Optionally, objects can be hidden at various points in the path for students to find along the way. Students record the length and direction of each leg of the path and calculate the vector resultant.

Van de Graff generator The generator can be used to illustrate static electricity, demonstrate a lightning bolt, make a student’s hair stand up, etc. A great demo!
Cosmic ray cloud chamber Students observe hundreds of cosmic rays every minute. This chamber can be used to illustrate why scientists need the deep underground mine at Homestake.
(Requires dry ice)- once set up, this demo will last all day- great for chemistry and physics students.
Nuclear medicine lab
– Students use the radiation monitor to scan the head of a mock patient to locate a brain tumor. Students use the monitor to search for a simulated “hot spot” created by absorption of a radioisotope into the tumor. Time 30-40 minutes.
Methods of analysis in science This lab is best done as stations in a classroom. Students perform a variety of analyses using spectroscopes, gas chromatagraph, electrophoresis, pH probes, conductivity probes, thin-layer chromatography, and radiation monitors.
Dynamic demonstrations Numerous demonstrations that illustrate various concepts of science.
(See a detailed description Lab Activity List #2 binder- #29). Time 45 minutes.
Seeing the unseen (Radioactive particles and rays)
– Students use a cloud chamber (requires dry ice) to visualize alpha, beta, and gamma emission from a radioactive source. Time 45-50 minutes.
(from the Vernier manual Physics with Computers.)
Expt. 1: Graph matching – In the first part of the lab, students explore how walking at a variety of speeds and directions creates different graphs. In the second part of the experiment, a variety of randomly-generated graphs are created by the Vernier software and students must use the motion detector to try to create motion that mimics what is shown on the graph. Must be done in a classroom or gym. Time 45-50 minutes.
Expt. 2: Back and forth motion
– Investigating a variety of oscillatory motion including a pendulum, dynamics cart up and down an incline, students jumping in air, a mass on a spring, and a ball tossed into the air. This lab is best done in a classroom with lab tables. Time 50-60 minutes.
Expt. 3: Modern Galileo experiment – Using a variety of balls rolling down an incline to understand uniform acceleration. Time 45-50 minutes.
Expt. 4: Determining g on an incline – Students investigate the relationship between the angle of an incline and the resulting acceleration. Then using the data obtained to determine a value for g . Time 50-60 minutes.
Expt. 6: Ball toss – Exploring the graphical representation and type of motion created by a ball decelerating upward and accelerating downward. Schools must provide volleyballs or basketballs. Time 45-50 minutes.

Expt. 12: Static and kinetic friction – Objects are dragged across a surface and the frictional forces determined. The effect of weight on kinetic friction is also investigated. Time 50-60 minutes.
Expt. 13: Air resistance – Coffee filters are used to investigate the effects of air resistance on vertical acceleration. Time 45-50 minutes.
Expt. 16: Energy of a tossed ball – Using the detected velocity and position of a tossed ball, the kinetic and potential energy can be calculated. The relationship between KE and PE is investigated. Time 45-50 minutes.
Expt. 18: Work and energy
–
Using a weight attached to a force sensor and suspended over a motion sensor, the relationship between work and change in mechanical energy is investigated.
Time 60-70 minutes.
Expt. 20: Impulse and momentum
– A collision cart is attached to a force sensor during collisions. In conjunction with the motion detector the relationship between impulse and momentum is derived. Time 60-70 minutes.
Expt. 9: Newton's second law – Using a force sensor and accelerometer to derive the relationship between force, mass and acceleration. Time 50-60 minutes.
Expt. 11: Newton's third law – Two force sensors are used to demonstrate the equal magnitude but opposite direction of force pairs. Time 45-50 minutes.
Expt. 12: Static and kinetic friction – Objects are dragged across a surface and the frictional forces determined. The effect of weight on kinetic friction is also investigated. Time 50-60 minutes.
Expt. 18: Work and energy
–
Using a weight attached to a force sensor and suspended over a motion sensor, the relationship between work and change in mechanical energy is investigated.
Time 60-70 minutes.
Expt. 20: Impulse and momentum - A collision cart is attached to a force sensor during collisions. In conjunction with the motion detector the relationship between impulse and momentum is derived. Time 60-70 minutes.
Expt. 7: Bungee jump accelerations – The use of an accelerometer to analyze the motion of a model bungee jumper. Time 45-50 minutes.
Expt. 9: Newton's second law - Using a force sensor and accelerometer to derive the relationship between force, mass and acceleration. Time 50-60 minutes.
Expt. 21: Sound waves and beats – Using tuning forks to measure and calculate frequency and explore the concept of beat frequencies. Time 50-60 minutes.
Expt. 22: Tones, vowels and telephones – Exploring complex wave forms created by the human voice. A cell phone can be used to discover the frequency patterns of the dial pad.
Time 50-60 minutes.

Expt. 23: Mathematics of music – An electronic keyboard is used to investigate the relationships between each of the notes within an octave. Time 50-60 minutes.
Expt. 24: Speed of sound – A microphone placed at the opening of a long tube picks up the initial and reflected sound of snapping fingers. Using the length of the tube and the time difference between sounds, the speed of sound is calculated. Time 30-40 minutes.
Expt. 33: Newton's law of cooling
– Investigating the cooling process of hot water, deriving
Newton’s Law of Cooling. Time 40-50 minutes.
Expt. 25A – Ohm’ law
Expt. 26: Series and parallel circuits – An investigation into how current and voltage is affected by the arrangement of resistors in a circuit. Time 45-50 minutes.
Expt. 34: The magnetic field of a permanent magnet
– Measuring the field strength of a small bar magnet as well as the effect of distance of magnetic field strength.
Time 45-50 minutes.
Expt. 31: Polarization of light – The light sensor is used to first determine the direction of polarization of provided filters. The variation in light intensity as the filter is rotated is also investigated. Time 45-50 minutes.
Expt. 32: How light intensity varies with distance – This lab is designed for students to discover the inverse square law of light intensity versus distance. Time 45-50 minutes.
(from the Vernier manual Nuclear Radiation with Computers and Calculators.)
All of the radiation labs use radiation sources that are safe for students. The alpha source is
Polonium-210, the beta source is Strontium-90, and the gamma source is Cobalt-60.
Experiment # and title:
1.
Alpha, beta, and gamma – Students use the radiation monitor to measure the effect of shielding on the various types of radiation. Shielding materials include such materials as paper, cloth, cardboard, tin, and lead.
2.
Distance and radiation – Students use the radiation monitor to measure the effect of distance on the various types of radiation. Students then prepare graphs of their data.
Labs 1 & 2 can be done simultaneously in 50-60 minutes.

5.
Radiation shielding
– Students use layers of cardboard and a radiation monitor to measure the amount of beta radiation absorbed by the cardboard. Time 30-40 minutes.