1.

Determining the density of solids and liquids

AIM:

To measure the density of some solids and liquid.

Apparatus Required:

• Measuring Cylinder
• Ruler
• Micrometer screw Gauge
• Solid blocks of different material A and B
• Length of wire (c)
• Ball(D)
• Irregular Shaped Solid(E)
• Water

PROCEDURE:

Regular shaped SOLIDS:

1.Select blocks A and B which are made of two different materials.

2.Measure the dimensions of each block and record the values in table 1.

3.Measure and record the mass of each Block.

4.Select wire C and record its value in table 2.

5.Select block D and record its value in table 2

Liquid:

1.Weigh an empty measuring cylinder and record the value in table 3.

2.Pour some water into the measuring cylinder and reweigh it.

3.Record the new weight of the cylinder plus water.

4.Read and Record the volume in the cylinder.

Irregularly Shaped Solid:

1.Weigh and record the mass of object E in Table 4.

2.Put some water in a measuring cylinder and record its volume.

3.Place object in the measuring cylinder so that it is covered with water.

4.Record the volume of water+E

EXPERIMENTAL SETUP:

TABULATION 1:

Regular shaped solids:

OBJECT LENGTH WIDTH HEIGHT VOLUME MASS DENSITY

B
TABULATION:2

Object Length First Second Average Volume Mass Density

measurement measurement diameter
of diameter of diameter

TABULATION 3:

LIQUID

Mass of empty Mass of empty Mass of water Volume of Density of

cylinder cylinder+water water water

Irregularly shaped object:

Mass of E Volume of Volume of Volume of E Density of E

water water+E
CONCLUSION:

Thus the densities of five different objects A,B,C,D,E are determined and
their values are tabulated below

Object density material

A

Water

E
WORKSHEETS:

1. Which instrument would be the best to measure the dimensions of a mobile

phone?

• A metre rule
• A 30 cm ruler
• A micrometre

2. Which instrument is best to measure the mass of an object?

• A top pan balance

• A newton mete

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

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
 2.SPEED-TIME GRAPHS
AIM:

In this experiment the speed of a toy car as it moves down a ramp will
be investigated.

APPARATUS REQUIRED:

• Meter Rule
• Stop Watches Toy (or)Tokens
• cars

DESCRIPTION:

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.

1. Set up the car track as shown in the diagram.

2. Use clamps and stands to secure the first slope to an angle of about 100,
then allow a flat section, followed by another steeper slope of about
200-300 .
3. Make sure the clamps and stands do not stop the car from running
smoothly down the track.
4. Set up the electronic equipment you will be using to track the progress
of your car down the track
5. View the output check it is as you would expect.
6. plot a speed-time graph for your experiment.
EXPERIMENTAL SETUP:

TABULATION:

DISTANCE(m) TIME(s) SPEED(m/s)

GRAPH:

CONCLUSION:

Thus the experiment to demonstrate the speed of a toy car at different

intervals of time is determined.
WORKSHEET:

1.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
2.Sketch the velocity-time graph that would be produced from the distance-
time graph shown below.

3.The current world record for running a 100 m race is 9.58 s. What is the
average speed?
4.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?

5.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?

6.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?
 3.DETERMINING THE PRINCIPLE OF MOMENTS

AIM:

To measure the moment of force about a pivot and to show that there is
no net moment on a body in equilibrium.

APPARATUS REQUIRED:

1. a boss and clamp stand set

2. four mass hangers
3. several 100 g masses
4. two corks
5. a long thin nail
6. a meter rule with a hole at the Centre

THEORY:

The moment of force is the measure of its turning effect and is given by

Moment of force=F XD

Where F is the tuning force acting on the body and D is the perpendicular
distance of the line of action of force. For a body in equilibrium the principle of
moment states that the sum of clockwise moment about any point is equal to
the sum of anticlockwise moment about that same point.

PROCEDURE:

(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
meter 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 meter rule is balanced again.
(5) Record the push of each mass hanger and their perpendicular distance to
the pivot in a
data table.
(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.

EXPERIMENTAL SETUP:
TABULATION:

Left side of the pivot Right side of the pivot

No of Applied Distance Anticlockwise No of Applied Distance Clockwise

100gm forces to the moment 100 forces to the moment
masses on the pivot/mm N/mm gm on the pivot/mm N/mm
ruler/N masses ruler/N

CONCLUSION:

Thus the principle of moment is determined and its clockwise and

anticlockwise moments are calculated at equilibrium position.
WORKSHEETS:

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)

3. Below top-view figures show all horizontal forces acting on some

homogeneous circular disks on a flat surface. ‘x’ shows the center of the disk.
You can ignore the vertical forces. State and explain if the objects are in
equilibrium
 (a) (b)

(c) (d)

4.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.
5.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.
 4.ENERGY TRANSFER IN A FALLING OBJECT

AIM:

This experiment is used to investigate how one energy changes into

another energy by mechanical work.

APPARATUS REQUIRED:

• a top-pan balance
• a boss and clamp stand set
• a metre rule
• a ruler
• a pin
• sticky tack
• a 5 cmX5 cm cardboard square
• a light gate (or photogate head)
• a compatible data logger.

PROCEDURE:

1.Draw a straight line across the middle of the card.

2. Measure the mass of the card.
3.When setting up the equipment, make sure that:
(a) the metre rule is straight the light gate is parallel to the
desktop and the beam is at 10.0 cm above the 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.
4.Align the middle line of the card with the pin.
5. Hold it at the middle of one edge, keeping it vertical.
6. Do a minimum of two repeats, giving three sets of data per drop.
7.note the readings in the tabulation.
8. Increase the height of the pin by 1.0 cm and collect the data .Repeat the
experiment for different heights.
8. Use the equation to calculate the increase in KE
!
KE= massX(speed)2
"
9.The decrease in GPE is found from the equation
10.Change in GPE=mass X gravitational field strength X height difference
11.The gravitational field strength of the Earth can be taken as 10 N/kg.
12.Plot a graph of drop in GPE (x-axis) against increase in KE (y-axis) and draw a
line of best fit.

EXPERIMENTAL SETUP:
TABULATION:

Speed(m/s)

1 2 3 4 5 Average Increase Pins Height Decrease

in position difference/m in GPE
KE(X10- /m KE(X10-
3 3
)J )J
Graph:

CONCLUSION:
Thus the energy transfer in falling object is determined and its kinetic
energy values are calculated.
WORKSHEETS:

1.What is the name given to the acquired ability to do some work due to
height and weight?

• Kinetic energy
• Elastic potential energy
• Thermal energy
• Gravitational potential energy
•
2. What is the name given to the acquired ability to do some work due to
having mass and speed?

• Kinetic energy
• Elastic potential energy
• Thermal energy
• Gravitational potential energy
•
3. Which equation below express the gravitational potential energy (GPE)
best?
• GPE = mass X speed
• GPE = mass X height
• GPE = weight X height
• GPE = mass X(speed)2

4. Which equation below express the kinetic energy (KE) best?

• KE = mass X speed
• KE = !X mass X (speed)2
"
• !
KE = X mass ÅX(speed)2
#
• KE = mass X(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

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…

• it speeds up but the amount of gravitational energy it has
does not change.
• its kinetic energy stays the same as it speeds up.
• its kinetic energy decreases as it speeds up.
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?
• gravitational force
• air resistance
• initial push
• initial pull
9. Which statement below is the best expression of the Conservation of Energy
principle?
• Energy cannot be created or destroyed; it may be transformed from one
form into another, but the total amount of energy rarely changes.
• Energy can be created or destroyed; it may be transformed from one
form into another, but the total amount of energy never changes.
• Energy cannot be created or destroyed; it may be transformed from one
form into another, but the total amount of energy never changes.
• Energy can be created or destroyed; it may be transformed from one
form into another, and the total amount of energy always changes.

10. 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
 5.HEAT CONDUCTION IN METAL RODS

AIM:
To demonstrate the properties of good conductors of heat.

APPARATUS REQUIRED:

• Bunsen burner
• Metal rods(Brass rod ,aluminium rod, iron rod, copper rod)
• Heat resistant plate
• Petroleum jelly
• Stopwatch
• Tripod
• Drawing pins

PROCEDURE:

1.place the heat resistant mat on the tripod.

2. To one end of each of the metal rods, add a small amount of petroleum jelly.
3.The rods should be arranged in a fan shape on top of the heat resistant mat.
4. A drawing pin should be added onto the end of each rod using the
petroleum jelly.
5. light the burners and place onto a gentle blue flame.
6. As the Bunsen is placed under the ends of the rods without the drawing pins
attached – the timer
should be started immediately.
7.Record the time as each pin drops .
EXPERIMENTAL SETUP:

TABULATION:

Types of Metal Time taken by the wax to Melt(s)

CONCLUSION:
Thus the properties of good conductors of heat were
demonstrated using four different metal rods
 6.CONVECTION CURRENTS

AIM:

This experiment is used to observe convection in fluids and learn how

density changes in objects during thermal energy transfer.

APPARATUS REQUIRED:

• Bunsen burner
• tripod and gauze
• 600cm3 heat resistant beaker
• potassium manganate(VII) crystals
• tweezers
• heat-proof mat.

PROCEDURE:

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.
4. Using the tweezers drop a small piece of potassium manganate(VII) so that it
falls close to one side of the beaker.
5.Heat the base of the beaker using a small flame, just under where the piece
of crystal has fallen.
EXPERIMENTAL SETUP:

Cold water Grains of potassium maganate

Clear beaker

Tripod and gauze

CONCLUSION:

Thus the experiment to analyse density in fluid is observed during

thermal energy transfer.
WORKSHEETS:

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

6. 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.
 7.

The above figure is the hot water system. The heater is placed at the
bottom of the system.
(a)Name the process by which water in contact with the heater become
hot.

(b)Explain how the water at the op of the storage tank becomes hot?
 7.DEMONSTRATING WAVE PHENOMENA

AIM:

There are many different types of waves. This experiment demonstrates

the transverse and longitudinal waves and investigate the properties of waves.

APPARATUS REQUIRED:

• 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

PROCEDURE:

Waves in springs:

1.One learner should hold one end of the spring firmly while their partner
holds the other end.
2.create longitudinal waves by moving the spring back and forth.
3.create transverse by moving the spring side to side
4.vary the frequency and amplitude by speed up the process.
5. Draw and label diagrams of the spring when longitudinal and transverse
waves travel through it.

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 lens and the slit plate in the ray box to create a thin ray of light.
4. Place the mirror on plain paper and draw along the back of the mirror with a
sharp pencil.
5. Shine the ray of light towards the mirror so that it reflects off the surface of
the mirror.
6. Using a pencil, mark two small crosses along the incident light ray and
another two small crosses along the reflected light ray.
7. Turn off the power pack and move the mirror out of the way.
8. Use a ruler and the pencil to join the crosses marking the incident ray to
show the incident ray travelling towards the mirror. Join the crosses marking
the reflected ray to show the reflected ray travelling away from the mirror.
9. 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.

CONCLUSION:

Thus the transverse wave and longitudinal waves are are demonstrated
and their properties like reflection and refraction of waves are analyzed.
WORKSHEETS:

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

it. Label the following things on your diagram.
(a)compression (b)wavelength
(c)rarefaction (d)amplitude

2. Draw a diagram of the spring when a transverse wave is travelling through

it. Label the following things on your diagram:
(a)amplitude (b)peak
(c)wavelength (d)trough

3. 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

4. If light travels from air into the following substances, predict whether it will
slow down or speed up.

(a)diamond (b)Perspex
(c) glass (d)vacuum
(e)helium (f) water
5. 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

6.Calculate the frequency of a wave if the time period is 4 seconds.

7. 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?

8. 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.

9. Waves crash onto the shore 8 times in 1 minute.

a. Calculate the time period.
b. Calculate the frequency.
c. Calculate the wave speed for a wavelength of 3 m.
10. What is the wavelength of a 230 Hz sound wave in the air if the speed of
sound in air is 340 m/s?

11. Sound waves travel at 1500 m/s through water. Calculate the wavelength
of a 250 Hz sound made under water.

12. A wave travels down a string at 14 m/s. It has a frequency of 3.5 Hz.
a. Calculate the time period.
b. Calculate its wavelength.

13. A spring oscillates with a wavelength of 40 mm. If its wave speed is 0.8 m/s,
what is its frequency?
14. What is the speed of sound through an aluminium rod if a sound vibration
of frequency 1500 Hz has a wavelength of 340 cm?

15. 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.
 8.USE OF CRO TO VISUALIZE SOUND WAVE

AIM:

This experiment is used to demonstrate the visualization of sound waves

using CRO.

APPARATUS REQUIRED:

• A cathode ray oscilloscope

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

PROCEDURE:

1. Turn on the CRO.

2. Connect the output wires from the microphone to the input of the CRO.
3. Set the TIME/DIV setting to 5 ms/cm.
4. Set the VOLTS/DIV setting to 5 mV/cm.
5. Speak into the microphone. Adjust the TIME/DIV and VOLTS/DIV settings if
required until a trace is clearly 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.
EXPERIMENTAL SETUP:

OUTPUT WAVEFORM:

AMPLITUDE=
WAVELENGTH=
TIME PERIOD=

CONCLUSION:

Thus the visualization of sound waves are analyzed using CRO,and their
amplitude, frequency and wavelength are calculated.
 9.FACTORS AFFECTING THE RESISTANCE OF A WIRE

AIM:

This experiment is used to investigate the relationship

between resistance and the length or the cross-sectional area of a wire.

APPARATUS REQUIRED:

• 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

THEORY:

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).

PROCEDURE:

1.Connect the circuit diagram as shown in the figure.

2. Measure and cut a 110 cm length of the 0.32 mm copper-nickel wire
3. Attach the wire to the metre rule using insulating tape. Ensure that the wire
is straight and there are no twists, knots or bends.
4.Connect one crocodile clip to the 0 cm point on the ruler
5. 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
6. Turn on the power and record the readings from the ammeter and
voltmeter for the 10 cm length of wire.
7. 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.
8. 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.
9. 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.

EXPERIMENTAL SETUP:
TABULATION:1

Wire type used

Wire thickness
Wire length Potential Current(A) Resistance(Ω)
difference(v)

10Cm

30Cm

50Cm

70Cm

90Cm

TABULATION:2

Wire type used

Wire thickness
Wire length Potential Current(A) Resistance(Ω).
difference(v)

10cm

30cm

50cm

70cm

90cm
GRAPH:1
GRAPH: 2

CONCLUSION:

Thus the experiment used to demonstrate the relationship between

length and resistance of wire is determined and their values are calculated.
 10.ELECTROMAGNETISM

AIM:

In this experiment a simple electromagnet is constructed and investigate

the factors affecting its strength.

APPARATUS REQUIRED:

• 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.

THEORY:

The magnetism of an electromagnet is temporary and can be switched

on and off, unlike that of a permanent magnet. It has a core of soft iron which
is magnetised only when there is current in the surrounding coil. The strength
of an electromagnet increases if
• the current in the coil increases,
• the number of turns on the coil increases,
• the poles are moved closer together.

PROCEDURE:

1.setup the equipment as shown in the figure.

2Set the power supply to 0.5A.
3.Switch on the power and test your electromagnet to see if it picks up any
paper clips.
4.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.
5. 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.

EXPERIMENT SET-UP:
TABULATION:

Current Number of turns Number of paper

of wire clips collected
GRAPH:
GRAPH 2:

CONCLUSION:

Thus the simple electromagnet is constructed and the strength of the

magnet is determined by increasing the current.
 11.Model to determine half-life

AIM:

In this experiment, a model of radioactive decay for a collection of

atoms. This will provide them with an opportunity to practice drawing and
reading from decay curves.

APPARATUS REQUIRED:

• 100 identical coins.

• standard lab tray
• A beaker large enough to fit all 100 coins.
• Sheets of graph paper.

THEORY:

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.

PROCEDURE:

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.
TABULATION:

Throw number(each throw Number of items remaining in the

represent 10 sec of time) undecayed state
GRAPH:

CONCLUSION:

Thus the experiment to demonstrate radioactive decay is performed and

the values of half-life is calculated.
WORKSHEETS:

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

3. 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)

4. 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
 12.MEASURING REFRACTION AND TOTAL INTERNAL
REFLECTION

AIM:

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.

APPARATUS REQUIRED:

• 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

PROCEDURE:

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:

1. Collect all your equipment.

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.
EXPERIMENT SET-UP:

Refractive index:

Total internal reflection:

TABULATION:

Angle of Angle of Sin i Sin r Refractive

incidence(i)/0 refraction(r)/0 index

10

20

30

40

50

60

Calculations:

CONCLUSION:

Thus the experiment to demonstrate refraction and total internal

reflection of light using rectangular Perspex blocks are determined and their
refractive index and critical angles are calculated.
WORKSHEETS:

1.Calculate a mean value of refractive index (n), using the values from the
experiment.

2.State the critical angle (c) determined in the experiment.

3. Refractive index (n) and critical angle (c) are related by the formula,
n = 1/sinc.
a) Use this equation and the value of critical angle in Question 2 to calculate
the refractive index of Perspex.
 STATIC ELECTRICITY

AIM:

This experiment is to show the production of electrostatic charges and

to demonstrate the charges by induction method.

APPARATUS REQUIRED:

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

PROCEDURE:

1.Rub a balloon with a cloth for 30 seconds.

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

CONCLUSION:

Thus the experiment to demonstrate the production of static electric

charges using polytene rod ,balloons and paper are determined.
WORKSHEETS:

1. A polythene rod becomes negatively charged when rubbed with a cloth.

Explain whether the rod has lost or gained electrons

2. 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.

3. 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).
The negatively charged
balloon is attracted to the
positively charged wall.
Electrons in the wall are
repelled by the negatively
charged balloon
4.Read the following statements and predict whether they are true or false:

Statement observation

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".