Physics Lab Exercises

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Contents
Introduction ........................................................................................................................................................ 4
Experiment: Speed-time graphs ........................................................................................................................ 5
Briefing lesson: Application of graphs ............................................................................................................... 6
Lab lesson: Option 1 – run the experiment........................................................................................................ 7
Teacher notes ............................................................................................................................................ 8
Teacher method ......................................................................................................................................... 9
Lab lesson: Option 2 – virtual experiment ....................................................................................................... 10
Debriefing lesson: Validity of data ................................................................................................................... 11
Worksheets and answers ................................................................................................................................ 12
Icons used in this pack:
Briefing lesson
Lab lesson: Option 1 – run the experiment
Lab lesson: Option 2 – virtual experiment
Debriefing lesson
Teaching Pack: Speed-time graphs
Introduction
This pack will help you to develop your learners’ experimental skills as defined by assessment
objective 3 (AO3 Experimental skills and investigations) in the course syllabus.
Important note
Our Teaching Packs have been written by classroom teachers to help you deliver
topics and skills that can be challenging. Use these materials to supplement your
teaching and engage your learners. You can also use them to help you create
lesson plans for other experiments.
This content is designed to give you and your learners the chance to explore practical skills. It
is not intended as specific practice for Paper 5 (Practical Test) or Paper 6 (Alternative to the
Practical Test).
There are two options for practising experimental skills. If you have laboratory facilities this pack
will support you with the logistics of running the experiment. If you have limited access to
experimental equipment and/or chemicals, this pack will help you to deliver a virtual experiment.
This is one of a range of Teaching Packs. Each pack is based on one experiment with a focus on
specific experimental techniques. The packs can be used in any order to suit your teaching
sequence.
The structure is as follows:
Briefing lesson (1 hour*)

This lesson introduces the focus experimental skills to be developed.
It also introduces any content needed for your learners to understand the
experiment being carried out in the Lab lesson.
Lab lesson (1 hour*)

Option 1 – run the experiment Option 2 – virtual experiment
This lesson allows the experiment to This lesson allows your learners to
be run with your learners, providing an complete a virtual experiment,
opportunity to practise the experiment providing an opportunity to practise
skills introduced in the Briefing lesson. the experiment skills introduced in
the Briefing lesson.
Debriefing lesson (1 hour*)

This lesson consolidates and builds on the progress learners have made.
In some cases, it will also provide the opportunity to practise extended
writing skills.
* the timings are a guide only; you may need to adapt the lessons to suit your circumstances.
In this Teaching Pack you will find the lesson plans, worksheets for learners and teacher resource
sheets you will need to successfully complete this experiment.
4 Cambridge IGCSE Physics (0625)

Experiment: Speed-time graphs

This Teaching Pack focuses on a speed-time experiment. Your learners should be able to define
total distance
speed and calculate an average speed by using the equation: total time
In this experiment the speed of a toy car as it moves down a ramp will be investigated. Your
learners will then have the opportunity to practise plotting and interpreting speed-time graphs.
This experiment has links to the following syllabus content (see syllabus for detail):
1.2 Motion
The experiment covers the following experimental skills, adapted from AO3: Experimental
skills and investigations (see syllabus for assessment objectives):
take readings from an appropriate measuring device or from an image of the device
plan to take a sufficient number and range of measurements
present and analyse data graphically
draw an appropriate conclusion
Prior knowledge
Knowledge from the following syllabus topics is useful for this experiment.
1.1 Length and time

1.2 Motion
Going forward
The knowledge and skills gained from this experiment will be useful for teaching other features of
motion graphs with learners.
Cambridge IGCSE Physics (0625) 5

Briefing lesson: Application of graphs

Resources Metre rules (enough for one between two)
Stop watches (enough for one between two)
Toy cars, or tokens (enough for one between two)
Worksheets A, B, C, D and H
Sticky notes
Learning By the end of the lesson:

objectives all learners should be able to recognise and interpret a distance-
time graph
most learners should be able to use the average speed equation
and apply it to graphs
some learners will be able to understand the link between distance-
time graphs and speed-time graphs
Timings Activity
Starter/Introduction
Give your learners Worksheet A. It shows the speed-time graph for a 100m sprint.
There are empty boxes for your learners to describe what is happening with the two
runners at different points in the race. One example has been done to help them get
started. They can work in pairs for this activity.
Main lesson
Working in pairs, your learners should now look at Worksheet B. They need a metre
rule, a stop watch and a token or toy car. One partner should choose a graph to act
out using the equipment. They should not say which graph they are enacting – it is
their partner’s job to guess this by observing their demonstration. They can then swap
roles so the observer becomes the enactor.
Your learners should use Worksheet C to compare the features of distance-time
graphs with the equivalent speed-time graphs. You can provide differentiated tasks by
directing your learners to complete Part A or B of the worksheet.
Your learners should use Worksheet D to consolidate their understanding of

total distance
Average speed = total time
Plenary
Give your learners the method for the experiment (Worksheet H). Hand out the sticky
notes and ask them to label any strengths and weaknesses of the method.
They can share their findings in a class discussion.


Resources Teacher notes
Teacher walkthrough video
Worksheets E, F, G, H and I
Equipment outlined in Teacher notes

objectives all learners should be able to describe an experiment and interpret
a speed-time graph
most learners should be able to carry out an investigation to
produce a speed-time graph for a range of situations
some learners will be able to carry out an investigation and
analyse the results to find the acceleration of an object from a
speed-time graph
Timings Activity
Show your learners the equipment available to them to complete the experiment.
Make sure that you briefly outline the role of any technical equipment, e.g. data
loggers or apps you are going to use.
Main lesson
Arrange you learners into small groups and ask them to use Worksheet E to help
them to plan their method. Three levels of support are offered on the worksheet.
Once they have decided on their method with their group, each learner should
individually write up their method. Worksheet F (more able) and Worksheet G (less
able) are available to help them to do this.
Working in groups, your learners should now collect the equipment and set this up to
carry out the investigation. They may find it useful to follow the diagram on
Worksheet I.
Learners can refer to the method described in Worksheet H as they carry out the
investigation. Please be aware that you may need to provide your own technical
guidance sheet for your learners depending on the equipment/app you use to track
the progress of the car down the ramp.
Your learners should draw their own graphs from the data, or interpret the graphs that
have been produced by the programs/apps they have used and explain their findings.
Abler learners should be able to find the gradient of the speed-time graph to find the
acceleration of the toy car at various points.
Safety
Circulate the classroom at all times during the experiment so that you can make
sure that your learners are safe and that any tablet/camera/equipment is securely
positioned.
Plenary
Your learners could estimate the area under their speed-time graphs to find out the
distance travelled. They can compare this with the distance recorded on the distance
time-graph generated by the program/app they have used.

Teacher notes
Watch the Teacher walkthrough video and read these notes.
Each group will require:

a toy car
a flexible track for the car
clamps and stands to support the track
materials to produce a marker for the top of the car, e.g. white-tac, card and a permanent marker
a way to record the path of the toy car, e.g. a video analysis app or computer programme
any equipment that is necessary to support the video analysis app/program you are using, e.g. a
data logger, video camera, tablet or laptop
graph paper, or access to a printer
Safety
There are no specific risks associated with this experiment.
It is your responsibility to carry out an appropriate risk assessment for this experiment.
Experiment set-up

Teacher method
This is your version of the method for this experiment that accompanies the Teacher walkthrough
video.
Do not share this method with learners. Give them Worksheet H.
Before you begin:

Plan how you will group your learners during the experiment session.
Think about:
the number of groups you will need (group size 2–4 learners)
the amount of equipment required
the amount of electronic equipment required
whether the groups using similar ramps and cars
Experiment
Circulate during the experiment in case your learners encounter any difficulties.
Steps Notes
1. Learners should collect the equipment There are different computer packages
available that can be used to draw a
they require from the front of the motion graph of the toy car travelling
class. down the ramp.
2. They should find a space in the

classroom where the equipment can
be assembled safely
Remind learners of any specific
3. Make sure your learners can switch requirements for the
app/program/electronic equipment you
on the equipment they are using and
are using.
can find the relevant programme/app.
4. Learners should run the car down the

ramp several times in order to ensure Care must be taken during set up to
ensure that the car does not travel too
that it travels smoothly
fast directly into any electronic devices.
5. Learners should record the car

travelling down the ramp using the
video analysis program/app.
6. Make sure your learners can export

and print the data ready to create their
speed-time graphs.
Clear-up
After the experiment learners should:
tidy up their work space and return all equipment to you.


Resources Virtual experiment video
Worksheets E, F, G, J, K and L

objectives all learners should be able to describe an experiment and interpret
a speed- time graph
most learners should be able, with help, to plan an investigation to
produce a speed- time graph for a range of situations
some learners will be able to plan an investigation and analyse the
results to find the acceleration of an object from a speed - time
graph
Timings Activity
Using Worksheet J, show your learners the equipment available to complete the
experiment. Make sure that you briefly outline the role of the app.
Main lesson
Arrange your learners into small groups and ask them to use Worksheet E to help
them to plan their method. Three levels of support are offered on the worksheet.
Once they have decided on their method as a group, each learner should individually
write up their method. Worksheet F (more able) and Worksheet G (less able) are
available to help them to do this.
Watch the first part of the virtual experiment video and ask your learners to compare
the method used in that to their own method. They should note the differences,
between them, and, for each one, decide which method is best and justify their
choice. Then watch the remainder of the video.
Using Worksheet K, learners should plot a speed-time graph based on the data in
the table, which was collected from the curved track experiment shown in the video.
There is also data for a straight track for your learners to consider (Worksheet L).
More able learners should be able to find the gradient of the speed- time graph to
find the acceleration of the toy car at various points.
Plenary
Your learners could estimate the area under their speed-time graphs to find out the
distance travelled.

Teaching Pack
Debriefing lesson: Validity of data

Resources Worksheet M

objectives all learners should be able to calculate the average speed of the
toy car travelling down the ramp and evaluate the method
most learners should be able to calculate the average speed of
the toy car travelling down the ramp and agree on the best method
to obtain valid results
some learners will be able to provide constructive comments on
the best method to obtain valid results and evaluate the data
Timings Activity
Ask the learners to predict the results from the equipment set-up shown on
Worksheet M. What changes in speed would they expect to see as the car moves
past each of the markers? They can share their ideas as a class.
Main lesson
Worksheet M will provide your learners with some data from this experiment.
They will need to calculate the mean value of the time taken for the toy car to travel
between different markers and use the equation given to calculate the average speed
between the markers. They then need to complete the questions on the worksheet.
In discussion, learners should be able to appreciate that the average speed between
the markers varies and therefore using two points on a ramp does not provide an
accurate method to measure instantaneous speed of the toy car at any point.
Learners should discuss how the validity of this method could be improved. It is likely
they will compare this method to video analysis. A video analysis app provides an
instantaneous speed at any given point on the ramp because it measures the speed
of the car many times every second.
Your learners should be able to understand why the method using the video analysis
app provided a more accurate interpretation of the experiment and therefore more
valid data.
Plenary
Your learners should evaluate the method they used in the experiment, or saw in the
video, and explain why the results were reliable. They should be able to explain how
using video analysis improved the validity of the results and made the conclusions
more accurate.

Worksheets and answers

Worksheets Suggested answers
For use in the Briefing lesson:
A: 100 m sprint 13 28
B: Demonstrate the graph 14 —
C: Distance and velocity graphs 15–16 29–30
D: Distance, average speed and time 17 31
H: Method 21 —
For use in Lab lesson: Option 1:
E: Planning an experiment 18 —
F: Writing a method 19 —
G: Writing a method with support 20 —
H: Method 21 —
I: Set-up diagram 22 —
E: Planning an experiment 18 —
F: Writing a method 19 —
G: Writing a method with support 20 —
H: Method 21 —
J: Available equipment 23 —
K: Speed-time data for curved track 24 32
L: Speed-time data for straight track 25 33
For use in the Debriefing lesson:
M: Data validity 26–27 34–35

Worksheet A: 100 m sprint

Look at the speed-time graph of a 100 m race. It shows how two runners proceed during the race. Use the
spaces provided to describe what is happening at different points in the race. One has been done for you.
1 3
Runner 1 begins the
race very fast, reaching
60 m in just 5 seconds.
100 m race speed-time graph

120 3
110
2
100
6
90
80
distance / m
70
60 1 Runner 1
5 Runner 2
50
40
4
30
20
10
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
time / s
4 5
Copyright © UCLES 2017 Cambridge IGCSE Physics (0625) 13

Worksheet B: Demonstrate the graph

You should work in pairs for this activity.
1. Lay out the metre stick on the floor or your desk.

2. One of you chooses one of the graphs below to demonstrate – do not tell your partner
which one you have chosen.
3. Use the stop watch to help you move your toy car or token along the metre rule so that you
act out the movement of the car shown on the graph.
4. Your partner should observe this and try to guess which graph you are acting out.
Graph A
100
90
80
70
distance / cm
60
50
40
30
20
10
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
time / s
Graph B
100
90
80
70
distance / cm
60
50
40
30
20
10
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
time /s
Graph C
100
90
80
70
distance / cm
60
50
40
30
20
10
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
time / s
14 Cambridge IGCSE Physics (0625) Copyright © UCLES 2017

Worksheet C: Distance and velocity-time graphs

Part A
Look at the distance-time graphs shown on the left and draw a line to match them to the right
velocity-time graph on the right.

Worksheet C: Distance and velocity-time graphs

Part B
Sketch the velocity-time graph that would be produced from the distance-time graph shown below.

Worksheet D: Distance, average speed and time

Use this equation to answer the following questions.
total distance
Average speed =
total time
1. The current world record for running a 100 m race is 9.58 s. What is the average speed?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
2. An arrow is shot by an archer and travels for 2.3 s at an average speed of 76 m/s before it
hits the target. How far is the target from the archer?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
3. A sound wave in air travels at a speed of around 330 m/s. How long will it take for the
sound wave to travel 524 m in air?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
4. If the sound of thunder reaches your house 3.5 s after you see the lightning, how far from
your house did the lightning strike?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………

Worksheet E: Planning an experiment

Use the suggestions below to help you decide how you could use the apparatus to record the speed-time graph of a toy car.
Depending on how confident you feel about planning your method, choose the column that gives you the right level of support.
Low-level support Mid-level support High-level support
How can we make sure that the speed of the How can you use clamps and stands to If you lay out the track so that it slopes at two
toy car changes along the track? change the inclination of the track at different points, with a flat bit in the middle and at the
points? end, how will the speed of the toy car
change?
Problem: can we measure/calculate the What can you find out about the toy car, if you The calculations of speed you can make from
speed of the toy car accurately at any point know the distance of the track and the time knowing the distance and time taken to travel
with just a stop watch and knowing the taken? Is that enough to plot the speed of the down the track only tell you the average
distance along the track? toy car at different times along the track? speed. Does that give you an accurate
measure of the speed at different points on
the track?
How can we use a motion analysis How can we use a motion analysis A motion analysis program/app can track the
program/app to track the movement of the toy program/app to track the movement of the toy position of the toy car at any point and time on
car? car and then draw a speed-time graph? the track. The program/app can also plot a
distance-time and speed-time graph for you.

Worksheet F: Writing a method

Use the space below to record your method.
An investigation to study the speed of a toy car travelling down a track

Equipment Method
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Don’t forget to think about safety precautions

Worksheet G: Writing a method with support

An investigation to study the speed of a toy car travelling down a track

Equipment Method
Think about these questions:
1. What will you do with the toy car and the track?
……………………………………………………
2. What height will you release the toy car from? Why?
…………………………………………………… 3. How will you release the toy car? Why?
4. Why are you using a motion tracking app instead of a normal stopwatch?
……………………………………………………
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……………………………………………………
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……………………………………………………
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Worksheet H: Method
1. Collect all of your equipment from the front of the class

2. Set up the car track as shown in the diagram on Worksheet I.
3. Use clamps and stands to secure the first slope to an angle of about 10º, then allow a flat
section, followed by another steeper slope of about 20-30º.
4. The last flat section should rest on the table, or the floor.
5. Make sure the clamps and stands do not stop the car from running smoothly down the
track.
To check this, release the car several times from the top of the track
6. Set up the electronic equipment you will be using to track the progress of your car down the
track.
Be careful with the electronic equipment. Make sure it is held securely at all times. Your teacher
will provide you with extra information to help you use the app or computer program to track the
progress of your car.
7. View the output from your video analysis and check it is as you would expect.
You may need to make adjustments and re-record the data
8. Extract the data from the video analysis program/app so that you can plot a speed-time
graph for your experiment.

Worksheet I: Set-up diagram

Worksheet J: Available equipment
tablet and video analysis

stands, bosses and clamps flexible track for the toy car
app
card, marker pen, scissors

toy cars metre rule
and white-tac

Worksheet K: Speed-time data for curved track

The data in the table below was collected from the curved track experiment shown in the video.
Use this to plot a speed-time graph for this experiment.
When you have finished plotting your points, make sure that you join them with a smooth line of best fit.
Time / s Speed / m/s Speed-time graph for curved track

0.00 0.00
1.4
0.04 0.01
0.10 0.28
0.14 0.31 1.2
0.20 0.46
0.24 0.55
1
0.30 0.67
0.34 0.71
0.40 0.84
speed / m/s
0.8
0.44 0.90
0.50 0.97
0.54 1.00 0.6
0.60 1.06
0.64 1.08 0.4
0.70 1.14
0.74 1.16
0.80 1.21 0.2
0.84 1.23
0.90 1.29
0
0.94 1.30 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
1.00 1.32 time / s

Worksheet L: Speed-time data for straight track

The data in the table below was collected from a straight track, set up using the same equipment as the curved track shown in the video.
Time / s Speed / m/s Speed-time graph for straight track

0.00 0.00
2.0
0.03 0.03
0.10 0.23 1.8
0.13 0.32
0.20 0.52 1.6
0.23 0.60
0.30 0.74 1.4
0.33 0.82
1.2
0.40 0.95
0.43 1.03 speed / m/s 1.0
0.50 1.16
0.53 1.23 0.8
0.60 1.37
0.63 1.42 0.6
0.70 1.55
0.4
0.73 1.62
0.80 1.72
0.2
0.83 1.78
0.90 1.86 0.0
0.93 1.92 0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
1.00 1.99 time / s

Worksheet M: Data validity

A ramp was set up like the diagram below with five visible markers.
Marker 1
Marker 2
Marker 3
Marker 4
Marker 5
A toy car was released from the top of the ramp and a stop watch was used to measure the time
taken by the car to travel between the different markers. The table below shows the results that
were collected.
Complete the table and then answer the questions that follow.
distance
Remember: speed = time
Distance Average time Average

Interval Trial Time taken (s)
travelled (m) taken speed (m/s)
1 2
Marker 1 to 5 2 2 2.2
3 1.8
1 0.5
Marker 1 to 3 1 2 0.7
3 0.8
1 0.3
Marker 3 to 5 1 2 0.5
3 0.5
1 0.5
Marker 1 to 2 0.5 2 0.43
3 0.52
1 0.22
Marker 2 to 3 0.5 2 0.2
3 0.25
1 0.13
Marker 3 to 4 0.5 2 0.15
3 0.17
1 0.1
Marker 4 to 5 0.5 2 0.13
3 0.17
1 0.33
Marker 2 to 4 1 2 0.3
3 0.28

Worksheet M: Data validity
1. What do you notice about the average speed at different intervals?
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2. Which interval shows the highest average speed? Explain why you think this happens.
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3. Which interval shows the lowest average speed? Explain why this happens.
……………………………………………………………………………………………………………
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4. A motion analysis app calculates the average speed over very small intervals. Explain what
advantage this has compared to the ramp method on the previous page.
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Worksheet A: Answers
Look at the speed-time graph of a 100 m race. It shows how two runners proceed during the race. Use the
spaces provided to describe what is happening at different points in the race. One has been done for you.
1 3
Runner one begins the
Runner 2 finally
race very fast, reaching
comes to a stop.
60 m in just 5 seconds.
2
Runner 2 reaches the
100 m mark in 10 seconds
and then begins to slow.
100m race speed-time graph

120 3
110
2
100
6
90
80
distance / m
70
60 1 Runner 1
5 Runner 2
50
40
4
30
20
10
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
time / s
4 5
Runner 2 runs more
Runner 1 falls and is
slowly than runner 1, but
stationary for 4 seconds.
travels at a consistent speed.
6
Runner 1 gets back up
and runs on, completing the
race in 14 seconds.

Worksheet C: Answers
Part A
Look at the distance-time graphs shown below and use a line to match them to the correct velocity-
time graph on the right.


Worksheet D: Answers
Use this equation to answer the following questions.
total distance
Average speed =
total time
1. The current world record for running a 100 m race is 9.58 s. What is the average speed?
total distance 100

Average speed = total time
= 9.58
= 10.44 m/s
2. An arrow is shot by an archer and travels for 2.3 s at an average speed of 76 m/s before it
hits the target. How far is the target from the archer?
Distance = Speed x Time = 76 x 2.3 = 178.4 m
3. A sound wave in air travels at a speed of around 330 m/s. How long will it take for the
sound wave to travel 524 m in air?
distance 524
Time = speed
= 330
= 1.59 s
4. If the sound of thunder reaches your house 3.5 s after you see the lightning, how far from
your house did the lightning strike?
Distance = Speed x Time = 330 x 3.5 = 1155 m

Worksheet K: Answers
The data in the table below was collected from the video of the curved track.
Time / s Speed / m/s

Speed-time graph for curved track
0.00 0.00
1.4
0.04 0.01
0.10 0.28
0.14 0.31 1.2
0.20 0.46
0.24 0.55
1
0.30 0.67
0.34 0.71
0.40 0.84
speed / m/s
0.8
0.44 0.90
0.50 0.97
0.54 1.00 0.6
0.60 1.06
0.64 1.08 0.4
0.70 1.14
0.74 1.16
0.80 1.21 0.2
0.84 1.23
0.90 1.29
0
0.94 1.30 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
1.00 1.32 time / s

Worksheet L: Answers
The data in the table below was collected from a straight track, set up using the same equipment as the curved track shown in the video.
Time / s Speed / m/s

Speed-time graph for straight track
0.00 0.00
2.0
0.03 0.03
0.10 0.23 1.8
0.13 0.32
0.20 0.52 1.6
0.23 0.60
0.30 0.74 1.4
0.33 0.82
1.2
0.40 0.95
0.43 1.03 speed / m/s 1.0
0.50 1.16
0.53 1.23 0.8
0.60 1.37
0.63 1.42 0.6
0.70 1.55
0.4
0.73 1.62
0.80 1.72 0.2
0.83 1.78
0.90 1.86 0.0
0.93 1.92 0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
1.00 1.99 time / s

Worksheet M: Answers
A ramp was set up like the diagram below with five visible markers.
Marker 1
Marker 2
Marker 3
Marker 4
Marker 5
A toy car was released from the top of the ramp and a stop watch was used to measure the time
taken by the car to travel between the different markers. The table below shows the results that
were collected.
Complete the table and then answer the questions that follow.
distance
Remember: speed = time
Distance Average time Average

Interval Trial Time taken (s)
travelled (m) taken speed (m/s)
1 2
Marker 1 to 5 2 2 2.2 2 2
3 1.8
1 0.5
Marker 1 to 3 1 2 0.7 0.66 1.52
3 0.8
1 0.3
Marker 3 to 5 1 2 0.5 0.43 2.33
3 0.5
1 0.5
Marker 1 to 2 0.5 2 0.43 0.48 1.04
3 0.52
1 0.22
Marker 2 to 3 0.5 2 0.2 0.22 2.27
3 0.25
1 0.13
Marker 3 to 4 0.5 2 0.15 0.15 3.33
3 0.17
1 0.1
Marker 4 to 5 0.5 2 0.13 0.13 3.85
3 0.17
1 0.33
Marker 2 to 4 1 2 0.3 0.91 1.1
3 0.28

1. What do you notice about the average speed at different intervals?
The average speed of the car is lower in the earlier intervals, e.g. between marker 1 and
2, than in later intervals like the interval between marker 4 and 5.
2. Which interval shows the highest average speed? Explain why you think this happens.
The interval between marker 4 and 5 has the highest average speed (3.85 m/s). The
reason for this is that as the car moves down the ramp it gains speed due to gravitational
potential energy.
3. Which interval shows the lowest average speed? Explain why this happens.
The lowest average speed is between marker 1 and 2 (1.04 m/s). The reason for this is
that acceleration down the slope is non-uniform. At the beginning of the slope, the toy
car has to overcome opposing forces like friction as it begins to move. This results in
slower speeds at the top of the slope and greater ones at the bottom.
4. A motion analysis app calculates the average speed over very small intervals. Explain what
advantage this has compared to the ramp method on the previous page.
The average speed between the markers varies and therefore using two points on a ramp
does not provide an accurate method to measure the instantaneous speed of the toy car
at any point.
Video analysis provides an instantaneous speed at any given point on the ramp, as it
measures the speed of the car many times every second.

Teaching Pack
Determining the density of solids and liquids
Cambridge IGCSE™
Physics 0625
This Teaching Pack can also be used with the following syllabuses:
• Cambridge IGCSE™ (9–1) Physics 0972
• Cambridge IGCSE™ Combined Science 0653
• Cambridge IGCSE™ Co-ordinated Sciences (Double Award) 0654
• Cambridge IGCSE™ (9–1) Co-ordinated Sciences (Double Award) 0973
• Cambridge IGCSE™ Physical Science 0652
• Cambridge O Level Physics 5054
• Cambridge O Level Combined Science 5129
Version 2.0
support materials?

Contents
Introduction ........................................................................................................................................................ 4
Experiment: Determining the density of solids and liquids ................................................................................ 5
Briefing lesson: Making accurate measurements .............................................................................................. 6
Lab lesson: Option 1 – run the experiment ....................................................................................................... 8
Teacher notes.......................................................................................................................................... 9
Teacher method .................................................................................................................................... 10
Debriefing lesson: Extended writing skills ....................................................................................................... 12
Briefing lesson
Debriefing lesson
Teaching Pack: Determining the density of solids and liquids
Introduction
Important note
Practical Test).
There are two options for practising experimental skills. If you have laboratory facilities, this pack
experimental equipment and/or chemicals, the pack will help you to deliver a virtual experiment.
sequence.



writing skills.
*the timings given here are guides; you may need to adapt the lessons to suit your circumstances.
In this pack you will find the lesson plans, worksheets for learners and teacher resource sheets you
will need to successfully complete this experiment.

Experiment: Determining the density of solids and liquids

This Teaching Pack focuses on determining the density of solids and liquids.
The density of an object can be calculated by measuring its mass and volume. Measuring the
mass is easy using a top pan balance. Volume measurement for regularly shaped objects is also
straightforward. To measure the volume of irregularly shaped solids, the displacement method is
used. The volume of liquids can be measured by graduated cylinders or similar containers.
• 1.4 Density
The experiment covers the following skills, adapted from AO3: Experimental skills and
investigation (see syllabus for assessment objectives):
• make and record observations, measurements and estimates

• evaluate methods and suggest possible improvements.
Prior knowledge
• 1.1 Length and time

• 1.3 Mass and weight
Going forward
The knowledge and skills gained from this experiment can be used throughout the course as
learners will develop their understanding of how to measure quantities carefully. Their
understanding of density will be also used when they are required to predict whether an object will
float.

Briefing lesson: Making accurate measurements

Resources • Samples of several regular and irregular shaped solids, and various
amounts of different liquids (such as water, oil, washing up liquid
etc.)
• Two utensils, e.g. spoons, of similar shape; one metal and one
plastic
• Blocks of the same dimensions but different materials
• Top pan balances, graduated cylinders, displacement beaker
• Worksheet A

objectives • all learners should be able to explain that density of an object is
mass
calculated by the formula density= . They should be able to
volume
safely and accurately take measurements and be able to suggest
possible improvements for their methods
• most learners will be able to evaluate methods and suggest two
possible improvements for mass and volume measurements of
solids and liquids
• some learners will be able to evaluate methods and suggest
several possible improvements for mass and volume
measurements of solids and liquids
Timings Activity
Show your learners the two different utensils. Ask them what differences they can
identify, apart from what they are made of. Give them one minute to discuss this with
their neighbours. Then ask if anyone would like to share their answers with the rest of
the classroom. Show them the same size blocks of different materials. It is best if they
can pick these up to discover that they have different masses. Some may use the
phrase ‘one is denser than the other’. Use this as a chance to probe their
understanding of ‘dense’.
Main lesson
If not already discovered during the starter activity, clearly state that the utensils and
blocks all have different masses. Ask how they can tell which one has more mass
without using any instruments to measure this.
Introduce the top pan balance and how it is used. Two important aspects are using it
on a flat surface and making sure that it is zeroed beforehand. You may like to
demonstrate the effect of a tilted surface on the measurement.
Introduce the collection of regular shaped objects. Ask what they can measure about
them. Guide them to the idea of volume. Check if they know how to find the volume of
rectangular prisms, cubes, and spheres. Introduce the collection of irregular shaped
objects. Ask them if they can come up with a method of measuring their volumes.
Give them one or two minutes to either think quietly by themselves or discuss with a
partner.
Introduce and demonstrate the displacement method, clearly stating that the
immersed solids will displace same volume of water as their volume. Remind them
about the careful use of glassware.
Continues on the next page …

Timings Activity
You may like to challenge them on how to measure the volume of liquids, which, by
their nature, do not have a regular shape. Show them how to use graduated cylinders
to measure the volume of liquids. State and demonstrate the importance of putting the
graduated cylinder on a flat surface and looking at the height of the liquid with your
eyes directly opposite the top of the liquid surface. You may like to let them discover
or demonstrate how to find out the volume of an irregular object by using a graduated
cylinder. Discuss any possible problems such as overflowing. Guide them to the point
that they need to start with enough water so that the object is fully submerged. There
might be instances where that is not possible – hence the use of a displacement
beaker. Show the displacement beaker and ask them how they can use it to measure
the volume of an irregular object which is either too big to fit into a graduated cylinder
or it cannot be fully submerged without any overflow.
Demonstrate the use of the displacement beaker. Either ask them to discuss how it
could be used accurately or bring the following points to their attention:
• the displacement beaker must be full to the spout
• all of the displaced water must be caught by a graduated cylinder or beaker
Demonstrate that the two similar utensils have almost the same volume by using the
displacement method. State that in addition to having different masses they also have
different densities. Introduce the concept of density as ‘a measure of how much mass
an object contains per unit volume’. Clearly state the difference between expressing
the mass of an object and how much mass per unit volume. The latter is named as
‘density’. Introduce the mathematical link between the three concepts:
mass 1 kilogram kg 1 kg
density= 1 kilogram per cubic meter= 1 =
volume 1 cubic meter m3 1 m3
If time allows, discuss the importance of repeating the measurements as a basis for
assessing accuracy and repeatability.
Plenary
Use Worksheet A to check learner understanding.


Resources • Equipment as outlined in the teacher notes
• Worksheets B, C and D

objectives • all learners should be able to use the formula density=
mass
to
volume
calculate density. They should be able to safely and accurately
take measurements and be able to suggest possible
improvements for their methods
possible improvements
several possible improvements.
Activity
Check your learners’ understanding of the following statement.
• Density is a measure of how much mass an object has per unit volume, and is
mass
calculated by the formula: density=
volume
Main lesson
Outline that learners will work in groups They will be calculating the density of the
following:
• three regularly shaped solids
• three irregularly shaped solids
• two different liquids
Provide learners with the method shown on Worksheet B.
Make sure that they have a table into which they can record their results and
calculate the densities. Worksheet C has a pre-prepared results table.
Safety
sure that your learners are safely using the equipment and that the data they are
collecting is accurate. If any lead blocks are used wash your hands afterwards.
Each group selects the objects and liquids they wish to work with and they should
measure their masses, dimensions and volumes. Using this data should allow them to
calculate their densities.
If any group finishes early, ask what method they could use if the objects they needed
to measure floated.
Plenary
Hand out Worksheet D. Learners should complete this and submit this at the end of
the lesson.

Teacher notes
Watch the teacher walkthrough video and read these notes.
• Displacement beakers, beakers, 30 cm rulers and measuring cylinders.

• Three non-porous regularly shaped objects.
• Three non-porous irregularly shaped objects. Some should fit in the measuring cylinder and
some should not (this will force learners to decide whether to use the cylinders or displacement
beakers).
• 50 cm3 of three different liquids, e.g. water, oil, washing up liquid.
Safety
No specific risks have been identified for this experiment.
Equipment set-up
or

Teacher method
This is your version of the method. The learner method is on Worksheet B.
Before you begin

Plan how you will group your learners during the experiment.
Think about:
• the number of groups you will need (groups of three learners are generally good)
• depending on the ability of your learners and the materials available to you, you may like to
increase the suggested number of solid and liquid samples.
Experiment
Circulate during the experiment in case learners encounter any difficulties. You may like to let them
conduct some parts of the experiment weakly or imperfectly, as long as they are fully safe. Any
problems they encounter could be used to evaluate the method.
Steps Notes
1. Learners should collect all the equipment they

need from the front of the class.
2. For the regular shaped objects, learners should Remind learners that the dimensions
use a ruler to measure the dimensions and reported should match the resolution of
the ruler they are using.
calculate the volume.
3. To measure the volume of the irregular shape the Make sure that the displacement beaker
learners will have to use the displacement beaker is full to the spout and all of the
or a graduated cylinder with a known volume of displaced water is collected.
liquid.
Learners should minimise the parallax
error by reading from the bottom of the
4. To measure the volume of the liquid, learners meniscus. They should report the
should use a graduated cylinder. volume in line with the cylinder’s
resolution.
5. For each of the samples, learners should use the For the mass of the liquids, learners
top pan balance to establish their mass. need to place the empty graduated
cylinder on the balance and zero it.
6. Using the collected data, learners should be able

to calculate the densities of their samples.
Clean-up
• clean all glassware and tidy up their work space
• ensure any spillages have been mopped up
• return all equipment.


Resources • A data projector or similar
• Determining density virtual experiment video
• Worksheets E and F

objectives • all learners should be able to use the formula density=
mass
to
volume
calculate density. They should be able to safely and accurately take
measurements and suggest possible improvements for their methods
possible improvements
• some learners will be able to evaluate methods and suggest several
possible improvements.
Timings Activity
The virtual experiment video shows how to find the density of an irregularly shaped
object and a liquid. Check if your learners can describe density as a measure of how
much mass is present per unit volume.
You could guide a discussion on this using the following question: Is steel denser
than wood? The masses of each atom and the spacing between them determine the
density of materials. We think of density as the relative ‘lightness’ or ‘heaviness’ of
materials of the same volume. It is a measure of the compactness of matter, of how
much mass occupies a given space.
Main lesson
Hand out Worksheet E. They will answer on the worksheet as they watch the video.
The video will stop when they need to answer a question.
Start the video. You may like to ask learners to share their answers as you go
through.
Use Worksheet F to allow learners to practise making density calculations for a

range of objects and liquids.
Learners can use the answer sheets provided to peer or self-assess their work. If
answers are wrong, they must show how they should be corrected.
Plenary
Learners should work in groups of two or three to identify at least two improvements
for the experiment shown in the video.

Debriefing lesson: Extended writing skills

Resources • Data collected from the experiment
• Worksheets G, H and I

objectives • all learners should have been able to summarise their findings
• most learners will be able to review their work, improving it in line
with the success criteria
Timings Activity
Ask learners to review their findings from the experiment. You may want them to
share their work with other learners.
Following this, ask pairs of learners to discuss what characterises a good science
write up. They are likely to suggest things like: explains processes, uses clear
language, the writing is concise, technical language is used or data is presented
clearly. Show them Worksheet G which provides suggestions to help learners to write
scientifically.
Main lesson
Learners now need to write up their interpretations and evaluation of the experiment.
Worksheet G is available to help them scaffold their writing. This worksheet identifies
the key points learners need to include. It also shows learners the success criteria for
the task. Before they begin, you may also want to share Worksheet H to discuss
strategies that they can use to improve their extended writing. For weaker learners,
there are sentence starter suggestions on Worksheet I.
Now that learners have written up this part of the experiment, they are going to
formatively assess their work. They should swap their writing with the person next to
them. Using the success criteria, they should give each other feedback. There is a
section on Worksheet G that has space for them to identify three things their partner
has done well and one thing they need to improve. They can then cut this out and
glue it in, or write the feedback straight into their partner’s lab book.
Learners should return the work to their partner. Each learner should read the
feedback they have received. They need to act on this by rewriting a section of their
work, building in the improvements that their partner has suggested.
Plenary
Ask learners to share the improvements they suggested in their evaluations. Ask
them to critique each other’s suggestions.

Skills Pack: Determining the density of solids and liquids

Worksheets Answers
A: Check your understanding 14–15 27
B: Method 16 —
C: Results table 17 —
D: Evaluation of the experiment 18 —
E: Virtual experiment 19–20 28–29
F: Density calculations practise 21–22 30–31
G: Interpretation and evaluation 23–24 —
H: Using connectives 25 —
I: Sentence starters 26 —

Worksheet A: Check your understanding

For each of the questions, tick the box next to the best answer(s).
1. Which instrument would be the best to measure the dimensions of a mobile phone?
A metre rule
A 30 cm ruler
A micrometer
2. Which instrument is best to measure the mass of an object?
A top pan balance
A newton meter
3. Which two statements describe how to use a top pan balance accurately?
It is set to zero before any measurement is taken
It is kept in a closed box when not in use
It can measure at least 5000 g
It sits on a flat surface
4. Which is the correct way to find the volume of a rectangular prism?
Its length is multiplied by 3
Its height is multiplied by 3
The length, height and width are multiplied together
5. Which two statements describe how to measure accurately with a graduated cylinder?
It needs to be long enough
It needs to sit on a flat surface
Your eye should be level with the surface of the liquid

Skills Pack: Determining the density of solid and liquids
Worksheet A: Check your understanding

6. What two things might be a problem when using an almost full graduated cylinder to measure an
irregular object?
If the cylinder is too full it will overflow
Some irregular solids float
The object displaces the same amount of water as its volume
7. A displacement beaker is used to measure the volume of an irregular object when:
The object has a mass greater than 10 g
The object is too large to fit in a graduated cylinder
8. What could be a problem when using a displacement beaker?
All of the displaced water is caught in a graduated cylinder
The displacement beaker has to be filled to the spout
The graduated cylinder is removed too quickly from under the spout and some
displaced water is not collected
9. Which two values are needed to calculate the density of an object?
Mass and weight
Mass and surface area
Volume and mass
10. What is the density of a 24 kg cube with 2 m long sides?
12 kg/m3
3 kg/m3
8 kg/m3

Worksheet B: Method
1. Collect all of your equipment from the front of the class.

2. For the regular shaped objects, use a ruler to measure their dimensions and calculate their
volume.
Make sure that you report the dimensions of your samples accurately.
3. To measure the volumes of the irregular shapes you will have to use the displacement method.
Check that you have set up your displacement beaker or graduated cylinder accurately. You need a
known quantity of liquid in the graduated cylinder, and once the object is in, it should not overflow.
For the displacement beaker, make sure it is filled up to the level of the spout before you put your
irregular object in.
4. To measure the volume of your liquid samples, use a graduated cylinder.
To measure the level of fluid in the cylinder accurately, make sure the cylinder is on a level surface
and that you measure to the bottom of the meniscus.
5. For each of your samples, use the top pan balance to establish their mass.
6. Add the data of the volumes and masses to the table.
Make sure you calculate the volumes of the regular shapes accurately.
mass
7. Use the equation density= to calculate the density of each sample.
volume

Worksheet C: Results table

Use the table below to record the data you collect.
To calculate the density, use this formula:

mass
density=
volume
Object Mass / g Volume / cm3 Density / g/cm3
………………………… ………………………… ………………………… …………………………
………………………… ………………………… ………………………… …………………………
………………………… ………………………… ………………………… …………………………
………………………… ………………………… ………………………… …………………………
………………………… ………………………… ………………………… …………………………
………………………… ………………………… ………………………… …………………………
………………………… ………………………… ………………………… …………………………
………………………… ………………………… ………………………… …………………………
………………………… ………………………… ………………………… …………………………
………………………… ………………………… ………………………… …………………………
………………………… ………………………… ………………………… …………………………

Worksheet D: Evaluation of the experiment

Use the questions below to help you think about the experiment you have just completed.
1. Explain what you have done to make sure that your mass measurements were as accurate
as possible.
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
2. Explain what you have done to make sure that your volume measurements and/or
calculations were as accurate and reliable as possible.
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
3. Can you think of anything that you could improve to make the mass and volume readings
more accurate?
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….

Worksheet E: Virtual experiment

As you watch the video, record your answers into the spaces below.
1. How can we make sure that the mass measurement is as accurate as possible?
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
2. Is there anything specific to remember about the amount of water put into the displacement
beaker?
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
3. How can we make sure all of the water that is displaced is collected? What can be done to
make sure the measurement of the displaced water is accurate?
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….

Worksheet E: Virtual experiment
54.25
4. is actually 6.027777. Why do we write our answer as 6.0?
9
It is a recurring number. We need to cut it somewhere.
The minimum number of significant figures used in the calculation was two, so
the answer has to be in two significant figures as well.
We always report any numerical answer in one or two decimal places.
5. What is the purpose of setting the top pan balance to zero?
It needs to be reset in between every measurement.
Setting the top pan balance to zero will mean that only the mass of the liquid
in the beaker will be measured, not the mass of the beaker and liquid together.
6. Is there anything wrong with the amount of oil measured into the graduated cylinder?
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
7. Can you think of a different way to measure the volume and mass of the liquid?
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
8. Which one of the below is another acceptable unit for density measurement?
N/m3
kg/m2
kg/m3

Worksheet F: Density calculations practice

Complete these calculations to work out the densities of each substance. You need to show your
working. The first one has been done for you.
mass
Remember: density =
volume
1. A baker buys a 1200 g bag of sugar which has a volume of 750 cm3. What is the density of the
sugar?
mass 1200
density= density= density= 1.6 g/cm3
volume 750
2. A mechanic records the mass of a steel cube as 515 g. If one side of the cube measures 4 cm,
what is the density of the steel?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
3. 28.5 g of iron is added to a graduated cylinder containing 45.5 cm3 of water. The water level
rises to 49.1 cm3
What is the density of the iron?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
4. A builder needs to move this block of limestone which weighs 2560 g.

What is the density of the limestone?
20 cm 10 cm
5 cm
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
5. A batch of calcium chloride for orange fireworks has a mass of 1300 g and volume of 604 cm3.
What is the density of the calcium chloride?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

Worksheet F: Density calculations practice
Use this table to help identify the mystery objects.
Table of densities
Substance Density / g/cm3 Substance Density / g/cm3
Granite 2.75 Bronze 7.58
Limestone 2.56 Gold 19.32
Sapphire 3.98 Silver 10.5
6. A block used as a doorstop measures 3 cm by 4 cm by 6 cm in size. It weighs 198 g.
What is the block made out of?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
7. You think the stone in a brooch is a sapphire. It has a mass of 7.96 g and a volume of 2 cm3.
Is it a sapphire?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
8. You find a ring with a mass of 96.6 g. You put 10 cm3 of water in a graduated cylinder and then
add the ring. The water rises to the 15 cm3 mark.
What is the ring made of?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
9. You find an old coin. It has a mass of 11.37 g and a volume of 1.5 cm3.
What is the coin made out of?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

Worksheet G: Interpretation and evaluation

Use this worksheet to help you to write up your interpretations and evaluation for the experiment.
Interpretation
Use this section to explain each the measurements you made. Make sure you support this with
the data collected. You should refer to:
• which materials you calculated the density for
• the states of the materials that you were calculating the densities for
• the physical properties of the materials you calculated the densities for
Evaluation
Use this section to describe the strengths of the experiment and what you could do to make it
better. You should refer to:
• what went well and the reasons for this
• what problems you experienced and why
• how you could solve the problems if you did the experiment again.
Writing check
1. Have you explained each of your deductions, supported by data collected?
2. Have you identified what worked well and where improvements were needed?
3. Have you used a range of linking words (e.g. next, because) to extend your writing?
Check it
Read your partner’s work and look back at the success criteria.
Record three things they have done well and one thing they need to improve.
Cut along the dashed line and give this back to your partner.
The three things you have done well are:
1. ………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
2. ………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
3. ………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
To improve, you need to:
….………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Worksheet G: Interpretation and evaluation

This worksheet shows some ideas and techniques you might want to use when writing up your
experiments.
Section What to include
This section should explain the processes involved in your experiment. You
might also need to explain a theory or concept linked to your experiment.
• Begin with general statements to introduce the background, e.g.
‘Density is a measure of the mass in a substance per unit volume. This
Plan
means that …’
• Your vocabulary should be precise and you should use relevant
technical words.
• Your language should be impersonal. Do not use words like ‘I’ or ‘we’.
This section should have a sequence of steps that show how a task should be
carried out.
• State what you want to achieve, e.g. ‘How to measure the density of
irregular shaped objects’.
• Make sure you explain (or draw) the equipment and materials needed.
• Explain clearly what steps should be taken to achieve the goal, e.g. ‘Fill
Instructions or
the displacement beaker to just below the spout’.
method
• You should use imperatives like ‘Zero the top pan balance and weight
the dry, empty graduated cylinder.’ Your instructions should be like a
series of commands.
• Use numbers or temporal connectives to show the stages involved.
• Your language should be clear so that someone could repeat the
experiment without mistakes.
This section should be made up of what you have been able to measure or
observe.
• Only record what can be seen or measured – do not make guesses
about what the products of an experiment are without testing them, e.g.
Observations if you see bubbles, this is all you can say (unless you have tested the
gas produced).
• Your observations need to be as accurate as possible. Make sure you
record them using the correct units. You may need to repeat
observations.
This is where you need to make sense of the observations you have collected.
• Now you can use your scientific knowledge to explain your
observations.
Interpretations
• Support points made with evidence from your observations or
measurements, e.g. ‘The bubbles observed turned the limewater cloudy,
therefore it is clear these were carbon dioxide.’
The evaluation is an opportunity to discuss both the strengths and weaknesses
of an experiment.
• Identify both the strengths and weaknesses of the experiment.
• Avoid meaningless comments like ‘It did not work very well.’ Be specific
Evaluation and explain why the experiment did not work well and how you could
improve it.
• Use connectives to balance the strengths and weaknesses, e.g.
‘although’ or ‘however’; or to give evidence, e.g. ‘This is because …’ or
‘this shows that’.

Worksheet H: Using connectives

Connectives help to develop your extended writing by allowing you to link ideas. This means that
you can show how parts of the experiment link or how your observations might be supported by
evidence.
In the table below there are examples of connectives you could use in your writing.
Useful connectives and where you might use them

These connectives help you to • next
show how time progresses. • after
They are very useful in the • first, second, third etc.
planning and instruction • 20 minutes later
sections. • meanwhile
These connectives help you to • because

show cause and effect. They • so
are very useful in the • since
interpretation and evaluation • therefore
sections. • as a result
• therefore
These connectives help you to • this shows
show links and connections. • because
They are very useful in the • in fact
interpretation and evaluation • for example
sections. • furthermore
• in conclusion
• although
These help you to give
• while
comparisons, or to show
• similarly
differences. They are very
• equally
useful in the interpretation and
evaluation sections. • unless
• whereas
These connectives help you to • this shows that

add evidence in your writing. • as can be seen
They are very useful in the • as suggested by
interpretation section.

Worksheet I: Sentence starters

Below are sentence starters for each of the points that should be addressed in the interpretation
and method sections.
Interpretations
This section should include:
• which materials you calculated the density for
• the states of the materials that you were calculating the densities for
• the physical properties of the materials you calculated the densities for
Density was calculated for …
The density for a range of different states was measured. These included …
It was found that the densities of the materials tested in this experiment ranged
from … to…
This compares to other materials like … and … which have densities of …
Evaluation
• what went well and the reasons for this
• what problems you experienced and why
• how you could solve the problems if you did the experiment again.
The method that worked particularly well was …
It worked well because …
There was a problem with …
This problem affected the results by …
To improve the experiment …

1. Which instrument would be the best to measure the dimensions of a mobile phone?
A 30 cm ruler
2. Which instrument is best to measure the mass of an object?
A top pan balance
3. Which two statements describe how to use a top pan balance accurately?
It is set to zero before any measurement is taken
It sits on a flat surface
4. Which is the correct way to find the volume of a rectangular prism?
The length, height and width are multiplied together
5. Which two statements describe how to measure accurately with a graduated cylinder?
It needs to sit on a flat surface
Your eye should be level with the surface of the liquid
6. What two things might be a problem when using an almost full graduated cylinder of water to
measure an irregular object?
If the cylinder is too full it will overflow
7. A displacement beaker is used to measure the volume of an irregular object when:
The object is too large to fit in a graduated cylinder
8. What could be a problem when using a displacement beaker?
The graduated cylinder is removed too quickly from under the spout and
some displaced water is not collected
9. Which two values are needed to calculate the density of an object?
Volume and mass
10. What is the density of a 24 kg cube with 2 m long sides?
3 kg/m3

Worksheet E: Answers
As you watch the video, record your answers into the spaces below.
1. How can we make sure that the mass measurement is as accurate as possible?
The balance must be on a flat surface, and zeroed before measuring any mass.
2. Is there anything specific to remember about the amount of water put into the displacement
beaker?
The water level should be just below the spout.
3. How can we make sure all of the water that is displaced is collected? What can be done to
make sure the measurement of the displaced water is accurate?
Wait until all the water in the spout flows into the beaker. Sometimes touching
the water in the spout with a needle may help (due to cohesive forces).
The beaker and the graduated cylinder must be dry beforehand, and all of the
contents of the beaker should be poured into the cylinder.
The level of water in the cylinder should be read in such a way that the line of
sight is level with the bottom of the meniscus created by the water surface.
54.25
4. is actually 6.027777. Why do we write our answer as 6.0?
9
The minimum number of significant figures used in the calculation was two,
so the answer has to be in two significant figures as well.
5. What is the purpose of setting the top pan balance to zero?
Setting the top pan balance to zero will mean that only mass of the liquid in
the beaker will be measured, not the mass of the beaker and liquid together.
6. Is there anything wrong with the amount of oil measured into the graduated cylinder?
They intended amount was 30 ml of liquid but the amount in the cylinder is
about 31 ml. This is a difference of about 3%, which could decrease the
accuracy of the calculations.

7. Can you think of a better way to measure the volume and mass of the liquid?
The graduated cylinder could be used to measure both the volume and the
mass. That would eliminate the problem of any measured volume of liquid
remaining inside the cylinder after it got transferred into the beaker.
8. Which one of the below is another acceptable unit for density measurement?
kg/m3

Worksheet F: Answers
Complete these calculations to work out the densities of each substance. You need to show your
working. The first one has been done for you.
mass
Remember: density=
volume
1. A baker buys a 1200 g bag of sugar which has a volume of 750 cm3.

What is the density of the sugar?
mass 1200
density= density= density= 1.6 g/cm3
volume 750
2. A mechanic records the mass of a steel cube as 515 g. If one side of the cube measures 4 cm,
what is the density of the steel?
Volume = 64 cm3
Density = 515/64
Density = 8.04 g/cm3
3. 28.5 g of iron is added to a graduated cylinder containing 45.5 cm3 of water. The water level
rises to 49.1 cm3
What is the density of the iron?
Volume = 3.6 cm3
Density = 28.5/3.6
4. A builder needs to move this block of limestone which weighs 2560 g.

What is the density of the limestone?
10 cm
5 cm
20 cm
Volume = 1000 cm3

Density = 2560/1000
5. A batch of calcium chloride for orange fireworks has a mass of 1300 g and a volume of
604 cm3.
What is the density of the magnesium?
Density = 1300/604

Use this table to identify the objects.
Table of densities
Substance Density / g/cm3 Substance Density / g/cm3
Granite 2.75 Bronze 7.58
Limestone 2.56 Gold 19.32
Sapphire 3.98 Silver 10.5
6. A block used as a doorstop measures 3 cm by 4 cm by 6 cm in size. It weighs 198 g.
What is the block made out of?
Volume = 72 cm3
Density = 198/72
The block is granite.
7. You think the stone in a brooch is a sapphire. It has a mass of 7.96 g and a volume of 2 cm3.
Is it a sapphire?
Density = 7.96/2
The stone is a sapphire.
8. You find a ring with a mass of 96.6 g. You put 10 cm3 of water in a graduated cylinder and then
add the ring. The water rises to the 15 cm3 mark.
What is the ring made of?
Volume = 5 cm3
Density = 96.6/5
The ring is made of gold.
9. You find an old coin. It has a mass of 11.37 g and a volume of 1.5 cm3.
What is the coin made out of?
Density = 11.37/1.5
The coin is made of bronze.

Cambridge Assessment International Education
The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
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Copyright © UCLES September 2017

support materials?

Contents
Introduction ........................................................................................................................................................ 4
Experiment: Determining the principle of moments ........................................................................................... 5
Briefing lesson: Determining the principle of moments ................................................................................... 6
Lab lesson: Option 1 – run the experiment ...................................................................................................... 7
Teacher notes ............................................................................................................................................ 8
Teacher method ......................................................................................................................................... 9
Lab lesson: Option 2 – virtual experiment...................................................................................................... 10
Debriefing lesson: Using moments ............................................................................................................... 11
Briefing lesson
Debriefing lesson
Teaching Pack: Determining the principle of moments
Introduction
Important note
Practical Test).
sequence.


This lesson allows the experiment to be This lesson allows your learners to
run with your learners, providing an complete a virtual experiment, providing
opportunity to practise the experimental an opportunity to practise the
skills introduced in the Briefing lesson. experimental skills introduced in the
Briefing lesson.

In some cases, it will also provide the opportunity to practise extended writing skills.
In this pack will find the lesson plans, worksheets for learners and teacher resource sheets you will
need to successfully complete this experiment.

Experiment: Determining the principle of moments

This Teaching Pack focuses on determining the principle of moments using a metre rule and some
masses.
1.5.2 Turning effect

1.5.3 Conditions for equilibrium
make and record observations, measurements and estimates

interpret and evaluate experimental observations and data
evaluate methods and suggest possible improvements
Prior knowledge
1.3 Mass and weight

1.5.1 Effects of forces
Going forward
The knowledge and skills gained from this experiment can be used for when you teach learners
about 4.6.5 Force on a current-carrying conductor, and 4.6.6 d.c. motor, as well as AS & A Level
topics regarding rotational motion.

Briefing lesson: Determining the principle of moments

Resources a metre rule and some weights that can be suspended
a long candle, matches, two glasses, a long pin or needle, heat
proof mat
Worksheets A and B

objectives all learners should be able to describe the moment of a force as a
measure of its turning effect and give everyday examples
most learners should recognise that, when there is no resultant
force and no resultant turning effect, a system is in equilibrium
some learners should be able to apply the principle of moments to
different situations.
Timings Activity
Display the question: What would you do if you wanted to feel the moment?
Allow your learners to express what they might do ‘to feel the moment’. Then pass
around a meter rule with a weight that can be suspended at different places. Ask your
learners to hold the metre rule horizontally and note the different moments when the
weight’s distance is varied. The difference between force and moment is felt.
Main lesson
Ask learners if they can remember the effects of some resultant force (unbalanced
forces) acting on an object. Encourage them to demonstrate their answers.
Summarise the effects of a net force as presented in Worksheet A. Direct their
attention to a door handle. Ask if they have ever seen a door handle which is near
the hinges. Let them exchange ideas regarding the reason for the location of a door
handle. Introduce the term ‘moment’ as the turning effect of a force and introduce
the formula: moment = (force) × (perpendicular distance from the pivot)
Define the two possible directions of rotation: clockwise and anti-clockwise. Stress
on the importance of identifying them. Give learners Worksheet B and ask them to
answer Q1. Use the classroom door to demonstrate how you can counteract a
turning effect of a force. First establish the fact that it is the sum of clockwise
moments and the sum of anti-clockwise moments counteracting each other.
Exemplify how to calculate the resultant (net) moment on an object. Learners
answer Q2 on Worksheet B. Now link with rotational equilibrium: balanced
moments. Stress that the condition of rotational equilibrium is named the ‘Principle
of Moments’. Introduce the condition of (static) equilibrium.
Make a candle seesaw by trimming the wick so both ends are exposed. Balance the
candle by a needle through the centre. Rest the ends of the needle on a pair of
drinking glasses on a heatproof mat. Ask learners: what do you think is going to
happen when both ends of the candle is lit? Light the ends and allow the learners to
observe. Initiate a discussion in class of explaining what they observed. As the wax
drips, the centre of mass shifts, causing the candle to oscillate.
Plenary
Ask learners to answer Q3 on Worksheet B.


Teacher Walkthrough video
Worksheets C, D and E

objectives all learners should be able to perform an experiment (involving
vertical forces) to show that there is no net moment on a body in
equilibrium
most learners should be able to perform and describe an
experiment (involving vertical forces) to show that there is no net
moment on a body in equilibrium
some learners should be able to demonstrate the principle of
moments with more than two forces acting on a beam.
Timings Activity
Give learners the following scenario: You need to turn a bolt using a wrench but the
bolt will not turn. If you attached a rope to the wrench and pulled on the rope will the
moment be increased if you pull hard on the rope?
Allow learners some time to discuss. Then explain to learners that the moment
would be the same if pulling on a rope or a wrench as pulling on the rope would not
increase the size of the perpendicular distance from the pivot, which would remain
the same.
Main lesson
Demonstrate (briefly) how the experiment needs to be done.
Then give learners Worksheet C. Learners should work in pairs or groups for this
experiment.
Safety
sure that your learners are safe and that the data they are collecting is accurate.
When the experiment is complete, get learners to work on Worksheet D individually

and then discuss their answers in their pairs/groups. If there is not sufficient time for
learners to finish this, set it as a homework assignment.
Plenary
Lead a Q&A session with Worksheet E. Check the answers.

Teacher notes
Watch the Teacher Walkthrough video for determining the principle of moments video and read
these notes.

a boss and clamp stand set
four mass hangers
several 100 g masses
two corks
a long thin nail
a metre rule with a hole at the centre.
Safety
The information in the table below is a summary of the key points you should consider before
undertaking this experiment with your learners.
Experiment set-up

Teacher method
video.
Do not share this method with learners. Give them Worksheet C.
Before you begin

Think about:
if you want the apparatus set up fully partially or expect the pupils set it up.
Experiment
Walk around the learners during the experiment in case they encounter any difficulties.
Steps Notes
You might like to set up the apparatus
fully or partially in advance for learners
1. Set up the apparatus as shown in the depending on the ability and/or your
experiment diagram. expectations of the group. It is possible
to use an optical pin instead of a nail.
If the ruler is not supported at the

2. Hang the weights on the metre rule to beginning, the mass hanger(s) will
achieve rotational equilibrium. inevitably slide off.
3. Add masses at different positions on

the metre rule to maintain rotational
equilibrium.
Clean-up
After the experiment pupils should:
tidy up their work space
return all equipment to you or where they need to be collected.


Resources Virtual Experiment video for determining the principle of moments
Worksheets F and G
Access to the internet

objectives all learners should be able to perform an experiment (involving
vertical forces) to show that there is no net moment on a body in
equilibrium
most learners should be able to perform and describe an
experiment (involving vertical forces) to show that there is no net
moment on a body in equilibrium
some learners should be able to demonstrate the principle of
moments with more than two forces acting on a beam.
Timings Activity
Give learners the following scenario: You need to turn a bolt using a wrench but the
bolt will not turn. If you attached a rope to the wrench and pulled on the rope will the
moment be increased if you pull hard on the rope?
Allow learners some time to discuss. Then explain to learners that the moment
would be the same if pulling on a rope or a wrench as pulling on the rope would
not increase the size of the perpendicular distance from the pivot, which would
remain the same.
Main lesson
Give learners Worksheet F. They should answer the questions as the video plays.
The video will stop and prompt them when they need to answer a particular
question.
Learners should now access the following simulation:

https://phet.colorado.edu/sims/html/balancing-act/latest/balancing-act_en.html
There are some guiding documents for teachers here:
https://phet.colorado.edu/en/simulation/balancing-act
If you don’t have enough laptops/tablets for individual learners or groups of learners,
show the simulation at the front of class and ask some learners to come and try it
out.
Alternatively, ask learners to try a balancing game with a ruler (as a beam) and a
pencil (as a pivot). Different materials could be used to create different
arrangements to demonstrate rotational equilibrium.
Plenary
Give learners Worksheet G to complete. If there isn’t enough time, this could be
finished as a homework task.

Debriefing lesson: Using moments

Resources Several 10, 50 and 100 g masses, 30 cm rulers, small blocks to
be used as pivots
Access to an online quiz at ‘Kahoot!’
Worksheets H and I

objectives all learners should describe the moment of a force as a measure
of its turning effect and give everyday examples
most learners should calculate moment using the product force ×
perpendicular distance from the pivot
some learners should apply the principle of moments to the
balancing of a beam about a pivot.
Timings Activity
Give learners several masses, a small block to be used as a pivot and a 30 cm ruler
(this can also be done in small groups). Ask them to create a balanced seesaw of
their choice: one with the pivot in the middle, and one with the pivot somewhere
else. Allow/encourage creativity and variety. Ask them to draw the condition and ask
them to share their seesaw settings with others.
Main lesson
Run the following Kahoot! at
https://play.kahoot.it/#/k/197ca5ca-79c4-47ac-82d4-ef197091ff48
and hand out Worksheet H so that they can write the reasoning for their answers. If
you cannot access Kahoot!, use Worksheet I by itself.
Next, ask learners to exchange the calculations for their seesaw settings when it is
in rotational equilibrium. They should check each other’s work. If they finish early,
ask them to design a seesaw with some helium balloons attached OR you may
direct them to http://www.freezeray.com/flashFiles/balancedBeam.htm for a simple
demo of a balanced beam.
Hand out Worksheet I. Learners should work either individually or in pairs. When
finished, they should swap their answers with another group and peer assess using
the answers provided.
Plenary
Ask learners the question: Why does a ball roll down a hill?
Allow them to discuss their answer in groups. Stating that ‘because of gravity /
weight’ is an incomplete answer. Gravity would have it slide down the hill. The fact
that it rolls, or rotates, is evidence of unbalanced moments.

Worksheets Answers
A: The effect of a net force 13 —
B: Moments 14 28
C: Method 16 —
D: Experiment questions 18 29
E: Summary questions 20 31

F: Virtual practical questions 21 32
G: Applying your knowledge 23 33
H: Moments – quick quiz 25 35
I: Calculations practice 26 36

Worksheet A: The effect of a net force

Worksheet B: Moments
Please answer the following questions by showing your work in full detail.
1. What is the turning effect of each force shown in the diagrams?
(a) (b)
(c) (d)
2. Calculate the resultant (net) moment for each case below.
(a) (b)
(c) (d)

Worksheet B: Moments, continued
3. Below top-view figures show all horizontal forces acting on some homogeneous circular
disks on a flat surface. ‘x’ shows the centre of the disk. You can ignore the vertical forces.
State and explain if the objects are in equilibrium.
(a) (b)
(c) (d)

Worksheet C: Method
(1) Set up the apparatus as shown below:
(2) Add the mass hanger with a total mass of 100 g to the left-hand side of the metre rule
10 cm away from the pivot. Keep the ruler horizontal by supporting it with your hand.
(3) Add another mass hanger with a total mass of 100 g to the right-hand side.
(4) The right-hand side weight is moved gently either away from or towards the pivot point until
the metre rule is balanced again.
Keep supporting the ruler as you try to achieve the rotational equilibrium, with ruler
staying horizontal.
(5) Record the push of each mass hanger and their perpendicular distance to the pivot in a
data table.
An example data table is provided on the reverse of the worksheet.
Remember the applied force on the ruler is the push by the mass hanger with slotted
masses on it. This push is equal in size to the weight of the hanger and the slotted masses
N
together. We will take gravitational field strength as 10 kg.
(6) While keeping the ruler horizontal by supporting it by hand, add a 100 g slotted mass on the
left-hand hanger. Slide the right-hand hanger gently until the metre rule is balanced again.
Record the new values in your data table.
(7) Try different arrangements of your own on two opposite sides of the pivot so that the ruler is
in rotational equilibrium. Fill in your data table up to at least seven different combinations.
(8) Calculate the clockwise and anti-clockwise moments and fill in the data table.

Worksheet C: Method, continued
Left side of the pivot Anti-clockwise Right side of the pivot Clockwise
moment / N mm moment / N mm
Number of 100 g Applied force on Distance to the Number of 100 g Applied force on Distance to the
masses the ruler / N pivot / mm masses the ruler / N pivot / mm

Worksheet D: Experiment questions

1. Why is it suggested that you keep the ruler horizontal by supporting it with your hand?
………………………………………………………………………………………………………………………………………………
2. Describe how you used the retort stand for this practical.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
3. Why is a metre rule a better choice when compared to a 30 cm ruler?
………………………………………………………………………………………………………………………………………………
4. The sample data given in the first row of table, below the column headings has a cell for “Distance to
the pivot / mm”, reading 196. Why is not written as 196.0?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
5. How else do you think you can present the collected data?
………………………………………………………………………………………………………………………………………………
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………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
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6. What conclusion can you draw from the data collected?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………

Worksheet D: Experiment questions, continued
7. What could be possible causes of uncertainty, in your data or conclusion?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
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8. What was your conclusion? Justify and explain.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
9. Comment critically on the procedure or the point of practical detail and suggest at least two
appropriate improvements?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
10. Evaluate the quality of data?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………

Worksheet E: Summary questions

1. What is moment?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
2. How do we measure it?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
3. What is principle of moments?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
4. How do we check the principle?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………

Worksheet F: Virtual practical questions

Answer the following questions whilst watching the Virtual Experiment video.
1. What other effects could a resultant force create on object?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
2. Which statement below is correct for an object in rotational equilibrium?

A It keeps rotating at a constant speed in the same direction, or is
not rotating at all.
B Its rotation speed decreases in time.
C Its rotation speed increases in time.
3. If the sum of all clockwise moments is equal to the sum of all anticlockwise moments
around a point, the object is
A equilibrium.
B in rotational equilibrium.
C stationary.
D balanced.
Although the video says, ‘hang a weight hanger with the 100 g weight on the left-hand side
of the centre of the ruler, 10 cm away from the pivot’, it shows a 50 g mass already added to
the hanger. How can you explain that?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………

Worksheet F: Virtual practical questions, continued

4. The applied force on the ruler is assumed to be equal to the number of 100 g masses used.
What is the reason for that assumption?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
5. Why do we need to change the location of 100 g mass on the right-hand side?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
6. What other way can you suggest to check the relationship between anti-clockwise and
clockwise moments?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………

Worksheet G: Applying your knowledge

Answer each of these questions.
1. Why can you lift so much more with a wheelbarrow than you can carry?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
2. If you use a hammer to pull out a nail, you are more likely to succeed than using your bare
fingers. How can you explain this?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………

Worksheet G: Applying your knowledge, continued

3. Five identical bags of rice are balanced on a uniform beam by an object of mass 10 kg.
Two more identical bags of rice are added to the other five. The average position of the
bags on the beam does not change.
What mass now balances the bags?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
4. A long plank XY lies on the ground. A load of 120 N is placed on it at a distance of 0.50 m
from the end X, as shown.
End Y is lifted off the ground. The upward force needed to do this is 65 N.
In the diagram, W is the weight of the plank, acting at its mid-point.

What is the value of W?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………

Worksheet H: Moments – quick quiz
Answer each question below and give an explanation for your response.
1. Any force acting on an object creates some turning effect, named as moment.
TRUE FALSE
Explanation:
2. The turning effect of a force will increase if the force itself increases.
TRUE FALSE
Explanation:
3. The turning effect of a force will increase if the perpendicular distance from the
pivot decreases.
TRUE FALSE
Explanation:
4. Which sentence expresses the principle of moments the best?
A Force multiplied by the distance from the pivot is equal to moment.

B If the clockwise moments are equal to the anti-clockwise moments, the
object is in rotational equilibrium.
C If the sum of the clockwise moments is equal to the sum of the anti-
clockwise moments, the object does not rotate.
D If the sum of the clockwise moments is equal to the sum of the anti-
clockwise moments, the object is in rotational equilibrium.
Explanation:

Worksheet I: Calculations practice

Answer each question and give an explanation for your response.
1. Check if the following beams are in rotational equilibrium. The diagrams show all the forces
acting on the beams. ‘x’ is where the pivot is located.
Explanation: Explanation: Explanation:
2. The diagrams show three uniform beams P, Q and R, each pivoted at its centre.
The two forces acting on each beam are also shown.
Which beams rotate clockwise?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………

Worksheet I: Calculations practice, continued

3. The diagram shows an object of weight W and an object of weight Z balanced on a uniform
metre rule.
What is the mathematical link between W, Z, a and b?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
4. What is the function of the two corks?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
5. The clockwise moment was not always exactly equal to the anti-clockwise moment when
the ruler was balanced. What might be the reason(s) for it?
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………

Worksheet B: Suggested answers
1.
moment = force x perpendicular distance from the pivot
(a) (b)
4 N x 2 m = 8 N m (clockwise) 4 N x 2 m = 8 N m (anti-clockwise)
(c) (d)
6 N x 0.40 m = 2.4 N m (anti-clockwise) 2 N x 0.80 m = 1.6 N m (clockwise)
2.
(a) (b)
2 N x 0.8 m = 1.6 N m (clockwise) 2 N x 0.8 m = 1.6 N m (clockwise)

2 N x 2 m = 4 N m (clockwise) 3 N x 0.8 m = 2.4 N m (anti-clockwise)
Net moment: 1.6 N m + 4 N m = 5.6 N m Net moment: 2.4 N m – 1.6 N m = 0.8 N

(clockwise) m (anti-clockwise)
(c) (d)
3 N x 2 m = 6 N m (anti-clockwise) 4 N x 2 m = 8 N m (anti-clockwise)
6 N x 1 m = 6 N m (clockwise) 6 N x 1 m = 6 N m (anti-clockwise)
Net moment: 6 N m – 6 N m = 0 N m Net moment: 8 N m – 6 N m = 2 N m

(anti-clockwise)
3.
(a) (b)
Net force is non-zero. Net force is zero

Net moment is zero. Net moment is zero.
System is not in equilibrium. System is in equilibrium.
(c) (d)
Net force is zero. Net force is non-zero.

Net moment is non-zero. Net moment is zero.
System is not in equilibrium. System is not in equilibrium.

Worksheet D: Suggested answers

1. To prevent the mass hangers from falling off the ruler.
2. The retort stand is used to create a supporting pivot for the ruler (pin/nail-cork-boss-
clamp).
3. A 30 cm ruler is too short to allow for a big enough range of masses to hang on.
4. The column heading indicates that the unit should be in millimetres.

The minimum distance the ruler can measure is 1 mm not 0.1 mm as 196.0 mm
would suggest.
5. Plot a graph of clockwise moment versus anti-clockwise moment.

A best-fit line or curve could be drawn to quantify the relationship between them.
6. When the ruler is in rotational equilibrium, the sum of clockwise moments is equal to
the sum of anti-clockwise moments.
7. Any of the following:
Difficulty in achieving balance OR difficulty in positioning load exactly, e.g. load

covers rule markings OR uncertainty about position of where the load pushes the
ruler down.
Ruler won’t balance exactly allowing to tip one way then the other.
Have repeat measurements: take the mass hangers off the ruler and position
again for equilibrium, then find the average distance.
Difficulty obtaining balance as ruler tips one way then the other.
Mass/hanger obscuring marks on ruler.
8. The ruler is in rotational equilibrium when the sum of clockwise moments is (almost)
equal to the sum of anti-clockwise moments. I know that the net moment should be
zero for rotational equilibrium.

Worksheet D: Suggested answers, continued
9.
There were no repeat measurements.
Each measurement should be repeated at least two more times and averages
should be used to increase the reliability of the data.
The corks might have created some friction force (contributing to clockwise or
anti-clockwise moments).
Some lubricant material might be used to minimise the friction.
Mass hangers’ hook was blocking a large area on the ruler, making it difficult
to identify the exact point the push of the weight acts on.
Smaller mass hangers could be used such that their hooks would be thinner,
obstructing a smaller region on the ruler when hung.
The ruler was not horizontal enough due to fact that the hole was not at the
correct point.
Ruler could be prepared better in advance.
10.
Having no repeats lowers the quality of the data by decreasing the reliability.
Using the number of slotted masses as the pushing force on the ruler in
newtons lowers the quality as slotted masses may not be exactly 100 g each.
In theory, the sum of clockwise moments should be equal to the sum of anti-
clockwise moments for rotational equilibrium. Although the values were very
close to each other, they were not identical.

Worksheet E: Suggested answers
1. The turning effect of a force is called moment of the force.
2. We need to measure the size of the force and the perpendicular distance from the
pivot to the force. The direction of rotation needs to be identified.
3. If the ruler is in rotational equilibrium, the sum of clockwise moments should be equal
to the sum of anti-clockwise moments.
4. We used a ruler, which was free to rotate around a pivot in the mid-point. We hung
masses to apply downward pushes on the ruler, creating some clockwise and anti-
clockwise moments.
Moments are calculated by using the formula:
moment=force × perpendicular distance from the pivot

Worksheet F: Suggested answers
1. Acceleration (speeding up, slowing down, and changing direction/change in velocity).
Change in shape.
2. A
3. B
4. The weight hanger itself has a mass of 50 g.
5. Every 100 g mass on the Earth has about 1 N of weight (the push on the ruler is equal
to the size of weight of the hung mass).
6. Adding another 100 g mass on the left-hand side increases the anti-clockwise
moment. To achieve the rotational equilibrium, the clockwise moment should also
increase. This could be done by increasing the perpendicular distance from the force to
the pivot.
7. A graph of clockwise moments versus anti-clockwise moments could be plotted (the
plotted graph should have a gradient of almost one, with almost zero y-intercept).

Worksheet G: Suggested answers

1. The upward force you apply to the handles,
F, creates an anti-clockwise turning effect
on the wheelbarrow around the axis of the
wheel: F × d1. The total weight of the load
and the wheelbarrow itself, W creates a
clockwise moment around the same axis: W
× d2. Since d1 > d2, the lifting force could be
smaller than the weight.
For example:
F = 100 N, d1 = 0.80 cm = anti-clockwise moment: 80 N cm
W = 400 N, d2 = 0.20 cm = clockwise moment: 80 N cm
One can lift a total of 40 kg with a force of 100 N. For a large distance, you do not need to
apply as much force to generate a moment.
2. FPH × d1 = FNC x d2
Since d1 > d2, FPH < FNC
The hammer claw pulls the nail out. The nail is equally pulling the claw downwards,
creating a moment around the point where the hammer contacts the surface. You exert a
force on the other end of the hammer, creating a moment. These moments are equal, but
the difference in distance means that the forces applied are not equal in size: you can apply
a small force to create the same turning effect as the one created by the force between the
claw and the nail.

Worksheet G: Suggested answers, continued

3.
Solution based on algebra:
One bag of rice = x, the distance between the five bags of rice and the pivot = d1 and the
distance between the five bags of rice and the pivot = d2. These distances do not change as
the question states.
N
Initially: 5x × d1 = 10 kg × 10 × d2 [Equation 1]
kg
N
New arrangement: 7x × d1 = (new mass) × 10 × d2 [Equation 2]
kg
Dividing Equation 2 by Equation 1:

N
7x × d1 = (new mass) × 10 × d2
kg 7 (new mass)
= =
N 5 10 kg
5x × d1 = 10 kg × 10 × d2
kg
70 kg
(new mass) = = 14 kg
5
OR
Simpler solution:
Every five bags of rice balances out 10 kg mass, therefore one bag needs 2 kg of
mass. An additional two bags would need an additional 4 kg mass, making the
total new mass 14 kg.
4.
When the plank is lifted, it will rotate around point X.
Sum of clockwise moments: [W × (0.50 m + 1.5 m)] + [120 N × 0.50 m]
Sum of anti-clockwise moments: 65 N × (0.50 m + 1.5 m + 2.0 m)
The moment by 65 N lifting force should be at least as large as the moment
created by the weight and the load together:
[W × (0.50 m + 1.5 m)] + [120 N × 0.50 m] = 65 N × (0.50 m + 1.5 m + 2.0 m)
W × 2.0 m + 60 N m = 260 N m
W = 100 N

Worksheet H: Suggested answers

1. FALSE
Explanation:
A force acting on an object would create some turning effect only if there is a
distance between (the line of action of) the force and the pivot.
2. TRUE
Explanation:
moment = force × distance from the pivot

The larger the force is, the bigger the moment is, assuming the distance stays
the same.
3. FALSE
Explanation:
moment = force × distance from the pivot

The smaller the distance is, the smaller the moment is, assuming the force stays
the same.
4. D
Explanation:
A is not a correct statement for the principle of moments. It simply

describes how moment is calculated.
B is not a complete description: we need to compare the sum of
clockwise moments to the sum of anticlockwise moments.
C is not correct: if the sums are equal to each other, the object may keep
rotating at the same speed, in the same direction, if it was already
rotating.

Worksheet I: Suggested answers

1.
Clockwise moments: Clockwise moments: Clockwise moments:

4 Nx2 m= 8 N m 4 Nx2 m= 8N m None
Anti-clockwise moments: Anti-clockwise moments: Anti-clockwise moments:

None 8 Nx1 m= 8N m None
Not in rotational In rotational equilibrium. In rotational equilibrium.

equilibrium.
2.
P: 4.0 N × 2.0 m = 8.0 N m anti-clockwise; 4.0 N × 1.0 m = 4.0 N m clockwise
Since the sum of anticlockwise moments is bigger than the sum of clockwise moments,
it will rotate anticlockwise
Q: 2.0 N × 4.0 m = 8.0 N m anti-clockwise; 5.0 N × 2.0 m = 10.0 N m clockwise
Since the sum anticlockwise moments is smaller than the sum of clockwise moments, it
will rotate clockwise.
R: 2.0 N × 1.5 m = 3.0 N m anti-clockwise; 1.0 N × 4.0 m = 4.0 N m clockwise
Since the sum anticlockwise moments is smaller than the sum of clockwise moments, it
will rotate clockwise.
3.
A uniform metre rule’s weight will be acting at its middle, where the pivot is.
Therefore the support by the pivot on the rule will not have any turning effect.
If it is balanced, the sum of clockwise moments, 𝑍 × 𝑏, must be equal to the sum of
anticlockwise moments, W × a:
W× a= Z × b

Worksheet I: Suggested answers, continued
4.
The corks keep the ruler on the nail throughout the investigation. The nail and the hole
on the ruler function as a free to rotate axis. The corks act like washers.
5.
The positions of the mass hangers may not have been read accurately.
The friction force between the nail and the ruler may have changed from one
arrangement to other, creating some unaccounted moment.
The added masses may not be exactly 100 g and or identical to each other.

support materials?
Contents
Introduction ........................................................................................................................................................ 4
Experiment: Energy transfer in a falling object ................................................................................................ 5
Briefing lesson: Energy transfer in a falling object .......................................................................................... 6
Lab lesson: Option 1 – run the experiment ...................................................................................................... 7
Teacher notes .......................................................................................................................................... 8
Teacher method ...................................................................................................................................... 9
Lab lesson: Option 2 – virtual experiment...................................................................................................... 11
Debriefing lesson: Energy transfer in a falling object .................................................................................... 12
Briefing lesson
Debriefing lesson
Teaching Pack: Energy transfer in a falling object
Introduction
Important note
Practical Test).
sequence.


Briefing lesson.

4 Cambridge IGCSE Co-ordinated Sciences 0654

Experiment: Energy transfer in a falling object

This Teaching Pack focuses on energy transfer in a falling object.
Energy is one of the fundamental concepts in physics. In this experiment, you will investigate how
one energy store changes into another energy store by mechanical work. You will also gather
some experimental evidence on the big idea: Conservation of energy.
1.7.1 Energy
make and record observations

interpret and evaluate experimental observations
evaluate methods and suggest possible improvements
Prior knowledge
1.1 Length and time

1.2 Motion
1.3 Mass and weight
Going forward
The knowledge and skills gained from this experiment can be used for when you teach learners
about 1.7.3 Work.
Cambridge IGCSE Co-ordinated Sciences 0654 5

Briefing lesson: Energy transfer in a falling object

Resources Worksheets A, B, C, D and E

objectives all learners should be able to plan an experiment to test the
relationship between KE and GPE
most learners should be able to take into consideration what
observations should be made in an experiment
some learners will be able to create a method that ensures
accurate observations are completed safely and support other
learners to improve their writing.
Timings Activity
Starter / Introduction
Ask learners to think about the image on Worksheet A. In pairs, or as a small group,
can they label where on the diagram each key term applies and then describe why?
You may to choose a small selection of learners to share their work.
Main lesson
Remind learners of the definition for gravitational potential energy (GPE) of an object
as the stored ability to do work by virtue of its position. Remind learners that:
GPE = mass × gravitational field strength × height
GPE = mgh
One of the kinds of energy into which potential energy can change is kinetic energy
(KE) (energy of motion). Ask learners to think about what variables could be
measured to calculate the KE of an object. You could ask the following: what can be
measured for movement? (speed) What fundamental property can be measured
about an object? (mass). Also remind learners that KE = ½mass × (speed)2
Give learners Worksheet B and ask them to identify the pros and cons of using each
of the objects shown in an experiment. Then learners should plan an experiment to
show the relationship between GPE and KE using Worksheet C, Worksheet D and
Worksheet E.
Learners should work individually to plan their experiment using Worksheet D or

Worksheet E depending on the level of support they need. Worksheet C shows the
equipment they can pick from. As well as the method, they are required to note down
what observations should be recorded and how they should do this.
Plenary
Ask your learners to swap their plans on Worksheet C or Worksheet D. They should
review each other’s work and provide feedback:
1. Could they follow their partner’s method? Explain why / why not.
2. Is it clear what measurements are needed and how to do them?
3. Has safety been considered in the method?
4. Has accuracy been taken into account for the measurements?
Ensure learners act on the feedback from their peer reviewer and update their work.


Teacher Walkthrough video
Worksheets D, E, F and G
Equipment as outlined in the notes

objectives all learners should recognise that gravitational potential energy is
transferred into kinetic energy during free fall as gravitational force
does some mechanical work
most learners should apply the principle of conservation of energy
to a falling object, considering the changes both in gravitational
potential energy and kinetic energy
some learners should recall and use the expressions: KE = ½mv2
and the change in gravitational potential energy = mg h, in the
context of free fall.
Timings Activity
Learners should compare their method on either Worksheet D or Worksheet E to the
one given.
Main lesson
Give learners the method on Worksheet F. Provide assistance where necessary to
lower ability learners.
Learners should work in groups (of two or three suggested). Make sure that the data
logger connected to the light gate is set up to measure the speed of a 5 cm card.
Safety
Plenary
Give learners Worksheet G and ask learners to work in their groups. You can choose
whether to go through the answers together as a class or get learners to self / peer
mark their answers if time permits.

Teacher notes
Watch the Teacher Walkthrough video for energy transfer in a falling object and read these notes.

a top-pan balance
a boss and clamp stand set
a metre rule
a ruler
a pin
sticky tack
a 5 cm × 5 cm cardboard square
a light gate (or photogate head)
a compatible data logger.
Safety
Apparatus Caution
Top pan balance Do not drop. Do not press on the pan.
Metre rule Careful as you carry it around. Carry vertically in front of body.
Pin Pins are sharp.
Experiment set-up

Teacher method
video.
Do not share this method with learners. Give them Worksheet F.
Before you begin

Think about:
if you prefer your students to assemble the apparatus it might be a good idea to have one set
up as an example
preparing enough 5 cm × 5 cm pieces of cardboard.
Experiment
Steps Notes
1. Draw a straight line across the middle of the
card.
Make sure learners know the importance

2. Measure the mass of the card. of zero error and how to eliminate it.
Check if the scale setting is in grams.
3. When setting up the equipment, make sure

that:
(a) the metre rule is straight
the light gate is parallel to the desktop You may like to see learners using either
and the beam is at 10.0 cm above the set squares, a plumb line or a spirit level
to check if the rule is vertical.
desktop
(b) the light gate logger is set to measure the
speed of a 5 cm flag
(c) the pin is horizontal and at 20.0 cm to
start with.
Remind learners about the parallax error
4. Align the middle line of the card with the pin. and how to avoid it.
5. Hold it at the middle of one edge, keeping it

vertical.
6. Do a minimum of two repeats, giving three Remind learners of the importance of

identifying any outliers during the data
sets of data per drop. collection. Have extra repeats if needed.

7. Learners should fill in their data table as the

data is collected.
8. Increase the height of the pin by 1.0 cm and

repeat until learners have collected data from
at least seven different heights.
9. Learners should then plot a graph: decrease

in GPE on the x-axis, and the increase in KE
on the y-axis.
Clean-up
After the experiment learners should tidy up and return all their apparatus.


Resources Virtual Experiment video for energy from a falling object
Worksheets H, I and J

objectives all learners should recognise that GPE is transferred into KE
during free fall as gravitational force does some mechanical work
most learners should apply the principle of conservation of energy
to a falling object, considering the changes both in GPE and KE
some learners should recall and use the expressions: KE = ½mv2
and change in gravitational potential energy = mg h, in the context
of free fall.
Timings Activity
Learners should compare their method to the one given.
Main lesson
Give learners Worksheet H to work through before showing them the Virtual
Experiment video. Go through the answers as a class.
Now give learners Worksheet I. Learners should answer the questions as they watch
the video.
The video will stop when learners are required to answer a question. You could make
some of the questions the subject of some class / group discussions if time permits.
Plenary
Give learners Worksheet J. If time permits, get learners to peer review their answers
with each other.

Debriefing lesson: Energy transfer in a falling object

Resources Worksheets K and L
For the demo: a top-pan balance, a boss and clamp stand set, a
metre rule, a ruler, a pin, sticky tack, a 5 cm × 5 cm cardboard
square, a light gate (or photogate head) and a compatible logger to
measure the speed.

objectives all learners should be able to interpret and evaluate experimental
observations and data to confirm if the conservation of energy
principal is observed and suggest possible improvements to their
experiment
most learners should be able to use the extrapolated best fit line
to estimate the speed of the object if released from a different
height
some learners will be able to suggest alternative practical settings
to investigate the same concept.
Timings Activity
Show the video here: video.nationalgeographic.com/video/i-didnt-know-that/idkt-
roller-coaster-testing. This shows how a state-of-the-art roller coaster is rigorously
tested every morning in order to be declared fit for use (a higher resolution copy of
the video is also at https://youtu.be/3sS4nT5odP4). Discuss the energy involved.
Main lesson
Have one experimental set up ready for demo purposes, or ideally one set up per
each group of four students.
Either hand out a set of real data or the sample data provided in Worksheet K, to
accompany Worksheet L. Learners should work either in groups or individually to
answer the questions. Learners will benefit from using the demo settings to try and
see the scenarios mentioned in some of the questions. Move around the classroom
and get involved with their discussions / work as facilitator. Some learners might not
be able to see that increase in KE is always slightly less than the decrease in GPE.
You may like to discuss the reasons (some thermal energy due to air resistance,
𝑁 𝑁
some rotational kinetic energy, and using 10 𝑘𝑔 for 𝑔 rather than 9.81 𝑘𝑔, leading to a
slightly higher GPE value).
Plenary
Ask learners to exchange their completed worksheets. Provide the model answers
and ask them to mark each other’s work. Allow discussions to happen between them.
Move around to check their work. Some learners may need further clarifications on
model answers.


Worksheets Answers
A: A falling asteroid 14 31
B: Which object to use? 15 —
C: Equipment 16 —
D: Writing a method 17 —
E: Writing a method with support 18 —
F: Method 19 —
G: Experiment questions 21 32
H: Background questions 22 33
I: Virtual experiment questions 24 34
J: Applying your knowledge 26 35
K: Sample data 27 —
L: Making sense of data 29 36

Worksheet A: A falling asteroid
Look at the diagram below which shows an asteroid falling to Earth.
There is a list of labels for you to add to the diagram. For each label add a reason explaining why you have chosen it for that part of the diagram.
The first one has been done for you.

Terms to add:
Gravitational potential
………………………………………………… energy
Kinetic energy
Terminal velocity
Air resistance
Energy released
…………………………………………………
…………………………………………………
…………………………………………………
Terminal velocity
By the time the asteroid hits the Earth,
if it’s air resistance and mass have
balanced, it will be falling at
terminal velocity.
14 Cambridge IGCSE Co-ordinated Sciences 0654 Copyright © UCLES 2019

Worksheet B: Which object to use?

There are different objects in the table below that could be used in an experiment to test the
relationship between GPE and KE.
For each one, try to think about the advantages and disadvantages of using each.
Object Advantages Disadvantages
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
Apple …………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
Feathers …………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
Table tennis ball …………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
Tennis ball
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
…………………………………………… ……………………………………………
A square of
cardboard …………………………………………… ……………………………………………
Copyright © UCLES 2019 Cambridge IGCSE Co-ordinated Sciences 0654 15

Worksheet C: Equipment
Choose your equipment from the items shown below. You will not need to use them all.
tennis ball metre rule pins
cardboard square marker pen stop clock
reusable adhesive retort stand, boss and clamp sticky tape

Worksheet D: Writing a method

An investigation into the relationship between KE and GPE

Equipment Method and observations
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… ……………………………………………………………………………………………………………..
Don’t forget to consider safety precautions

Worksheet E: Writing a method with support

An investigation into the relationship between KE and GPE

Equipment Method and observations

1. How will you measure the speed of the falling object?
…………………………………………………… 2. How will you make your measurements accurate?
3. As well as the speed, what other variable should you measure to calculate the KE?
4. How will you make sure the experiment is safe?
…………………………………………………… 5. How will you vary the PE of the of the object you are dropping?
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… …………………………………………………………………………………………………………….

Worksheet F: Method
1. Complete the practical set up as shown on the diagram below.
2. Measure and record the mass of the card. Draw a straight line across the middle as shown
below.
3. Hold the card vertical from the centre of one edge and align the straight mid-line of the card
with the pin. Drop the card from different heights and measure its speed as it passes
through the light gate, which is located at a height of 10.0 cm from the worktop surface. The
first height will be 0.200 m. Repeat each drop at least two more times, ideally four more
times. Increase the height by 0.010 m.
4. Record all measurements in a suitable table. An example table is provided on the reverse
of this worksheet.
5. Use the equation KE = ½ × mass × (speed)2 to calculate the increase in KE.
6. The height difference is the distance between the dropped height and the location of the
light gate, 0.100 m. Fill in the height difference column.
7. The decrease in GPE is found from the equation:
change in GPE = mass × gravitational field strength × height difference
The gravitational field strength of the Earth can be taken as 10 N/kg.
8. Plot a graph of drop in GPE (x-axis) against increase in KE (y-axis) and draw a line of
best fit.

Worksheet F: Method, continued
Speed / m/s Increase in KE, Pin’s position Height difference Decrease in GPE,
1 2 3 4 5 Average ×10−3 / J /m /m ×10−3 / J

Worksheet G: Experiment questions
1. What is the function of the pin attached to the metre rule?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
2. Did the card fall perfectly down without any spinning / rotation? If not, what might be the
reason for that?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
3. Comment on the data and the plotted graph.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
4. Energy transformation in between GPE and KE requires some mechanical work done.
Describe the force responsible for the transformation in this practical.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
5. Do your findings fully support the conservation of energy? Explain.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

Worksheet H: Background questions
1. What is the name given to the acquired ability to do some work due to height and weight?
A Kinetic energy
B Elastic potential energy
C Thermal energy
D Gravitational potential energy
2. What is the name given to the acquired ability to do some work due to having mass and
speed?
A Kinetic energy
B Elastic potential energy
C Thermal energy
D Gravitational potential energy
3. Which equation below express the gravitational potential energy (GPE) best?
A GPE = mass × speed

B GPE = mass × height
C GPE = weight × height
D GPE = mass × (speed)2
4. Which equation below express the kinetic energy (KE) best?
A KE = mass × speed
B KE = ½ × mass × (speed)2
C KE = ¼ × mass × (speed)2
D KE = mass × (speed)2
5. Which object stores the maximum kinetic energy?
A 4 kg crate moving at 2 m/s

B 1 kg bird flying at 4 m/s
C 4 kg box sliding at 4 m/s
D 1 kg fish swimming at 4 m/s

Worksheet H: Background questions, continued
6. Which object stores minimum gravitational potential energy on the same planet?
A B C D
7. As an apple falls from top of the tree to the ground…
A it speeds up but the amount of gravitational energy it has does not

change.
B its kinetic energy stays the same as it speeds up.
C its kinetic energy decreases as it speeds up.
D its kinetic energy increases as it speeds up, (almost) as much as
the decrease in it gravitational potential energy.
8. What force is mainly responsible for the energy transformation from KE to GPE and from GPE
to KE again, when an object is thrown up in the air until it hits the ground?
A gravitational force
B air resistance
C initial push
D initial pull
9. Which statement below is the best expression of the Conservation of Energy principle?
A Energy cannot be created or destroyed; it may be transformed

from one form into another, but the total amount of energy
rarely changes.
B Energy can be created or destroyed; it may be transformed
never changes.
C Energy cannot be created or destroyed; it may be transformed
never changes.
D Energy can be created or destroyed; it may be transformed
from one form into another, and the total amount of energy
always changes.

Worksheet I: Virtual experiment questions

Please read each question and the options carefully, select the best response or write your short
answer.
1. What name is given to this principle?
A conservation of mass
B energy principle
C mass-energy theorem
D conservation of energy
2. Mechanical work done on a falling object causes what energy transformation?
A from kinetic energy to gravitational potential energy

B from thermal energy to gravitational potential energy
C from gravitational potential energy to kinetic energy
D from gravitational potential energy to thermal energy
3. Which option gives the correct information for a falling object?
A maximum kinetic energy and maximum gravitational

potential energy is achieved at the same time
B when kinetic energy is maximum, gravitational
potential energy is minimum
C minimum kinetic energy and minimum gravitational
potential energy is achieved at the same time
D when kinetic energy is minimum, gravitational
potential energy is minimum
4. Which equation is used by the light gate (photogate) to calculate the speed?
A 5 cm / elapsed time
B 5 m / elapsed time
C elapsed time / 5 cm
D elapsed time / 5 m
5. The main reason we repeat our measurements is
A to decrease the reliability

B to increase the precision
C to increase the reliability
D to decrease the precision

Worksheet I: Virtual experiment questions, continued
6. What variable do we change here? What of the card will change?
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
7. What is the physical meaning of gradient being equal to one in this graph?
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
8. What is the physical meaning of zero y-intercept in this graph?
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
9. Why ‘almost’?
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
10. Express the speed in terms of g and change in height.
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….

Worksheet J: Applying your knowledge

1. All the ramps below are identical, smooth and 5 m high except for the shape of their
inclines. The crates at the top of each ramp are identical, with a mass of 2 kg. Initially,
stationary crates are released from the top of the ramps.
What is the initial GPE of the crates in each case? Show and explain your work.
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
2. What will be the kinetic energy of each block at the bottom of each ramp? Explain.
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
3. How would your answer to Question 2 change if the ramps were not smooth? Explain.
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
4. What would be the maximum speed of a block at the bottom of any ramp? (Ignore any
tumbling or rotation of the blocks.)
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….

Worksheet K: Sample data
Speed / m/s Increase in Pin’s Height Decrease in

kinetic position difference gravitational
1 2 3 4 5 Average energy, potential
/m /m energy,
×10−3 / J
×10−3 / J
1.38 1.36 1.38 1.35 1.32 1.36 1.06 0.200 0.100 1.15
1.41 1.41 1.40 1.40 1.41 1.41 1.14 0.210 0.110 1.27
1.44 1.45 1.45 1.45 1.44 1.45 1.20 0.220 0.120 1.38
1.62 1.51 1.49 1.51 1.50 1.53 1.34 0.230 0.130 1.50
1.56 1.58 1.57 1.55 1.56 1.56 1.41 0.240 0.140 1.61
1.64 1.68 1.65 1.65 1.66 1.66 1.58 0.250 0.150 1.73

Worksheet K: Sample data, continued

Worksheet L: Making sense of data

1. A photogate monitors the motion of objects passing through its gate. When an object
breaks the beam, it starts its internal timer and stops when the beam is sensed again at the
opposite side of the gate.
How do you think the data logger can find the speed of the object passing through the
photogate?
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
2. Why is it important that the card is released vertically for its free fall?
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
3. Why is it important that the card is hold in the middle before it is released?
…………………………………………………………………………………………………….
4. What would you need to change in the data table calculations if the photogate was located
at 5.0 cm height rather than 10.0 cm?
…………………………………………………………………………………………………….
5. What would be the disadvantage of having a range of from 60.0 cm to 67.0 cm as the initial
drop height?
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….

Worksheet L: Making sense of data, continued

6. How do you compare the increase in KE values to decrease in GPE for each drop?
…………………………………………………………………………………………………….
7. If we ignore some experimental uncertainties, and the energy transformations into other
stores such as thermal rotational kinetic energy, do you think your results agree with the
conservation of energy principle? Explain briefly.
…………………………………………………………………………………………………….
8. Evaluate the method used in this investigation and suggest some improvements.
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
9. One way of finding out the speed of the card at the end of its fall is using conservation of
energy and algebra as follows:
mg h = ½mv2
2g h = v2
√2g∆h = v
a) Use the above equation to find the speed of the object if the height difference is 0.05 m.
…………………………………………………………………………………………………….
b) How would you use the graph to find the speed of the object if the height difference was
0.05 m?
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….
10. Can you think of alternative settings to investigate the same principle, that is conservation of
energy?
…………………………………………………………………………………………………….
…………………………………………………………………………………………………….

Worksheet A: Suggested answers
Kinetic energy
The asteroid is moving and
therefore has kinetic energy.
Energy released
As the asteroid moves it loses
energy in the form of heat.
Air resistance
As the asteroid enters the
Earth’s atmosphere it
encounters air resistance.
Gravitational potential energy

As the asteroid falls to the
Earth its GPE is transferred
Terminal velocity
into heat due to air resistance.
By the time the asteroid hits the Earth,
if it’s air resistance and mass have
balanced, it will be falling at
terminal velocity.

Worksheet G: Suggested answers
1. To make sure that the card is released from the correct height.
2. (Very likely ‘No’)
The initial release of the card may not be perfectly vertical

Card may not be held in the middle before the drop
3. Sensible comments such as: Linear relationship / Direct proportionality (theoretically

expected graph) / increase in KE is almost same as decrease in GPE / Gradient of the
graph is almost 1.
4. Downward force of gravity is transforming GPE into KE
5. If we ignore the small difference between the decrease in GPE and increase in KE, yes.
Total energy of the card is GPE plus KE. At the beginning, it is all GPE, at the end, it
is all KE. GPE is transformed into KE.

Worksheet H: Suggested answers
1 C
2 A
3 C
4 B
5 C
6 C
7 C
8 A
9 C

Worksheet I: Suggested answers
1 D
2 C
3 B
4 A
5 C
6 Dropped height. Initial gravitational potential energy.
7 Change/decrease in GPE is same as change/increase in KE
8 When there is no change in GPE, there is no change in KE. Decrease in GPE and increase
in KE are directly proportional.
9 Some of the initial GPE is transferred into thermal energy to the surrounding. Some is
transferred into rotational kinetic energy of the card. However, those values are
extremely small due to small mass and possible rotational speed of the card, and
negligible air resistance.
1 2
10 g × (change in height) = (speed)
2
2
2 × g × (change in height) = (speed)
√2 × g × (change in height) = speed

Worksheet J: Suggested answers
1. Initial GPE is the same for all crates as they have the same mass at the same height
N
GPE = mgh = 2 kg × 10 × 5 m = 100 J
kg
2. It will be the same for all crates, 100 J.

The change in GPE is the same for all due to same change in height, 5 m
We assume that the decrease in GPE will fully transform into increase in KE
3. Some of the initial GPE would transform into thermal energy increase of the
surrounding.
Some would change into sound energy.
Those transfers are due to resistive forces (doing negative mechanical work on the
crate) as the crate slides.
That means the amount of KE increase would be less.
4. ½(mass) × (speed)2 = (mass) × (gravitational field strength) × (change in height)
(speed)2 = 2 × (gravitational field strength) × (change in height)
speed = √2 × (gravitational field strength) × (change in height)
N
speed = √2 × 10 × 5 m = 10 m/s
kg

Worksheet L: Suggested answers
distance travelled
1. average speed =
elapsed time
To find the average speed of the card as it passes through the gate, we need to know
how much distance passes through and how long it takes). Distance travelled is the
length of the card, which is entered to the logger. Elapsed time is measured by the
photogate: time between the instant the beam is blocked and the instant the beam is
sensed again. The logger can process two pieces of data, as suggested in the equation,
to display the average speed. (Since the elapsed time is very small, average speed can
be accepted as instantaneous speed.)
2. To minimise the air resistance and the rotation of the card. The length which will block
the beam of the photogate is one side of the square surface of the card.
3. To minimise the rotation of the card.
4. The height difference would be calculated as: (pin’s position) – (0.05), rather than
(pin’s position) – (0.10).
5. If the card is allowed to fall for a long distance (or time) the proportion of initial GPE
transforming into KE would be less, due to increased amount of possible rotational,
thermal and sound energy conversions (It is impossible to measure those stores of
energy (thermal, rotational, sound) under school laboratory conditions. The card is
more likely to wobble, snag the light gates, or miss them entirely).
6. (Almost equal, but) increase in KE is always slightly less than decrease in GPE.
7. The difference between the decrease in GPE and increase in KE is very small.
Additionally, the gradient of the best fit line is very close to one with a y-intercept,
which is very close to zero. This shows that total energy of the card at the beginning is
same as the total energy of the card at the end.
8. Some masses could be attached to the bottom sides of the card symmetrically to
minimise the rotation. Or another midline could be drawn to identify where the
fingers will be holding the card at the beginning.

Worksheet L: Suggested answers, continued

N
9. (a) v = √2 × 10 kg × 0.05 m = 1 m/s
N
(b) 1.15 × 10-3 kg × 10 kg × 0.05 m = 0.58 × 10-3 J
To find the corresponding increase in KE, we first need to extrapolate the best fit line.
Then use this value in KE equation:
1
mv2 = 0.64 × 10-3 J → v = 1.1 m/s
2
10. Several photogates could be used to measure the speeds at different heights in a single
drop and total mechanical energy is found.
A cart is released from the top of an inclined track and its speed is found at the
bottom.

support materials?

Contents
Introduction ........................................................................................................................................................ 4
Experiment: Pressure and the imploding can .................................................................................................... 5
Briefing lesson: Pressure ................................................................................................................................... 6
Teacher notes ............................................................................................................................................ 8
Teacher method ......................................................................................................................................... 9
Debriefing lesson: Understanding pressure .................................................................................................... 12
Briefing lesson
Debriefing lesson
Teaching Pack: Pressure and the imploding can
Introduction
Important note
Practical Test).
sequence.


Option 1: run the experiment Option 2: virtual experiment

writing skills.

Experiment: Pressure and the imploding can

This Teaching Pack focuses on pressure and the imploding can experiment.
Pressure is defined as the force per unit area. Atmospheric pressure, the pressure of the Earth’s
atmosphere around us, allows us to observe this concept in action. In this experiment, you will
create low pressure inside the can and this will result in the atmospheric pressure imploding the
can.
1.8 Pressure
1.5 Forces
2.1.1 States of matter
2.1.4 Pressure changes
demonstrate knowledge of how to safely use techniques, apparatus and materials

make and record observations.
Prior knowledge
1.5 Forces
2.1.4 Pressure changes
Going forward
The knowledge and skills gained from this experiment will be useful for when you teach learners
about the simple mercury barometer and the use of a manometer.

Briefing lesson: Pressure

Resources 100 g mass and 2 drawing pins (for each learner)
2 pieces of white-tac for each learner
Glass or plastic bottle and balloons
Glass, cardboard (approx. 10 cm x 10 cm) and access to water
Plunger and smooth surface (e.g. table or tile)
Plastic bottle (or tin can) with two holes and access to water
Worksheets A and B or C

objectives all learners should be able to make observations.
most learners should be able to record observations and identify
the tools used to make them.
some learners will be able to explain their observations in detail
and link them to theoretical concepts.
Timings Activity
Encourage your learners to discuss and list their responses to the following
questions:
1. What tools can we use to make observations?
2. How can we record our observations?
3. What might we use our observations for?
Collate your learners’ ideas and discuss which are valid, efficient and most effective.
Main lesson
Learners should collect a 100 g mass (1 N weight), two pieces of white-tac and two
drawing pins. Explain to your learners how to carry out the experiment below:
1. Make the two pieces of white-tac into slightly flattened balls which are large
enough so they can put a drawing pin on top.
2. Place one drawing pin on the first ball of white-tac with the point upwards.
Place the 1 N weight on top of the pin (they will need to support it). The
learners should observe the force of the mass pressing the pin into the
white-tac.
3. Place the second drawing pin, point down, on the second ball of white-tac.
They should not push the pin in, just hold it in position. Place the 1 N weight
on top of the pin and observe the effect.
4. Invite learners to explain why the same weight is able to penetrate to a
different depth in the white-tac depending on the orientation of the pin.
Guide the discussion to the significance of the surface area (constant force).
Provide your learners with Worksheet A. They should work in pairs to discuss the
questions and write their own responses on the worksheet. Depending on timing,
and your class, you could go through the answers orally or have them checked later.
Your learners can work in pairs to carry out the four experiments and record their
observations using Worksheet B. Abler learners can explain their observations. If
equipment cannot be provided, use Worksheet C.
Plenary
Return to the starter discussion. What tools have we used today? How have we
recorded our observations? What have we used our observations for?


Worksheets D and E

objectives all learners should be able to make and record observations.
most learners should be able to demonstrate knowledge of how to
safely use techniques, apparatus and materials.
some learners will be able to recognise that an imbalance of
pressure can produce forces that change the size and shape of a
body.
Timings Activity
Ask your learners to work in small groups to discuss and identify the necessary safety
precautions for an experiment using a Bunsen burner and water.
Collate their ideas through class discussion.
Main lesson
Introduce the experiment and then demonstrate the setup. Make sure that you
highlight the following safety points:
Do not move the can until steam is clearly observed.
Ensure you have a firm hold on the can before attempting to lift and move it.
Check the area around you is clear before moving hot equipment.
Learners should collect the equipment and set up the experiment following your
example. They should follow the method on Worksheet D.
Your learners need to make and record observations. They could draw diagrams to
break down the process and explain it in detail. Less able learners may use
Worksheet E to structure their explanation.
Safety
sure that your learners are safe.
Plenary
Return to the starter discussion from the briefing lesson. What tools have we used
today? How have we recorded our observations? What have we used our
observations for? Learners should discuss this in small groups before sharing their
answers with the class.

Teacher notes

access to water
large tray
ice (enough to make two ice-water baths in large trays)
Bunsen burner, gauze and tripod
heat mat
can
heat-resistant gloves OR tongs large enough to hold the can
small beaker to measure 25 ml of water
Safety
Substance Hazard First aid

Burns Flood burnt area with water for at least
—
10 minutes.
For serious injuries see a doctor.

Teacher method
video.
Do not share this method with learners. Give them Worksheet D.
Before you begin

Think about:
whether you are demonstrating this experiment or allowing learners to attempt the experiment
Experiment
Circulate during the experiment in case learners encounter any difficulties.
Depending on the ability of the learners, you may wish to run this experiment as a demonstration
instead. Ensure you have completed the experiment yourself before instructing the learners to
attempt it.
Steps Notes
1. Learners collect equipment from the

front of the class.
Learners may share trays, but the
2. They should prepare an ice-water learners’ equipment must be close to
the tray and they must communicate
bath in the large tray. with each other to avoid both using it at
the same time.
3. The Bunsen burner is placed on the
heat mat. Over this, learners should
arrange the tripod and gauze.
4. Learners should place the can on top

of the gauze. They should practise
either:
a. Using the heat-resistant gloves
to remove the can, secure the In the video a can with a lid is used
lid and place in the tray. (option a). The same experiment can
be carried out with a ring-pull drinks can
b. Using the tongs to remove the (option b). Decide in advance which
can, then tip it over quickly so method is to be used and advise your
that the open end of the can is learners accordingly.
submerged in the ice-water.

5. Learners place the can on the desk It is better to have slightly less water
and pour approximately 25 cm3 of than too much. With more water it will
take longer to boil. For a smaller can,
water from the beaker into the can. less water is advised.
6. Learners should place the can on top

Remind learners to check the stability of
of the gauze and ensure that it is
the equipment so there is no risk of
stable. boiling water being spilled during the
experiment.
7. Learners check that they are happy
with the set-up and that everything is
secure – does it match your
demonstration of the set-up?
8. Learners put on safety goggles and

ensure chairs are out of the way. They
must conduct this experiment
standing up.
9. Learners light the Bunsen burner and

ensure it is beneath the gauze and the
can.
Waiting for the steam may take some
10. Learners observe the can. time. Ensure learners remain focused on
the task.
11. When steam can be seen rising
consistently from the can, it is time to
perform the next stage of the
experiment. Learners turn off the
Bunsen burner. Either:
a. Using the heat resistant gloves
to remove the can, secure the
lid and place in the tray.
b. Using the tongs to remove the If this is not done quickly, the steam will
can, tip over quickly so that the condense, and the air pressure in the
open end of the can is can will equalise.
submerged in the ice-water.
12. Learners observe what happens next

and record their observations from the
experiment.
Clean-up
Leave equipment to cool and then return the equipment to you.


Worksheets D and E

objectives all learners should be able to make and record observations.
most learners should be able to demonstrate knowledge of how to
safely use techniques, apparatus and materials.
some learners will be able to recognise that an imbalance of
pressure can produce forces that change the size and shape of a
body.
Timings Activity
Ask your learners to work in small groups to discuss and identify the necessary safety
precautions for an experiment using a Bunsen burner and water.
Collate their ideas through class discussion.
Main lesson
Provide your learners with Worksheet D. Ask them to read the method carefully and
identify the specific safety concerns for the experiment. Discuss these as a class.
Watch the video for the first time. Ask your learners to make initial notes of their
observations. After the video discuss these as a class. Watch the video again,
pausing to give extra time for learners to make more detailed observations as a class.
Your learners should add to their previous observations. Run through the video a final
time to discuss pressure and its effects in the experiment.
Learners need to make and record observations. They can use their notes from
watching the virtual experiment video and draw diagrams to break down the process
and explain it in detail. Less able learners may use Worksheet E to structure their
work.
Plenary
Return to the starter discussion from the briefing lesson. What tools have we used
today? How have we recorded our observations? What have we used our
observations for? Learners should discuss their responses in small groups before
sharing their answers with the class.

Debriefing lesson: Understanding pressure

Resources Worksheets F, G, H and I
Aerosol can

objectives all learners should be able to explain that an imbalance of
pressure can produce forces.
most learners should be able to explain that these forces change
the size and shape of a body.
some learners will be able to identify other examples of
imbalances of pressure producing forces.
Timings Activity
Provide your learners with Worksheet F.
They should work through the worksheet independently to begin with. After 3 minutes,
they should share their thoughts with a partner. You should then take feedback from
each pair so that the whole class can share their ideas (think, pair, share).
All learners should have the same answer to the first question, but answers to the
others may differ. This is not a problem, as long as they can justify their thinking.
Main lesson
Give your learners Worksheet G. They should work through the activities
independently. You might want to discuss their ideas for the extension question. After
sufficient working time, go through questions 1-3 as a class.
Provide learners with Worksheet H. They can work through the worksheet
independently or you may want to allow them to discuss and draft their letter in pairs.
Circulate around the room to read what the learners are writing. Ask a few learners to
read their letters to the class. Learners provide feedback to their peers about what is
good in the letters and what could be improved.
Show the class the aerosol can. Explain how an aerosol can contain a compressed
fluid. When sprayed, the fluid is forced out of a small hole and spreads out. Aerosols
are very dangerous when heated. Ask learners to discuss in small groups why you
should never put an aerosol on a fire. Circulate around the room to hear ideas and
direct discussion. Bring their ideas together as a class. You can find videos online to
show what can happen if an aerosol is placed in a fire.
Plenary
Provide learners with Worksheet I. They can work in pairs to match up the questions
and answers. If there is time, they can cut out and stick the questions and answers in
the correct order.


A: Pressure 14 25
B: Atmospheric pressure 15–16 26–27
C: Atmospheric pressure 17–18 —
D: Method 19 —
E: Observations of the imploding can 20 —
D: Method 19 —
E: Observations of the imploding can 20 —
F: Making observations 21 28
G: Calculating pressure 22 29
H: Taking precautions 23 —
I: Match up 24 30

Worksheet A: Pressure
Read through the information below before completing the questions in the space provided.
Pressure is defined as the force per unit area. The more concentrated the force over a smaller
area, the higher the pressure.
force
pressure=
area
Pressure is measured in Pascals (Pa), force is measured in Newtons (N) and area in metres
squared (m2).
1. Fill in the spaces below:
a. 1 Pascal = ………. N/m2
b. For a given area, increasing the force will ………………………. the pressure.
c. For a given force, increasing the area will ……………………… the pressure.
2. Discuss and answer the following questions.

a. Why do tractors have large flat tyres?
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
b. Why do you sink in snow less when you wear skis?
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………
c. Why do camels have large flat feet?
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………

Worksheet B: Atmospheric pressure

Atmospheric pressure
is caused by the weight of air above us
decreases with altitude
acts in all directions
Average sea-level pressure is 101 000 Pa.
Write observations for the experiments below:
What do you observe?

A balloon is placed inside a bottle creating a
seal over the rim. Try to blow it up. …………………………………………………...
…………………………………………………...
…………………………………………………...
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Explain why this happens.

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Almost fill a glass with water, place a square of
cardboard firmly over the top and turn it upside …………………………………………………...
down slowly. …………………………………………………...
Carefully take your hand away and see what …………………………………………………...

happens. …………………………………………………...
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Worksheet B: Atmospheric pressure

Press the plunger onto a smooth surface. Try
to pull it away. …………………………………………………...
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The bottle has two holes, one higher than the
other. Fill it with water and put on the lid. If the …………………………………………………...
top hole is covered, what happens to the water …………………………………………………...
coming out of the lower hole?
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Worksheet C: Atmospheric pressure

Think about the role of atmospheric pressure in the experiments below:
A balloon is placed inside a bottle creating a Explain why this happens.

seal over the rim. It is almost impossible to
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blow up.
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When a glass is almost filled with water and a Explain why this happens.
square of cardboard is placed firmly over the
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top, it can be turned upside down slowly and
the water stays in place. …………………………………………………...
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Carefully take your hand away and see what
happens. …………………………………………………...
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Worksheet C: Atmospheric pressure

Press the plunger onto a smooth surface. Try
to pull it away …………………………………………………...
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other. It is filled with water and closed with the …………………………………………………...
lid. …………………………………………………...
When the top hole is uncovered, water comes
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out of the lower hole. When the top hole is
covered, the water stops coming out of the …………………………………………………...
bottom hole.
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Worksheet D: Method
Follow the instructions to carry out the experiment.
1. Collect all of your equipment from the front of the class. You will need:
access to water
a large tray
ice (enough to make an ice-water bath in the large tray)
Bunsen burner, gauze and tripod
heat mat
an empty can
heat-resistant gloves OR tongs large enough to hold the can
small beaker to measure 25 cm3 of water
2. Put on your safety goggles and ensure chairs are out of the way. You must conduct this
experiment standing up.
3. Prepare an ice-water bath in the large tray
4. Set up the Bunsen burner on the heat mat. Place the tripod and gauze above the Bunsen
burner.
5. Place the can on top of the gauze. Practise either:
a. Using the heat resistant gloves to remove the can, secure the lid and place in the
tray.
b. Using the tongs to remove the can, then tip it over quickly so that the open end of
the can is submerged in the ice-water. If this is not done quickly, the water vapour
will condense and pour out, and air will refill the can.
6. Place the can on the desk and pour approximately 25 cm3 of water from the beaker into the
can.
7. Place the can on top of the gauze. Ensure that it is stable.
8. Check that you are happy with the set-up and that everything is secure – does it match your
teacher’s demonstration of the set-up?
9. Light the Bunsen burner and ensure it is beneath the gauze and the can.
10. Observe the can.
Eventually you should notice steam rising from the can.
11. When steam is rising consistently from the can, it is time to perform the next stage of the
experiment. Turn off the Bunsen burner, and either:
a. Use the heat-resistant gloves to remove the can, secure the lid and place in the
tray.
b. Use the tongs to remove the can, then tip it over quickly so that the open end of the
can is submerged in the ice-water.
If this is not done quickly, the water vapour will condense, and air will refill the can.
12. Observe what happens next.
This will happen quickly; make sure you pay close attention.
13. Record your observations from the experiment.

14. Leave the can in the tray to cool. Leave the Bunsen burner, tripod, gauze and tongs on the
heat mat to cool. Return the tongs/gloves, goggles and beaker.

Worksheet E: Observations of the imploding can
Complete the diagrams and explanations to record your observations of the experiment.
Initially the water and air inside the can are at

room temperature.
The pressure of the air inside the can is equal

to the atmospheric pressure outside the can.
Arrows represent the force spread over the
area of the can. Note that there are equal
amounts inside and outside because the
pressure is the same.
The can is placed over the Bunsen burner and

is heated. Steam coming out of the top of the
can means that …
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The steam now fills the can. This means the
pressure in the can …
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The can is carefully lifted off the tripod and
immersed in the ice-water. The steam inside
of the can …
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The can …
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This is because the pressure inside the can

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Worksheet F: Making observations

Look at the picture below.
Source: http://www.railroad.net/forums/viewtopic.php?f=9&t=63568
Answer the following questions:
1. What do you see in this picture? (Observations)

2. What do you think about this picture? (Deductions)
3. What do you think has led to this? (Hypothesis)
4. What are the reasons for your hypothesis? (Scientific thinking)
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Worksheet G: Calculating pressure

Carry out the calculations of pressure, force and surface area.
force
Recall: pressure =
area
1. A worker has a weight of 800 N and wears big work boots.
a. Calculate the worker’s pressure when he stands with both feet on the ground. Each
boot has a surface area of 0.032 m2.
b. The worker uses his ladder to clean a very large tanker. The two feet of the ladder
have a surface area of just 0.005 m2. Calculate the pressure of the ladder on the
ground with the worker on it.
2. If a person falls into the water of a frozen lake, a ladder can be used to prevent the
rescuers also falling through the ice. Explain how a ladder can be used in this way.
3. The empty tanker has a weight 210 000 N. The total surface area of the tankers steel
wheels is 0.002 m2.
a. Calculate the pressure of the tanker on the ground.
b. If a lorry with the same weight as the tanker exerts a pressure of 150 000 Pa, what is
the total surface area of its rubber wheels in contact with the ground?
c. Would loading the tanker and the lorry cause an increase or decrease of pressure
on the ground? Explain each case carefully and consider all factors.
4. The tanker has a surface area of 40 m2. The pressure inside the tanker is 78 000 Pa below
the atmospheric pressure outside the tanker when it is crushed. Calculate the force that has
been applied to the tanker by the atmosphere around it.
Extension:
5. Estimate the force required to crush the can used in the experiment in the last lesson.

Worksheet H: Taking precautions

The tanker pictured on Worksheet F became crushed because it was steam-cleaned and then
sealed. There were no vents to re-introduce the air that had been displaced. As the steam inside
cooled, the pressure inside the tanker decreased to become much lower than the atmospheric
pressure. The tanker collapsed under the immense force created by the pressure difference, just
like the can in our experiment.
As the owner of a tanker company, write a letter to the staff responsible for cleaning the tankers.
Explain the safety issues and precautions that they must take to ensure the tankers do not implode
after being cleaned. Include a clear explanation of pressure so that they understand why these
precautions need to be taken.
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Worksheet I: Match up
Match up the sentences below:
Force divided by area is the equation the pressure inside is lower than
for… outside.
the pressure inside is higher than

For a given force, increasing the area…
outside.
For a given area, increasing the force… reduces the pressure.
The can in our experiment implodes

in all directions.
because…
An aerosol can might explode when

pressure.
heated because…
A force may produce… heating.
a change in the size and shape

Atmospheric pressure acts…
of a body.
Pressure can be increased by… increases the pressure.
Pressure can be decreased by… cooling.

1. Fill in the spaces below:
a. 1 Pascal = 1 N/m2
b. For a given area, increasing the force will increase the pressure.
c. For a given force, increasing the area will decrease the pressure.
2. Discuss and answer the following questions.
a. Why do tractors have large flat tyres?
Large flat tyres have a large surface area.
This spreads the weight/force of the tractor,
reducing the pressure so it does not get stuck in
the mud.
b. Why do you sink in snow less when you wear skis?

Skis have a larger surface area than your feet
so this reduces the pressure on the snow even
though your weight is identical
c. Why do camels have large flat feet?
Large flat feet have a large surface area.
This spreads the weight/force of the camel,
reducing the pressure and helping the camel to
walk on sand without sinking.

Worksheet B: Answers
Write observations for the experiments below:

A balloon is placed inside a bottle creating a
seal over the rim. Try to blow it up.
It is difficult to blow up the balloon inside
the bottle.
To blow up the balloon the air blown into

the bottle must be at a higher pressure
than the air already inside the bottle.
To blow up the balloon, the air already

inside the bottle has to be compressed.

Almost fill a glass with water, place a square
of cardboard firmly over the top and turn it
upside down slowly. The cardboard stays attached to the
glass, holding the water inside for some
Carefully take your hand away and see what
happens time.
The water creates a seal between the

glass and the cardboard. The atmospheric
pressure presses on the card, holding the
water in place.
Once the card becomes soaked and is no
longer stiff, it collapses and the
atmospheric pressure is no longer enough
to hold the water in.


Press the plunger into a smooth surface. Try to
pull it away.
The plunger is difficult to pull away.
When the plunger is pushed down, the

air inside is pushed out, leaving a lower
pressure inside the plunger cup than
outside. The atmospheric pressure acting
on the outside of the plunger cup holds
it in place.

other. Fill it with water and put on the lid. If the
The water streaming out of the lower
top hole is covered, what happens to the water
coming out of the lower hole? hole can be stopped by covering the top
hole.
The water only streams out of the lower

hole if air can get into the bottle via the
top hole. That air exerts pressure on the
water in the bottle, pushing it out of the
hole at the bottom.

Look at the picture below.
Source: http://www.railroad.net/forums/viewtopic.php?f=9&t=63568
Answer the following questions:

3. What do you think has led to this? (Hypothesis)
1. The tanker is compressed or squashed. It looks like it has been sucked in on
itself.
2. The tanker may have had some structural problems. Something has occurred
inside the tanker. This is an issue that could be dangerous or costly to the
company
3. Something has happened inside the tanker to lower the pressure so that the
atmospheric pressure is greater leading to the collapse.
4. The bending in the tanker looks like the same effects of the steam condensing
in the can in the experiment. It is likely that heating has occurred inside the
container and then it has been sealed so that the internal pressure has reduced
and the force of the higher atmospheric pressure outside has caused it to
implode.

Worksheet G: Answers
1. A worker has a weight of 800 N and wears big work boots.

a. Calculate the worker’s pressure when he stands with both feet on the ground. Each boot
has a surface area of 0.032 m2.
P = F/A = 800 / ( 2 x 0.032 ) = 12 500 Pa
b. The worker uses his ladder to clean a very large tanker. The two feet of the ladder have
a surface area of just 0.005 m2. Calculate the pressure of the ladder on the ground with
the worker on it.
P = F/A = 800 / 0.005 = 160 000 Pa
2. If a person falls through the surface ice into the water of a frozen lake, a ladder can be used
to prevent the rescuers also falling through the ice. Explain how a ladder can be used in
this way.
It can be laid down flat on the ice. This provides a larger surface area than if a
person walked out on the ice. This spreads the weight of the rescuers and reduces
the risk of the ice breaking further.
3. The empty tanker has a weight 210 000 N. The total surface area of the tankers steel
wheels is 0.002 m2.
a. Calculate the pressure of the tanker on the ground.
P = F/A = 210 000 / 0.002 = 105 million Pa
b. If a lorry with the same weight exerts a pressure of 150 000 Pa, what is the total surface
area of its rubber wheels in contact with the ground?
A = F/P = 210 000 / 150 000 = 1.4 m2
c. Would loading the tanker and the lorry cause an increase or decrease of pressure on the
ground? Explain each case carefully and consider all factors.
Loading the tanker increases the force, which leads to an increase of pressure.
Loading the lorry increases the force, which leads to an increase of pressure.
However, loading the lorry may cause the rubber tyres to be compressed, which
increases the surface area of the tyres in contact with the ground. This would mean
the pressure does not increase as much as for the tanker with the same weight.
4. The tanker has a surface area of 40 m2. The pressure inside the tanker is 78 000 Pa below
the atmospheric pressure outside the tanker when it is crushed. Calculate the force that has
been applied to the tanker by the atmosphere around it.
F = P x A = 3 120 000 N
Extension:
5. Estimate the force required to crush the can used in the last lesson.
Learners should use values from the tanker question to scale down the force required.
The final answer is not important, instead look at learner’s scientific thinking and
application of logic.

Worksheet I: Answers
Match up the sentences below:
Force divided by area is the equation

pressure.
for…
For a given force, increasing the area… reduces the pressure.
For a given area, increasing the force… increases the pressure.
The can in our experiment implodes the pressure inside is lower than
because… outside.
An aerosol can might explode when the pressure inside is higher than
heated because… outside.
a change in the size and shape

A force may produce…
of a body.
Atmospheric pressure acts… in all directions.
Pressure can be increased by… heating.
Pressure can be decreased by… cooling.

Teaching Pack
Heat conduction in metal rods
Cambridge IGCSE™
Physics 0625
Version 2.0
support materials?

Contents
Introduction ........................................................................................................................................................ 4
Experiment: Heat conduction in metal rods ....................................................................................................... 5
Briefing lesson: Making observations ................................................................................................................ 6
Teacher notes ............................................................................................................................................ 8
Teacher method ......................................................................................................................................... 9
Debriefing lesson: Evaluating methods ........................................................................................................... 11
Briefing lesson
Debriefing lesson
Teaching Pack: Heat conduction in metal rods
Introduction
objective 3 (AO3 Experimental skill and investigations) in the course syllabus.
Important note
Practical Test).
sequence.


opportunity to practice the experiment providing an opportunity to practice

writing skills.

Experiment: Heat conduction in metal rods

This Teaching Pack focuses on measuring relative rates of thermal conductivity.
Conductivity is one of the three methods by which thermal energy is transferred from one place to
another. It only occurs in solids. In this experiment you will investigate the relative conductivities of
different metals, and consider the practical applications of such knowledge.
• 2.3.1 Conduction
skills and investigation (see syllabus for assessment objectives):
• make and record observations

• interpretation of experimental results
• plan experiments and investigations, including equipment selection.
Prior knowledge
• 2.3.1 Conduction
• 2.1.2 Molecular model
Going forward
The knowledge and skills gained from this experiment can be used when you teach learners about
the other modes of thermal energy transfer.

Briefing lesson: Making observations

Resources • Access to the internet and a projector
• Worksheets A, B and C

objectives • all learners should know what an observation is and be able to
describe conduction
• most learners should be able to distinguish between and
observation and a deduction, and explain how conduction occurs
• some learners will understand the importance of accurate
observation, and will be able to explain why conduction only occurs
in solids.
Timings Activity
Show your learners the video clip on the webpage shown below. This should
demonstrate the need for careful observation.
www.awarenesstest.co.uk/
You can have a discussion with learners after watching the video. In the discussion,
you should make the importance of observation clear. In a scientific experiment
learners must understand what they are observing and how they should record this
information.
Main lesson
Give your learners Worksheet A.
They should work through the questions independently to begin with. After three
minutes each learner should share their thoughts with a partner. You should then take
feedback from each pair so that the whole class can share their ideas (think, pair,
share).
All of your learners should have the same answer to the first question, but answers to
the others may differ. This is not a problem, as long as they can justify their thinking.
Give your learners Worksheet B which they should use to demonstrate their
understanding of the three types of thermal energy transfer.
This work should be consolidated by using one of the two activities below depending
on your learner’s ability:
• able learners should write their own definitions for each of the energy transfer
types
• less able learners can complete the matching exercise on Worksheet C.
Plenary
Organise your learners into groups of three or four. Each group should devise an
experiment to exemplify the three types of energy transfer. Groups should then share
their experiment with a neighbouring team.
Every learner should identify one strength and one area for improvement for the
experiment they were shown by the other group.


Resources • Teacher notes
• Teacher walkthrough video
• Worksheets D, E, F, G, H and J
• Equipment as outlined in the notes

objectives • all learners should be able to describe an experiment to
investigate the conductivity of a range of metals
• most learners should be able to carry out an experiment to
• some learners will be able to plan and carry out an experiment to
investigate the conductivity of a range of metals.
Timings Activity
Show images of or describe two different saucepans, one with a metal handle, and
one with a non-metal handle.
Ask your learners to explain which is better for cooking and why.
Main lesson
Show the class the available equipment. They can work in pairs to suggest how it
could be used to measure thermal conductivity.
Your learners can use Worksheet D if they need some help. There are three levels of
support on the worksheet and it can be folded or cut up as required.
Following their discussions and your feedback, ask learners to design a method to
carry out their investigation. They can use Worksheet E (more able) or Worksheet F
(less able) to help them.
Worksheet G gives you a completed method to refer to as you circulate the classroom
and check your learners’ work.
Your learners will need a table of results. They can draw this themselves, or there is
an example on Worksheet J.
Ask your learners collect the equipment and set up the experiment following the
diagram on Worksheet H. Make sure you draw their attention to the specific things
they should be aware of, for example, the handling of hot metal rods.
They should then follow the method on Worksheet G and make careful note of the
results as the experiment progresses.
Safety
Circulate the classroom at all times during the experiments so that you can make
Plenary
The individual groups should feedback to the rest of the class which metal they found
was the best thermal conductor, and which was the worst.

Teacher notes
• Bunsen burner
• Metal rods
• Heat resistant plate
• Petroleum jelly
• Stopwatch
• Tripod
• Drawing pins
Safety

—
10 minutes.

Teacher method
This is your version of the method. The learner method is on Worksheet G.
Before you begin

Think about:
• the number of groups you will need (group size 2–4 learners)
• the amount of equipment required
• the physical spacing of the learners to minimise the risk of being burnt.
Experiment
Steps Notes
1. Learners should collect all the equipment they

need from the front of the class.
2. Learners should place the heat resistant mat onto

the tripod.
Remind learners that the amount of
3. To one end of each of the metal rods, learners petroleum jelly on the end of each rod
should add a small amount of petroleum jelly. should be approximately the same.
4. The rods should be arranged in a fan shape on top Both ends of the rods should be clear of
of the heat resistant mat. the heat resistant mat.
5. A drawing pin should be added onto the end of

each rod using the petroleum jelly.
6. Learners should light their burners and place onto Watch learners carefully to ensure they
do not overheat the rods.
a gentle blue flame.
7. As the Bunsen is placed under the ends of the Care must be taken not to overheat the
rods without the drawing pins attached – the timer rods as some of the softer metals may
should be started immediately. melt.
8. As each pin drops, learners should record the time

at which this happens.
Clean-up
• only handle the metal rods if they have had sufficient time to cool
• handle any hot materials with protective equipment
• return the equipment to where you have indicated.


Resources • Virtual experiment video
• Worksheets E, F, G, H, I and J

objectives • all learners should be able to describe an experiment to
• most learners should be able, with help, to plan an experiment to
• some learners will be able to plan an experiment to investigate the
conductivity of a range of metals
Timings Activity
Show images of or describe two different saucepans, one with a metal handle, and
one with a non-metal handle.
Ask your learners to explain which is better for cooking and why.
Main lesson
Use Worksheet I, to show your learners what equipment is available. They should
work in pairs to suggest how the equipment could be used to measure thermal
conductivity.
You can give learners Worksheet D to help if they need it. There are three levels of
support on the worksheet and it can be folded or cut up as required.
Once your learners have shared their ideas and you have given them some feedback,
they can use Worksheet E, (more able) or Worksheet F, (less able) to help them write
up their experimental method.
Worksheet G has a completed method to help you to check learners’ suggestions.

Worksheet H shows a diagram of the experimental set-up.
Make sure that your learners have a table of results on which to record their results.
There is an example on Worksheet J if they need it.
Show your learners the first part of the virtual experiment video, and ask them to
compare the method used to their own (the video will stop at the appropriate place).
They should note the differences, and for each one decide which method is best by
justifying their opinion.
Learners should now watch until the second pause point on the video, recording each
result as it appears on screen.
Plenary
Ask learners to work in pairs and consider the answers to the following questions:
• Why metals are good conductors (what is the role of electrons in the atom)?
• What materials are poor conductors of heat? Why?
Learners can now watch the end of the video.

Debriefing lesson: Evaluating methods

Resources Please look at the starter, and choose what equipment is appropriate for
your school. The italicised resources are a suggestion.
• Kettle or similar
• Cup
• Tea leaves/tea bags
• Milk
• Sugar
• Spoon
• Worksheet K

objectives • all learners should be able to evaluate a method
• most learners should be able to construct success criteria for
method evaluation
• some learners will be able to evaluate results
Timings Activity
Ask your learners to quickly write a method for an everyday activity, for example,
making a hot drink (in this example, a cup of tea).
Choose one of their methods that is not very specific and follow it exactly so that the
cup of tea is made incorrectly. For example, if the quantity of water is not specified,
either too much or too little can be put in the cup, and the same with the quantities of
tea, sugar and milk (this is meant to be fun).
Your learners should be able to identify where the method was lacking, and suggest
how to rectify it.
Main lesson
Using classroom discussion, elicit from your learners what a variable is.
Encourage them to identify which variables should remain constant in the experiment.
These are the control variables. In this experiment, they include the length and
diameter of the rods, the amount of petroleum jelly, the mass of drawing pin etc.
Your learners should then identify the only thing that they have changed – the
independent variable, i.e. the material the rod is made of. Able learners should be
able to explain the importance of only having one independent variable. If there is
more than one, then it is difficult to identify which is causing the changes observed.
Ask the class to identify what they are measuring, or finding out – the dependent
variable – which in this case is the time taken for the pin to drop.
By having these discussions, your learners should now be able to identify the key
components of a successful method. Ask them to share these as you collate them on
the board. These should provide the success criteria against which learners can judge
their methods.
Continues on next page …

Timings Activity
Using these criteria, your learners should improve their methods from the last lesson.
They can swap books to peer assess against the agreed criteria you have noted.
Given what your learners know about accurate methods, they should now consider
whether the results from heating the metal rods are reliable?
In this case we cannot know if the results are reliable – ask your learners why this
might be (the experiment would need to have a minimum of three repeats to establish
reliability).
Learners look at Worksheet K to consider how repeats are used to increase the
reliability of results.
You should make them aware that:
• anomalies should be disregarded
• mean averages should be calculated
• the closer the values obtained to the mean average, the more reliable the
result.
Plenary
Learners should record an evaluation of the method they used and how they could
make the experiment more reliable. They should explain how improved reliability
would make the conclusions more valid.

Worksheets Answers
A: Thinking scientifically 14 25
B: Energy transfer 15 26
C: Match the key words 16 27
D: Planning an experiment 17 —
E: Writing a method 18 —
F: Writing a method with support 19 —
G: Method 20 —
H: Equipment set-up 21 —
J: Results 23 —
E: Writing a method 18 —
F: Writing a method with support 19 —
H: Equipment set-up 21 —
I: Images of equipment 22 —
J: Results 23 —
K: Reliability of results 24 28

Worksheet A: Thinking scientifically
Look at the picture and answer the questions below:

3. What do you think will happen next? (Hypothesis/Prediction)
……………………………………………………………………………………..
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Worksheet B: Energy transfer

Complete the table below as fully as you can
Which is the most important?

Identify and describe the energy transfer in the picture
Why?
……………………………………………………………………. …………………………………………
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……………………………………………………………………. …………………………………………
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Worksheet C: Match the key words
Match the key word to the correct definition
Thermal energy moves through a solid by

causing atoms to vibrate and gain
kinetic energy.
Convection They pass this energy onto the neighbouring

atoms, and so they also vibrate.
The more the atoms vibrate, the hotter the

solid becomes.
Infra-red radiation is emitted by a hot object.

Conduction These waves can travel through a vacuum and
move at the speed of light.
A heat source causes liquids or gases to

become less dense, and so they move upwards.
Radiation
As they move away from the heat source, they
lose their thermal energy, become denser and
move downwards.

Worksheet D: Planning an experiment

Use the suggestions below to help you think about how you might use the equipment you have
been shown to measure thermal conductivity.
Each column offers different levels of support.
Hint: What happens to If you stuck a drawing pin onto

How would we know if the rods
petroleum jelly when it the end of a rod, what would
were good conductors?
gets hot? happen if the rod got hot?
Problem: It is difficult to Hint: The better the thermal

What do you think the drawing
accurately measure the conductor the quicker the
pins might be for?
temperature of the metal rod. thermal energy will travel.
Given that we cannot measure

its temperature, how else might
What might you want to What might you want to
we get an idea of how thermal
measure with the timer? measure with the timer?
energy is travelling along
the rod?

Worksheet E: Writing a method

An investigation into the thermal conductivity of different metals

Equipment Method
…………………………………………………… …………………………………………………………………………………………………………….
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Worksheet F: Writing a method with support

An investigation into the thermal conductivity of different metals

Equipment Method
1. What will you do with the metal rods and petroleum jelly?
……………………………………………………
2. Where will you put the metal rods? Why?
…………………………………………………… 3. What are you using the Bunsen burner for?
4. What are you using the timer for?
……………………………………………………
5. How will you make sure the experiment is safe?
……………………………………………………
…………………………………………………… …………………………………………………………………………………………………………….
…………………………………………………… …………………………………………………………………………………………………………….
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Worksheet G: Method
1. Collect all of your equipment from the front of the class.

2. Place the heat resistant mat onto the tripod.
3. To one end of each of the metal rods, add a small amount of petroleum jelly.
Make sure you add the same amount of petroleum jelly to the end of each rod.
4. Lay the metal rods onto the heat resistant mat making sure that the ends do not touch the
mat.
Check the equipment set up on Worksheet H if you are not sure.
5. Check that the rods are spread out like a fan. All of the ends of the rods without petroleum
jelly should be close together and the ends with petroleum jelly should be spread out.
Check the equipment set up on Worksheet H if you are not sure.
6. Stick one drawing pin to the end of each metal rod using the petroleum jelly to hold it into
position.
Make sure that the amount of petroleum jelly you use is the same for each metal rod.
7. Light the Bunsen burner and put it on a gentle blue flame.

8. Place the Bunsen burner under the ends of the metal rods without the drawing pins.
Only heat the metal rods gently to make sure the softer metals do not melt.
9. Immediately start the timer.

10. Use your results table to record how long it takes the pins to drop off each of the metal
rods.

Worksheet H: Equipment set-up

Make sure that you follow the diagram carefully.
Take particular care with any hot materials. Do not heat the rods strongly.

Worksheet I: Images of equipment
Bunsen burner metal rods drawing pins
heat resistant mat petroleum jelly stop clock
bung and delivery tube tripod a heat source

Worksheet J: Results
Use this table to record in seconds how long it took each drawing pin to fall off the end of the
metal rods.
Type of metal Time taken for drawing pin to fall off /

seconds
……………………………………………………… ………………………………………………………
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Worksheet K: Reliability of results
The sketch graph below shows the results from three experiments.
Look at the data and try to answer the questions below.

Dependent variable
Key:
Data set 1
Data set 2
Data set 3
Independent variable
On the graph there is only one set of reliable results.
1. Which data set is the reliable one? Why?
…………………………………………………………………………………………………………
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2. What makes the other data sets less reliable?
…………………………………………………………………………………………………………
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Look at the picture and answer the questions below:

3. What do you think will happen next? (Hypothesis/Prediction)
1. Polar bear, ice floes, icebergs of different sizes, sea water
2. There may be climate change issues, it is summer, the polar
bears may be a family group – they are usually solitary.
3. They may avoid the water and follow the ice floe; they could
swim across to other ice; they may be looking for prey.
4. If it is a family group they will need food; the polar bears
have no choice but to swim between floes in the summer.

Complete the table below as fully as you can
Which is the most important?

Indentify and describe the energy transfer in the picture
Why?
The water movement in the pan represents convection.

The warm water becomes less dense and rises. As it moves
away from the heat source it cools, and so becomes more
dense and sinks again. This sets up a convection current.
Learners can chose any of the types

The energy from the Sun is heating the Earth due to
of energy transfer as the most
radiation. This is when thermal energy is transferred as
important, as long as they can justify
an electromagnetic wave. No particles are needed.
their answer.
The hob respresents conduction.

This is the transmission of thermal energy through solids
caused by increased kinetic energy of the particles. This
kinetic energy is passed from particle to particle,
transferring the thermal energy through the solid.

Match the key word to the correct definition
Thermal energy moves through a solid by

causing atoms to vibrate and gain
kinetic energy.
Convection They pass this energy onto the neighbouring

atoms, and so they also vibrate.
The more the atoms vibrate, the hotter the

solid becomes.
Infra-red radiation is emitted by a hot object.

Conduction These waves can travel through a vacuum and
move at the speed of light.
A heat source causes liquids or gases to

become less dense, and so they move upwards.
Radiation
As they move away from the heat source, they
lose their thermal energy, become denser and
move downwards.

The sketch graph below shows the results from three experiments.
Look at the data and try to answer the questions below.
Key:
Dependent variable
Data set 1
Data set 2
Data set 3
Independent variable
On the graph there is only one set of reliable results.
1. Which data set is the reliable one? Why?
The triangles represent the most reliable data set, as all of the repeats appear
close together.
2. What makes the other data sets less reliable?
The stars have an anomalous result and the squares are too widely distributed.

t: +44 1223 553554

Teaching Pack
Convection currents
Cambridge IGCSE™
Physics 0625
Version 2.0
support materials?

Contents
Introduction ........................................................................................................................................................ 4
Experiment: Convection currents ...................................................................................................................... 5
Briefing lesson: Observations, measures & estimates ...................................................................................... 6
Teacher notes ............................................................................................................................................ 8
Teacher method ....................................................................................................................................... 10
Debriefing lesson: Convection currents ........................................................................................................... 12
Briefing lesson
Debriefing lesson
Teaching Pack: Convection currents
Introduction
Important note
Practical Test).
sequence.



writing skills.

Experiment: Convection currents

This Teaching Pack focuses on a convection current experiment.
Convection is the main way that thermal energy is transferred in fluids. In this experiment, your
learners will observe convection in fluids and learn how density changes could be used to explain
this type of thermal energy transfer.
• 2.3.2 Convection
• make and record observations, measurements and estimates

• interpret and evaluate experimental observations and data.
Prior knowledge
Knowledge from the following syllabus topics is useful for this experiment:
• 1.4 Density
• 1.7.1 Energy
• 2.2.1 Thermal expansion of solids, liquids and gases
• 2.2.3 Thermal capacity (heat capacity)
Going forward
The knowledge and skills gained from this experiment could be useful when you teach ideal gases
and the thermal properties of matter.

Briefing lesson: Observations, measures & estimates

Resources • Bunsen burner
• Scissors (one pair per learner)
• Split pins (one per learner)
• Straws or lolly sticks (one per learner)
• Tea lights (one per learner)
• Worksheets A, B, C and D
• Worksheet B: Suggested answers

objectives • all learners should be able to describe the process of convection as
one of the ways thermal energy is transferred
• most learners should be able to explain the role of convection in
everyday phenomena
• some learners will be able to evaluate the role of convection and
the way it transfers thermal energy.
Timings Activity
Give your learners Worksheet A. Give them time to discuss the questions in small
groups before they write down and/or share their answers.
Main lesson
Ask if anyone can assess the thermal energy transfer from the flame without using
any measuring instruments. Give them two minutes for thinking individually and then
the rest of the time to share their ideas with the class.
As a demonstration to the class, set the Bunsen burner on the yellow safety flame.
Show your learners how near you can move your hand to the flame from the side,
stopping when it gets too hot. Ask them to predict how near you will be able to get
your hand above the flame. Demonstrate this to see if their predictions are true. Ask
them to explain why you can get your hand so much closer to the flame from the side
compared to from above. Make sure you correct possible statements such as ‘heat
rises’ to ‘hot air rises if surrounded by cooler air’. Introduce the idea of convection
currents.
Hand out Worksheet B and allow your learners time to complete the tasks. Then ask
them to exchange their sheets and to peer-mark each other’s work based on the
example answers (see Worksheet B: Suggested answers).
Safety
Circulate the classroom at all times during the activity to ensure learners do not
start a fire with the tea lights.
When studying convection your learners need to be aware that heat itself does not
rise and that it is actually particles with energy and density changes that lead to the
transfer of thermal energy. Hand out Worksheet C and ask them to complete the
correct statements about convection.
Plenary
Give your learners Worksheet D which shows a hot air balloon. Ask them to write a
short paragraph to explain how it works.


Resources • An ice cube made from strongly coloured water (from food
colouring)
• Warm water
• Clear beaker
• Equipment for practical as outlined in Teacher notes
• Worksheets E, F and G

objectives • all learners should be able to describe the processes of convection
as one of the ways thermal energy is transferred
• most learners should be able to link density differences to
convection
• some learners should be able to evaluate the role of gravity in
buoyant force
Timings Activity
Fill a clear glass with warm water. Show your learners the coloured ice cube. Ask
them to guess what will happen when you put the ice cube in the water and leave it
for a while. Give them time to either write down or sketch their ideas in their exercise
book or discuss with their partner.
Add the ice cube to the glass/beaker of water. Let them observe what happens. Either
have a class discussion or ask them to write what they observe.
Main lesson
Your learners can do the main experiment in pairs, or in small groups if necessary.
During the experiment they should refer to Worksheet E, which shows them the
method to use. They can record their observations using Worksheet F.
Safety
Circulate the classroom at all times during the experiment to make sure that your
learners are safe and that the data they are collecting is accurate. Standard lab
rules apply regarding how to use Bunsen burners.
Plenary
Hand out Worksheet G. Once learners have had time to complete the tasks, discuss
some of the answers as a class or in small groups.
With more able learners, you may like to discuss the role of gravity in buoyant force,
hence the floating due to density differences.

Teacher notes
For starter demonstration:

• an ice cube made with water stained with food colouring (the darker the colour, the better the
effect)
• warm water
• clear drinking glass or a large beaker.
• Bunsen burner
• tripod and gauze
• 600cm3 heat resistant beaker
• potassium manganate(VII) crystals
• tweezers
• heat-proof mat
Safety
The information in the table below is a summary of the key points you should consider before undertaking
this experiment with your learners.

Potassium In the eye: flood the eye with gently-
manganate(VII) utes.
See a doctor.
Solid Swallowed: wash out the mouth with
GHS03 (oxidising O)
water. Do not induce vomiting. Sips of
water may help cool the throat and help
keep the airway open. See a doctor.
Spilt on the skin or clothing: remove
contaminated clothing and rinse it.
GHS07 (moderate hazard MH) Wash off the skin with plenty of water.
GHS09 (hazardous to the aquatic

environment N)
Risk of cuts due to sharps, e.g. Minor cuts: Rinse the wound with water.
broken glass or scalpels. Get the casualty to apply a small, sterile
dressing.
Wounds can lead to infection,
especially if the blade or point is
contaminated.


Severe cuts: Lower the casualty to the
floor. Raise the wound as high as
possible. If feasible, ask the casualty to
apply pressure on or as close to the cut
as possible, using fingers, a pad of cloth
or, better, a sterile dressing (adding
further layers as necessary). If the
casualty is unable to do so, apply
pressure yourself, protecting your skin
and clothes from contamination by blood
if possible. Leave any embedded large
bodies and press around them. Send for
a first aider.
10 minutes.
Experiment set-up
clear beaker
cold water grain of potassium

manganate(VII)
tripod and gauze

Teacher method
video.
Do not share this method with learners. Give them Worksheet E.
Before you begin

Think about:
• the number of groups you will need (group size 2–4 learners)
• the amount of equipment required.
Experiment
Steps Notes
1. Fill the beaker with tap water up to

about 600 cm3
2. Place a gauze on the tripod and the

beaker on top of that.
3. Set up the Bunsen burner below the

tripod.
Make sure learners drop the crystal as
4. Using the tweezers drop a small piece close to the beaker side as they can.
of potassium manganate(VII) so that They should take care not to disturb the
it falls close to one side of the beaker. water.
5. Heat the base of the beaker using a The heat should be gentle and only
small flame, just under where the focused directly under the potassium
manganate(VII) crystal.
piece of crystal has fallen.
Clean-up
During and/or after the experiment learners should:
• avoid skin contact with the coloured water and dispose of this in a chemical waste container
• tidy up their work space
• ensure any spillages are reported to you
• return all equipment and any unused chemicals to you.


Resources • Virtual experiment video
• Worksheet H
• An ice cube made from strongly coloured water (from food
colouring)
• Warm water
• Clear beaker

• most learners should be able to link density differences to
convection
• some learners should be able to evaluate the role of link gravity in
buoyant force
Timings Activity
Ask your learners what would happen if they dropped some ink into cold water? Into
hot water? Allow them time to think of some suggestions.
Main lesson
Fill a clear glass with warm water. Show them the coloured ice cube. Ask them to
guess what will happen when you put the ice in the water and leave it for a while.
Give them time to either write down or sketch their ideas in their exercise book or
discuss with their neighbours.
Add the ice cube to the glass/beaker of water. Let them observe what happens. Either
have a class discussion or ask them to write what they observe.
Hand out Worksheet H. Your learners will need to complete the sheet as they watch
the video. You can pause the video to give them time to do this. Please feel free to
make some of the questions the basis of some class / group discussions.
Now you can start the video.
Please have a whole class discussion on the alternative options as well as the correct
option in the multiple-choice questions on the worksheet.
Plenary
Ask your learners to work in groups of two or three to discuss the following:
• Can you explain why the heating element of a kettle is at the base of the
kettle?
• How can the concept of density be used to explain convection currents?
Extension question:
• What is the role of gravity in buoyant force?
Spend a few minutes reviewing your learners’ answers at the end.

Debriefing lesson: Convection currents

Resources • Worksheets I and J
• Suggested answers for Worksheets I and J

• most learners should be able to link the density differences to
convection
• some learners should link gravity to buoyant force
Timings Activity
Arrange your learners into groups of two or three.
Make enough copies of Worksheet I for one per group. Ask the groups to explain how
their understanding of convection as a means of thermal energy transfer is shown in
each image. They should write their answers next to the pictures once they have
discussed them as a group.
Main lesson
Ask groups to exchange their answer sheets. Either display or hand out the marking
criteria (Worksheet I: Suggested answers). The groups should peer-mark the
responses to each image. Where needed, they should add detail or alter the answers
to make sure that they are correct.
Hand out Worksheet J to give learners the opportunity to work individually on some
past exam-paper questions. The learners can discuss their answers where necessary
with a partner. Circulate during this activity to give feedback and/or support.
Plenary
Provide the answers to the exam questions (Worksheet J: Suggested answers) and
allow learners to mark their work. They should write corrections where necessary.
You may want them to do this in a different colour.


Worksheets Answers
A: Convection questions 14 28
B: Convection currents 15–16 29
C: Convection common mistakes 17 30
D: Convection in action 18 31
E: Method 19 —
F: Observing convection currents 20 —
G: Investigating convection currents 21 32
H: Virtual experiment record sheet 22–23 33–34
I: Convection in action 24 35
J: Convection questions 25–27 36

Worksheet A: Convection questions
1. Look at the diagram below. Describe what would happen to air in the room if we turned on
the heater?
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2. Draw labelled arrows on the diagram to show how the heat would be transferred around
the room.
3. Explain how the thermal energy is transferred.
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Worksheet B: Convection currents

Aim:
To build a paper windmill that will show how convection currents make objects move.
You will use:

• A drawing pin or split pin
• A pair of scissors
• A tea light
• A straw or lolly stick
Constructing the windmill:

1. Cut along the solid lines on the template.
2. Use a pin to carefully make a hole at each point marked
on the shape (there should be one in the centre and
another at each corner).
3. Without creasing it, gently fold each corner to line up the
corner holes with the central hole.
4. Place the split pin through all the layers as shown in the
picture.
5. Carefully push the pin into your lolly stick or straw and
open the split pin to secure the windmill together.
6. Blow on the windmill; you may need to loosen the pin if it
does not turn freely.
7. Now hold your windmill, pin-side down above a lit tea
light. DO NOT hold it too close to the flame.
8. Record your observations in the spaces below.
Observe and record the changes you see if you increase the distance between the windmill and
the flame.
…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
Observe and record the changes you see if you decrease the distance between the windmill and
the flame. Take care not to put the windmill too close to the tea light.
…………………………………………………………………………………………………………………..
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Can you explain what is happening to make the windmill spin?
…………………………………………………………………………………………………………………..
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Worksheet B: Convection currents
Cut out the windmill template along the solid lines.
Make a hole at each of the marked points.

Worksheet C: Convection common mistakes

The table below shows some common mistakes about convection. Complete the table by using the
words at the bottom of the sheet to fill in the blanks. The first one has been done for you.
Common mistake Correction
When surrounded by cooler fluid, the warmer region of the

Heat rises. fluid moves upwards.
If an object is heated, the average separation of its particles

If an object is heated, its
………………... The same amount of matter now occupies a
particles expand (get
larger). That’s why the
………………. volume. This leads to a ………………. in
density decreases.
density.
Cooler fluid ………………. the warmer fluid that has risen.

Cold sinks.
Convection is thermal energy transfer in a fluid (liquid or gas).

Convection is energy
transfer in a liquid when When particles in a warmer region ………………. energy they
warm particles transfer
heat energy into colder move into ………………… regions carrying this
regions.
………………… with them.
Trapped air is a good insulator because it ………………… the

Air is a good insulator. amount of ………………… that can take place.
cooler reduction convection
larger upwards increases
energy replaces cooler
limits gain

Worksheet D: Convection in action

Look at the picture of the hot air balloon.
Using your knowledge of convection, can you explain how the hot air balloon works? Don’t forget
to think about how it both rises and sinks.
…………………………………………………………………………………………………………………..
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…………………………………………………………………………………………………………………..
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Worksheet E: Method
Fill the beaker with about 600 cm3 of water.
Set up your equipment as shown in the diagram below.
Do not light the Bunsen burner yet
clear beaker
grain of potassium
cold water manganate(VII)
tripod and gauze
Allow the water in the beaker to settle and become completely still.
While the water is settling, light the Bunsen burner and put it on a gentle heat. Do not put it under
the beaker yet.
While you are not using the Bunsen burner to heat, make sure it is on the yellow safety flame.
Using the tweezers, pick up a piece of potassium manganate(VII).
Be careful potassium manganate(VII) is harmful and dangerous to the environment. Do not let it
touch your skin or allow it to go into the sink.
Very carefully drop the piece of potassium manganate(VII) into the beaker, placing it as close to
the side of the beaker as you can get it.
Make sure you disturb the water as little as possible.
Place the Bunsen burner directly under the grain of potassium manganate(VII).
Observe the coloured water as it rises
Condensation will form on the beaker. Do not try to wipe it off in case you knock the beaker.

Worksheet F: Observing convection currents

Use the space below to record your observations.
Be as specific as you can about how the coloured water moves.
…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
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…………………………………………………………………………………………………………………..
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Use this space to make a labelled drawing of your observations.

Worksheet G: Investigating convection currents

Answer the following questions.
1. State one similarity and one difference between the demonstration you saw at the
beginning of the lesson and the convection investigation you have just completed.
………….........................................................................................................................................
………….........................................................................................................................................
………….........................................................................................................................................
2. Use your understanding of convection currents to explain the similarity and the difference
you stated in the previous question.
………….........................................................................................................................................
………….........................................................................................................................................
………….........................................................................................................................................
………….........................................................................................................................................
………….........................................................................................................................................
………….........................................................................................................................................
3. What factors define the density of an object?
………….........................................................................................................................................
………….........................................................................................................................................
………….........................................................................................................................................
4. How does heating the water affect its density?
………….........................................................................................................................................
………….........................................................................................................................................
………….........................................................................................................................................
5. What happens to the temperature of the heated water as it rises?
………….........................................................................................................................................
………….........................................................................................................................................

Worksheet H: Virtual experiment record sheet

Answer the questions.
1. Convection is the way thermal energy is transferred in:
a) liquids b) gases c) fluids d) solids
2. State one safety precaution you would take when using the equipment shown.
………….........................................................................................................................................
3. Predict what might happen to the potassium manganate(VII) crystal when it is dropped into
the water.
………….........................................................................................................................................
………….........................................................................................................................................
4. What is the crystal doing to the water?
………….........................................................................................................................................
………….........................................................................................................................................
………….........................................................................................................................................
………….........................................................................................................................................
5. Which statement best explains what you can observe?
a) The crystal is burning and rising in the water.

b) Water gains thermal energy; its particles move more energetically. The warm water
is less dense and rises.
c) Crystals get warmer and start to show vigorous upwards movement.

Worksheet H: Virtual experiment record sheet
6. Record your observations of the way the purple water has moved in this experiment.
………….........................................................................................................................................
………….........................................................................................................................................
………….........................................................................................................................................
………….........................................................................................................................................
………….........................................................................................................................................
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7. What is the main reason for the coloured water moving downwards?
a) It is getting heavier.
b) It is getting less dense as it cools down.
c) It is getting denser again as it cools down.
d) Its density increases as its temperature increases.
8. Name one other event in which convection currents are observed.
………….........................................................................................................................................
………….........................................................................................................................................

Worksheet I: Convection in action

Discuss in your groups how convection is being used in each of the images below. Make a note of
your ideas next to each picture.
Item and its description How convection is used

Car radiator
……………………………………………………….
Water runs through it and is piped around the
engine. The radiator sits at the front of the car ……………………………………………………….
behind the grill so air can flow over it. It is made
up of many fine pipes which give it a very large ……………………………………………………….
surface area.
……………………………………………………….
……………………………………………………….
……………………………………………………….
……………………………………………………….
Air conditioning unit

……………………………………………………….
These units are placed close to the ceiling. They
have vents which pass through the wall allowing ……………………………………………………….
air to move from the room to the outside.
……………………………………………………….
……………………………………………………….
……………………………………………………….
……………………………………………………….
……………………………………………………….
Gliding birds
……………………………………………………….
Many birds use thermals to glide. This means
that they do not have to use energy flapping ……………………………………………………….
their wings to gain height. Instead they use air
currents to do the work for them. ……………………………………………………….
……………………………………………………….
……………………………………………………….
……………………………………………………….
……………………………………………………….

Worksheet J: Convection question 1



These are suggested answers.
1. Look at the diagram below. Describe what would happen to air in the room if we turned on
the heater?
Warm air would begin to rise towards the ceiling. This would displace cooler air closer
to the ceiling which would be forced downwards.
2. Draw labelled arrows onto the diagram to show how the heat would be transferred around
the room.
3. Explain how the thermal energy is transferred.
The temperature of the air surrounding the convector heater increases. This volume
of air is now less dense than the surrounding air. As the surrounding air is cooler, and
more dense, the heated air rises. Cooler air replaces the risen air. The cycle continues.
Air above heater is

Warm air meets the ceiling Air is away from the
warmed; this lowers
and travels along. heat source and has
its density so it
cooled. It sinks
rises.
towards the floor as
its density has

Displaced cool air travels along
increased.
the floor towards the heat
source, replacing the rising air

Aim:
To build a paper windmill that will show how convection currents make objects move.
You will use:

• A drawing pin or split pin
• A pair of scissors
• A tea light
• A straw or lolly stick
Constructing the windmill:

9. Cut along the solid lines on the template.
1. Use a pin to carefully make a hole at each point marked
on the shape (there should be one in the centre and
another at each corner).
2. Without creasing it, gently fold each corner to line up the
corner holes with the central hole.
3. Place the split pin through all of the layers as shown in
the picture.
4. Carefully push the pin into your stick or straw and open
the split pin to secure the windmill together.
5. Blow on the windmill; you may need to loosen the pin if it
does not turn freely.
6. Now hold your windmill, pin-side down above a lit tea
light. DO NOT hold it too close to the flame.
7. Record your observations in the spaces below.
Observe and record the changes you see if you increase the distance between the windmill and
the flame.
The further the distance between the windmill and the tea light, the slower the spinning.
After a certain distance there is no spinning at all.
Observe and record the changes you see if you decrease the distance between the windmill and
the flame. Take care not to put the windmill too close to the tea light.
The smaller the distance between the windmill and the tea light, the faster the spinning.
Can you explain what is happening to make the windmill spin?
• When heated, air particles gain energy and move more rapidly.
• They move further away from one another, increasing the average distance between
particles.
• The same amount of matter now occupies a larger volume of space.
• Therefore, the air expands and becomes less dense.
• If an object is surrounded by a denser fluid, it rises through the medium.
• It rises into the cold areas and denser, cold air falls into the warm areas.
• This upwards movement of the air makes the windmill spin.

The table below shows some common mistakes about convection. Complete the table by using the
words at the bottom of the sheet to fill in the blanks. The first one has been done for you.
Common mistake Correction
When surrounded by cooler fluid, the warmer region of the

Heat rises.
fluid moves upwards.
If an object is heated, its If an object is heated, the average separation of its particles
particles expand (get increases. The same amount of matter now occupies a
larger). That’s why the
larger volume. This leads to a reduction in density.
density decreases.
Cooler fluid replaces the warmer fluid that has risen.

Cold sinks.
Convection is energy Convection is thermal energy transfer in a fluid (liquid or gas).

transfer in a liquid when
When particles in a warmer region gain energy they move
warm particles transfer
heat energy into colder into cooler regions carrying this energy with them.
regions.
Trapped air is a good insulator because it limits the amount of

Air is a good insulator.
convection that can take place.
cooler reduction convection
larger upwards increases
energy replaces cooler
limits gain

Look at the picture of the hot air balloon.
Using your knowledge of convection, can you explain how the hot air balloon works? Don’t forget
to think about how it both rises and sinks.
This is a suggested answer:
The heater above the basket heats the air in the balloon. As this air is warm, the particles
spread further apart and so the density of the air in the balloon is reduced. This low density
air is now more buoyant that the air around the balloon and so the balloon rises.
To come back towards the ground, hot air is released from the top of the balloon and the
heater is switched off. This allows the air in the balloon to cool, and so it becomes less buoyant
and the balloon sinks.

1. State one similarity and one difference between the demonstration you saw at the
beginning of the lesson and the convection investigation you have just completed.
Both demonstrate convection currents. In the demonstration, the convection currents

form from the top of the water to the lower regions. In the investigation, they occur in
the opposite direction.
2. Use your understanding of convection currents to explain the similarity and the difference
you stated in the previous question.
In the demonstration, the surrounding warm water melts the floating ice cube. The
resulting coloured water is very cold. This cold, dense water sinks to the bottom of the
glass. However, in the investigation, convection currents are generated from the
bottom of the water to the upper regions. The thermal energy is given to the water
from the flame at the bottom of the beaker. This warm, less dense water rises,
replaced by cooler water.
3. What factors define the density of an object?
Mass and volume
4. How does heating the water affect its density?
It increases in temperature means the particles move more energetically and begin to
spread apart. This means that the same amount of water now occupies a larger space.
That leads to a lower density.
5. What happens to the temperature of the heated water as it rises?
It drops as the heated water moves away from the thermal energy source and meets
with cooler water.

Worksheet H: Answers
1. Convection is the way thermal energy is transferred in:
c) fluids
2. State one safety precaution you would take when using the equipment shown.
When not using the Bunsen burner, set it to the yellow safety flame
Allow hot glassware to cool before handling.
Use tweezers to prevent potassium manganate(VII) touching the skin.
3. Predict what might happen to the potassium manganate(VII) crystal when it is dropped into
the water.
It will begin to dissolve.
4. What is the crystal doing to the water?
The dissolving potassium manganate(VII) is making the water purple.
5. Which statement best explains what you can observe?
b) Water gains thermal energy; its particles move more energetically. The warm
water is less dense and rises.

6. Record your observations of the way the purple water has moved in this experiment.
As the Bunsen burner is moved underneath the potassium manganate(VII) crystal, the
purple water begins to rise up the side of the beaker. Once it reaches the surface of the
water the purple colouring travels across towards the opposite side of the beaker. Once at
the opposite side, the purple water begins to sink towards the bottom of the beaker. Once
at the base of the beaker where it is warmer again, the process repeats itself.
7. What is the main reason for the purple water moving downwards?
c) It is getting denser again as it cools down.
8. Name one other event in which convection currents are observed.
Convection in the mantle of the Earth
Convection in rooms due to heating or cooling systems
Convection currents in the oceans
Convection currents in the atmosphere

Item and its description How convection is used

Car radiator
Water runs through it and is piped around the

engine. The radiator sits at the front of the car The water is heated by the car engine. This
behind the grill so air can flow over it. It is made
eventually passes through the radiator. Here
up of many fine pipes which give it a very large
surface area. cool air is driven over the radiator and the
warm air is moved away. This cools the
temperature of the water inside the radiator,
helping to cool the engine.
Air conditioning unit
These units are placed close to the ceiling. They The air conditioning unit generates cold air
have vents which pass through the wall allowing due to the chemicals inside it. It is placed high
air to move from the room to the outside.
on the wall so the cold air sinks towards the
floor. The sinking cold air displaces the warm
air, forcing it up and back towards the unit.
Warm air as a by-product of the work of the
conditioning unit is vented outside.
Gliding birds
Many birds use thermals to glide. This means

that they do not have to use energy flapping Rising air thermals are produced when the
their wings to gain height. Instead they use air
ground heats the air above it. This produces
currents to do the work for them.
up draughts of warm, buoyant air. Birds take
advantage of these rising air currents to glide
effortlessly.

Worksheet J: Answers
Question Answer Mark
1 (a) (i) conduction 1
water expands when heated 1
1 (a) (ii) 1. density (of warm water) decreases OR reverse argument 1
warm water rises 1
1 (a) (ii) 2. convection 1
Total: 5
2 (i) conduction 1
warm(ed) liquid expands
1
NOT particles expand
density of warm(ed) liquid decreases
2 (ii) 1
NOT particles become less dense
less dense liquid / warm liquid rises
1
NOT heat rises
Total: 4
3 (i) conduction 1
convection 1
3 (ii)
radiation 1
arrows indicating air moving up above heater 1

3 (iii)
complete convection current indicated 1
Total: 5

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Contents
Introduction ........................................................................................................................................................ 4
Experiment: Demonstrating wave phenomena ................................................................................................. 5
Briefing lesson: Making observations and planning .......................................................................................... 6
Lab lesson: Option 1 – run the experiments ...................................................................................................... 7
Teacher notes ............................................................................................................................................ 8
Teacher method ......................................................................................................................................... 9
Debriefing lesson: Describing wave phenomena ............................................................................................ 14
Briefing lesson
Debriefing lesson
Teaching Pack: Demonstrating wave phenomena
Introduction
Important note
Practical Test).
sequence.



This lesson develops your learners’ ability to evaluate and draw
conclusions.
It also provides opportunities to practise extended writing skills.

Experiment: Demonstrating wave phenomena

This Teaching Pack focuses on demonstrating wave phenomena.
There are many different types of waves. Through the activities in this pack, your learners will
make transverse and longitudinal waves to demonstrate and investigate the properties of waves.
The experiment has links to the following syllabus content (see syllabus for detail):
3.1 General wave properties

3.2.1 Reflection of light
3.2.2 Refraction of light
The experiments cover the following experimental skills, adapted from AO3: Experimental
plan experiments and investigations

Prior knowledge
Knowledge from the following syllabus topics is useful for this experiment:

1.7.1 Energy
Going forward
The knowledge and skills gained from this set of experiments will be useful for when you teach
learners about light.

Briefing lesson: Making observations and planning

Resources Worksheets A, B, C and D

objectives all learners should be able to give the meaning of speed,
frequency, wavelength and amplitude
most learners should be able to demonstrate understanding that
waves transfer energy without transferring matter
some learners will be able to relate the different properties of
waves qualitatively as well as quantitatively
Timings Activity
Ask your learners to name a wave. Suggestions they might give include: heat waves,
Mexican waves, water waves, sound waves, gamma waves, microwaves, etc.
Main lesson
Give out Worksheet A and ask your learners to read through and complete the tasks
on the sheet. Pause after this and discuss the answers with the class.
Provide Worksheet B and encourage your class to replicate the actions shown in the
diagrams. With a large group, you could arrange your learners into two lines facing
each other so that they can observe the waves created by the other half of the class.
Your learners should then complete the tasks on the worksheet, following the
instructions carefully.
Now your learners should complete Worksheet C. Circulate around the room to
monitor your learners’ work and help with any of their queries.
Ask your learners to plan a series of simple demonstrations using a large spring to
demonstrate speed, frequency, wavelength and amplitude. Make sure your learners
consider how an action (e.g. pushing the spring harder or moving it quicker) can affect
the different variables. They should draft simple instructions on how to carry out their
planned demonstrations. As an extension task, your learners can plan a simple
demonstration to help explain that waves transfer energy without transferring matter.
These ideas could be discussed in small groups or as a class.
Plenary
Provide your learners with Worksheet D. They should match the variables to their
symbols and units. Recap these definitions orally as a class.

Lab lesson: Option 1 – run the experiments

Worksheets E, F, G and I

objectives all learners should be able to make and record observations
most learners should be able to identify the phenomena of
reflection, refraction and diffraction
some learners will be able to describe the phenomena of
reflection, refraction and diffraction using key terminology
Timings Activity
Explain the structure of the lesson to your learners: there are three worksheets (E, F
and G) and three sets of equipment to carry out three short experiments. Your
learners should make careful observations.
Main lesson
Using the large spring, your learners should carry out the experiment as described on
Worksheet E. Make sure that they identify the different variables and attempt to vary
some of these. Your learners should make and record their observations. The
instructions the worksheet should help them do this effectively.
Your learners should carry out the experiment using the ray box, plane mirror and
rectangular Perspex block as described on Worksheet F. Make sure that they
observe reflection and refraction. They should follow the instructions on the
worksheet and complete a table of their results.
The final experiment for your learners to carry out uses the ripple tank as described
on Worksheet G. In this activity they should observe diffraction and the effect of
varying the frequency and gap size. To help them do this they should follow the
instructions on the worksheet. For an extension task your learners can also attempt to
demonstrate reflection and refraction using water waves.
Safety
Plenary
Provide your learners with Worksheet I. They need to match up the key observations
and conclusions shown on the worksheet.

Teacher notes

a large spring
plane mirror
rectangular Perspex block
plain paper
equipment for ray box set up
ray box
power pack
connecting cables
lens
single slit plate
ripple tank
Safety
The information in the table below is a summary of the key points you should consider before undertaking
this experiment with your learners.

Electrocution If in casualty is in contact with live
electricity supply: break contact by
switching off or removing the plug. If this
is not possible, use a wooden broom
handle or wear rubber gloves to pull the
casualty clear. See a doctor.
If the casualty is unconscious, check that
airways are clear and that the casualty is
breathing and has a pulse. If so, place
the casualty in the ‘recovery position’. If
a pulse is found but the casualty is not
breathing, artificial ventilation is
necessary. If no pulse is found and the
casualty is not breathing, cardio-
pulmonary resuscitation is necessary.

Teacher method
This is your version of the method for this set of experiments that accompanies the Teacher
walkthrough video.
Do not share this method with your learners, give them Worksheet E, Worksheet F and
Worksheet G.
Before you begin

Think about:
whether you will need to demonstrate one or more of the experiments to save time.
Experiment: Waves in springs
Steps Notes
Learners can work in pairs or in small
1. One learner should hold one end of
groups, depending on the number of
the spring firmly while their partner large springs available.
holds the other end.
2. They should try the following actions
and record their observations:
a. Send wave pulses to create
longitudinal waves.
Vary the:
i. frequency of the pulses
ii. amplitude
iii. speed the spring is moved
back and forth.
b. Create transverse wave pulses.
Vary the:
ii. amplitude
iii. speed the spring is moved side
to side.
3. Draw and label diagrams of the spring
when longitudinal and transverse Alternatively, parts 4 to 6 can be
waves travel through it. completed in the debriefing lesson.
4. Describe how to make a spring vary

its wavelength properties.
5. Describe the differences and
similarities between transverse and
longitudinal waves.

Experiment: Reflection
Steps Notes
1. Connect the ray box to the power Check the recommended voltage for the
supply and switch on. ray box and advise your learners to set
the power pack accordingly.
2. Place the lens and the slit plate in the Parts of the ray box will get hot during
ray box to create a thin ray of light. the experiment. Make sure your learners
take care.
3. Place the mirror on plain paper and
draw along the back of the mirror with
a sharp pencil.
4. Shine the ray of light towards the
mirror so that it reflects off the surface
of the mirror.
5. Using a pencil, mark two small
crosses along the incident light ray
and another two small crosses along
the reflected light ray.
6. Turn off the power pack and move the
mirror out of the way.
7. Use a ruler and the pencil to join the
crosses marking the incident ray to You may need to demonstrate this if
show the incident ray travelling your learners are not familiar with the
towards the mirror. Join the crosses concept of the normal line.
marking the reflected ray to show the
reflected ray travelling away from the
mirror.
You may need to demonstrate this.
8. Use a protractor to draw a normal line
Some learners may attempt to draw the
at 90 ° to the surface of the mirror lines freehand, which will give very poor
where the incident ray hits the mirror. results.
9. Use the protractor to measure the
incident angle, that is, the angle
between the incident ray and the Your learners may need help with using
normal. Note it in a table with column the protractor depending on their ability.
headings for ‘incident angle / °’ and
‘reflected angle / °’.
reflected angle, that is, the angle
between the reflected ray and the
normal. Note it in the table.
11. Repeat steps 1 to 10 for several other
different angles.

Experiment: Refraction
Notes
Steps
1. Connect the ray box to the power Check the recommended voltage for the
supply and switch on. ray box and advise your learners to set
the power pack accordingly.
2. Place the lens and the slit plate in the

ray box to create a thin ray of light. Parts of the ray box will get hot during
3. Place the rectangular block on plain the experiment. Make sure your learners
take care.
paper and draw around the block with
a pencil.
4. Shine the ray of light towards the
block at an angle so that it refracts
through and out of the opposite side
of the block.
5. Using a pencil, mark two small You may need to demonstrate this.
crosses along the incident light ray Some learners may attempt to draw the
and another two small crosses along lines freehand, which will give very poor
results.
the emerging light ray.
6. Turn off the power and move the
block out of the way.
7. Use a ruler and the pencil to join the
crosses to show the incident ray
travelling towards the block. Join the
other crosses to show the emerging
ray travelling away from the block
8. Join the incident ray to the emerging
ray through the block. This is the
refracted ray.
9. Use a protractor to draw a normal line
at 90 ° to the surface of the boundary You may need to demonstrate this if
where the incident ray hits the block. your learners are not familiar with the
This line should also be extended concept of the normal line.
inside the rectangle.
Your learners may need help with using
incident angle. Note it in a table with
the protractor depending on their ability.
column headings for ‘incident angle /°’
and ‘refracted angle/°’.
refracted angle. Note it in the table.
12. Repeat steps 1 to 11 for several other
different angles.

Experiment: Waves in water

Notes
Steps
1. Turn on the ripple tank so that the If only one ripple tank is available, allow
motor is moving regularly and creating small groups of learners to work through
a continuous wave with straight the method for a set amount of time,
wavefronts. then rotate the groups.
2. The wavefronts are visible as parallel

lines in the water. The wave is moving A simple ripple tank can be made by
at right angles to these visible filling a shallow tray with water and
wavefronts. manually dipping a ruler in to act as the
plain wavefront dipper.
3. Vary the frequency and the amplitude
of the motor to investigate how the
visible wavefronts change.
4. Place an obstacle with a gap in it This effect is known as diffraction
parallel to the wavefronts. Observe through a gap.
how the shape of the wavefronts
changes.
5. The wavelength is the distance
between two successive wavefronts. This should produce the best example of
Set the wavelength to be similar in diffraction: the wavefronts are curved
size to the gap set up in the water by the most and spread out the most once
varying the frequency of the motor. through the gap.
Observe the wavefronts.
6. Change the wavelength by varying the This should produce diffraction that
frequency of the motor so that it is does not spread out so much. The gap
significantly smaller than the gap. is absorbing some of the energy of the
Observe the wavefronts. wave.
7. Change the wavelength by varying the

frequency of the motor so that it is This should produce diffraction which
significantly larger than the gap. does not curve so much. The gap is not
Learners should observe the changing the shape of the wavefronts as
wavefronts. noticeably.
8. Place an obstacle in the water parallel

to the wavefronts so that the obstacle This effect is known as diffraction around
partially blocks the water waves, but an obstacle.
allows some water waves to move
around it. Observe the shape of the
wavefronts.
Clean-up
ensure any spillages have been mopped up
return all equipment to you.


Worksheets H and I

objectives all learners should be able to make and record observations
most learners should be able to identify the phenomena of
some learners will be able to describe the phenomena of
reflection, refraction and diffraction using key terminology
Timings Activity
Recap the types of waves and wave properties with your learners using question and
answer. Start by asking a question; the learner who can answer then asks the next
question, and so on until all the learners have asked a question and given an answer.
The questions could be as simple as ‘What is wavelength measured in?’ or more
complex, such as asking for a definition.
Main lesson
Provide your learners with Worksheet H. They should watch the virtual experiment
video on waves.
There are also tasks on the worksheet they will need to complete. You should discuss
the answers to these as a class.
Plenary
Provide learners with Worksheet I. Your learners need to match up key observations
to the conclusions on the worksheet.

Debriefing lesson: Describing wave phenomena

Resources Worksheets J, K, L and M.

objectives all learners should be able to describe how waves can undergo
most learners should be able to interpret and evaluate
experimental observations and data
some learners will be able to use terminology to properly explain
the wave phenomena observed previously
Timings Activity
Provide your learners with Worksheet J. They should work in pairs to plan and draw
simple diagrams to depict key terms or phenomena.
Main lesson
Direct your learners to interpret their table of data on reflection from last lesson. They
should write a simple qualitative conclusion. You should expect their conclusions to
show that the angle of incidence is equal to the angle of reflection. Following this, ask
your learners to evaluate the experiment. What was difficult? What could they
improve?
Now your learners should look at their table of data on refraction from last lesson.
Again, they should write a simple qualitative conclusion. You should expect them to
mention that light rays bend towards the normal when they enter a denser medium
like glass from air. Encourage them to try to explain why this happens (the light rays
slow as they enter the block). Ask them to write their own simple and clear method for
demonstrating the refraction of light. You may want to go through the method as a
class, or to get learners to swap and improve each other’s methods.
Give out Worksheet K. Your learners should work independently through the
questions.
Provide your learners with Worksheet L. They should apply their understanding of
how the size of the gap and the wavelength affect the diffraction of waves by
completing the diagrams and answering the questions.
Plenary
Give your learners Worksheet M. They should work in pairs to write clear and concise
definitions or descriptions for each key term or phenomenon. Ask your learners to cut
out the pairs, mix them up and swap the complete set with another pair. They can
then work to match up the new set they have been given.


Worksheets Answers
A: Introducing waves 16–17 30–31
B: Describing waves 18 32
C: Wave equation calculations 19 33
D: Match up: wave properties 20 34
E: Method – waves in springs 21 —
F: Method – reflection and refraction 22 —
G: Method – waves in water 23 —
I: Match up – conclusions 25 38
H: Virtual experiments 24 35–37
I: Match up – conclusions 25 38
J: Wave terms and phenomena 26 —
K: Calculating the refractive index 27 39
L: Diffraction of waves 28 40
M: Match up – terms and definitions 29 —

Worksheet A: Introducing waves

There are two types of waves:
1. Transverse waves
The oscillations in a transverse wave are at right angles to the direction that the wave
travels. The oscillation and the wave motion are perpendicular to each other. An example of
a transverse wave is light.
Direction of
oscillation
Direction of
wave motion
A transverse wave has peaks and troughs. A peak (or crest) is the highest point on the
wave and a trough is the lowest point.
On the diagram below:
Circle the letters which label a peak

Put a cross through those which label a trough

Worksheet A: Introducing waves
2. Longitudinal waves
The oscillations in a longitudinal wave are in the same direction as the direction that the
wave travels. The oscillation and the wave motion are parallel to each other. An example of
a longitudinal wave is sound.
Direction of
oscillation
Direction of
wave motion
A longitudinal wave has compressions and rarefactions. A compression is where the

particles in the wave are closer together than normal. A rarefaction is where the particles
are further apart than normal.
Circle the letters which label a compression

Put a cross through those which label a rarefaction
Using the table, sort the following list of waves into the two types: transverse or longitudinal.
light radio wave

water wave seismic P wave
sound infra-red
Add any others you may have already discussed.
Transverse Longitudinal

Worksheet B: Describing waves

We can simulate waves with the movement of our
arms – commonly known as Mexican waves. In
the diagram you can see the stick person on the
left has started a Mexican wave that is beginning to
travel to the right as the motion is repeated down the
line with a slight time delay. We will use this wave
to define some of the basic properties of waves.
Wavelength (λ) is the distance a wave travels before the wave pattern repeats itself. It is the
distance from peak to successive peak or from trough to successive trough. For our stick people, a
‘peak’ is when the hands are up highest and a ‘trough’ is when the hands are lowest. Label the
wavelength on the diagram below.
Amplitude (A) is the maximum displacement of a particle in a wave from its equilibrium. For our
stick people, the equilibrium is when they have their arms out straight at their sides. Label the
amplitude on the diagram below.
As wavelength and amplitude are both distances, they both have the unit metres (m).
Frequency (f) is the number of waves in a second. For example, if a wave has a frequency of
50 Hertz (Hz), the wave oscillates 50 times in 1 second. How many times will a wave oscillate in 1
second if it has a frequency of 20 Hz?
Time period (T) is how long it takes to complete a full wave. It is related to frequency such that
f =1 / T and T = 1 / f. For example, if a wave has a frequency of 2 Hz, the time period will be ½
seconds or 0.5 seconds, meaning there are two waves every second. What would be the time
period for a wave with a frequency of 0.2 Hz?
Wave speed (v) is the speed that the wave travels. Wave speed can be calculated by multiplying
the frequency by the wavelength, v = f × λ.

Worksheet C: Wave equation calculations
The wave equation relates wave speed (v), frequency (f) and wavelength (λ).
v=f×λ
Example:
A wave has a frequency of 50 Hz and a wavelength of 3 m.

Calculate the wave speed.
Step 1: Write out the equation: v =f × λ

Step 2: Substitute the values: v=5 ×3
Step 3: Solve: wave speed = 150 m/s
Solve and show full working for the following questions:
1. Calculate the frequency of a wave if the time period is 4 seconds.

2. A wave has a frequency of 0.05 Hz.
a. Calculate the time period.
b. How many complete waves will there be in 1 minute?
3. A piece of string oscillates 20 times in 2 seconds.
a. What is the frequency?
b. What is the time period?
c. Calculate the wave speed for a wavelength of 3 m.
d. Calculate the wave speed for a wavelength of 20 cm.
4. Waves crash onto the shore 8 times in 1 minute.
b. Calculate the frequency.
c. Calculate the wave speed for a wavelength of 3 m.
5. What is the wavelength of a 230 Hz sound wave in the air if the speed of sound in air is
340 m/s?
6. Sound waves travel at 1500 m/s through water. Calculate the wavelength of a 250 Hz sound
made under water.
7. A wave travels down a string at 14 m/s. It has a frequency of 3.5 Hz.
b. Calculate its wavelength.
8. A spring oscillates with a wavelength of 40 mm. If its wave speed is 0.8 m/s, what is its
frequency?
9. What is the speed of sound through an aluminium rod if a sound vibration of frequency
1500 Hz has a wavelength of 340 cm?
10. An ultrasound generator produces sounds of frequency of 30 000 Hz. Calculate their
wavelength in air if the speed of sound is 340 m/s.

Worksheet D: Match up – wave properties
Match up the variables to their symbols and units:
Wavelength A m/s
Amplitude T Hz
Frequency v m
Period f m
Speed λ s
Using the symbols above:
1. provide an equation relating frequency and time period.
2. provide an equation for wave speed.

Worksheet E: Method – waves in springs
1. Collect a spring and place it on a flat surface.
2. Your partner should hold one end of the spring firmly while you hold the other.
3. Try the following actions and record your observations:
a) Send wave pulses through the spring by pushing it back and forth to create
longitudinal waves.
Vary the:
ii. amplitude
iii. speed you move the spring back and forth.
b) Create transverse wave pulses by moving the spring side to side.

Vary the:
ii. amplitude
iii. speed you move the spring side to side.
4. Draw diagrams of the spring when:

i. longitudinal waves are travelling through it.
ii. transverse waves are travelling through it.
Label the following on your diagrams:
compression peak
rarefaction trough
amplitude wavelength
5. Describe how to make a spring increase its:
frequency amplitude
wavelength speed
6. Describe the differences and similarities between transverse and longitudinal waves.

Worksheet F: Method
Experiment 1: Reflection
1. Connect the ray box to the power supply and switch on.
2. Place the lens and the slit plate in the ray box to create a thin ray of light.
3. Place the mirror on plain paper and draw along the back of the mirror with a sharp pencil.
4. Shine the ray of light towards the mirror so that it reflects off the surface of the mirror.
5. Using a pencil, mark two small crosses along the incident light ray and another two small
crosses along the reflected light ray.
6. Turn off the power pack and move the mirror out of the way.
7. Use a ruler and the pencil to join the crosses marking the incident ray to show the incident
ray travelling towards the mirror. Also join the crosses marking the reflected ray to show the
reflected ray travelling away from the mirror.
8. Use a protractor to draw a normal line at 90° to the surface of the mirror where the incident
ray hits the mirror.
9. Use the protractor to measure the incident angle, that is, the angle between the incident ray
and the normal. Note it in a table with column headings for incident angle (°) and reflected
angle (°).
10. Use the protractor to measure the reflected angle, that is, the angle between the reflected
ray and the normal. Note it in the table.
11. Repeat steps 1 to 10 for several other different angles.
Experiment 2: Refraction
1. Connect the ray box to the power supply and switch on.
2. Place the lens and the slit plate in the ray box to create a thin ray of light.
3. Place the rectangular block on plain paper and draw around the block with a pencil.
4. Shine the ray of light towards the block at an angle so that it refracts through and out of the
opposite side of the block.
5. Using a pencil, mark two small crosses along the incident light ray and another two small
crosses along the emerging light ray.
6. Turn off the power pack and move the block out of the way.
7. Use a ruler and the pencil to join the crosses marking the incident ray to show the incident
ray travelling towards the block. Also join the crosses marking the emerging ray to show the
emerging ray travelling away from the block.
8. Join the incident ray to the emerging ray through the outline of the block. This is the
refracted ray.
9. Use a protractor to draw a normal line at 90° to the surface of the boundary where the
incident ray hits the block. This line should also be extended inside the outline of the block.
10. Use the protractor to measure the incident angle, that is, the angle between the incident ray
and the normal. Note it in a table with column headings for incident angle (°) and refracted
angle (°).
11. Use the protractor to measure the refracted angle, that is, the angle between the refracted
ray and the normal. Note it in the table.
12. Repeat steps 1 to 11 for several other different angles.

Worksheet G: Method
Experiment 3: Waves in water
1. Turn on the ripple tank so that the motor is moving regularly and creating a continuous
wave with straight wavefronts.
2. The wavefronts are visible as parallel lines in the water. The wave is moving at right angles
to these visible wavefronts.
3. Vary the frequency and the amplitude of the motor to investigate how the visible wavefronts
change.
4. Place an obstacle with a gap in it in the water. Make sure it is parallel to the wavefronts.
Observe how the shape of the wavefronts changes. This effect is known as diffraction
through a gap.
5. The wavelength is the distance between two successive wavefronts. Set the wavelength to
be similar in size to the gap in the obstacle by varying the frequency of the motor. Observe
the wavefronts.
6. Change the wavelength by varying the frequency of the motor so that it is significantly
smaller than the gap. Observe the wavefronts.
7. Change the wavelength by varying the frequency of the motor so that it is significantly
larger than the gap. Observe the wavefronts.
8. Remove the obstacle with the gap. Place an obstacle in the water parallel to the wave, so
that the obstacle partially blocks the water waves, but allows some waves to move around
the obstacle. Observe the shape of the wavefronts. This effect is known as diffraction
around a gap.

Worksheet H: Virtual experiments

You will need to complete the tasks below in your lab book, or on paper.
Draw a diagram of the spring when a longitudinal wave is travelling through it.
1. Label the following things on your diagram.

compression wavelength
rarefaction amplitude
2. Draw a diagram of the spring when a transverse wave is travelling through it.
3. Label the following things on your diagram:

amplitude peak
wavelength trough
5. Draw the ray diagram for reflection. Make sure that you label the:
a) angle of incidence and angle of reflection
b) incident ray and reflected ray
c) normal
6. Note down the law of reflection and describe clearly how you can prove this using the
equipment in the video.
7. If light travels from air into the following substances, predict whether it will slow down or
speed up:
diamond Perspex
glass vacuum
helium water
8. When the light ray enters the glass block it bends. Look closely at the video image. Record
any other observations you make.
9. Draw the ray diagram for refraction. Make sure that you label the:
a) angle of incidence and angle of refraction
b) incident ray and refracted ray
c) normal
10. Now you have watched the information on the diffraction of waves, try the following
questions:
a) Draw a diagram of diffraction of water waves through a small gap.
b) Describe how widening the gap affects the water waves.
c) Explain why changing the frequency affects the diffraction.
d) Describe an everyday situation that proves sound also undergoes diffraction.

Worksheet I: Match up – conclusions
Using a line, match the observations from the three experiments to appropriate conclusions:
In a longitudinal wave each loop of the spring 1

moves forwards and backwards around a central T=
point. f
A plane mirror reflects light.

A longitudinal wave in a spring bounces back v=f×λ
from the fixed end.
If the angle of incidence is 30°, the angle of

reflection is 30°. If the angle of incidence is 40°, Waves undergo reflection.
the angle of reflection is 40°.
Frequency is inversely proportional

Light rays bend at the boundary between two
to wavelength, and the speed of
different materials such as air and glass.
waves in water is constant.
Light rays reflect from the boundary of two The angle of incidence always
materials, as well as refracting through. equals the angle of reflection.
Changing the frequency of water waves changes Waves transfer energy,

the diffraction. The gap remains the same size. not matter.
Light slows down as it enters

Doubling the frequency while halving the
glass, causing the change in
wavelength keeps the wave speed constant.
direction we observe.
Not all light is refracted when it

Halving the frequency doubles the period.
travels into a different material.

Worksheet J: Wave terms and phenomena

Plan and draw simple diagrams to depict the following key terms or phenomena:
Wavelength Speed Reflection
Amplitude Transverse Refraction
Frequency Longitudinal Diffraction

Worksheet K: Calculating the refractive index

The reason light rays bend as they travel into a different material is because their speed changes.
The refractive index, n, is a ratio between the speeds of the wave. As it is a ratio, it does not have
a unit.
For light travelling from air to water:
speed in air
n=
speed in water
The refractive index of a material can also be calculated if the angle of incidence, i, and angle of
refraction, r, is known:
sin i
n=
sin r
Work through the following calculations. Show full working.
1. Calculate the speed of light in water. The refractive index of water is 1.33 and the speed of
light in air is 300 million m/s.
2. Calculate the speed of light in diamond. The refractive index of diamond is 2.42.
3. Calculate the refractive index of sapphire. The speed of light in sapphire is 169 million m/s.
4. A light ray approaches a Perspex block with an angle of incidence of 42° and refracts inside
the block at an angle of 26°. Calculate the refractive index.
5. The refractive index of glass is 1.52. Complete the table below:
Angle of incidence (°) Angle of refraction (°)

22
35
25
29
53
60
39
41
6. A light ray approaches a silicon block with an angle of incidence of 25 and refracts inside
7. The refractive index of glycerol is 1.47. Calculate the angle of incidence if the angle of
refraction is 26°.

Worksheet L: Diffraction of waves
1. Describe how diffraction affects water waves.
2. Describe the situation that would produce the most extreme case of diffraction.
3. Complete the following diagrams by drawing the position of the wavefronts after they have
been diffracted through the gaps in the barriers:
The parallel lines represent

the wavefronts of the water
waves and the arrow
shows the direction of the
wave travel.
4. Complete the following diagram by drawing the position of the wavefronts after they have
been diffracted around an obstacle:

Worksheet M: Match up – terms and definitions
Below is a list of key terms and phenomena for the topic of waves.
1. Write clear and concise definitions or descriptions for each.
2. Cut out the pairs and mix them up.
3. Swap your set of pairs with another person in the class.
4. Try to match up their pairs before they can match up yours.
Wavelength
Amplitude
Frequency
Speed
Transverse
Longitudinal
Reflection
Refraction
Diffraction

There are two types of waves:
1. Transverse waves
The oscillations in a transverse wave are at right angles to the direction that the wave
travels. The oscillation and the wave motion are perpendicular to each other. An example of
a transverse wave is light.
Direction of
oscillation
Direction of
wave motion
A transverse wave has peaks and troughs. A peak (or crest) is the highest point on the
wave and a trough is the lowest point.
Circle the letters which label a peak

Put a cross through those which label a trough

2. Longitudinal waves
The oscillations in a longitudinal wave are in the same direction as the direction that the
wave travels. The oscillation and the wave motion are parallel to each other. An example of
a longitudinal wave is sound.
Direction of
oscillation
Direction of
wave motion
A longitudinal wave has compressions and rarefactions. A compression is where the

particles in the wave are closer together than normal. A rarefaction is where the particles
are further apart than normal.
Circle the letters which label a compression

Put a cross through those which label a rarefaction
Using the table, sort the following list of waves into the two types: transverse or longitudinal.
light radio wave

sound infrared
Add any others you may have already discussed.
Transverse Longitudinal
light sound
radio wave
infrared

We can simulate waves with the movement of our
arms – commonly known as Mexican waves. In the
diagram you can see the stick person on the left has
started a Mexican wave that is beginning to travel to
the right as the motion is repeated down the line
with a slight time delay. We will use this wave to
define some of the basic properties of waves.
Wavelength (λ) is the distance a wave travels before the wave pattern repeats itself. It is the
distance from peak to successive peak or from trough to successive trough. For our stick people, a
‘peak’ is when the hands are up highest and a ‘trough’ is when the hands are lowest. Label the
wavelength on the diagram below.
λ
Amplitude (A) is the maximum displacement of a particle in a wave from its equilibrium. For our
stick people, the equilibrium is when they have their arms out straight at their sides. Label the
amplitude on the diagram below.
A
A
As wavelength and amplitude are both distances, they both have the unit metres (m).
Frequency (f) is the number of waves in a second. For example, if a wave has a frequency of
50 Hertz (Hz), the wave oscillates 50 times in 1 second. How many times will a wave oscillate in
1 second if it has a frequency of 20 Hz?
20 times
Time period (T) is how long it takes to complete a full wave. It is related to frequency such that
f =1 / T and T = 1 / f. For example, if a wave has a frequency of 2 Hz, the time period will be ½
seconds or 0.5 seconds, meaning there are two waves every second. What would be the time
period for a wave with a frequency of 0.2 Hz?
T = 1/0.2 = 5 seconds
Wave speed (v) is the speed that the wave travels. Wave speed can be calculated by multiplying
the frequency by the wavelength: v = f × λ.

The wave equation relates wave speed (v), frequency (f) and wavelength (λ).
v=f×λ
Example:
A wave has a frequency of 50 Hz and a wavelength of 3 m.
Calculate the wave speed.
Step 1: Write out the equation: v=f×λ
Step 2: Substitute the values: v = 50 × 3
Step 3: Solve: wave speed = 150 m/s
Solve and show full working for the following questions:
1. Calculate the frequency of a wave if the time period is 4 seconds. 0.25 Hz

2. A wave has a frequency of 0.05 Hz.
a. Calculate the time period. 20 s
b. How many complete waves will there be in 1 minute? 3 complete waves
3. A piece of string oscillates 20 times in 2 seconds.
a. What is the frequency? 10 Hz
b. What is the time period? 0.1 s
c. Calculate the wave speed for a wavelength of 3 m. 30 m/s
d. Calculate the wave speed for a wavelength of 20 cm. 2m/s
4. Waves crash onto the shore 8 times in 1 minute.
a. Calculate the time period. 7.5 s
b. Calculate the frequency. 0.133 Hz
c. Calculate the wave speed for a wavelength of 3 m. 0.4 m/s
5. What is the wavelength of a 230 Hz sound wave in the air if the speed of sound in air is
340 m/s? 1.5 m
6. Sound waves travel at 1500 m/s through water. Calculate the wavelength of a 250 Hz sound
made under water. 6 m
7. A wave travels down a string at 14 m/s. It has a frequency of 3.5 Hz.
a. Calculate the time period. 0.29 s
b. Calculate its wavelength. 4 m
8. A spring oscillates with a wavelength of 40 mm. If its wave speed is 0.8 m/s, what is its
frequency? 20 Hz
9. What is the speed of sound through an aluminium rod if a sound vibration of frequency
1500 Hz has a wavelength of 340 cm? 5100 m/s
10. An ultrasound generator produces sounds of frequency of 30 000 Hz. Calculate their
wavelength in air if the speed of sound is 340 m/s. 0.011 m or 11 mm

Match up the variables to their symbols and units:
Wavelength A m/s
Amplitude T Hz
Frequency v m
Period f m
Speed λ s
Note: both amplitude and wavelength have the unit of metres, so the lines may be swapped around
and therefore slightly different from the answer shown above.
Using the symbols above,
1. provide an equation relating frequency and time period.
Frequency = 1 / Period
Or
Period = 1 / Frequency
2. provide an equation for wave speed.
Wave speed = Frequency x Wavelength

1. Draw a diagram of the spring when a longitudinal wave is travelling through it.

a. compression
b. wavelength
c. rarefaction
compression rarefaction
wavelength
3. Draw a diagram of the spring when a transverse wave is travelling through it.

a. amplitude
b. wavelength
c. peak
d. trough
peak
trough
amplitude
wavelength
In longitudinal waves, energy travels parallel to the direction of wave oscillation. In
transverse waves, the energy travels perpendicular to the direction of wave oscillation.
Longitudinal waves have compressions and rarefactions, transverse waves have peaks
and troughs. In both waves the amplitude is the distance the spring moves from the
point of rest. The wavelength is the distance between two compressions or rarefactions
in a longitudinal wave or two peaks and troughs in a transverse wave.

6. Draw the ray diagram for reflection. Make sure that you label the:
a) angle of incidence and angle of reflection
b) incident ray and reflected ray
c) normal
7. Note down the law of reflection and describe clearly how you can prove this using the
equipment in the video.
Angle of incidence = Angle of reflection
The mirror angle can be moved and the angles of incidence and reflected ray can be
repeatedly measured.
8. If light travels from air into the following substances, predict whether it will slow down or
speed up:
Diamond (slow) Perspex (slow)
Glass (slow) Vacuum (speed up)
helium (speed up) water (slow)
9. When the light ray enters the glass block it bends. Look closely at the video image. Record
any other observations you make.
There is evidence of some weak reflection from the surface of the block.

10. Draw the ray diagram for refraction. Make sure that you label the:
a) angle of incidence and angle of refraction
b) incident ray and refracted ray
c) normal
Incident ray
Reflected ray
11. Now you have watched the information on the diffraction of waves, try the following
questions:
a) Draw a diagram of diffraction of water waves through a small gap.
b) Describe how widening the gap affects the water waves.

Widening the gap reduces the amount of diffraction (curving of the wavefront)
c) Explain why changing the frequency affects the diffraction.
Increasing or decreasing the frequency causes the gap between the wavefronts
to increase or decrease. This in turn effects how much diffraction occurs.

d) Describe an everyday situation that proves sound also undergoes diffraction.
Sound waves do diffract around walls and other objects which is why you can
hear someone, but cannot necessarily see them.

In a longitudinal wave each loop of the spring

Waves transfer energy,
moves forwards and backwards around a central
not matter.
point.
A plane mirror reflects light.

A longitudinal wave in a spring bounces back Waves undergo reflection.
from the fixed end.
If the angle of incidence is 30°, the angle of

The angle of incidence always
reflection is 30°. If the angle of incidence is 40°,
equals the angle of reflection.
the angle of reflection is 40°.
Light slows down as it enters

Light rays bend at the boundary between two
glass, causing the change in
materials such as air and glass.
direction we observe.
Light rays reflect from the boundary of two Not all light is refracted when it
materials, as well as refracting through. travels into a different material.
Frequency is inversely proportional

Changing the frequency of water waves changes
to wavelength, and the speed of
the diffraction. The gap remains the same size.
waves in water is constant.
Doubling the frequency while halving the

v=f× λ
wavelength keeps the wave speed constant.
1
Halving the frequency doubles the period. T=
f

The reason light rays bend as they travel into a different material is because their speed changes.
The refractive index, n, is a ratio between the speeds of the wave. As it is a ratio, it does not have
a unit.
For light travelling from air to water:
speed in air
n=
speed in water
The refractive index of a material can also be calculated if the angle of incidence, i, and angle of
refraction, r, is known:
sin i
n=
sin r
Work through the following calculations. Show full working.
1. Calculate the speed of light in water. The refractive index of water is 1.33 and the speed of
light in air is 300 million m/s.
226 million m/s
2. Calculate the speed of light in diamond. The refractive index of diamond is 2.42.
124 million m/s
3. Calculate the refractive index of sapphire. The speed of light in sapphire is 169 million m/s.
1.77
4. A light ray approaches a Perspex block with an angle of incidence of 42° and refracts inside
1.52
5. The refractive index of glass is 1.52. Complete the table below:
Angle of incidence (°) Angle of refraction (°)

22 14
35 22
40 25
47 29
53 32
60 35
75 39
86 41
6. A light ray approaches a silicon block with an angle of incidence of 25° and refracts inside
3.46
7. The refractive index of glycerol is 1.47. Calculate the angle of incidence if the angle of
refraction is 26°.
40°

These are suggested answers
1. Describe how diffraction affects water waves.
Diffraction causes water waves to curve and spread out. It does not change any of the
properties of the water waves, but it changes the shape of the wavefronts.
2. Describe the situation that would produce the most extreme case of diffraction.
A gap identical in size to the wavelength of the water wave will allow the most energy
to diffract through the gap and produce the most curved wavefront with the most
spreading.
3. Complete the following diagrams by drawing the position of the wavefronts after they have
been diffracted through the gaps in the barriers:
a. Gap < wavelength
The diagram would be similar to b. but with less spreading, as energy is lost.
b. Gap = wavelength
c. Gap > wavelength
4. Complete the following diagram by drawing the position of the wavefronts after they have
been diffracted around an obstacle:
direction
of wave The wavefronts should curve
around the object, spreading
out but leaving a calm area of
water where the waves do
not reach.

support materials?

Contents
Introduction ........................................................................................................................................................ 4
Experiment: Use of a CRO to visualise sound waves ....................................................................................... 5
Briefing lesson: Making observations ................................................................................................................ 6
Teacher notes ............................................................................................................................................ 8
Teacher method ......................................................................................................................................... 9
Debriefing lesson: Improving the CRO investigation ....................................................................................... 12
Briefing lesson
Debriefing lesson
Teaching Pack: Use of a cathode ray oscilloscope (CRO) to visualise sound waves
Introduction
Important note
Practical Test).
sequence.



writing skills.

Experiment: Use of a CRO to visualise sound waves

This Teaching Pack focuses on an experiment to visualise sound waves using a cathode ray
oscilloscope (CRO).
A microphone can be used to convert sound waves into electrical signals. Alternatively, a signal
generator can be used to produce a sound of a constant amplitude and frequency. A CRO can be
used to view these signals and visualise the sound waves.
3.4 Sound

interpretation of experimental observations and data
evaluate methods and suggest possible improvements.
Prior knowledge

3.4 Sound
Going forward
The knowledge of sound waves that is developed in this experiment is applicable to other areas of
the topic of sound. The understanding of how to use a CRO will be useful when you teach learners
about sketching graphs of voltage output against time for a simple a.c. generator.

Briefing lesson: Making observations

Resources Worksheets A and B

objectives all learners should be able to describe the importance of making
careful observations
most learners should be able to explain the importance of accurate
data readings
some learners will be able to explain how observational errors may
affect later interpretations.
Timings Activity
Starter/introduction
Show your learners the picture of the seismic trace on Worksheet A. Give them two
minutes to work in pairs to discuss what it shows and its purpose. Ask for their
suggestions and then lead a discussion about the purpose of monitoring ground
vibration in areas that may be affected by volcanoes or earthquakes.
Main lesson
Use questioning to briefly revise the terms amplitude and frequency.
Now your learners need to complete the questions on Worksheet A. You should
encourage them to work independently, but as they progress through the worksheet
they may benefit from discussing answers with a partner.
Once they have finished they should self-assess their work. To do this, select
individual learners to share their answer to different questions with the class and allow
a discussion to develop where appropriate. By the end of this, the importance of
making careful observations should be clear to your learners.
Provide your learners with Worksheet B.
Give them one minute to discuss what the picture on the worksheet shows and how
readings from the oscilloscope may be used. Develop their ideas during a classroom
discussion. They should understand that a patients’ heart beats are shown on the y-
axis and time is shown on the x-axis.
Learners should work through the worksheet independently for the first five minutes.
They can then use the following five minutes to discuss with a partner and improve
their ideas before you go through the answers as a class.
Plenary
Learners should work in groups to identify as many scenarios as possible where
failure to take accurate data readings may lead to serious problems. Ask groups to
take turns to explain one of their examples.


Worksheets C and D
Equipment outlined in the Teacher notes

objectives all learners should be able to describe how sound waves appear
on a CRO
most learners should be able to interpret wave forms on a CRO
some learners will be able to use measurements to predict how
other sound waves may appear.
Timings Activity
Show a picture of a singer with a microphone. Explain that they can vary the volume
of their voice coming through the speakers by moving towards or away from the
microphone.
Ask your learners to discuss how energy is transferred by the microphone to the
speakers, and why the volume of the singer's voice varies as they move closer or
further away from the microphone.
Main lesson
Use questioning to briefly revise the concept of longitudinal and transverse waves.
Use the CRO and microphone to demonstrate that longitudinal sound waves can be
visualised using a CRO. Invite your learners to speak or sing through the microphone.
Ensure that they see examples of low and high pitch sounds as well as high and low
volume sounds.
Provide learners with Worksheet C. Once they have completed this, discuss the
answers as a group while learners check, and, if necessary, correct their work.
Connect the signal generator to the CRO and demonstrate that it produces a sound of
constant amplitude and frequency. Reduce the frequency to below 20 Hz. Increase
the frequency gradually while asking learners to indicate the points when they begin
to hear the sound and when they no longer hear the sound (≈ 20 to 20 000 Hz).
Show a constant wave form on the CRO. Ask your learners to count the number of
boxes from the equilibrium point to the crest or trough and the boxes between crests.
Ask them to predict how the number of boxes will change as you double or halve the
amplitude or frequency. Learners should understand that sound waves can be
measured and that these measurements can be used to make accurate predictions.
Provide learners with Worksheet D. Once they have completed this, discuss the
answers as a group while learners check, and, if necessary, correct their work.
Plenary
Ask one of your learners how the sound wave of a mouse squeaking may appear on
a CRO. Once they have answered, ask them to give an example of another sound.
Choose a second learner to describe the sound wave and then provide a different
example of a sound. Continue this activity to confirm your learners’ understanding.

Teacher notes
This experiment should be completed as a live demonstration. You will require:
A cathode ray oscilloscope

A microphone
A signal generator
A loudspeaker
Connecting cables/leads
Safety

Electrocution If in casualty is in contact with live
—
Experiment set-up

Teacher method
video.
Do not share this method with learners.
Before you begin

This experiment is recommended as a demonstration.
The settings on signal generators and CROs can vary greatly. Ensure that you are familiar with the
equipment you will be using during the demonstration.
Some of your learners may have hearing impairments or use hearing aids. Although they will be
able to access all activities, care must be taken to ensure that they feel included.
Demonstration: Part 1
Steps Notes
1. Turn on the CRO. Some CROs may take up to 10 minutes

to warm up.
2. Connect the output wires from the
microphone to the input of the CRO.
This setting should provide a trace at

3. Set the TIME/DIV setting to 5 ms/cm.
normal speech frequencies.
4. Set the VOLTS/DIV setting to

5 mV/cm.
5. Speak into the microphone. Adjust the

TIME/DIV and VOLTS/DIV settings if The y-axis of the trace is adjusted by the
VOLTS/DIV control. The x-axis is
required until a trace is clearly
adjusted using the TIME/DIV selector
displayed and fills most of the screen.
6. Use the Y-position (Y-POS) control to

centre the trace in the middle of the
CRO screen.
7. Invite learners to speak or sing into Ensure that sounds with a range of pitch
the microphone. and volume are demonstrated

Demonstration: Part 2
Steps Notes
1. Disconnect the microphone and Ensure that the output wave form is
sinusoidal. Signal generators usually
connect the high impedance output of
have a selector to switch between
the signal generator to the input of the waveforms.
CRO.
2. Connect a loudspeaker to the low

impedance output of the signal
generator.
3. Adjust the frequency on the signal You will need to adjust two controls: the
generator to a value of 50–100 Hz. frequency dial and the frequency range
Demonstrate a constant trace on the selector.
CRO.
4. Adjust the frequency to demonstrate

the range of human hearing (20 Hz to
20 000 Hz).
5. Select a frequency and amplitude Learners need to be able to accurately

setting where the amplitude and count the boxes and the trace should be
period fit an exact number of boxes. centred.
6. Demonstrate the effect of doubling Do not change VOLTS/DIV or TIME/DIV

and halving the amplitude and settings while traces are being
frequency. compared.


Worksheets C and D

objectives all learners should be able to describe how sound waves appear
on a CRO
most learners should be able to interpret wave forms on a CRO
some learners will be able to use measurements to predict how
other sound waves may appear.
Timings Activity
Show a picture of a singer with a microphone. Explain that the singer can vary the
volume of their voice coming through the speakers by moving towards or away from
the microphone.
Ask your learners to discuss how energy is transferred by the microphone and
speakers, and why the volume of the singer’s voice varies as they move closer to or
further from the microphone.
Main lesson
Use questioning to briefly revise the concept of longitudinal and transverse waves.
Ensure that your learners remember that sound waves are longitudinal waves.
Provide learners with Worksheet C. They can work through this as they watch the
video. Once they have completed this, discuss the answers as a group while learners
check, and if necessary, correct their work. Watch the first part of the virtual
experiment video.
Learners should work in groups for three minutes to discuss and compare the still
images on the video. Select groups in turn to describe each image, then select
groups to compare similarities and differences between images. They should note
that the top images have the same amplitude (volume) but different frequencies
(pitch).
Watch the second part of the virtual experiment video. You can pause the video to
show the still image of a wave form. Ask your learners to count the number of boxes
representing the amplitude and the boxes between crests. Note that the equilibrium
point is not centred on the video.
Give your learners two minutes to predict how the number of boxes will change if
amplitude or frequency is doubled or halved. Discuss answers as a class. Learners
should understand that sound waves can be measured and that these measurements
can be used to make accurate predictions.
Provide learners with Worksheet D. Once they have completed this, discuss the
answers as a group while learners check, and if necessary, correct their work.
Plenary
Ask one of your learners how the sound wave of a mouse squeaking may appear on
a CRO. Once they have answered, ask them to give an example of another sound.
Choose a second learner to describe how that sound wave might appear. They
should then provide a different example of a sound. Continue this activity to confirm
your learners’ understanding.

Debriefing lesson: Improving the CRO investigation

Resources Access to the Internet and speakers
Worksheets E, F and G

objectives all learners should be able to evaluate a method
most learners should be able to suggest improvements to a
method
some learners will be able to explain the importance of evaluation
and improvements to experiments.
Timings Activity
Show a picture of an orchestra and describe the following scenario to your learners:
The conductor is interested in comparing the sound waves produced by different

instruments in the orchestra. They plan to ask each musician to play a note in turn
and to use a CRO to compare the traces produced.
Ask your learners to discuss whether this idea will work and what factors the
conductor should consider. Develop their ideas during a classroom discussion.
Your learners should realise that if the conductor wishes to compare the trace
produced by different instruments, they must keep other things constant during the
investigation. These are the control variables, and good examples would include the
pitch and amplitude of the note being played. Your learners may also suggest factors
such as the distance of the microphone to the instruments, and the importance of
keeping background noise to a minimum.
Main lesson
Play some brief examples of birdsong. Ask your learners to focus on the variations in
pitch (frequency).
http://www.bbc.co.uk/radio4/science/birdsong.shtml
Provide your learners with Worksheet E. They should work through the task
independently for five minutes before sharing their thoughts with a partner for a
further minute. You can then select one of your learners to say whether they agree or
disagree with Learner 1’s statement on the worksheet. Invite further opinions before
repeating for the second and third statements.
Provide your learners with Worksheet F. Note that they do not need to understand
how an oscilloscope is used to calculate frequency.
Learners should work in groups to discuss the method for five minutes before
completing the worksheet independently. More able learners may progress onto
Worksheet G.
Plenary
Ask your learners to compare ideas and evaluate the improvements that others have
suggested.


A: Making careful observations 14 21
B: Accurate data readings 15 22
C: Sound waves on a CRO 16 23
D: Measuring sound waves 17 24
C: Sound waves on a CRO 16 23
D: Measuring sound waves 17 24
E: Comparing ideas 18 25
F: Evaluating a method 19 26
G: Improving a method 20 27

Worksheet A: Making careful observations
Look at the picture of the seismic trace and answer the following questions:
1. What does the amplitude of the seismic trace show?
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2. In what way do you think a normal seismic trace would change during a very powerful
earthquake?
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3. What actions might be taken if a scientist observed unusual activity on the seismic trace?
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4. What problems might occur if a scientist reads the seismic trace incorrectly?
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Worksheet B: Accurate data readings
The picture below shows an image from an oscilloscope that is being used as a heart rate monitor.
1. Describe how doctors use the data provided on the oscilloscope.
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2. Explain the problems that may occur if a doctor makes inaccurate data readings from the
oscilloscope.
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3. Sketch a diagram to show what would be seen on the display of the oscilloscope if the patient's
heart was beating with twice the frequency shown in the picture above.

Worksheet C: Sound waves on a CRO
1. Using the diagram above, describe how the waves seen on the screen of a CRO match the
properties of a sound wave.
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.........................................................................................................................................................
.........................................................................................................................................................
2. Match the following terms with their correct description:
waves spread apart

high pitch small amplitude
(long wavelength)
low pitch high frequency waves appear tall
waves bunched up
loud low frequency
(short wavelength)
quiet large amplitude waves appear short
3. Sketch a diagram for each of the following sound waves on a CRO.
high volume low volume high pitch low pitch

Worksheet D: Measuring sound waves
The picture above shows the screen of a CRO connected to a signal generator.
1. Explain why accurate measurements can be made more easily using a signal generator than a
microphone.
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.........................................................................................................................................................
2. Describe how the wave form above would change if the amplitude was doubled.
.........................................................................................................................................................
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3. Draw the wave forms produced if the sound was changed in the following ways:
The same amplitude but twice the

Twice the amplitude and half the frequency.
frequency.

Worksheet E: Comparing ideas
Three learners are planning to record different kinds of birdsong and then analyse their
frequencies.
Read the following statements:
Learner 1 ‘We must make sure that the distance from the microphone to each bird is the same.
Otherwise this will affect our measurements of frequency.’
Learner 2 ‘It does not matter how close the microphone is to the birds, since the frequency and
amplitude of the birdsong will not be affected.’
Learner 3 ‘The volume of the birdsong is not important so it does not matter where we position the
microphone.’
Explain whether you agree or disagree with each of the statements.
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Worksheet F: Evaluating a method
A group of learners plans to investigate the frequency of different sounds using the method below:
Method:
1. Connect a microphone to a hand-held oscilloscope.

2. Remove any other sources of background noise.
3. Position the microphone 2 cm from the source of the first sound.
4. Use the oscilloscope to calculate the frequency in seconds.
5. Repeat steps 2-4 for the other sounds.
Results table:
Noise Pitch
Guitar
Hand clap
Television
Baby crying
Tuning fork
Barking dog
Train engine
Evaluate the method and identify any potential problems:
Method: ...........................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................
Choice of sounds: ...........................................................................................................................
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Results table: ..................................................................................................................................
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Worksheet G: Improving a method

Consider the method outlined on Worksheet F.
1. Add more suitable headings to the table and choose a more appropriate selection of sounds to
investigate.
2 Choose two of the sounds and draw the sound waves you may expect them to produce.
................................................ ................................................
3. Imagine you are going to complete an alternative investigation into sound waves. Write your
method below.
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Look at the picture of the seismic trace and answer the following questions:
1. What does the amplitude of the seismic trace show?
The amplitude of the seismic trace shows how large the
vibrations are that are being measured by the
seismograph; the greater the amplitude, the larger the
vibrations.
2. In what way do you a normal seismic trace would change during a very powerful earthquake?
Normally the seismic trace would show no vibrations or extremely small vibrations.
During a very powerful earthquake the vibrations would be much greater.
The amplitude of the seismic trace would increase greatly.
3. What actions might be taken if a scientist observed unusual activity on the seismic trace?
A scientist might warn the authorities.
This could lead to warnings being issued to people in the local area.
Local areas might be evacuated.
4. What problems might occur if a scientist reads the seismic trace incorrectly?
A scientist relies on making accurate observations and readings so they can provide suitable advice.
If the scientist makes incorrect readings, they may overestimate the risk and give warnings
unnecessarily.
Alternatively, they may underestimate the risk and fail to give important warnings.

The picture below shows an image from an oscilloscope that is being used as a heart rate monitor.
1. Describe how doctors use the data provided on the oscilloscope.
Doctors use the data to check a patient's health by monitoring their heart rate.
Immediate medical assistance can be provided if a patient's heart beats at an unusual rate.
2. Explain the problems that may occur if a doctor makes inaccurate data readings from the
oscilloscope.
A doctor makes medical decisions based on the data.
If they make inaccurate data readings, they might make incorrect decisions.
The patient might not receive the medical care they require.
3. Sketch a diagram to show what would be seen on the display of the oscilloscope if the patient's
heart was beating with twice the frequency shown in the picture above.
The sketch should show 8 wave forms equally spaced.

1. Using the diagram above, describe how the waves seen on the screen of a CRO match the
properties of a sound wave.
Compressions match the crests on the oscilloscope trace.
Rarefactions match the troughs on the oscilloscope trace.
2. Match the following terms with their correct description:
waves bunched up
high pitch high frequency
(short wavelength)
waves spread apart
low pitch low frequency
(long wavelength)
loud large amplitude waves appear tall
quiet small amplitude waves appear short
3. Sketch a diagram for each of the following sound waves on a CRO.
High volume sound waves should have a large amplitude. Ignore frequency.
Low volume sound waves should have a small amplitude. Ignore frequency.
High pitch sound waves should be bunched up (short wavelength). Ignore amplitude.
Low pitch sound waves should be spread apart (long wavelength). Ignore amplitude.

The picture above shows the screen of a CRO connected to a signal generator.
1. Explain why accurate measurements can be made more easily using a signal generator than a
microphone.
A signal generator produces a sound of a constant (single) amplitude and frequency.
The amplitude and frequency of a microphone signal do not remain constant.
2. Describe how the wave form above would change if the amplitude was doubled.
The height of the wave form would double.
The height/amplitude of the wave form would be four boxes rather than two.
3. Draw the wave forms produced if the sound was changed in the following ways:
The sound wave of the same amplitude but twice the frequency should have an amplitude of 2 boxes and
a wavelength of 2 boxes.
The sound wave of twice the amplitude and half the frequency should have an amplitude of 4 boxes and
a wavelength of 8 boxes.

Three learners are planning to record different kinds of birdsong and then analyse their
frequencies.
Read the following statements:
Learner 1 ‘We must make sure that the distance from the microphone to each bird is the same.
Otherwise this will affect our measurements of frequency.’
Learner 2 ‘It does not matter how close the microphone is to the birds, since the frequency and
amplitude of the birdsong will not be affected.’
Learner 3 ‘The volume of the birdsong is not important so it does not matter where we position the
microphone.’
Explain whether you agree or disagree with each of the statements.
The distance from the microphone to the bird will affect the volume (amplitude) but not the pitch
(frequency) of its song.
Learner 1 is incorrect. The frequency will not be affected.
Learner 2 is partly correct. The position of the microphone will not affect the measurements of
frequency. However, the amplitude will be affected.
Learner 3 is correct. The volume of the birdsong will not affect the frequency. However, some of your
learners may realise that a better signal will be received and it will be less affected by background noise
if the microphone is positioned close to the bird.

A group of learners plans to investigate the frequency of different sounds using the method below:
Method:
1. Connect a microphone to a hand-held oscilloscope.

2. Remove any other sources of background noise.
3. Position the microphone 2cm from the source of the first sound.
4. Use the oscilloscope to calculate the frequency in seconds.
5. Repeat steps 2–4 for the other sounds.
Results table:
Noise Pitch
Guitar
Hand clap
Television
Baby crying
Tuning fork
Barking dog
Train engine
Evaluate the method and identify any potential problems:
Method: (Learners may suggest alternative ideas that may also be correct)
No way of removing other sources of background noise is suggested.
Positioning the microphone 2 cm from these sounds may not be possible.
Frequency is measured in Hertz, not seconds.
Choice of sounds: (Learners may suggest alternative ideas that may also be correct)
The frequency of some of the sounds is highly variable (e.g. television, baby crying).
Some of the sounds would be difficult to predict and measure
Some of the sounds only last for a very brief period of time making measurement difficult.
Results table:
‘Sound’ or ‘Source of Sound’ would be a more appropriate heading than ‘Noise’.
‘Frequency’ is a more appropriate heading than ‘Pitch’.
Frequency is measured in Hertz (Hz)

Consider the method outlined on Worksheet F.
1. Add more suitable headings to the table and choose a more appropriate selection of sounds to
investigate.
Source of Sound Frequency (Hz)

Any appropriate
suggestions
2 Choose two of the sounds and draw the sound waves you may expect them to produce.
Differences in the frequency and amplitude of the two sounds should be correct on the diagrams.
3. Imagine you are going to complete an alternative investigation into sound waves. Write your
method below.
Learners may suggest any appropriate investigation. See below for suggestions:
Measuring the amplitude of a range of different sounds, rather than the frequency
Investigating the amplitude/frequency of a range of sounds of similar frequency/amplitude
Varying the distance from the microphone to the source of a sound and measuring how the
amplitude changes.
Investigating the range of different amplitudes or frequencies that can be produced by the same
source.
Other suggestions may include the following:
Using a recording studio to minimise background noise
Positioning the microphone at varying distances from sources to keep amplitude constant
Repeating measurements and taking mean values of frequency
Comparing results with those of other learners to increase the size of the data set

support materials?

Contents
Introduction ........................................................................................................................................................ 4
Experiment: Factors affecting the resistance of a wire ...................................................................................... 5
Briefing lesson: Making observations and planning .......................................................................................... 6
Teacher notes ............................................................................................................................................ 8
Teacher method ....................................................................................................................................... 10
Debriefing lesson: Variables ............................................................................................................................ 12
Briefing lesson
Debriefing lesson
Teaching Pack: Factors affecting the resistance of a wire
Introduction
Important note
Practical Test).
sequence.



writing skills.

Experiment: Factors affecting the resistance of a wire

This Teaching Pack focuses on factors affecting the resistance of a wire.
Resistance is defined as the ratio of the potential difference across a component or wire to the
electric current which flows through it. In this experiment, you will investigate the relationship
between resistance and the length or the cross-sectional area of a wire.
4.2.5 Resistance
plan experiments and investigations

interpret and evaluate experimental observations and data.
Prior knowledge
4.2.2 Current
4.2.4 Potential difference
4.2.5 Resistance
Going forward
The knowledge and skills gained from this experiment will be useful for when you teach learners
about potential dividers.

Briefing lesson: Making observations and planning

Resources Worksheets A, B, C, D and E

objectives all learners should appreciate some factors that affect the
resistance of a wire
most learners should be able to plan an experiment to observe the
factors which affect the resistance of a wire
some learners will be able to plan an experiment to observe the
factors which affect the resistance of a wire and explain why.
Timings Activity
Give your learners Worksheet A. This provides three different images which
encourage them to think about electrical safety.
Ask your learners what they see in these images and what might happen next. They
can make notes next to the images on the sheet.
Main lesson
Using Worksheet B your learners should be able to demonstrate their understanding
of current and potential difference. They should use the equation R = V/I to
demonstrate their understanding of Ohm’s Law
Show your learners the equipment available for the experiment using Worksheet C.
They should work in small groups to write a plan for an experiment to investigate the
effect of wire length and wire thickness on resistance. Their plan should also include a
circuit diagram of their equipment set up. They can do this on Worksheet D.
Once they have completed their own plan, they should swap their work with another
group. They should make suggestions of how the experiment plan could be improved
and what safety precautions should be taken.
Plenary
The learning should be consolidated using the activity on Worksheet E which will help
learners focus on the I-V characteristics of a wire and a lamp.


Worksheets F, G, H, I, J, K and L
Equipment as outlined in the Teacher notes

objectives all learners should be able to describe an experiment to
investigate the factors affecting the resistance of a wire
most learners should be able to carry out an experiment to
some learners will be able to plan and carry out an experiment to
investigate the factors affecting the resistance of a wire.
Timings Activity
Your learners should work through Worksheet F which will consolidate their
understanding of how cross-sectional area affects resistance.
Main lesson
Show your learners the equipment available to them. They should work in small
groups to develop the plan they completed last lesson into a detailed method for
today’s experiment. They can use Worksheet G to help them if they need support.
Once they have decided on their method your learners can use Worksheet H (most
able) and Worksheet I (less able) to record it. Worksheet J gives a completed method
for you to refer to as you circulate the classroom to check your learners’ work.
Your learners should collect the equipment and set up the experiment following the
diagram on Worksheet J. Make sure you draw their attention to specific things they
should be aware of, such as not touching the wire under investigation and ensuring
that the potential difference across the wire remains constant. They should follow the
method on Worksheet J and make a careful note of the results using Worksheet K.
Using their data, your learners should draw a graph of the resistance of the wire
against the length of the wire and comment on their findings.
Particular attention should be given to the direct proportionality between the length of
the wire and its resistance. Worksheet L provides a graph outline for less able
learners.
Safety
Too much current through a wire can cause overheating and therefore burns and
the potential risk of fire.
Do not exceed a potential difference of 3V across the wire.
Ensure that learners do not touch the wire.
Plenary
The individual groups should give feedback on their findings and discuss the factors
that affect the resistance of a wire.

Teacher notes
two 1.5 V cells, or a power pack.

two crocodile clips and connecting wires
a switch
an ammeter and a voltmeter
copper-nickel (Constantan) wire of different thickness, e.g. 0.71 mm, 0.46 mm, 0.32 mm and
0.24 mm
wires of different materials (e.g. steel or copper), but same thickness (e.g. 0.32 mm)
a metre rule
insulating tape
Safety

Electrocution If casualty is in contact with live
—
—
10 minutes.

Experiment set-up

Teacher method
video.
Do not share this method with learners. Give them Worksheet J.
Before you begin

Think about:
whether you are investigating more than one variable
Experiment
Step Notes
1. Learners should collect the equipment

they need from the front of the class.
2. Learners should set up the circuit and Learners should ensure that they have
chosen the correct range on the
ensure that the equipment is working multimeter if they are substituting that
properly before taking readings. for an ammeter
3. Learners need to use a metre rule to
measure the wire
4. Learners should cut the wire using the Cut the wire slightly bigger than the
required size and use insulating tape to
wire cutters provided and attach the attach it to the metre rule.
wire to the metre rule using insulating
tape Learners should take care using wire
cutters. Make sure the tape does not
5. Learners should record readings of
cover the wire at the 0cm point.
potential difference and current for
different lengths by moving the
crocodile clip to different points on the
metre rule.
6. This should be repeated several times
and the results carefully recorded.
7. Learners can investigate further and Provide wire of different materials and
use wires of different cross-sectional cross-sectional area to enable learners
area or different materials to investigate further.
8. Learners calculate the resistance for

different lengths and plot a graph.
Clear-up
After the experiment, learners should:
switch all the equipment off and return it to the front of the class
tidy up their work space.


Worksheets F, G, H, I, J, K and L

objectives all learners should be able to describe an experiment to
most learners should be able, with help, to plan an experiment to
some learners will be able to plan an experiment to investigate the
factors affecting the resistance of a wire.
Timings Activity
Your learners should work through Worksheet F, which will consolidate their
understanding of how cross-sectional area affects resistance.
Main lesson
Your learners should refer back to the experiment plan they completed last lesson.
They should use Worksheet H (most able) and Worksheet I (less able) to record a
detailed method. Worksheet J provides a completed method for you to refer to as you
circulate the classroom to check your learners work. Worksheet G can be used to
help learners if they need it. There are three levels of support on the worksheet
Your learners will need a table of results. The independent variable i.e. the length of
the wire, should go in the first column and the dependent variable, i.e. the resistance
of the wire in another column They can either create this table themselves or there is
a blank one on Worksheet K.
Show your learners the first part of the virtual experiment video and ask them to
compare the method used to their own. They should note the differences and for each
difference decide which method is best. They should justify their opinion.
As they watch the remainder of the virtual experiment, your learners should complete
their results table.
Learners should draw a graph of the resistance of the wire against the length of the
wire and comment on their findings. They should pay particular attention to the direct
proportionality between the length of the wire and its resistance. Worksheet L
provides a graph outline for less able learners.
Plenary
Ask your learners to give feedback on the results and discuss how factors affect the
resistance of a wire.
Ask them to work in groups to consider the answers to the following questions:
1. What effect does doubling the length of the wire have on the resistance?
2. What effect does halving the length of the wire have on the resistance?

Debriefing lesson: Variables

Resources Worksheets M and N

objectives all learners should be able to identify the factors that affect the
resistance of a wire
most learners should be able to explain how the experimental
technique could be changed to improve reliability
some learners will be able to evaluate the role of cost and
availability in the choice of wire for use in different applications.
Timings Activity
Using classroom discussion, make sure that your learners can identify that the length,
material and cross-sectional area of a wire are all variables that can be controlled or
independent depending on which factors are being investigated.
All of your learners should be able to explain that it is important to have only one
independent variable when carrying out an investigation. If there is more than one, it
may be difficult to interpret the results and identify what is causing the changes
observed.
Main lesson
Your learners should use the data on Worksheet M to draw a bar chart of the
resistance of identical lengths of wire made from different materials. Following this,
they can calculate the resistance of different diameters of 1m lengths of copper wire
and then plot a graph of the resistance against the cross-sectional area.
Learners can use Worksheet N to help them discuss which materials should be used
for wires in a variety of situations. They will need to recognise that, although some
materials are very good conductors, their cost and availability also have to be
considered.
Plenary
Learners should be able to discuss whether the experiment they saw or completed
last lesson produced reliable results. They should then suggest ways in which the
experiment could have been improved. They should pay particular attention to how
they could improve the reliability of the data.


Worksheets Answers
A: Observations 14 30
B: Ohm’s Law 15–16 31
C: Available equipment 17 —
D: Experiment plan 18 —
E: Electrical characteristics 19 32
F: Estimating the resistance 20 33
G: Planning an experiment 21 —
H: Writing a method 22 —
I: Writing a method with support 23 —
J: Method 24 —
K: Table of results 25 —
L: Plotting graphs 26 —
F: Estimating the resistance 20 33
G: Planning an experiment 21 —
H: Writing a method 22 —
I: Writing a method with support 23 —
J: Method 24 —
K: Table of results 25 34
L: Plotting graphs 26 35
M: Variables 27–28 36–37
N: The best wire for the job 29 38

Worksheet A: Observations
Work in pairs and look at the images below. Ask yourselves the following questions and make a
note of your ideas:
What do you notice about each picture?
What do you think could happen next?
What observations can you make about electrical safety?
Give feedback on your observations to the rest of the class
Notes
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Worksheet B: Ohm’s Law

Read the following information and complete the questions below.
The electrical resistance of a wire is a measure of how difficult it is to pass an electric current
through that wire; the higher the resistance, the smaller the current. Resistance is measured in
ohms (Ω).
The resistance of a component can be found by measuring the current flowing through it, and the
potential difference across it.
Below is the relationship between potential difference, current and resistance:
V=I×R
V is the potential difference in volts (V)
I is the current in amperes (amps, A)
R is the resistance in ohms (Ω)
To find the resistance the equation can be rearranged:
𝑉
R=
𝐼
For example:
If a current of 6 A flows through a 240 V lamp, what is the resistance of the lamp?
V
R= I
260
R= 6
R = 40 Ω

Worksheet B: Ohm’s Law

1. Calculate the current in the circuit below:
6V
………………………………………………………….
………………………………………………………….
12 Ω
2. Calculate the resistance in this circuit:

6V
0.3 A
………………………………………………………….
A
………………………………………………………….
3. A 50 Ω resistor has a current of 3 A flowing through it. Calculate the potential difference across
the resistor.
………………………………………………………………………………………………………………………...
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4. A 600 Ω resistor has a current of 0.8 A flowing through it. Calculate the potential difference of the
circuit.
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5. In a cell phone the keyboard circuit has a resistance of 4000 Ω. The potential difference applied
across the circuit is 1.6 V. What is the current in the keyboard circuit?
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6. Calculate the resistance of a small torch if the current is 0.75 A and the voltage is 6 V.
………………………………………………………………………………………………………………………...
………………………………………………………………………………………………………………………...

Worksheet C: Available equipment
a voltmeter and an wire of different types

ammeter and thicknesses
connecting wires
a power supply
a metre rule
wire cutters
crocodile clips insulating tape

Worksheet D: Experiment plan
Use the space below to plan your experiment to investigate the factors that affect the resistance of a wire.
Circuit diagram Independent and dependent variables: Safety considerations
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Brief outline of how the experiment will be carried out:
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Worksheet E: Electrical characteristics

The graphs below display the electrical characteristics of a diode, a resistor and a lamp.
1. Discuss the features of each graph and use the spaces to identify each graph. Use the
following labels:
a. diode
b. resistor
c. lamp
2. Describe each graph in detail, commenting on what happens to the resistance
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Worksheet F: Estimating the resistance

In the following examples, you are going to consider the effects of cross-sectional area on
resistance.
Remember: V = I × R
The shape below has been connected to a simple circuit. It has a potential difference of 2 V and
0.2 A current.
Cross-sectional
area is 1 cm2
Calculate the resistance in Ω ...........................
If the voltage stays constant estimate what you think the resistance would be across the shapes
below.
Cross-sectional Estimated
Shape Length / cm
area / cm2 resistance / Ω
A
1 8
1 16
2 8
0.5 8

Worksheet G: Planning an experiment

Use the suggestions below to help you decide how you could use the apparatus you have been shown to investigate the factors that affect
resistance in a wire.
Depending on how confident you feel about planning your method, choose the column that gives you the right level of support.

What readings do we need to take if we are What equipment do we need to use to take How can we calculate the resistance of the
going to measure the resistance of a wire? these readings? wire after we have taken the readings?
Hint: look at Ohm’s Law
What lengths of wire should we use to Ensure that you do not change the material What will happen when we turn the power on?
investigate how the resistance of a wire varies that the wire is made out of, or the cross
with length? sectional area of the wire if you are going to
vary the length of the wire.
How can we measure the cross-sectional
area of the wire?
How is electricity conducted by means of free How does electricity flow through a wire? Hint: Free electrons are given energy and as
electrons? a result, move and collide with neighbouring
free electrons. This happens across the
length of the wire. The longer the wire, the
more collisions there will be.

Worksheet H: Writing a method

An investigation to study the factors affecting resistance in a wire

Equipment Method
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Worksheet I: Writing a method with support

An investigation to study the factors affecting resistance in a wire

Equipment Method
1. What will you use to find the resistance?
……………………………………………………
2. What will you use to measure the current and voltage?
…………………………………………………… 3. How long will the length of wire be? How many readings are you going to take? Why?
4. Are you going to repeat the readings? Why?
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Worksheet J: Method
Connect the apparatus together as shown in the diagram below:
Measure and cut a 110 cm length of the 0.32 mm copper-nickel wire.
Attach the wire to the metre rule using insulating tape. Ensure that the wire is straight and there are
no twists, knots or bends.
The tape should not cover the end of the metre rule; make sure it is a few centimetres from the
end.
Connect one crocodile clip to the 0 cm point on the ruler.
Connect the second crocodile clip to the wire at the 10 cm mark. By doing this, you are effectively
making the wire in the circuit 10 cm long.
Before you switch on your circuit, check that it is set up as shown in the diagram and make sure
that you have a results table ready so that you can record your data.
Turn on the power and record the readings from the ammeter and voltmeter for the 10 cm length of
wire.
Now move the crocodile clip from the 10 cm to the 30 cm point. You should notice that the potential
difference shown by the voltmeter does not change, but that the current through the wire
decreases as the length increases. Record the readings for the 30 cm mark.
Move the crocodile clip again and record the readings for the 50 cm mark and then keep recording
the data as you move the crocodile clip along the wire in 20 cm increments.
If you have different wire thicknesses or wire types, you can use these to change the variables in
the experiment to see how they affect the resistance in the wire.
Once all of the data has been collected, you can draw a graph of the results. Make sure your
independent variable (the length) is plotted on the x-axis and your dependent variable (the
resistance) on the y-axis. Label each axis and evenly space the units so that you make the best
use of the space on your graph paper. Join the points using a straight line of best fit.
Make sure any additional data is plotted as a separate line and is carefully labelled.

Worksheet K: Table of Results

Experiment 1
Wire type used:
Wire thickness:
Potential
Wire length Current
difference Resistance (Ω)
(cm) (A)
(V)
10cm
30 cm
50 cm
70 cm
90 cm
Experiment 2
Wire type used:
Wire thickness:
Potential
Wire length Current
(cm) (A)
(V)
10cm
30 cm
50 cm
70 cm
90 cm

Worksheet L: Plotting graphs
Use the outline below to plot a graph of your results.
If you add more than one line, make sure you create a key.
............................................................................................
100
90
80
70
60
resistance / Ω
50
40
30
20
10
0
0 10 20 30 40 50 60 70 80 90 100
wire length / cm

Worksheet M: Variables
The table below shows the resistance of a 1 m length of seven different materials. Each material has the
same cross-sectional area.
Plot a bar chart of the resistance of each material to show how this varies.
Material Resistance / × 10-8 Ω

Silver 1.59
Copper 1.68
Aluminium 2.65
Tungsten 5.6
Iron 9.71
Platinum 10.6
Lead 22
…………………………………………………………………………………………………………….
25
20
resistance / x 10-8 Ω
15
10
0
Silver Copper Aluminium Tungsten Iron Platinum Lead
material

Worksheet M: Variables
Below is a table of data for different diameters of 1 m lengths of copper wire.
1. Determine the cross-sectional area of each wire. Remember:

Cross-sectional area = π r2
2. Plot a graph of the resistance against the cross-sectional area
Diameter / mm Radius / mm Cross-sectional area Resistance / Ω

2.642
1.626
0.914
0.559
0.376
0.274
0.193
……………………………………………………………………………………………………………………………………………………………..
0.6
0.5
0.4
resistance / Ω
0.3
0.2
0.1
0
0 1 2 3 4 5 6
cross-sectional area / mm 2

Worksheet N: The best wire for the job

Using the table below, discuss which wire or material would be the best for the following jobs:
1. Power cables which have to cover long distances
2. Wiring in houses
3. Wires for speakers
4. Electrical contacts in a car air bag
Wire type and wire material Characteristics
Solid wire
low surface area, so less likely to corrode

strong and rigid
likely to break if bent repeatedly
not good for high voltages
Stranded wire
lots of smaller wires twisted together
the air spaces between the smaller wires
mean there are high resistance levels in
stranded wire
greater conductivity than solid wire
more durable and flexible than solid wire
more expensive than solid wire
Copper and aluminium
not the best conductors

abundant and low cost
Gold
resistant to corrosion
an excellent conductor
not abundant and the cost is high
Steel-reinforced aluminium cable

aluminium strands are wrapped around a
steel centre wire
the steel centre wire is simply there for
strength, meaning the wire can be used in
long lengths
aluminium is cheaper than copper and
does not corrode

Work in pairs and look at the images below. Ask yourselves the following questions and make a
note of your ideas:
What do you notice about each picture?
What do you think could happen next?
What observations can you make about electrical safety?
Feedback your observations to the rest of the class.
Notes
Overloaded sockets are dangerous. If too

many appliances draw power from one socket
it can start overheating and catch fire.
Damaged wires may expose live connections.

This leads to a risk of electrocution and
potential fires if sparks are produced.
Wires should be checked carefully and any

damaged sections replaced.
Fairy lights often use LED bulbs. These are

preferable as they remain cool and also
require lower voltages.
They are less likely to cause electrocution as

there is no way to remove separate bulbs and
expose live connections. This is often the case
with incandescent fairy lights.

1. Calculate the current in the circuit below:
6V
I = V/R
I = 6/12
I = 0.5A
12 Ω
2. Calculate the resistance in this circuit:

6V
0.3 A
R = V/I
R = 6/ 0.3
A
R = 20 Ω
3. A 50 Ω resistor has a current of 3 A flowing through it. Calculate the potential difference across
the resistor.
V=IxR
V = 3 x 500
V = 1500 V
4. A 600 Ω resistor has a current of 0.8 A flowing through it. Calculate the potential difference of the
circuit.
V=IxR
V = 600 x 0.8
V = 480V
5. In a cell phone, the keyboard circuit has a resistance of 4000 Ω. The potential difference applied
across the circuit is 1.6 V. What is the current in the keyboard circuit?
I = V/R
I = 1.6 / 4000
I = 0.00004A
6. Calculate the resistance of a small torch if the current is 0.75 A and the voltage is 6 V.
R = V/I
R = 6/0.75
R=8Ω

Lamp Diode Resistor
1. Discuss the features of each graph and use the spaces to identify each graph. Use the
following labels:
a. diode
b. resistor
c. lamp
2. Describe each graph in detail, commenting on what happens to the resistance
A filament lamp contains a thin coil of wire called the filament. The filament heats
up when an electric current passes through it, and as a result light is produced. The
resistance of a lamp increases as the temperature of its filament increases. Therefore,
the current flowing through the lamp is not directly proportional to the voltage
across it.
A diode is a component which can be used to control the potential difference in a

circuit and it is usually used to make logic gates. A diode has a very high resistance in
one direction which means that the current can’t flow and much lower resistance in
the other direction so that current can only flow in that direction.
In a resistor the current flowing through it at a constant temperature is directly
proportional to the potential difference across it and therefore the graph is a straight
line through the origin.

In the following examples, you are going to consider the effects of cross-sectional area on
resistance.
Remember: V = I × R
The shape below has been connected to a simple circuit. It has a potential difference of 2 V and
0.2 A current.
Cross-sectional
area is 1 cm2
Calculate the resistance in Ω
If the voltage stays constant estimate what you think the resistance would be across the shapes
below.
Cross-sectional Estimated
Shape Length / cm
area / cm2 resistance / Ω
A
1 8 20
1 16 40
2 8 10
0.5 8 40

This data is collected from the Virtual Experiment
Experiment 1
Wire type used: copper-nickel wire
Wire thickness: 0.32 mm

Potential
Wire length Current
(cm) (A)
(V)
10 cm 2.80 0.323 8.67
30 cm 2.54 0.140 18.14
50 cm 2.70 0.093 29.03
70 cm 2.77 0.067 41.34
90 cm 2.80 0.055 50.91
Experiment 2
Wire type used: copper
Wire thickness: 0.32 mm

Potential
Wire length Current
(cm) (A)
(V)
10 cm 0.90 1.340 0.672
30 cm 1.25 1.072 1.166
50 cm 1.51 0.868 1.740
70 cm 1.68 0.740 2.270
90 cm 1.80 0.686 2.624

The graph below is plotted using the data from the Virtual Experiment video.
A graph to show the effect of wire length on the resistance of

0.32mm copper-nickel and copper wire
60
50
40
resistance / Ω
30
Copper-nickel wire
Copper wire
20
10
0
0 20 40 60 80 100
wire length / cm

The table below shows the resistance of a 1m length of seven different materials. Each material has the
same cross-sectional area.
Plot a bar chart of the resistance of each material to show how this varies.
Material Resistance / × 10-8 Ω

Silver 1.59
Copper 1.68
Aluminium 2.65
Tungsten 5.6
Iron 9.71
Platinum 10.6
Lead 22
A graph to show the resistivity of different 1m lengths of different materials
25
20
resistance / x 10-8 Ω
15
10
0
Silver Copper Aluminium Tungsten Iron Platinum Lead
material

Below is a table of data for different diameters of 1m lengths of copper wire.
1. Determine the cross-sectional area of each wire. Remember:

Cross-sectional area = π r2
2. Plot a graph of the resistance against the cross-sectional area
Diameter / mm Radius / mm Cross-sectional area Resistance / Ω

2.642 1.321 5.479429 0.00306
1.626 0.813 2.075443 0.00808
0.914 0.457 0.655786 0.02557
0.559 0.2795 0.245298 0.06837
0.376 0.188 0.11098 0.15112
0.274 0.137 0.058935 0.28458
0.193 0.0965 0.02924 0.57357
A graph of cross-sectional area and resistivity of copper wire

0.6
0.5
0.4
resistance / Ω
0.3
0.2
0.1
0
0 1 2 3 4 5 6
cross-sectional area / mm2

Worksheet N: Answers
Using the table below, discuss which wire or material would be the best for the following jobs.
1. Power cables which have to cover long distances
Steel-reinforced aluminium cable is best – it does not corrode and the added strength from the
steel means it can cover long spans.
2. Wiring in houses
Solid wire is best – relatively low cost, not likely to corrode and does not have to flex or bend.
3. Wires for speakers
Stranded wire, as it is flexible. Long lengths are not needed which reduces the cost.
4. Electrical contacts in a car air bag
Gold is used in this case as it is resistant to the effects of the elements meaning the parts are
reliable. The relative importance of the item outweighs the cost involved.
Wire type and wire material Characteristics

Solid wire
low surface area, so less likely to corrode
strong and rigid
likely to break if bent repeatedly
not good for high voltages
Stranded wire
lots of smaller wires twisted together
the air spaces between the smaller wires
mean there are high resistance levels
greater conductivity than solid wire
more durable and flexible than solid wire
more expensive than solid wire
Copper and aluminium
not the best conductors

abundant and low cost
Gold
resistant to corrosion
an excellent conductor
not abundant and the cost is high
Steel reinforced aluminium cable aluminium strands are wrapped around a

steel centre wire
the steel centre wire is simply there for
strength, meaning the wire can be used in
long lengths
aluminium is cheaper than copper and
does not corrode

support materials?

Contents
Introduction ........................................................................................................................................................ 4
Experiment: How to make an electromagnet..................................................................................................... 5
Briefing lesson: Planning an investigation ......................................................................................................... 6
Teacher notes ............................................................................................................................................ 8
Teacher method ....................................................................................................................................... 10
Debriefing lesson: Evaluating the experiment ................................................................................................. 12
Briefing lesson
Debriefing lesson
Teaching Pack: How to make an electromagnet
Introduction
Important note
Practical Test).
sequence.



writing skills.

Experiment: How to make an electromagnet

This Teaching Pack focuses on an investigation to measure the strength of an electromagnet.
An electromagnet is a coil of conducting material wound around a magnetically soft material. In this
experiment, your learners will construct a simple electromagnet and investigate the factors
affecting its strength.
4.6.1 Electromagnetic induction

4.6.4 The magnetic effect of a current
4.1 Simple phenomena of magnetism

(including following a sequence of instructions where appropriate).
Prior knowledge

1.7.1 Energy
4.1 Simple phenomena of magnetism
Going forward
The knowledge and skills gained from this experiment could be useful for when you teach a.c.
generation, transformers, the magnetic effect of a current and d.c. motors.

Briefing lesson: Planning an investigation

Resources A selection of magnets of different strengths (it does not matter if
you do not have these).
Worksheets A and B
Suggested answers for Worksheet B

objectives all learners should understand that an electric current in a
conductor produces a magnetic field around it
most learners should be able to plan an experiment to investigate
the strength of an electromagnet
some learners should be able to evaluate their plan and suggest
feedback to another learner.
Timings Activity
If you have some examples, show your learners a selection of magnets of different
sizes and strengths. If not, this can just be done as a discussion. Ask your learners
what they could do to rank the magnets in order of decreasing strength. Allow some
thinking time for about a minute. Learners can then share their ideas.
Main lesson
Remind your learners that when a current is applied to a wire, a magnetic field is
induced. Ask them to complete Worksheet A by filling in the plotting compasses to
show the direction of the induced magnetic fields in each case.
Give your learners Worksheet B. They should use this to consider the variables they
might alter to test the strength of an electromagnet under different conditions.
They will need to answer some initial questions about induced magnetic fields and
electromagnets in order to build up some background information.
Give them the suggested answers to Worksheet B and ask them to swap their plans
with a partner. Using the suggested answers, they should provide feedback about
how their partner could improve their plan.
When they get their work back they should read and act upon the feedback by
adding to, or improving their work.
Plenary
Ask your learners to write a list of FAQs about electromagnets that they would put
on an online learning platform. Collect their suggestions as a whole-class activity.
Conclude by highlighting the questions you want them to be able to answer by the
end of the lab lesson.


Resources Equipment as outlined in Teacher notes
Worksheets C, D and E

objectives all learners should understand the how the electric current in a
most learners should be able to identify that the current and
number of turns in the solenoid conductor affect the strength of an
electromagnet
some learners will be able to make a quantitative prediction for the
strength of an electromagnet, linked to current and number of
turns.
Timings Activity
Ask your learners to suggest the advantages of using magnets. They can then move
on to consider the advantages of using electromagnets.
Main lesson
Show your learners the equipment available to them. Ask them to make some
qualitative, and if possible quantitative predictions about what they would expect to
see in this experiment.
Your learners will need to work in small groups. They can use the ideas they
developed last lesson to complete their investigation. They can also use Worksheet C
which gives them a method they can follow.
They can record their results using Worksheet D.

Safety
Make sure your learners are aware that the solenoids can become hot. They
should turn off the power supply between readings.
Once your learners have completed their practical work, they can plot graphs to show
the relationship between the variables they altered and the strength of the
electromagnet. Graph outlines are available on Worksheet E if learners need them.
Plenary
Last lesson your learners generated a series of FAQs. Can they now answer all of
them? Would they add any different ones based on their experience of the
experiment?

Teacher notes

a power pack with variable current
insulated wire, about 200 cm
wire cutters and wire strippers
a large iron nail or iron core (about 15cm)
crocodile clips
connecting leads
a large supply of magnetic paper clips.
Safety

— Electrocution If casualty is in contact with live
— Burns Flood burnt area with water for at least
10 minutes.

Experiment set-up
Your learners should set up the equipment as shown below. They will need to do some preliminary
tests to work out the current and number of turns of wire needed to make the electromagnet pick up
an initial number of paper clips.
iron
core
power
supply
coil of
insulated
wire
switch

Teacher method
video.
Do not share this method with learners. Give them Worksheet C.
Before you begin

Think about:
the amount of equipment required.
Experiment
Steps Notes
1. Learners should set up the equipment

as shown.
Starting with 0.5 A is a good point to
2. They will need to set the power pack to begin. Learners must keep count of the
a low current setting and test the number of turns. They can try 50 to
magnet with different numbers of turns begin with and then add 10 at a time
of wire until it begins to pick up paper until their electromagnet works.
clips.
3. Now they have a baseline they can run
a series of tests where they increase Ensure that learners do not increase the
the current and test the strength of the current too much. Set a limit for this.
magnet each time.
4. They should return the current setting
to its start position.
5. Having completed the tests where Encourage your learners to increase the
current is altered, learners can now go number of turns in set amounts, e.g. 50
onto altering the number of turns of or 20 at a time.
wire.
6. As they increase the turns they should
record their results in the table on
Worksheet D.
Clear-up
switch off all equipment and return it to the front of the class


Worksheets E, F and G

objectives all learners should understand how an electric current in a
most learners should be able to identify that the current and
number of turns in the solenoid conductor affect the strength of an
electromagnet
some learners will be able to make a quantitative prediction for the
strength of an electromagnet, linked to current and number of
turns.
Timings Activity
Ask your learners to suggest the advantages of using magnets. They can then move
on to consider the advantages of using electromagnets.
Main lesson
Use Worksheet F to show your learners the equipment for the experiment. Ask them
to make some qualitative and if possible quantitative predictions about what they
would expect to see in this experiment.
Your learners now need to watch the virtual experiment video. They should complete
Worksheet G as the video plays. It will automatically stop and prompt them at the
appropriate point.
Discuss the importance of identifying variables in any investigation and of keeping the
control variable unchanged. Lead a discussion on why the current through the coils
needs to be kept constant while the effect of different numbers of turns of the wire are
investigated.
Once your learners have watched the video, they can plot graphs to show the
relationship between the variables and the strength of the electromagnet. Graph
outlines are available on Worksheet E if learners need them.
Plenary
In the last lesson your learners generated a series of FAQs. Can they now answer all
of them? Would they add any different ones based on their experience of the virtual
experiment?

Debriefing lesson: Evaluating the experiment

Resources Data collected from the experiment
Worksheets H, I and J

objectives all learners should be able to summarise their findings
most learners will be able to review their work, improving it in line
some learners will be able to evaluate methods and suggest
Timings Activity
Ask learners to review their findings from the experiment. You may want them to
share their work with other learners.
write-up. They are likely to suggest things like: explains processes, uses clear
language, is concise, uses technical language, data is presented clearly. Show them
Worksheet H which provides suggestions to help learners to write scientifically.
Main lesson
Learners now need to write an interpretation and evaluation of the experiment.
Worksheet H is available to help them plan their writing and identifies the key points
learners need to include. It also shows learners the success criteria for the task.
Before they begin, you may also want to share Worksheet I to help them focus on
words and phrases that they can use to improve their extended writing. For weaker
learners, there are sentence starter suggestions on Worksheet J.
Now that learners have written up their interpretations and evaluation of the
experiment, they are going to formatively assess their work. They should swap their
writing with the person next to them. Using the success criteria, they should give each
other feedback. There is a section on Worksheet H that has space for them to identify
three things their partner has done well and one thing they need to improve. They can
complete this, then cut it out and glue it in their partner’s lab book, or simply write the
feedback straight in.
work, including the improvements that their partner has suggested.
Plenary
Ask learners to share the improvements they suggested in their evaluations. Ask
them to critique each other’s suggestions.


Worksheets Answers
A: Field line patterns 14–15 29–30
B: Planning an investigation 16–17 31–32
C: Method 18 —
D: Data collection 19 —
E: Graphs 20–21 —
E: Graphs 20–21 33–34
F: Available equipment 22 —
G: Virtual experiment 23–24 35–36
H: Interpretation and evaluation 25–26 —
I: Using connectives 27 —
J: Sentence starters 28 —

Worksheet A: Field line patterns

The diagrams below show two straight wires with current passing through them in opposite
directions.
current
direction
straight wire
The diagrams below show the same wires, but viewed from above. Fill in the empty plotting
compasses to show the direction of the induced magnetic fields.
plotting magnetic field

compass straight wire
Now do the same for a flat circular coil.
coil of wire

Worksheet A: Field line patterns

The diagram below shows a spiral of wire with a current flowing through it. This arrangement is called a
solenoid.
solenoid
Fill in the empty plotting compasses in the view below to show the directions in the induced
magnetic field.

Worksheet B: Planning an investigation

Background information
Answer the questions below to build up some background information about electromagnets.
1. When an electric current flows in a wire, it creates a magnetic field. What three things can
you do to make the magnetic field stronger?
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
2. What name do we give to a spiral of wire that produces a magnetic field?
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
3. The magnetic field around an electromagnet is the same as the magnetic field around a
permanent magnet. Give two ways an electromagnet is different from a permanent magnet.
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
Variables
Use the blank sticky notes below to record the variables you could change in order to investigate
the strength of an electromagnet.

Worksheet B: Planning an investigation

Measuring variables
In the table below, record how you would measure the results of changing the variables.
Variable Instrument to use
Final plan
Use the space below to record an example of the variables you would change in the experiment.
You need to explain how you would do this and in what intervals.
I will change (independent variable)
• .........................................................................................................
• .........................................................................................................
• .........................................................................................................
I will measure and observe (dependent variable)
• .........................................................................................................
• .........................................................................................................
• .........................................................................................................
I will keep the same (control variable)
• .........................................................................................................
• .........................................................................................................
• .........................................................................................................

Worksheet C: Method
Set up your equipment as shown in the diagram below
You may want to start with 50 turns of wire around the iron core.
iron
core
power
supply
coil of
insulated
wire
switch
Set the power supply to 0.5A.
Switch on the power and test your electromagnet to see if it picks up any paper clips.
If the magnet does not work, add 10 more turns of wire.
Make sure you turn off the power supply before making any changes to your electromagnet.
Test your magnet again. If it does not work, add 10 more turns of wire at a time until it does.
Make sure you keep count of the number of turns of wire.
Once the magnet works, perform a series of tests where you increase the current at fixed intervals
and count the number of paper clips the electromagnet collects each time.
Make sure you turn off the solenoid while you are counting and recording the number of paper clips
collected.
Do not exceed the current limit set by your teacher.
Return the power supply to its original setting.
Now carry out a series of tests where you increase the number of turns of wire at fixed intervals
and count the number of paper clips the electromagnet collects each time.
Make sure you turn off the solenoid while you are counting and recording the number of paper clips
collected.

Worksheet D: Data collection

Use this table to collect the data from your experiments.
Number of paper clips

Current (A) Number of turns of wire
collected

Worksheet E: Graphs
Use the outline below to draw a graph of your data
............................................................................................
100
90
80
70
number of paper clips collected
60
50
40
30
20
10
0
0 10 20 30 40 50 60 70 80 90 100
number of turns of wire

Worksheet E: Graphs
............................................................................................
100
90
80
70
60
50
40
30
20
10
0
0 10 20 30 40 50 60 70 80 90 100
current / A

Worksheet F: Available equipment
connecting wires a power supply insulated wire
an iron core
crocodile clips
wire cutters paper clips

Worksheet G: Virtual experiment

1. What was the aim of this investigation?
………….........................................................................................................................................
2. Which statement best explains why the paper clips fall off when the current is removed?
a) The power supply cannot establish a flow of magnetism to the coils anymore.
b) The magnetic field is only observed around the coils if there is current passing
through them.
3. What is the main function of the iron core inside the coil of wire?
………….........................................................................................................................................
………….........................................................................................................................................
………….........................................................................................................................................
………….........................................................................................................................................
4. How is the strength of the electromagnet measured in this investigation?
………….........................................................................................................................................
………….........................................................................................................................................
………….........................................................................................................................................
………….........................................................................................................................................
………….........................................................................................................................................

Worksheet G: Virtual experiment

5. Use the tables below to record the results of this experiment.
Number of turns Number of paper

Current (A)
of wire clips collected
50
50
50

Current (A)
0.6
0.6
0.6
0.6
6. What is the link between the current and the strength of the electromagnet?
………….........................................................................................................................................
………….........................................................................................................................................
7. What is the link between the number of turns of wire around the iron core and the strength
of the electromagnet?
………….........................................................................................................................................
………….........................................................................................................................................
8. Give two applications of electromagnets.
………….........................................................................................................................................

Worksheet H: Interpretation and evaluation

Use this worksheet to help you to write up your interpretation and evaluation of the experiment.
Interpretation
Use this section to explain each of the measurements you made. Make sure you support this with
the data collected. You should refer to:
the variables that were changed
the control measures
the effects of changing the different variables on the strength of the electromagnet.
Evaluation
Use this section to describe the strengths of the experiment and what you could do to make it
better. You should refer to:
what went well and the reasons for this
what problems you experienced and why
how you could solve the problems if you did the experiment again.
Writing check
1. Have you explained each of your deductions, supported by data collected?
2. Have you identified what worked well and where improvements were needed?
3. Have you used a range of linking words (e.g. next, because) to extend your writing?
Check it
Cut along the broken line and give this feedback to your partner.
1. ………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
2. ………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
3. ………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
….………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Worksheet H: Interpretation and evaluation

This worksheet shows some ideas and techniques you might want to use when writing up
experiments.
Begin with general statements to introduce the background, e.g.
‘Solenoids are created by wrapping wire into a spiral and passing a
Plan
current through it.’
Your vocabulary should be precise and you should use relevant
technical words.
Your language should be impersonal. Do not use words like ‘I’ or ‘we’.
carried out.
State what you want to achieve, e.g. ‘How to test the strength of an
electromagnet’.
Make sure you explain (or draw) the equipment and materials needed.
Explain clearly what steps should be taken to achieve the goal, e.g.
Instructions or
‘Wrap 50 turns of insulated wire tightly around the iron core’.
method
You should use imperatives like ‘Turn on the power and use the
electromagnet to pick up the paper clips’. Your instructions should be
like a series of commands.
Use numbers or temporal connectives to show the stages involved.
Your language should be clear so that someone could repeat the
observe.
Only record what can be seen or measured – do not make guesses
about what the products of an experiment are without testing them. For
Observations example, if you see bubbles, that is all you can say (unless you have
tested the gas produced).
Your observations need to be as accurate as possible. Make sure you
observations.
This is where you need to make sense of the observations you have collected
and explain them using your scientific knowledge.
Support points made with evidence from your observations or
Interpretation
measurements, e.g. ‘The strength of the electromagnet increased as the
current did. At 0.6 A the electromagnet only picked up one paper clip,
but at 2 A it could pick up two.’
of an experiment.
Identify both the strengths and weaknesses of the experiment.
Avoid meaningless comments like ‘It did not work very well’. Be specific
improve it.
Use connectives to balance the strengths and weaknesses, e.g.
‘although’ or ‘however’, or to give evidence, e.g. ‘This is because …’ or
‘This shows that’.

Worksheet I: Using connectives

evidence.
In the table below, there are examples of connectives you could use in your writing.

These connectives help you to next
show how time progresses. after
They are very useful in the first, second, third etc.
planning and instruction 20 minutes later
sections. meanwhile
These connectives help you to because

show cause and effect. They so
are very useful in the since
interpretation and evaluation therefore
sections. as a result
therefore
These connectives help you to this shows
show links and connections. because
They are very useful in the in fact
interpretation and evaluation for example
sections. furthermore
in conclusion
although
These help you to make while
similarly
equally
evaluation sections. unless
whereas
These connectives help you to this shows that

include evidence in your as can be seen
writing. They are very useful in as suggested by
the interpretation section.

Worksheet J: Sentence starters

Below are sentence starters for each of the points that should be addressed when writing the
interpretation and evaluation sections of experiment write-ups.
Interpretation
the variables that were changed
the control measures that were used
the effects of changing the different variables on the strength of the electromagnet.
In this experiment the variables that were changed to investigate the strength of the
electromagnet were …
It was found that as the current was increased the number of paper clips collected …
It was found that as the number of turns of wire was increased the number of paper
clips collected …
The strength of the electromagnet changed because …
Evaluation
what went well and the reasons for this
what problems you experienced and why
how you could solve the problems if you did the experiment again.
The method that worked particularly well was …
It worked well because …
There was a problem with …
This problem affected the results by …
To improve the experiment …

The diagrams below show two straight wires with current passing through them in opposite
directions.
current
direction
straight wire
The diagrams below show the same wires, but viewed from above. Fill in the empty plotting
compasses to show the direction of the induced magnetic fields.
plotting magnetic field

compass straight wire
Now do the same for a flat circular coil.
coil of wire

The diagram below shows a spiral of wire with a current flowing through it. This arrangement is called a
solenoid.
solenoid
Fill in the empty plotting compasses in the view below to show the directions in the induced
magnetic field.

Background information
Answer the questions below to build up some background information about electromagnets.
1. When an electric current flows in a wire, it creates a magnetic field. What three things can
you do to make the magnetic field stronger?
Wrap the coil around an iron core
Add more turns to the coil
Increase the current flowing through the coil
2. What name do we give to a spiral of wire that produces a magnetic field?
A solenoid
3. The magnetic field around an electromagnet is the same as the magnetic field around a
permanent magnet. Give two ways an electromagnet is different from a permanent magnet.
The magnetism from an electromagnet can be turned off by removing the current.
The field around an electromagnet can be reversed by switching the polatiry of the
power supply.
Variables
Use the blank sticky notes below to record the variables you could change in order to investigate
the strength of an electromagnet. The answers below are suuggestions.
Change the number of
turns of wire around the
iron core.

Measuring variables
In the table below, record how you would measure the results of changing the variables.
Variable Instrument to use
number of turns of wire manual counting of material collected
current passing through the iron core manual counting of material collected
different sized and shaped objects observation of success/failure
extent of magnetic field small plotting compasses
Final plan
Use the space below to record an example of the variables you would change in the experiment.
You need to explain how you would do this and in what intervals.
I will change (independent variable)
•The number of turns of wire around the core.

•This will be done by adding 50 turns of wire at a time.
•Extra turns of wire should increase the strength of the induced magnetic
field.
I will measure and observe (dependent variable)
•The number of paper clips collected.

•The magnet will be tested after every extra 50 turns.
•This will provide evidence of the magnet strength changing.
I will keep the same (control variable)
•The current passing through the core.

•This means that any changes to the number of paper clips collected is due to
the changing number of turns.

Graph showing the effect of increasing the number of turns of wire

on an electromagnet with a current of 0.6 A
14
12
10
0
0 20 40 60 80 100 120 140 160 180 200
number of turns of wire

Graph showing the effect of increasing current on the strength of an

electromagnet with 50 turns of wire
3
2.5
2
1.5
0.5
0
0 0.5 1 1.5 2
current / A

1. What is the aim of this investigation?
To investigate the factors which alter the strength of an electromagnet
2. Which statement best explains why the paper clips fall off when the current is removed?
b) The magnetic field is only observed around the coils if there is current passing
through them.
3. What is the main function of the iron core inside the coil of wire?
To increase the magnetic force of the solenoid
To increase the strength of the magnetic field around the solenoid
4. How is the strength of the electromagnet measured in this investigation?
The strength of the electromagnet is tested by counting the number of paper clips that
the magnet is able to collect each time a variable is altered.

5. Use the tables below to record the results of this experiment.
The number of Number of paper

Current (A)
turns of wire clips collected
0.6 50 1
1 50 2
2 50 2

Current (A)
0.6 50 1
0.6 100 3
0.6 150 11
0.6 200 14
6. What is the link between the current and the strength of the electromagnet?
As the current increases, the number of paper clips that are picked up increases.
7. What is the link between the number of turns of wire around the iron core and the strength
of the electromagnet?
As the number of turns of wire increases, the number of paper clips that are picked up
increases.
8. Give two applications of electromagnets.
Electric bells, loudspeakers, electromagnetic cranes, relays, electric motors, transformers

Teaching Pack
Model to determine half-life
Cambridge IGCSE™
Physics 0625
Version 2.0
support materials?

Contents
Introduction ........................................................................................................................................................ 4
Experiment: Model to determine half-life ........................................................................................................... 5
Briefing lesson: Planning and evaluating experiments ...................................................................................... 6
Teacher notes ............................................................................................................................................ 9
Teacher method ....................................................................................................................................... 10
Debriefing lesson: Extended writing skills ....................................................................................................... 12
Briefing lesson
Debriefing lesson
Teaching Pack: Model to determine half-life
Introduction
Important note
Practical Test).
sequence.



writing skills.

Experiment: Model to determine half-life

This Teaching Pack focuses on a model to determine half-life.
One of the fundamental properties of radioactive decay is its random nature. In this experiment,
learners will model radioactive decay for a collection of atoms. This will provide them with an
opportunity to practise drawing and reading from decay curves.
• 5.2.4 Half-life
The experiment covers the following skills, adapted from AO3: Experimental skills and
investigation (see syllabus for assessment objectives):
• plan experiments and investigations

• interpret and evaluate experimental observations and data.
Prior knowledge
• 5.2.2 Characteristics of the three kinds of emission

• 5.2.3 Radioactive decay
Going forward
The knowledge and skills gained from this experiment can be used when you teach learners about
exponential decay.

Briefing lesson: Planning and evaluating experiments

Resources • A picture of a pile of coins
• Graph paper
• Worksheet A

objectives • all learners should understand how radioactive atoms decay, and
be able to define the term half-life
• most learners should be able to determine the half-life from a graph
of activity against time
• some learners will be able to evaluate the experimental technique
and suggest improvements.
Timings Activity
Ask your learners what they would need to record if they would like to understand how
materials change over time. If necessary, explain to them that the initial and final
condition of the material observed would need to be recorded.
What would they need to do in addition to observing the initial and final conditions if
they need to describe the change? In this case the material in question needs to be
observed several times between the initial and final conditions.
Main lesson
Check that your learners are familiar with the concepts needed for this experiment.
Ask them to work on their own to write definitions for the terms below:
• stable nuclei
• unstable nuclei
• alpha emissions
• beta emissions
• gamma emissions
• spontaneous decay of nuclei.
They should share their definitions with the person next to them and in their pairs they
should correct any mistakes. Allow them to check their definitions using a text book
after a minute or two.
Show your learners a picture of a pile of coins. Ask them to imagine that the coins
each represent an unstable atom. In small groups they should discuss what might
happen to the atoms over time.
Ask the groups to suggest how we could use the coins in an experiment to show how
unstable atoms decay. Discuss with them why throwing coins is a good example of
radioactive decay by focusing on the following facts:
• As they have two faces we can easily assign one to show a state of decay
(heads) and one as un-decayed (tails).
• The number of coins which will be taken away from the sample is defined
randomly: there is a 1 in 2 chance for each coin to land heads up.
• Unstable nuclei of a radioactive sample undergo a similar change in time.
Continues on the next page …

Timings Activity
Give your learners Worksheet A which shows the data from an experiment where 60
coins are dropped from a beaker.
Your learners should use the data to draw their own decay-curve graphs. Following
this, they can then use their graph to calculate the half-life for the group of coins.
Ask each learner to write their own definition of half-life. They should have something
similar to: ‘the time it takes for the number of nuclei of the isotope in a sample to
halve’. Remind them that the radioactivity of a sample is measured as the count rate
with the unit of counts per second.
Plenary
Ask learners to record the following:
• Three reasons why using coins is a good way to demonstrate the radioactive
decay of unstable atoms.
• Two limitations of using coins to demonstrate radioactive decay.
One positive of using an object like a dice (which would have five sides assigned to
the undecayed state and one assigned to the decayed state) to show radioactive
decay.


Resources • Equipment as outlined in the Teacher notes
• Worksheets B, C, D and E

objectives • all learners should have been able to conduct the experiment and
record the data they have collected accurately
• most learners should have been able to plot their data and use
this to determine the half-life of their substance
• some learners will be able to evaluate the experimental method.
Timings Activity
Radioactive materials emit varying amounts of alpha, beta, or gamma radiation. The
activity of the sample decreases in time as fewer atoms in the source remain
unstable. This lesson activity models the radioactive decay.
Before you begin, check your learners’ understanding of the following statements, as
they will be testing these in their experiment.
• Radioactive decay is a random process; it is not possible to predict which
nuclei will decay when.
• The half-life of a radioactive nucleus is the time it takes for half of the nuclei to
have decayed.
Main lesson
Learners should work in pairs to carry out the experiment. They should collect the
equipment and Worksheet B which explains the method. They should record their
results in a table. A prepared table of results is provided on Worksheet C.
Safety
Once they have completed the experiment, learners should tidy away the equipment
and use the data to plot a decay curve for their results. Remind them that the curve
should be a smooth line of best fit.
Having plotted their decay curve, they should then mark onto their graph where one,
two and three half-lives occur. From this, they should be able to calculate the half-life
of their substance.
Now that they have completed their experiment, learners should evaluate the
strengths and weaknesses of the procedure. There is a prepared table to help them
do this on Worksheet D.
Plenary
Use Worksheet E to check your learner’s understanding of the concepts covered in
this lesson.

Teacher notes
Each pair will require:
• 100 sweets with clearly different sides or 100 identical coins.

• A low, flat box, e.g. standard lab tray.
• A beaker large enough to fit all 100 sweets or coins.
• Sheets of graph paper.
Safety
There are no specific risks associated with this experiment.

Teacher method
This is your version of the method. The learner method is shown on Worksheet B.
Before you begin

Think about:
• the number of pairs you will have
• whether using sweets or coins would be best
Experiment
1. Learners should collect all of the equipment they

need and Worksheet B and Worksheet C from the
front of the class.
Explain to learners that each throw
2. Learners should throw the sweets/coins from the represents an arbitrary period of time.
beaker into the tray.
Make sure that learners are clear which

3. Any sweets/coins that land marking/heads side up
side represents an atom that has
are removed as these represent atoms that have decayed and that they count and
decayed. remove the correct ones each throw.
4. Count how many sweets/coins remain after the

first throw and record this.
5. Repeat step 3 and step 4 until all of the

sweets/coins have been removed and counted.
6. Using the data from the table, plot a graph Remind learners of the need for scaling
showing the number of sweets/coins which so that they use all of the graph paper.
remained after each throw.
7. Data points should be joined using a smooth line

of best fit.
8. Using a horizontal line to the curve and a vertical

one to the axis, learners should calculate the time
taken for one, two and three half-lives to occur.
From this they should be able to calculate the half-
life for their substance.
Clean-up
• check their results are fully recorded in their table
• collect and return all of the equipment.


Resources • A data projector or similar
• The virtual experiment video
• Worksheets D, E, F and G

objectives • all learners should understand how the experiment was conducted
and be able to use the data collected
• most learners should have been able to plot the provided data and
use this to determine the half-life of the substance
• some learners will be able to evaluate the experimental method.
Timings Activity
Radioactive materials emit varying proportions of alpha, beta, or gamma radiation
from the nuclei. The activity of the sample decreases in time as fewer atoms in the
source remain unstable. This activity models the radioactive decay.
Before you begin, check your learners’ understanding of the following statements, as
they will be testing these.
• Radioactive decay is a random process; it is not possible to predict which
nuclei will decay when.
• The half-life of a radioactive nucleus is the time it takes for half of the nuclei to
have decayed.
Main lesson
Hand out Worksheet F. They will answer on the worksheet as they watch the video.
The video will stop when they need to answer a question.
Show the video. You may like to ask learners to share their answers as you go.
Give learners Worksheet G so that they can plot a decay curve for the provided
results. Remind them that the curve should be a smooth line of best fit.
Having plotted their decay curve, they should then mark onto their graph where one,
two and three half-lives occur. From this, they should be able to calculate the half-life
of their substance.
Now that they have seen the experiment, learners should evaluate the strengths and
weaknesses of the procedure. There is a prepared table to help them do this on
Worksheet D.
Plenary
Use Worksheet E to check learner’s understanding of the concepts covered in this

lesson.

Debriefing lesson: Extended writing skills

Resources • Data collected from the experiment
• Worksheets H, I, and J

objectives • all learners should have been able to write a plan and method for
the experiment
• most learners will be able to review their work, improving it in line
• some learners will be able to evaluate the methods and suggest
possible improvements for modelling radioactive half-lives.
Timings Activity
Ask learners to review their decay curves. You may want them to share their work
with other learners.
write up. They are likely to suggest things like: explains processes, uses clear
language, the writing is concise, technical language is used or data is presented
clearly. Show them Worksheet H which provides suggestions to help learners to write
scientifically.
Main lesson
Learners now need to write up their plan and methods for this experiment.
Worksheet H is available to help them scaffold their writing. This worksheet identifies
the key points learners need to include. It also provides the success criteria for the
task. Before they begin, you may also want to share Worksheet I to discuss strategies
that learners can use to improve their extended writing. For weaker learners, there
are sentence starter suggestions on Worksheet J.
Now that learners have written up these parts of the experiment, they are going to
formatively assess their work. They should swap their writing with the person next to
them. Using the success criteria, they should give each other feedback. There is a
section on Worksheet H that has space for them to identify three things their partner
has done well and one thing they need to improve. They can cut this out and glue it
in, or write the feedback straight into their partner’s lab book.
work, building in the improvements that their partner has suggested.
Plenary
In the previous lesson, learners should have identified the strengths and weaknesses
of this experimental method. They should now record how they could make
improvements to the method. Remind them that each improvement must be carefully
justified.


Worksheets Answers
A: Sample data for coins 14–15 26
B: Method 16 —
C: Results table 17 —
D: Strengths and weaknesses 18 27
E: Check your understanding 19 28
D: Strengths and weaknesses 18 27
E: Check your understanding 19 28
F: Virtual experiment 20 29
G: Data from virtual experiment 21
H: Experiment plan and method 22–23 —
I: Using connectives 24 —
J: Sentence starters 25 —

Worksheet A: Sample data for coins
In this experiment, 60 coins have been used.
To model radioactive decay, the two sides of the coins are assigned a state:
• Any that fall heads up are said to have decayed.

• Any that fall tails up are said to have not decayed.
Each throw of the coins from the beaker represents 1 second in time.
Method:
1. At the start of the experiment all 60 of the coins are dropped from a beaker into a tray.
2. When the coins fall, all of those that have landed heads up are removed as they have
decayed. The number of coins that remain in the tray is counted.
3. The coins that landed tails up are put back into the beaker and dropped again. Once more,
any coin that lands heads up is removed and the remaining coins are counted.
4. This process is repeated until all of the coins have eventually landed heads up and have
been removed.
The results of this experiment are shown in the table below.
Throw
Number of coins
(represents 1 second of
remaining
time passing)
0 60
1 36
2 21
3 8
4 3
5 1
Tasks:
1. Use the data in the table above to plot a decay curve for this experiment.
2. Add a smooth line of best fit (this should be a curve).
3. Use the graph to work out how long it took for one, two and three half-lives to occur. Use
this information to calculate the half-life for this experiment.
If you are unsure of how to use the graph to calculate half-life there are instructions how to
do this on the next page.

Worksheet A: Sample data for coins

Calculating the half-life of a substance using a graph
Remember that the half-life of a substance is the time it takes for the number of radioactive nuclei
to halve. In this experiment, the radioactive nuclei are represented by the coins.
In this example, one half-life occurs when 30 of the coins have landed heads up. To work out how
long this takes, we must use our graph:
1. Go down the y axis until you reach 30.

2. Draw a horizontal line from here to the curve.
3. Draw a vertical line from the point you reached the curve down to the time on the y axis.
4. Read off the time from the x axis – this is the time it has taken half the radioactive nuclei to
decay, so it is the half-life. From the example graph below, one half-life is a second.
A graph to show the decay curve for the coin experiment

60
50
Number of coins remaining
40
30
20
10
0
0 1 2 3 4 5 6
Throw (each throw represents one second)
5. To be sure that our half-life time is accurate we must measure other half-lives and take an
average.
6. We now only have 30 coins left. So another half-life will have occurred when we reach 15
coins.
7. The graph is marked in the same way and the second half-life is read off. In this case, the
second half-life occurs after 2 seconds.
8. This is repeated for a third half-life, which this happens after 3 seconds.
9. You can now take an average of the three half-lives to work out the average half-life.
half-life 1 + half-life 2 + half-life 3

= average half-life
3
1+1+1
= 1 second
3

Worksheet B: Method
1. Collect all of your equipment and worksheets from the front of the class.
2. Check you have 100 items in your beaker. If you need to count them out from a central supply,
make sure you do this carefully.
Make sure you know which side of your item represents the undecayed state and which shows the
decayed state.
3. Pour the contents of the beaker into the tray.
Don’t drop the contents from too high as they might bounce out of the tray.
Remember, each throw from the beaker represents 10 seconds of time.
4. Remove any of your items that fell in the tray in the decayed state.
5. Count how many of the items fell in the undecayed state and record this in your results table.
6. Put these back in your beaker.
7. Pour the remaining items into the tray again. Remove any that fell in the decayed state and
count the undecayed ones left in the tray.
8. Record the number of undecayed items in your results table.
9. Put the undecayed items back in the beaker and throw them again.
10. Repeat this process until all of the items have fallen in the decayed state and have been
removed.
11. Make sure you make a note of the result after each throw.
12. Use your data to plot a decay curve for your experiment. Put the number of items on the y axis
and the time (throw number) on the x axis.
Make sure you label the axes and give your graph a title.
13. Use the graph to calculate the time taken for 1, 2 and 3 half-lives to occur. Take the average of
these to calculate the half-life for this experiment.
If you need help to work out the half-life from the graph, this is shown on the back of Worksheet A.

Worksheet C: Results table

Use this table to record your results from the experiment
Throw number
Number of items remaining in the
(each throw represents 10 secs of undecayed state
time)
1 ……………………………………………..
2 ……………………………………………..
3 ……………………………………………..
4 ……………………………………………..
5 ……………………………………………..
6 ……………………………………………..
7 ……………………………………………..
8 ……………………………………………..
9 ……………………………………………..
10 ……………………………………………..

Worksheet D: Strengths and weaknesses
Use this table to identify the strengths and weaknesses of using this method to represent the
radioactive decay of nuclei.
An example for each has been completed for you.
Strengths Weaknesses
Radioactive decay is a random process. This model does not reflect the fact that
This experiment is a good model because nuclei might emit different types of
the way the items fall is also random. radiation.
……………………………………………………… ………………………………………………………
……………………………………………………… ………………………………………………………
……………………………………………………… ………………………………………………………
……………………………………………………… ………………………………………………………
……………………………………………………… ………………………………………………………
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……………………………………………………… ………………………………………………………
……………………………………………………… ………………………………………………………
……………………………………………………… ………………………………………………………

Worksheet E: Check your understanding

1. Some nuclei of atoms are unstable and may emit which types of particles?
Infrared light
Microwave radiation
Alpha particles, beta particles or gamma rays
Visible light
2. True or false? Radioactive decay is a random process
True
False
3. True or false? It is possible to predict which nuclei will decay at a specific time.
True
False
4. How do you describe the change in the number of remaining items after each throw in the
experiment?
It decreases
It increases
It decreases in a linear way (if you plotted a graph it would be a straight line)
It decreases in a non-linear way (if you plotted a graph it would be a curve)
5. Which is the best definition for half-life?
The time taken for half of the original atoms to disappear
The time taken for half the original atoms to decay

Worksheet F: Virtual experiment

1. Why have we used a sweet with a clear marking to model radioactive decay?
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
2. What is the possibility that one of the sweets will fall in a decayed state?
It changes every It is impossible to

100% 50%
throw detect
3. Which sweets (decayed or undecayed) should be returned to the beaker to be thrown

again? Why?
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
4. Can you predict how many sweets will remain in the experiment after the next throw? Make
sure you try to explain your prediction.
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
………………………………………………………………………………………………………….
5. What data should we plot on the y axis?
………………………………………………………………………………………………………….
6. What would the throw number represent in real life?
………………………………………………………………………………………………………….

Worksheet G: Data from virtual experiment
The data below is from the virtual experiment.
Throw
Number of sweets
(each represents 10 secs
remaining
of time passing)
0 100
1 41
2 24
3 10
4 6
5 2
6 1
7 0
Tasks:
1. Use the data in the table to plot a decay curve for this experiment.
a. The number of sweets remaining after each throw should be plotted on the y axis.
b. The throw number (amount of time passed) should be plotted on the x axis.
c. Make sure you label the axes and give your graph a title.
d. Create a scale so that you use all of the graph paper.
2. Add a smooth line of best fit (this should be a curve)
3. Use the graph to work out how long it took for one, two and three half-lives to occur.
4. Take the average from this data to calculate the half-life for the experiment.
If you need help to remember how to calculate the half-life from a graph, use the information on
Worksheet A.

Worksheet H: Experiment plan and method

Use this worksheet to help you to write up your plan and method for this experiment.
Plan
Use this section to explain the scientific principles shown by this experiment. You should refer to:
• what radioactive decay is and how it occurs
• how this model helps to demonstrate the process of radioactive decay
• what data you would expect to collect from this experiment – these are your predictions.
Method
Use this section to explain how the experiment is carried out. You should refer to:
• the equipment needed and how it should be used
• the exact steps that should be taken to complete the experiment
• the steps taken to make this a fair test.
Writing check
1. Have you explained the background to this experiment and supported this with relevant
examples and diagrams?
2. Is it clear what data will be collected and how this can be used to model radioactive decay?
3. Are the steps in the method clear enough so that the experiment can be repeated?
4. Has it been explained how this will be made a fair test?
Check it
Cut along the dashed line and give this back to your partner.
1. ………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
2. ………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
3. ………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
….………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Worksheet H: Experiment plan and method

This side shows some ideas and techniques you might want to use when writing up your
experiments.
• Begin with general statements to introduce the background, e.g.
Plan ‘Unstable elements undergo radioactive decay.’
• Your vocabulary should be precise and you should use relevant
technical words.
• Your language should be impersonal. Do not use words like ‘I’ or ‘we’.
carried out.
• State what you want to achieve, e.g. ‘Model the process of radioactive
decay’.
• Make sure you explain (or draw) the equipment and materials needed.
• Explain clearly what steps should be taken to achieve the goal, e.g.
Instructions or
‘After each throw, remove the items which fell in the decayed state’.
method
• You should use imperatives like ‘Count the undecayed items and place
them back in your beaker’ Your instructions should be like a series of
commands.
• Use numbers or temporal connectives to show the stages involved.
• Your language should be clear so that someone could repeat the
observe.
• Only record what can be seen or measured – do not make guesses
about what the products of an experiment are without testing them, e.g.
Observations if you see bubbles, this is all you can say (unless you have tested the
gas produced).
• Your observations need to be as accurate as possible. Make sure you
observations.
This is where you need to make sense of the observations you have collected.
• Now you can use your scientific knowledge to explain your
observations.
Interpretations
• Support points made with evidence from your observations or
measurements, e.g. ‘The bubbles observed turned the limewater cloudy,
therefore it is clear these were carbon dioxide.’
of an experiment.
• Identify both the strengths and weaknesses of the experiment.
• Avoid meaningless comments like ‘It did not work very well.’ Be specific
improve it.
• Use connectives to balance the strengths and weaknesses, e.g.
‘although’ or ‘however’; or to give evidence, e.g. ‘This is because …’ or
‘this shows that’.

Worksheet I: Using connectives

evidence.
In the table below there are examples of connectives you could use in your writing.

• next
These connectives help you to
• after
show how time progresses.
• first, second, third etc.
They are very useful in the
planning and method sections. • 20 minutes later
• meanwhile
These connectives help you to • because

show cause and effect. They • so
are very useful in the • since
interpretation and evaluation • therefore
sections. • as a result
• therefore
These connectives help you to • this shows
show links and connections. • because
They are very useful in the • in fact
interpretation and evaluation • for example
sections. • furthermore
• in conclusion
• although
These help you to give
• while
• similarly
• equally
evaluation sections. • unless
• whereas
These connectives help you to

• this shows that
add evidence in your writing.
• as can be seen
They are very useful in the
interpretation section. • as suggested by

Worksheet J: Sentence starters

Below are sentence starters for each of the points that should be addressed in the plan and
method sections.
Experiment plan
• what radioactive decay is and how it occurs
• how this model helps to demonstrate the process of radioactive decay
• what data you would expect to collect from this experiment – these are your predictions.
This experiment investigates how radioactive decay can be modelled. Unstable

elements break down radioactively, releasing …
Unstable atoms decay randomly. This model demonstrates that because …
As the items are dropped there is 1 in 2 chance they will fall in the decayed state.
This means at each throw approximately …
Method
• the equipment needed and how it should be used
• the exact steps that should be taken to complete the experiment
• the steps taken to make this a fair test.
For this experiment, you will need the following equipment:

• 100 sweets or coins with clearly different sides.
To begin the experiment, count out 100 of the items that will be used and place
them in a beaker. Next
To make this a fair test all of the objects used are the same. In addition, …

60
50
Nummber of coins remaining
40
30
20
10
0
0 1 2 3 4 5 6 7
Throw (each represents one second)
60
First half-life = 1.25 seconds
Second half-life = 1 second
50 Third half-life = 1 second
Nummber of coins remaining
Average half-life = 1.08 seconds

40
30
20
10
0
0 1 2 3 4 5 6 7
Throw (each represents one second)

Use this table to identify the strengths and weaknesses of using this method to represent the
radioactive decay of nuclei.
An example for each has been completed for you.
Strengths Weaknesses
Radioactive decay is a random process. This model does not reflect the fact that
This experiment is a good model because nuclei might emit different types of
the way the items fall is also random. radiation.
Differences in the way the best-fit lines

The experiment is simple. This means
are drawn will result in a different value
multiple repetitions can be carried out to
for the half-life, even if the original data
increase reliability.
was the same.
The data collected shows similar patterns

In elements the radioactive nuclei that
to real decay curves. This shows it is a
have decayed don’t just disappear as our
reliable model for demonstrating this
model suggests.
process.
The chance of a nucleus decaying is not

necessarily 1 in 2. You could use dice and
It is possible to use this data to calculate
only remove those that land on a six. This
the half-life of the sample in the same
would increase the resolution of the data
way it would be done for a real element.
and produce even more realistic decay
curves.

1. Some nuclei of atoms are unstable and may emit which types of particles?
Alpha particles, beta particles or gamma rays
2. True or false? Radioactive decay is a random process
True
3. True or false? It is possible to predict which nuclei will decay at a specific time.
False
4. How do you describe the change in the number of remaining items after each throw in the
experiment?
It decreases in a non-linear way (if you plotted a graph it would be a curve)
5. Which is the best definition for half-life?
The time taken for half the original atoms to decay

1. Why have we used a sweet with a clear marking to model radioactive decay?
Radioactive decay is a random process. By dropping the sweets, they too will
fall randomly. By having clear markings, we can assign one side to the decayed
state and one to the undecayed state. This means that we can remove those
that have fallen in the decayed state after each throw and begin to model the
process of radioactive decay.
2. What is the possibility that one of the sweets will fall in a decayed state?
It changes every It is impossible to

100% 50%
throw detect
1. Which sweets (decayed or undecayed) should be returned to the beaker to be thrown

again? Why?
The undecayed sweets should be collected and returned to the beaker as these
are the ones yet to emit radiation. They therefore still have the chance to
decay, unlike the others.
2. Can you predict how many sweets will remain in the experiment after the next throw? Make
sure you try to explain your prediction.
About half of the number should remain after the next throw, so
approximately 20 should be returned to the beaker. This is because each has a
50% chance of decaying, so about half of the sample will be removed.
3. What data should we plot on the y axis?
Number of sweets remaining.
4. What would the throw number represent in real life?
Time

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Copyright © UCLES July 2019

Contents
Introduction ................................................................................................................................... 4
Experiment: Measuring refraction and total internal reflection ................................................. 5
Briefing lesson: Interpreting data .................................................................................................. 6
Lab lesson: Option 1 – run the experiment .................................................................................... 8
Lab lesson: Option 2 – virtual experiment .................................................................................... 13
Debriefing lesson: Collecting data .............................................................................................. 14
Worksheets and answers ........................................................................................................... 15
Briefing lesson
Debriefing lesson
Teaching Pack: Measuring refraction and total internal reflection
Introduction
Important note
Practical Test).
sequence.


Briefing lesson.


Experiment: Refraction and total internal reflection

This Teaching Pack focuses on an experiment to measure refraction and total internal reflection.
Refraction is observed when light is transmitted across a boundary and changes speed. In this
experiment, a ray of light will be passed between air and a transparent material. The refractive
index and critical angle of the material will be determined.
Make and record observations

Interpret and evaluate experimental observations and data
Demonstrate knowledge of how to safely use techniques, apparatus and materials
Prior knowledge

Going forward
The knowledge and skills developed in this experiment are applicable to other parts of the topic of
light. The understanding of refraction and ray diagrams gained from this experiment will be useful
when you teach learners about converging lenses.

Briefing lesson: Interpreting data
Resources Access to the Internet and a projector

Worksheets A, B and C

objectives all learners should know what an observation is and be able to
draw ray diagrams.
most learners should be able to describe how to collect data and
describe the reflection of light.
some learners should be able to interpret observations and
evaluate the quality of experimental data.
Timings Activity
Show a picture of a pencil in a glass of water. Alternatively, this can be
demonstrated. Discuss the appearance of the pencil, in terms of rays of light.
Although there appears to be a break in the pencil, this is due to the light changing
direction as it leaves the water.
Main lesson
Learners should use Worksheet A to demonstrate their understanding of reflection.
This is an opportunity for you to address any misconceptions regarding ray
diagrams.
Show a picture of a ray box, slit plate and mirror. Use questioning to establish how
accurate experimental data could be collected to support the Law of Reflection.
Learners should then discuss what measurements must be taken and how sources
of uncertainty can be minimised.
They should be aware of:

Correct use of protractor to measure angles
Measuring from the centre of the ray of light
Multiple readings
Anomalies
Calculations of averages
Reliability
Significant figures and decimal places
Provide learners with Worksheet B. As learners complete Worksheet B they can

move straight onto Worksheet C.
Provide answers to the worksheet questions while learners self-assess their work.
Lead a discussion of the likely sources of uncertainty and how data could be
collected more effectively.

Briefing lesson: continued
Timings Activity
Plenary
Show a picture of a squash player hitting a ball off a wall. Learners should discuss
how the picture is relevant to the Law of Reflection and whether it is reasonable to
compare this to the reflection of light.


Worksheets D, E and F

objectives all learners should be able describe how rays of light pass
through a Perspex block.
most learners should be able to calculate the refractive index of a
material.
some learners will be able to determine the critical angle of a
material and relate this to the refractive index.
Timings Activity
Set up a ray box and rectangular Perspex block but do not turn the ray box on.
Alternatively, show an image of the equipment. Ask your learners to discuss what
will happen to the ray of light when it reaches the block. They should annotate
Worksheet D in pencil showing their prediction.
Extend learners by asking whether the same thing would happen if the block were
made of a different material.
Main lesson
Learners should collect the equipment and set up the experiment to test their
prediction. Lights may be switched off once equipment is set up. Learners should
make corrections to their predictions on Worksheet D.
Discuss the results and ensure learners can identify the angle of incidence and
angle of refraction on Worksheet D. Suggest that there may be a relationship
between the angle of incidence and angle of refraction. Discuss how this relationship
could be investigated using the equipment available.
Most learners would benefit from a brief demonstration before beginning the
experiment although the most able could start and refer to the method on
Worksheet E. During the demonstration, show learners the table of results on
Worksheet F. Introduce the concept of refractive index and the equation n = sin i /
sin r.
Encourage learners to move straight onto the investigation of the critical angle after
determining the refractive index.
Safety

Lab lesson: continued
Timings Activity
Plenary
List the values of refractive index and critical angle determined by different groups.
Ask learners to find a mean value for refractive index and critical angle and compare
these to the expected values of 1.5 (refractive index) and 43° (critical angle).
Discuss why different groups recorded different results.

Teacher notes
Watch the video on measuring refraction and total internal reflection (teacher version) and read
these notes.

Ray boxes (a separate power supply and leads may be required)
Slit plate
Rectangular Perspex block
Semi-circular Perspex block
Fibre board mat (the experiment can be completed without a fibre board mat or optical pins)
Optical pins
Paper
Pencil
Protractor
Ruler
Calculator
Safety
The information below is a summary of the key points you should consider before undertaking this
experiment with your learners.
Equipment should be set up and trip hazards removed before turning off lights.
Ray boxes can become very hot and should be turned off and allowed to cool before handling.
Ray boxes should only be used at the recommended voltage setting.
Perspex blocks can become chipped or smashed if dropped.
Experiment set-up

Teacher method
video.
Do not share this method with learners. Give them Worksheet E.
Before you begin

Think about:
Experiment: Part 1 Refractive index
Step Notes
1. Learners should collect all the equipment
they need.
2. A piece of white paper should be placed on
a soft fibre board mat. A rectangular The fibre board mat allows the use of
optical pins. It is not essential.
Perspex block should be placed on the
paper.
Remind learners that the normal line is

3. Learners should draw a line around the
perpendicular to the surface of the block
block in pencil and draw the normal line at at the point where the ray of light enters
the centre of the long edge of the block. the block.
4. A protractor should be placed against the

Perspex block so that the 90° mark overlays
the normal line.
5. Learners should insert a slit plate into a ray
box.
6. The ray box should be turned on and This is the first data point. The angle of
directed towards the block, along the incidence is 0° and the angle of
normal line. refraction is also 0°.
7. Learners should move the ray box to

increase the angle of incidence in intervals
Care must be taken not to touch the part
of 10° up to 60°. Each time they should use of the ray box holding the lamp, which
an optical pin to mark the point where the will have heated up.
ray of light meets the protractor and where
it leaves the block.

8. The Perspex block should be removed and

the points should be joined using a pencil
and ruler, to show the path of the ray of
light.
9. A protractor should be used to measure the
angle of refraction for each angle of
incidence. Values are added to Worksheet
F.
10. Worksheet F should be completed using a Learners should use the formula: n = sin
calculator to calculate values of sin i, sin r i / sin r
and refractive index, n.
Experiment: Part 2 Total internal reflection
Step Notes
1. Another piece of white paper should be
placed on the soft fibre board mat. A semi-
circular Perspex block should be placed on
the paper.
2. Learners should draw a line around the
block in pencil and draw the normal line at
the centre of the straight edge of the block.
3. A ray of light should be directed through the
curved side of the block so it passes out of
the straight side of the block along the
normal line.
4. Learners should move the ray box to
increase the angle of incidence, while
continuing to direct the ray of light at the
middle of the straight edge. The critical
angle is identified when the ray travels
along the straight edge of the block.
5. An optical pin should be placed at the point
where the ray of light enters the block.
6. The block should be removed and a pencil
and ruler used to mark the path of the ray of
light.
Remind learners that the critical angle is

7. The critical angle should be measured measured from the normal line, i.e. the
using a protractor. angle of incidence.
Clean-up
turn off ray boxes and allow them to cool
return all equipment to you.


Worksheets D, F and G.

objectives all learners should be able describe how rays of light pass
through a Perspex block.
most learners should be able to calculate the refractive index of a
material.
some learners will be able to determine the critical angle of a
material and relate this to the refractive index.
Timings Activity
Remind learners of the previous lesson where they used ray diagrams to show the
reflection of a ray of light incident upon a plane mirror.
Provide your learners with Worksheet D. Ask your learners to discuss what will
happen to the ray of light when it reaches the block. They should annotate
Worksheet D showing their prediction.
Extend learners by asking whether the same thing would happen if the block were
made of a different material.
Main lesson
Watch the first part of the virtual experiment video and ask your learners to make
corrections to their predictions on Worksheet D (the video will stop at the
appropriate place.
Discuss the results and ensure learners can identify the angle of incidence and
angle of refraction on Worksheet D. Suggest that there may be a relationship
between the angle of incidence and angle of refraction. Play the video to show the
equipment. Discuss how this relationship could be investigated using the equipment
available.
Introduce the concept of refractive index then play the next section of the video.
Your learners should collect data from Worksheet G and use this to complete
Worksheet F.
Weaker learners may need support using the formula n = sin i / sin r.
Watch the final section of the video. Learners should complete the rest of
Worksheet F.
Plenary
List the values of refractive index and critical angle determined by different groups.
Ask learners to find a mean value for refractive index and critical angle and compare
these to the expected values of 1.5 (refractive index) and 43° (critical angle).
Discuss why different groups recorded different results.

Debriefing lesson: Collecting data
Resources Access to the Internet and speakers

Worksheets H, I and J.

objectives all learners should be able to select suitable equipment to make
observations.
most learners should be able to describe how to record data, and
calculate the refractive index and critical angle of a material.
some learners will be able to evaluate data and relate critical
angle to refractive index.
Timings Activity
Show an image of a spear-fisherman. Explain that if they aim at the fish they will
miss, instead they must aim lower.
Ask your learners to discuss why this is the case. You may need to clarify that the
arrow travels in a straight line. Illustrate that it is the light that changes direction on
its path from the fish to the spear-fisherman's eyes.
Main lesson
Ask your learners how they would calculate the area of a rectangular desk or table.
Alternatively, a rectangular section of the floor could be marked out with tape.
Learners should discuss the following questions. The challenge of these increases
progressively:
1. What equipment would you use?
2. What units of measurement are most suitable?
3. How could accuracy be improved?
4. How can precision be improved?
5. How many significant figures would you state in measurements?
Discuss the importance of collecting suitable data and evaluating the quality of data
you are given.
Provide learners with Worksheet H. Use questioning to determine which approach

on the worksheet is favoured by learners. Discuss the flaws in each statement.
Provide learners with Worksheet I. Learners who require additional support can be
given Worksheet J. Provide answers to the worksheet questions while learners self-
assess their work.
Plenary
Show a picture of an observer on the Earth looking at stars in the night sky. Inform
your learners that light travels faster in a vacuum than it does in the Earth's
atmosphere. Ask your learners to discuss whether the position where a star appears
to an observer on Earth is actually lower or higher than its true position.

Worksheets Answers
A: Ray diagrams and reflection 16 29
B: The Law of Reflection 1 17 30
C: The Law of Reflection 2 18 31
D: Refraction of light 19 32
E: Method 20 –
F: Analysing Results 21-22 33
D: Refraction of light 19 32
F: Analysing Results 21-22 33
G: Results 23-24 –
H: Appropriate measurements 25-26 34
I: Using data 27 35
J: Using data (extra support) 28 35

Worksheet A: Ray diagrams and reflection
1. Describe how each of the following objects uses light and explain which is the odd one out.
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................
2. The diagram shows a ray of light being reflected from a mirror.

a. Use a pencil and ruler to complete the diagram.
b. Add the following labels:
i. normal
ii. angle of incidence
iii. angle of reflection.

Worksheet B: The Law of Reflection 1
A group of learners investigated the Law of Reflection using a ray box and a plane mirror. The
table below shows their results.
Angle of Angle of
incidence / ° reflection / °
10 11
15 15
30 29
44 42
50 50
52 51
55 56
60 60
75 75
80 81
1. State the Law of Reflection.
.........................................................................................................................................................
.........................................................................................................................................................
2. State the variables in this experiment
Independent variable: ......................................................................................................................
Dependent variable: ........................................................................................................................
3. Explain whether the data supports the Law of Reflection.
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................
4. Suggest improvements to the experiment.
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................

Worksheet C: The Law of Reflection 2
The learners made some improvements and decided to repeat the experiment. The table below
shows their results.
Angle of Angle of reflection / °

incidence / °
Trial 1 Trial 2 Trial 3 Average
10 12 10.5 9.0 9.5
20 18.5 21 20 19.83
30 30 No data recorded No data recorded 30
40 28 40 42.5 37.57
50 48.5 51.5 41 48.33
60 62.5 60 59.5 62.67
70 69 70.5 79 69.25
80 77.5 80 88.5 82
1. A protractor was used to measure the angles. Explain why the learners should not have included
decimal places in their measurements, or their average.
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................
2. At an angle of incidence of 30° the group measured an angle of reflection of 30°. This was the
result they expected so they did not repeat the measurement. Explain whether this was a good
decision.
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................
3. Identify any anomalies in the data and draw a circle around them.
4. Check the average values and make corrections in the table. Remember to ignore anomalies.
Do not add decimal places to the average values.

Worksheet D: Refraction of light
The diagram shows a ray of light from a ray box being directed towards a glass block.
Use a pencil and ruler to show the path of the ray of light through the block.
Add the following labels:
o normal
o angle of incidence
o angle of refraction.

Worksheet E: Method
Experiment: Part 1 Refractive index
1. Collect all your equipment.

2. Place a piece of white paper on a soft fibre board mat.
3. Place a rectangular Perspex block on the paper.
4. Draw a line around the block in pencil.
5. Draw the normal line at the centre of the long edge of the block.
6. Place a protractor against the Perspex block so that the 90° mark overlays the normal line.
7. Insert a slit plate into a ray box.
8. Turn the ray box on and direct it towards the block along the normal line, so the angle of
incidence is 0°.
9. Move the ray box to increase the angle of incidence to 10°.
10. Use an optical pin to mark the point where the ray of light meets the protractor and where it
leaves the block.
11. Move the ray box to increase the angle of incidence in intervals of 10°, up to 60°. Each time
use an optical pin to mark where the ray of light meets the protractor and where it leaves
the block.
12. Turn off the ray box and remove the Perspex block.
13. Use a pencil and ruler to join the points and show the paths of each ray of light.
14. Use a protractor to measure the angle of refraction (r) for each angle of incidence (i). Add
the values to the table in Worksheet F.
15. Use a calculator to calculate sin i and sin r. Add the values to Worksheet F.
16. Complete the table on Worksheet F by calculating each value of refractive index (n), using
the formula n = sin i / sin r.
Experiment: Part 2 Total internal reflection

2. Place a fresh piece of white paper on the soft fibre board mat.
3. Place a semi-circular Perspex block on the paper.
4. Draw a line around the block in pencil.
5. Draw the normal line at the centre of the straight edge of the block.
6. Turn the ray box on and direct it towards the curved edge of the block so it passes through,
along the normal line. The angle of incidence is 0°.
7. Move the ray box to increase the angle of incidence until the ray of light passes along the
straight edge of the block.
8. Place an optical pin at the point where the ray of light enters the block.
9. Removed the block and use a pencil and ruler to mark the path of the ray of light.
10. Use a protractor to measure the angle of incidence. This is the critical angle. Add the value
to Worksheet F.
11. Complete Worksheet F
.

Worksheet F: Analysing results
Part 1: Refractive index
Angle of incidence i / ° Angle of refraction r / ° sin i sin r Refractive

index
0
10
20
30
40
50
60
1. Calculate a mean value of refractive index (n), using the values from the experiment:
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Worksheet F: continued
Part 2: Total internal reflection
2. State the critical angle (c) determined in the experiment.
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3. Refractive index (n) and critical angle (c) are related by the formula, n = 1/sin c.
a) Use this equation and the value of critical angle in Question 2 to calculate the refractive
index of Perspex.
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b) Compare this value to the refractive index you calculated in Question 1.
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Worksheet G: Results
Use the diagrams below to complete Worksheet F.
Part 1: Refractive Index

Worksheet G: continued
Part 2: Total internal reflection

Worksheet H: Appropriate measurements
Three learners are investigating the time it takes for a car to roll down a ramp. Each learner used a
stop clock to make three measurements of time then calculated an average value.
Learner Time 1 (s) Time 2 (s) Time 3 (s) Average time (s)
1 2.32 2.25 2.29 2.2866667
2 2.4 2.2 2.3 2.3
3 2.18 2.28 2.41 2.29
The learners discussed their results and each made a statement:
Learner 1: My results were the most accurate because I used the most decimal places in my
average value.
Learner 2: Reaction time is several tenths of a second so there is uncertainty in the

measurement. I recorded values to one decimal place. My results are therefore the
most precise.
Learner 3: I wrote down the values exactly as they were shown on the stop clock and
calculator. My results must therefore be the most accurate.

Worksheet H: continued
Comment on the conclusions made by each learner.
Learner 1:.......................................................................................................................................
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Learner 2:.......................................................................................................................................
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Learner 3:.......................................................................................................................................
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Worksheet I: Using data
A learner investigated the refraction of light through ice, glass and diamond. They planned to
compare their results to the values in the table below.
Medium Critical angle / °

Ice 50
Glass 41
Diamond 24
Unfortunately, the learner did not keep clear records of their observations.
Match each set of data to one of the materials.
Angle of Angle of sin i sin r Refractive Critical Material

incidence i / ° refraction r / ° index angle / °
30 19
40 15
40 29
20 13
30 12
40 25
30 22
20 8
20 15

Worksheet J: Using data (extra support)
Ice 50
Glass 41
Diamond 24

30 19
40 15
40 29
20 13
30 12
40 25
30 22
20 8
20 15
1. Calculate values of sin i and sin r.

2. Calculate the refractive index, using the formula: n = sin i / sin r.
3. Calculate the critical angle, using the formula: n = 1/sin c.
4. Identify each material based on the critical angle.

Worksheet A: Suggested Answers
1. Describe how each of the following objects uses light and explain which is the odd one out.
The wing mirror reflects light to allow a driver to see behind them.
The parabolic mirror reflects light from a curved surface allowing an observer to see
around obstructions.
Light is emitted by the bulb in the torch. The bulb is surrounded by a silver material
that reflects the light, increasing the brightness of the torch beam.
Light is magnified as it passes through the glasses. It is not reflected. The glasses are
therefore the odd one out.
2. The diagram shows a ray of light being reflected from a mirror.

a. Use a pencil and ruler to complete the diagram.
b. Add the following labels:
i. Normal
ii. angle of incidence
iii. angle of reflection.

Worksheet B: Suggested Answers
A group of learners investigated the Law of Reflection using a ray box and a plane mirror. The
table below shows their results.
Angle of Angle of
incidence / ° reflection / °
10 11
15 15
30 29
44 42
50 50
52 51
55 56
60 60
75 75
80 81
1. State the Law of Reflection.
angle of incidence = angle of reflection
2. State the variables in this experiment:
Independent variable: angle of incidence
Dependent variable: angle of reflection
3. Explain whether the data supports the Law of Reflection.
The data does support the Law of Reflection.
Each angle of reflection is the same or almost the same as each angle of reflection.
Any difference in the angles can be attributed to uncertainty in the measurements.
4. Suggest improvements to the experiment
Regular intervals should be used for the angle of incidence.
Multiple measurements should be taken for each angle of reflection.
A mean value should be calculated for each angle of reflection.

Worksheet C: Suggested Answers
The learners made some improvements and decided to repeat the experiment. The table below
shows their results.
Angle of Angle of reflection / °

incidence / °
Trial 1 Trial 2 Trial 3 Average
10 11 10.5 9.0 10
20 18.5 21 20 19.83 20
30 30 No data recorded No data recorded 30

40 28 40.5 41 36.5 41
50 49.5 50.5 41 47 50
60 61 60 59.5 60.2 60
70 69 70.5 79 72.8 70
80 79.5 79 88.5 82 79
1. A protractor was used to measure the angles. Explain why the learners should not have
included decimal places in their measurements, or their average.
A protractor can only be used to measure each angle to the nearest degree.
Each measurement should therefore be given to the nearest degree.
The average should be given to the same number of decimal places as the
measurements.
2. At an angle of incidence of 30° the group measured an angle of reflection of 30°. This was
the result they expected so they did not repeat the measurement. Explain whether this was
a good decision.
This was not a good decision.

A scientist should not deviate from their method due to their assumptions or
expectations.
Further measurements will improve the reliability of the results.
3. Identify any anomalies in the data and draw a circle around them.
4. Check the average values and make corrections in the table. Remember to ignore
anomalies. Do not add decimal places to the average values.

Worksheet D: Suggested Answers
The diagram shows a ray of light from a ray box being directed towards a glass block.
Use a pencil and ruler to show the path of the ray of light through the block.
Add the following labels:
o normal
o angle of incidence
o angle of refraction.

Worksheet F: Suggested Answers
Part 1 Refractive index
Your learners may calculate different values of refractive index, depending on how they round
answers during previous steps of the calculation.
Angle of incidence i / ° Angle of refraction r / sin i sin r Refractive

° index
0 0
10 8 0.17 0.14 1.21
20 14 0.34 0.24 1.42
30 19 0.50 0.33 1.52
40 27 0.64 0.45 1.42
50 33 0.77 0.54 1.43
60 36 0.87 0.59 1.47
1. Calculate a mean value of refractive index (n), using the values from the experiment:
1.42 + 1.52 +1.42 + 1.43 + 1.47 = 7.26

7.26 ÷ 5 = 1.45
Part 2 Total internal reflection
2. State the critical angle (c) determined in the experiment.

48°
3. Refractive index (n) and critical angle (c) are related by the formula, n = 1/sin c.
a. Use this equation and the value of critical angle in Question 2 to calculate the
refractive index of Perspex.
n = 1 / sin c
n = 1 / sin 48° = 1.35
b. Compare this value to the refractive index you calculated in Question 1.
The values of 1.45 and 1.35 are close but not the same.
The difference between the values is 0.1.
This difference can be attributed to uncertainties in the measurements.

Worksheet H: Suggested Answers
Three learners are investigating the time it takes for a car to roll down a ramp. Each learner used a
stop clock to make three measurements of time then calculated an average value.
Learner Time 1 (s) Time 2 (s) Time 3 (s) Average time (s)
1 2.32 2.25 2.29 2.2866667
2 2.4 2.2 2.3 2.3
3 2.18 2.28 2.41 2.29
The learners discussed their results and each made a statement:
Learner 1: My results were the most accurate because I used the most decimal places in my
average value.
Learner 2: Reaction time is several tenths of a second so there is uncertainty in the measurement.
I recorded values to one decimal place. My results are therefore the most precise.
Learner 3: I wrote down the values exactly as they were shown on the stop clock and calculator.
My results must therefore be the most accurate.
Comment on the conclusions made by each learner.
Learner 1: This is incorrect. An appropriate number of decimal places should be used based on
the measuring device. Using more decimal places does not make data more
accurate.
Learner 2: One decimal place is suitable for this experiment, when reaction time is considered.
However, using one decimal place does not make the results more precise.
Learner 3: It is not always appropriate to write values exactly as they are shown on a stop
clock or calculator. It is important to use an appropriate number of decimal places
for each measurement.

Worksheets I & J: Suggested Answers

Ice 50
Glass 42
Diamond 24
Match each set of data to one of the materials.
Your learners may calculate different values to these depending on how they round answers
during previous steps of the calculation.

30 19 0.50 0.33 1.52 41 Glass
40 15 0.64 0.26 2.46 24 Diamond
40 29 0.64 0.48 1.33 49 Ice
20 13 0.34 0.22 1.55 40 Glass
30 12 0.50 0.21 2.38 25 Diamond
40 25 0.64 0.42 1.52 41 Glass
30 22 0.50 0.37 1.35 48 Ice
20 8 0.34 0.14 2.43 24 Diamond
20 15 0.34 0.26 1.31 50 Ice

support materials?
Copyright © UCLES July 2019

Contents
Introduction ................................................................................................................................... 4
Experiment: Static electricity.......................................................................................................... 5
Briefing lesson: Designing experiments ........................................................................................ 6
Lab lesson: Option 1 – run the experiment .................................................................................... 7
Lab lesson: Option 2 – virtual experiment .................................................................................... 12
Debriefing lesson: Electrostatic charge and electrons ................................................................ 14
Worksheets and answers ........................................................................................................... 16
Briefing lesson
Debriefing lesson
Teaching Pack: Static electricity
Introduction
Important note
Practical Test).
sequence.


Briefing lesson.


Experiment: Static electricity

This Teaching Pack focuses on an experiment to show the production and detection of
electrostatic charges. Charging by induction is also demonstrated.
4.2.1 Electric charge
Make and record observations

Interpretation of experimental observations
Plan experiments and investigations, including equipment selection
Prior knowledge

5.1.1 Atomic model
Going forward
The knowledge and skills developed in this experiment will be useful when you teach learners
about electric circuits and current.

Briefing lesson: Designing experiments
Resources Worksheets A and B

objectives all learners should be able to describe how scientific ideas are
developed from observations.
most learners should be able to design an experiment based on
observations.
some learners will be able to explain the importance of making
accurate observations and using these to inform the design of
experiments.
Timings Activity
Show your learners a photograph of lightning and ask the question, 'do you agree
that lightning is an example of electricity?' Most learners are likely to agree. Ask the
class to discuss the following questions in groups:
1. What observations lead them to draw the conclusion that lightning is an
example of electricity?
2. What further experiments or observations could be made to support this?
Ask for contributions and use questioning to establish the difficulties in designing an
experiment, even though this seems to be an obvious conclusion based on simple
observations. This problem was solved when Benjamin Franklin used a kite to
demonstrate static discharge.
Main lesson
Provide learners with Worksheet A. Your learners should work through the
worksheet independently at first. After five minutes they should share their thoughts
with a partner and then use the next few minutes to improve their answer.
Take feedback from each pair and develop a method as a class. Use questioning to
challenge learners to consider alternative methods of achieving the same outcome.
Ask your learners to work in groups to compile a list of occasions when they have
experienced static electricity. Ask for examples and discuss how each of these
could have been investigated further.
Provide learners with Worksheet B.
Provide an answer to the question and invite suggestions for alternative methods or
improvements.
Plenary
Ask your learners to provide examples of independent variables, dependent
variables and control variables from any of the experiments discussed during the
lesson. Discuss the examples provided and ensure your learners have an
understanding of these variables.


Worksheets C and D

objectives all learners should be able to describe the production and
detection of electrostatic charges.
most learners should be able to plan and carry out a set of
experiments to investigate electrostatic charge.
some learners will be able to explain charging by induction.
Timings Activity
Show a picture of a learner with their hair standing on end because they are
touching a Van de Graaff generator. Alternatively, this could be demonstrated.
Ask your learners to discuss what is happening in the picture and why. Learners do
not need to be able to fully explain but they should understand that the hair has
gained electrostatic charge.
Main lesson
Learners are provided with Worksheet C. They should discuss the statements and
predict whether each is true or false.
Learners are shown the available equipment. Inform them that a polythene rod
becomes negatively charged when it is rubbed with the cloth. Learners should work
in groups of two to three to suggest how the equipment could be used to investigate
each statement on Worksheet C.
Following their discussions and your feedback, learners should collect the
equipment and begin their experiments. Learners should test the predictions they
made on Worksheet C and add their observations. Worksheet D gives an example
of a completed method for you to refer to as you circulate the classroom and check
learners' methods. Alternative methods may be equally valid.
Each group is provided with a gold-leaf electroscope and asked to investigate the
effect of bringing a charged object towards the top plate. The teacher demonstrates
charging by induction using a gold-leaf electroscope. Learners are given the
opportunity to replicate the method.
Safety

Timings Activity
Plenary
Each group should consider at least three methods using different charged objects
to investigate the following statement:
Small torn up scraps of paper have no charge so they will not be

attracted or repelled by charged objects.
Evaluate the suggestions and ask the class to decide whether one option is better
than the others.

Teacher notes
Watch the static electricity video (teacher version) and read these notes.

Polythene rod
Perspex rod
Cloth
Watch glass
Access to running water
Scraps of paper
Balloons
Gold leaf electroscope (optional demonstration)

Teacher method
video.
Do not share this method with learners. Give them Worksheet D.
Before you begin

Think about:
access to running water
whether you wish to demonstrate the gold leaf electroscope or allow learners to investigate it
Experiment
Step Notes
1. Learners should collect all the
equipment they need.
2. A balloon is rubbed with a cloth and
gains a charge. It is attracted to the
wall.
3. Learners charge a polythene rod using

Learners are told the polythene rod gains
a cloth and place it on an upturned a negative charge.
watch glass.
4. A balloon is charged by a cloth and

The balloon and rod should not touch
when it is brought towards the rod, the each other.
rod is seen to experience a force.
5. A Perspex rod is rubbed with a cloth. It
is moved towards the negatively
charged polythene rod on the watch
glass.
6. Learners turn on a tap and adjust it so
there is a fine stream of running water.
Any charged objects can be used at this
The polythene and Perspex rods are stage, e.g. the balloon, the cloths.
charged in turn and brought towards
the stream of water.
7. Learners investigate charging by
induction by moving positively and The effect should be observed without
negatively charged objects towards the rod touching the paper.
small scraps of paper.

8. Learners could use a gold leaf

electroscope to demonstrate charging
by induction. A charged polythene rod You may choose to demonstrate this.
is moved towards the top plate so the
gold leaf is deflected.
9. The top plate is earthed by touching it

with a finger.
10. The finger is removed and the charged

rod is moved away from the plate. The
gold leaf remains charged.
Clean-up
ensure any spillages have been mopped up
return all equipment to you


Worksheets C and E

objectives all learners should be able to describe the production and
detection of electrostatic charges.
most learners should be able to plan a set of experiments to
investigate electrostatic charge.
some learners will be able to explain charging by induction.
Timings Activity
Show a picture of a learner with their hair standing on end because they are
touching a Van de Graaff generator.
Ask your learners to discuss what is happening in the picture and why. Learners do
not need to be able to fully explain but they should understand that the hair has
gained electrostatic charge.
Main lesson
Learners are provided with Worksheet C. They should discuss the statements and
predict whether each is true or false.
Provide learners with Worksheet E. Inform them that the polythene rod becomes
negatively charged when it is rubbed with the cloth. Learners should work in groups
of two to three to suggest how the equipment could be used to investigate each
statement on Worksheet C. Circulate and provide support to your learners. At this
stage your learners are only expected to develop ideas and justify their thinking.
Watch the first part of the virtual experiment video. Ask your learners to compare
their predictions to the information in the video and complete Worksheet C.
Your learners should evaluate the suitability of the method they devised on
Worksheet E. Ask them to exchange sheets with a partner. In silence, they should
use a coloured pen to mark a dot at any point where they identify a weakness in the
method or think an improvement could be made. They should then swap sheets
back and spend 3 minutes working through the suggestions independently. Each
pair should then discuss the improvements they decided to make.
Watch the next section of the virtual video. Discuss why the gold leaf has deflected
and how this is an example of charging by induction.
Watch the final section of the video.

Timings Activity
Plenary
Each group should consider at least three methods using different charged objects
to investigate the following statement:
Small torn up scraps of paper have no charge so they will not be

attracted or repelled by charged objects.
Evaluate the suggestions and ask the class to decide whether one option is better
than the others.

Debriefing lesson: Electrostatic charge and electrons
Resources Access to the Internet and a projector

Worksheets F, G and H

objectives all learners should be able to describe how positively and
negatively charged objects interact.
most learners should be able to describe the addition or removal
of electrons when a body is charged.
some learners will be able to explain the importance of a
systematic method when investigating charging by induction.
Timings Activity
Ask your learners to draw and label a basic diagram of an atom, including protons,
neutrons and electrons. Ask them to label the charges associated with each particle.
Use questioning to establish that when two insulating materials are rubbed together,
negative electrons are transferred from one object to the other. Highlight the
similarity between the words electron, electrostatic and electricity.
Main lesson
Provide your learners with Worksheet F.
Use questioning to identify and address any misconceptions.
Provide your learners with Worksheet G.
Provide answers to the worksheet questions then show the simulation. This should
help your learners to visualise the process.
https://phet.colorado.edu/sims/html/balloons-and-static-electricity/latest/balloons-
and-static-electricity_en.html
State that dust often sticks to television screens and that this is an example of
charging by induction. Ask your learners to discuss this in pairs and attempt to
explain the phenomena. Select individuals to make suggestions and help the group
to produce a suitable explanation.
Provide your learners with Worksheet H.

Debriefing lesson: continued
Timings Activity
Plenary
Show a picture of anti-static shoes. Explain that many electronics can be damaged
by static discharge and that people who work with those electronics must take
precautions such as wearing anti-static shoes.
Ask your learners to discuss whether anti-static shoes would also be effective in
preventing against electric shocks. Divide the class into two groups: those who think
this would be the case and those who disagree. Ask each group to nominate a
candidate to explain why.
Through discussion establish that anti-static shoes must have soles that are good
conductors. This is the opposite of footwear designed to protect against electric
shocks.

Worksheets Answers
A: Designing experiments 17 26
B: Observations and experimental design 18 27
C: Statements about static electricity 19 28
D: Method 20 –
C: Statements about static electricity 19 28
E: Investigating static electricity 21 –
F: Static electricity and electrons 22 29
G: Charging by induction 1 23 30
H: Charging by induction 2 24 31

Worksheet A: Designing experiments
The Ancient Greeks observed that when amber was rubbed with animal fur it could be used to pick
up dust and dry straw. It was later discovered that other substances acted in a similar way when
rubbed with fur. This invisible force between objects sometimes caused them to come together and
sometimes pushed them apart. The objects did not need to touch in order to experience the force.
Based on these observations, suggest a method that the Greeks could have used to confirm
whether the strength of force from the amber changes with distance.
Equipment required:
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Method:
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Worksheet B: Observations and experimental design
A learner explained to their friends that when they walk through their living room they often receive
a tiny electric shock when they touch the metal door handle. The shock is not painful but they are
curious about why it happens.
One of their friends suggested the shock was due to the carpet and other carpets would not cause
this. Another friend disagreed and asserted it was due to the material of the soles of their shoes. A
third friend blamed the metal door handle for the shock.
Suggest how the learner could investigate whether each of their friends is correct.
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Worksheet C: Statements about static electricity
Read the following statements and predict whether they are true or false:
Prediction Observation
Statement
True False True False
"If a balloon is rubbed with a cloth it will stick to a wall".
"If a balloon is rubbed with a cloth it becomes

negatively charged. It would therefore repel a charged
polythene rod".
"A Perspex rod becomes positively charged when it is

rubbed with a cloth".
"A thin stream of water from a tap will be attracted

towards a positively charged rod but deflected away
from a negatively charged rod".
"Small torn up scraps of paper have no charge so they

will not be attracted or repelled by charged objects".

Worksheet D: Method

2. Rub a balloon with a cloth for 30 seconds.
3. Move the balloon close to a wall and observe whether it is attracted.
4. Repeat the experiment.
5. Rub a polythene rod with a different cloth for 30 seconds.
6. Place it on an upturned watch glass.
7. Rub a balloon with a cloth for 30 seconds.
8. Move the balloon towards the end of the polythene rod and make observations.
9. Rub a Perspex rod with a different cloth for 30 seconds.
10. Move the Perspex rod towards the end of the polythene rod and make observations.
11. Turn on a tap and adjust it so there is a fine stream of running water.
12. Rub the polythene rod with a cloth and move it close to the stream of water. Make
observations.
13. Repeat using the Perspex rod.
14. Rub the polythene rod with a cloth and move it close to some small scraps of paper. Make
observations.
15. Repeat using the Perspex rod.

Worksheet E: Investigating static electricity
Suggest how the equipment above may be used to investigate each of the statements on
Worksheet C.
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Worksheet F: Static electricity and electrons
1. A polythene rod becomes negatively charged when rubbed with a cloth. Explain whether
the rod has lost or gained electrons.
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2. A Perspex rod is charged with a cloth. When brought towards a charged polythene rod it is
attracted. Explain whether electrons have been added or removed from the Perspex rod.
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3. A balloon is charged with a cloth. The balloon is attracted towards a charged Perspex rod.
The cloth that was used to charge the balloon is moved towards the Perspex rod. Explain
whether the cloth will be attracted to the rod or repelled. Your answer should refer to the
transfer of electrons.
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Worksheet G: Charging by induction 1
Charging by induction occurs when a charged body is used to charge a neutral object.
An example of charging by induction is when a balloon is made to stick to a wall or ceiling. Order
the following statements to explain how this occurs:
Statement Order
(1-7)
The balloon is moved towards a neutrally charged wall.
The balloon becomes negatively charged.
Electrons are removed from the cloth and added to the balloon.
The surface of the wall becomes positively charged (charging by induction).
A balloon is rubbed with a cloth.
The negatively charged balloon is attracted to the positively charged wall.
Electrons in the wall are repelled by the negatively charged balloon.

Worksheet H: Charging by induction 2
The picture above shows a gold leaf electroscope. The metal top plate is attached to a metal stem.
A section of gold leaf is attached to the bottom of the stem.
A gold leaf electroscope can be charged by induction. However, it is important to follow the method
in the correct order. Use your understanding of electrostatic charge and the transfer of electrons to
explain steps two to five.
1. Charge an object. In this example a negatively charged object is used (e.g. polythene).
2. Move the charged object towards the top plate of the gold leaf electroscope, until the gold
leaf is deflected.
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3. Touch the top plate with a finger.
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4. Remove the finger.
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5. Move the charged object away from the top plate. The gold leaf should remain deflected.
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Worksheet A: Suggested Answers
The Ancient Greeks observed that when amber was rubbed with animal fur it could be used to pick
up dust and dry straw. It was later discovered that other substances acted in a similar way when
rubbed with fur. This invisible force between objects sometimes caused them to come together and
sometimes pushed them apart. The objects did not need to touch in order to experience the force.
Based on these observations, suggest a method that the Greeks could have used to confirm
whether the strength of force from the amber changes with distance.
Equipment required:
Amber
Pieces of straw of different sizes/lengths/masses/weights (accept dust or paper)
Fur
A measuring device, such as a ruler
Method:
Indicative content (other methods may be equally effective)
Place the straw on a flat surface.
Rub a piece of amber with some fur.
Move the amber towards the straw.
Use a ruler to measure the distance from the amber to the straw at the point where the
straw is seen to move towards the amber.
Record the distance at which straw of different sizes becomes attracted to the amber.
Repeat the experiment several (three) times.

Worksheet B: Suggested Answers
A learner explained to their friends that when they walk through their living room they often receive
a tiny electric shock when they touch the metal door handle. The shock is not painful but they are
curious about why it happens.
One of their friends suggested the shock was due to the carpet and other carpets would not cause
this. Another friend disagreed and asserted it was due to the material of the soles of their shoes. A
third friend blamed the metal door handle for the shock.
Suggest how the learner could investigate whether each of their friends is correct.
Three separate experiments are required
Experiment 1
1. Use several sections of carpet of different materials.
2. Use one pair of shoes (the pair that resulted in shocks).
3. Rub the shoes on a section of carpet a given number of times, e.g. 30 times.
4. Touch a metal object that is earthed and observe whether a shock is received.
5. Repeat several times and record any variation in the shock received.
6. Repeat the experiment for each section of carpet.
Experiment 2
1. Use several different pairs of shoes, each with a sole made of a different material.
2. Use one type of carpet (the carpet that resulted in shocks).
3. Rub a pair of shoes on the carpet a given number of times, e.g. 30 times.
4. Touch a metal object that is earthed and observe whether a shock is received.
6. Repeat the experiment for each pair of shoes.
Experiment 3
1. Use the carpet and shoes that resulted in shocks.
2. Rub the shoes on the carpet a given number of times, e.g. 30 times.
3. Touch the metal door handle and observe whether a shock is received.
5. Repeat the experiment but rather than the door handle, use a range of other metal
and non-metals objects.

Worksheet C: Suggested Answers
Read the following statements and predict whether they are true or false:
Prediction Observation
Statement
True False True False
"If a balloon is rubbed with a cloth it will stick to a wall".
"If a balloon is rubbed with a cloth it becomes

negatively charged. It would therefore repel a charged
polythene rod".
"A Perspex rod becomes positively charged when it is

rubbed with a cloth".
"A thin stream of water from a tap will be attracted

towards a positively charged rod but deflected away
from a negatively charged rod".
"Small torn up scraps of paper have no charge so they

will not be attracted or repelled by charged objects".

Worksheet F: Suggested Answers
1. A polythene rod becomes negatively charged when rubbed with a cloth. Explain whether
the rod has lost or gained electrons.
Electrons have a negative charge.
The polythene rod becomes negatively charged so it has more electrons than protons.
It must have gained these electrons from the cloth.
2. A Perspex rod is charged with a cloth. When brought towards a charged polythene rod it is
attracted. Explain whether electrons have been added or removed from the Perspex rod.
The Perspex rod is attracted to the negatively charged polythene rod. Unlike charges
attract so it must therefore have a positive charge.
Electrons have a negative charge.
The Perspex rod is positively charged so it must contain fewer electrons than protons.
Electrons have therefore been removed from the Perspex rod and transferred to the
cloth.
3. A balloon is charged with a cloth. The balloon is attracted towards a charged Perspex rod.
The cloth that was used to charge the balloon is moved towards the Perspex rod. Explain
whether the cloth will be attracted to the rod or repelled. Your answer should refer to the
transfer of electrons.
The cloth will be repelled by the Perspex rod.
The balloon is attracted towards the positively charged Perspex rod. It must therefore
have a negative charge.
The balloon is negatively charged because electrons have been transferred from the
cloth.
Electrons have been removed from the cloth so the cloth is positively charged.
Like charges repel so the positively charged cloth will be repelled by the positively
charged Perspex rod.

Worksheet G: Suggested Answers
Charging by induction occurs when a charged body is used to charge a neutral object.
An example of charging by induction is when a balloon is made to stick to a wall or ceiling. Order
the following statements to explain how this occurs:
Statement Order
(1–7)
The balloon is moved towards a neutrally charged wall. 4
The balloon becomes negatively charged. 3
Electrons are removed from the cloth and added to the balloon. 2
The surface of the wall becomes positively charged (charging by induction). 6
A balloon is rubbed with a cloth. 1
The negatively charged balloon is attracted to the positively charged wall. 7
Electrons in the wall are repelled by the negatively charged balloon. 5

Worksheet H: Suggested Answers
The picture above shows a gold leaf electroscope. The metal top plate is attached to a metal stem.
A section of gold leaf is attached to the bottom of the stem.
A gold leaf electroscope can be charged by induction. However, it is important to follow the method
in the correct order. Use your understanding of electrostatic charge and the transfer of electrons to
explain steps two to five.
1. Charge an object. In this example a negatively charged object is used (e.g. polythene).
2. Move the charged object towards the top plate of the gold leaf electroscope, until the gold
leaf is deflected.
Electrons in the top plate are repelled by the negatively charged object.
The top plate becomes positively charged.
The stem and gold leaf gain electrons and become negatively charged.
Like charges repel so the gold leaf is deflected away from the stem.
3. Touch the top plate with a finger.
Electrons are added to the positive top plate from the finger.
The top plate becomes neutrally charged.
The stem and gold leaf remain neutrally charged.
4. Remove the finger.
The top plate, stem and gold-leaf have had an overall increase in electrons so they are
negatively charged.
5. Move the charged object away from the top plate. The gold leaf should remain deflected.
Like charges repel so the gold leaf is deflected away from the stem.

Physics Lab Exercises

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Icons used in this pack:

Lab lesson: Option 1 – run the experiment

Lab lesson: Option 2 – virtual experiment

The structure is as follows:

Briefing lesson (1 hour*)

Lab lesson (1 hour*)

Debriefing lesson (1 hour*)

4 Cambridge IGCSE Physics (0625)

Experiment: Speed-time graphs

1.1 Length and time

Cambridge IGCSE Physics (0625) 5

Briefing lesson: Application of graphs

Learning By the end of the lesson:

Your learners should use Worksheet D to consolidate their understanding of

6 Cambridge IGCSE Physics (0625)

Lab lesson: Option 1 – run the experiment

Learning By the end of the lesson:

Cambridge IGCSE Physics (0625) 7

Each group will require:

8 Cambridge IGCSE Physics (0625)

Do not share this method with learners. Give them Worksheet H.

Before you begin:

2. They should find a space in the

4. Learners should run the car down the

5. Learners should record the car

6. Make sure your learners can export

Cambridge IGCSE Physics (0625) 9

Lab lesson: Option 2 – virtual experiment

Learning By the end of the lesson:

10 Cambridge IGCSE Physics (0625)

Debriefing lesson: Validity of data

Learning By the end of the lesson:

Cambridge IGCSE Physics (0625) 11

Worksheets and answers

For use in the Briefing lesson:

B: Demonstrate the graph 14 —

C: Distance and velocity graphs 15–16 29–30

D: Distance, average speed and time 17 31

For use in Lab lesson: Option 1:

G: Writing a method with support 20 —

For use in Lab lesson: Option 2:

G: Writing a method with support 20 —

K: Speed-time data for curved track 24 32

L: Speed-time data for straight track 25 33

For use in the Debriefing lesson:

M: Data validity 26–27 34–35

12 Cambridge IGCSE Physics (0625)

Worksheet A: 100 m sprint

100 m race speed-time graph

Copyright © UCLES 2017 Cambridge IGCSE Physics (0625) 13

Worksheet B: Demonstrate the graph

1. Lay out the metre stick on the floor or your desk.

14 Cambridge IGCSE Physics (0625) Copyright © UCLES 2017

Worksheet C: Distance and velocity-time graphs

Copyright © UCLES 2017 Cambridge IGCSE Physics (0625) 15

Worksheet C: Distance and velocity-time graphs

16 Cambridge IGCSE Physics (0625) Copyright © UCLES 2017

Worksheet D: Distance, average speed and time

Copyright © UCLES 2017 Cambridge IGCSE Physics (0625) 17

Worksheet E: Planning an experiment