PHYSICS LAB MANUAL · AIM: To determine the mass of a metre rule using the Principle of Moments....
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PHYSICS LAB MANUAL Mr. R. Gopie /Mr. R. Singh/Mr. R. Ramroop Student`s Name: ___________________________________ YEAR: BARRACKPORE WEST SECONDARY 883 Papourie Road Lower Barrackpore
Transcript of PHYSICS LAB MANUAL · AIM: To determine the mass of a metre rule using the Principle of Moments....
PHYSICSLABMANUALMr. R. Gopie /Mr. R. Singh/Mr. R. Ramroop
Student`s Name:
___________________________________
YEAR: BARRACKPORE WEST SECONDARY
883 Papourie Road Lower Barrackpore
Student Name: Class: Date Done:
Date Received 2
LABPRACTICALS
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Lab # 1:
Title: Centre of Gravity
AIM: To determine the centre of gravity of an irregularly shaped lamina.
APPARATUS: Irregularly shaped lamina, Optical pin, Plumb line (bob and string), wooden cork, Retort Stand and Clamp.
DIAGRAM:
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DATA ANALYSIS:
1: Why must the intersection of the three lines be the centre of gravity?
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2: List the important precautions in this experiment.
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3: When the procedure is repeated third time, how will this distinguish whether the location of the centre of gravity is accurate or not?
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PROCEDURE: 1: Make three holes on the lamina far apart but close to the edge.
2: Suspend the lamina from hole A on an optical pin held horizontally by a wooden cork and retort stand and clamp.
3: Attach a plumbline in front of the lamina.
4: Displace the lamina and plumbline and allow them to come to rest.
5: Draw a straight line from the point of support to the bottom of the lamina along the plumbline.
6: Repeat steps 1-5 using holes C and E.
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DATA COLLECTED:
Place your lamina here.
MM-MANIPULATION/MEASUREMENT MARKS.
• Places holes close to the edge of the lamina 1 • Ensures the lamina swings freely 1 • Uses a pencil with a sharp point 1 • Place X’s as far apart as possible 1 • Repeats procedure for at least two other points 1 • Chooses three points of suspension that are reasonably far from each other 1
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PRECAUTIONS:
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SOURCES OF ERROR:
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CONCLUSION:
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REFLECTION:
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LAB #2
TITLE: Mass of Metre Rule
AIM: To determine the mass of a metre rule using the Principle of Moments.
APPARATUS: Metre rule with holes drilled at various positions, 50g mass, Optical Pin, Retort Stand and Clamp, String, Wooden Cork.
DIAGRAM:
Diagram (Students are to draw their own diagram)
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THEORY/RESEARCH:
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2. What is the centre of gravity of an object?
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3. How do we decide if a moment is clockwise or anticlockwise?
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4. What does the Principle of Moments state? …………………………………………………………………………………………………………………………………
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5. Draw a labelled diagram and write a formula associated with this principle
6. How do you convert mass in grams to weight in Newtons?
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PROCEDURE:
1. Balance the metre rule at the 50cm mark using a piece of plasticine on the
lighter side, if necessary.
2. Pivot the at the 40cm mark and balanced again using a 50g mass.
RESULTS /CALCULATIIONS:
1. Position of the centre of gravity of the metre rule =..............cm.
2. Position of the 50g mass =.....................cm.
3. Position of the pivot = ......................cm.
4. Distance between W and the pivot =...................cm.
5. Distance between the 50g mass and the pivot =..............cm.
6. Clockwise moment due to W =......................Ncm.
7. Anticlockwise moment due to the 50g mass =................Ncm.
Apply the Principle of Moments to calculate the mass of the metre rule.
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PRECAUTIONS:
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SOURCES OF ERROR:
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CONCLUSION:
The mass of the metre rule was........................g.
REFLECTION:
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ORR-OBSERVATION/RECORDING/REPORTING MARKS All lengths recorded to one decimal place 1
One neat table 1
Records all distances/positions with the appropriate unit 1
All sub-headings named 1
All sub-headings in logical order 1
Correct subject matter under correct headings 1
Logical sequence of steps in method 1
A large diagram 1
Uses the correct tense (discussion) 1
States conclusion in relation to the aim. 1
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LAB #3
TITLE: Archimedes Principle
AIM: To show that for a floating body the upthrust is equal to the weight of the body.
APPARATUS: A floating body, measuring cylinder, string, electronic balance.
DIAGRAM:
Diagram (Students are to draw their own diagram)
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THEORY /RESEARCH:
1. State Archimedes’ Principle. …………………………………………………………………………………………………………………………………
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2. Write the formula for density. What is the density of water?
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3. State the law of floatation. …………………………………………………………………………………………………………………………………
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PROCEDURE:
1. Half fill the measuring cylinder with water.
2. Record the volume of water in the measuring cylinder.
3. Determine the mass of the object using an electronic balance.
4. Gently lower the object in the measuring cylinder and allow it to float.
5. Record the new volume.
RESULTS/CALCULATIONS: 1. The initial volume of water =.....................cm3.
2. The final volume of water = ....................cm3.
3. Volume of water displaced =..................cm3.
4. Mass of water displaced =................g
5. Weight of water displaced =........................N.
1. Mass of object = ......................kg.
2. Weight of object =.................N
PRECAUTIONS:
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SOURCES OF ERROR:
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CONCLUSION:
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Upthrust = .......................N.
Weight of body =.............N.
REFLECTION:
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AI- ANALYSIS /NTERPRETATION MARKS
Formula correct 1
Substitution correct 1
Correct conversion of data to SI (g to kg) 1
Answer correct 1
Answer to the correct number of significant figures 1
Answer with unit 1
Conclusion follows from data 1
Conclusion justified using data 1
State one unavoidable source of error 1
Limitation of an apparatus 1
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LAB #4
Title: Density (irregular shaped body)
AIM:
To determine the density of an irregularly shaped body that sinks in water.
APPARATUS:
Ureka can, measuring cylinder, 100g brass mass, string, water, pivot, plastacine,
Metre rule.
DIAGRAMS: (Students are to draw their own diagrams (Plan and Design Experiment))
Diagram for Measuring Mass
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Diagram for Measuring Volume
THEORY/RESEARCH: (Students are to enter their own Theory for this experiment) (P+D)
1. Define the term density. …………………………………………………………………………………………………………………………………
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PROCDURE: (Present tense) (Students are to write their own procedures)
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Method for Measuring Mass
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Method for Measuring Volume
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EXPECTED RESULTS:
PRECAUTIONS:
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SOURCES OF ERROR:
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CONCLUSION:
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REFLECTION:
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T o determine the density of an irregularly shaped body that floats in water. MARKS
Appropriate list of materials 1
Large diagram of set-up 1
Method for measuring the mass of the irregularly shaped body 1
Method for measuring the volume of the irregularly shaped body 1
Workable method outlined in logical sequence 1
Calculations to determine the density 1
Treatment of results 1
Non – standard precautions to improve accuracy 1
Safety precautions used 1
Sources of error identified. 1
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LAB #5
TITLE: Friction
AIM:
To test the hypothesis “Water can reduce friction to the same degree as oil “
APPARATUS:
Table top, wooden block, pulley, screw, string, scale pan, various masses, oil, and Water.
DIAGRAMS:
(Students are to draw their own Diagram (Plan and Design Experiment)
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THEORY/RESEARCH:
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PROCDURE: (Present tense) (Plan and Design)
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EXPECTED RESULTS:
OIL WATER
FRICTIONAL FORCE/N
List of Variables:
Constant Variables:
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Independent Variables:
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Dependent Variables:
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PRECAUTIONS: (Standard and Non-Standard Precautions)
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SOURCES OF ERROR:
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CONCLUSION:
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REFLECTION:
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To test the hypothesis “ Water can reduce friction to the same degree as oil “
PD- PLAN/DESIGN MARKS
Development of hypothesis 1
Appropriate list of materials 1
Large diagram of set- up 1
Clear, concise, workable plan in a logical sequence 1
Constant Variables 1
Independant Variables 1
Dependant Variables 1
Non-Standard precautions used to to improve accuracy 1
Sources of error that may affect the accuracy of the answer 1
Conclusion that supports or refutes the hypothesis 1
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Date Received 31
LAB #6
TITLE: Acceleration due to gravity
AIM:
To determine the acceleration due to gravity using a simple pendulum.
Apparatus:
Pendulum bob, string, retort stand clamp, optical pin, metre rule, stop clock.
DIAGRAM:
(Students are to also draw their own diagram)
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Diagram:
THEORY/RESEARCH: (Students are to continue theory based on Simple Pendulum)
If the length of the pendulum is l and g is the acceleration due to gravity where the pendulum is used then the time taken for one oscillation is T=2π√(l/g).
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PROCEDURE:
• Hang the pendulum bob from one end of a 100cm length of thread and the other end
clamped firmly between two wooden blocks.
• Allow the bob to dangle over the edge of the table.
• Displace the pendulum bob and release it.
• Using the 3-2-1-0 method of countdown determine the time for twenty swings.
• Repeat for another twenty swings.
• Repeat the above procedure for different values of l.
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RESULTS/CALCULATIONS: (Students are to fill out Table)
L/M TIME FOR TWENTY SWINGS/S PERIOD/S T2/S2
1 2 AVG.
1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) 16) 17) 18) 19) 20)
(Students are to Plot the following Graph)
PLOT A GRAPH OF L/M AGAINST T2/S2 Calculations:
g= GRADIENT X 4
=.......................m/s2
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DATA/ANALYSIS:
1.What is the relationship between l and T?
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PRECAUTIONS:
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SOURCES OF ERROR:
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CONCLUSION:
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The acceleration due to gravity was = .......................m/s2
REFLECTION:
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To determine the acceleration due to gravity using a simple pendulum.
AI- ANALYSIS /INTERPRETATION MARKS
Large triangle 1
Accurate read off from graph to the appropriate number of significant figures 1
Calculation for gradient correct 1
Appropriate significant figures for gradient 1
Correct unit for gradient 1
Calculated values derived correctly (T,T2) 1
Calculated values to the appropriate number of significant figures 1
Correct units for calculated values( T2/s2) 1
Unavoidable sources of error 1
Relationship between l and T 1
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Date Received 37
Lab #7
TITLE: Conservation of Momentum
AIM:
To demonstrate the principle of conservation of momentum.
APPARATUS:
Newton’s cradle
DIAGRAM:
Students are to also draw their own diagram
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THEORY/RESEARCH:
1. Define the term momentum.
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2. Is it a scalar or v vector quantity?
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3. State the principle of conservation of momentum.
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4. Write a formula associated with this principle.
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PROCEDURE:
1. Displace the first ball and then release it.
2. Record all subsequent observations.
RESULTS:
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Date Received 40
DATA ANALYSIS:
• What happened to the momentum of the first ball.
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• What happened to the momentum gained by the second ball?
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• By substituting in the formula, show how your observations are supported
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Student Name: Class: Date Done:
Date Received 41
• Describe the energy changes that take place in the system.
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PRECAUTIONS:
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SOURCES OF ERROR:
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CONCLUSION:
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Student Name: Class: Date Done:
Date Received 42
REFLECTION:
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Student Name: Class: Date Done:
Date Received 43
Lab #8
TITLE: Specific Heat Capacity (Electrical Method)
AIM:
To determine the specific heat capacity of water by an electrical method.
APPARATUS:
Calorimeter, thermometer, immersion heater, ammeter, voltmeter, stopwatch, water, 12V battery, stirring rod.
DIAGRAM:
Student Name: Class: Date Done:
Date Received 44
THEORY/RESEARCH:
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1. Energy supplied by heater = IVt
2. Energy gained by water = mcθ
Student Name: Class: Date Done:
Date Received 45
PROCEDURE:
• Place about 100g of water in a calorimeter.
• Record the initial temperature of the water.
• Heat the water electrically for ten minutes.
• At the end of this time, record the current and voltage.
• Record the final temperature of the water.
RESULTS :
1) Mass of water in the calorimeter =...................g.
2) Initial temperature of the water = ......................o C.
3) Steady current through the heater = .........................A.
4) Steady voltage across the heater = .........................v
5) Total time for heating =........................s.
6) Final temperature of the water = ......................o C.
Student Name: Class: Date Done:
Date Received 46
CALCULATIONS:
What is the power of the heater?
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How much energy did the heater supply in total?
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What was the temperature rise of the water?
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Student Name: Class: Date Done:
Date Received 47
Calculate the specific heat capacity of water.
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PRECAUTIONS:
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SOURCES OF ERROR:
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Student Name: Class: Date Done:
Date Received 48
CONCLUSION:
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REFLECTION:
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To determine the specific heat capacity of water by an electrical method.
MM-MANIPULATION/MEASUREMENT MARKS
Ensures that the bulb is completely immersed 1
Makes sure that the thermometer does not touch the sides of the beaker 1
Stirs to ensure uniform temperature 1
Leaves enough time to ensure equilibrium 1
Reads thermometer at eye level to avoid parallax 1
Ensure there is no zero error in stop clock 1
Reads stop clock so as to avoid error of parallax 1
Cleans balance before finding mass 1
Zero balance before finding masses 1
Determine the specific heat capacity accurately 1
Student Name: Class: Date Done:
Date Received 49
Lab #9
TITLE: Melting point of Paraffin Wax (cooling curve)
AIM:
To determine the melting point of paraffin wax by plotting a cooling curve.
APPARATUS:
Boiling tube with paraffin wax, thermometer, retort stand clamp, stopwatch, 500ml beaker, Bunsen burner, wire gauze, tripod stand.
DIAGRAM:
Student Name: Class: Date Done:
Date Received 50
THEORY/RESEARCH:
What is a phase change?
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What is the melting point of a substance?
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Student Name: Class: Date Done:
Date Received 51
PROCEDURE:
• Bring a 500ml beaker of water to a boil.
• Place the paraffin wax in the beaker and leave to liquefy.
• Remove the clamped boiling and place a thermometer in it.
• Record the temperature at one minute intervals for twenty minutes.
RESULTS/CALCULATIONS:
TIME/S TEMPERATURE /0 C 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) 16) 17) 18) 19) 20) 21) 22)
Student Name: Class: Date Done:
Date Received 52
DATA ANALYSIS:
1.Plot a cooling curve (temperature against time) for the substance.
• Label the part of the graph in which the substance is a a) solid b) liquid c)undergoing a phase change.
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• What is the melting point of the substance?
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• What was noticeable as solidification was taking place?
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• Use the kinetic theory to account for the shape of your graph.
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Student Name: Class: Date Done:
Date Received 53
PRECAUTIONS:
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SOURCES OF ERROR:
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CONCLUSION:
Write an appropriate conclusion for this experiment using the terms lattice structure, kinetic energy and potential energy.
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Student Name: Class: Date Done:
Date Received 54
REFLECTION:
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To determine the melting point of paraffin wax by plotting a cooling curve.
ORR- OBSERVATION/RECORDING/REPORTING MARKS
Headings for tables labelled with quantity/symbol/unit 1
Appropriate significant figures in each column 1
Good range of readings 1
Correct quantities plotted on each axes 1
Axes labelled with quantity/unit 1
Suitable scale for each axes 1
Fine circled points or sharp crosses, thin line 1
Accurate plotting of all readings 1
Line of best fit 1
Uses acceptable language/expression to explain the shape of the curve 1
Student Name: Class: Date Done:
Date Received 55
Lab # 10
TITLE: Energy gained by water
AIM:
To determine the amount of energy gained by some water.
APPARATUS:
50g brass mass, Styrofoam cup, beaker of water, thermometer, balance.
DIAGRAMS:
(Students are to Draw their own Diagram of the Experiment)
Student Name: Class: Date Done:
Date Received 56
THEORY/RESEARCH:
How to calculate the energy gained by a substance.
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PROCDURE:
• Find the mass of an empty Styrofoam cup using the electronic balance.
• Half fill the styrofoam cup with water and find its mass.
• Heat the brass mass in a beaker of water for three minutes.
• Take the initial temperature of the water in the Styrofoam cup.
• Quickly transfer the brass mass to the styrofoam cup.
• Take the final equilibrium temperature of the mixture.
Student Name: Class: Date Done:
Date Received 57
RESULTS/CALCULATIONS:
1.Mass of empty styrofoam cup =................g.
2. Mass of styrofoam cup and water =................g.
3 Initial temperature of water = .............0C
4. Final temperature of mixture = .................. 0
Energy gained by water = mcθ.
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Student Name: Class: Date Done:
Date Received 58
DATA/ANALYSIS:
Why must the transfer of the metal be done quickly.
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After a while the temperature of the metal falls from its maximum value. Why is this?
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Why is the Styrofoam cup a good choice as a container?
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Student Name: Class: Date Done:
Date Received 59
PRECAUTIONS:
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SOURCES OF ERROR: State two possible sources of error in the experiment.
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CONCLUSION:
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Student Name: Class: Date Done:
Date Received 60
REFLECTION:
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Student Name: Class: Date Done:
Date Received 61
Lab #11
TITLE: Reflection
AIM:
To verify that the angle of incidence is equal to the angle of reflection.
APPARATUS:
Plane mirror, three optical pins, drawing board, paper, protractor, pencil, ruler
DIAGRAMS:
Student Name: Class: Date Done:
Date Received 62
THEORY/RESEARCH:
State the two laws of reflection.
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PROCDURE:
• A line RT was drawn across the sheet of paper.
• A normal was constructed at Q, the centre of the line.
• A line PQ was drawn to represent the incident ray.
• The mirror was placed on the line RT.
• Two pins P and Q were tacked on the incident ray.
• A third pin was tacked on the other side such that it was in line with the images of P and
Q as seen through the mirror.
• The mirror was removed and the reflected ray drawn passing through R.
• This was repeated for another angle of incidence.
Student Name: Class: Date Done:
Date Received 63
RESULTS:
Angle of incidence/ Angle of reflection
1.
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PRECAUTIONS:
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SOURCES OF ERROR:
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CONCLUSION:
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Student Name: Class: Date Done:
Date Received 64
REFLECTION:
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Student Name: Class: Date Done:
Date Received 65
Lab #12
TITLE: Specific Latent Heat of Fusion
AIM:
To determine the specific latent heat of fusion of ice by the method of mixtures.
APPARATUS:
Ice at 0, thermometer ,string, stirring rod, Styrofoam cup ,electronic balance.
DIAGRAMS:
(Students are to draw their own diagram for the setup of the experiment)
Student Name: Class: Date Done:
Date Received 66
Student Name: Class: Date Done:
Date Received 67
THEORY/RESEARCH:
Define the term specific latent heat of fusion of ice.
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PROCDURE:
• The mass of an empty cup was found using a balance.
• 100cm of room temperature water was placed in the cup and its mass determined.
• The initial temperature of the water was recorded.
• 16g of ice was dried and placed in the cup.
• The mixture was gently stirred and the final temperature of the chilled
Water and molten ice was recorded.
Student Name: Class: Date Done:
Date Received 68
RESULTS:
Mass of empty cup =
Mass of cup and room temperature water =
Initial temperature of ‘room temperature water’ =
Final temperature of chilled water and molten ice =
Total mass of cup , water and molten ice =
CALCULATIONS:
1. How many grams of room temperature water were there at the start?
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Student Name: Class: Date Done:
Date Received 69
2. How many degrees was the water eventually chilled?
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3. How much energy was removed from this water?
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4. How many grams of ice at 0 was there originally?
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Student Name: Class: Date Done:
Date Received 70
5. When having melted, it warmed up from 0 to the final temperature of the mixture.
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6. How much energy did it gain?
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Student Name: Class: Date Done:
Date Received 71
PRECAUTIONS:
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SOURCES OF ERROR:
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CONCLUSION:
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REFLECTION:
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Student Name: Class: Date Done:
Date Received 72
To determine the specific latent heat of fusion of ice by the method of mixtures.
OBSERVATION/RECORDING/REPORTING MARKS Units on readings consistent with the instrument used 1
Zero error noted on the balance 1
One neat table 1
Records all temperatures to one decimal place 1
Well labelled diagram 1
All sub-headings named 1
All sub-headings in logical order 1
Correct subject matter under correct headings 1
Logical sequence of steps in method 1
States conclusion in relation to the aim. 1
Student Name: Class: Date Done:
Date Received 73
Lab #13
Title: Refractive index
AIM:
To determine the refractive index of glass using a rectangular glass block.
APPARATUS:
Plane mirror, four optical pins, drawing board, paper, protractor, pencil, ruler
DIAGRAMS:
(Students are to draw their own diagram)
Student Name: Class: Date Done:
Date Received 74
THEORY/RESEARCH:
State the two laws of refraction.
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PROCDURE:
• A horizontal line was drawn across the sheet of paper.
• A rectangular glass block was placed face down on this line.
• An outline of the block was traced.
• A normal was constructed on one side of the block and an incident ray drawn.
• Two pins P and P were tacked on the incident ray.
• Pins P and P were placed on the other side of the glass block such that it
was in line with P and P as seen through the block.
• The angle of refraction was found by joining the incident ray and the refracted ray.
Student Name: Class: Date Done:
Date Received 75
RESULTS:
Angle of incidence/ Angle of refraction/
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n =sin i/sin r
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Lateral Displacement
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Student Name: Class: Date Done:
Date Received 76
PRECAUTIONS:
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SOURCES OF ERROR:
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CONCLUSIONS:
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REFLECTION:
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Student Name: Class: Date Done:
Date Received 77
To determine the refractive index of glass using a rectangular glass block.
MM-MANIPULATION/MEASUREMENT MARKS
Sharp outline of glass block 1
Draws normal at 90 1
Measures angles from the normal 1
Pins far apart as possible to reduce error 1
Pins sighted for no parallax 1
Pins must be straight and vertical 1
Aligns the pin points and not the pin heads 1
Points used marked with X’s 1
Draw lines through marked holes 1
Lateral displacement 1
Student Name: Class: Date Done:
Date Received 78
Lab #14
TITLE: Series Circuit
AIM:
To investigate current in a series circuit.
APPARATUS:
Battery, switch, ammeter, rheostat, fixed resistor, connecting wires.
DIAGRAM:
(Diagram will be given by teacher)
Student Name: Class: Date Done:
Date Received 79
THEORY/RESEARCH:
1. Describe a series arrangement.
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PROCEDURE:
• The circuit was set up as shown in the diagram with the ammeter in series and the rheostat
set at maximum resistance.
• The rheostat was adjusted until a reasonable current flowed.
• The current on the ammeter was recorded.
• The ammeter was placed at position B, C, and D and the current recorded.
Student Name: Class: Date Done:
Date Received 80
RESULTS/CALCULATIONS:
DATA ANALYSIS
What is the same for a series arrangement?
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PRECAUTIONS:
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Position of ammeter Current/A A B C D
Student Name: Class: Date Done:
Date Received 81
SOURCES OF ERROR:
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CONCLUSION:
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REFLECTION:
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Student Name: Class: Date Done:
Date Received 82
Lab #15
TITLE: Parallel Circuit
AIM:
To investigate current and voltage in a parallel circuit.
APPARATUS:
Battery, switch, ammeter, rheostat, fixed resistors [2,3,6Ohms],connecting wires, voltmeter.
DIAGRAM:
(diagram will be given by teacher in class)
Student Name: Class: Date Done:
Date Received 83
THEORY/RESEARCH:
Describe a parallel arrangement.
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PROCEDURE:
• The circuit was set up as shown in the diagram with the ammeter
• in position A and the rheostat set at maximum resistance.
• The rheostat was adjusted until a reasonable current flowed.
• The current on the ammeter was recorded.
• The ammeter was placed at position B, C, and D and E the current recorded.
• The voltage across the three resistors was recorded.
Student Name: Class: Date Done:
Date Received 84
RESULTS:
Position of Ammeter Current/A A B C D E
DATA ANALYSIS
What is the same for a parallel arrangement?
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Student Name: Class: Date Done:
Date Received 85
PRECAUTIONS:
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SOURCES OF ERROR:
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CONCLUSION:
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REFLECTION:
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Student Name: Class: Date Done:
Date Received 86
LAB # 16
TITLE: Filament Bulb Voltage Characteristics
AIM:
To investigate the current – voltage relationship for a filament lamp.
APPARATUS: Battery, switch, ammeter, rheostat, filament lamp, connecting wires, voltmeter. DIAGRAM:
(diagram of circuit will be given by teacher in class)
THEORY/RESEARCH:
A filament lamp is non-ohmic. This graph is an approximate straight line at low currents. The resistance of the lamp increases at higher currents and graph curves correspondingly.
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Student Name: Class: Date Done:
Date Received 87
PROCEDURE:
1. The circuit was set up as shown above. Device D was the filament lamp.
2. The variable resistor was varied to obtain several pairs of I/V readings.
3. A graph of I and V was plotted.
RESULTS:
Current/A Voltage/V 2. 3. 4. 5. 6. 7. 8. 9. 10.
DATA ANALYSIS:
1. What does the gradient of an I-V graph represent?
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Student Name: Class: Date Done:
Date Received 88
2. What name is given to devices whose resistance does not remain constant?
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3. Explain why the graph curves at higher currents?
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Student Name: Class: Date Done:
Date Received 89
PRECAUTIONS:
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SOURCES OF ERROR:
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CONCLUSION:
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REFLECTION:
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Student Name: Class: Date Done:
Date Received 90
Lab #17
TITLE: Radioactive Decay
AIM:
To illustrate that radioactive decay is a random process.
APPARATUS: 100 dice. DIAGRAM:
Student Name: Class: Date Done:
Date Received 91
THEORY/RESEARCH:
1.The decay of radioactive substances is random. Any atom may decay at any given time.
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PROCEDURE:
• Throw all 100 dice and count the number which land “sixes up”. Consider these to be
decayed dice.
• Repeat, throwing the “undecayed dice”.
• Remove the decayed dice and repeat throws with undecayed dice.
• Record the number of undecayed dice and the number of throws.
• Draw a graph of your results. (Number of undecayed dice against throw number)
Student Name: Class: Date Done:
Date Received 92
RESULTS:
No. of undecayed dice
162 140 117 101 87 72 62 52 45 39 35 32 28
Throw No.
1 2 3 4 5 6 7 8 9 10 11 12 13
DATA ANALYSIS:
1. What is the name of decay curves like this?
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PRECAUTIONS:
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Student Name: Class: Date Done:
Date Received 93
SOURCES OF ERROR:
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CONCLUSION:
The number of dice which turn up sixes decreases with each successive throw. The
of sixes depends on the number of dice in the throw and the probability of throwing a
six. Radioactive decay follows the same general pattern.
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REFLECTION:
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Student Name: Class: Date Done:
Date Received 94
Investigative Project
Part A: Proposal (Plan and Design)
Problem Statement:
It was observed that for Sports Day at Barrackpore West Secondary School, the house which was in the black uniform had more incidents of students fainting than others in the blue, red and white uniforms. Design and carry out an experiment to investigate this phenomenon.
Hypothesis:
(students are to write their own hypothesis from problem statement)
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Aim:
To investigate/To test
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Apparatus/Materials:
Water, measuring cylinder, 4 thermometers, 4 Aluminium cans (Students are to list the others)
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Student Name: Class: Date Done:
Date Received 95
Diagram:
Method:
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Student Name: Class: Date Done:
Date Received 96
List of Variables:
Manipulated:
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Controlled:
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Responding:
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Expected Results:
Time/Minutes Temperature/°C
Student Name: Class: Date Done:
Date Received 97
Assumptions:
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Precautions:
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Sources of Errors:
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Student Name: Class: Date Done:
Date Received 98
Plan and Design
Hypothesis
(Clearly Stated)
(Testable)
1
1
Aim (related to hypothesis) 1
Materials and Apparatus 1
Method (Suitable) 1
Manipulated or Responding Variable 1
Controlled Variable 1
Expected Results
Reasonable
Link with Method
1
1
Assumptions/Precautions/Possible Sources of Errors 1
Total
Student Name: Class: Date Done:
Date Received 99
Part B: Implementation
Method/Procedure:
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Student Name: Class: Date Done:
Date Received 100
Results:
Time/Minutes Temperature/°C
0
10
20
30
40
50
60
70
80
Student Name: Class: Date Done:
Date Received 101
Calculations:
Calculate the amount of heat energy absorbed by the water in each aluminium can after (time
in minutes)____________.
The equation E= mcDT
where DT = (Final Temperature – Initial Temperature)
1) For the Black can: E= mcDT (Joules)
= 100g x 4.2Jkg/K x (DT)
=
=
2) For the Blue can: E= mcDT (Joules)
= 100g x 4.2Jkg/K x (DT)
=
=
3) For the Red can: E= mcDT (Joules)
= 100g x 4.2Jkg/K x (DT)
=
=
4) For the White can: E= mcDT (Joules)
= 100g x 4.2Jkg/K x (DT)
=
=
Student Name: Class: Date Done:
Date Received 102
DISCUSSION:
1. What do the results of the experiment show about the final temperature of each coloured can?
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2. Which coloured can had the largest increase in temperature? What does this mean in terms of
that colour absorbing heat?
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3. Which coloured can had the smallest increase in temperature? What does this mean in terms of
that colour absorbing heat?
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Student Name: Class: Date Done:
Date Received 103
A graph of temperature against time was plotted for the results
obtained for each coloured can, on the same graph page, with a
labelled line representing each colour.
1. Describe the shape of each line for all of the different coloured cans(TRENDS). Which line was
the steepest or had the biggest slope? What does this mean in terms of that colour absorbing
heat?
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2. At the final time interval ___minutes which line and colour had the highest temperature as seen
from the graph? What does this mean in terms of that colour absorbing heat?
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Student Name: Class: Date Done:
Date Received 104
The equation E = mcΔT [where m= mass of water, c= specific heat capacity of water and ΔT = (final
temperature – initial temperature)] was also used to measure the heat absorbed by each coloured can.
1. From you calculated data which colour absorbed the most heat energy?
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2. From you calculated data which colour absorbed the least heat energy?
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3. Are these results what was expected from the colours?
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Student Name: Class: Date Done:
Date Received 105
LIMITATIONS:
SOURCES OF ERROR:
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PRECAUTIONS:
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LIMITATIONS:
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Student Name: Class: Date Done:
Date Received 106
ASSUMPTIONS:
• All cans made of the same material and have same dimensions.
• All cans are exposed to the same amount of sunlight.
• There will be a sufficient, recordable change in the temperature of the water in each can
exposed to the sun.
• A volume of 100cm3 of water has a mass of 100g
REFLECTION:
• What is the relevance between the experiment and real life (yourself, society and the
environment)?
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• What knowledge did you gain from the experiment? What did you learn?
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Student Name: Class: Date Done:
Date Received 107
• What adjustments were made to the final experiment that are different from you initial
proposal? Why were these adjustments made?
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CONCLUSION:
Which colour had the highest temperature increase and therefore absorbed heat energy from the Sun
more than the other colours?
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Student Name: Class: Date Done:
Date Received 108
Student Name: Class: Date Done:
Date Received 109
![· Describe how you would use a metre rule, a 100 g mass and some thread in order to find the mass of an apple. [2] A uniform metre rule of weight 0.9 N is suspended horizontally](https://static.fdocuments.us/doc/165x107/5e95055385e29e47d60703d7/describe-how-you-would-use-a-metre-rule-a-100-g-mass-and-some-thread-in-order-to.jpg)
