Kyle Verspoor

This lab/activity is a fun way to engage students in the topic of displacement and distance. This lab could be completed in a classroom, or outside if the weather permits. Teams of students can design their own running routes, or you can make them yourself. Use cones or even backpacks to mark the routes outside, and use chairs to mark the routes in your classroom. You can use a real football or a mini one if you are inside. Students will have to measure distance and displacement, share date

This lab allows students to test their reaction time and then calculate what would be a safe driving distance between cars depending on speed, and size. It also accounts for the level of distractedness of the driver so students begin to understand how dangerous things like texting and driving really is. This lab is focused on their own reaction time and something they are interested in to help engage them in the curriculum. This lab includes links to a reaction time calculator and has color co

This is a lab/activity to do with students who are learning the difference between displacement and distance. It also is a good way to introduce vectors because it focused on direction and vector composition. Students can use chalk and space outside to measure and construct their vectors. This file includes all of the directions students will need to complete the lab, and space for them to record their responses.

This activity is easiest to complete when students have access to a device. Students will use a virtual distance tracker to map out the distance and displacement from their home to your classroom. This is a simple activity that's main objective if for students to understand the difference between distance and displacement. Students will share data, and reflect at the end to drive home the point. This activity can be done in class, for homework, or in a remote/virtual class.

This simple lab is a great way for students to brush up their basic science skills. It is perfect for the start of the year, but can also be used mid or at the end of the year as a refreshers or a way to prepare for a final exam. This lab allows students to use common materials so you do not have to worry about spending a full prep period setting up supplies. This lab works best when students have access to a device because it references making a graph and pasting the image of it in the space

This lab is a great way to review measurement, data, collection, and graphing skills. It was originally designed for a physics class, but can apply to any math or science class. It requires very little setup and relies on students finding circles in the classroom, or at home instead of supplying them. This helps students connect the content with their world. This lab can be used for in-person or virtual instruction, and connects to the CCSS.

This lab requires students to measure the acceleration due to gravity on a variety of objects, and then decide whether or not it is constant like the textbook/internet tells them it is. It can be done at home or in the classroom with any objects that are deemed safe enough to drop. This version of the lab includes instructions on how to measure and calculate by hand but also instructions on how to use software and video analysis to find the acceleration of a falling object. If you do not have

This is a short lab the will allow students to collect data to see how the acceleration changes based on the angle of a slope. It is based on the slopes of a ski resort to help connect the purpose of the investigation. It can be completed with basic materials that are found at home or in a classroom. The longer the ramp the better the results, because the longer ramps will allow for longer times.

This physics lab is designed to have the whole class collect and share data while investigating the unknown velocity of an object. The teacher will set a marble into motion and the class will record the time it takes to reach their check point a set distance away. This will be done over a short distance (within the classroom) and a long distance (in the hallway). Students will share their data, and then spend time plotting displacement vs time graphs to figure out the velocity, and to see if