While laboratories have long been associated with introductory physics courses, there is doubt as to whether they positively impact student learning. Holmes and Wieman found that students who elected to take optional laboratories fared no better across a range of metrics than their counterparts who did not participate. In addition, these researchers noted that traditional "cookbook"-style exercises, which leave little room for students to exert agency, are not conducive to authentic exploration. These scholars are joined by others, all calling for changes for how laboratory exercises are traditionally conducted in physics, and how they may promote greater understanding. For example, Arons called for giving students the chance to create their own procedures and to make their own mistakes without fear of receiving low grades for initial missteps. Szott echoed this call in his description of an open-ended laboratory program designed to give students opportunities to explore physics and to develop ownership of their experiments and results. This article builds on Szott's previous work and extends the rationale for including open-ended lab experiences in secondary physics. The extended approach I describe permits greater student agency while demonstrating how teachers can incorporate authentic laboratory experiences into their teaching.