Using students' step length to understand the relationship between distance, speed and acceleration. Includes graphing of data and interpretation of graphs.

Watch alpha particles escape from a polonium nucleus, causing radioactive alpha decay. See how random decay times relate to the half life.

This activity is an indoor lab where students will make predictions of what a force vs time and acceleration vs time graph will look like for a ride in an elevator going down and up. Students will collect data remotely using a Force Plate and accelerometer and then download the data to the computer for further analysis.

This lab activity has students rolling a marble down a ramp to study position, velocity, and acceleration. Based on a experiment performed by Galileo.

Explore the interactions between various combinations of two atoms. Turn on the force arrows to see either the total force acting on the atoms or the individual attractive and repulsive forces. Try the "Adjustable Attraction" atom to see how changing the parameters affects the interaction.

Students collect position-time data for a ball rolling down a ramp. Students then plug the data into the companion Excel document, which automatically plots the data for them. Students then answer the analysis questions on the companion document.

Look inside a resistor to see how it works. Increase the battery voltage to make more electrons flow though the resistor. Increase the resistance to block the flow of electrons. Watch the current and resistor temperature change.

Explore bending of light between two media with different indices of refraction. See how changing from air to water to glass changes the bending angle. Play with prisms of different shapes and make rainbows.

This activity will allow students to see light bending. The students will be able to calculate the amount of bend or refraction that occurs with various mediums.

Students set up an apparatus as shown in the companion document. Using geometry coupled with Snell's Law, students are able to determine the index of refraction of multiple liquids. .

Watch water boil at room temperature. The temperature at which water boils depends on pressure. You can demonstrate this by dramatically lowering the pressure on a water-filled plastic syringe at room temperature.

This is an activity where students watch what happens to marshmallows under pressure and relate it to Boyle's law.

Explore how a capacitor works! Change the size of the plates and add a dielectric to see how it affects capacitance. Change the voltage and see charges built up on the plates. Shows the electric field in the capacitor. Measure voltage and electric field.

This activity is a indoor lab where student gather data about centripital acceleration and write up a lab based on their findings.

This first course in the physics curriculum introduces classical mechanics. Historically, a set of core concepts—space, time, mass, force, momentum, torque, and angular momentum—were introduced in classical mechanics in order to solve the most famous physics problem, the motion of the planets.

In this optics activity, learners discover that not all shadows are black. Learners explore human color perception by using colored lights to make additive color mixtures. With three colored lights, learners can make shadows of seven different colors. They can also explore how to make shadows of individual colors, including black. Use this activity demonstrate how receptors in the retina of the eye work to see color.

Students collect constant velocity data and plug it in to Excel. Excel then graphs the data, and students use the Companion Document to answer analysis questions. .

In this activity about electricity, learners explore how static electricity can make electric "fleas" jump up and down. Learners use a piece of wool cloth or fur to charge a sheet of acrylic plastic. Then, they observe as tiny bits of Styrofoam, spices, ceiling glitter, or rice (aka "fleas") jump up to the plastic and then back down.

Science Instructional Plans (SIPs) help teachers align instruction with the 2018 Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

Using a hot wheels car, students can either convert the car's kinetic energy into potential energy in some form (gravitational or elastic), or transfer the car's kinetic energy to another object. Students then use the companion document to answer analysis questions.