PHYSICS LAB BOOK

STUDENT NAME: Taana Henry

SCHOOL: Holy Childhood High School
CLASS: 10-3
TEACHER: Mr. Rose
 TABLE OF CONTENTS
LAB SKILL LAB TITLE PAGE

NUMBER NUMBE

1 ORR/AI MEASURING AREA

2 ORR, AI RELATIONSHIP BETWEEN MASS AND

WEIGHT

3 ORR, AI RELATIONSHIP BETWEEN MASS AND

VOLUME

4 ORR, AI THE PENDULUM

5 MM/AI CENTRE OF GRAVITY FOR A LAMINA

6 ORR, AI HOOKE’S LAW

7 AI CONSERVATION OF MOMENTUM

8 AI PERSONAL POWER

9 MM/AI REFLECTION OF LIGHT

10 MM/AI REFRACTION OF LIGHT: GLASS BLOCK

11 AI POTENTIAL DIFFERNCE IN SERIES

12 AI CURRENT IN PARALLEL
13 ORR, AI ANALOGOUS SYSTEM

14 P&D PLANNING AND DESIGNING LAB 1

15 P&D PLANNING AND DESIGNING LAB 2

16 P&D PLANNING AND DESIGNING LAB 3

17 P&D PLANNING AND DESIGNING LAB 4

Lab #1- ANALOGOUS SYSTEM (Skill: ORR, AI)

Objective: To use an analogous system to illustrate the nature of radioactive decay.

Apparatus: 100 coins, large can with lid

Procedure:number of coins present was noted (undecayed atoms) when n = 0.

2. Allowed heads to represent a decayed atom and tails to represent an undecayed

atom. The coins were placed in the can and the lid was snapped on.

3. The can was shaken vigorously. Then the lid was removed and the coins were
poured out. The number of tails was recorded i.e. the number of undecayed atoms t
for n = 1.

4. The number of heads was put to one side (decayed atoms).

5. Undecayed atoms were placed back in the tin.

6. Steps were repeated 3 - 5 at least 4 times (until n = 5).

Data collected
TABLE SHOWING NUMBER OF THROWS, DECAYED AND UNDECAYED COINS

Data analysis

1. Plot a graph of the number of throws (n) on the x-axis against the number of undecayed atom s
(t) on the y-axis.
(i) If your classmates do the experiment, would they get the same results? They wouldn’t get the

same results.
(ii) If one coin is marked with an X, can we predict when it will decay? Yes, we can, depending

on the number of coins in the can.

(iii) Complete the following statement:

Radioactive decay is said to be random because

(a) It is impossible to predict when a particular radioactive nucleus will decay.

(b) You cannot cause or influence the decay.

2. If we repeat the experiment several times, on average how many coins out of 100 would we
expect to decay after one throw? If 100 undecayed coins were placed in the can and are
thrown for the first time the number of undecayed coins would be estimated at 45.

Explain how it is a radioactive substance that is said to be random and still has a half-life?
Half-life is the time taken for half of the unstable nuclei in a sample to decay. Even if a
nucleus is unstable, there is no way to tell whether it will decay in the next instant or
millions of years. However, even tiny pieces of material contain very many atoms. Some of
its unstable nuclei decay in a short time, while others decay much later.

3. Use your graph to estimate at least three values for the half-life. Is it constant?

First Half-life- 100 to 50 equal 1

Second Half-life- 50 to 25 = 1.9 = 1.9-1.0= 0.9

Third Half-life = 25 to 12.5 = 2.7= 2.7 -1.9= 0.8

Average of all the half life

1 + 0.9 + 0.8= 2.7 = 2.7/ 3 = 0.9

Conclusion
The average half-life for this analogous experiment was 0.9
 Lab #2 - MEASURING AREA

Objective: To find the areas of common objects

Apparatus: Table, ruler, triangle page, vernier calipers, cylindrical bar, leaf, graph paper.

Procedure: The leaf was placed on graph paper. The perimeter of the leaf was then traced with a
pencil and each box inside the drawing that was half or more was counted. The number of boxes
counted determined the area of the leaf

Data collected

1. Collect data to calculate the area of a table using a meter rule.

2. Collect data to find the area of a triangular piece of paper using the meter rule.

3. Use the vernier calipers to find the diameter of the cylindrical bar. Take several
readings to ensure accuracy.

4. Trace the shape of the leaf on the graph paper and hence estimate the area of the
leaf.

Data analysis

1. Calculate the area of the table in

2
(a) cm = 1137.084cm^2
2
(b) m = 1.130784m^2

2. Calculate the area of the paper. 80cm^2

3. Calculate the cross-sectional area of the cylindrical bar. 4.5cm^2

2 2
4. Use your answers to question 1 to find out how many cm are equal to 1 m .
1000cm^2 = 1m^2

Conclusion

The area of the table was found to be 11370.84cm^2

The area of the triangular page was found to be 80cm^2

The cross-sectional area of the cylindrical bar was found to be

4.5cm^2
The area of the leaf was found to be 51 sq units

Lab #3 - RELATIONSHIP BETWEEN MASS AND VOLUME OF OBJECTS

(Skill: ORR, AI)

Objective: To determine the relationship between the mass and volume of plasticine

Apparatus: Six sets of Plastercine, triple beam balance, Eureka can, measuring

cylinder, beaker, thread, water

Procedure

1. The mass of each plasticine was determined using the triple beam balance.

2. Water was poured into the Eureka can until it began to overflow through the
spout into the beaker.

3. The beaker was removed and replaced with an empty measuring

cylinder.

4. The plasticine was tied to a piece of string and gently lowered

into the can.

5. The volume of water recorded was displaced into the cylinder. 6.

The experiment was repeated twice and the average volume of water

displaced was found.

7. The above procedure was repeated for the other set of plasticine
Data collected

Record your data in a suitable table, showing m, V1, V2, V3, and
average volume
 Table showing Volume against Mass
Volume (m^2) Mass (kg)

65 110.5

55 92.5

46 27.3

37 62.2

26 47.1

20 32.2

11 17.2

Average volume=
250.5

Data analysis

1. Do a table analysis to find out if the mass is directly proportional to the average

volume- The volume of the object is directly proportional to its mass as the

volume increases the mass of the object increases in direct proportion.

2. Plot a graph of mass against average volume

3 Find S, the gradient of the graph.

4. Which physical quantity does the gradient represent?

5. Convert the gradient to an S.I unit?

Conclusion

It can be concluded that the relationship between mass and volume of the plasticine is
directly proportional.
Lab# 4- RELATIONSHIP BETWEEN MASS AND WEIGHT (Skill:

ORR, AI)

Objective: To investigate the relationship between mass and weight

Apparatus: Ten different sizes of Plasticine, triple beam balance, and spring balance.

Procedure:

1. Ten different sizes of plasticine were obtained.

2. The mass of each plasticine was measured using a triple beam
balance
3. The weight of each plasticine was measured using a spring
balance.

Data collected

TABLE SHOWING MASS IN GRAMS, KILOGRAMS

AND WEIGHT (N) OF DIFFERENT PLASTISCINES
Mass Mass (
(g) Weight
1x10^-3
(N)

kg)

10 10 0.1

40 40 0.4

50 50 0.5

60 60 0.6

90 90 0.9

130 130 1.3

 210 210 2.1

Data analysis

1. As mass increases, weight also increases, showing that mass is

directly proportional to weight.

2. Plot a graph of weight against mass, start the graph from the origin (0,0).
Make sure the line pass through the origin.
GRAPH SHOWING MASS AGAINST WEIGHT
3 Finds g, the gradient of the graph.

4. Which physical quantity do these gradients represent? The gradient

represents acceleration due to gravity.

5. Convert the gradient to an S.I unit? N/kg = m/s^2, 10N/kg = 10 m/s^2

6. Write the equation for the graph. w=m(10)

7. Using the equation above what would be the weight of a 250 kg mass on
Earth

Mass = 250kg

Weight = 10 x 250 = 2500

Weight = 2,500 N

8. If this experiment had been conducted on the Moon the mass would have
still been the same. However, the weight of the plasticine would have been
different. How would they have been different? Yes, the weight of the
plasticine would be different because the weight on the moon would’ve
been less seen that the acceleration due to gravity on the moon is less
than that on earth.
9. If this experiment had been conducted on the Moon what would have
happened to the gradient of the graph. Would it have been greater or less
than if the experiment was performed on Earth? Explain. If the experiment
was done on the moo the gradient would be less than if it was done on
earth because the acceleration due to gravity on earth is higher on
earth, therefore it is affecting the weight and mass calculations making
the gradient higher if the experiment was to be done on earth.
10. The acceleration due to gravity on the moon is 1.62 N/kg Using the
equation above what would be the weight of a 250 kg mass on the Moon.

250 x1.62 = 405N

Conclusion
It can be concluded that the relationship between mass and weight is directly proportional
Lab #5

Personal Power Lab

Objective:
To find out the magnitude of your personal power.

Apparatus:
Steps, ruler, scale, stopwatch

Procedure:
The scale was used to find mass (m).
The ruler was used to find the average height (h) of one step.
The amount of steps in the flight of stairs involved was determined and checked
The watch was started then ran up the stairs simultaneously.
The watch was stopped when we arrived at the top of the stairs.
The procedure was repeated and obtained two more values for the time, (t), taken to
climb the stairs.
The procedure was repeated at different rates- walking, running, and jogging.

Data collected:

Mass = 86lbs
Average height of one step= 6.6 inches
Number in-flight = 14
Average height of flight = 92.4 inches

TABLE SHOWING TIME AND RATE FOR WALKING, RUNNING AND JOGGING
Time 1 Time 2 Time 3

Running 2.99 2.63 2.70

 Walking 4.79 4.93 5.13

Jogging 3.54 3.67 3.94

Data Analysis:

To calculate power in standard units, m must be in the units kg, G must be in the unit m\s^2k
must be in the unit m and T should be in the unit s.

P= f x d\t
F= 39 kg x 10 m\8^2 = 390N
D= 16= 16 x 14= 234.64 cm
= 2.35m

Time for running = 4.93s

Time for jogging = 5.24s
Time for walking = 9.06s
Power for running = 390 x 2.35\ 9.06 = 185.90w
Power for jogging = 390 x 2.35\ 5.24 = 174.91w
Power for walking = 390 x 2.35\ 9.06 = 101.16w

Power for running in kw = 185.90\ 1000 = 0.19kw

Power for jogging in kw = 174.91\ 1000 = 0.18kw
Power for walking in kw = 101,16\ 1000 = 0.10kw

The same amount of work was done in walking and running up the stairs. This is because force
and distance are the same for both rates.

For both, the rate of work was not the same. This is because all three times are different.

Conclusion:

In conclusion, the value for personal power was 0.19kw for running and 0.18 for jogging, and for
walking 0.10kw.
Lab # 6
CONSERVATION OF MOMENTUM

Objective:
To determine the principle of conservation of momentum

Apparatus:
Four identical balls ima support.

Procedure:

The first ball was pulled aside, then released, and recorded what was observed.

Data collected:

Sphere one was coursed to a specific height it was then released and swung and hit sphere
two.
The force on sphere two traveled through sphere three which resulted in four being released into
the air. Sphere four then swing down and hit sphere 3 gentle force from this traveled back to
sphere 1 resulting in it being released into the air at the specific time.

Data analysis:
When the ball is raised it doesn’t have any momentum, momentum is gained when it begins to
fall. Nevertheless, when the first ball hits the second ball momentum is then transferred.

When the second ball gains its momentum, the momentum is moved from that ball to the third
and then the fourth. However, because there is no ball after the fourth the momentum remains
resulting in that ball being raised.

Total momentum before collision = Total momentum after the collision.

M1 x U1 + M2 x U2 + M3 x U3 + M4x U4 = M1 x U1 + M2 x U2 + M3 x U3 + M4 x U4 Sphere 1 is

the only one that had a velocity before the collision L U 2= U3= U4 = 0 m/s Only

sphere 4 had a velocity after the collision L V 1= V2= V3= 0 m/s

Each Sphere had the same mass L M 1 = M2 = M3= M4 = M

Newton’s second law states that force is equal to the rate of change of momentum. This means
that when the momentum of sphere one was increased, the force of sphere 1 was increased.
This also applies to sphere 4.
As the conservation of energy states, energy can neither be created nor destroyed, it is simply
converted from one another.

Conclusion:

The principle of conservation of momentum is the total momentum before the collision is equal
to the total momentum after the collision.
Lab #7

HOOKES' LAW

Objective:

To determine if a body (spring) obeys Hooke’s law

Apparatus:

Meter rule, spring, holder, slotted masses, pointer, (plasticine or masking

tape/optical pin), two retort stands, set square.

Diagram:

Procedure:

The apparatus was set up as shown in the diagram and ensured that the meter ruler was vertical
and the pointer was at the right angle to the spring and horizontal.

Made sure the zero side of the ruler was at the top and the pointer was moved directly over the
 scale.

The holder was placed onto the spring and the reading was recorded, I0, the position of the
pointer, on the metre ruler without any slotted masses.

Masses were continually added, m and the pointer position I1. (loading)
8 readings for 1 were obtained.

The masses were removed in the same order and the pointer position

I2 was re-checked. (unloading)

Data Collected:

Mass added in Weight added in Pointer position Pointer position l2 Extension (e)
grams (m) newtons ( F) loading l1

20 200 17.5 17.5 3

40 400 18 18 3.5

60 600 18.5 18.5 4

80 800 19 19 4.5

100 1000 19.5 19.5 5

120 1200 20 20 5.5

140 1400 20.5 20.5 6

160 1600 21 21 6.5

180 1800 21.5 21.5 7

Data Analysis

G = y2 - y1 / x2 - x1
1800 -800 / 7- 4.5
400N/cm

3. 22.75

Force is proportional to extension- because as the amount of force is increased the

extension also increases.
 This system obeys hookes law because during the lab I observed that the strain of the spring was
directly proportional to the applied weight added the elastic’s limit of the spring.

Precaution:

Not to measure from the top of the spring.

To ensure not to shake or move the masses.

Conclusion:

We can come to a conclusion that a spring does obey hookes law whsh states that force is needed
to extend a spring by some distance is proportional to that distance.
Lab #8

Center of Gravity for the Lamina ( Plumbline method) ( skill: MM, AI)

Objective:

To find the center of gravity of an irregular-shaped object using the plumb line method.

Apparatus:

Lamina ( irregular shaped object,) retort stand, plumb line/ cord, nail or pin, cork/ball.

Diagram:

Procedure:

1. Ensured that the pivot ( nail or optical pin stuck in a cork) was stable ( by placing a
retort stand or on the side of a bench-top)
2. Placed a hole glide to the edge of the body and suspended it on the pivot. Made sure that it
was swinging freely.
3. Suspended the plumb line in the pivot and when the Lamina was in equilibrium, recorded the
position of the plumb line by putting in an X. The X was placed as close to the edge as possible.
With a sharp pencil, the position of the plumb line was drawn.

4. Placed another hole in the Lamina and repeated the procedure and the new position of the
plumb line was located.

5. Repeated again, from another position.

Data collected:
A picture of my lamina

Data analysis:

Why must the intersection of the three lines be the center of gravity? The intersection of
the three lines is the center of gravity because we know that is where all the weight is or where
it is going to be most balanced.

List the important precautions in this experiment.

Ensure that the pivot is able to swing freely.
Ensure the lines are straight.
Ensure there is no wind.
Ensure the ball is centered.

When the procedure is repeated a third time, how will this distinguish whether the location
of the e.g. is accurate or not?
The lamina balances on the index finger and the weather can determine this. It will sow the
accuracy of the spot.

Conclusion:
It can be concluded that the point of intersection of all three lines gives the center of gravity of
the irregularly shaped lamina.
 Lab #9

The Pendulum (skill: ORR, AI)

Objective:
To investigate the relationship between the length and period of a pendulum.

Apparatus:
Pendulum, ruler, stop clock/stopwatch, set square, retort stand.

Procedure:

1. The apparatus was set up as shown in the diagram with the length,1, of the pendulum at about
80 cm. The ruler was ensured vertical. The exact length of the pendulum was measured using the
ruler and set square.

2. The pendulum was set oscillating with a small amplitude but in one place.
3. The countdown method and timing for a mid-reference line, the time taken, t1, for 20
oscillations was found.
4. The timing (t2) was repeated to ensure accuracy.
5. The length of the pendulum was changed and the procedure was repeated.
The length between 1=10.0 and 80.0 cm was varied. The readings were made sure to be
spread over the entire range.

Data Collected:
Record your data in a suitable table. In addition to columns for 1, t1,t2, t (average) include columns
for T (period) and T2.

Length (1) Time 1 (t1) Time 2 (t2) Average (t)

10cm 13.94 13.91 13.925

20cm 19.36 19.64 29.18

30cm 23.05 23.51 34.805

40cm 27.60 27.78 41.49

50cm 31.24 32.14 47.91

60cm 34.24 35.23 51.86

70cm 36.01 36.02 54.02

80cm 37.79 37.95 56.77

Data analysis
Plot a Graph of T against L.
Plot a Graph of T2 against L.
Use your graph to find the period of a pendulum whose length is 35
 3. Use your graph to find the period of a pendulum whose length is 35 cm?
24.71 20=1.24(+ period) 35cm.

Find s the gradient of the graph.

T1 T2
S= ( y2-y1)/ (x2-x1) S= ( y2-y1)/ (x2-x1)
= (0.38 - 0.16) / (0.35 - 0.1) = (0.57 - 0.30) / (0.75 - 0.25)
= 0.22/ 0.25 = 0.27 / 0.5
= 0.88 m/s^2 = 0.5m/s^2

Given that, find g

g= 4p 1^2 L/ T2
= 4 x 3.14 x 3.14 x 0.8
= 9.23

7. The length is increasing so the time also increases which means it id directly proportional.

TABLE SHOWING FACTORS THAT AFFECTED THE PERIOD OF A

YYYYSIMPLE PENDULUM

Length (cm) T1 (s) T2 (S) T (average) T/ (period) T2

0.8 36.95 37.06 37.01 1.85 3.4
0.7 34.83 34.80 34.82 1.74 3.0
0.6 32.40 32.19 32.30 1.62 2.6
0.5 29.88 29.34 29.61 1.49 2.2
 0.4 26.58 26.47 26.53 1.33 1.8
0.3 22.85 22.78 22.82 1.14 1.3
0.2 18.87 18.71 18.79 0.94 0.9

Conclusion
In conclusion the simple pendulum is directly proportional to the square rootof the length of the
pendulum.’
 PD #1
PLANNING AND DESINGING

Problem statement
In an experiment to investigate the period of a pendulum, paper clips can be linked in a chain and
swung as a simple pendulum. The period, T, of the pendulum depends on the number of paper clips, n, of the
paper clips used. A student suggests that the relation between T and n is T=kn where k is a constant.

Hypothesis
When the number of chains in the clip increases, the time period of an oscillation also increases and vice
versa. In this case of experiment, the number of paper clips increase in the paper clip chain, the time period
for one oscillation will increase, given that the angle of swing is kept constant.

Aim
To investigate the period of a pendulum

Apparatus and materials

Paper clip, washers,Thread, meter stick, protractor, ring stand , stopwatch

Procedure:

1. One end of the thread was attached to paperclip, one of its side was slightly bended out so that
it could be used to hang the washers
2. Made sure the pendulum was overall 50 cm long by tying the other end of the thread to ring
 stand
3. One of the washers were attached to the paper clip and then raised the bob so that the thread
formed a 45- degree angle with the stand.
4. Gently, released the bob without pushing. The bob swung to the opposite side before it swung
back to its original position. ( The duration is the time required to perform one full swing.

Variables:
Controlled variables: Diameter of paper clips
Responding variable: Time of the oscillation

Expected results
As the weight and number of paper clips increases, the time of the period of the the object also increases
to complete some oscilaations
Pd #2

PLANNING AND DESIGNING

Problem statement:

Plan and design an experiment to test the: hypothesis the velocity of a bead is the same as it falls
through different types of liquid

Hypothesis:
When a bead falls through different liquids its velocity is the same.

Aim
To prove that the velocity of the bead does not change even when falling through different liquids.

Apparatus:
3 beakers , 3 different liquids, 3 beads , stop watch
 Procedure:

1. Label beakers - a,b,c

2. Place each liquid in a different beaker
3. Drop the first bead in liquid starting the stop watch. Record time and repeat steps for b and c.
4. Calculate the velocity for each bead in a suitable table.

Variables

Controlled variable: amount of liquid, beads weight, size of beaker

Responding variable: the velocity of the beads

Expected results
Velocity of each bead is the same
Pd# 3
PLANNING AND DESIGNING

Problem statement:

Plan and design an experiment to test the hypothesis: saw dust is a better insulator than
styrofoam.

Hypothesis:
Heat will be trapped in the styrofoam better than sawdust because it is a better insulator

Aim:
To find out if styrofoam is a better insulator than sawdust

Apparatus:
Sawdust, styrofoam, thermometer , warm water, bunsen burner ,wire gauze, 2 beakers, test tube.

Procedure:

1. Label beakers A and B.

2. Place test tube in both beakers
3. Put saw dust around the test tube in beaker A nad styrofoam in beaker B
4. Place the thermometer in beaker B and boil water to 100 degrees
 5. Fill both test tubes halfway with boiled water
6. Check/ measure the temperature of both test tubes on both beakers every 2 minutes for 20
minutes.
7. Place the data that you collected in a suitable format.

Variables:

Responding variable: The temperature of the water

Controlled variable: temperature of the water at the start, amount of water, time

Expected results:
The better insulator will be the styrofoam. The temperature of the water that was insulated by
the styrofoam will be greater than the water thatbwas insulated by the sawdust.
Pd# 4
PLANNING AND DESIGNING

Problem statement:
Plan and design an experiment to test the hypothesis: the greater the surface area the higher the
rate of cooling.

Hypothesis:
When the surface area is greater the higher the rate of cooling.

Aim:
To find out that the rate of the cooling depends on the area of the surface.

Apparatus:
Warm water, tongs, 2 different size beakers, stop watch, bunsen burner, tripod stand, 2
thermometers, wire gauze

Procedure:

1. Label beakers A and B

2. Add water to both beakers and place them on tripod stand,allow ater to come to a boil.
 3. When water id boiled remove the beakers from the tripod stand and palace the down.
4. Place thermometer in both beakers.
5. Start stopwatch and stop it once each liquid has come to a cool.
6. Repeat procedure 3 times and record data in a suitable format.

Variables:

Controlled variable: amount of water that was used

Responding variable: The waters temperature

Expected results:
The beaker with the greates surface area will cool fater than that of the one with the lower surface
area.