OR
To verify the laws of combination (parallel) of resistances using a metre bridge.
Below you will find the list of CBSE Class 12 Physics activities and projects for students.
1. To measure the resistance and impedance of an inductor with or without an iron core.
2. To measure resistance, voltage (AC/DC), and current (AC) and check the continuity of a given circuit using a multimeter.
3. To assemble a household circuit comprising three bulbs, three (on/off) switches, a fuse and a power source.
4. To assemble the components of a given electrical circuit.
5. To study the variation in potential drop with the length of a wire for a steady current.
6. To draw the diagram of a given open circuit comprising at least a battery, resistor/rheostat, key, ammeter and voltmeter. Mark the components that are not connected in proper order and correct the circuit and also the circuit diagram.
1. To identify a diode, an LED, a resistor and a capacitor from a mixed collection of such items.
2. Use of a multimeter to see the unidirectional flow of current in the case of a diode and an LED and check whether a given electronic component (e.g., diode) is in working order.
3. To study the effect of intensity of light (by varying distance of the source) on an LDR.
4. To observe refraction and lateral deviation of a beam of light incident obliquely on a glass slab.
5. To observe diffraction of light due to a thin slit.
6. To study the nature and size of the image formed by a (i) convex lens or a (ii) concave mirror on a screen by using a candle and a screen (for different distances of the candle from the lens/mirror).
7. To obtain a lens combination with the specified focal length by using two lenses from the given set of lenses.
1. To study various factors on which the internal resistance/EMF of a cell depends.
2. To study the variations in current flowing in a circuit containing an LDR because of a variation in (a) the power of the incandescent lamp used to ‘illuminate’ the LDR (keeping all the lamps at a fixed distance). (b) the distance of an incandescent lamp (of fixed power) used to ‘illuminate’ the LDR.
3. To find the refractive indices of (a) water (b) oil (transparent) using a plane mirror, an equiconvex lens (made from a glass of known refractive index) and an adjustable object needle.
4. To investigate the relation between the ratio of (i) output and input voltage and (ii) the number of turns in the secondary coil and primary coil of a self-designed transformer.
5. To investigate the dependence of the angle of deviation on the angle of incidence using a hollow prism filled one by one with different transparent fluids.
6. To estimate the charge induced on each one of the two identical Styrofoam (or pith) balls suspended in a vertical plane by making use of Coulomb’s law.
7. To study the factor on which the self-inductance of a coil depends by observing the effect of this coil when put in series with a resistor/(bulb) in a circuit fed up by an A.C. source of adjustable frequency.
8. To study the earth’s magnetic field using a compass needle-bar magnet by plotting magnetic field lines and tangent galvanometer.
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Welcome to our comprehensive collection of Class 12 Physics Laboratory Experiments, complete with a detailed manual to guide you through each session. This curated list encompasses a range of experiments designed to provide students with hands-on experience in the fascinating realm of Physics engineering. The accompanying manual serves as an invaluable companion, offering a structured approach to each experiment, ensuring clarity in understanding the apparatus required, step-by-step procedures, meticulous observation guidelines, and a systematic recording of results.
Each experiment has been meticulously crafted to cover key concepts and principles, allowing students to apply theoretical knowledge to practical scenarios. The manual not only facilitates a smooth execution of the experiments but also includes viva questions to stimulate critical thinking and reinforce theoretical foundations. Whether you are a novice or an experienced learner, this compilation is a comprehensive resource that aims to enhance your understanding of Class 12 Physics phenomena through a structured and engaging laboratory experience.
This repository of Class 12 Physics lab experiments and its accompanying manual is a treasure trove for students delving into the world of Physics engineering. The manual provides a detailed roadmap for each experiment, outlining the required apparatus, step-by-step procedures, guidelines for observations, and a systematic format for recording results. The experiments cover a spectrum of topics, allowing learners to explore the intricacies of experiment fundamentals, devices, and phenomena. The inclusion of viva questions adds an interactive dimension, encouraging students to delve deeper into the theoretical underpinnings of each experiment and fostering a holistic understanding of the subject matter. Whether you are gearing up for examinations or simply seeking to deepen your practical knowledge, this collection promises a rewarding journey through the practical aspects of Physics engineering.
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The CBSE Class 12 Physics is an essential guide for students, providing detailed practical notes and readings. It covers a range of experiments , helping students grasp complex concepts through hands-on learning. This manual bridges theoretical knowledge and practical application, enhancing understanding and scientific skills. Below are the physics practical notes and readings for all CBSE Class 12 Physics Experiments and this will be very helpful in your practical examination .
Section- A |
---|
1. |
2. |
3. or |
4. |
5. To convert the given galvanometer (of known resistance and figure of merit) into a voltmeter of desired range and to verify the same. OR To convert the given galvanometer (of known resistance and figure of merit) into an ammeter of desired range and to verify the same. |
6. To find the frequency of AC mains with a sonometer. |
Section – B |
---|
1. |
2. |
3. To find the focal length of a convex lens by plotting graphs between u and v or between 1/u and 1/v. Or i) ii) To find the focal length of a convex lens by plotting graphs between1/u and 1/v. |
4.To find the focal length of a concave lens, using a convex lens. |
5. |
6. |
7. |
8. To find the refractive index of a liquid using a concave mirror and a plane mirror. |
9. To draw the I-V characteristic curve for a p-n junction diode in forward and reverse bias. |
1.To assemble a household circuit comprising three bulbs, three (on/off) switches, a fuse and a power source.
2.To assemble the components of a given electrical circuit.
3.To study the variation in potential drop with length of a wire for a steady current.
4.To identify a diode, an LED, a resistor and a capacitor from a mixed collection of such items.
5.To observe diffraction of light due to a thin slit.
6. To obtain a lens combination with the specified focal length by using two lenses from the given set of lenses.
Suggested investigatory projects.
CBSE Class 12 Physics File Notes |
---|
5. To investigate the dependence of the angle of deviation on the angle of incidence using a hollow prism filled one by one, with different transparent fluids. |
1. To study various factors on which the internal resistance/EMF of a cell depends. |
3. To find the refractive indices of (a) water and (b) oil (transparent) using a plane mirror, an equiconvex lens (made from a glass of known refractive index) and an adjustable object needle. |
4. To investigate the relation between the ratio of (i) output and input voltage and (ii) number of turns in the secondary coil and primary coil of a self-designed transformer. |
5. To investigate the dependence of the angle of deviation on the angle of incidence using a hollow prism filled one by one, with different transparent fluids. |
6. To estimate the charge induced on each one of the two identical Styrofoam (or pith) balls suspended in a vertical plane by making use of Coulomb’s law. |
7. To study the factor on which the self-inductance of a coil depends by observing the effect of this coil when put in series with a resistor/(bulb) in a circuit fed up by an A.C. source of adjustable frequency. |
8. To study the earth’s magnetic field using a compass needle-bar magnet by plotting magnetic field lines and tangent galvanometer. |
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Study how light travels, the law for reflection and refraction. Focus on diffraction and polarization. Don't forget about the color spectrum and lasers. Flinn Scientific offers tools and laboratory and demonstration kits that will shine light on your next lesson.
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Transformer Physics Investigatory Project PDF Class 12
Introduction
The transformer is a device used for converting a low alternating voltage to a high alternating voltage or a high alternating voltage into a low alternating voltage. It is a static electrical device that transfers energy by inductive coupling between its winding circuits. Transformers range in size from a thumbnail-sized coupling transformer hidden inside a stage microphone to huge units weighing hundreds of tons used in power plant substations or to interconnect portions of the power grid. All operate on the same basic principles, although the range of designs is wide. While new technologies have eliminated the need for transformers in some electronic circuits, transformers are still found in many electronic devices. Transformers are essential for high-voltage electric power transmission, which makes long-distance transmission economically practical. A transformer is most widely used device in both low and high current circuit. In a transformer, the electrical energy transfer from one circuit to another circuit takes place without the use of moving parts. A transformer which increases the voltages is called a step-up transformer. A transformer which decreases the A.C. voltages is called a step-down transformer. Transformer is, therefore, an essential piece of apparatus both for high and low current circuits.
The electric transformer works on the fundamental principle of electromagnetic induction, a concept first discovered by Michael Faraday in the 19th century. The transformer consists of two coils of wire, known as the primary and secondary windings, which are usually wound around a common magnetic core. When an alternating current (AC) flows through the primary winding, it generates a changing magnetic field around the coil. According to Faraday’s law of electromagnetic induction, this changing magnetic field induces an electromotive force (EMF) or voltage in the secondary winding. The key principle here is that the transformer relies on the mutual induction between the primary and secondary windings through the magnetic flux linkage.
Construction
A transformer consists of a rectangular shaft iron core made of laminated sheets, well insulated from one another. Two coils & and & are wound on the same core, but are well insulated with each other. Note that the both the coils are insulated from the core, the source of alternating e.m.f is connected to , the primary coil and a load resistance R is connected to , the secondary coil through an open switch S. thus there can be no current through the sec. coil so long as the switch is open. For an ideal transformer, we assume that the resistance of the primary & secondary winding is negligible. Further, the energy loses due to magnetic the iron core is also negligible. For operation at low frequency, we may have a soft iron. The soft iron core is insulating by joining thin iron strips coated with varnish to insulate them to reduce energy losses by eddy currents. The input circuit is called primary. And the output circuit is called secondary.
See PDF for Theory Part
A Transformer based on the Principle of mutual induction according to this principle, the amount of magnetic flux linked with a coil changing, an e.m.f is induced in the neighbouring coil that is if a varying current is set-up in a circuit induced e.m.f. is produced in the neighbouring circuit. The varying current in a circuit produce varying magnetic flux which induces e.m.f. in the neighbouring circuit.
The transformer consists of two coils. They are insulated with each other by insulated material and wound on a common core. For operation at low frequency, we may have a soft iron. The soft iron core is insulating by joining thin iron strips coated with varnish to insulate them to reduce energy losses by eddy currents. The input circuit is called primary. And the output circuit is called secondary.
Efficiency of a transformer is defined as the ratio of output power to the input power i.e.
Thus, in an ideal transformer, where there is no power losses, η = 1. But in actual practice, there are many power losses; therefore, the efficiency of transformer is less than one.
Material Required
Observation
Energy Loss
In practice, the output energy of a transformer is always less than the input energy, because energy losses occur due to a number of reasons as explained below.
Application of Transformer
Electrical Appliances: Many electronic devices and appliances use transformers to convert electricity to the required voltage for their operation.
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From Stephen Hawking and Michio Kaku to Professor Brian Cox, people just can’t get enough of everything that the world of physics encompasses.
This particular subject is the study of the basic laws that preside over the physical world around us. Just like Biology and Chemistry , there are so many different concepts that Physics can cover.
However, to get the most concrete understanding of this subject, you’ll need to make sure you have a solid knowledge of algebra and trigonometry.
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Whether you’re studying motion , conducting experiments in electromagnetism or need to replace your electrical apparatus , we’ll make sure you have everting you need to bring Physics to life.
Quick demonstrations and activities, stacked ball drop, reversing arrow, kettle power, quick parallels, dancing sprinkles, slink-o-scope, ice water oil, static crate, steady spoon, toppling bottles, short series, magnetic force pairs, attracting can, sweet simulations, rocket balloon, stellar convection, colourful convection, rope loop circuit, led photocell, vanishing coin, always balanced rule, the simplest motor, whistling waveforms, elastic band universe, seasons: skydome, noise-cancelling tuning fork, pendulum bags, seasons: torch and board, magnetic train, seasons: thermochromic globe.
Practical Activity for 11-14 14-16 16-19
The activities in this collection are all easy to set up, require minimal kit and will take less than 20 minutes to run. They have been created to support purposeful, frequent and varied practical science in schools as recommended by the Gatsby Charitable Foundation .
Classroom Activity for 14-16 16-19
In this activity, students explore how high a ping pong ball bounces when dropped by itself and then with a golf ball. You can use it to show how an energy analysis allows us to put limits on possible outcomes.
Each group of students will need:
Ask students to:
The start and end points of an energy analysis for the stacked ball drop are shown below.
The length of the tube is 𝐿 and, for the ping pong ball and golf ball respectively, the rebound heights are 𝐻 and ℎ and masses are 𝑀 and 𝑚. For a perfectly elastic collision, we can say that the energy stored gravitationally before the drop would be the same as the energy stored gravitationally afterwards. Therefore:
(𝑀+𝑚)𝑔𝐿 ≥ 𝑚𝑔ℎ + 𝑀𝑔𝐻
And so the height of the ping pong ball can be predicted using:
ℎ ≤ 𝐿 + 𝑀 𝑚 (𝐿−𝐻)
Substituting in experimental values should give a maximum value for ℎ of up to a few metres. The actual height will be lower as the real bounce efficiency will be less than 100%.
Students use an energy analysis to put an upper limit on the height an object can reach after a collision.
For a version of this activity for younger pupils to try at home, see Do Try This at Home: episode 13
This experiment was safety-checked in March 2020.
Classroom Activity for 11-14
In this activity, students explore how an arrow can look bigger and reversed through a glass of water.
Students use the terms object, image, magnified, inverted and diminished when describing images formed by a converging lens.
Introduce the terms below to help students describe what they see.
Word | Meaning |
---|---|
Object | What is drawn on the paper |
Image | What you see |
Magnified | Bigger |
Diminished | Smaller |
Inverted | Reversed |
To start, they will see a magnified image that is the same way around as the object. As they increase distance the image will becomes ‘left-right reversed’ – a bit like the image they see of themselves when they look in a mirror. As they move the glass away from the paper the inverted image will initially be a magnified one, then become the same size as the object, before becoming a diminished image.
Challenge students to film the reversing arrow trick. They will need to position their glass of water so that inverted image is the same size as the object.
Classroom Activity for 14-16
In this demonstration students predict which kettle boils first. You can use it to illustrate that power is the rate at which energy is transferred and to introduce the relationship P = IV.
A 3 kW kettle draws a large current. Don’t use an extension lead. Plug each kettle into its own wall outlet and check that the RCD circuits in your lab do not trip when you switch on both at the same time.
The energy functions on your meters are likely to be calibrated in kilowatt-hours. They are not needed for this activity. If you do decide to use them remember to reset meters to zero before you start and explain how to convert to joules (1 kWh = 3 600 000 J).
Students may think that the smaller kettle will come to the boil first because there is less casing material to warm. Remind them that inside there is a large mass of water. It is not possible to work out which kettle will boil first from its appearance alone.
The mass of water poured into each kettle is the same. The starting temperature for the water is also the same and so is the end temperature because both kettles switch off automatically when the water reaches 100°C. The energy required to raise the temperature of the water in each kettle is equal.
The power reading in watts is the energy in joules transferred electrically in one second by the heating element circuit. For the small kettle the rate is about 1,000 joules per second. For large the kettle it is close to 3,000 joules per second.
The current readings reveal the reason that the larger kettle will warm up more quickly. The current is three times as great and so energy is transferred at three times the rate. We’d expect the kettle with a 3 kW heating element to boil about three times as fast as one with a 1 kW element.
Explain that the electrical power depends on both voltage (ie energy transferred per charge) and current. Multiply current (I) and voltage (V) to introduce the relationship for electrical power (P) . Show that P = IV for both kettles.
If students ask why the larger kettle has a higher current, calculate resistances by dividing voltage by current. The large kettle’s heating element has a lower resistance and so for the same ‘push’ (voltage) from the mains the current inside it will be larger.
Students define power as the rate at which energy is transferred and can use the relationship P = IV to calculate power for an electrical appliance. This experiment was safety-checked in March 2020.
Practical Activity for 11-14
This activity allows students to investigate up to three bulbs without them having to rebuild their circuit. You can use it to test their understanding of current in parallel circuits.
Before the start of the lesson, set up one circuit as an exemplar so students can refer to it if required.
Drinking water through straws is a useful analogy for parallel circuits, but students should not eat or drink in labs. Only provide straws if you carry out the activity in a classroom.
Ask the students to:
Most students should be able explain why the readings on the ammeters are the same. The meters show the rate at which charges flow in and out of the cell. The two values must be the same because charge isn’t used up in a circuit.
For students that struggle to explain why readings increase when they connect leads Y and Z, a useful analogy is drinking water through straws. Adding more bulbs in parallel is like increasing the number of straws: the overall rate of flow increases because there are more parallel paths along which the flow can happen.
Students predict and explain how the current will change when two or more bulbs are connected in parallel. This experiment was safety-checked in March 2020.
This activity shows that a loud sound is capable of making small grains jump. You can use it to introduce the idea that sound is a vibration of the air.
Students will probably have heard of a ‘sound wave’ but, based on everyday experience (e.g. shouting or whistling), think it involves air travelling en masse from source to detector. In this activity there is no obvious source of moving air. Identify the source, medium and detector in your explanation and introduce the idea that a sound is a vibration of the air.
The baking tray is a sound source because it vibrates when it’s struck. The vibrations are transmitted through the air (the medium) to the bowl and cling film (the detector). The incoming sound wave makes the surface of the cling film move up and down and the sprinkles on its surface dance in response.
Students describe sound waves as vibrations of the air, initiated by the vibrating source of the sound. This experiment was safety-checked in March 2020.
Practical Activity for 14-16
In this demonstration students are introduced to a mechanical model of how sound displays on an oscilloscope.
Students can describe what an oscilloscope shows when displaying a sound wave and determine the time period from the trace.
Build and test your slink-o-scope before the lesson. For instructions, watch the video above.
Students may think that the distance between two peaks represents the wavelength. Encourage them to think about what caused the motion of the pen across the paper. In the vertical direction it was driven by the motion of a slinky coil, in the horizontal your assistant pulled the paper at steady speed. It’s a displacement-time graph. The distance between two peaks represents the time period T .
Discuss how to find T by averaging over a number of peaks. For example, the graph in the video above took 6s to plot and has 12 peaks. So T = 6/12 = 0.5 s.
Introduce an oscilloscope as the electronic equivalent of a slink-o-scope.
device | detector | display |
---|---|---|
slink-o-scope | metre-rule | displacement-time graph |
oscilloscope | microphone | voltage-time graph |
Model increasing an oscilloscope’s time-base setting by increasing the speed of the paper. Model increasing its vertical sensitivity by increasing the distance between pen and pivot.
In this demonstration students observe oil floating on water and ice floating on oil. You can use it to test understanding of density.
The night before the activity prepare blue ice cubes by adding a few drops of food colouring to water in an ice-cube tray and freezing. The blue food dye will make it easier for the students to distinguish the ice and resulting meltwater from the oil.
When carrying out the activity avoid getting oil on the bench or floor where it may cause a slipping hazard. Afterwards, dispose of the oil in the non-recycling waste by putting an absorbent material (e.g. newspaper or cat litter) into a strong bin bag and pouring the top layer of oil from the cylinders and beaker into the bag. The remaining coloured water can be washed down the sink with the tap running.
Students may talk about ice and water being lighter or heavier than oil. Encourage them to think in terms of the density of these materials. Some may think that the mass or volume of an individual ice cube is important, show them this isn’t the case by floating both large and small ones in the beaker.
In both measuring cylinders the water settles at the bottom because it has a higher density than oil. The oil-water mixtures have the same volume, but the one with a greater percentage of water will have the larger mass because water contributes more mass per volume than oil. Confirm this by putting each measuring cylinder in turn on a balance (the mass difference should be about 3g).
The ice floats on the oil because it’s less dense than oil. When it melts, it turns to water and so we would expect it to sink. If they look at the beaker, they can confirm this. Blue water droplets are detaching from the bottom of the ice cube, dropping through the oil and collecting at the bottom of the beaker (if the ice cubes haven’t started melting use a ruler to submerge them to speed up the process).
During the change of state the mass doesn’t change (the reading on the balance under the beaker remains constant). The increase in density must be due to a decrease in volume. The molecules must pack more closely together when the ice melts (water is very unusual in this regard as most solid substances are denser than when they’re liquid).
Students describe density changes during a change of state in terms of a rearrangement of the molecules. This experiment was safety-checked in March 2020.
In this activity students observe a crate being lifted by two different methods. You can use it to introduce horizontal and vertical force components.
Before the activity attach a length of rope to each end of the crate. Ensure that the ropes are tied securely and that the crate doesn’t tip over when lifted. During the demonstration discourage volunteers from trying to impress their classmates by pulling on the ropes with exaggerated force.
Most students should be able to identify forces acting on the crate lifted by hand and explain why they balance. The forces are vertical. Each hand provides half the upward force required to balance the pull of gravity.
For the crate lifted by ropes some may struggle with the direction of the lifting forces. Explain how they arise. When the crate is lifted off the ground, the ropes stretch slightly, exerting forces along their length and at an angle of 45°.
To explain how the forces balance, introduce force components. They can think of each force as being made up of two parts one sideways and one upwards known as the horizontal and vertical components. In the horizontal direction the components are of equal size but in opposite directions and so cancel each other out. Similarly, gravity is balanced by the vertical components.
No matter how hard your students pull, it’s impossible to get the ropes completely horizontal because you always need a vertical component to balance gravity.
Students explain equilibrium situations in terms of vertical and horizontal force components. This experiment was safety-checked in March 2020.
Classroom Activity for 11-14 14-16
In this activity students are introduced to the idea of the centre of gravity by comparing the balance points of a ruler and a wooden spoon.
You will also need:
Choose spoons with cylindrical handles and oval-shaped bowls and check that they balance at a point on their handles. Cut them through their balance points and connect the handle and bowl back together using masking tape.
Introduce the term ‘centre of gravity’ as the point around which the weight of an object is evenly distributed and the point at which an object will balance.
Ask students to:work in pairs to:
Students will accept that the centre of gravity for the ruler is at its midpoint because it has a uniform shape. The mass left and right of the pivot is equal and so gravity pulls downs on each side with equal effect. Their measurements for handle and bowl should illustrate the more general case for an irregularly shaped object: it is the mass x distance from the pivot that must be equal for an object to balance.
They may suggest drawing one, two or many arrows to represent the pull of gravity on a spoon (or ruler). All options are correct. It depends on many they view the object: a single object, two sections or many stuck together. But whichever they choose, they must always start their arrow(s) at the centre of gravity position(s).
Students can explain why the centre of gravity of an irregular object is not half way along its length. This experiment was safety-checked in March 2020.
In this demonstration, students see that objects with a lower centre of gravity are more stable.
Students can relate the stability of an object to the position of its centre of gravity relative to its base.
Students may be surprised that the bottles with the least and most mass topple at the same time. Encourage them to think about the how the mass is distributed in the bottles.
If students are unfamiliar with the terms 'the centre of gravity' and 'stable object' introduce them.
In the full and empty bottles the mass is distributed evenly and so the centre of gravity is at half way up the bottle. The half full bottle is different because it has an uneven distribution of mass and a lower centre of gravity.
When the bottles are upright, the gravitational force acts downwards through the base of the bottle (the area that is in contact with the board). As the bottle is tilted, it will remain in contact with the board until the line of action of the gravitational force falls outside the base -at which point it will topple over and so will no longer be stable. The full and empty bottles topple first because they have a higher centre of gravity and so reach their tipping points first; the half full bottle is more stable because it has a low centre of gravity.
This class activity allows students to investigate circuits with up to three bulbs without having to take their circuit apart. You can use it to test their understanding of current in series circuits.
Before the start of the lesson, set up one circuit as an exemplar so that students can refer to it if required.
During the activity students will need to bypass some of the bulbs by connecting leads around them. To avoid damaging the ammeters, ensure they don’t short circuit all the bulbs. There must be at least one bulb in the circuit to avoid the current becoming too high.
Students may not understand how leads Y and Z allow them to change the number of bulbs in the circuit. Explain this in terms of the current taking the path of least resistance. The leads have a much lower resistance than the other components. Connecting a lead around a bulb means (almost) all the current will go through the lead, not the bulb.
There is only one loop in a series circuit and so an ammeter placed anywhere in the circuit will read the same. Disconnecting a lead adds another bulb in series, increasing the circuit’s overall resistance and so reducing the current throughout.
Students predict and explain what will happen to the current when another light bulb is added in series. This experiment was safety-checked in March 2020.
This demonstration shows that the forces of attraction between two magnetically interacting objects are equal and opposite. You can use it as an example of Newton’s third law.
Rare-earth magnets are brittle and shatter easily. Don’t drill a hole into an existing magnet. Source neodymium magnets with pre-made holes or make a harness out of string or wire. When handling or moving magnets towards each other ensure that they don’t collide.
Before the activity, thread strings through each of the magnets and secure with a knot. Also tie one end of a string to the bulldog clip. Suspend the two magnets from a clamp stand so they hang around 10 cm below where the string is tied.
Setting the distance between the magnets and magnet and clip can take a bit of practice. Try it out beforehand. Mark positions on the bench and/or secure stands with G clamps to allow a quicker set-up next time.
Students will be aware that magnets can attract each other and so will accept that two identical magnets pull equally on each other. The force on the left magnet is due to the right magnet; the one on the right is due to the left.
They may be surprised to see the same effect with the magnet and clip. These need to be closer to produce the same size forces but as previously the size of the forces are equal in size and opposite in direction. Like all interactions, magnetic interactions create Newton’s third law force pairs.
Students identify Newton’s third law force pairs for objects that interact magnetically. This experiment was safety-checked in March 2020.
In this class activity, students see that after it’s rubbed against your clothes a balloon will attract a drinks can and make it roll. You can use it to introduce why charged objects exert forces on uncharged objects.
Each student will need:
Charged objects attracting other objects may be familiar from, for example, a comb attracting hair. You could rub the balloon and show that it also attracts a student’s hair. To help them visualise charging processes, introduce electrons as negatively charged particles that move between the materials.
The balloon becomes charged when it’s rubbed because it’s made of a material that attracts electrons more strongly than the cloth. Electrons are transferred from the cloth to the balloon and so the balloon gains a negative charge overall. Explaining that the cloth is left with a positive charge will help students appreciate that charge is conserved, but there is no need to discuss atomic structure or the nature of the positive charge in the objects.
The charging process for the aluminium can is different. The two objects do not come into contact. Instead, electrons in the can are repelled by the balloon and so move to the part of the can furthest away. The back of the can becomes negatively charged and the front positive, but overall the can remains electrically neutral. The reason the aluminium can starts rolling is because the back of the can is further away and so the repulsive force on the back of the can is smaller than the attractive force on the front.
If students use the phrase ‘static electricity’, explain that it can be a misleading one. The charging process for the balloon involves the transfer of charge between cloth and balloon, and the process for the aluminium can involves charges moving within the can. The charging processes may be different, but in neither are the charges ‘static’.
Students describe how an object made of an insulating material becomes charged when we rub it and also why it then attracts other objects. This experiment was safety-checked in March 2020.
In this activity students shake sweets to model the radioactive decay of a large number of unstable nuclei. You can use it to introduce decay curves.
Sweets or chocolates provide a colourful analogy for radioactivate decay, but there should be no eating or drinking in labs. Consumption will also skew results. If you think the temptation to eat sweets might be too great for your students you may want to consider alternatives such as coins or small dice. Whatever you choose source a large number.
Students could ‘place bets’ by writing down predictions for sweet numbers on mini-white boards or post-it notes. Refer back to them at the end of the activity. Discuss results before removing sweets from the cylinders to do any final counts.
The chance of being face-up after a shake for a sweet is 1 in 2, or they could say there is a 50% probability. Emphasise that each shake is an independent event. What happens in one does not depend on what happened in the last or affect a future one. The probability of the single sweet landing face-up is 50% whether it is your first or last shake.
Unstable nuclei in radioactive sources behave in a similar way. The probability of a decay is fixed, but it is not possible to predict when a particular nuclide will decay. Provide an example of a decay curve for a radioactive source to show that it sweeps downwards just like the sweet simulation.
Students describe a sweet/coin model for unstable nuclei and sketch a decay curve.
Practical Activity for 14-16 16-19
In this demonstration students see a simple rocket in action. You can use it to illustrate Newton’s third law of motion.
Locate suitable fixed points in the room (eg cupboard handles) to tie the length of string to.
Students may refer to ‘action and reaction’ force pairs when describing the motion of the rocket. Emphasise that these can be misleading terms. They imply that one of the forces in Newton’s third law appears in response to the other. Discuss what’s happening inside the balloon to illustrate how the forwards force on the balloon arises at the same instant as a backwards push on air.
When the peg is attached, the balloon remains inflated because the air particles inside it are colliding with the inside surface. They push equally to the left, right, up and down and so the forces on the balloon are balanced (as are those on the air inside it).
When the peg is removed, the air particles no longer push on the open end of the balloon. The forward force on the front end of the balloon is no longer balanced by a backward force and so the balloon accelerates forwards. Similarly, if we consider the forces acting on the air in the balloon, we can see that there is a resultant force acting on it to the left, and so the air accelerates backwards.
Emphasise that, as with all Newton’s third law force pairs, the two forces that arise act on different objects (balloon and air).
Students describe how an air-filled balloon propels itself and identify the Newtons third law force pairs involved.
For a version of this activity for families and younger pupils to try at home, see Do try this at home: episode 7
In this demonstration students see that if there is temperature difference between the bottom and top of a coloured liquid, the top surface moves. You can use it to introduce solar convection.
The liquid soap/shampoo will need to contain glycol stearate, glycol distearate, or glycerol stearate in order to make the convection cells visible. Moisturising products with a pearlescent appearance often contain one of these. Check ingredients on the bottle.
Be careful not to touch the hotplate when it is on. The liquid temperature should not exceed 50°C (check with a thermometer).
Students may talk about heat or energy rising. Emphasise that neither energy nor heat are substances. Convection is mechanical process that it is best described in terms fluids at a higher temperature expanding and floating, and then cooling and sinking. In this experiment it is driven by the hotspots created by the coins at the bottom of the tray.
The columns of rising and falling fluid are called convection cells. When we look down on the tray we see the top of the cells: the liquid appear as it rises to the surface, moves across the surface and then disappears at is sinks back below. The process is a repeating one so the water gets circulated continuously as long as there is a temperature difference between the bottom and top.
Link the demonstration to stellar convection by providing an image of the sun’s surface. The giant granules they can see are the top of very large convection cells formed by plasma rising upwards from the hot interior to the cooler surface.
Students describe how convection cells are formed and why they are responsible for the grainy appearance of the Sun.
Show that if hot water is below cold water, they mix, but if the situation is reversed they do not. Students can use their knowledge of floating and sinking to explain this. An introduction to convection.
Practise the demonstration in a large sink or basin before performing it in front of the class. If you use glass jars/bottles ensure that they can be set up and taken down safely without danger of breakages. Alternatively, use plastic containers.
Students should be familiar with the idea of objects (eg a cork) floating in water if their density is less than that of water. Extend this idea to liquids floating by explaining that water expands slightly when you warm it. The density of the cold water (998 kg m -3 at 20°C) is a little higher than that of the hot water (988 kg m -3 at 50°C). If they imagine a small volume of hot water surrounded by cold water it will rise up to the surface and float just like a cork would if it were submerged underwater and then released.
On the first tray the hot water is on top. There is very little mixing because the hot water is already floating. On the second tray, the hot water is below and so it rises and cold water flows downwards to replace it and the two mix.
Provide a simple diagram of the arrangement of particles in the two jars. Emphasise that the density of water decreases when you warm it because the (average) space between the particles increases. The particles themselves do not expand.
Students explain why hot water rises and cold water sinks in terms of differences in the distance between particles that make up the water.
In this activity students observe a rope loop being circulated. You can use it as a model to introduce circuits.
Tie the rope into a loop, or if you are using a nylon rope melt the ends together then cover the join with duct tape.
Many students believe that electrons must travel from the cell to the bulb in order for a lighting circuit to work. Some also think that current gets used up in a circuit. Emphasise that the speckles/dots (electrons) in this model all start moving at the same time and flow in a continuous loop.
Another common misconception is that a cell will provide the same current irrespective of the circuit it is placed in. Discuss or demonstrate how the speed of the dots (current) increases if you increase the size of the push (voltage) or your volunteer decreases friction (resistance).
Students describe current as a flow that happens throughout a circuit that’s size depends on voltage provided by a cell and resistance of the component(s).
Practical Activity for 16-19
Show that only certain colours of light produce a voltage when shone onto an LED. An example of light behaving as a particle.
Any sunlight or room light falling on the LED will produce a reading. Carry out the demonstration in a darkened room and/or shield the LED using a black cardboard tube.
The voltmeter should have a resistance of 10 MΩ or greater. Otherwise the small current produced when light is shone onto it will leak away too rapidly to give a reading.
Use only class 2 lasers from reputable suppliers. Fix them firmly in a clamp and direct them away from students towards a screen.
Students may suggest the red light does not produce a reading because the red laser isn’t bright enough. Emphasise that both lasers produce a much more intense beam than the torch. The results can’t be explained in terms of of wave amplitude. It is the frequency of the light that is important.
Discuss how a particle model of light can be used to explain the results. When a 'particle', (photon) strikes the LED it is absorbed. Each photon has an energy directly proportional to its frequency so only those with a high enough energy will release an electron. Red photons are ineffective because they have the lowest frequency and so least energy. Green photons are more energetic. White light is made up of all visible frequencies and so will contain some photons with high enough energy.
You could shine the torch through a diffraction grating onto a wall to discuss how the energy of photons varies across the spectrum.
Students describe an experiment that shows light behaving as a particle.
In this activity students see how total internal reflection makes a coin seem to vanish.
Students can explain why a coin under a beaker of water is not visible when viewed through the side of the beaker.
For the empty beaker, the light refracts but still passes through the side of the glass. For the full glass, light cannot escape because of total internal reflection and so the coin seems to vanish to anyone viewing it through the side of the beaker.
This trick works because a full beaker forms a five layer air-glass-water-glass-air structure. The first layer of air is created by a gap between coin and bottom of beaker due to the ridges on the coin. If the coin is wet, it will not vanish. Students can check this for themselves by putting a few drops of water on the bottom of their beaker.
Material | Refractive index |
---|---|
Air | 1.00 |
Water | 1.33 |
Glass | 1.51 |
In this activity students see that a ruler supported by two fingers remains balanced when they slide their fingers towards its centre. You can use it to introduce the co-efficient of friction.
Apparatus and Materials
For many students it will seem counter-intuitive that the ruler remains horizontal as the fingers are moved inwards. When the two fingers are moved towards one another, first one sticks and the other slips. Then the second finger sticks and the first slips.
The finger that slips is the one further from the midpoint of the rule. You can feel that the (downward) contact force on this finger is less than the contact force on the other. This can be explained by considering moments about the midpoint of the rule. The diagram below illustrates step 2 in the procedure, force A is further from the midpoint than force B and since the rule is balanced, A must be less than B .
The finger that slips is the one further from the midpoint which indicates that this finger experiences less friction than the one that sticks. So the horizontal forces on the rule are unbalanced ( F B is greater than F A ) and the rule is pushed sideways (to the left, in the diagram).
This experiment shows that the frictional force between two objects is greater when the contact force between them is greater. This can be used to introduce the idea of the coefficient of friction µ , where
µ = frictional force / contact force
that is, the frictional force is proportional to the contact force (and depends on the nature of the surfaces in contact).
Students recognise that frictional forces are proportional to the contact force and identify the co-efficient of friction as the constant of proportionality.
This experiment was safety-tested in March 2020.
In this activity students build a simple motor. You can use it to illustrate Fleming's left hand rule.
Rare-earth magnets are brittle and shatter easily. Students should not lift the magnet too high off the bench.
Ask student to:
If students struggle to identify the direction of current, remind them it flows from the positive to the negative terminals of the cell. Inside the magnet the current is radially inwards from the edge to the centre.
To work out the direction of the force they can look at whether their magnet spins clockwise or anticlockwise. To work out the direction of the magnetic field they can use Fleming’s left hand rule. If the magnets spins anticlockwise the magnetic field is downwards, if it spins clockwise it is it upwards.
Students apply Fleming’s left hand rule to determine the direction of a magnetic field.
Practical Activity for 11-14 14-16
Students download an oscilloscope app onto their phones to investigate pitch and loudness of sounds.
Students will need download an oscilloscope app with a pause function.. For example, they could use Oscilloscope (xyz apps) from the Play store (tap screen to stop trace) or Oscilyzer from the App Store (use pause button to stop trace).
If students can’t whistle, they can blow over bottles or use a musical instrument such as a guitar or a recorder. They should see that when the sound is louder the peaks of the waveform are bigger, and that when the pitch is higher the peaks are closer together.
Students sketch waveforms for sounds with different volumes and frequencies.
In this activity students build a model universe using washers and elastic bands. You can use it to introduce Hubble’s law.
The student worksheet below includes information on how to make a model universe. Alternatively, to save time you may want to make these for each group before the lesson.
When students plot a change in distance against distance graph they should find that it is a straight line. The galaxies move away from them us at a speed that is proportional to their distance from our galaxy. This is known as Hubble’s law.
Model | Universe |
---|---|
The washers do not expand | Galaxies do not expand (they are gravitationally bound) |
The elastic bands expand, carrying washers with them | Space between the galaxies expands, carrying galaxies with it |
As an extension students can follow the instructions on the worksheet (below) to explore the viewpoint from other galaxies. The gradient of the graph is the same irrespective of which washer they consider to be ‘home’. Like real galaxies, the galaxies in the model seem to move away from home, but home is not the centre of the expansion.
Students explain why galaxies move away from our galaxy with a speed that is proportional to their distance.
With thanks to the Perimeter Institute of Theoretical Physics for permission to adapt their activity
Use a lamp and a transparent dome attached to a globe to show how the path of the Sun across the sky varies over the year.
This activity works best in a darkened room.
This demonstration tackles the common misconception that the path of the Sun across the sky does not vary over a year. Students should see that when the northern hemisphere is tilted away from the Sun (first day of winter in the UK) sunrise to sunset takes less than half a spin, day is shorter than night and the Sun follows a low path across the sky. When the northern hemisphere is tilted towards (first day of summer in UK), the Sun follows a high path across the sky, days are longer than night and it is warmer because the sun's radiation warms the ground for more time.
You could also demonstrate the path of the Sun across the sky on the first day or spring/autumn to show that day and night lasts equal times and the Sun follows an intermediate path across the sky.
Students explain why days are longer in summer and how this contributes to it being warmer.
Students listen to how the loudness of a tuning fork varies as they rotate it. An introduction to destructive interference.
Each pair of students will need:
The tuning fork has two identical prongs. As they vibrate, each act as a source of sound.
Sound waves from two sources can arrive in step (in phase) and constructively interfere to produce a louder sound or they can arrive out of step (out of phase) and destructively interfere. As students rotate the tuning fork, they should hear four regions of silence.
It is challenging to draw diagrams to illustrate destructive interference for a tuning fork. The distance between the two prongs (a few centimetres) is smaller than the wavelength of the sound (typically a metre or so). If you want to draw diagrams to illustrate overlapping wavefronts use an example in which the sources are separated by a distance greater than a wavelength (eg two loudspeakers ).
Students are likely to be familiar with noise-cancelling headphones. They could research how these work. Like the tuning forks they use destructive interference to cancel sounds. The headphones include a microphone which receives sound waves from the environment and an electronic circuit generates an inverted version of these sound waves so that when this is played into the listener’s ears, the two sets of waves cancel out.
Students describe how sound from two sources can cancel out through destructive interference.
A simple demonstration to introduce the idea of a pendulum using everyday objects.
When selecting students’ bags look for those which have a loop at the top for holding, or which have a long strap. You will need a varied selection of bags to give a range of periods of oscillation when they swing.
This demonstration introduces pendulums by drawing on students’ everyday experience. Explain that the time period ( T ) is the time for one complete back-and-forth motion and that it is difficult to measure the time for a single swing and so is better to time a number (eg 10 T ) to find an average. Also discuss whys it is better to count from the point where the bag passes through the midpoint of the swing rather than at the ends (it is instantaneously stationary at the ends so the time difficult to judge).
Students may suggest changing mass, length or amplitude as ways to alter the period of a swinging bag. To illustrate that period doesn’t depend on the mass add books to the bag.
This activity can used as a precursor to a more formal investigation into the factors that affect the period of a pendulum. Make the link to simple pendulums by explaining that in science we try to design experiments so that we remove superfluous complications. The swing of a bag can be modelled using a pendulum made of string with a heavy bob as the moving mass.
Students measure the period of a pendulum
In this activity students use a lamp and piece of paper to show how the light from the Sun spreads out more when it strikes the Earth at an angle.
Teaching Notes
The demonstration shows that when light hits a surface at an angle it is spread out over a greater area than if it strikes the surface perpendicularly. Any energy transfer is therefore spread over a greater area.
In place of the card, a photocopied map could be used to make the demonstration look more like a part of the Earth's surface.
Build a train with a cell, two magnets and a coil to test their understanding of electromagnetic forces and Lenz’s law.
Before the lesson wrap the copper wire around a pole to make a 40 to 50 cm long coil.
You can use standard cylindrical neodymium magnets to build your train, but they may get caught in the coil. For a more reliable demonstration, source spherical magnets.
The train consists of two permanent magnets at either end of a cell. The magnets touch the bare copper wires of the coil, thereby completing the circuit so that there is a current in a section of the coil.
The current produces a magnetic field inside the coil which exerts forces on the two permanent magnets. It attracts the N pole of the left hand magnet and repels the N pole of the right hand magnet. These two forces act in the same direction on the train, and so it accelerates to the right.
If students ask about forces on the S poles of the magnets, explain that these will be in the opposite directions to the one on the N poles. These forces will be weaker than those on the N poles because the S poles are outside of the region where a current flows. The resultant force on each magnet will be to the right.
The train quickly reaches a constant speed around the track. This is because the moving magnets induce a magnetic field in the coils that acts to oppose the motion of the magnet (an example of Lenz’s law). The train reaches terminal velocity when the forces accelerating it forwards are balanced by the forces arising from electromagnetic induction.
Students explain how a simple magnetic train works.
Attach thermochromic plastic to a globe to show that temperature in the UK depends on whether our hemisphere is tilted towards or away from the Sun.
Cut the thermochromic plastic into a strip and place it vertically on the globe next to the UK. Set the lamp-globe distance to ensure the thermochromic plastic strip shows a range of colours.
This demonstration tackles the common misconception that winter happens because the Sun is further away. Compare the UK (55°N) to a similar latitude south of the equator (eg Bouvet Island in the South Atlantic at 54°S) to emphasise that summer in the northern hemisphere corresponds to winter in southern, and vice versa,
Explain that you are turning the globe around for convenience. The direction in which the Earth’s rotation axis points doesn't really swap between summer and winter. Which hemisphere is leaning towards the Sun changes because of the Earth’s annual journey around the Sun.
Students identify corresponding seasons for northern and southern hemispheres.
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Physics Project Topics For class 12 and Ideas : Physics is the scientific discipline that explores the composition of matter and the relationships among the fundamental components within the observable universe. In its widest context, physics, derived from the Greek word “physikos,” addresses all aspects of nature, spanning both the macroscopic and submicroscopic scales.
Also See: Chemistry Project Topics
Use captivating physics project theme for a scientific journey. From quantum mechanics to astrophysics, these physics project topics for class 12 projects explore the basic laws of our universe. Delve into the frontiers of new research topics, carry out lab experiments.
Also See: EVS Project Topics
Let’s explore Physics Project Topics for Class 12 that involve matter, energy, optics, waves, modern physics and space to develop a sense of admiration for the beauty of physical reality. In this article you will get a massive list of physics project topics for class 12category wise that you will not find anywhere else.
Also See: BCA Project Topics
Physics project topics for class 12.
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Scientific inquiry and fun are baked into these science kits that cover STEM, physics, and the natural world.
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Science kits are a great way to get kids curious about our world and beyond. After all, these kits have the power to captivate, teach STEM skills, and entertain all at once. If your child is already excited about things like robotics , space exploration , or how machines work, science kits can bolster those curiosities. But the truth is, for every great option, there are countless others that end up being duds, whether it’s from confusing directions, poor quality instruments, or unexciting experiments.
To save you from selecting one that ends up forgotten under your kid’s bed, we drew from our own experiences and consulted with experts in the field to find the very best science kits for kids. Ahead, we offer advice on how to choose the right science kit for your kid followed by our recommendations.
Age and skill level.
You might wonder whether your child is old enough to be gifted a science kit, but according to Shelsea Ochoa, who was an educator performer at the Denver Museum of Nature and Science when we spoke to her for this interview, kids can enjoy science kits at any age—though some might need assistance. “For younger kids, adults will need to be present and attentive throughout the experiment,” she says.
Consider how much time you’ll have to spend with the child and their kit. You know the child best, and whereas some older kids can complete activities on their own, others might need some guidance—especially when using certain materials. Slime and volcano experiments are fun but not when the contents end up getting all over your couch or rug.
You’ll also want to factor in a child’s attention span. “Science kits are a space where kids are meant to develop a love for learning about science, so it is a great opportunity to not force a child to sit through the process but allow them to go at a pace that feels enjoyable,” says Ochoa, who recommends taking breaks between steps for longer experiments. “Even if it takes multiple days, if the child walks away with a positive feeling about science, then the kit was successful.” In short, if it isn’t fun, it won’t be effective.
Many of the science kits on this list feature the authenticated trustmark of STEM.org , a privately held, multinational STEM research and credentialing organization. This badge means the kit has been evaluated by a leader in STEM education to make sure it’s educational, age-appropriate, and genuinely helping kids grow an interest in STEM fields. We also scoured the web for products that received high, verified reviews across various retailers.
The original author of this piece, Priscilla Blossom, is a parent to a science-loving child, so she took into consideration some of the products she’s tested in her own home and reached out to other parents and educators for their recommendations on science kits that stood the test of time (and boredom). We also made sure to keep in mind varying budgets, different age groups, and a variety of fields of science to appeal to different interests.
For a great all-around science kit for older kids, this lab-in-a-box can’t be beat. There’s plenty of room for scientific inquiry here whether it’s creating a working volcano, building a model of the Earth and moon, digging for T-rex fossils, growing crystals, and more.
The kit comes with a variety of tools and materials, including a wood mallet, eco dome pod, bug collecting tool, and a weather station with a thermometer.
Subject Area | Physical and Earth science; chemistry |
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Experiments | 6 |
Ages | 10+ |
Teach kids ages 8 and up about the laws of physics with this comprehensive science kit featuring six different projects, including a rubber band car, sharpening wheel, and rocket launcher. There's also a free app that allows kids to view 3D models.
Once your child builds these machines, they’ll continue to be captivated while conducting numerous experiments. The manual includes theories, facts, and quizzes to supplement learning. It’s a great investment for kids who have expressed an interest in physics and machines.
Subject Area | Physics |
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Experiments | 6 |
Ages | 8+ |
Kids who are into space exploration won’t be able to resist getting their hands on this science kit, featuring more than 100 VR and AR experiences. Goggles are included and the kit comes with a 96-page spiral-bound interactive guide that has 15 real-world crafts and activities for kids to try.
While it costs a bit more than the rest of the kits we recommend, if it’s within your budget, AR and VR are subjects that other options typically don’t cover.
Subject Area | Space |
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Experiments | N/A |
Ages | 8+ |
This intro to electronic exploration packs a ton of fun and intrigue into a small package. Made for elementary-aged engineers, your littles can dive into figuring out how to build projects with the 14 included parts.
The kit includes an easy-to-follow manual and plenty of lights, sound, and motion to keep any child engaged the whole way through. If you’re searching for a more advanced version of this science kit, we recommend checking out the junior version .
Subject Area | Electronics |
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Experiments | 21 |
Ages | 5+ |
This is the best science kit for kids who love to tinker—you know, the one who takes things apart and puts them back together. There are 26 model-building exercises to create six basic machines, like pulley systems and wheels and axels.
The kit also includes a precision spring scale to kids can measure how the machines work. Everything is clearly laid out in a full-color, 32-page book so kids can go at their own pace. Plus, you can’t beat the price point.
Subject Area | Engineering |
---|---|
Experiments | 26 |
Ages | 8+ |
This fun and engaging set includes pipettes, test tubes and racks, an Erlenmeyer flask, and other equipment that sparks a love of chemistry in younger and slightly older kiddos. I’ve used this one with my own son and it’s always a hit.
The Chemistry Station is a great alternative to DIY experiments if you’re short on time and patience and want to give kids more freedom (though be mindful of the messier ones—you know your child best!)
Subject Area | Chemistry |
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Experiments | 20 |
Ages | 6+ |
You can’t go wrong with this set of three geology science kits. There’s a crystal-growing lab that includes a light-up base for kids to display their colorful creations; a gemstone dig kit; and more than 200 specimens to examine to learn about rocks, minerals, and fossils. Each kit comes with a full-color learning guide, he science kits are recommended for ages 8 and up.
Subject Area | Geology |
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Experiments | Multiple |
Ages | 8+ |
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Product Dimensions | 7.87 x 5.51 x 1.57 inches |
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Item Weight | 10.2 ounces |
ASIN | B07BT4GNXD |
Item model number | Ad02365813 |
Manufacturer recommended age | 12 years and up |
Best Sellers Rank | #12,790 in Toys & Games ( ) #166 in |
Customer Reviews | 4.1 out of 5 stars |
Is Discontinued By Manufacturer | No |
Manufacturer | Adahill |
These ceramic magnets are used for stem project for kids. According to American laws and for safety reasons, we will not use too strong magnet materials.
The physics science magnets kit is very easy for junior students and children to explore in advance and be interested in physical science,and can do a lot of interesting games and learn a lot of physical magnetic knowledge.
Learn basic physics principles and conduct experiments with these magnet kits to study physics, magnetism, open the door for children to learn about the earth.
Pay attention to:
The magnet set provides basic accessories for magnetism, you only need some small tools in life to complete related experiment.
Proper physical activities and research are not only interesting, but also can enhance students' observation ability, stimulate questions and connect the contents in the book with real life.
Magnetic field is a force field generated by moving charges and magnetic dipoles, which exerts force on other moving charges and magnetic dipoles nearby.You can use magnets to create different magnetic fields and observe the changes of the compass.
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Where hands-on experiments and engaging activities meets thrilling scientific discovery. Empower your child with the tools and knowledge to explore the wonders of science right from home.
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This Cow Eye Dissection Kit gives an inside view of how the eye works. It comes with everything you need for this activity, including a preserved cow eye specimen, a step-by-step dissection guide & essential dissection tools.
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Budding entomologists & bug catchers will love the tools & materials inside this bug collection set! Includes a butterfly net, a glass-top insect box with a foam pinning block, a bug catching identification guide & more!
Perform more than 300 experiments with this deluxe, hands-on chemistry set! The Chem C3000 from Thames & Kosmos includes a 192-page full-color manual and is an excellent introduction course in chemistry for kids ages 12+.
Have a geode-breaking party or just enjoy discovering what's inside each one of these natural geodes.
Growing bacteria is easier than you think. Learning about it is even easier with our bacteria growing kit. Use this kit to explore, experiment, and learn about the bacteria in your life.
This hands-on rock collecting starter kit is designed for kids who love rocks! It comes with all the tools they need for exploration, in one convenient carry-all.
Learn about owls and the little critters they eat by doing an owl pellet dissection!
Want a real chemistry set for your kids? Look no further! This beginners chemistry set comes with all the basic lab equipment needed for chemistry experiments & projects. Get high-quality beakers, test tubes & much more!
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This single-use blood type test kit contains everything needed to perform a complete blood test at home for ABO and Rh. Discovering your blood type is now quicker and easier than ever!
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Our science kits offer a convenient and immersive science experience for learners of all ages. Each science kit comes with everything needed to complete the experiments and learn something new along the way. Looking for more at home science? Dust for fingerprints, test food for vitamin C, or make and compare several different slime recipes. Check out our resources below.
Get everything that you need to explore your favorite science topic in one complete experiment kit. Open the box and start learning!
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Hands-on science is the most rewarding and relevant way to engage kids interested in the STEM field. Each kit is filled with science supplies, helpful instructions, and more. Sciecne kits make it easier than every to get started with hands-on science.
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Class 12 Science Projects. 1. Hooke's law. In this experiment, you will be testing Hooke's law, which states that the force needed to stretch or compress a spring is proportional to the amount of stretch or compression. You will need a spring, a ruler, and a way to measure force (such as a bathroom scale).
Thames & Kosmos Physics Workshop. 3.9. (11) $59.95. $53.90. Add to Cart Quick View. This Physics Workshop kit comes with all the parts to build 36 physics models. Conduct 73 experiments with simple machines, gravity, energy, gears & more to discover the principles of physics in an engaging, hands-on way! 90 Results.
Amazon.in: physics lab kit for class 12. Skip to main content.in. Delivering to Mumbai 400001 Update location All. Select the department you ...
The most exciting and popular Physics Projects for Class 12 students are the Buoyancy 101 experiment, Marvelous Magnetics experiment, Heat Transfer in an Incandescent Lamp experiment, Insulation Value experiment, Salt Water vs. Tap Water experiments, and many more. All these experiments are listed below and explained in detail to make the ...
CBSE Class 12 Physics Experiments. Section A. 1. To determine the resistivity of two / three wires by plotting a graph for potential difference versus current. 2. To find the resistance of a given wire / standard resistor using a metre bridge. 3. To verify the laws of combination (series) of resistances using a metre bridge.
Explore the amazing world of physics with the Complete Introduction to Physics kit (Grades 6-8) from Home Science Tools. This kit focuses on mechanics, the part of physics that deals with force, motion, work and energy. The kit includes 17 unique, hands-on activities, science supplies, and a 54-page full-color manual.
Easy Optics Physics Experiment Kit Do It Yourself Working Model Educational Learning Toy School Project Science Activity Kit Gift for Students DIY. 3.5 out of 5 stars 116 ... Green and White, Practice Sheets | Physics for Class 9-12. 2.8 out of 5 stars 13 ₹3,699 ...
Experiment list of Class 12 Physics Lab. 1. To find resistance of a given wire using Whetstone's bridge (meter bridge) 2. To find the focal length of a convex mirror using a convex lens. 3. To find the value of 'v' for different values of 'u' in case of a concave mirror & to find its focal length. 4.
The CBSE Class 12 Physics is an essential guide for students, providing detailed practical notes and readings. It covers a range of experiments, helping students grasp complex concepts through hands-on learning.This manual bridges theoretical knowledge and practical application, enhancing understanding and scientific skills. Below are the physics practical notes and readings for all CBSE Class ...
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Project PDF Download Link: Download well prepared Investigatory project pdf on topic 'Transformer' for class 12. The electric transformer works on the fundamental principle of electromagnetic induction, a concept first discovered by Michael Faraday in the 19th century.
Lab Kit for use with Abeka Physics Grade 12. (0) $269.95. Pre-Order Quick View. Get the lab materials you need in one convenient kit for doing the lab activities with the Abeka Book grade 12 curriculum, Physics: The Foundational Science. Best Seller Best Seller.
Helping to inspire the next generation of physicists. With one of the largest selection of physics equipment and supplies on the market, EduLab can at least make sure you have all the necessary tools to conduct your experiments. Whether you're studying motion, conducting experiments in electromagnetism or need to replace your electrical ...
Light and Optics Class Demo Kit | 12 Acrylic Lenses, Ray Box with 5, 3 & 1 Light Beam configration in Red Colour, Practice Sheets | Physics for Class 9-12. 5.0 out of 5 stars 1 ... Physics Experiment Kit Block and Pulley System Physics: Pulley Block Physics Experiments Physics Lab Kits for Physics Experiment Lab Science 1 Set Physics Experiment ...
Ask an assistant to gently grip the bottom of the tube (or use a clamp stand at the top to keep it upright). Hold the ping pong ball so that the bottom of the ball is at the top of the tube. Let go. Measure the height the ping pong ball bounces to. Repeat for the golf ball. Measure masses of golf ball and ping pong ball.
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Physics Project Topics For class 12 and Ideas: Physics is the scientific discipline that explores the composition of matter and the relationships among the fundamental components within the observable universe. In its widest context, physics, derived from the Greek word "physikos," addresses all aspects of nature, spanning both the macroscopic and submicroscopic scales.
Twelfth Grade, Physics Science Experiments. (216 results) Fun science experiments to explore everything from kitchen chemistry to DIY mini drones. Easy to set up and perfect for home or school. Browse the collection and see what you want to try first! Physics is the study of matter — what is it made of?
Scientific Method. Everyone has experienced the warmth provided by a shaft of sunlight through a window. In this physics science fair project, you will determine how the color of an object affects the amount of radiant energy that is absorbed. You will then use the Stefan-Boltzmann equation to determine the amount of energy that is absorbed and ...
Step down transformer model School Science Physics Project working model for Science Students Class 12 Physics teaching Aid. 3.6 out of 5 stars 2 ... ButterflyEduFields 4in1 Science Experiment Kit for Kids 12 Years+ Boys Girls, Learning Toys DIY Kits for Kids Gift Box, STEM Toys Science Adventure Activity Box Made in India ...
Teach kids ages 8 and up about the laws of physics with this comprehensive science kit featuring six different projects, including a rubber band car, sharpening wheel, and rocket launcher. There's ...
Learn basic physics principles and conduct experiments with these magnet kits to study physics, magnetism, open the door for children to learn about the earth. Pay attention to: Magnets are brittle, please be don't cast. Please kindly noted that the U shape magnet is fragile, please take and used it carefully.
Shop our variety of medical science kits and devices. These kits help prepare high school, pre-med, and medical students for healthcare and applied sciences careers. Grow bacteria, discover your inner rock hound, plan your first owl pellet dissection and more. Shop our wide variety of hands-on nature kits.