PASCO's Advanced Physics through Inquiry helps you prepare your students for the rigors of the AP* Physics 1 lab. Each lab is presented in three ways, allowing you to decide what level of inquiry is appropriate:
2) Guided Inquiry
3) Student Designed
This lab manual covers the new College Board Learning Objectives with data analysis and assessment questions designed to prepare students for the AP Physics 1 exam.
Each lab includes a teachers resource section with College Board Correlations, pre-lab discussion and questions, procedural overview, tips, and sample data, assessment and synthesis questions. The manual includes both the printed version and a CD with teacher tips, a PDF of teacher version, and an editable Word student version.
Instruction videos guide students through use of lab equipment.
*AP is a registered trademark of the College Board, which was not involved in the production of, and does not endorse, this product.
Students use a photogate and pulley system to determine the mathematical relationship between the acceleration of an Atwood’s machine, the difference between its two masses, and the sum of those two masses.
Students use a motion sensor and a force sensor to determine the static and kinetic friction coefficients between two contacting surfaces.
Students use a photogate and dynamics system to explore how a cart's kinetic energy, gravitational potential energy, and total mechanical energy changes as it rolls down an inclined track.
Students use a motion sensor and a dynamics system to demonstrate that linear momentum and kinetic energy are conserved in an elastic collision, and linear momentum is conserved but kinetic energy is not conserved in an inelastic collision.
Students use a voltage–current sensor and an AC/DC electronics laboratory to construct simple resistor circuits with resistors in series or in parallel, or both (with at most one parallel loop of resistors), to demonstrate the validity of Kirchhoff's loop rule (conservation of energy), and Kirchhoff’s junction rule (conservation of charge).
Students use a motion sensor to measure the position and velocity of a cart on a track to determine the graphical relationship between position, velocity, and acceleration versus time graphs.
Students use a motion sensor, force sensor, and dynamics system to investigate the relationship between the change in momentum of a cart undergoing a collision and the impulse imparted to the cart to change its momentum, and then use their data to establish a measurement-based relationship between change in momentum and impulse.
Students use a motion sensor to determine the relationship between a system’s mass, acceleration, and the net force being applied to the system.
Students use a motion sensor to determine the physical properties of a hanging mass and spring system that affect its period of oscillation, and then use their data to support a mathematical model relating period, mass, and spring constant.
Students use a resonance air column, tuning forks, and the principles of resonance and standing waves for a pipe with one closed end to experimentally determine a value for the speed of sound in air.
Students use a rotary motion sensor to determine the mathematical relationship between torque, rotational inertia, and angular acceleration of a rotating object.
Students use a force sensor and tension protractor to demonstrate that the sum of the forces acting on an object in static translational equilibrium is equal to zero, and the sum of the torques acting on an object in static rotational equilibrium is equal to zero.
Students use a photogate and pendulum to determine the physical properties of a simple pendulum that affect its period, and then use their data to support a mathematical model relating period to pendulum arm length.
Students use a photogate and mini launcher to measure the variables that affect the two-dimensional motion of a projectile launched horizontally, and then use those variables to accurately predict and test the projectile's horizontal range.
Students use a photogate and dynamics system to investigate the relationship between the change in kinetic energy of an object experiencing a non zero net conservative force and the work done by that net force on the object, and then use their data to establish a measurement-based relationship between work and kinetic energy.