This lab activity is designed to allow students to experience what an increase in mechanical advantage means. Students determine the mechanical advantage of three pulley set-ups. Students also measure the work input and output, then calculate the efficiency. Finally, students determine the relationship between the mechanical advantage and the efficiency of the pulleys.

This video demonstrates how corn seedlings behave in the presence of both gravity and a central light source in an otherwise dark room.

In this lesson, students solve division problems by changing them into multiplication problems. They then use the relationship between multiplication and division to determine the sign when dividing positive and negative numbers in general.

In this chemistry field lab, students will determine the density, pH and water content of 4 types of soil; 1) prairie soil, 2) transition soil, (where the prairie meets the trees) 3) woods soil, and 4) riverbed soil at various locations in and around the Fergus Falls area. Students will compare class data and write a lab report describing their results. A detailed lab report format will be provided. Students will also analyze their findings and report on the various differences and similarities found in their soil samples.

With this activity, students solve a puzzle by using clues about the temperatures and temperature changes between several cities.

This inquiry based lab shows students how acetone breaks down the cross-links holding together polystyrene. Students will add acetone to either packing peanuts or pieces of foam cups. The result is a tiny bit of material (polystyrene) in the beaker. Discussions following the lab can cover the conservation of matter (the mass should stay the same), percent yield and cross-link bonding.

In this physics lab students will investigate whether Ohm's Law applies to common electric devices (incandescent light bulbs and LEDs). Students will design a controlled experiment, including a written procedure, and then conduct the experiment, collect and graph data. Students may submit their findings in a formal written report or through informal class discussion.

In this lab activity, students build a container to safely deliver 2 eggs from the top of the school to the pavement below. Students will use the mass of the container and the time it takes to fall to calculate average velocity, acceleration, momentum, and force as it hits the ground.

In this electric circuit guided inquiry students will investigate what an electric circuit is, the main parts of a circuit and the difference between series and parallel circuits. Students will work in small groups and create a circuit using materials provided by the teacher. Students will draw and label a closed and open circuit, a series of circuits, and parallel circuit. Students will then meet with a different small group and share their results.

In this activity, students will investigate several properties of the given elements and decide whether each element is a metal, non-metal or a metalloid. They will examine the appearance of the given samples and note the color, luster and form. Using a hammer, they will determine if it is brittle or malleable. They will test for electrical conductivity and the reactivity of each sample with hydrochloric acid and copper (II) chloride solution.

These two demonstrations will introduce energy changes during reactions and promote discussion regarding exothermic and endothermic reactions, enthalpy, and spontaneity.

In this lesson, students use properties of multiplication to prove that the product of any two negative numbers is positive and the product of a positive number and a negative number is negative.

In this activity, diagrams are used to represent vectors. In part one, students draw vector diagrams to illustrate a written description of a car's velocity and acceleration. In part two, students write sentences to describe various vector diagrams.

In this lab, students will investigate the law of conservation of energy. Student teams must develop and carry out a lab procedure to achieve the stated goal of finding the maximum conversion of potential energy to kinetic energy. Using a ruler and a toy car, students will work collaboratively to design a lab that will demonstrate the change from one form of energy to another based upon the law of conservation of energy. Teams will then develop a hypothesis for maximizing the amount of energy transfer and create a procedure for proving the hypothesis. Once they run their lab, students will work independently to create formal lab reports that summarize the activity.

In this activity, students explore the idea that magnets can repel and attract. Students will diagram and write about what happens when they put two ring magnets together on a pencil. Students will also develop their own investigation on how to test the properties of magnets.

This is an introductory activity that introduces the concept of work and helps students understand the difference between work and energy in terms of pulling and lifting masses.

This is a unit on fish habitats. The activities include the following: looking at pictures of fish and their habitat, talking about what all animals need to live, how fish live, making a poster of a fish habitat, and finally visiting a lake.

This article features an interview with Martin Hoffert, a physics professor at New York University who is a staunch advocate for the adoption of alternative energy sources to stave off ill effects of global climate change. Hoffert discusses alternative energies such as solar energy, biomass fuels, wind power, hydrogen fuel, and nuclear power. Supplemental resources, including a background essay and discussion questions, are also provided.

In this module, students consider the guiding question: How do writers capture a reader's imagination? as they take a deep study of the classic tale Peter Pan.

In this activity, students will observe and perform experiments with the elements sodium, potassium, calcium, magnesium, sulfur and phosphorus. Conclusions will be made about trends down groups, across periods and relating to acidity/basicity of metal oxides vs. nonmetal oxides.