1. In laboratory one on a graph of volume versus mass for soap, what physical quantity did the slope represent?
  2. In laboratory two on a graph of time versus distance for a rolling ball, what physical quantity did the slope represent?
  3. In laboratory three on a graph of time versus distance for a falling ball, what physical quantity was calculated from a quadratically increasing slope?
  4. In laboratory four the number of marbles in versus marbles out from a collision provided support for what law in physical science?
  5. In laboratory five on a graph of weight versus force to pull an object across sandpaper, what physical quantity did the slope represent?
  6. In laboratory six a graph of time versus temperature for a cooling cup hot water, provided support for what law in physical science?
  7. In laboratory seven on a graph of arcminutes versus meters as measured by GPS receivers and a surveyor's wheel, what physical quantity did the slope represent?
  8. For laboratory eight, write the name of one type of cloud for each of the following levels:
  9. In laboratory nine, on a graph of time from seeing a clap to hearing a clap versus distance from the clap, what physical quantity did the slope represent?
  10. For laboratory ten, list the seven colors of the Newtonian rainbow in order, the primary colors of light, and the secondary colors of light. Write the full words.
  11. In laboratory eleven on a graph of apparent depth underwater versus actual depth underwater for a penny, what physical quantity did the slope represent?
  12. In laboratory twelve on a graph of current versus voltage in an electrical circuit, what physical quantity did the slope represent?
  13. For laboratory thirteen, list one acid, one base, and one neutral substance.
  14. In laboratory fourteen on a graph of velocity versus distance, in what physical units was the slope?
  15. In laboratory fifteen, site swap mathematics describes patterns for what physical system?