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 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 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 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 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 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 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. 


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 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 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 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 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 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 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 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 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 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 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 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. 
