Transcript QUICK AND EASY PHYSICS DEMOS AND LABS

Quick and Easy Physics
Demos and Labs
PRESENTED BY:
Catherine Charnawskas-Jasionowicz
and
Margaret Milligan-Joye
Balloon Rockets
P3
 Question:
Why does a released
balloon move?
 Materials: Balloons, straws, string
 State Objectives:
P3.1A Identify the force(s) acting between
objects in “direct contact” or at a distance.
P3.1d Identify the basic forces in everyday
interactions
P3.2A Identify the magnitude and direction of
Law of Inertia
P3
Question: How does Newton’s First Law
work and what role does Inertia play?
 Materials: Aluminum Pie Pan, Scissors,
and Marble
 State Objectives:

P3.4A Predict the change in motion of an object acted on
by several forces.
P3.4D Identify the force(s) acting on objects moving with
uniform circular motion.
Vector Treasure Hunt
P1
Question: Can Vectors be added together
in any order?
 Materials: Index Cards, Meter sticks, large
space, map
 State Objectives:

P1.1C conduct scientific investigations using appropriate
tools and techniques.
P1.1E Describe a reason for a given conclusion using
evidence from an investigation.
P1.1g Based on empirical evidence, explain and critique
the reasoning used to draw a scientific conclusion or
explanation.
Parachute Men
P3
Question: How does air resistance affect
free-fall?
 Materials: Parachute men
 State Objectives

P1.1f Predict what would happen if the variables,
methods, or timing of an investigation were changed.
P3.1A Identify the forces acting between objects in “direct
contact” or at a distance.
P3.2A Identify the magnitude and direction of everyday
forces.
P3.4A Predict the change in motion of an object acted on
by several forces.
Make your Own Density Lab
P1
Question: What affects the density of an
object?
 Materials: water, beakers, density blocks
 State Objectives:

P1.1C conduct scientific investigations using appropriate
tools and techniques.
P1.1E Describe a reason for a given conclusion using
evidence from an investigation.
P1.1g Based on empirical evidence, explain and critique
the reasoning used to draw a scientific conclusion or
explanation.
Egg Toss
P4
Question: How far can you throw an egg
before it breaks?
 Materials: raw eggs, garbage bags, nylon
rope, 100 ft tape measure, scissors, tape,
safety glasses
 State Objectives:

P3.4g Explain how the time of impact can affect the net
force.
P4.1B Explain instances of energy transfer by waves and
objects in everyday activities.
P4.2A Account for and represent transfer and
Where’s My Mirror
P1 & P4
Question: Can you use mirrors to bend
light?
 Materials: laser pen, small plane mirrors
 State Objectives:

P1.1h Design and conduct a systematic scientific
investigation that test a hypothesis.
P1.1f Predict what would happen if the variables,
methods, or timing of an investigation were changed.
P1.2A Critique whether or not specific questions can be
answered through scientific investigations.
P4.8A Draw ray diagrams to indicate how light reflects off
objects or refracts into transparent media.
What’s a Boomwhacker?
P4
Question: What affects sound?
 Materials: Boomwhackers
(www.arborsci.com)
 State Objectives:

P4.4A Describe specific mechanical waves in terms of
wavelength, amplitude, frequency, and speed.
P4.5A Identify everyday examples of energy transfer by
waves and their sources.
P4.5C Provide evidence to support the claim that sound is
energy transferred by a wave, not energy transferred by
particles.
Tuning Forks
P4
Question: What affects sound?
 Materials: Tuning forks, rubber mallets
 State Objectives:

P4.4B Identify everyday examples of transverse and
compression (longitudinal) waves.
P4.5C Provide evidence to support the claim that sound is
energy transferred by a wave, not energy transferred by
particles.
P4.5D Explain how waves propagate from vibrating
sources and why the intensity decreases with the
square of the distance from a point source.
Wave Tanks (on a budget)
P4
Question: How do waves move?
 Materials: wave tanks, water, piece of flat
metal, pencil, wooden blocks, pieces of
glass
 State Objectives:

P4.4A Describe specific mechanical waves in terms of
wavelength, amplitude, frequency, and speed.
P4.4d Demonstrate that frequency and wavelength of a
wave are inversely proportional in a given medium.
P4.8c Describe how two wave pulses propagated from
opposite ends of a demonstration spring interact as
Demos

Energy Ball

Newton’s Tablecloth: Several beakers,
flat paper towel (or a smooth tablecloth),
steady hands 
Set-up: Stack the beakers on top of the
smooth paper towel.
 Discussion: Why don’t the beakers come
crashing down?

Demos

Laser Light Show

Pressure versus Temperature
Marshmallow Projectiles
P2
Question: How far can you launch a
marshmallow?
 Materials: PVC pipe, marshmallow, meter
stick, stop watch
 State Objectives:

P2.1E Describe and classify various motions in a plane as
one dimensional, two dimensional, circular, or periodic.
P2.1h Identify the changes in speed and direction in
everyday examples of circular, periodic, and projectile
motion.
P2.2g Apply the independence of the vertical and
horizontal initial velocities to solve projectile motion
Coffee Filter Lab
P2
Question: How do coffee filters fall?
 Materials: coffee filters, high spot to drop
them
 State Objectives:

P3.4A Predict the change in motion of an object acted on
by several forces.
P3.4C Solve problems involving force, mass, and
acceleration in linear motion.
P2.2A distinguish between the variables of distance,
displacement, speed, velocity, and acceleartion.
Delivering a Payload
P1 & P3
Question: Can you design a device to
carry pennies?
 Materials: balloons, straws, string,
pennies, index cards, tape, meter stick,
scale, calculator
 State Objectives:

P3.1A Identify the force(s) acting between objects in
“direct contact” or at a distance.
P3.1d Identify the basic forces in everyday interactions
P3.2A Identify the magnitude and direction of everyday
forces.
P3.3A Identify the action and reaction force from example
Egg Drop
P3
Question: Can you safely drop an egg?
 Materials: computer paper, straws,
popsicle sticks, string, tape, rubber
bands, eggs
 State Objectives:

Note: This activity is used at the beginning of the year in
to introduce students to the scientific method,
developing a hypothesis, and writing in science. It
could be modified to work directly with objectives in
Standard P3: Forces and Motion to include more
calculations.
How Dense are You?
Question: What floats better – regular or
diet?
 Materials: Small tank, regular soda, diet
soda, water
 State Objectives:

P1.1C conduct scientific investigations using appropriate
tools and techniques.
P1.1E Describe a reason for a given conclusion using
evidence from an investigation.
P1.2B Identify and critique arguments about personal or
societal issues based on scientific evidence.
Physics 500
P1 & P2
Question: How does velocity change
when your movement changes?
 Materials: Meterstick, stop watch, tape
 State Objectives:

P2.1A Calculate the average speed of an object using the
change of position and elapsed time.
P2.1C Create a line graph using measured values of
position and elapsed time.
P2.1g Solve problems involving average speed and
constant acceleration in one dimension.
Color Turbine
P4
Question: What happens when we add
light?
 Materials: black cardboard, blue, red, and
green foamboard, ziplock baggies,
scissors
 State Objectives:

P4.9B Explain how various materials reflect, absorb, or
transmit light in different ways.
Blinkie Eyes
P1 & P4
Question: Can you make an LED blink?
 Materials: 3 V Coin Battery,Paper Clip,2
LED lights,1 Pipe Clear,Electrical tape
and/or Glue Dots,Soldering Wire or Guitar
Wire , Wire Cutters,Pliers,Scotch Tape
(optional)
 State Objectives:

P4.10C Given diagrams of many different possible
connections of electric circuit elements, identify
complete circuits, open circuits, and short circuits and
explain the reasons for the classification.
Light the Bulb
P1 & P4
Question: How many ways can you light
a bulb?
 Materials: batteries (C or D), wire, small
bulbs
 State Objectives:

P4.10C Given diagrams of many different possible
connections of electric circuit elements, identify
complete circuits, open circuits, and short circuits and
explain the reasons for the classification.
Mousetrap and Simple
Machines
Question: What can simple machines let
us do?
 Materials: Mousetrap games
 State Objectives:
Simple Machine objectives are now at the
middle school level. This activity was
used with high school students on a day
before a break or at the end of the year.

Rube Goldberg
Question: How difficult can you make a
simple task?
 Materials: Imagination
 State Objectives:
Simple Machine objectives are now at the
middle school level. This activity was
used with high school students as an
extra credit activity towards the end of the
term.

Demos

Science Doesn’t Suck

Rotational Momentum
Demos

LED Color Mixer

Rotational Momentum