This is a lab activity where students observe the relationship between pressure and volume. They use their data to determine the formula for Boyle's Law.

In this activity, students will investigate how much chlorophyll is in olive oil using a Varnier Spectrometer. Students will measure and analyze the visible light absorbance spectra of three standard olive oils obtained from any supermarket: extra virgin, regular, and light.

Students quantify the percent of light reflected from solutions containing varying concentrations of red dye using LEGO© MINDSTORMS© NXT bricks and light sensors. They begin by analyzing a set of standard solutions with known concentrations of food coloring, and plot data to graphically determine the relationship between percent reflected light and dye concentration. Then they identify dye concentrations for two unknown solution samples based on how much light they reflect. Students gain an understanding of light scattering applications and how to determine properties of unknown samples based on a set of standard samples.

Students use two different methods to determine the densities of a variety of materials and objects. The first method involves direct measurement of the volumes of objects that have simple geometric shapes. The second is the water displacement method, used to determine the volumes of irregularly shaped objects. After the densities are determined, students create x-y scatter graphs of mass versus volume, which reveal that objects with densities less than water (floaters) lie above the graph's diagonal (representing the density of water), and those with densities greater than water (sinkers) lie below the diagonal.

Diffusion is the net movement of particles from areas of high concentration (number of particles per unit area) to low concentration. In this activity, students use a molecular dynamics model to view the behavior of diffusion in gases and liquids.

The CyberSquad tracks Digital position in time and then studies graphs to figure out what Hacker is scheming in this video from Cyberchase.

In this short lab, students observe the movement of an air bubble in a small level, attached to a toy truck, as it is moved from a stop, to a steady speed and back to a stop. This gives a visual to the concepts positive acceleration, zero acceleration and negative acceleration.

This activity is a guided inquiry on the density of two liquids and salt. Students will then create their own experiment to back their findings.

With a simple demonstration activity, students are introduced to the concept of friction as a force that impedes motion when two surfaces are in contact. Then, in the Associated Activity (Sliding and Stuttering), they work in teams to use a spring scale to drag an object such as a ceramic coffee cup along a table top or the floor. The spring scale allows them to measure the frictional force that exists between the moving cup and the surface it slides on. By modifying the bottom surface of the cup, students can find out what kinds of surfaces generate more or less friction. They also discover that both static and kinetic friction are involved when an object initially at rest is caused to slide across a surface.

This activity is an outside the classroom teaching with data experiment. It allows students to collect and analyze data in ordet to create a distance versus time graph and calculate average velocity from the graph.

Students will become familiar with the properties of magnets. They will design a data collection sheet to show where magnets are hidden in a closed box with their explanation of their findings. They will also design a game or activity using magnets and present their activity to the class.

Students demonstrate the erythrocyte sedimentation rate test (ESR test) using a blood model composed of tomato juice, petroleum jelly and olive oil. They simulate different disease conditions, including rheumatoid arthritis, anemia, leukocytosis and sickle-cell anemia, by making appropriate variations in the particle as well as in the fluid matrix. Students measure the ESR for each sample blood model, correlate the ESR values with disease conditions and confirm that diseases alter blood composition and properties. During the activity, students learn that when non-coagulated blood is let to stand in a tube, the red blood cells separate and fall to the bottom of the tube, resulting in a sediment and a clear liquid called serum. The height in millimeters of the clear liquid on top of the sediment in a time period of one hour is taken as the sedimentation rate. If a disease is present, this ESR value deviates from the normal, disease-free value. Different diseases cause different ESR values because blood composition and properties, such as density and viscosity, are altered differently by different diseases. Thus, the ESR test serves as a real-world diagnostic screening test to identify indications of the presence of any diseases in people.

In Visceral Science, users have the ability to seamlessly move throughout the galaxy, jumping from star to star. In this series of lessons, we explore just how large those distances truly are, and how astronomers measure distances throughout the Universe.
To measure distance to stars in our galaxy, astronomers use a technique called parallax. In this lesson, students will explore parallax by building a simple model of how astronomers use the technique.

Estimated time required: 1-2 class periods.

Technology required for this lesson: .

In Visceral Science, users have the ability to seamlessly move throughout the galaxy, jumping from star to star. In this series of lessons, we explore just how large those distances truly are, and how astronomers measure distances throughout the Universe.
In this lesson, we will explore Standard Candles, one of the ways in which astronomers measure distances in space. Using flashlights, students will be able to observe how the same light is dimmer the further it is from an observer.

Estimated time required: 1-2 class periods.

Technology required for this lesson: .

In Visceral Science, users have the ability to seamlessly move throughout the galaxy, jumping from star to star. In this series of lessons, we explore just how large those distances truly are, and how astronomers measure distances throughout the Universe.
In astronomy, the cosmic distance ladder represents all of the methods astronomers use to measure distance. Each rung of the ”ladder” measures slightly further, but rely on the methods before it. In this lesson, students will build a distance ladder of their own using objects found in the classroom and school.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Tablet or Smartphone.

In this physics lab students will investigate whether Ohm's Law applies to common electric devices (incandescent light bulbs and LEDs). This activity is based on a PRISMS activity.

In this activity, students will test whether the color of a material affects how much heat it absorbs.

Using the same method for measuring friction that was used in the previous lesson (Discovering Friction), students design and conduct experiments to determine if the amount of area over which an object contacts a surface it is moving across affects the amount of friction encountered.

This is an inquiry-based activity in which students will need to work together as a class to solve the following problem: they must construct a "boat" entirely out of modeling clay that is capable of supporting 150 grams of cargo without sinking.

In this interactive activity from the Building Big Web site, think like an engineer and use your knowledge of dome design to match the right type of dome to the right location in a fictitious city.