E

PL
M
Cambridge International AS & A Level

Physics
SA

Practical Workbook
Graham Jones, Steve Field,
Chris Hewlett and David Styles
Original material © Cambridge University Press
Graham Jones, Steve Field, Chris Hewlett
and David Styles

Cambridge International

E
AS & A Level

PL
Physics
Practical Workbook
M
SA

Original material © Cambridge University Press

 University Printing House, Cambridge CB2 8BS, United Kingdom
One Liberty Plaza, 20th Floor, New York, NY 10006, USA
477 Williamstown Road, Port Melbourne, VIC 3207, Australia
4843/24, 2nd Floor, Ansari Road, Daryaganj, Delhi – 110002, India
79 Anson Road, #06–04/06, Singapore 079906

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.

E
Information on this title: www.cambridge.org/ 9781108436830
© Cambridge University Press 2018
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written

ii
First published 2018

PL
permission of Cambridge University Press.

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
Printed in the UK by GraphyCems
A catalogue record for this publication is available from the British Library
ISBN 978-1-108-43683-0 Paperback

Cambridge University Press has no responsibility for the persistence or accuracy

of URLs for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain,
M
accurate or appropriate. Information regarding prices, travel timetables, and other
factual information given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information
thereafter.
All examination-style questions, sample mark schemes, solutions and/or comments that
appear in this book were written by the author. In examination, the way marks would be
awarded to answers like these may be different.
SA

NOTICE TO TEACHERS IN THE UK

It is illegal to reproduce any part of this work in material form (including
photocopying and electronic storage) except under the following circumstances:
(i) where you are abiding by a licence granted to your school or institution by the
Copyright Licensing Agency;
(ii) where no such licence exists, or where you wish to exceed the terms of a licence,
and you have gained the written permission of Cambridge University Press;
(iii) where you are allowed to reproduce without permission under the provisions
of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for
example, the reproduction of short passages within certain types of educational
anthology and reproduction for the purposes of setting examination questions.

Acknowledgements
Thanks to the following for permission to reproduce images:
Cover David Parker/Science Photo Library; Fig 4.5 Design Pics / LJM Photo/Getty Images;
Fig 10.5 Bettmann/Getty Images

Original material © Cambridge University Press

 Contents

Contents

Introduction vi
Safety vii
Skills chapter viii

1 Using apparatus 1.1 Determining the density of water 1

1.2 Determining the spring constant of a spring 5

E
1.3 Determining the resistance of a metal wire 10
1.4 Determining the average speed of a cylinder rolling
down a ramp 16

2 Limitations and improvements 2.1 Thermal energy loss from water in a polystyrene cup 22

PL
3 Kinematics and dynamics

4 Forces, work and energy

2.2
2.3

3.1
3.2
3.3
3.4

4.1
Loaded rubber band
Balanced metre rule

Acceleration of connected masses

Energy and amplitude of a pendulum
Range of a projectile
Terminal velocity of a ball falling through water in a tube

Effect of load position on beam supports

24
28

32
35
38
42

45
iii
M
4.2 Determining the density of a metal sample 48
4.3 Equilibrium of a pivoted wooden strip 50
4.4 Using kinetic energy to do work against friction 53

5 Matter and materials 5.1 Finding the Young modulus for nylon 57
5.2 Using a spring to find the Young modulus for steel 60
SA

5.3 Water pressure and flow rate 63

6 Electric current, potential

  difference and resistance 6.1 Power and resistance of a lamp 67
6.2 Resistors in series 71
6.3 Resistors in parallel 74

7 Resistance and resistivity 7.1 Resistivity of the metal of a wire 78

7.2 Internal resistance of a dry cell 81
7.3 Potential divider 85

8 Waves 8.1 Stationary waves on a wire carrying a current 89

8.2 Inverse-square law for waves from a point source 93
8.3 Refraction of light waves by a lens 97

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

9 Planning and data analysis 9.1 Planning data analysis  100

9.2 Treatment of uncertainties 102
9.3 Planning how the acceleration of a vehicle rolling down an
inclined plane varies with the angle of the plane 105
9.4 Investigation into the acceleration of a vehicle
rolling down an inclined plane 108
9.5 Planning how the current in an LDR varies with the
distance from a light source  112
9.6 Investigation into the resistance of an LDR 114
9.7 Planning how the electromotive force (emf) of a photovoltaic
cell varies with the thickness of an absorber 117

E
10 C
 ircular motion and
gravitational fields 10.1 Circular motion 120
10.2 The conical pendulum 125
10.3 Conical pendulum 128

iv
PL
11 Oscillations and
communications
10.4
10.5

11.1
11.2
Planetary motion
Gravitational potential

The period of oscillation of a steel blade

Damped oscillations
11.3 Simple harmonic oscillation of a mass on a spring 
11.4 Attenuation of a coaxial cable
130
133

136
140
144
147
M
12 Thermal physics and
ideal gases 12.1 The thermocouple  150
12.2 Boyle’s law 153
12.3 Planning an investigation into specific latent heat of
vaporisation of water  156
12.4 Specific latent heat of vaporisation of water 160
SA

13 Coulomb’s law, capacitance

and electronics 13.1 Planning how the time for the potential difference across a
capacitor to halve varies with the resistance 163
13.2 Determination of the capacitance of a capacitor
in a d.c. circuit 165
13.3 Planning how the peak current in a capacitor circuit varies
with the frequency of the a.c. supply 169
13.4 Determination of the capacitance of a capacitor
in a a.c. circuit 171
13.5 Planning how the resistance of a thermistor varies
with temperature  175
13.6 Investigation into an op-amp circuit. 177

Original material © Cambridge University Press

 Contents

14 M
 agnetic fields,
electromagnetism and
charged particles 14.1 The variation of the force on a conductor in a magnetic field 182
14.2 Planning how the separation of two foils carrying a current
varies with the current 186
14.3 Planning an investigation into the magnetic field of a coil
using a hall probe 188
14.4 Investigation into how the strength of a magnetic field
in a coil varies 191
14.5 Observing charged particles investigation 194
15 E
 lectromagnetic induction

E
and alternating currents 15.1 Planning investigation into the height of a metal ring above a
current carrying coil 197
15.2 A bar magnet moving through a coil 199
15.3 Planning an investigation into eddy currents 203

16 Q PL
 uantum physics, nuclear
physics and medical imaging
15.4 Planning an investigation into the effect of the iron core

15.5

16.1
16.2
16.3
16.4
of a transformer
Investigation into ripple voltages in a rectification circuit

Determining Planck’s constant

Measuring a radioactive decay constant
X-ray attenuation
The Larmor frequency
205
207

212
215
218
221
v
M
SA

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

Introduction
Practical work is very important in physics. Many or perhaps practical work has simply been following
discoveries in the physical world have only been made instructions to collect specified data using unfamiliar
because practical work has enabled a theory to be equipment, following stated procedures that perhaps
proved beyond reasonable doubt, or has shown that you did not understand. This course is designed to
current theories or ideas need to be changed. Even help you improve your practical skills, and also to
today, many of the principles that you will learn as prepare you for your practical examinations. The
part of your course may only be approximations, and skills you will need for these are developed during
physicists realise that there are still many discoveries this course as you progress through the workbook.

E
yet to be made. Your generation will probably provide You will be planning investigations for yourself, taking
insights that will enhance our understanding of the measurements and analysing your own results. You
physical world and improve our current theories. But do should take ownership of these results and use your
remember that the work of experimental and theoretical practical time well.
physicists can only be proven to be correct with suitable

vi
PL
experimental work. Such experimental work may be on
an astronomical scale, for example, to establish what
exactly gravity is, or on a microscopic scale, for example,
to establish how particles like electrons or atoms can be
considered to have wave properties.
It is generally acknowledged that good quality
practical work develops a range of skills, knowledge
and conceptual understanding. Such skills, involving
genuine enquiry, are valuable to the science community
An investigation does not always go well. However,
some important advances, such as superconductivity,
were made when physicists did not just give up when
an experiment did not work, but instead they analysed
the unexpected results and then they thought carefully
about problems with the apparatus. You can do the
same, so that you can learn from investigations that
do not work as well as from those that do. This
requires thought, but hopefully it will stimulate your
interest and determination, as well as developing
M
as a whole, as well as to physics, and are useful in valuable skills.
other areas such as industry and business. By learning
You will find guidance on some of the practical skills in
how to approach a practical problem, how to plan an
Chapters P1 and P2 of the Cambridge International AS &
investigation, how to take adequate measurements and
A Level Physics coursebook in this series. You may like to
how to analyse your results, you will be developing skills
use these chapters as an introduction, or as a reference.
that you are very likely to make good use of in later life.
SA

Above all, enjoy your learning and practical work; you

You may, initially, be worried because you have done
may be surprised how enjoyable it can be!
little practical work before you started this course,

Original material © Cambridge University Press

 Contents

Safety
Working safely in a physics laboratory is an essential If unsure about any aspect of your practical work, ask
aspect of learning which characterises practical work. your teacher. If designing your own investigation, ask
your teacher to check your plan before carrying it out.
Always listen carefully to instructions and carefully follow
written instructions and codes of conduct. Many safety issues in a physics laboratory concern the
prevention of damage to the equipment.

Working with water Place all the apparatus in a tray so that any spillage does not affect

E
paperwork.
If working with hot or boiling water, use tongs to handle containers such as
beakers.
Using a liquid-in-glass Place the thermometer securely on the bench when not in use, so that it
thermometer does not roll off the bench. If a thermometer breaks, inform your teacher

PL
Loading thin materials such as
wires

Connecting electrical components

immediately. Do not touch either the broken glass or the liquid from inside
the thermometer.
Wear safety goggles in case of fracture of the wire.
Beware of falling weights if the wire fractures and place a cushion or similar
object on the floor.
Do not exceed the recommended voltage for the component: for example,
a 6 V lamp. vii
M
Toppling retort stands If a stand is moving or in danger of toppling, secure it to the bench using a
G-clamp.

Rolling objects such as cylinders Place a suitable object such as a box to collect the object so that it does not
fall to the floor or affect somebody else’s experiment.
SA

Dry cells such as 1.5 V batteries Do not connect the terminals of the cell to each other with a wire.

Using sharp blades or pins Tape over sharp edges; keep points of pins downwards, away from eyes.

Table S1

Original material © Cambridge University Press

 Skills chapter
Collection of data
There are a number of stages needed to collect experimental data. You will need to take
accurate measurements from a variety of different apparatus.
You will need to:
• follow instructions both written and in a diagram form
• use practical apparatus correctly

E
• use practical apparatus safely
• use both analogue and digital measuring instruments
• consider methods to increase the accuracy of measurements, such as timing over a
multiple number of oscillations, using a fiducial marker, or using a set square or plumb

viii
PL
•

•
•
line
construct circuits from circuit diagrams ensuring that ammeters and voltmeters are
connected correctly, understanding the importance of the polarity of a power supply
use a signal generator
use a cathode ray oscilloscope to include the determination of the potential difference
from the y-axis and the time from the x-axis.
In practical activities where a straight-line relationship is expected, the minimum number of
measurements to be taken should be six. More readings should be taken for a curved trend.
M
You will need to decide on the range over which you will take readings. The measurements
should cover as large a range as possible, with sensible intervals between each reading in the
range.
You should also consider repeating readings and determining the mean value.

Presentation of results
SA

Measurements and observations made during an experiment need to be recorded in ways

that are easy to follow.
Initially, results should be recorded in a table. The table of results should be planned before
the experiment is performed.
The columns of the results table should include space for measurements that are taken and
space for values which are going to be calculated from the measurements. Each column
heading should include both the quantity and the unit. There should be a distinguishing mark
(usually a forward slash ‘/’) to separate the quantity and the unit, for example, length / m,
length (cm), L / mm etc.
Measurements taken in an experiment should be recorded to the same precision as the
measuring instrument. For example, when using a ruler to measure length, measurements
are made to the nearest millimetre, so a length of ten centimetres should be recorded

Original material © Cambridge University Press

 Skills chapter

as 10.0 cm. In timing experiments using a stopwatch, times can either be recorded to the
nearest 0.01 s or rounded to the nearest 0.1 s.
Where calculated values are recorded in your results table, remember to label the column
heading with both the quantity and the unit. For example, in an experiment to measure time,
t, you may need to calculate time squared, t2. In this case, the column should be labelled
t2 / s2.
The calculated values should be recorded to the same number of significant figures as the
raw data used to determine the calculated value.
For example, consider the diameter d of a wire. The calculated column may require d2 to be
determined.

E
d / mm d2 / mm2 d2 / mm2 to two
significant figures
0.27 0.0729 0.073
0.28 0.0784 0.078

PL 0.29

Table S2
0.0841 0.084

As the values in Table S2 indicate, a change in the second significant figure affects the second
significant figure in the calculated value.

Example table of results

In an experiment, the potential difference V across a wire and the current I flowing through
the wire are measured for different lengths L of the wire. The resistance of the wire is then
ix
M
calculated as shown in Table S3

Each column heading

has a quantity and a
All the length unit.
values have been L / cm V/V I / mA R/Ω
measured to the
SA

22.2 11.6 73.2 158 Since both V and I 

nearest millimetre.
30.0 11.6 60.2 193 have been recorded
40.0 12.0 52.8 227 to three significant
49.7 12.0 45.2 265 figures, R is also
recorded to three
59.3 12.2 40.4 302
significant figures.
68.8 12.4 37.6 330

All the V values have been measured to the nearest 0.1 V; all
the I values have been recorded to the nearest 0.1 mA.

Table S3
At A Level, you will need to understand how to calculate logarithms. For example, consider
calculating the logarithm of L for the value of 22.2 cm from Table S3

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

L / cm log (L / cm) log (L / cm) to

three decimal
places
22.1 1.344 39 1.344
22.2 1.346 35 1.346
22.3 1.348 30 1.348

Table S4
In Table S4, the number of significant figures (three) in the raw data (L) corresponds to the
number of decimal places on the calculated logarithmic value. In general, logarithmic values
should be given to the same number of decimal places as the least number of significant

E
figures in the measured quantities.
Note the number before the decimal place in a logarithmic quantity is a place value. For
example, in Table S4 22.2 cm can be written as 222 mm. In this case log (L/mm) = 2.346: only the
number before the decimal place has changed.

x
PL Graphs
It is useful to follow a set procedure every time you plot a graph. It is also very useful to draw
graphs in pencil so that it is easy to make changes.
Label the axes
The independent variable should be plotted on the x-axis and the dependent variable should
be plotted on the y-axis. Each axis should be labelled in the same way as the column heading
in the table, using a quantity and a unit.
M
Add a scale to each axis
The points should occupy more than half the graph grid in each direction. Scales should be
simple so that points can easily be plotted and information from the graph can easily be read
from it. Use simple proportions for each 1 cm or 2 cm square, such as 1, 2, 4, 5, 10, 20 or 50.
The scales should be labelled at least every two large squares.
SA

Plot the points

All the data values from the table should be plotted on the graph grid (not in the margin area
by adding lines to the graph). The plots should be clear and not too thick. It is advisable to
check any plots that do not follow a trend are checked.
Draw the best-fit line
Use a transparent 30 cm ruler so that you can easily see the points that you have plotted and
that any line that you have drawn is not going to have a join where two rulers have been used.
When drawing the best-fit line (or curve) there should be a reasonable balance of points
about the line. The line should not be too thick.
At A Level you will also need to add error bars and draw worst acceptable lines.
Figure S1 has been plotted from the data in Table S3

Original material © Cambridge University Press

 Skills chapter

340

320

Each large square

has an interval of 20
– a simple scale.
300

E
280

Both axes are

260 labelled with the
quantity and unit.

PL
R / Ω 240

220
There is a balance of points about the line.
Note if the line had been drawn from the
top point to the bottom point then all the
other points would have been above the
line and thus the line would not have
been the best-fit.

xi
M
200

180
SA

The points have occupied

160 more than half the graph
grid in each direction.

140
20 30 40 50 60 70 80 90
L / cm

Figure S1
Sometimes you may have a curved trend and you will need to be able to draw a tangent to
the curve at a point on the curved trend.
Interpretation of graphs and conclusions
It is expected that you can determine the gradient and y-intercept from a graph. All your
working should be shown.
To find the gradient, two points (x1, y1) and (x2, y2) that lie on the best-fit line should be
chosen. The two points should be at least half the length of the line apart. It is helpful to try to
Original material © Cambridge University Press
 Cambridge International AS & A Level Physics

use points where the best-fit line crosses grid lines. You should only use plots from the table
of results if the plots are clearly on the best-fit line. In Figure S1 the plot from Table S2 (22.2,
158) does not lie on the best-fit line.
△y y 2 − y1
gradient = =
△x x2 − x1
Using this method, negative gradients are identified.
There are two methods to determine the y-intercept:
a reading the value directly from the y-axis when x = 0
b using the calculated gradient and substituting a point from the best-fit line into the
equation of a straight line.

E
The simplest way to do method b is to use one of the points from the gradient calculation:
y-intercept = y2− gradient × x2 or y-intercept = y1− gradient × x1
In Figure S1 the x-axis starts at 20 so the substitution method must be used.
The gradient and y-intercept values that you have determined may then be used to

xii
PL determine other values from a given relationship. For Figure S1 and Table S2, the given
relationship between R and L may be:
R=
4ρ L
πd 2
where ρ is the resistivity of the material and d is the diameter of the wire. You may need to
measure the diameter and then determine ρ. It is useful to identify the gradient from the
equation:
gradient =
4ρ
πd 2
and then to rearrange the equation with ρ as the subject:
M
πd 2
ρ = gradient × 4
Care needs to be taken with powers of ten. In Tables S2 and S3, L/cm could have been
written as L/10−2 m. The final answer should be given to an appropriate number of significant
figures with a correct unit.

Identifying limitations and s­ uggesting improvements

SA

Experimental procedures are not perfect. You should be able to identify limitations in the
experimental design and suggest ways in which the procedure might be improved.

Planning
You should develop skills to design appropriate practical activities.
You will need to:
• identify the independent variable (the quantity that will be changed) and the dependent
variable (the quantity that will be measured)
• consider how you can make the experiment or investigation a fair test by controlling
variables, i.e. identifying the quantities to be kept constant
• select appropriate apparatus
• select appropriate measuring instruments
• describe, in detail, the techniques needed for the proposed experiment including drawing
a labelled diagram
Original material © Cambridge University Press
 Skills chapter

• describe any safety precautions explicitly needed for the experiment

• explain how a relationship may be tested; for example, suggest an appropriate graph to
plot by identifying quantities to plot on each axis
• explain how the data collected may be analysed.
When testing relationships, it should be remembered that to test if quantity M is directly
proportional to quantity L, if the graph is a straight line passing through the origin then the
relationship is valid. For a linear relationship that is not directly proportional, you would
expect a straight line not passing through the origin.
At A Level you are expected to be able to analyse relationships using both logarithms to the
base 10 (lg) and natural logarithms (ln).

E
For example, if the relationship between P and Q is:
n
Q = kP 
where k and n are constants, then the linear form of this equation may be found by taking
logs of both sides:

PL lg Q = n lg P + lg k
For this relationship to be valid, a graph of lg Q (y-axis) against lg P (x-axis) should be plotted.
n = gradient and since y-intercept = lg k, then k = 10y-intercept
Similarly, if the relationship between S and T is:
k = 10y-intercept
where k and w are constants, then the linear form of this equation may be found by taking
natural logs of both sides:
xiii
M
In T = −wS + In k
For this relationship to be valid, a graph of ln T (y-axis) against S (x-axis) should be plotted.
w = − gradient and since y-intercept = ln k, then k = ey-intercept

Treatment of uncertainties
SA

Measurements should include an estimate of the absolute uncertainty. It is only an estimate

of the maximum difference between the actual reading and the true value. For example,
in Table S3 V may have been measured to the nearest 0.2 V. The first reading of V could be
written as 11.6 ± 0.2 V.
If readings are repeated, then the absolute uncertainty is half the range of the values.
Often it is useful to write uncertainties as fractional uncertainties or percentage uncertainties:
absolute uncertainty
fractional uncertainty = (average) value or
absolute uncertainty
percentage uncertainty = (average) value × 100%
It is often necessary to combine uncertainties. There are some simple rules:
• When adding or subtracting quantities, absolute uncertainties are added.
• When multiplying or dividing quantities, percentage uncertainties are added.
• There is a special case for power terms. For example, if Q = P n
percentage uncertainty in Q = n × percentage uncertainty in P.

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

In a table of results, it may be necessary to indicate the absolute uncertainty in a calculated

quantity. For example, in the first row of Table S3, it could be that V was 11.6 ± 0.2 V and I
was 73.2 ± 0.2 A. One way of determining the absolute uncertainty in R is to determine the
percentage uncertainty in R first and then determine the absolute uncertainty in R.

percentage uncertainty in R = ( 0.2 0.2

11.6 + 73.2 ) × 100 = 2%
2
absolute uncertainty in R = 100 × 158 = 3

There are alternative methods by using maximum and minimum values. Using the data
above:
11.6 + 0.2 V
max R = 73.2 − 0.2 mA = 161.6 Ω and

E
11.6 − 0.2 V
min R = 73.2 + 0.2 mA = 155.3 Ω
Each of these values gives an absolute uncertainty of about 3 and half the range is also
about 3.

xiv
PL A graph can show the uncertainties of the measurements by drawing error bars. The length
of each error bar either side of the plot corresponds to the absolute uncertainty in the
quantity.
Having drawn the error bars, a worst acceptable line may be drawn. This is the steepest or
shallowest line that, when drawn, passes through all the error bars.
The same methods to determine the gradient and y-intercept of the best-fit line may also be
used to find the gradient and y-intercept of the worst acceptable line.
absolute uncertainty in gradient = |gradient of best-fit line − gradient of the worst
M
acceptable line|
absolute uncertainty in y-intercept = |y-intercept of best-fit line − y-intercept of the worst
acceptable line|
Using the data from the earlier example and assuming that the uncertainty in V is ± 0.2 V and
the uncertainty in I is ± 0.2 mA, the results become those shown in Table S5.
SA

L / cm V/V I / mA R/Ω
22.2 11.6 ± 0.2 73.2 ± 0.2 158 ± 3
30.0 11.6 ± 0.2 60.2 ± 0.2 193 ± 4
40.0 12.0 ± 0.2 52.8 ± 0.2 227 ± 5
49.7 12.0 ± 0.2 45.2 ± 0.2 265 ± 6
59.3 12.2 ± 0.2 40.4 ± 0.2 302 ± 7
68.8 12.4 ± 0.2 37.6 ± 0.2 330 ± 7

Table S5
Plot the graph with error bars for each value of resistance. Draw the best-fit line and then
the worst acceptable line. Figure S2 shows the error bars and the (shallowest) worst
acceptable line.

Original material © Cambridge University Press

 Skills chapter

340

320

300

best-fit line

280 worst acceptable line

E
260

R / Ω 240

PL 220

200

180 xv
M
160

140
20 30 40 50 60 70 80 90
L / cm
SA

Figure S2
The lines should be labelled and it is usual to show the worst acceptable line as a dashed line. The
HINT worst acceptable line should pass through all the error bars unless there is an anomalous plot.
Use the gradient The actual worst acceptable line should clearly be seen to pass through each error bar.
from the worst
acceptable line The gradient, including the absolute uncertainty, may then be determined:
and a data point 322 − 208 114
from the worst gradient of best-fit line = 65 −35 = 30 = 3.80
acceptable line
326 − 178 148
gradient of worst acceptable line = 68 −27 = 41 = 3.61

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

Uncertainty in gradient = 3.8 – 3.61 = 0.19

Gradient = 3.80 ± 0.19 (Ω cm−1). The units are useful at this stage for any further calculation.
Since there is a false origin, the y-intercept, including the absolute uncertainty, may be
HINT determined from the gradient calculations:
Uses data points
from the worst y-intercept of best-fit line = 322 − 3.80 × 65 = 75
acceptable line y-intercept of worst acceptable line = 326 − 3.61 × 68 = 81
Uncertainty in y-intercept = 81 – 75 = 6
y-intercept = 75 ± 6 Ω

E
xvi
PL
M
SA

Original material © Cambridge University Press

Chapter 1:
Using apparatus
Chapter outline
This chapter relates to Chapter 1: Kinematics – describing motion, Chapter 7: Matter and materials and
Chapter 9: Electric current, potential difference and resistance, in the coursebook.
In this chapter you will complete investigations on:
■ 1.1 Determining the density of water
■ 1.2 Determining the spring constant of a spring

E
■ 1.3 Determining the resistance of a metal wire
■ 1.4 Determining the average speed of a cylinder rolling down a ramp.

Practical Investigation 1.1:

PL Determining the density of water

Introduction
Density is defined as mass ÷ volume or, expressed in symbols:

ρ=
m
V
The standard unit for density in the SI system of units is kg m−3. 1000 kg m−3 = 1 g cm−3. 1
M
Equipment
You will need:
• metre rule • 30 cm ruler • 250 cm3 beaker • Vernier or digital callipers.
Access to:
SA

• jug of water • top-pan balance.

Safety considerations
• Make sure you have read the Safety advice at the beginning of this book and listen to any advice
from your teacher before carrying out this investigation.
• Clear any spillages of water.

Part 1: Determining density from single mass and volume measurements

Method
1 Place an empty 250 cm3 beaker on a top-pan balance. Record the reading on the balance.

Mass of empty beaker …………… g

2 Pour some water into the beaker until the water level is approximately 180 cm3.
Estimate the volume of the water.

Estimated volume of water V = …………… cm3

Original material © Cambridge University Press

 Cambridge International ASChapter
& A Level
1: Using
Physics
apparatus

3 Record the new reading on the balance.

Mass of beaker and water = …………… g

Data analysis
a Calculate m using:

m = mass of beaker and water – mass of beaker

m = …………… g

b Calculate the density ρ of water using your measurements.

E
ρ = …………… g cm−3

2
PL Part 2: Using a graph to find density
Method
1 Place an empty 250 cm3 beaker on a balance. Record the reading on the balance in the Results
section.

2 Pour some water into the beaker until the water level is approximately 50 cm3.

3 Record the new balance reading in Table 1.1 in the Results section.
M
4 The water in the beaker has a diameter d and height h.

i Measure d using the 30 cm rule and record your measurement in the Results section.
ii Measure h using the metre rule and record your measurement in Table 1.1.
5 Change the amount of water in the beaker and take a series of readings of the mass of the
beaker and the water and the height h. Record your results in Table 1.1.
SA

Results
Mass of beaker = …………… g    d = …………… cm

Mass of beaker and water / g m/g h / cm

Table 1.1

Data analysis
a Calculate m for each of your readings using
m = mass of beaker and water – mass of beaker
Record your values for m in Table 1.1.
Original material © Cambridge University Press
 Chapter 1: Using apparatus

b Plot a graph of m on the y-axis against h on the x-axis using the graph grid.

E
PL 3
M
SA

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

c Draw the straight line of best fit.

d Determine the gradient of this line.

Gradient = ……………
e Extension question. The volume V of a circular cylinder with h
diameter d and height h as shown in Figure 1.1. is given by:
πd 2h
V=
4
m πd 2h ρπd 2h
Figure 1.1

E
Using ρ = and V = , show that m = .
V 4 4

……………………………………………………………………………………………………………….

………………………………………………………………………………………………………….……

4
HINT
π, ρ, d and 4 are all
constant.
PL f
……………………………………………………………………………………………………………….

Extension question. Show that the gradient of the graph will be

……………………………………………………………………………………………………………….

………………………………………………………………………………………………………….……

……………………………………………………………………………………………………………….
ρπd 2
4
.
M
g Determine ρ using:
4 × gradient
ρ=
πd 2
SA

ρ = …………… g cm−3

Evaluation
h Suggest two advantages of using digital callipers instead of a ruler to measure d.
……………………………………………………………………………………………………………….

………………………………………………………………………………………………. ………………

Original material © Cambridge University Press

 Chapter 1: Using apparatus

Practical Investigation 1.2:

Determining the spring constant of a spring
Introduction
The spring constant is defined as force per unit extension, or expressed in symbols:
F
k=
e
The stiffness of a spring is its resistance to deformation when a load is applied. The stiffer the
spring, the greater the value of k.
The standard unit for spring constant in the SI system of units is N m−1.

E
100 N m−1 = 1 N cm−1

Equipment
You will need:
• expendable steel spring • 100 g mass hanger • 0–10 N newton-meter • 30 cm ruler

PL• four 100 g slotted masses • 2 × stand • 2 × boss • 2 × clamp • G-clamp.

Safety considerations
• Make sure you have read the Safety advice at the beginning of this book and listen to any advice
from your teacher before carrying out this investigation.
• If the stand moves or tilts it may be necessary to secure it to the bench using the G-clamp. 5
M
Part 1: Determining the spring constant from the measurement of an
extension and the calculation of a load
Method
1 Measure the length x0 of the coiled section of an unextended spring as shown in Figure 1.3 and
write your answer in the Results section.
SA

x0
loop loop

Figure 1.3
2 Suspend the spring from the rod of a clamp.
    Attach 500 g from the bottom of the spring as shown in Figure 1.4.

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

boss rod of clamp

spring x

masses

stand

E
Figure 1.4

3 Measure the length of the coiled section x of the extended spring as shown in Figure 1.4
and write your answer in the Results section.

6
PL 4 Record the masses of the mass hanger and each of the slotted masses separately to the
nearest 0.1 g in Table 1.2 in the Results section.

Results
x0 = …………… cm

mass hanger mass 1

x = …………… cm

Mass / g
mass 2 mass 3 mass 4
M
Table 1.2

Data analysis
a Calculate the extension e of the spring using:
e = x – x0
SA

   Give your answer in metres.

   e = …………… m
b Calculate the total value m of the mass hanger and the 100 g slotted masses
Give your answer in kg.

m = …………… kg
c F = m × g where g is acceleration of free fall equal to 9.81 m s−2
F
Calculate the spring constant k using k =
e

   k = …………… N m−1

Original material © Cambridge University Press

 Chapter 1: Using apparatus

Evaluation
d The following will contribute to the uncertainty in x:
• both ends of the rule must be viewed at the same time
• the exact positions where the coiled section starts and ends.
List two further sources of uncertainty.
……………………………………………………………………………………………………………….

……………………………………………………………………………………………………………….
e Calculate the mean value of a 100 g slotted mass (and hanger) using the values in Table 1.2.

E
Mean value = …………… g
f Calculate the uncertainty in the value of a 100 g mass from the half range given by:

PL Uncertainty = …………… g
largest value of mass – smallest value of mass

Part 2: Using a newton-meter to measure force

Safety considerations
2

7
M
• Make sure you have read the Safety advice at the beginning of this book and listen to any advice
from your teacher before carrying out this investigation.
• Take care when moving the bottom clamp because the spring balance and/or the spring could
roll off the end of the rod.

Method
SA

HINT 1 Set up the apparatus as shown in Figure 1.5. Use the same spring as you used in Part 1.
The newton-meter
will record a
reading of force F
boss


in newtons. 






newton-meter






boss

Figure 1.5

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

2 Move the bottom clamp vertically to different positions. Take a series of readings of F and x.

    Record your data in Table 1.3 in the Results section.

Results
F/N x/m e/m

E
Table 1.3

Data analysis

8
PL a Calculate the extension e of the spring and add these values to Table 1.3.

b Plot a graph of e on the y-axis against F on the x-axis using the graph grid.
c Draw the straight line of best fit.
d Determine the gradient of this line.
M
   Gradient = ……………
e Extension question. Show that:
1
k=
gradient
SA

……………………………………………………………………………………………………………….

……………………………………………………………………………………………………………….
f Extension question. Determine k from your gradient.

   k = …………… N m−1

g Measure x0 again. Has it changed? If so, how does it affect your value of k?

……………………………………………………………………………………………………………….

……………………………………………………………………………………………………………….
h Suppose you repeated the experiment with a stiffer spring. Draw a dotted line on the graph grid
to show the expected result.

Original material © Cambridge University Press

 Chapter 1: Using apparatus

E
PL 9
M
SA

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

Evaluation
i List the advantages and disadvantages of using the newton-meter compared to a number of
slotted masses in Table 1.4.

Advantages Disadvantages

Table 1.4

Practical Investigation 1.3:

E
Determining the resistance of a metal wire
Introduction
The resistance of a resistor is defined by:

10
PL or, expressed in symbols:
potential difference across the resistor
current in the resistor

R=
V
I
The standard unit for resistance in the SI system of units is the ohm (Ω).

Equipment
M
You will need:
• 1.5V cell • connecting leads • crocodile clips • power supply • two digital multimeters
• rheostat • metre rule • switch.
Access to:
• reel of wire • scissors • adhesive tape • wire cutters • micrometer.
SA

Safety considerations
• Make sure you have read the Safety advice at the beginning of this book and listen to any advice
from your teacher before carrying out this investigation.
• There are no other specific safety issues with this investigation.

Part 1: Using digital multimeters

Method
1 Switch on one of the multimeters. When the dial is moved from the OFF position there are
several possible ranges.

   These could include:

• direct voltage
• alternating voltage

Original material © Cambridge University Press

 Chapter 1: Using apparatus

• direct current
• resistance.
Some of these ranges are shown in Table 1.5.

Range from zero to: Precision to the nearest:

direct voltage 600 V 1 V

200 V 0.1 V
20 V 0.01 V
2000 mV (2 V) 1 mV (0.001 V)
200 mV 0.1 mV

E
alternating voltage 600 V 1 V
200 V 0.1 V

PL direct current 10 A

200 mA
20 mA
2000 µA
200 µA
0.001 A
0.1 mA
0.01 mA
1 µA
0.1 µA
11
M
resistance 2000 kΩ
200 kΩ
20 kΩ
2000 Ω
200 Ω
SA

Table 1.5

Check each range on your multimeter. They should all read zero. The precision can be checked
by noting where the decimal point is. If you have different ranges to those shown in Table 1.5,
add them in the empty rows in this table.
The resistance ranges will all read ‘1’. This does not mean that there is a reading of 1 Ω. It
means that the resistance that is being measured is off the top of the scale. Since no resistor is
attached between the terminals of the multimeter, it is measuring a resistance of infinity on all
the scales.
2 Connect the voltmeter to the cell. If the reading is negative, reverse the connections to
the meter.

i Go through the scales.

ii For each scale, record the reading on the multimeter in Table 1.6.

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

Scale Reading

600 V

200 V

20 V

2000 mV

200 mV

Table 1.6

E
3 Choose the most suitable scale and give reasons for your choice.
……………………………………………………………………………………………………………….

……………………………………………………………………………………………………………….

12
PL Part 2: Determining resistance from a single ammeter and
voltmeter reading
Method
1 Use the wire cutters to cut a wire of length 110 cm.
2 Use the scissors to cut sufficient tape to attach the wire to the metre rule as shown in
Figure 1.6.
M
        
                                                                               
 
FP
P

Figure 1.6

3 Connect the circuit as shown in Figure 1.7.

1.5 V cell
switch
SA

A
        
                                                                               
 
P
FP

wire metre rule

V
Figure 1.7

i How many connecting leads do you need? ……………

ii How many crocodile clips do you need? ……………
4 Switch both meters to suitable scales and record the readings in Table 1.7 in the Results
section.

Original material © Cambridge University Press

 Chapter 1: Using apparatus

Results
HINT Voltmeter reading V / V Ammeter reading I / mA I /A
If I mA is 40, then
I in Amps is 0.040.

Table 1.7

Data analysis
a Calculate R.

E
R = …………… Ω

Part 3: Using a rheostat

PL Method
The rheostat has three terminals, A, B and C, as shown in Figure 1.8.
slider A

13
M
B C
end end

Figure 1.8
1 Switch the multimeter to the 200 Ω range.
SA

Connect the rheostat to the multimeter and complete Table 1.8.

Does the resistance reading change when

Connections
the slider is moved?

A and B yes / no

B and C yes / no

A and C yes / no

Table 1.8

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

Part 4: Determining resistance using a graph

Method
1 Connect the rheostat into the circuit as shown in Figure 1.9.

A
        
                                                                               
 
P
FP

E
V
Figure 1.9
2 Move the slider on the rheostat and take a series of readings of V and I.

14
PL Record these readings in Table 1.9 in the Results section.
3 Open the switch between readings to prevent discharging the battery.

Results
V/V I /A
M
Table 1.9
SA

Data analysis
a Plot a graph of I on the y-axis against V on the x-axis using the graph grid.
b Draw the straight line of best fit.
c Determine the gradient of this line.

   Gradient = ……………
1
d Determine R using R = .
gradient

   R = …………… Ω

Original material © Cambridge University Press

 Chapter 1: Using apparatus

E
PL 15
M
SA

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

Evaluation
e How could you use the rheostat to take a wide range of equally spaced readings?
……………………………………………………………………………………………………………….

………………………………………………………………………………………………. ………………

Part 5: Using a micrometer

Resistance per unit length (resistance of 100 cm length of wire) depends on the diameter of the wire.
Table 1.10 shows the properties of some wires A, B, C, D. E.

Wire Diameter / mm Resistance per unit length / Ω m−1

E
A 0.38     4.4
B 0.27     8.3
C 0.19 16.8
D 0.15 27.0

16
PL E
Table 1.10

Method
0.10 60.0

1 Use the micrometer to measure the diameter of your wire.

   Diameter = …………… mm

Data analysis
M
a Use the data in Table 1.10 and your value of R to identify your wire.
……………………………………………………………………………………………………………….

b Give a reason(s) for your choice

……………………………………………………………………………………………………………….
SA

………………………………………………………………………………………………. ………………
c Theory suggests that the graph line in Part 4 should go through the point (0, 0).
   Suppose you repeated the experiment with a wire of smaller diameter. Draw a dotted line on the
graph grid in Part 4 to show the expected result.

Practical Investigation 1.4:

Determining the average speed of a cylinder
rolling down a ramp
Introduction
The average speed of an object is defined by:
distance travelled
speed =
time taken

Original material © Cambridge University Press

 Chapter 1: Using apparatus

or, expressed in symbols:

d
v=
t
The standard unit for speed in the SI system of units is m s−1.

Equipment
You will need:
• cylinder • wooden board • stand • boss • clamp • metre rule • protractor • stopwatch
• book or pencil case to act as a barrier at the bottom of the ramp.

E
Safety considerations
• Make sure you have read the Safety advice at the beginning of this book and listen to any advice
from your teacher before carrying out this investigation.

PL
• Use a book or a pencil case to stop the cylinder after it has reached the bottom of the wooden
board.

Part 1: Investigating reaction time

Method
1 Set your stopwatch to zero.

2 Switch the stopwatch on and off as quickly as you can and record the reading.
17
M
3 Repeat this reading and record the three values in Table 1.11 in the Results section.

Results
t1 / s t2 / s t3 / s
SA

Table 1.11

Data analysis
a Calculate the mean value of t.

   t = …………… s

Evaluation
b Figure 1.10 shows a reading of 1.44 seconds on a stopwatch.

Figure 1.10
Original material © Cambridge University Press
 Cambridge International AS & A Level Physics

    Use your result in Table 1.11 to calculate the percentage uncertainty in the reading in Figure 1.10.

    Percentage uncertainty = ……………

Part 2: Determining average speed

Method
1 Set up the apparatus as shown in Figure 1.11.

E
wooden
cylinder

18
PL
Figure 1.11
T
d

wooden board

2 Place the cylinder near the top of the wooden board.

Measure the distance d that the cylinder will travel down the wooden board when it is released.
M
Write this value in the Results section.
3 Release the cylinder and measure the time t1 for the cylinder to travel the distance d down the slope.
4 Repeat this reading and record the three values in Table 1.12 in the Results section.

Results
SA

d = …………… cm

t1 / s t2 / s t3 / s

Table 1.12

Data analysis
a Calculate the mean value of t from your results in Table 1.12.

   Mean value of t = …………… s

b Calculate the average speed v.

   v = …………… cm s−1

Original material © Cambridge University Press
 Chapter 1: Using apparatus

Part 3: Investigating how the average speed depends on the angle

of the plane
Method
1 Use the protractor to measure the angle θ between the plane and the bench as shown in
Figure 1.11.
2 Take a series of readings of θ and t.
Record your data in Table 1.13 in the Results section.

Results

E
t/s
θ/° 1st value 2nd value 3rd value mean

PL
Table 1.13

Data analysis
a Use Table 1.14 to record calculated values of sin θ, t sin θ and v.

sin θ t sin θ / s v / cm s−1

19
M
SA

Table 1.14
b Plot a graph of v on the y-axis against t sin θ on the x-axis using the graph grid.
c Draw the straight line of best fit.
d Determine the gradient of this line.

   Gradient = ……………
e The relationship between v, t and θ is:

( )
gt
3
sin θ
where g is the acceleration of free fall.
Use your gradient to determine a value for g.

g = …………… m s−2
Original material © Cambridge University Press
 Cambridge International AS & A Level Physics

E
20
PL
M
SA

Original material © Cambridge University Press

 Chapter 1: Using apparatus

Evaluation
f The accepted value for g is 9.81 m s−2 (or 981 cm s−2) and the theory predicts that the
y-intercept is zero.
Does your value for g differ from the accepted value?
………………………………………………………………………………………………………….……

……………………………………………………………………………………………………………….

g Does your straight line of best fit go through (0, 0)?

………………………………………………………………………………………………………….……

E
……………………………………………………………………………………………………………….

h Are there any anomalous point(s) that you did not include in your straight line of best fit?
………………………………………………………………………………………………………….……

PL ……………………………………………………………………………………………………………….

21
M
SA

Original material © Cambridge University Press

 Chapter 2:
Limitations and improvements
Chapter outline
This chapter relates to Chapter 4: Forces – vectors and moments and Chapter 7: Matter and materials, in the
coursebook.
In this chapter you will complete investigations on:
■ 2.1 Thermal energy loss from water in a polystyrene cup
■ 2.2 Loaded rubber band

E
■ 2.3 Balanced metre rule.

Practical Investigation 2.1:

Thermal energy loss from water in a polystyrene cup

22
PL Introduction
The thermal energy loss from hot water contained in a polystyrene cup depends on several factors.
One of these factors is the mass of water in the cup. You are going to measure the time taken for the
temperature of different masses of water to drop between two fixed temperatures.

Equipment
M
You will need:
• long-stem thermometer: −10 °C to 110 °C × 1 °C • 200 cm3 polystyrene cup • stopwatch
• stirrer • paper towel.
Access to:
• electric kettle or other means to heat water to boiling safely • top-pan balance • jug of cold
SA

water • waterproof pen.

Safety considerations
• Make sure you have read the Safety advice at the beginning of this book and listen to any advice
from your teacher before carrying out this investigation.
• Take care when pouring hot water into the cup or emptying the hot water from the cup into a
sink or container.
• When the thermometer is not in use, place it on the paper towel so that it does not fall onto
the floor.

Method
1 Determine the mass of the cup using the top-pan balance. Record this value in the Results
section.

Original material © Cambridge University Press

 Chapter 2: Limitations and improvements

2 Make three marks on the inside of the polystyrene cup at the positions shown in Figure 2.1.

Figure 2.1
3 Pour cold water into the cup until it reaches the bottom line.

E
4 Determine the mass of the cup and water. Record this value in Table 2.1 in the Results section.
5 Repeat steps 3 and 4 for the middle line and the top line.
6 Empty the water from the cup.
7 Pour boiling water into the cup until it reaches the bottom line.

PL
8 Place the thermometer and stirrer in the cup.
9 Start the stopwatch when the temperature of the water in the cup is 85 °C.
10 Stop the stopwatch when the temperature of the water in the cup is 80 °C.
11 Record the time t in Table 2.1.
12 Repeat steps 6, 7, 8, 9, 10 and 11 for the middle line and the top line.

Results
Mass of cup = …………………… g
23
M
Mark on cup Mass of cup and water / g m/g t/s
bottom
middle
top
Table 2.1
SA

Data analysis
a Calculate the mass of water m using:
m = mass of cup and water − mass of cup
and record these values in Table 2.1
b How does t vary with m?
……………………………………………………………………………………………………………….

……………………………………………………………………………………………………………….

Evaluation
c Why was the same starting temperature (85 °C) and temperature change (5 °C) used in each
experiment?
……………………………………………………………………………………………………………….

……………………………………………………………………………………………………………….

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

d There is a spare column in Table 2.1.

Write in the spare column estimated times if a starting temperature of 80 °C had been used for
the same temperature change (5 °C).
Suggest a reason for your estimated times.
……………………………………………………………………………………………………………….

……………………………………………………………………………………………………………….

……………………………………………………………………………………………………………….

e In Table 2.2 there are some suggested limitations and improvements.

E
A and B require additional apparatus so it is appropriate to suggest the improvements.
It is appropriate to suggest that C and D are limitations. However, the improvements could have
been achieved with the existing apparatus.
Suggest one more valid limitation and improvement and add these to row E in Table 2.2.

24
PL A

C
Limitation
The rate of thermal energy loss depends
on the area of the water surface exposed
to the air. In each experiment the area was
different.
It was difficult to read the thermometer,
stir the water and hold the stopwatch at
the same time.
After the first experiment the cup was
warmed up so this may have affected the
Improvement
Use a cup that has straight vertical sides.

Use a stand and clamp to hold the

thermometer.

Rinse the cup with cold water after each

experiment.
M
remaining results.
D If room temperature had changed during Check room temperature before and after
the experiment it would have affected the each experiment.
results.

E …………………………………………… ……………………………………………
SA

…………………………………………… ……………………………………………

Table 2.2

Practical Investigation 2.2:

Loaded rubber band
Introduction
When a material is subject to a force it undergoes tensile deformation. You are going to investigate
the relationship between the force exerted on a rubber band and its extension.

Equipment
You will need:
• two stands • two bosses • two clamps • G-clamp • 100 g mass hanger • four 100 g
slotted masses • protractor • metre rule • rubber band with approximate cross-section
2 mm × 1 mm and approximate circumference 20 cm.

Original material © Cambridge University Press

 Chapter 2: Limitations and improvements

Safety considerations
• Make sure you have read the Safety advice at the beginning of this book and listen to any advice
from your teacher before carrying out this investigation.
• Take care when moving the stand. It may topple when the rubber band is stretched.
• Do not try to extend the rubber band as much as possible. This could break the rubber band
causing the masses to fall to the bench or the floor.

Part 1: Suspending the rubber band from two rods

Method
1 Set up the apparatus as shown in Figure 2.2. The distance x between the rods of the clamps

E
should be approximately 10 cm.
x

boss

PL T
rod of clamp

rubber band

500 g mass

stand
25
M
bench G clamp
SA

Figure 2.2
2 Record your value of x in Table 2.3 in the Results section.
3 Measure the angle θ and record this value in Table 2.3.
4 Move the left-hand stand to the left and take a series of readings of x and θ.
Record your data in Table 2.3.

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

5 After you have taken all your readings, remove the rubber band from the clamps.
Measure its total length (circumference) C.
Record this value under Table 2.3.

Results

x / cm θ/° sin( θ2 ) L / cm e / cm

E
Table 2.3
C = …………………… cm

26
PL Data analysis
a The total length L of the extended rubber band is given by:

L=x+
x
θ
sin( )
2
( θ2 ) and L and record your values in Table 2.3.
Calculate values of sin
M
b How does L vary with x?
……………………………………………………………………………………………………………….

……………………………………………………………………………………………………………….
SA

c Calculate the extension e of the rubber band using:

e = L − C
Record your values of e in Table 2.3.

Part 2: Suspending the rubber band from one rod

Method
1 Set up the apparatus as shown in Figure 2.3. The distance between the top of the rod of the
clamp and the hook of the mass hanger is R.

Original material © Cambridge University Press

 Chapter 2: Limitations and improvements

boss
rod of clamp

R
rubber band

500 g mass

stand

E
bench

PL Figure 2.3
2 Measure and record R.
R = …………………… cm

Data analysis
a Calculate the extension e of the rubber band using:
27
M
e = 2R − C
Extension = …………………… cm
b Look at the data in Table 2.3 and estimate the value of x that would result in the same extension
that you determined in part 1.
SA

Estimated value of x = …………………… cm

Evaluation
c In Table 2.4 there are three suggested limitations and improvements, but only two of them are
acceptable.
In A and B either a different technique or using extra apparatus is suggested.
In C the suggestion could have been performed using the existing apparatus, so this is not a
good suggestion.
Write two more limitations and improvements in rows D and E in Table 2.4.

Limitation Improvement
HINT A It was difficult to measure θ because the Set up a card behind the rubber band.
Give a reason why hook of the mass hanger was in the way. Draw lines on the card which are parallel to
it was difficult to the rubber band. Measure θ on the card.
measure θ. B It was difficult to measure θ because the Tie a thin string loop around the rubber
hook of the mass hanger was in the way. band from which to suspend the mass.

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

Limitation Improvement
C It was difficult to measure θ because the θ
Determine by measuring lengths and
hook of the mass hanger was in the way. 2
using trigonometry.

D ……………………………………………. ……………………………………………

…………………………………………… ……………………………………………

…………………………………………… ……………………………………………

…………………………………………… ……………………………………………

E
E ……………………………………………. ……………………………………………

…………………………………………… ……………………………………………

28
PL

Table 2.4
……………………………………………

……………………………………………

Practical Investigation 2.3:

Balanced metre rule

……………………………………………

……………………………………………
M
Introduction
When a system is in equilibrium there is no resultant force and no resultant torque. You are going to
use a balanced metre rule to determine an unknown mass.

Equipment
SA

You will need:

• stand • boss • clamp • metre rule • loop of thick string of circumference 20 cm
• 50 g slotted mass • three 10 g slotted masses • mass M of modelling clay • small
triangular pivot.

Safety considerations
• Make sure you have read the Safety advice at the beginning of this book and listen to any advice
from your teacher before carrying out this investigation.
• If the masses move off the rule when it slides through the string loop, move the boss closer to
the bench.

Original material © Cambridge University Press

 Chapter 2: Limitations and improvements

Method
1 Set up the apparatus as shown in Figure 2.4. The metre rule should be balanced with the centres
of mass M and the 50 g mass each positioned 2 cm from each end of the rule. The distance
between the centre of the 50 g mass and the string is y.

boss sphere of
rod of clamp modelling clay
string loop of mass M
50 g mass metre rule

y
2 cm 2 cm

E
stand

bench

HINT
The masses
PL
provided allow
you to have seven
different values
of m.
Figure 2.4
Record this value of mass m (50 g) and the value of y in Table 2.5.
2 Change the mass m and slide the metre rule through the string loop until it is balanced again.
Record the new values of m and y in Table 2.5.
3 Repeat step 2 with different values of m and record your data in Table 2.5.
29
M
Results
m/g y / cm
SA

Table 2.5

Data analysis
a How does y vary with m?
……………………………………………………………………………………………………………….

……………………………………………………………………………………………………………….

b Plot a graph of y on the y-axis against m on the x-axis using the graph grid.

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

E
30
PL
M
SA

Original material © Cambridge University Press

 Chapter 2: Limitations and improvements

c Draw the curve of best fit through your points.

d When m and M are the same, the metre rule should be balanced when the string is at the
mid-point (i.e. y = 48 cm) of the metre rule. Use your graph to determine M.

Evaluation
e In Table 2.6 there is one suggested limitation and improvement in row A. Write two more
limitations and improvements in rows B and C in this table.

Limitation Improvement
HINT A It was difficult to read the scale on the Use thinner string.
Try using the small
metre rule because the string was too thick.

E
triangular pivot: is
it an improvement?
If not, why not? B …………………………………………… ……………………………………………

…………………………………………… ……………………………………………

PL C

Table 2.6
……………………………………………

……………………………………………
……………………………………………

……………………………………………

31
M
SA

Original material © Cambridge University Press

 Chapter 3:
Kinematics and dynamics
Chapter outline
This chapter relates to Chapter 1: Kinematics, Chapter 2: Motion, and Chapter 3: Dynamics, in the
coursebook.
In this chapter you will complete investigations on:
■ 3.1 Acceleration of connected masses
■ 3.2 Energy and amplitude of a pendulum

E
■ 3.3 Range of a projectile
■ 3.4 Terminal velocity of a ball falling through water in a tube.

Practical Investigation 3.1:

32
PL Acceleration of connected masses
Introduction
If a string over a pulley has a mass attached to each end, any difference in the masses causes the
system to accelerate. In this investigation, part of one mass is transferred to the other so that the
mass difference is changed but the total mass is constant.
M
Equipment
You will need:
• pulley wheel to clamp to edge of bench • thin string • two mass hangers, each with a total
mass of 500 g • two paper clips • 20 steel washers (steel rings) • stopwatch • metre rule
• thick cardboard mat.
SA

Safety considerations
• Make sure you have read the Safety advice at the beginning of this book and listen to any advice
from your teacher before carrying out this investigation.
• One of the masses will hit the cardboard mat on the floor. You must keep your feet away from
this area.

Original material © Cambridge University Press

 Chapter 3: Kinematics and dynamics

Method
1 Set up the apparatus as shown in Figure 3.1.

pulley

loop
paperclip
bench
and washers
B 500 g mass
hanger

string

E
h

PL cardboard
mat

Figure 3.1
A

2 There is a loop tied at each end of the string.

3 Each paper clip is opened out into a hook and 10 washers are threaded onto it.
33
M
4 A 500 g mass and a paper clip are hooked onto each loop.
5 Pull mass hanger A down until it is touching the cardboard mat and measure the height h of
mass hanger B above the mat. Record h in the Results section.
6 Move washers, one at a time, from A to B until B starts to move down steadily to the mat.
7 Record the difference n between the numbers of washers on A and the numbers of washers on B
in Table 3.1 in the Results section.
SA

8 Lift B up until A is just touching the mat, then release it and measure the time t for it to reach the
HINT mat. Record the value in Table 3.1.
Measure t several
9 Move more washers from A to B and repeat steps 7 and 8. Repeat until you have six sets of
times for each n
values for n and t in Table 3.1.
and record all the
values.

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

Results
h = …………………… cm
HINT
Remember to t/s
n a / cm s−2
record metre rule first second third mean
measurements to
the nearest mm.

E
Table 3.1

34
PL
Data analysis
a For each row in Table 3.1 calculate the mean value of t.
b For each row in Table 3.1 calculate the acceleration a using:
2h
a= 2 .
t
c Use the grid to plot a graph of a (on vertical axis) against n (on horizontal axis).
M
SA

Original material © Cambridge University Press

 Chapter 3: Kinematics and dynamics

d Draw the straight line of best fit through the points.

HINT
e Determine the gradient and intercept of the line.
Refer to the Skills
chapter for advice
on best-fit lines.

Gradient = …………………… Intercept = ……………………

Evaluation

E
f The theory for this experiment is based on:
mass × acceleration = force
and since the total mass is constant this gives:
a is proportional to n

PL In practice, the graph does not pass through the origin. Explain why the first transfers of
washers do not produce an acceleration.
………………………………………………………………………………………………………….……

………………………………………………………………………………………………………….……

Practical Investigation 3.2:

Energy and amplitude of a pendulum
35
M
Introduction
The arrangement of apparatus enables the bob of a pendulum to be given the same amount of
energy each time in repeated tests. The investigation looks at how the pendulum amplitude varies
with its length.
SA

Equipment
You will need:
• table tennis ball with length of thread attached • stand, boss and clamp • glass marble in
small tray • inclined pipe held in stand • rectangular block • metre rule.

Safety considerations
• Make sure you have read the Safety advice at the beginning of this book and listen to any advice
from your teacher before carrying out this investigation.
• There are no special safety issues with this experiment.

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

Method
1 Set up the apparatus as shown in Figure 3.2. The angle and height of the pipe has been set for
you. Do not adjust it.

stand
clamp

L
thread

E
pipe
ball
marble
tray

36
HINT
This uses a ‘trial
PL Figure 3.2
2 Adjust the thread in the clamp and the clamp height until the length L to the centre of the ball is
approximately 50 cm and the ball is just touching the end of the pipe.
3 Measure L and record the value in Table 3.2.
4 Place the marble in the top of the pipe so that it rolls down and hits the ball. The ball will swing
out a horizontal distance d, as shown in Figure 3.3. Repeat this several times, moving the
rectangular block closer until the ball just reaches it as it swings.
M
and error’ method
to find d.

rectangular
block
SA

marble placed
in top of pipe

HINT
For step 5, you may
feel that there is Figure 3.3
some uncertainty
in d, but as you
5 Measure the amplitude d and record the value in Table 3.2.
are measuring
with a metre rule 6 Reduce L by about 5 cm by moving the thread in its clamp.
you should record
7 Lower the clamp holding the thread so that the ball is just touching the end of the pipe again,
your value to the
nearest mm. then repeat steps 3, 4 and 5. Do not adjust the pipe.
8 Repeat steps 6 and 7 until you have six sets of values of L and d in Table 3.2.

Original material © Cambridge University Press

 Chapter 3: Kinematics and dynamics

Results
l / cm d / cm d2 / cm2

E
Table 3.2

Data analysis
a Calculate the values of d2 and add them to Table 3.2.

HINT

PL
Choose scales so
that the points use
most of the grid
(refer to the Skills
chapter).
b Use the grid to plot a graph of d2 (on the vertical axis) against L (on the horizontal axis).

37
M
SA

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

c Draw the line of best fit through the points.

d Determine the gradient and intercept of the line.

Gradient = …………………… Intercept = ……………………

e It is suggested that L and d are related by the equation d2 = AL + B where A and B are constants.
Use your answers from part d to determine the values of A and B. Give suitable units.

E
A = …………………… B = ……………………

38
PL Evaluation
f This experiment relies on the marble hitting the ball at the same speed each time: this impact

speed is a controlled variable. Given that the length and slope of the tube are constant, how
could this impact speed vary from one test to the next?
………………………………………………………………………………………………………….……

………………………………………………………………………………………………………….……
M
Practical Investigation 3.3:
Range of a projectile
Introduction
In this practical investigation you will investigate how far a ball travels when it is launched
SA

horizontally at different heights above a tray of sand. The data is used to calculate the horizontal
launch velocity.

Equipment
You will need:
• curved tube fixed to a cardboard rectangle • steel ball (ball bearing) in a small container
• tray of sand • pencil • stand, boss and clamp • set square • 30 cm ruler • metre rule.

Safety considerations
• Make sure you have read the Safety advice at the beginning of this book and listen to any advice
from your teacher before carrying out this investigation.
• There are no special safety issues with this experiment.

Original material © Cambridge University Press

 Chapter 3: Kinematics and dynamics

Method
1 Set up the apparatus as shown in Figure 3.4.

stand

clamp holding cardboard

tube fixed to cardboard

E
pencil (to provide
a measuring
marker) sand tray

HINT
PL
In two places,
measure the height
of the cardboard
Figure 3.4
The bottom edge of the cardboard should be parallel to the bench.
The horizontal pencil should be pushed into the sand so that it is vertically below the end of the
tube and parallel to the end of the tray, as shown on the diagram.
2 Measure the height h of the tube above the sand, as shown in Figure 3.5, and record it in
39
M
above the bench. Table 3.3 in the Results section.
The measurements
should be the
same.
SA

path of ball
h

D
pencil

Figure 3.5

3 Put the steel ball into the top of the tube so that it rolls out and falls onto the sand.
4 Measure the distance D from the ball landing position to the pencil, as shown in Figure 3.5, and
record it in Table 3.3.

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

5 Pick up the ball and smooth the sand with the set square.
6 Repeat steps 3 and 4 several times, recording the results in Table 3.3 and calculating the mean
value of D.
7 Change h and repeat steps 2, 3, 4, 5 and 6 until you have six sets of values of h and mean D in
HINT Table 3.3.
After each change
of h check that the
end of the tube is Results
horizontal and is
vertically above the
D / cm
h / cm D2 / cm2
pencil. 1 2 3 4 mean

E
40
PL Table 3.3

Data analysis
a Calculate the values for D2 and enter them in Table 3.3.
b Use the graph grid to plot a graph of D2 (on vertical axis) against h (on horizontal axis).
M
c Draw the line of best fit through the points.
d Determine the gradient and intercept of the line.
SA

Gradient = …………………… Intercept = ……………………

Original material © Cambridge University Press

 Chapter 3: Kinematics and dynamics

E
PL 41
M
SA

Evaluation
e The theory for the motion of a horizontal projectile suggests that the gradient of the graph is
2v2
equal to where v is the horizontal velocity and g = 9.81 m s−2.
g
Use your value for the gradient to calculate v. Include the unit.
HINT
Convert g to cm s−2
before calculating v.

v = ……………………

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

Practical Investigation 3.4:

Terminal velocity of a ball falling through water
in a tube
Introduction
Figure 3.6 shows part of a tube filled with water. As a ball falls through the tube, water has to move
from below the ball to above it, flowing through the gap between ball and tube.

water

tube wall

E
ball

42
PL Figure 3.6
In this investigation you will test how the friction force varies with the size of the gap between the
ball and the tube.

Equipment
You will need:
• tall U-shaped plastic tube filled with water • short sample of the same plastic tube
M
• two sizes of steel ball (five of each size) in a small tray • digital calipers • stopwatch
• magnet • metre rule.

Safety considerations
• Make sure you have read the Safety advice at the beginning of this book and listen to any advice
SA

from your teacher before carrying out this investigation.

• There are no special safety issues in this investigation.

Method
1 The tall plastic U-tube has been set up for you as shown in Figure 3.7. One leg of the U-tube has
HINT two marks on it. Measure the distance L between the upper mark and the lower mark. Record
Make sure your the value of L in the Results section.
value for L matches
the unit on the
answer line.

Original material © Cambridge University Press

 Chapter 3: Kinematics and dynamics

tubing supported by
stands and clamps
on bench behind

tubing
marks
water

weight

tray floor

E
Figure 3.7

HINT
Look at the
PL
advice on timing
experiments in the
Skills chapter.
2 Measure the inside diameter D of the short sample of plastic tube and record the value in the
Results section.
3 Measure the diameter d of one of the smaller steel balls and record the value in Table 3.4 in the
Results section.
4 Drop one of the smaller steel balls into the tube and measure the time T it takes to fall from the
upper mark to the lower mark. Record the value in Table 3.4.
5 Repeat step 4 for the rest of the smaller balls. If necessary, the balls can be lifted out of the tube
using the magnet.
6 Repeat steps 4 and 5 using the larger balls.
43
M
Results
L = …………………… m D = …………………… mm

d / mm Values of T / s
SA

Smaller balls

Larger balls

Table 3.4

Data analysis
a For each row in Table 3.4, calculate the mean value for T and record it in Table 3.5.

T/s k

Smaller balls

Larger balls

Table 3.5

Original material © Cambridge University Press

 Cambridge International AS & A Level Physics

b For each row in Table 3.4, calculate the ball velocity v using:
L
v= . Record the values in Table 3.5.
T
c For each row in Table 3.4, calculate the area A of the gap between the ball and the walls of the

tube using:
π(D2 − d2)
A= . Record the values in Table 3.5.
4
d Add the units for v and A in the headings in Table 3.5.

e It is suggested that v and A are related by:

E
v = kA
where k is a constant.
For each row in Table 3.4, calculate the value of k and enter it in Table 3.5.

44
PL f Calculate the percentage difference between the two values of k.

Percentage difference = ……………………

g Estimate the percentage uncertainty in your values of T.
M
Percentage uncertainty = ……………………
HINT
When calculating
SA

the percentage, Evaluation

do not use the h Explain whether your answers in steps e and f support the relationship suggested in step d.
smallest division
on the stopwatch; ……………………………………………………………………………………………………………….
use an estimate of
the uncertainty due ………………………………………………………………………………………………………….……
to human reaction
time (e.g. 0.2 s). ……………………………………………………………………………………………………………….

Original material © Cambridge University Press