High School

This lesson provides a challenge that incorporates all eight of the Next Generation Science Standards (NGSS) science and engineering practices.  Although this lesson makes use of both Ozobot and Voyager, neither of these is required, as all data have been collected and are supplied.  Students match several geometric shapes with their corresponding angular velocity vs. time data obtained as Voyager/Ozobot travel around the shapes.  Students are also provided with angular momentum data from an unknown geometric shape and asked to sketch the shape from their analysis. 

A classic way to demonstrate the wave nature of light is to pass a coherent beam of light from a laser through a double slit.  In this lesson, students study the intensity of light in the resultant interference pattern using the light intensity sensor of PocketLab Voyager.  Students also compare intensity to theoretical predictions.  In addition, the wavelength of the light can be calculated from knowledge of slit separation, distances between bright fringes in the interference pattern, and distance from the double slit to the pattern. 

Ozobot “Evo” (ozobot.com) is a tiny one-inch diameter robot that can be quickly programmed to follow lines using a Google Blockly dialect known as OzoBlockly (ozoblockly.com).  This lesson combines the ability to program Ozobot to follow a circle at constant speed with Voyager’s ability to sense the resulting motion through its angular velocity sensor.  The purpose of this project is to show that if speed is kept constant and the same fo

Ozobot “Evo” (ozobot.com) is a tiny one-inch diameter robot that can be quickly programmed using a Google Blockly dialect known as OzoBlockly (ozoblockly.com).  Combining the ability to program Ozobot to rotate precisely as desired with Voyager’s ability to sense the resulting motion through its collection of sensors, the possibility of a seemingly endless variety of STEM projects becomes a reality.

In this experiment a coasting cart on a flat surface gradually slows down and stops due to rolling resistance.  Two very different surfaces are compared—a carpeted floor and a wood floor.  The purpose of this experiment is three-fold:  (1) to determine the force of rolling resistance, (2) to determine the coefficient of rolling resistance between the cart the surface on which it rolls, and (3) to gain a practical understanding of the meaning of this coefficient.  Voyager's range finder is used to collect data.

The effect of mass on the terminal velocity of an object falling in air is commonly done using basket coffee filters.  But how could we study the effect of area on the terminal velocity of a falling object?  One way to do this is to use PocketLab Voyager and its range finder along with a single piece of cardstock as the object to be dropped.  In this lesson, students discover a relationship between area and terminal velocity and compare their results to a common model of air resistance (aka drag).  

One of the most well-known physical laws related to polarization is Malus’s Law.  This law states that the intensity of plane-polarized light passing through a rotatable polarizer analyzer varies as the square of the cosine of the angle through which the analyzer is rotated from the position giving maximum intensity.  The lesson described here allows you to verify Malus’s Law using PocketLab Voyager and one of the light polarizers contained in the PocketLab Scientist Kit.

Virtually every student of physics has done an experiment to verify the inverse square law of light—light intensity is inversely proportional to the square of the distance from the source of the light.  With PocketLab Voyager this is a quick and easy experiment that is also a lot of fun to perform!

Hello All,

I'm an AP Calculus teacher, and I used the attached lab to introduce position vs. time graphs to my students. My school doesn't offer physics after freshmen year and historically students have struggled to translate graphs into the actual motion that they represent. This year, using PocketLab and some magnets, the students were able to create their own position vs. time graphs, and concept mastery has been significantly higher. I'm definitely planning on repeating this lab next year!

Students use warm soup (must be lower than 70°C since this is the upper limit of the pocketlab temperature sensor). To determine it's specific heat capacity and decide which is best to take on a camp so it is still warm when they go for lunch.  I tend to use this as a follow on project from investigating insulating materials so students can re use previous projects such as 'stubby holder' style devices which have kept drinks cool to reinforce ideas about heat transfer (and so that projects aren't wasted!).