Course title




Course description

Approximately how many hours per week do students spend conducting hands-on laboratory experiments in this course?

2 hours

Please provide a list of the laboratory experiments or projects you do that require manipulation of equipment.

M&M Lab – To practice direct and indirect measurement
Circle Lab - To explore experimental design
Projectiles simulation virtual lab - To experiment with projectiles; test your hypothesis and complete an entire student lab report.
Physics 400 - To investigate the relationships between distance; time and average speed
Acceleration Lab - To measure the position of a ball as a function of time and to analyze the motion using graphical analysis.
Law of Falling Bodies Lab - To use knowledge of free fall motion to calculate the acceleration due to the gravitational force; and to investigate a falling body under the influence of air drag
Uniform Circular Motion - To explore the concepts associated with uniform circular motion
Conservation of Momentum Lab - To explore conservation of momentum in a lab setting
Conservation of Thermal Energy - To investigate the concept of thermal energy conservation
Power Lab - To apply the concept of power in a lab situation
Hooks Law Lab - To apply the concept of Hooke's Law in a lab situation
Find the Conductor – To identify conductors from a few common objects
Circuit Builder – To discover the essential elements and their arrangement in an electrical circuit
Electric Fields and Forces - To provide an additional experience in the study of electric fields and forces
Wanda Wire and the Compass – To discover the direction of charge flow in a circuit
Wanda Wire – To experiment with a single resistor circuit; provide reasoning to support Ohm’s Law
Capacitor Capers – To investigate the flow when the circuit contains a capacitor
Know Your Genecon – To compare the amount of circuit produce by hand cranking a Genecon to that of difference numbers of batteries
Round vs Long Bulb – to compare the lighting time of different types of bulbs
Air Resistance – To explore air resistance in straws
Series and Parallel Circuits – To explore the difference in resistance between parallel and series circuits
Lorenzo Light Bulb – To construct and analyze series and parallel circuits with ammeter and voltmeter
Pendulum Lab – To explore the relationship between the length of a pendulum and its period
Lens and Mirror Lab – To study the formation of an image formed by light passing through a convex lens and light reflecting off of a concave mirror
Introduction to Refraction – The explore the concept of refraction of light
Snell’s Law – To calculate the index of refraction of glass plates by measuring the angle of incidence and the angle of refraction
Wave Phenomena – To investigate the concept of total internal reflection; dispersion; polarization; and primary colors of light
Radioactivity Dating Lab – To explore half-life of a radioisotope

List all lab equipment used; including but not limited to household items (for example; microscope; beakers; ramps; dissection equipment; etc.)

M&M Lab – Vernier calipers (virtual)
Circle Lab –Meter stick; Graphical analysis graphing software
Acceleration Lab – Ramp
Projectile Motion – Projectiles simulation virtual lab (PhET)
Lady Bug Motion 2d (PhET simulation)
Uniform Circular Motion –Plastic container with water –
Conservation of Momentum Lab – Collision Lab (PhET simulation)
Conservation of Thermal Energy – Thermometer; Styrofoam cups (Calorimeter)
Power Lab – Ramp; Tape measure; stopwatch
Hooks Law – Ruler; paper clips; rubber band; and calculator
Find the Conductor – virtual exercise with various objects to test conductivity
Circuit Builder – virtual exercise with various conductors to arrange and test
Electric Fields and Forces – Electric Field Hockey simulation (PhET)
Wanda Wire and the Compass – Virtual exercise with compass and circuit
Wanda Wire – Breakers-Resistor Circuit (PhET)
Capacitor Capers – Virtual exercise with circuit; capacitor; and compass
Know Your Genecon – virtual exercise with circuits and a Genecon
Round vs Long Bulb – virtual exercise with circuit containing a capacitor and different types of bulbs
Air Resistance –straws; coffee stirrers
Series and Parallel Circuits – virtual exercise with components to build; test; and compare series and parallel circuits
Lorenzo Light Bulb – Circuit Construction Kit with ammeter and voltmeter (PhET)
Pendulum Lab – Pencil; washers or paper clips; string; calculator; stopwatch; and Graphical Analysis
Lens and Mirror Lab – virtual exercise with ability to change the object distance and see the effect on other variables
Introduction to Refraction – Glass; pencil that is taller than the glass; and water
Snell’s Law – White paper; protractor; glass baking dish; metric ruler; and scientific calculator
Wave Phenomena – virtual exercise Bending Light (PhET)
Radioactivity Dating Lab – 200 pennies; Graphical Analysis

Using standard Scientific Method outlined by the following questions; describe one typical laboratory assignment associated with this course.
State the problem or concept investigated during this laboratory assignment. (Do oranges stored in a refrigerator have more Vitamin C than oranges picked fresh from a tree?) Formulate a hypothesis for this problem using “if/then” statements. (If oranges picked fresh from a tree have more Vitamin C; then juice from these oranges will take longer to turn a starch solution blue.)

The concept studied in this lab measures the position of a ball as a function of time and analyzes the motion of the ball using graphical analysis.
Hypothesis: If a ball is rolled down a ramp; the distance traveled each second will increase along the length of the ramp.

Describe the experiment you performed to prove or disprove your hypothesis. List all essential materials. Describe each step you performed in the experiment.

- Tennis ball
- Stopwatch
- Ruler
- Chalk
- Graphical Analysis
1. Roll a tennis ball for five seconds down an incline; marking its position at each second with chalk.
2. Measure these positions as distances from the starting point and enter the data in the data table.
3. Plot a position versus time graph using Graphical Analysis.

Describe the results of your experiment or study. Use graphs and charts where appropriate.

Time (s) Position (m)
0 0.0
1 .235
2 .439
3 .677
4 .908
5 1.37

Explain your data or results. Give an analysis of your experiment.

The resulting graph is not linear – it is a top opening parabola indicating an exponential relationship between time and position. This means that position gets longer as time moves on due to the ball accelerating. If my ramp had been longer the positions would have been even further apart over the longer time period. The independent variable time is because the position was measured at chosen times; the dependent variable is position because it is based on the time.

Write a conclusion for your study. Was your hypothesis supported or refuted?

This lab was performed to show the relationship between the position of a ball and the time traveled when it was rolled down a ramp. The conclusion is that the position of the ball increases with each time increment thus proving my hypothesis. Possible errors are that the ramp had a slightly uneven surface and I may not have been consistent with calling the times. Even so; the lab showed an increase in distance with each second showing that the ball was accelerating as it traveled down the ramp.

School country

United States

School state


School city


High school

Chandler Online Academy

School / district Address

650 E. Morelos St.

School zip code


Requested competency code

Lab Science

Date submitted



Approved competency code

  • LPHY
  • Physics

Approved date

Online / Virtual