- Introduction
Introduction
Where to start During the IB physics course we spend 75% of the time trying to understand simple models the other 25% is spent realising that it's never that simple. That 25% is the time we spend trying to apply the theory to practical situations you can call it what you like, practical work, experiments, labs but in the end it will become IA. The IB certainly didn't invent practical physics but they did invent the way they assess it and it is this that most of this website is - Beginners Guide
Beginners Guide
The programme The practical programme is all the practical work that your class does in the two years. The total number of hours spent on this should be 60 hours for HL and 40 hours for SL. It doesn't include the writing of reports but it could include after hours lab time. The programme could be split into 4 types of activity The Standard Practical Most of the practicals I do with my IB physics classes are pretty much the same as the ones I did when I was at- The Basic Idea
The Basic Idea
Grading work Before looking at the nitty gritty we should look at the big picture. Basically what you have to do can be split in three parts 1. Marking student reports to give them a grade for D, DCP and CE This you do during the course of the two year programme,students hand in written reports and you mark them. At then end of the course it's the best two scores that count. Below is a table of scores for a student. You can see in this table that the - Form 4PSOW
Form 4PSOW
The form 4PSOW stands for group 4 Practical Scheme of Work. It serves two purposes it's a list of all the practicals that you do and its a record of the scores achieved by each student. Below is an example (it also has a 2nd page which is a continuation of the list. You don't necessarily have to keep a copy of the actual 4psow for each student as but you must have a record of what practicals they have done plus the scores they have achieved in all of - Marking Lab Reports
Marking Lab Reports
One way to do it Marking lab reports serves many functions, one is to assess the work and award a grade according to the criteria another is to give students feedback as to what they did right and where they went wrong and we often use marking as an opportunity to communicate with a student carrying on conversations in the margin. When marking IA reports there are a couple of things to consider. Firstly the student needs to know what grade they've got and why they got it secondly if - The Sample
The Sample
Getting Prepared At the end of the course you will be asked by your diploma coordinator to enter your IA grades into the IB database. This happens around March in the May schedule. Before you enter any grades you must stop and think because once entered its too late to do anything. You must make sure that you have copies of all the reports that you have assessed. This can be either paper copies, the originals or digital copies. I collect all reports in online and mark them on my - The Moderation
The Moderation
Who are the moderators? The purpose of moderation is to ensure that there is some consistency between teachers in different schools. Moderators are IB teachers or retired IB teachers, who have applied to the IB. The application process is simply a matter of writing a letter and supplying references. Once accepted moderators take an online course where they mark practical reports and discuss their marks with one another and the Chief moderator. Being a moderator is not confidential but not many moderators admit that they are one and they don't - Feedback
Feedback
Form 4/IAF (Internal Assessment feedback) Some weeks after the results have been released your diploma coordinator will get copies of form 4/IAF to distribute to the science teachers. This gives feedback on the programme and the way the sample was put together but not on the grades. Here are the questions that the moderator has to answer A) COMMENTS TO TEACHER(S) ON SAMPLE WORK Were the investigations/projects appropriate for the assessment of particular criteria? If NO, please complete section below Hopefully you get a YES here but if you don't - Frequently asked Questions
Frequently asked Questions
I've tried to answer as many of the frequently asked questions in the Beginners guide but here are some of them again plus a few more with there frequently answered answers Do you have to assess all of the practicals? No but you should give the students a lot of practice on assessed practicals so they have a chance to learn how to get a good score. Do you count in the 4PSOW hours the time the students spend writing up the reports? No Do you only put the assessed
- The Basic Idea
- Assessment Criteria
Assessment Criteria
Introduction When I first started teaching physics my students did an experiment, they wrote a report, handed it in and I marked it. I marked each individual piece of work differently, giving credit for what was good and correcting what was wrong. I always used a lot of red ink making the most of the chance to help the student learn something from the assignment by annotating graphs and diagrams and trying to point out mistakes showing why they did not get the expected answer. In those days this was- Design
Design
Skills Designing an experiment requires a student to first be imaginative to find something interesting about the system, secondly to be focused as they formulate a research question and finally systematic as they design their method. The criteria attempts to assess whether the student has demonstrated these skills Criteria Exercises You can't assess football skills by playing tennis and in the same way to use these criteria you have to use the right sort of exercise. Taking the first aspect, "defining the problem and selecting the variables", this is all- Aspect 1
Aspect 1
Criteria: Design Aspect 1 This aspect assesses whether the student can find something worth investigating in the example provided by you and whether they can formalise a research question that addresses their area of interest. Some students find the first stage really difficult, it's probably how I would feel if asked to write a poem about a red rose........blank. The only way to get better at this is by practice so I advice doing quite a lot of these exercises, hopefully each of your students will find inspiration a couple - Aspect 2
Aspect 2
Criteria: Design Aspect 2 Having decided on the independent and dependent variables the student now has to decide how they are going to measure them. By this time they should have a good idea about what you have in the lab so will be able to make a reasonable selection. The final piece of work is going to be assessed but this is not an exam so you can help them if they ask, the alternative would be to rummage through the cupboards to see what you've got. Checklist: Design - Aspect 3
Aspect 3
Criteria: Design Aspect 3 This is the vaguest of the 3 aspects and requires the least writing to gain a complete. Basically the student must choose a reasonable range of values for the independent variable and if worthwhile must repeat the measurements of the dependent. If the don't make a statement about this I don't give complete even if its clear from their raw data that the did collect sufficient data. Conversely if they say they are going to do something but then don't collect any data I don't award - Exemplar
Exemplar
Shock absorption in a sponge Note This is an actual unedited student report for the sponge practical . Students were given an old foam mattress and asked to design an experiment investigating some physical property of it. It is a very good example with a lot of detail, if you see the other examples in the design practicals you will see that it's not necessary to write so much to score complete as long as it includes all the features. Introduction In this practical the physical properties of sponge material
- Aspect 1
- Data Collection & Processing
Data Collection & Processing
Skills What we are assessing in DCP is whether students can organise raw data into tables, process the data with a spreadsheet and produce a graph from the processed data complete with error bars and best fit lines. So we are looking at organisational as well as mathematical skills, a student who is not well organised will get lost in all of the numbers. I say processed with a spreadsheet because this is what I do with my students, according to the IB requirements you actually only have to do- Aspect 1
Aspect 1
Criteria: DCP Aspect 1 It doesn't actually say so but this means "does the student draw a proper table". Remember (I think I said it some where) that these criteria are used in all science subjects so in biology it might be ok to collect data that wasn't in a table (flowers for example would be in a vase). In Physics we always expect data to be presented in a table and that table should always have the same structure. I guess there could be some variation here but I - Aspect 2
Aspect 2
Criteria: DCP Aspect 2 Having collected the data the next stage is to process it, if there is no processing then you can't award any marks. This is a problem if students are designing there own experiment and simply want to graph the raw data without processing, they haven't done anything wrong but can't get any marks for processing. That's why I give many other examples with straight forward processing so when they don't need to worry about DCP in design experiments. I still give a grade though but explain - Aspect 3
Aspect 3
Criteria: DCP Aspect 3 This aspect is all about the graph so if you are going to use a practical for assessment of DCP then it better have a graph in it. Furthermore the graph should be a straight line graph, the IB doesn't actually specify this but it's much simpler if it is so I only assess straight line graphs.The criteria states that there should be errors and uncertainties where relevant, it's best to forget the "where relevant" since they always are. This is for the other sciences where - Exemplar
Exemplar
Measurement of g using a pendulum Note It is possible to get a complete DCP score for a design practical but if the student has chosen an ambitious research question then the data is often non linear and rather difficult to process. For that reason I have used a traditional example where students are given a worksheet to work from which has the background theory on it but does not tell the student how to process data. Introduction In this practical we were given the task to measure the acceleration
- Aspect 1
- Conclusion & Evaluation
Conclusion & Evaluation
Skills Up to this point in the proceedings it is possible to score well just by learning methods and following instructions and but to make conclusions from the results requires some understanding of the system under investigation. This is particularly true when the results do not follow the simple theory (which they never do). It's one thing to use the theory to explain what the theory predicted was going to happen but to explain why the result was not as expected is much more difficult. To evaluate the results a- Aspect 1
Aspect 1
Criteria: CE Aspect 1 A conclusion is a summary of what the student has found out by doing the experiment. There tend to be two types of conclusion depending on whether it is a "design experiment" or a "DCP experiment". Design experiments: When designing an experiment the student starts with an idea and structures it into a research question. for example they throw stones into a pond and wonder how the height of the splash is related to the height fallen by the stone. They then make a hypothesis - Aspect 2
Aspect 2
Criteria: CE Aspect 2 This is the most important part of the whole report where the student shows that they can connect the results of the experiment with what was done in the experiment. Here is an example: Result: The value for acceleration of trolley down a slope was found to be 0.23±0.1ms-2 but the value obtained by measuring the angle of the slope and calculating gsinθ was 0.32 ms-2 . Explanation: If I spun them the wheels they came to rest after a short time, this shows there was - Aspect 3
Aspect 3
Criteria: CE Aspect 3 The student doesn't have to write a great deal to get 2 marks here but what they do write has to be relevant and should address the weaknesses mentioned in the evaluation. So if the weakness in a measuring g experiment was that using ther ruler to measure the height of the ball then the improvement should be a better method for measuring the height of the ball not that it should be done in a vacuum. If the suggested improvement would possibly improve the experiment - Exemplar
Exemplar
Measurement of g using a pendulum Note The conclusion should be very much based on the results so it would not make sense to write a conclusion here without showing the results. For that reason I have included the results from the practical used in the DCP exemplar. Introduction In this practical we were given the task to measure the acceleration due to gravity using a simple pendulum. The equation for the time period of a pendulum is So if I measure T and L then plot a graph of
- Aspect 1
- Manipulative Skills
Manipulative Skills
Skills Manipulative skill is all about assessing the students ability to actually carry out the experiment rather than writing about it. This skill is assessed in a slightly different way to the other criteria, its not the best two scores that count but the overall performance throughout the course. This you must judge for yourself and give a mark out of 6. You could set up specific tasks to test the students abilities but personally I watch them through out the two years and award a mark at the end - Personal Skills
Personal Skills
Skills Personal skills sounds like it's something to do with body odour in which case the best way to assess your students would be to smell their armpits, thankfully it's not. Personal skills is IBish for team skills so when assessing this criteria you must use an exercise that needs a team to complete it. Most practical work in physics is best done in pairs rather than groups so these are not really very good for assessing these skills, there is also a problem; it's difficult to assess individual performance- Aspect 1
Aspect 1
Criteria: PS aspect 1 Checklist: PS Aspect 1 The most obvious quality of someone who has perseverance is that they are present until the end however just being present isn't really enough, they must be actively participating to the end and that's quite difficult to assess unless you are with the group for the whole 10 hours. There are a couple of pointers though: Is present and Participates in the initial planning session. The initial planning session is a vital part of the day. This is when the schedule is - Aspect 2
Aspect 2
Criteria: PS Aspect 2 Criteria: PS Aspect 2 Collaborates with others To collaborate means to work together to achieve a common goal, this involves communication, joint decision making and sharing of knowledge and resources. Its worth pointing out here that if there isn't a common goal then its difficult to collaborate, this means that the project should have a goal. For example if the theme of the project is "how can we make the college more environmentally friendly" then there is a definite goal. On the other hand "the environment" - Aspect 3
Aspect 3
Criteria: PS Aspect 3 Checklist: PS Aspect 3 How do you assess if a student has given thoughtful consideration to their learning experience? It's not easy to observe this but you could find out by asking some questions, this could be in the form of a questionnaire or by simply talking to the students. The problem is that since this is being assessed it would be tempting to fill out the questionnaire with the correct answers for high score rather than being truthfully reflective, it should therefore be made clear
- Aspect 1
- Design
- Logistics
Logistics
There are many ways to organise the practical programme here I will give some ideas that have worked for me. Timing Requires 30 hours of practical work (+10 hours Gp4 project) Requires 50 hours of practical work (+10hours Gp4 project) This does not include the time spent writing up the practicals. The programme I use is the same for HL and SL the only difference being that SL students don't do all of them. Not all of the practicals have to be used as part of the Internal assessment but - DCP and CE Practicals
DCP and CE Practicals
This section contains a set of practicals that I have used many times for assessing DCP and CE. Actually I don't use the first 4 for assessment since I give full instructions on how I want the students to process data, these are to help students to learn what is required. None of them would be any good at all for assessing design since the students are told which variables they are supposed to measure and what they are trying to find out. Some of the practicals use dataloggers but- Inclined Plane
Inclined Plane
Introduction In this experiment a trolley is sent down a ramp. It's velocity is measured as it passes through a lightgate after different displacements. Students have to plot a graph of v² against s including custom error bars. I have often used this experiment early in the course to help students to learn how to process data and plot graphs in this case I give them the "non assessable" worksheet which includes full instruction on what to do Assessment This practical is suitable for assessing DCP and CE only if- Worksheet
Worksheet
Inclined Plane Introduction In this practical you are going to investigate the motion of a trolley rolling down and inclined plane. Since the forces on the trolley are unbalanced it will accelerate down the slope at a constant rate, this means that its velocity, v will increase with increasing displacement, s down the slope. Since the trolley has uniform acceleration the usual equations apply (suvat) . In this case we are going to use the relationship between v2=u2 + 2as to find the acceleration from the displacement and velocity. This - Teachers Notes
Teachers Notes
Inclined Plane Aims To develop understanding of motion with constant accleration. To practice the procedures for the processing and presentation of data and uncertainties. To practice using interface software. Apparatus This is a fairly straightforward practical to set up using any sort of trolley and track. The timing is done with a photogate which can be connected to a computer or a stand alone timer. The method does not use the possibility for the software to calculate the velocity for them in the hope that by doing it manualy the - Marked Report 1
Marked Report 1
Inclined Plane Data Collection The experiment was repeated for 5 different distances from 0.4m to 0.8m as shown in the table below. The time for the card to pass was measured 4 times for each distance. The distance was measured with the mm scale fixed to the track, the uncertainty in this measurement was estimated to be 1/2 the smallest division. This may be an underestimate due to the difficulty of measuring the middle of the trolley. The time measurement was taken from the "data studio" display which was set - Marked Report 2
Marked Report 2
Inclined Plane Raw Data For every distance, I took the time 3 times. Processed Data I calculate the maximum velocity Vmax i.e. Displacementmax/Tmin I calculated the uncertainty in Velocity2 by Vmax2 – V2. Final table: Graph Conclusion I have a linear graph and the line passes through all the error bars. Therefore I can say that the distance travelled is directly proportional to the velocity squared. Since v²=u²+2as, and u is 0, the gradient of the line will be equal to 2a.The gradient according to the graph is a 0.2410.
- Worksheet
- Free Fall
Free Fall
Introduction This is a classic practical where a steel ball is dropped a known distance and the time measured. I use the Pasco free fall adapter which holds the ball in a spring loaded clamp which is released by undoing a screw. As soon as the ball leaves the holder it starts the timer which stops when the ball hits a landing pad. If used properly this apparatus gives good results that can show how the equations learnt in class can be applied in practice. Also since the students have- Worksheet
Worksheet
Acceleration due to Gravity Introduction In this practical the acceleration due to gravity will be calculated by using an electronic timer to measure the time taken for a small steel ball to fall a known distance. Research question How does the time taken for a ball to fall under the acceleration of gravity depend upon the height of the fall? Independent variable: Height Dependent variable: Time taken Controlled variables: Initial velocity, atmospheric conditions (temp. pressure) and release mechanism. Method The apparatus is set up as in the diagram. Find out - Teachers Notes
Teachers Notes
Aims To reinforce the equations of motion with constant acceleration. To practice the procedures of data processing and presentation. To introduce the concept of linearising equations. To introduce how to process uncertainties. To develop an understanding of how to evaluate results. Apparatus The apparatus used in this example is a standard set up produced by pasco called the "free fall adapter". It used to come with a stand alone timer but now it's more common to use with a computer as the timer. It's not easy to adjust the release - Marked Report 1
Marked Report 1
Acceleration Due to Gravity Data Collection The uncertainty in the distance, actually the height was taken as 0.001 m which is also the least count of the measuring instrument. We could have taken the half value or 0.0005 m as the uncertainty however given the random error due to parallax error and measuring technique we decided that the given uncertainty was reasonable. The uncertainty in t (raw data) which is 0.0001 s is the least count of the measuring device. Data Processing Note: To calculate uncertainty in t I used - Marked Report 2
Marked Report 2
Free fall Raw and Processed Data The uncertainty in distance is the half of the smallest unit of measurement (0.001m) on our measuring tool, a meter rule. – The uncertainty in distance is in fact much bigger because we were not able to keep the ruler perpendicular with the surface (more in the evaluation). The uncertainty in time is the half of the difference of the maximal and minimal measured values squared. Graph The equation relating distance and time is s=ut+½at2 Since the initial velocity is 0 this simplifies to
- Worksheet
- Hookes Law
Hookes Law
Introduction There are many variations of this practical but here I have chosen to use a force sensor to measure the force as a spring is extended, a much simpler way would be to hang masses onto the spring but the aim of this practical is not only to reinforce Hooke's law but also to give students practice in setting up and using the datalogging equipment. The force sensor is a very useful device for measuring rapidly changing forces so it is good that students gain some experience in using- Worksheet
Worksheet
Hooke's Law Introduction When a force is applied to an elastic band it gets longer, the longer it gets the more force you have to apply. By experiment we find that within certain limits the extension is proportional to the force F=kx F = force x = extension k = spring constant In this experiment you are going to measure the force applied to a spring as it is stretched using a force meter then plot a graph to find the spring constant. Research Question How does the Force required - Teachers Notes
Teachers Notes
Hooke's Law Aims Strengthen understanding of Hooke's law. Learn how to use the force sensor. Develop understanding of how a digital device samples rather than measuring all the time. Practice drawing graphs with software. Develop an understanding of uncertainties. Apparatus The force sensor that I have used is the Pasco science workshop sensor which has now been replaced by the Pasport sensor shown below. The spring must be such that a it will stretch about 5cm before the sensor goes off scale, this isn't normally a probelm since the sensor - Marked Report 1
Marked Report 1
Hooke's Law Data Collection Below are the recordings from my practical. Extension is the extension of the spring measured with a standard school ruler, with a mark for each millimetre. It was very hard to measure the spring since it twisted when stretched so my accuracy was a half a millimetre in both ends. The force of the spring was measured with a digital force sensor, with accuracy of 0,02 N, since it jumped between 1,07 and 1,09 for example. The experiment was repeated 4 times starting from the least - Marked Report 2
Marked Report 2
Hooke's Law Data Collection Below is a table with the results from our 6 different differences, with 4 runs per distance. The uncertainty in distance is believed to be ±0.002m (which ±2mm) because we had to measure the distance on two ends; the starting point of the spring and the end of the spring. The uncertainty of each side was 1mm, and so both uncertainties put together creates the uncertainty stated above. Although the uncertainty in the force is 0.001, the technique for measuring the reading was inaccurate because the
- Worksheet
- Newtons second Law
Newtons second Law
Introduction In this practical a trolley is pulled along a horizontal track by a string attached to a mass hanging off the end of the table. A motion sensor is used to measure the velocity of the trolley and a graph of velocity against time is displayed on the computer, the acceleration of the trolley can then be found from the gradient of the line. The hanging mass is then varied and a graph plotted of mass against acceleration. From this graph it is possible to find a value for- Worksheet
Worksheet
Newton's Second Law Introduction In this practical the acceleration of a trolley pulled along a track by different forces will be investigated, the force is applied to the trolley by connecting a hanging mass to the trolley with a string as shown in the diagram. The acceleration of the trolley will be measured using a motion sensor connected to a computer. This works by reflecting a pulse of sound off the trolley, to make it work better a piece of card can be attached to the end of the trolley. - Teachers Notes
Teachers Notes
Newtons 2nd Law Aims To develop understanding of Newton's 2nd Law. To practice using datalogging software. To learn how to deal with uncertainties when multiplying by a constant. To introduce the idea that simple models rarely exactly fit real situations. To practice drawing graphs using Loggerpro. To develop the practice of basing conclusions on results. Apparatus This practical uses a standard dynamics trolley and track. I use the 2m track which gives a bit more space to work with. The Pasco trolleys have a mass of about 500g which gives - Marked Report 1
Marked Report 1
Newtons 2nd Law Data Collection The raw data of velocity and time was in the form of a graph presented on the data studio program, an example from one of the runs for 50g is shown below. Below are tables of the acceleration recorded from the practical. Five runs for the biggest mass then two runs each of the rest due to time constrains. The uncertainty of the acceleration was found by (max a-min a)/2 of the biggest mass, this uncertainty was used for all masses, due to time - Marked Report 2
Marked Report 2
Newton's Second Law Data collecting and recording We placed a small mass on the hanger and starting from about 40cm from the motion sensor. We pressed “start” and allowed the trolley to accelerate along the slope, pressed “stop” when it touched end. We repeated few times with same mass and average taken 5 different masses. Then put the data into graph, a graph of velocity against time, the gradient of these showed the acceleration. Table of calculation of uncertainty in acceleration: From this, we calculated the uncertainty in acceleration: ±0.032
- Worksheet
- Spinning stopper
Spinning stopper
Introduction This is the well tried classic where you spin a rubber stopper around your head on the end of a string. The stopper is attached to a string that passes through a tube (I use an old ball point pen) to a hanging mass, this means that you know the tension in the string so can find the mass of the stopper from the time period and length of string. Its a fun practical but students often can't believe that it will work ,probably because it doesn't use any- Worksheet
Worksheet
Spinning Stopper Introduction In this practical you are going to spin a rubber stopper on the end of a string. The string is passed through a tube and mass is attached to the other end (as in the diagram below), this will provide the tension in the string that will cause the stopper to move in a circle. Try swinging the stopper in a circle by holding the tube vertically, don't hold the string but allow the hanging mass to provide the tension. After a bit of practice you should - Teachers Notes
Teachers Notes
Spinning Stopper Aims To reinforce the concepts of circular motion. To assess the skills of DCP and CE To introduce the idea that technique makes a difference. To show that good results can be obtained by careful use of simple equipment (hopefully). Apparatus I use an old pen as the tube and fishing line as string. The fishing line is quite low friction however it would be better to use a glass tube with the end made rounded by heating (you can do this in the chemistry lab), this reduces - Marked Report 1
Marked Report 1
Spinning Stopper Data Collection It took some time to master the technique so the first 4 or 5 attempts were ignored. After a while I found it quite easy to maintain a constant rhythm. A piece of sticky tape was used as a marker to help keep the string at a fixed length, this was set at an approximate positon then the string measured and adjusted to the nearest cm. The length was measured to the nearest point of the stopper. The stopper was always swung to a count of - Marked Report 2
Marked Report 2
Spinning Stopper Procedure It was decided to change the length L of the string between the tube and the mass Ms. In order to do so, the same weight was used in all the experiments, and the mass was spun around at a random length. When we had measured the time the mass took for 10 cycles (we counted 10 to make it easier to time, and divided the time we got by 10 to get the time for one cycle) then we held the string, and measured the length
- Worksheet
- Specific Heat capacity
Specific Heat capacity
Introduction This is a simple method to find the specific heat capacity of water using a standard kettle (water boiler). In this method a temperature sensor is used to measure the water temperature at regular times, a graph of temperature against time is then plotted and the gradient found to give the rate of change of temperature. Knowing the mass of the water and the power of the kettle it is then possible to calculate the specific heat capacity of the water from Q/Δt = mcΔT/Δt, however this would not- Worksheet
Worksheet
Specific Heat Capacity of Water Introduction In this experiment the specific heat capacity of water will be determined by heating different quantities of water in an electric kettle by using a temperature sensor to measure the rate of change of temperature. The method used is far from ideal, try to think of ways to make your result as accurate as possible and modify the method as appropriate (don’t forget to write about these modifications in your report). Research Question How is the rate of temperature change of water in an - Teachers Notes
Teachers Notes
Specific Heat capacity of Water Aims Reinforce core concepts of heat, temperature and specific heat capacity. Practice use of datalogging software to change sampling rate and measure gradients. Practice use of graph plotting software to plot lines of best fit. Assessment od DCP and CE. Apparatus Electric kettle Temperature sensor (and connections to computer) Electronic balance Common Problems This is a fairly straight forward practical will little to go wrong apart from the usual “forgetting to plug in the sensor” sort of things. Students often ask whether they should - Marked Report 1
Marked Report 1
Specific Heat Capacity of Water Data Collection To start collecting the data first I take the same mass of water and find the gradient on temperature vs time graph by choosing convenient place on this graph for each run. An example of a graph from data studio is shown below. I did this for five times and find the following data 0.44, 0.46, 0.43, 0.47, 0.44 Uncertainty of ∆T/∆t = (0.47-0.43)/2 = 0.02 The uncertainty of mass is already given on the balance, which is ±0.0001kg however I used beaker - Marked Report 2
Marked Report 2
Specific Heat Capacity of water Raw Data We got these results from the graphs in Data Studio when we were heating different masses of water. The example of the graphs (Temperature on y-axis and Time on the x-axis) is shown below. The values of ΔT/Δt that can be seen in the table are gradients of the graphs shown above. Since we didn’t have time to repeat few times the same process of heating different masses of water, we repeated it just for the mass of 0,6kg in order to
- Worksheet
- Pendulum
Pendulum
Introduction This is the classic experiment where the acceleration due to gravity is measured by timing the swings of a pendulum. There are all sorts of ways to measure the time period of the pendulum and I like to leave this open to the student. They have already used a variety of sensors such as light gates, force sensor and motion sensor but can also use a stop watch. I don't provide any special equipment apart from a mass and some thin string, this gives them more flexibility when it- Worksheet
Worksheet
Measuring g with a pendulum Introduction You will probably know that the time period of a pendulum is related to its length, the longer the pendulum the longer is the time period, however you might not know that the period is also related to the gravity. If you took a pendulum to the moon it would swing more slowly so have a longer time period. In this experiment you will measure the acceleration due to gravity (on the Earth) by measuring the time period of a pendulum. Research Question What - Teachers Notes
Teachers Notes
Measuring g with a pendulum Aims To give hands on example of SHM. To reinforce theory about SHM. To practice timing things. To understand the difference between an idealised pendulum and a real one To give practice in designing own method and choosing relevant measuring devices. To assess of DCP and CE. Apparatus This practical can be done with string, a mass and a stop clock however I like to add in the extra dimension of giving students a choice of apparatus. This is in some way preparation for when - Marked Report 1
Marked Report 1
Measuring g with a pendulum Data Collection I decided to use the photogate set for Pendulum timing to measure the time period of the pendulum. The computer recorded each cycle for as long as the pendulum cut the beam, I have included here the data for 15 consecutive swings which I have averaged later. The uncertainty in the Period was based on the smallest digit given by the photogate which was measuring the time period. The uncertainty in the length of the pendulum string was originally based on the smallest - Marked Report 2
Marked Report 2
Pendulum Raw data Processed data The equation used to calculate the uncertainty in time was (Max time2 – Min time2) /2 where the max and min values were taken to be the average value + and – the uncertainty Graph Conclusion Acceleration due to gravity= 0.1304 cm/s T=2πsqrt(L)/g T= 2πsqrt(L)/0.1304 T= 48.18 According to what it is shown by the graph (assuming that the uncertainties are reasonable-to be discussed in the evaluation-) there is actually a linear relationship between the length and the time period of a pendulum.
- Worksheet
- Conducting Paper
Conducting Paper
Introduction In this practical the pd along a piece of conductive paper is measured. Conductive paper is carbon impregnated paper that has a resistance of about 10kΩ per square. I find it quite convenient to use with electricity experiments since it draws little current from the source; this means circuit breakers don't pop and batteries don't go flat. Here a constant pd is applied to a strip of paper, and a voltmeter used to measure the pd along it. Knowing the resistivity of the paper it is possible to find- Worksheet
Worksheet
Conducting Paper Introduction Conducting paper is a special type of paper that conducts electricity; it has a fairly high resistance so the current through it is small. In this practical the pd along a piece of current carrying conducting paper will be measured using a voltmeter. Given the resistivity it is then possible to find the current flowing through it. Theory The resistance, R of a uniform conductor (such as a rectangular strip of conducting paper) is given by the formula: R=ρL/A Where ρ is the resitivity, L the length - Teachers Notes
Teachers Notes
Conducting Paper Aims To introduce the use of the multimeter for measuring pd. To practice connecting a circuit from a simple circuit diagram. To reinforce the theory of the potential divider. To reinforce the theory of Ohm's Law and resistance. Apparatus I originally tried this method with a simple power supply however the signal from my power supplies is far from constant so gave a very bad result. That is why I now use 9V PP3 batteries instead ( I got the connectors cheap from ebay). I think using batteries - Marked Report 1
Marked Report 1
Conducting Paper Data Collection I pinned the 20cm strip of conducting paper to a cork board so that it would stay flat during the measurements. I then connected the circuit and tested to see if it was working. To increase the area of contact between the probe and the paper I laid the probe flat rather than using the pointer. I chose to take measurements every 4cm along the paper, this gave 5 different lengths. I repeated the complete procedure 5 times giving 5 measurements of V for every length. - Marked Report 2
Marked Report 2
Conducting paper Raw data Below is the table of the raw data of potential differences from the 3 runs performed for each of the 10 different lengths of the strip of conducting paper. The uncertainty in lengths of the conducting paper is estimated to be ½ of the smallest division of the ruler. The uncertainty in the pd is calculated from the (Max pd – Min pd)/2 Processed data Given that the Pd across the paper, V= IR where R is the resistance of the length of paper L. But
- Worksheet
- Diffraction
Diffraction
Introduction I was wondering how I could make an IB practical involving diffraction but I didn't have enough different sized slits to make slit width a variable (and making the distance to the screen the variable seemed trivial), then I thought of using a vernier caliper as the slit and it worked a treat. You don't need very expensive calipers but they have to be reasonable, I bought some plastic ones very cheaply but they were useless so at least they should be metal. So a laser is shone at- Worksheet
Worksheet
Diffraction Introduction When light passes through a narrow slit it spreads out, this is called diffraction. The light does not spread out uniformly but forms bright and dark areas as shown below. The width of the central maximum depends on the size of the slit, small slit gives wide maximum. With the apparatus set up as shown below the relationship between the angle θ and the slit size is: bsinθ = λ If the angles are small then sinθ=y/D so the equation becomes: by/D=λ Research question What is the - Teachers Notes
Teachers Notes
Diffraction Aims To give a first hand view of the effect on the diffraction pattern of changing slit width. To learn how to use the vernier caliper. To assess DCP and CE To reinforce the idea that careful measurement leads to good results. Apparatus To run this as a class practical you will need enough lasers and vernier calipers for each group. You can buy cheap vernier calipers from car accessory shops and they have many other uses. The lasers can also be cheap if you buy some of the - Marked Report 1
Marked Report 1
Diffraction Data Collection I set the apparatus up as instructed using a clamp stand to hold the vernier calliper, the distance between the slit and the screen was set at 2m. I found it quite difficult to set the vernier calliper at 0.05mm steps so I abandoned this method and used a piece of paper to gauge the slit size. I first measured 10 pieces of paper finding that they had a thickness of 0.83mm (measured with the calliper) each piece therefore had a thickness of 0.083mm. I subsequently set - Marked Report 2
Marked Report 2
Single slit diffraction Raw Data Table Below is table of the data performed for 5 different slit widths measured by the Vernier scale. The uncertainty in the slit width is estimated to be half of the smallest division of the ruler (1mm). The uncertainty the length of the diffracted on the wall to is estimated to be ±.01. Measurements are taken using the Vernier Scale. Processed Data In order to get the independent variable we calculate 1/slit width(b) and this will be plot on the x-axis. However, The Central Maximum
- Worksheet
- Resonance Tube
Resonance Tube
http://www.physics-inthinking.co.uk/resonance-tube/marked-report-1.htmhttp://www.physics-inthinking.co.uk/resonance-tube/marked-report-1.htm Introduction This is the classic resonance tube experiment using a tube with a moveable plunger with a microphone at the open end. A note of known frequency is sounded at the end and the plunger is moved until resonances are heard, by measuring the resonant length of the pipe it is possible to find the wavelength of the standing wave and knowing the frequency the velocity of sound can be calculated from v=fλ. Assessment This is a good practical to use for assessing DCP and CE. Since the λ=v/f- Worksheet
Worksheet
Speed of Sound Introduction In this practical standing waves in a closed pipe will be used to measure the speed of sound in air. When a sound wave is sent into a closed pipe it reflects off the end if the length of the pipe is correct then a standing wave will be set up, this happens at odd multiples of ¼ λ the following diagrams will help you to understand why. Switch on the signal generator and send a sound wave along the pipe. If you adjust the length - Teachers Notes
Teachers Notes
Speed of Sound Aims To enhance the understanding of standing waves and sound. To give the opportunity to improve a simple method. To assess DCP and CE Apparatus This is a classic experiment using apparatus found in most labs, the original method used tuning forks and a tube standing in a bucket of water, this method is fine as long as the data is processed in to give a strsight line graph. I use a Pasco resonace tube which is quite convenient to use since it has a mm scale - Marked Report 1
Marked Report 1
Speed of Sound Data Collection Having played with the signal generator I found sounds between 600 and 1000Hz gave the best clearest sound so I chose this range for my experiment. Rather than repeating each measurement several times I decided to find 4 different harmonics for each note and then average the 4 wavelengths calculated. The 600Hz sound had the longest wavelength so the 7th harmonic was too long for the pipe. The raw data is displayed in the table below: The sound was produced by a signal generator with - Marked Report 2
Marked Report 2
Speed of sound with a resonance tube Raw data These are the results we got when measuring the lengths of the harmonics. As seen, since the tube was only 85 cm long, it was not possible to measure the length of the 7th and 9th harmonics for all frequencies. Processed data For the first harmonic the standing wave occurs at odd multiples of ¼ λ (see figure 2). At this point the sound becomes louder and the waves at the Oscilloscope increases in amplitude. Hence to find the wavelength for
- Worksheet
- Sonometer FFT
Sonometer FFT
Introduction In this practical the frequency spectrum of a sonometer wire is analysed using a fast Fourier transform programme (fft). I use a pasco sonometer, sensor and data studio software but it should be possible using an electric guitar and would certainly sound better too. The classic version of this practical uses tuning forks to vibrate the string which is adjusted until resonance is signified by a small piece of paper jumping off the wire, this method is a little easier and introduces some apparatus that might prove useful in- Worksheet
Worksheet
Vibrations in a Stretched Wire Introduction In this practical you will investigate the modes of vibration of a stretched wire using the Fast Fourier Transform (FFT) option on the Pasco Interface. Any wave pattern can be made by superposing a series of simple sine waves of different frequency, wavelength and velocity. A Fourier transform is a mathematical method for calculating the components of a wave. The results of the transform are displayed on a bar chart showing the amplitude of the waves within a given frequency range. This is called - Teachers Notes
Teachers Notes
Vibrations in a Stretched Wire Aims To reinforce the theory about standing waves. To show that a plucked string has many modes of vibration. To introduce the use of the FFT option for measuring frequency To give a relatively straightforward example for the assessment of DCP and CE. Apparatus You could use any sonometer or even a guitar for this and the frequency could be measured using a guitar tuner or you could do it the old fashioned way with tuning forks and bits of paper (making the length the - Marked Report 1
Marked Report 1
Vibrations in a Stretched Wire Data Collection The apparatus was set up and tested until a good frequency spectrum was obtained as shown below. This spectrum was used to determine the frequency of the first harmonic if the wire (in this case 267Hz) The equation on the worksheet states that fλ=(T/μ)½ . Now the wavelength of the first harmonic = 2L so we can write 2fL=(T/μ)½ Rearranging this gives f=1/L x ½ (T/μ)½ so if T is kept constant and f measured for different lengths a graph of f vs - Marked Report 2
Marked Report 2
Measuring mass per unit length of a stretched wire Raw data Below is the table for the raw collected data consisting of the 5 different string lengths, and all 5 attempts to measure the frequency. The uncertainties of the readings are as well presented. The uncertainty of the ruler is half of the smallest reading, being 1mm, therefore ± 0.0005 m. Data Studio was able to read up to 1 Hz, so the uncertainty is ± 1 Hz. The uncertainty for the average frequency is measured by the following formula:
- Worksheet
- Wave in a String
Wave in a String
Introduction In this experiment a stretched string is made to vibrate at 50Hz by a vibration generator this will cause a wave to be sent along the string with velocity given by v=(T/μ)½ where T= Tension and μ=mass per unit length. If the length of the string is equal to a multiple of ½λ then a standing wave will be set up in the string, this will result in a large amplitude vibration (resonance). By varying the tension in the string and varying the length to obtain resonaces the frequency- Worksheet
Worksheet
Wave Velocity and Tension Introduction When a stretched string is disturbed a wave reflects backwards and forwards creating a standing wave. Because the ends of the string are fixed the standing wave must have nodes at each end, this limits the possible standing waves to certain frequencies called harmonics which occur when the length of the string is a multiple of ½λ . If a vibration generator is connected to the string it can be made to vibrate at the frequency of the generator, this is not a standing wave - Teachers Notes
Teachers Notes
Wave Velocity and Tension Aims To reinforce theory about standing waves and resonance. To give the chance to experience first hand standing waves in a string. To assess DCP and CE. Apparatus This experiment uses a simple AC power supply and a vibration generator. I use a pasco mechanical wave driver but you could make one out of a loudspeaker. One of my hobbies is flyfishing so I use some old flyline as the string, this is a good thickness and is available in fluorescent colours, it's often tapered which - Marked Report 1
Marked Report 1
Wave Velocity and Tension Data Collection The method was repeated 5 times for 5 different masses. The results are displayed in the table below. The uncertainty in the mass was estimated to be the last digit in the reading from the top pan balance. The uncertainty in 1/2 wavelength was estimated to be ±0.2cm due to the difficulty of judging the exact position of a node. I estimated that I could judge the position of each node to within ±0.1cm (see photo below). In measuring λ I had to measure - Marked Report 2
Marked Report 2
Standing wave in a string Data collection and processing During the experiment and the process, we estimated the uncertainties for each of the variables or measurements that may have error in the measuring process, so in the mass measuring we relied on the number which is stated on each mass body we used, and then checked it by weighting it on a scale of mass, taking the smallest unit of it (1 gram). Same for wave lengths (WL) and we estimated that for the half of the smallest division on
- Worksheet
- Waves in an Elastic String
Waves in an Elastic String
Introduction This is another variation on the waves in a string theme, it forms the last in a series of 4 practicals that I run at the same time, the 4 practicals are similar but different in that each one uses a different measuring method. This one uses an elastic string (it's a sort of thin bungee cord) tensioned by hanging a mass off the end of the table. The low frequency of the vibration and the thickness of the string make it possible to use a photogate to measure- Worksheet
Worksheet
Waves in an elastic string Introduction When a stretched string is disturbed (plucked) a wave travels towards the fixed ends and reflects, the superposition of the waves reflecting back and forth between the ends forms a standing wave with nodes at both ends. The fundamental wavelength is therefore twice the string length. In this practical the frequency of a transverse wave in an elastic string will be measured using a light gate as shown in the diagram below. Method Set up the apparatus as shown, the light gate must be - Teachers Notes
Teachers Notes
Waves in an Elastic String Aims To reinforce theory about waves in strings. To present the challenge of dealing with an elastic string. To give the possibility for modifying the method to minimize uncertainties. To assess DCP and CE Apparatus This example is a bit more straightforward than some of the other standing waves experiments because it does not rely on an understanding of resonance. The string used is a thin elastic bungee cord, the reason for using this is that the frequency of the wave is low enough to - Marked Report 1
Marked Report 1
Waves in an Elastic String Data Collection The idea of this experiment was to measure the time period of the oscillation of various lengths of a stretched elastic string. The time period was measured using a photogate set up to record time period (this is the time between the first time the string breaks the beam and the third). The times were recorded by "data studio" in a table the first 5 of these were copied into excel for processing. Sometimes the first reading was completely different to the others - Marked Report 2
Marked Report 2
- Worksheet
- Decay of Beer Foam
Decay of Beer Foam
Introduction This experiment was inspired by Mark Headlee who is a Physics teacher at the United World College in New Mexico, he is also the Chief Moderator for IB physics so this one has to be good. Having bottles of beer (non alcoholic) in the lab brings a certain part atmosphere to the class so I like to do this one at the end of term with some bags of crisps (chips to Americans). The problem with experiments on radioactive decay is that you need a source that has a- Worksheet
Worksheet
Decay of Beer Foam Introduction This practical is adapted from a worksheet posted by Mark Headlee (UWC USA) on the OCC. When you pour a glass of beer the gas in the beer forms bubbles (called a head), when you are going to drink the beer you try to minimise this effect but in this experiment you will make it as much as possible by pouring fast and using warm beer. The bubbles burst randomly so rather like the decay of radioactive nuclei the rate of decay of bubbles is - Teachers Notes
Teachers Notes
Decay of Beer Foam Aims To give an example of exponential decay that is easy to visualise. To give practice at plotting and interpreting log graphs. To give an example of how mathematical models can be applied to different situations. To assess DCP and CE. To have fun. Apparatus This practical uses very simple apparatus, a measuring cylinder and some strips of paper. The best size cylinder seems to be the medium sized 500ml variety, these allow a sizeable head and give a large change in height for a small - Marked Report 1
Marked Report 1
Decay of Beer Foam Data Collection In this experiment I marked the height of beer in a measuring cylinder every 5 minutes to do this my partner watched the clock and said "beep" every 5s, at this moment I marked the beer height. The zero mark was the level of the beer after over 5 minutes had passed, measuring from this level the following table of results was constructed. The uncertainty in the time measurement was due to the reaction time between me hearing my partner saying beep and marking - Marked Report 2
Marked Report 2
Decay of beer foam Raw data Below is a table of data of 26 different heights of bear level taken at 5 seconds interval and in a total time of 5 minutes. Uncertainty of the height is estimated to be ½ of the smallest division of the ruler (1mm) Since the stopwatch used measured the time to 3 decimal places, so uncertainty in time is estimated to be ±0.001. The time is recorded over a quick time and so the decimal part could not be taken. Below is an exponential
- Worksheet
- Hydro Power Simulation
Hydro Power Simulation
Introduction In this practical basic equipment is used to simulate a simple model of a hydro electric power station. The potential energy of the water in a bottle is converted into kinetic energy as it squirts out of a tube. The distance the water squirts is found to be related to the difference in height between the water outlet and the bottle. By considering the conservation of energy an equation relating the height fallen by the water and the distance squirted is derived, this is then used to find the- Worksheet
Worksheet
Hydro Power Simulation Introduction When water flows from the reservoir (bottle) to the end of the pipe PE is converted to KE, this causes the water to squirt out of the pipe with velocity v falling in the parabolic path shown in the diagram below. Applying the law of conservation of energy to a mass m of water mgh=½mv2 ⇒gh=½v2 After leaving the outlet the water falls freely with uniform acceleration, this means that we can apply the equations for constant acceleration to this motion. s=ut+½at2 ⇒ y=½gt2 so t=(2y/g)½ - Teachers Notes
Teachers Notes
Hydro Power Simulation Aims To enhance uderstanding of energy changes in a hydro power station. To highlight problems of power loss in pipes. To give students a chance to improve on a simple method. To show the limitation of the simple model To assess DCP and CE. Apparatus This is a home made piece of equipment that I put ogether from cheap materials I bought from a local car part superstore (Biltema). The bottle was full of distilled water for topping up car batteries, this comes with a useful nozzle - Marked Report 1
Marked Report 1
Hydro Power Simulation Data Collection After a couple of trial runs I noticed that the water level drops once the water starts to flow. This means that as the water drains the squirt distance gets less so the squirt distance needs to be measured at the instant that the water gets to the measured level. This was acheived by marking a line on the bottle, which was used to measure the height. Water was filled above this level and my partner shouted when it reached the mark, I then made - Marked Report 2
Marked Report 2
Hydro Power simulation Raw data Below is table of the data of 5 different runs of the distance (x) ,which is the distance from point (A) to point (B) shown in picture 1, preformed for each of the 5 heights (h). The uncertainties in the height and the distance are estimated to be ±.05 cm. which is the half of the smallest division of the ruler. Processed data The uncertainty of the water drop distance (x) is calculated by (max. distance – min. distance )/2 and the average of the
- Worksheet
- Intensity of Light
Intensity of Light
Introduction This practical can be done as part of topic 8 or astrophysics. It's straightforward enough and can be performed with a variety of sensors and light sources. The idea is to test the inverse square law for a point light source using a light sensor to measure light intensity at different distances. Assessment The intensity (I) of a point light source is inversley proportional to the distance from it squared (1/r2) so the power of the source can be determined by finding the gradient of a graph of I- Worksheet
Worksheet
Intensity of Light Introduction The energy from a light bulb spreads out in an ever expanding sphere; this means that the power per unit area decreases as you get further and further from the source. In this practical the intensity of light from a bulb will be measured at different distances using a light sensor connected to a computer via an interface. At a distance r from a point light source the total Power emitted (P) is spread over a sphere of radius r. The Power per unit area at - Teachers Notes
Teachers Notes
Intensity of Light Aims To reinforce theory about solar radiation and the inverse square law. To introduce the use of the light sensor. To show that light bulbs are not 100% efficient. To introduce the idea that intensity of light is not so easy to measure. To assess DCP and CE. Apparatus I have 3 different types of light sensor two old pasco ones with a variable sensitivity two newer pasco high sensitivity sensor and a vernier light probe. When giving this to the class it's best to use the - Marked Report 1
Marked Report 1
Light Intensity Data Collection I clamped the light sensor and set it up level with the light source (there was light coming from the top of the source so I taped a card over it). I used a 2m dynamics track as a guide so that I could move the source in line with the sensor. During trial runs I noticed that the source wasn't constant but varied sinusoidally, I set the sample rate at 200Hz and made my measurements by taking the middle of the graphical display as shown - Marked Report 2
Marked Report 2
Light Intensity Raw data We set up our experiment like the picture indicates, and used a ruler to determine how far away from the light bulb the light sensor was. The ruler was kept at the same place, and for each distance measurement we moved the censor further away from the light bulb. We had a ordinary sensor at the least sensitive setting. We measured seven different distances, and the results were projected in a DataStudio graph. Our results looked like this: For each line in the graph, we took
- Worksheet
- Inclined Plane
- Design Practicals
Design Practicals
introduction Most of the practicals that our student do are designed by us to reinforce a particular piece of theory or get students to learn a new skill, we don't often let students design their own, we wouldn't be able to make sure that all students had covered all parts of the course for one thing. Designing practicals isn't very easy either. I've often thought I'd had a good idea for a new practical only to find that it just didn't work when I tried it in the lab. So- Plasticine
Plasticine
Introduction Plasticine is a sort of plastic modelling clay but you could also use play dough which can be made out of flour oil and salt like this: 2 cups flour 2 cups warm water 1 cup salt 2 Tablespoons vegetable oil 1 Tablespoon cream of tartar Mix it all together put it in a saucepan then stir over a low heat until it resembles mashed potato then allow to cool and knead on a clean surface until smooth. Plasticine was the first "design" experiment I ever did and I- Marked Report 1
Marked Report 1
Plasticine Introduction When a pointed object is dropped onto a lump of plasticine it makes a dent in the surface, the depth of this hole depends on the height from which the mass was dropped. Research Question What is the relationship between the depth of hole and the height of drop. Independent variable: Height of drop. Dependent variable: Depth of dent. Controlled variables: Mass and dimensions of dropped object Angle of attack of dropped object Temperature of plasticine Thickness of plasticine Hypothesis When the pointed object hits the plasticine its - Marked Report 2
Marked Report 2
Design Practical using plasticene Research question This practical is an investigation into an object dropped over a uniform plasticene cube. A book is dropped over the plasticene and gets smashed, then the surface area under the cube increases. I decided to investigate the relationship between the different heights from where the object is dropped and the expanded area after the cube is smashed. Therefore my research question is: How does the expansion of the bottom face area of a plasticene cube depend upon the height from where an object is
- Marked Report 1
- Balloons
Balloons
Introduction This is a good one to do after you have covered mechanics, waves, fields and thermal physics. There are a lot of possible research questiions although sometimes the variables are difficult to control (putting air in increases the pressure, the volume and the mass). You could increase the number of possibilities by buying a variety of balloons of different shapes, sizes and rubber thickness. You will need many more than you think and multiply that by 2 if you are going to use 2 classes on this. You can- Marked Report 1
Marked Report 1
Balloon Introduction If a balloon is rubbed on a woollen sweater it can be made to stick on a wall, this is because the balloon becomes -vely charged when rubbed, when it is brought close to the wall it repels -ve charges in the wall making the wall close to the balloon +ve, the -ve balloon is then attracted to the positive wall. If the balloon is not blown up then it can not be stuck to the wall which led me to investigate the relationship between the amount of - Marked Report 2
Marked Report 2
Balloon design experiment Research question How will the force within a balloon act upon a light weight? Variables of experiment Controlled: The mass of the sponge, position of balloon compared to sponge Independent: Amount of air in the balloon Dependent: Distance the sponge will move. Hypothesis Based on Newton's Third Law of Motion, whenever a particle A exerts a force on another particle B, B simultaneously exerts a force on A with the same magnitude in the opposite direction, we can deduce that the force insider the balloon will be
- Marked Report 1
- Hanging beam
Hanging beam
Introduction This one is a bit contrived but it worked well with many possible research questions, its basically a model of a child's swing or trapeze consisting of two strings and a wooden rod. The 30cm rods were cut from something used for hanging curtains from, this was actually made from several short bits glued together. The construction added interest to the results because the different parts didn't have the same density which resulted in an offset centre of mass in some of the rods. Research Questions 1. If you- Marked Report 1
Marked Report 1
Hanging Beam Introduction In this practical we were given a suspended beam to investigate, this consisted of a wooden rod and two strings. The aspect I will investigate is the way it unwinds when twisted as illustrated in the diagram below. As can be seen the strings were attached to one point and the beam twisted 10 times. I noticed that the time taken to unwind was less when the distance from the end of the beam to the string attachment was reduced so I decided to investigate the relationship - Marked Report 2
Marked Report 2
Hanging wooden rod Introduction This practical is an investigation of the rotational acceleration of a wooden rod hanging from two strings attached with a specified distance on the rod. By spinning the rod away from the equilibrium position, it was observed that when released its speed of rotation was accelerating towards the equilibrium position. By doing small test experiments with the rod, the speed of rotation of the spinning rod seemed different when the lengths of the strings were changed. I thus decided to further investigate the relationship between the
- Marked Report 1
- Ruler
Ruler
Introduction This is a real simple one using just a plastic ruler, to increase the number of possibilities you could have a selection of rulers some plastic and some metal. When I introduce these "design themes" to the students I always do a little act to open their eyes to the possibilities, in this example I might bend the ruler or "twang" it on the edge of the table. The plastic rulers are transparent which could open up some possibilities with light although I never allow a research question to- Marked Report 1
Marked Report 1
Ruler Introduction For this investigation we were given a variety of different rulers to experiment with. I decided to investigate the "twanging" of a ruler on the side of the table, this is the way the ruler vibrates when held on the end of the table and the end displaced. The way this happens is similar to a stringed instrument except there is only half a string, if this is the case I would expect the frequency of the vibration to be related to the mass per unit length, the - Marked Report 2
Marked Report 2
The ruler catapult Introduction This practical is an investigation into the mass connected with the ruler. The mass will be place in the tip of the ruler vertically from an unchanged distance from the floor. This experiment will be carried out by placing the ruler on a table, so some length of the ruler will need to stay on the table and some length need to be place outside the table’s surface and will be in the space. Then, a constant pushdown force will be applied and the mass will
- Marked Report 1
- Slinky
Slinky
Introduction Although the word "slinky" is often used to describe articles of underwear worn usually by ladies in this context it means one of those toy springs that climb down stairs. I bought 10 of these from Ebay for very little money and have found them very useful The ones I bought are mini plastic ones which is probably why they were so cheap, if you buy metal ones then you can do a whole load of electrical ones as well. I haven't tried the electrical experiments but have included - Springs
Springs
Introduction This is a hypothetical case since I've never actually tried it, the problem was that even though the box of springs I ordered from Ebay were all made of the same gauge wire there were not enough of the same length and different radius or same radius different length, however if you have some stiff wire and a collection of different radius cylinders (pencils would do) then students can make their own springs. You would then be certain that all were made of the same wire. If you have - Potty Putty
Potty Putty
Introduction Potty putty is another thing I bought from Ebay it has many different names and comes in many different packages, eggs, miniature toilets and Simpson's characters, I chose the egg version. Potty putty is 65% dimethyl siloxane which sounds impressive but means absolutely nothing to me because I'm a physics teacher not a Chemist. Anyway for some reason the mix of chemicals causes it to have some strange physical properties, it bounces like a superball, flows like a viscous liquid, shatters like glass (ok that's a bit of an - Jelly
Jelly
Introduction This is another one of those "strange materials" type of examples but this time it is transparent opening up some possibilities with light. I Norway it is possible to buy Jelly (Jell-o to Americans) ready made in cartons. I'm not sure if this is available everywhere but the stuff i was used to In Britain was "Chivers Jelly" that came in small rubbery packets and you had to mix it with water. The ready made variety is convenient but it also worth having some that you make yourself so - Coils and magnets
Coils and magnets
Introduction The idea of this one is that students come up with research questions related to electromagnetism but they could also have ones to do with mechanics if the coils are used as springs rather than solenoids. I'll stick to electromagnetism here though. In addition some assorted coils and a load of wire you could also supply some magnets. I bought some Neodymium ones from ebay that are very strong, when they arrived late I wondered if they'd got stuck in the post. Since induced EMFs tend to change quite - Battery Drill
Battery Drill
Introduction I got this idea when I was walking around the local hardware shop and saw a special offer on electric drills so I bought 6. These drills were the 220V type with a variable speed setting which I guess was a way of applying a variable voltage to the drill motor. The sort of experiments I had envisaged were of where students wrapped string around the drill bit and lifted different loads and as expected these were the sort of research questions they came up with. The first pair
- Plasticine
- Group 4 Project
Group 4 Project
Introduction During their normal science classes students work alone or in pairs, the purpose of the group 4 project is to introduce students to the idea that science is a group activity performed by teams and that those groups do not always comprise of just physicists or chemists but a mixture of scientists from different disciplines and even mathematicians and those people who work with money. In IB speak: Aim 10—“encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method”. Although the assessment- Preparations
Preparations
There are many ways to organise the Gp4 project however here I will focus on the way that we have done it at the school where I work. If we try a different model than I will add some more pages. The basic idea of this model is that each science teacher is responsible for about 16 students who are split into 4 groups of 4, These 16 students work on a common theme supervised and assessed by the member of staff, the project takes place on one day and - Plan for the day
Plan for the day
Group Plenary (30min) The day begins with the 16 students meeting with their supervising teacher where there is some preliminary discussions about how they are going to be assessed and some important times that they should know about (like lunch time and when they should be finished). It is also worth giving some hints about how to work well as a team and the skills that are required: Communication Collaboration Cooperation Adaptability Here is the power point minus the humorous (?) commentary about why football would not be a good - Case Study 1
Case Study 1
Group 4 Project 2009 The first time we embarked on planning a Gp4 project after the syllabus change all the science staff met so that we could agree on a common theme for the day. In the end we couldn't agree on a common theme so decided that we would all have our own themes. this made us very happy since none of us had to compromise and we all got to do what we wanted to, maybe not the best start for an exercise in team building but this - Case Study 2
Case Study 2
Group 4 project 2010 The second time we had a "new style" group 4 project we kept to the same format as the first time meeting the students the evening before etc. (we always have the same format now) but instead of having a choice of projects we stuck to one theme (advancements in staff teamwork). The theme was "how to make our college more environmentally friendly". This theme nicely tied in with our colleges environmental focus and our ongoing application to gain environmental certification "miljø fyrtårn". Each group prepared - Case Study 3
Case Study 3
Group 4 project 2011 We haven't had the project this year yet but I thought it might be interesting to write down what happens as it happens rather than from memory when I get round to it. The project is going to happen in about 3 weeks (exactly 3 weeks) so the Gp4 teachers have begun to plan what we are going to do. So far this has involved an email from the Diploma coordinator (who is also a science teacher) asking for ideas. I have put forward the following
- Preparations
- ICT
ICT
ICT and IB Physics Three years ago I was asked by the subject area manager for physics to make a website specifically to help IB physics teachers in the use of ICT. I had never made a proper website before but said I'd have a go anyway. The result is now hosted on the OCC server, unfortunately there is no easy link to it so I've made one here. Just click the image below. The site includes everything you need to know about using spreadsheets, graph plotting, datalogging, databases and- Datalogging
Datalogging
What to Buy The ICT and IB Physics website has a lot of information about the use of dataloggers and not a lot has happened since then. Both Pasco and Vernier are pushing their stand alone modules the Spark (Pasco) and Labquest (Vernier). I have used both but prefer to be connect directly to the computer. if we are going to ask students to analyse data with a computer then they will need one in the lab anyway so why not connect the sensors to it? I actually use the - Spreadsheets
Spreadsheets
Introduction We often take it for granted that by the time students reach IB diploma level they all know how to use a spreadsheet and for a lot of students this is the case, however I am continually amazed that some students who have been using excel for years still don't know how to do basic things like putting a formula into a cell. For that reason I always start the year with a crash course in using excel. A spreadsheet a table used by accountants to enter data and- Excel basics
Excel basics
Introduction In this exercise you are going to process the data already obtained from heating different masses of water in an electric kettle (see datalogger basics) . Your table of results will look something like this: You are also going to process the uncertainties. These were estimated by considering the accuracy of the measuring device or by repeated measurement as outlined in the section on uncertainties. For this example the uncertainties are taken as: Mass ±0.001kg (because the smallest digit on the balance was 1g) Temperature change ±1°C (because the - Modeling SHM and waves
Modeling SHM and waves
SHM and waves in Excel In this worksheet you will be using equations in Excel 2007 to make animations of SHM and waves. Before you start you need to customise excel so that you can add some controls. Adding the Developer tools Right click the menu bar with tabs like Home and Insert on it Choose Customize quick access toolbar Choose Popular then tick the box “show developer tab in ribbon”. Calculating displacement for SHM The formula for the displacement of a particle undergoing SHM is y=Asin(2πft) where A =
- Excel basics
- Graph plotting
Graph plotting
Introduction The IB says that students must use graph plotting software at least once in the two year course but that is the absolute minimum. Using something like Loggerpro to plot graphs is not a skill I would expect students to be able to pick up by themselves so I spend some time teaching my students how to do it, this is done as part of the second part of the intro to practical work "mini course". Once they know how to do graphs like this they never go back- Loggerpro basics
Loggerpro basics
Plotting a graph This exercise carries on from the introduction to datalogging. You are going to plot a graph using the results from that experiment, if you have lost them or missed that class you can use the results in the table below. You are going to plot the graph using the computer programme “Loggerpro". Open the programme and you will see a blank table on the left and a blank graph on the right as shown below. Copy the data from your table of results into the Loggerpro table, - Loggerpro curves
Loggerpro curves
Plotting a curve So far LoggerPro has been used to plot the points from an experiment, the next step is to plot the curve that fits these points. LoggPro will join these points dot to dot but this is not what we want so first remove this by double clicking the graph and unchecking the box next to "connect points". To make the points stand out you can check the box next to "point protectors". You will now have a graph with points on it but no line. You could - Loggerpro Linear
Loggerpro Linear
Linearising Linearising is the process of manipulating data so that it is possible to plot a straight line graph. taking the example used in this section; The change in temperature and the mass are related by the equation P=mcΔT/t. Rearranging gives ΔT=PΔt/mc since P, Δt and c are constants then we can say that ΔT ∝ 1/m (ΔT is inversely proportional to m) So if we plot ΔT on the y axis and m on the x axis we get a curve of the form y=1/x as shown in curve
- Loggerpro basics
- Databases
Databases
Introduction When the use of a database was first introduced into the requirements for IA a lot of physics teachers didn't know what it meant. In physics we generally are looking at the relationship between two quantities (Extension and load, heat and temperature, distance and time etc.) and you don't need a database to deal with these relationships. Databases are used when there is a lot of connected data. Its always dangerous to use examples from other subjects but I guess that an biologist might collect data about the different - Simulations
Simulations
- Datalogging
- Uncertainties
Uncertainties
Estimating uncertainties in raw data According to the subject guide "an attempt should always be made to quantify uncertainties" in raw data, this implies that the student does not necessarily have to get it right but that they have made a reasonable attempt. There are some simple rules that students can apply but I prefer them to use judgement, provided that they justify their value then it is acceptable, anyway here are two rules that form a starting point. Two simple rules Digital devices The uncertainty in a digital readout - New Practicals
New Practicals
Reinventing the wheel If you do the same practicals year after year you get to know all the pitfalls but it can get a bit boring, for that reason it is a good idea to introduce some new ones each year. Another good reason to do this is because second year students might pass on information to the first years, this information will be particularly useful if you happen to have commented on the work telling the student what they should have mentioned in their evaluation, this is cheating and- Bow and arrow
Bow and arrow
Introduction This practical uses a simple bow and arrow made from a piece of cardboard, some string and a drinking straw. The straw is weighted at one end with a small piece of sticky stuff called blu tac and the other end has a notch cut into it to make it fit the string better. I used a hole punch to put a hole in the middle of the bow so that the arrow could be fired through it. 10 possible research questions 1. What is the relationship between the - Ice cream carton motor
Ice cream carton motor
Introduction This practical uses a rubber band motor made out of an ice cream carton with a rubber band stretched across it. The band is attached to the carton by passing it through holes drilled on two sides an secured using paper clips. The motor is used to turn a metal strip (mecano) suspended at the centre. 10 Possible research questions What is the relationship between the Force on the end of the strip and the number of turns the Force on the end and the length of the strip - Solar powered car
Solar powered car
Introduction In this practical students will be asked to design an experiment related to a miniature solar powered car and a light source. To increase the number of possible investigations the light source is powered via a dimmer switch and connected through a "power meter" that can measure the current, voltage and power supplied to the lamp. An assortment of coloured filters are also available. I haven't tried this one yet but can think of quite a few possibilities. What is the relationship between: 1. the distance between the lamp - Ball on a slope
Ball on a slope
Introduction In this practical the acceleration of a ball rolling down a slope will be determined by measuring the time it takes to roll different distances. Method The metal rulers we have in the lab have a convenient groove in them so can be used as a track for a rolling ball. Make the ruler into a slope by lifting up one end about 5cm. You are going to measure the time for a ball to roll down the slope using a stop watch so it helps if you place - Angle of slope
Angle of slope
Introduction In this practical the acceleration of a cart down a slope will be measured for different slope angles. By plotting a graph of the results a value for the acceleration due to gravity will be determined. Research question What is the relationship between the height of a slope and the acceleration of a cart rolling down it? Independent variable: The height of the slope (h) Dependent variable: The acceleration of the cart (a) Controlled variables: All properties of the cart Nature of the slope Path of the cart Length- Angle of slope exemplar
Angle of slope exemplar
Data Collection The acceleration was measured by measuring the position of the cart with a motion sensor then finding the gradient of the velocity time graph plotted Loggerpro. An example of a velocity - time graph for the height 13cm is shown below. The part of the graph used is when the cart rolled down the hill, the rest of the graph is when it bounced off the end of the track. In this way the acceleration was measured for 7 different heights. The results were entered into the table - Angle of slope help
Angle of slope help
Only give students access to this page if the practical is not going to be assessed Data collection The raw data is in the form of a v-t graph so include a screen shot of one of these in you report. Measure the acceleration for a range of h values and enter them into a table like the one below. If you have time repeat each measurement 4 times. Estimate how well you can determine the uncertainty in h. Estimate the uncertainty in a by thinking how well you can
- Angle of slope exemplar
- Card Drop
Card Drop
Introduction In this practical the acceleration due to gravity will be measured by dropping a strip of card through a photo gate. Research Question What is the relationship between the time taken for a card to pass through a photo gate and the length of the card? Independent variable: The length of the card (L) Dependent variable: The time taken (t) Controlled variables: The initial velocity of the card (zero) The path of the card The width of the card Method Connect the interface to the computer and power supply.- Card Drop Help
Card Drop Help
The following help can only be used if this practical is not going to be assessed Data Collection Prepare a table in excel for the raw data like the one below: Uncertainties You need to decide on the uncertainties in Distance and time. Distance (L)is measured by a ruler but it is also dependent on how well you have cut your piece of card. Time (t)is measured with the photo gate, how many decimal places is this measured to? Fill in the uncertainties in your table and write how you - Card drop exemplar
Card drop exemplar
Data Collection The uncertainty in distance is the uncertainty in measuring the length of the card. The uncertainty in the ruler is about ±0.05cm at each end but is also difficult to cut the card exactly straight so the uncertainty could be slightly bigger. The uncertainty in time measurement was taken to be the smallest digit in the timer display however the spread of data suggest that it is higher, for that reason ½(max-min) was used to calculate the uncertainty in the processed data. Data Processing Note: The
- Card Drop Help
- Rolling ball
Rolling ball
Introduction In this practical the motion of a ball rolling off the end of a ramp will be analyzed using video. If you are using an Apple computer the program quicktime can be used to record the webcam. If you are using a PC then download the program “Debut” from http://www.nchsoftware.com/capture/index.html. Note: Record in mov format so that loggerpro can open the video. Research Question What is the relationship between the velocity of a ball after rolling down a slope and the height of the slope? Independent variable: Height- Rolling ball exemplar
Rolling ball exemplar
Data Collection In this experiment the velocity of a ball was measured by analysing a video of its motion. Below is an example of the graph obtained for a slope height of 2.7cm. In this way the velocity was measured for the ball rolling down the same slope from different heights. The data has been entered into the table below. The uncertainty in height is estimated from the accuracy of the ruler. 0.2mm was decided upon because it the actual height of the starting position was not very well - Rolling ball help
Rolling ball help
Only give students access to the help pages if this practical is not going to be assessed. Data Collection Make a table in excel like the one below and add your height up the ramp and the velocities that you have found by analyzing the video. In your report you should also include a copy of the video analysis graphs. Estimate the uncertainty in h by considering how well you can use the ruler. Estimate the uncertainty in v by trying several different best fit lines for one of the
- Rolling ball exemplar
- Mass of cart
Mass of cart
Introduction In this practical the a cart will be pulled along a track by a mass hanging off the end of the table. By varying the hanging mass and measuring the velocity of the cart it is possible to determine the mass of the cart. Method To measure the velocity of the cart the time taken for a card to pass through a photogate will be used. Set up the photogate near the end of the track as shown. Connect the photogate to the interface and set up the software - Masses and pulley
Masses and pulley
Introduction In this practical two different masses will be hung on either side of a pulley. Since they are different the bigger one will accelerate downwards. By measuring the size of the masses and their acceleration it is possible to determine g. Method To measure the acceleration a Smart pulley will be used. This is a pulley incorporating a photo gate. As the spokes of the pulley pass through the gate the time is recorded, the computer then calculates the velocity and acceleration. Set up the apparatus as in the - Falling cotton reel
Falling cotton reel
Introduction In this practical a cotton reel will be dropped down a guide rod onto a spring as shown in the photo. When the reel hits the spring it compresses it then bounces back up again. If the spring is completely compresses you will hear it hit the table with a small bang. If not completely compressed then the noise is slightly less (boing). Try dropping the reel from different heights to see if you can hear the difference. Theory When the reel falls its PE is converted into KE - Ball in a tube
Ball in a tube
Introduction In this practical the velocity of a ball falling in a tube will be measured to determine the acceleration due to gravity. Method Arrange a length of tube and a ruler as shown in the diagram. You can either use clamp stands or stick it to the wall. Place a photo gate so that the ball will pass through it just before it comes out of the tube. make sure that the sensor is lined up with the middle of the ball. Connect the photo gate to the interface - Range of a rubber band
Range of a rubber band
Introduction In this practical a rubber band will be projected across the table with different launch velocities at a fixed angle of 45°. To vary the launch velocity the rubber band will be stretched to different lengths but first you need to practice your launching technique so that you get consistent results. The band will be launched from a plastic ruler as shown below. The angle has been set with the protractor and the blocks clamped together with a G clamp are stuck to the table with blu-tac. The range - Variable power heater
Variable power heater
Introduction In this practical a fixed mass of water will be heated with a 12V electric water heater connected to a variable power supply. By measuring the power supplied to the water and the rate of change of temperature it is possible to find the specific heat capacity of water. Research question What is the relationship between the power of a heater and the rate of change of temperature? Independent variable: Power Dependent variable: Rate of change of temperature Controlled variables: Mass of water, properties of kettle, Initial temperature of - Resistivity of Play Doh
Resistivity of Play Doh
Introduction Play Doh is modelling clay made out of flour oil and salt, the salt content enables it to conduct electricity so it has a measurable resistance. In this experiment the resistance of a cylinder of play Doh will be measured as it is squashed between 2 metal plates. Theory The resitivity of a conductor is given by R=ρL/A Where: ρ = resistivity L = length A = Cross sectional area The sample to be squashed has a constant volume V=AL so A = V/L Substituting for A gives R=ρL2/V - Resistivity of NiChrome
Resistivity of NiChrome
Introduction in this practical the resistance of samples of NiChrome wire will be measured with a multimeter and the resistivity of Nichrome calculated. Research question What is the relationship between the resistance of a wire and its radius? Independent variable: Radius Dependent variable: Resistance Controlled variables: Type of wire, temperature, length. Method Connect two wire to the multimeter. There are three terminals so look carefully so you select the ones used for resistance measurement. There are 5 different thicknesses of NiChrome wire, select a sample and measure its resistance - Boomwhackers
Boomwhackers
Introduction A boomwhacker is a musical instrument in the form of 6 plastic tubes that if hit against your hand emit a note. The frequency of the note is related to the length of the tube, since they are open at both ends the wavelength of the fundamental will be 2 x length. Method The frequency of the sound can be measured by recording the sound on your computer then using the program Audacity to analyze the frequency spectrum and measure the frequency of the 1st harmonic. To try this - Standing waves in a slinky
Standing waves in a slinky
Introduction In this experiment a transverse standing wave will be set up in a length of slinky spring and its time period measured with a stop watch. Theory If we treat the spring as a thick string then the velocity of the wave is given by v = (FT/μ)½ Where FT is the tension and μ the mass per unit length. We also know that v=fλ So; fλ=(FT/μ)½ For the 1st harmonic the wavelength = 2 x length The spacing of the coils in the slinky is proportional to the - Sliding whistle
Sliding whistle
Speed of sound with a slide whistle Introduction In this practical the frequency of the note from a slide whistle (bought from Ebay) will be measured using the programme Audacity, this is a free programme that can be downloaded from http://audacity.sourceforge.net/ . Before starting the practical download audacity and play with it to find out how to record sounds, magnify the signal and measure the time period. After a bit of trial and error you should be able to measure the time for 10 or more complete cycles of the - Resonance in a bucket
Resonance in a bucket
Introduction In this practical water waves in a shallow rectangular container will be investigated. Pour about 1cm depth of water into the container and place it on the table. Tap the side of the container and you will see a wave travel across the surface. The wave will travel to the opposite side of the container and reflect back. If you time the pushes correctly you can keep the wave bouncing backwards and forwards across the container, this is an example of resonance. Research question What is the relationship between - Diffraction from a CD
Diffraction from a CD
Introduction This is an adaptation of a practical I saw on Youtube where a CD is used to perform a diffraction experiment, so thanks go to Steve Dickie. The information on a CD is stored on a very thin shiny spiral track. When light shines on these thin lines it is diffracted in all directions, the light from neighbouring lines interferes constructively when the sin of the angle=λ/d. This means that different colours of light are seen at different angles. This is what causes the coloured patterns that you might - Helium Spectrum
Helium Spectrum
Introduction In this practical you are going to view the line spectrum from a low pressure helium source through a pair of spectral glasses. The spectrum glasses are actually covered in very fine slits, such an arrangement is called a “diffraction grating”. The spectrum is formed because different wavelengths of light are diffracted by different amounts according to the equation dsinϑ=nλ. where d is the separation of the slits in the diffraction grating and n is the order of the spectrum (note: the spectrum repeats as you look outwards, for - Flux density
Flux density
Introduction In this practical the flux density of a magnet will be found by measuring the force experienced by a current carrying conductor placed in the field using a digital balance. From the definition of flux density the force experienced by a current carrying conductor in a perpendicular field is given by: F= BIL Where B = Flux density I = Current L = Length of conductor in the field Method Set up the apparatus as in the diagram but don’t connect the multi meter to the Nichrome wire until - Falling magnet
Falling magnet
Introduction In this practical a magnet will be dropped through a coil of wire. As the magnet passes through the coil an EMF is induced that is measured using the data logger. The acceleration due to gravity will be calculated by measuring the time taken for the magnet to pass through the coil. Method Set up the apparatus as shown in the diagram. Connect the coil to the data logger and make some test runs to adjust the sampling rate and ensure everything is working properly. You should get a - The conical Pendulum
The conical Pendulum
The Conical pendulum Introduction A conical pendulum is a pendulum that is spun round in a circle instead of swung backwards and forwards. In this experiment a mass is attached to a string and made to spin in a circle of fixed radius, the time period of the motion is related to the length of the string. By varying the length and measuring Time period the acceleration of gravity can be found. Research question How does the time period of a conical pendulum depend upon the length of the string? - Rubber powered motor
Rubber powered motor
Introduction I haven't tried this idea yet but I have tested it with my 10 research questions in 10 minutes principle and managed it easily. When I was a boy I used to make model air planes out of balsa wood, I never got to the level of building planes with petrol motors so all of my models were powered by elastic bands. Actually that's not quite true I once made a rocket powered plane using a jetex solid fuel rocket motor but it burst into flames. I've had a - Meccano
Meccano
Introduction I got this idea after reading a question on the OCC about the motion of a bent rod balanced on a pivot. I was wondering about doing this as a class practical and thought I could make the rod out of meccano, then I realised how many other possibilities a couple of strips of meccano and a set of masses would present. The masses could be attached using meccano bolts or blutak. Alternatively magnets could be used as masses which would add an extra dimension to the possibilities. So
- Bow and arrow
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Section Summary
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Selected Pages
Aspect 2 - free
Having collected the data the next stage is to process it, if there is no processing then you can't award any marks. This is a problem if students are designing there own... more»
Aspect 1 - free
It doesn't actually say so but this means "does the student draw a proper table". Remember (I think I said it some where) that these criteria are used in all science subjects... more»
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In this practical the motion of a ball rolling off the end of a ramp will be analyzed using video. If you are using an Apple computer the program quicktime can be... more»
Ball on a slope - free
In this practical the acceleration of a ball rolling down a slope will be determined by measuring the time it takes to roll different distances. The metal rulers we have in the... more»
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In this experiment the velocity of a ball was measured by analysing a video of its motion. Below is an example of the graph obtained for a slope height of 2.7cm. In... more»
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The uncertainty in distance is the uncertainty in measuring the length of the card. The uncertainty in the ruler is about ±0.05cm at each end but is also difficult to cut the... more»
Internal Assessment
- ► Introduction
- ►▼ Beginners Guide
- ►▼ Assessment Criteria
- ► Logistics
- ►▼ DCP and CE Practicals
- ►▼ Inclined Plane
- ►▼ Free Fall
- ►▼ Hookes Law
- ►▼ Newtons second Law
- ►▼ Spinning stopper
- ►▼ Specific Heat capacity
- ►▼ Pendulum
- ►▼ Conducting Paper
- ►▼ Diffraction
- ►▼ Resonance Tube
- ►▼ Sonometer FFT
- ►▼ Wave in a String
- ►▼ Waves in an Elastic String
- ►▼ Decay of Beer Foam
- ►▼ Hydro Power Simulation
- ►▼ Intensity of Light
- ►▼ Design Practicals
- ►▼ Group 4 Project
- ►▼ ICT
- ► Uncertainties
- ►▼ New Practicals
- ► Bow and arrow
- ► Ice cream carton motor
- ► Solar powered car
- ► Ball on a slope
- ►▼ Angle of slope
- ►▼ Card Drop
- ►▼ Rolling ball
- ► Mass of cart
- ► Masses and pulley
- ►▼ Falling cotton reel
- ► Ball in a tube
- ►▼ Range of a rubber band
- ► Variable power heater
- ► Resistivity of Play Doh
- ► Resistivity of NiChrome
- ► Boomwhackers
- ► Standing waves in a slinky
- ►▼ Sliding whistle
- ►▼ Resonance in a bucket
- ►▼ Diffraction from a CD
- ►▼ Helium Spectrum
- ►▼ Flux density
- ►▼ Falling magnet
- ► The conical Pendulum
- ► Rubber powered motor
- ►▼ Meccano
Quote of the Day
“A careful analysis of the process of observation in atomic physics has shown that the subatomic particles have no meaning as isolated entities, but can only be understood as interconnections between the preparation of an experiment and the subsequent measurement.”
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