# At-home labs The table below lists possible labs to do at home for the prescribed practicals. | Prescribed Practicals | **Grab Bag Content and Descriptions** | | ------------------------------------------------------------------------------------------------------------- | ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | | **Practical 1:** Determining the acceleration of free-fall (2.1) |

Students could vary the distance a marble rolls along a coffee table at home when one end is slightly raised by stacking books under one end. They would answer the research question: What is the relationship between the distance a marble travels and the time taken to travel that distance when the marble is rolling down a ramp? Similar to Galileo’s first investigations with ‘diluted gravity’. The students then use vector components to determine the acceleration of free-fall.


Grab bag materials: marble, meter stick/measuring tape/printable ruler, protractor/printable protractor.

| | **Practical 2:** Applying the calorimetric techniques of specific heat capacity or specific latent heat (3.1) |

This simulation allows exploration of both specific and latent heat for known and unknown materials.

| | **Practical 3:** Investigating at least one gas law (3.2) | This [PHeT simulation](https://phet.colorado.edu/en/simulation/gas-properties) allows exploration of the gas laws: constant volume, constant temperature, constant pressure and the ideal gas law. | | **Practical 4:** Investigating the speed of sound (4.2) |

Here are two ways to measure the speed of sound, both using a smart phone with phyphox.

Method 1 Distance and Time: the student will measure the distance and the phone will measure the time between sounds. It can be done with one or two phones. Here two videos that to show your students: short explanation (2 minutes) and more in depth explanation (6 minutes).

Grab bag materials: meter stick/measuring tape/printable ruler.

Method 2: Helmholtz resonance using a bottle and smart phone. Set up is shown in this video and example of data processing is shown in this second video. While the video shows a wine bottle, I have gotten decent results with a normal 500 mL plastic bottle.


Grab bag materials: if students do not have access to measuring cups using for cooking at home they can use the following printable volume calibration templates for a regular drinking glass to measure the volume.

| | **Practical 5:** Determining refractive index (4.4) | The PhET[ Bending Light](https://phet.colorado.edu/en/simulation/bending-light) simulation, with its [remote lab instructions](https://docs.google.com/document/d/1D5aRkykNYbpZxcbOHMr0kSesvydJhXcQzAjBij8-Gxk/edit) guides student inquiry into Snell's Law. You can then test your students by assigning them to determine the refractive index of a 'mystery' substance. | | **Practical 6:** Investigating one or more of the factors that affect resistance (5.2) |

As the graphite in pencils conduct electricity, students can measure the resistance of a pencil line with a multimeter. Using graph paper easily allows students to vary the length or width of the pencil line.


Grab bag materials: multimeter, graph paper.

| | **Practical 7:** Determining internal resistance (5.3) | The PhET [Circuit Construction Kit: DC](https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc) simulation allows students to set an internal resistance of a cell and then verify it by obtaining pairs of voltmeter and ammeter readings over a wide range. | | **Practical 8:** Investigating half-life (7.1) | This lab can easily be done with coins or candies. | | **Practical 9:** Investigating Young’s double-slit (HL only) (9.3) |

The PhET Wave Interference simulation allows investigation into double slits.

Some students may also have access to pen lasers. If so they can conduct the experiment at home. Here is a video that shows how to modify a laser pen for the experiment.


Grab bag materials: meter stick/measuring tape/printable ruler.

| |

Practical 10:
Investigating a diode bridge rectification (HL only) (11.2)

| The Falstad [circuit builder](http://www.falstad.com/circuit/) simulation will allow students to build half wave and full wave rectifiers and display the input and output voltage. | **Other Labs:** The Phyphox app has a [list of experiments](https://phyphox.org/experiment/) that can be done with the students smartphone. Motion labs are generally very open and accessible. For other topics you may need simulations. Fortunately, we have a lot to support student learning. --- # Agent Instructions: Querying This Documentation If you need additional information that is not directly available in this page, you can query the documentation dynamically by asking a question. Perform an HTTP GET request on the current page URL with the `ask` query parameter: ``` GET https://guide.fariaedu.com/science-teaching-in-the-virtual-learning-environme/subject-specific-resources/physics/untitled.md?ask= ``` The question should be specific, self-contained, and written in natural language. The response will contain a direct answer to the question and relevant excerpts and sources from the documentation. Use this mechanism when the answer is not explicitly present in the current page, you need clarification or additional context, or you want to retrieve related documentation sections.