Core practical 1 Student sheet Core practical 1 Student sheet

EDEXCEL Physics Teacher Resource Pack 1 Determine the acceleration of a freely-falling object EDEXCEL Physics Teacher Resource Pack 1 Determine the acceleration of a freely-falling object

Analysis of results
Core practical 1: Determine the acceleration of a freely-falling
2
object 1. Plot a graph of t (y-axis) against h (x-axis) and work out the gradient m of the line of best fit.

2. Calculate a value for g where g = .

Objectives
3. Use your value for the length of the dowel to calculate the mean speed v of the dowel as it
To measure the acceleration due to gravity g of an object falling freely and consider the passes through the light gate.
following alternative methods: 2
4. Plot a graph of v against h and work out the gradient m of the line of best fit.
(a) object falling through a trap door
(b) object falling through a light gate 5. Calculate a value for g, where g = .
Safety 2
6. The percentage uncertainty (%U) in t is twice that in t. Use this to draw on your plot’s error
Ensure that any apparatus that might topple over is secure. bars – in the y direction only. You can use a typical mid-range value for calculating uncertainties
and need not work out a separate error bar for each value. Draw further lines of fit to calculate
Be aware of falling objects. the %U in your value for g.
Turn off electromagnet when not in use as it will get hot.
7. Calculate the percentage difference (%D) between your value and the accepted value of
All the maths you need 9.81 ms–2 and comment on the accuracy of your method.

Use ratios, fractions and percentages (k here is the measurement students make). Learning tips
Ensure that points plotted on a graph take up more than half of the available space on both
Percentage uncertainty (%U) = × 100%
scales. You do not always need the origin on a graph.
Keep scales simple, one big square as 5, 10 or 20 is ideal. One big square as 3 or 7 is very
Percentage difference (%D) = × 100% difficult to plot on and often leads to errors.
Always consider whether or not the graph line should go through the origin. Straight lines
Find arithmetic means. should be drawn with aid of a ruler – one long enough to cover the full length of the line.
The mean of a range of data = Since the object is falling at constant acceleration, use the appropriate SUVAT equation.

Translate information between graphical, numerical and algebraic forms. (a) where u = 0, a = g, and s = h

Plot two variables from experimental or other data.

2 2
t = and comparison with y = mx + c shows that plotting t against h should be a
Understand that y = mx + c represents a linear relationship.
Determine the slope and intercept of a linear graph.
straight line passing through the origin with gradient
Equipment
(b) v2 = u2 + 2as where u = 0, a = g, and s is h.
metre ruler or tape measure with millimetre
resolution v2 = 2gh and comparison with y = mx + c shows that plotting v2 against h should be a straight
For (a): line passing through the origin with gradient 2g.
For (b):
steel sphere falling object, such as a 2 cm dowel, 10 cm
Questions
electronic timer long 1. Describe any advantage in using light gates in this experiment.
electromagnet to retain steel sphere means to guide dowel through light gate 2. Discuss the effect of air resistance on your value for g.
trap door light gate and datalogger 3. Explain why the graph should be a straight line.
Procedure
1. Drop the object from rest and record the time taken t for:
(a) the sphere to fall to the trap door
(b) the dowel to pass through the light gate.
2. Repeat the measurement for (a) and (b) twice more and work out the mean value.
3. Measure and record the height h fallen by the object.
4. Repeat the timing of the drop as you vary the height; you should take at least 6 readings.
5. Use half the range in your readings for t as the uncertainty in t. Calculate the percentage
uncertainty in t.
6. For method (b) you should measure the length of the dowel.

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 Core practical 2 Student sheet Core practical 2 Student sheet
EDEXCEL Physics Teacher Resource Pack 1 Determine the electrical resistivity of a material
EDEXCEL Physics Teacher Resource Pack 1 Determine the electrical resistivity of a material

Core practical 2: Determine the electrical resistivity of a material Procedure

1. Attach the crocodile clip to the wire at the ‘zero’ end of the metre ruler.
Objective
2. mm plug at the free end of the second lead to make contact with
To use a metal wire to determine the resistivity of a metal different places on the wire. You will record the resistance R at that point and the
length l from the ‘zero’ end. mm plug approximately 10 cm from the ‘zero’
Safety
end and record R and l. You will need to press the plug firmly onto the wire to obtain a
Voltages and currents are small and so present no specific hazard. steady reading on the multimeter.
Disconnect wire between readings as it may get hot. Move the plug along the wire in steps of 10 cm and record R and l at each step.
Normal laboratory safety procedures should be followed. Measure the diameter of the wire.

All the maths you need 5. Estimate the uncertainties in your measurements.
Analysis of results
Given where and A are constant, a graph of R against l should be a straight line
1. Plot a graph of R against l and measure the gradient m.
through the origin. 2. Use your value of m and the diameter d to determine a value for the resistivity of the
Recognise and use expressions in decimal and standard form. metal. Use = mA where A is the cross-sectional area of the wire.
Use ratios, fractions and percentages. Determine a value for the uncertainty in your values for the gradient and A.
Use an appropriate number of significant figures. Hence calculate the uncertainty in your value for the resistivity.

Identify uncertainties in measurements and use simple techniques to determine uncertainty Look up a value for from two different sources; one should be online and one from
when data are combined by addition, subtraction, multiplication, division and raising to powers. elsewhere. Use the uncertainties you calculated to comment on your measurements.

Substitute numerical values into algebraic equations using appropriate units for physical 5. Explain why your graph does not pass through the origin.
quantities. Learning tips
Translate information between graphical, numerical and algebraic forms.
When two metals are in contact, an electromotive force can be established.
Plot two variables from experimental or other data.
The area of contact between the clip and the wire might be quite small. The area of contact
Understand that y = mx + c represents a linear relationship. between the plug and the wire is very small.
Determine the slope and intercept of a linear graph.
Questions
Equipment
1. Explain how you might change the apparatus to calculate your value for the resistivity
with greater resolution.
metre ruler 2. Explain why plotting a graph improves your accuracy.
2 leads, one with a crocodile clip on one end Explain why you need to use a wire to find the resistivity of a metal and explain what
digital multimeter switched to the lowest ohms scale with both the leads plugged in shape of sample would be suitable for a plastic.

micrometer screw gauge Identify the sources of uncertainty in this experiment. Consider the accuracy
(percentage difference) of your result and comment on the effect the uncertainties
Diagram might have had.
5. Explain why the current through the wire should be small.

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 Core practical 3 Student sheet Core practical 3 Student sheet
EDEXCEL Physics Teacher Resource Pack 1 Determine the emf and internal EDEXCEL Physics Teacher Resource Pack 1 Determine the emf and internal
resistance of an electrical cell resistance of an electrical cell

Analysis of results
Core practical 3: Determine the emf and internal resistance of an
electrical cell 1. The mathematical model for this circuit is E – Ir =
2. So = –rI + E against I should give a straight line with gradient –r.
Objective 3. Measure the gradient of your graph and compare it with the manufacturer’s value of the resistor
r. Ensure you take account of the powers of 10 (prefix) in the measurement of current.
To make measurements using an electrical circuit 4. Justify the number of significant figures you use in your answer.
Safety 5. Comment on the likely accuracy of your values for E and r.
Voltages and currents are small and so present no specific hazard. Learning tips
Normal laboratory safety procedures should be followed. It is not usually necessary to repeat readings from an electrical circuit such as this. There is
All the maths you need very little random error and very little judgement is required when taking readings. For this
reason, you should take more than the usual six readings so that you have more points on your
The mathematical model for this circuit is E – graph. This will make it easier to recognise anomalies.
Recognise and make use of appropriate units in calculations. Questions
Use an appropriate number of significant figures.
1. When the internal resistance is large in comparison to the external resistance, the terminal
Identify uncertainties in measurements and use simple techniques to determine uncertainty potential difference falls to a small value. This is used to make high voltage supplies safe for
when data are combined by addition, subtraction, multiplication, division and raising to powers. use in a laboratory. Explain how this makes the supply safe.
Translate information between graphical, numerical and algebraic forms. 2. It should not matter whether the voltmeter is connected across R or across the cell. This is
Plot two variables from experimental or other data. partly because of the low resistance of the ammeter. Explain why.
Understand that y = mx + c represents a linear relationship. 3. The intercept of your graph will be very close to the true value for the emf t
Determine the slope and intercept of a linear graph. for any difference.
4. Explain any difference between your value for r and the manufacturer’s value.
Equipment
electrical cell such as a 1.5
resistor to act as internal resistance, labelled
r in diagram 6 leads to make electrical connections
variable resistor labelled R

Diagram

Procedure
1. The cell and the resistor, labelled r, should be connected in series and used as a single circuit
element. a circuit that will connect the 100 variable resistor
across the cell (and resistor r) and measure the potential difference across R and the current
I through it.
2. Have your circuit design checked and, when your teacher/technician is happy, set it up on the
bench. Then, have your circuit layout checked before you begin.
3. Comment on how you will ensure the equipment is safely used and continues to function
properly.
4. Vary the resistance of the variable resistor and record values for and I. Take readings for the
whole range of the variable resistor.

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 Core practical 4 Student sheet Core practical 4 Student sheet
EDEXCEL Physics Teacher Resource Pack 1 Use a falling-ball method to determine EDEXCEL Physics Teacher Resource Pack 1 Use a falling-ball method to determine
the viscosity of a liquid the viscosity of a liquid

Procedure
Core practical 4: Use a falling-ball method to determine the
viscosity of a liquid 1. Weigh the balls, measure their radius r and hence calculate the density of the balls.
2. Place three rubber bands around the tube. The highest should be far enough below
the surface of the liquid to ensure the ball is travelling at terminal velocity when it
Objective reaches this band. This is where the timer is started. The remaining two bands should
To time the fall of a ball through washing-up liquid to determine the viscosity be far enough apart to allow two reasonable time intervals to be measured. This will
enable you to measure the terminal velocity twice for each falling ball.
Safety 3. Start the timer when the ball passes the highest rubber band. Use the lap timer facility
Washing-up liquid spills are very slippery and must be cleared up at once. Have paper towels to record the time taken t1 to fall to the middle rubber band and stop the timer when
to hand. the ball passes the lowest rubber band, this is t2.
Adjust the position of the rubber bands if your first test is not suitable.
Normal laboratory safety procedures should be followed.
4. Once you are happy with the position of the rubber bands, measure the distance d1
All the maths you need between the highest and middle rubber band. Then, measure the distance d2 between
the highest and lowest bands.
At terminal velocity, the vector sum of the forces on the ball is zero.
5. Repeat at least three times for balls of this diameter and three times for each different
weight – –
diameter.
2
2r g
From this it can be shown that , where is the viscosity of the liquid, r is the Analysis of results
9v
radius of the ball, is the density of the ball, is the density of the liquid and v is the terminal 1. For each diameter, calculate mean values for t1 and t2.
velocity. 2. Use these mean values and the distances to calculate mean values for the terminal
The percentage uncertainty in r2 is double the percentage uncertainty in r. The percentage velocity of each ball. Repeat for all the balls to obtain a mean value.
uncertainties in the densities should be small enough to ignore. 3. By considering the spread in your repeated readings, estimate the uncertainty of your
Recognise and make use of appropriate units in calculations. mean values. This is usually half of the range.
Recognise and use expressions in decimal and standard form. Learning tips
Use ratios, fractions and percentages.
Position your eyes at the horizontal level of the rubber bands when starting and stopping the
Use an appropriate number of significant figures. timer. You need to develop a good technique for measuring the time so that you are consistent.
Find arithmetic means, identify uncertainties in measurements and use simple techniques to For example, if you read the time as the bottom of the ball crosses the top of the band, you
determine uncertainty when data are combined by addition, subtraction, multiplication, division should always do so. Make sure you also measure your distances from this point.
and raising to powers.
Questions
Substitute numerical values into algebraic equations using appropriate units for physical
quantities. 1. Explain why you would not use light gates to measure the time.
2. Sometimes the balls fall close to the wall. Comment on the effect that this will have on
Equipment
the measurements.
long tube made of transparent material filled rubber bands to mark distances 3. Use your uncertainty values to estimate the uncertainty in your value for the viscosity
with washing up liquid – supported so it metre ruler of the washing-up liquid.
stays vertical
micrometer screw gauge
spherical objects of various diameters
stop clock or timer

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 Core practical 5 Student sheet Core practical 5 Student sheet
EDEXCEL Physics Teacher Resource Pack 1 Determine the Young modulus of a material EDEXCEL Physics Teacher Resource Pack 1 Determine the Young modulus of a material

Analysis of results
Core practical 5: Determine the Young modulus of a material
1. Plot a graph of mass added against extension.
Objective 2. Measure the gradient of the straight portion of the graph and use this to calculate the Young
modulus for the copper.
To take measurements of a long wire to determine the Young modulus for copper 3. Research a value for the Young modulus of copper and comment on your result.
Safety Questions
The wire will be under tension so safety spectacles should be worn. 1. Explain why a long wire is most suitable for this experiment.
Although the masses used are not too heavy, you should still take care when adding and 2. Describe a good technique for measuring the diameter.
removing them.
3. Explain why a value with two significant figures is appropriate for the answer.
All the maths you need

E= where =

Remember to use the radius when calculating the cross-sectional area A of the wire.
m is the mass added.

Recognise and make use of appropriate units in calculations.

Recognise and use expressions in decimal and standard form.
Use an appropriate number of significant figures.
Change the subject of an equation, including non-linear equations.
Substitute numerical values into algebraic equations using appropriate units for physical
quantities.
Translate information between graphical, numerical and algebraic forms.
Plot two variables from experimental or other data.
Understand that y = mx + c represents a linear relationship.
Determine the slope and intercept of a linear graph.
Equipment
3. metre ruler
two wooden blocks and clamp to secure micrometer screw gauge
one end of the wire small piece of sticky label or similar to mark
bench pulley position on wire

Procedure
1. Fix the bench pulley at the end of the bench. Trap one end of the wire between the two wood

that it passes over the pulley and attach the slotted mass hanger to the end. Measure the
diameter d of the wire.
2. label to act as a length
marker. You judge the length by looking vertically down over the edge of the paper onto the
scale of the metre ruler. The set square will help you to do this.
3. Measure the length of wire L from the wood blocks to the edge of the paper.
4. Add masses to the hanger and record the position of the marker against the metre ruler.
Calculate the extension x for each mass added.
5. You might notice significant creep occurring at higher loads. This indicates the elastic limit has
been exceeded.

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 Core practical 6 Student sheet Core practical 6 Student sheet
EDEXCEL Physics Teacher Resource Pack 1 Determine the speed of sound in air using a 2-beam EDEXCEL Physics Teacher Resource Pack 1 Determine the speed of sound in air using a 2-beam
oscilloscope, signal generator, speaker and microphone oscilloscope, signal generator, speaker and microphone

8. Calculate a mean value for the wavelength of the sound and estimate the uncertainty in this
Core practical 6: Determine the speed of sound in air using a 2- measurement.
beam oscilloscope, signal generator, speaker and microphone 9. Use one of the traces to determine the frequency of the sound. You will achieve a greater
resolution this way than using the scale on the signal generator. Estimate the uncertainty in this
Objective measurement. You should be able to measure the frequency to three significant figures and the
wavelength to at least two.
To use appropriate instrumentation to measure a sound signal 10. Using the scale on the signal generator, halve the frequency and repeat the measurements for
Safety frequency and wavelength. You might need to increase the separation beyond 1
11. You might try this experiment at much higher and lower frequencies to observe the effect.
The electromotive forces are small and electric currents negligible.
The sound should not need to be so loud that any discomfort is felt. Analysis of results
Follow the usual electrical precautions for mains apparatus including a visual inspection of the 1. Multiply your values for wavelength and frequency to obtain a value for the speed of sound for
supply lead. each of the frequencies used. Hence, find a mean and percentage difference.
All the maths you need 2. Use the uncertainties from your measurements to calculate a percentage uncertainty in your
individual values for the speed of sound.
1
v=f× and f = where T is the period of one complete oscillation. You can measure this Questions
T
from the oscilloscope screen. 1. Comment on the sources of uncertainty in this investigation.
Recognise and make use of appropriate units in calculations. 2. Compare your percentage difference and your percentage uncertainties and comment on your
Use ratios, fractions and percentages. result.
Use an appropriate number of significant figures. 3. When the traces slide one cycle past each other, the speaker has moved one wavelength.
Explain this.
Find arithmetic means.
4. Explain why 4 kHz is a suitable frequency for this experiment.
Identify uncertainties in measurements and use simple techniques to determine uncertainty
when data are combined by addition, subtraction, multiplication, division and raising to powers.
Substitute numerical values into algebraic equations using appropriate units for physical
quantities.
Equipment
signal generator with loudspeaker 2 metre rulers
oscilloscope with 2-beam facility and leads
microphone connected to one input
Procedure
1. The oscilloscope will display on two traces the signal fed to the loudspeaker and the signal
received by the microphone. As the distance between the microphone and the speaker is
increased, the phase of the signals varies and the traces on the screen move past each other.
2. Place the microphone next to the oscilloscope and place the speaker about 50 cm away, facing
the microphone. Turn on the signal generator and set it to about 4 kHz. Adjust the oscilloscope
to show the microphone signal with about three cycles on the screen.
3. Connect the signal generator output to the second oscilloscope input (as well as the speaker)
and adjust the controls to display three cycles of this signal.
4. Adjust the spacing on the screen and the distance between the speaker and microphone so
that the bottom of one trace is just level with the top of the other.
5. Adjust the separation so that a trough on the top trace exactly coincides with a peak on the
lower trace. Place the metre ruler alongside the microphone and speaker and record the
distance between the microphone and speaker.
6. Move the speaker away from the microphone and observe one trace sliding over the other.
Move the speaker so that the trace has moved exactly one cycle. The troughs and peaks
should just touch again. Record the new distance between the microphone and speaker. The
difference between the two distances is one wavelength.
7. Continue to move the speaker away from the microphone and record each successive distance
where the peaks of one trace coincide with the troughs of the other.

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 Core practical 7 Student sheet Core practical 7 Student sheet
EDEXCEL Physics Teacher Resource Pack 1 Investigate the effects of length, tension and mass per EDEXCEL Physics Teacher Resource Pack 1 Investigate the effects of length, tension and mass per
unit length on the frequency of a vibrating string or wire unit length on the frequency of a vibrating string or wire

Core practical 7: Investigate the effects of length, tension and Analysis of results
mass per unit length on the frequency of a vibrating string or wire 1. You should graphically display your results to show the relationships between the variables you
identified and measured.
2. You should assess the uncertainties in your measurements to determine whether these affect
Objectives
the reproducibility of your findings.
To carry out an investigation into standing waves
Learning tips
To develop the skills to carry out further investigations
1. Your measurement has greater resolution if you measure as large a length as possible, or as
Safety many half-wavelengths as possible.
There are no hazards associated with this experiment if rubber is used as the medium. If using Questions
metal wire safety spectacles should be worn.
1. Identify the major sources of uncertainty in your work.
Follow the usual electrical precautions for mains apparatus including a visual inspection of the
supply lead. 2. Explain why you chose the variables you did.
3. Describe what you found difficult to get right and how you did get it right.
All the maths you need
4. Research how a standing wave can be set up and used to determine a value for the speed of
2 2 2 electromagnetic radiation.
v= and v = , so f =

Use ratios, fractions and percentages.

Use an appropriate number of significant figures.
Find arithmetic means.
Identify uncertainties in measurements and use simple techniques to determine uncertainty
when data are combined by addition, subtraction, multiplication, division and raising to powers.
Substitute numerical values into algebraic equations using appropriate units for physical
quantities.
Translate information between graphical, numerical and algebraic forms.
Plot two variables from experimental or other data.
Understand that y = mx + c represents a linear relationship.
Determine the slope and intercept of a linear graph.

Equipment
bench pulley
vibration generator connected to a signal slotted masses and hanger
generator metre ruler
Procedure
1. . Pass the other end over the bench
pulley and attach the mass hanger.
2. Add masses until the total mass is 100 g.
3. Turn on the signal generator to set the rubber oscillating. Vary the oscillating length by moving
the vibration generator until resonance is observed.
4. In this investigation, you are observing standing waves. These can occur at a variety of
resonant frequencies. You should investigate the effect of the factors affecting these
frequencies.
5. You might use a cathode ray oscilloscope to determine the exact frequency of the vibration
generator.
6. You should already have planned which variables you will test in this investigation and how you
will carry it out. Your teacher will help you with any details.

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 Core practical 8 Student sheet Core practical 8 Student sheet
EDEXCEL Physics Teacher Resource Pack 1 Determine the wavelength of light from a laser EDEXCEL Physics Teacher Resource Pack 1 Determine the wavelength of light from a laser
or other light source using a diffraction grating or other light source using a diffraction grating

Analysis of results
Core practical 8: Determine the wavelength of light from a laser or
other light source using a diffraction grating Since the angle is not small, you will have to calculate from your measurements for s
and D
Calculate a mean value for the wavelength of the laser light and compare your value with the
Objective accepted wavelength (of 635
To make measurements of laser light passing through a diffraction grating to determine the Questions
wavelength of the light
Safety
Explain why a metre ruler
Lasers should be Class 2 and They present little risk in the
laboratory, providing sensible precautions are taken to reduce the risk of the accidental

CLEAPSS Laboratory Handbook PS52 are helpful

Follow the usual electrical precautions for mains apparatus, including a visual inspection of the

All the maths you need

be and s is the distance between maxima

d , where N is the number of slits per metre

Recognise and make use of appropriate units in calculations
Recognise and use expressions in decimal and standard form
Use calculators to handle sin x, cos x, tan x when x
Use an appropriat

Change the subject of an equation, including non-linear equations

Substitute numerical values into algebraic equations using appropriate units for physical
quantities

Equipment
source of laser light
diffraction grating, supported at the same height as the laser beam
metre ruler
Procedure
Place the laser approximately 4 m away from a large wall and place the diffraction grating in

Measure the distance D

Turn on the laser a
s to the nearest two first order
is the maximum produced according to n d sin
Measure s f

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