A DERICK PH.doc

8/18/2019 A DERICK PH.doc

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Title: Hooke’s law

Aim: To prepare Hooke’s law.

Apparatus: clamp stand slotted masses with a hanger

spring meter rule

Diagram

Theory: Hooke’s law states that for all elastic bodies the extension was

proportional to the stretching force so long as the spring was not

permanently stretched.

FOR TEACHERS ONLY

SKLLS ASSESSED M!M ORR A! "!D

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Extension ∝ stretching force

Metho$:

1. A clamp stand, spring, meter rule and slotted masses with a hanger

were obtained.2. A spring was hooked on to the clamp stand.

. The length of the spring was then measured using a meter rule.

!. A hanger was then hooked on with "# grams to the spring.

". The length spring including the hanger and the masses on it was then

measured.

$. 2" more grams were added to the hanger and were measured again

using the meter rule.

%. The process was then repeated $ more times adding 2" more grams

each time. Results:

&xperiment

number

'riginal

length of

the spring

(cm)

*ass

(g)

+eight

()

The length

of the

spring

with the

force (cm)

&xtension

of the

spring

(m)

1 " "# #." $.2 #.#122 " %" #.%" %.2 #.#22

" 1## 1.# -.2 #.#2

! " 12" 1.2" .2 #.#!2

" " 1"# 1."# 1#.2 #.#"2

$ " 1%" 1.%" 11.2 #.#$2

% " 2## 2.# 12.2 #.#%2

A/erage0#.#!2m

%raph:radient 0 Y2-Y1

& RISE #.#%2#.#12

& ' *) 0 #.#$

X2-X1 RUN 2.##." ( ) 1."

FOR TEACHERS ONLY


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radient0 #.#!

Dis(ussio): Hooke’s law state that that for all elastic bodies the extension

was proportional to the stretching force so long as the spring was not permanently stretched. +hen the graph was finish drawn the line ended was

straight. The reason why the line of the graph was straight is because the

extension was directly proportional to its stretching force. The gradient was

found using the formula rise o/er run and the gradient was #.#!. 3or e/ery

2" grams added to the spring the extension of the spring increased by #.#1m.

Limitatio)s

4"re(autio):

+hen the measurements were being written down it was made surethat the correct units were used.

+hen measuring the length of the spring and the hanger containing

the masses it was assured that the spring was not mo/ing around.

*Sour(es o+ error:

+hen the weight was being calculated the wrong e5uation was being

used.

Co)(lusio): 6t was concluded that hooks law can be pro/ed by adding

weights to a spring as long as the spring doesn’t permanently stretch.

FOR TEACHERS ONLY


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4/40

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Title: 7eflection

Aim: To prone the law of reflection.

Apparatus: ! optic pin a mirror

A plane paper protractor

7uler drawing board

8encil

Diagram

FOR TEACHERS ONLY


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Theory: The law of reflection states that the angle of incidence is e5ual to

the angle of reflection. The second law states that the incident ray, the

reflected ray and the normal all lie in the same plane.

Metho$:

1. 3our optic pins, a mirror, a plane paper, protractor, 7uler, drawing

board and a pencil were obtained.

2. A hori9ontal line was then drawn across the length of the paper.

. A /ertical line was drawn in the center of the paper connecting to the

hori9ontal line.

!. The part where the lines intercept was then labeled ' and the /ertical

line was labeled .". The right side of the paper was then labeled the ray of reflection

while the left side of the paper was labeled ray of incident.

$. :sing the /ertical line as the normal a line was drawn at an angle

starting from ' at the left side of the /ertical line.

%. Two pins were then placed o/er the angled line.

-. ;eside the pins were then labeled 81 and 82.

. A mirror was then placed along the hori9ontal line.

1#.The eye was then placed at an angle to the mirror where it can see the

two pins intersecting in the mirror.

11.Two more pins were placed along the eye site were the two reflecting pins intercepted.

12.ext to the pins were then labeled 8 and 8!.

1.The pins where then remo/ed and a line was drawn o/er the two

holes left at the right side by the pins.

1!. The angle of the line at the right side of the paper was then found.

1".The measurements between the two lengths were then obser/ed.

1$.The process was then repeated ! more times.

FOR TEACHERS ONLY


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Results:

Ta,le so-i)g a)gle o+ i)(i$e)t a)$ a)gle o+ re+le(tio)

&xperiment number Angle of incident (


7/40

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*Sour(es o+ error:

+hen the line was being dawn to show the angle of reflection the line

drawn o/er the pin holes was not in a straight line leading to '.

+hen calculating the angles the angles were found using thehori9ontal line as # degrees.

+hen calculating the ray of reflection the mirror was not in line with

the hori9ontal line.

Co)(lusio): 6n conclusion it was found that the law of reflection can be

pro/ed by using the pin method and from the obser/ations and results that

the angle of incidence is indeed e5ual to the angle of reflection.

Re+le(tio): 6t was learnt that the angle of incident was always e5ual to theline of reflection

FOR TEACHERS ONLY


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8/40

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Title: 7efraction

Aim: To pro/e the law of refraction.

Apparatus: rectangular glass prism ! optic pins

8lain sheet of paper drawing board

8rotractor pencil

7uler

Diagram

FOR TEACHERS ONLY


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9/40

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DRA.N% SHO.N% REFRACTON OF L%HT N %LASS

Theory: The first law of refraction states that the incident and refracted rays

are on the opposite sides of the normal and all lie in the same plane. The

second law states that the /alue of sinѲ1= sinѲ2 is constant for light passing

from one particular medium to another. This is called >nell’s law

Angle of incidence in air / angle of incident in water

Metho$:1. A rectangular glass prism ! optic pins, 8lain sheet of paper, drawing

board, 8rotractor, pencil and a 7uler was obtained.

2. A paper was first placed o/er a drawing board.

FOR TEACHERS ONLY


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. A rectangular glass prism was then placed in the center of the sheet of

paper with the length of the prism as the base.

!. The perimeter of the rectangular glass prism was then traced around

the paper using a pencil.". The rectangular glass prism was then remo/ed lea/ing a drawn

rectangle on the paper.

$. A /ertical line was then drawn at the top left of the drawn rectangle

and was marked to represent normal.

%. An angled line was taken starting at the normal under # degree angle

and was then labeled the incident ray.

-. Two pins where then placed o/er the angled line at different lengths

and one was labeled 81 and the other 82.

. The rectangular glass prism was then placed inside the drawnrectangle.

1#. The other two pins were inserted in line with the refraction of the

incident ray when the eye was looking through the side of the

rectangular glass prism and was then labeled 8 and 8!.

11. The four pins where then remo/ed.

12.A straight line was then drawn o/er the two holes that the pins

inserted at the bottom of the triangle left starting from the bottom

length of the drawn rectangle and was then labeled the emergent ray.

1. A /ertical line was drawn where the bottom line of the rectangle and

the emergent ray intercept and was also marked to represent thenormal.

1!. A line was then drawn through the drawn rectangle starting where the

incident ray and the normal at the top intercepts and ends where the

emergent ray and the normal at the bottom intercept and was then

labeled the refracted ray.

1".The angle of the ray of refraction was then found starting from the

normal.

1$.The procedure was then repeated $ more times.

1%.The results were then placed in a table.

Results:

FOR TEACHERS ONLY


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&xperiment

number

Angle of

incident

( )

Angle of

refraction

( )

>inѲ1 >inѲ2 n0sin 1Ѳ

sinѲ2

1 2# 1! #.!2 #.2!2 1.!1

2 # 2# #."## #.!2 1.!$2

!# 2! #.$! #.!#% 1."-#

! "# # #.%$$ #."## 1."2

" $# " #.-$$ #."%! 1."#

$ %# !1 #.!# #.$"$ 1.!

% -# ! #.-! #.$-2 1.!!

TA#LE SHO.N% REFRACTON OF L%HT N %LASS

Cal(ulatio):

A/erage n0 (1.!1?1.!$2?1."-#?1."2?1."#?1.!?1.!!) @%01.!-1

7efraction of glass 0 sinѲ1 0 1.!-1

sinѲ2

radient of the graph 0 1.!$

Dis(ussio): At the normal the incident ray is bent or refracted as it enters

the glass. At the normal below the glass the glass is bent back to its original

direction. +hen the ray of light entered the glass the ray bent towards the

normal. 6n the graph a best fit graph was drawn. The gradient of the graphwas found using the e5uation m0 76>& . The axis was #.#$- and the y

7:

axis was #.". The gradient was found to be 1.!-1 and on the graph it was

1.!$. the e5uation of the straight line was y0mx?c therefore was written

y01.!$x ? c.

Limitatio)s

4"re(autio):

+hen the angle of incident, refraction and emergent rays were beingcalculated it was made sure that it was taken from the normal.

+hen the calculations where being taken it was assured that the

correct calculations where being used.

*Sour(es o+ error:

FOR TEACHERS ONLY


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12/40

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+hen the angles were being found it was not taken from the normal.

+hen the line of the emergent ray was being found the angle wasn’t

the same as the incident ray.

+hen the calculations where being found the wrong calculations wereused.

Co)(lusio): 6n conclusion it was found that the law of refraction can be

pro/ed and based on the obser/ations and results that glass is denser than air.

Re+le(tio): 6t was learnt that glass is denser than air and that the refraction

and incident ray on the opposite side of the normal and all lie in the same

plane.

Title: acceleration due to gra/ity

Hypothesis:6f the effects of air resistance are ignored, any obBect dropped in the /icinity

of &arth’s surface will mo/e with constant acceleration.

Aim: To plan and design an experiment to find acceleration due to gra/ity.

FOR TEACHERS ONLY


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13/40

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Apparatus: coin stone

olf ball measuring tape

8en stop watch

Diagram

Theory: >01=2 gt2 the e5uation of motion for displacement is >0ut?1=2 gt2

for a body which is falling freely. That means :0 # which results >01=2gt2

where > is the displacement and T is the time taken for the fall.

Metho$:

/0 A coin, stone, stop watch, small stone, pen and measuring tape wasfirst obtained.

10 :sing measuring tape " different heights were measure on a wall and

each height was marked using a pen.

20 The stone was place along the first measurement marked.

FOR TEACHERS ONLY


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30 The stone was then released and the stop watch began simultaneously.

40 As the stone hits the ground the stop watch was stopped immediately.

50 The process was repeated more 2 times and was recorded.

60 The a/erage of the three times was then found and recorded.70 :sing the a/erage time the gra/itational field strength(g) was found

and recorded using the e5uation g02(s)=t2

80 The times, a/erage times and gra/itational field strengths were found

and recorded using the same procedure for the other four heights.

/90The whole method was then repeated 2 more times using a coin and

then a golf ball.

Results:

Ta,le sho-i)g the times a;erage time $ista)(e a)$ gra;itatio)al +iel$

stre)gth o+ the gol+ ,allTime taken (s)

&xperiment

C

1st 2nd rd A/erage

time (s)

Distance

(m)

g02(s)

t2

()

1 #.!2 #.!" #.!" #.!! 1 1#.

2 #.$" #.$ #.$$ #.$" 2 .!%

#.%$ #.% #.%2 #.%! 1#.$

! #.- #." #.%- #.# ! .--


stre)gth o+ the ro(


15/40

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stre)gth o+ the (oi)

Cal(ulatio):

A/erage of (g) for golf ball0 (1#.?.!%?1#.$?.--) @ ! 0 1#.1$

A/erage of (g) for rock0 (11.! ? .%$? .$1 ?.--) @ !01#.1!

A/erage of (g) for coin0 (1#.?.%$?1#.?.$$) @ ! 0 1#.#"

radient of golf ball0 76>& 0 #."% 0 #.1!m=s

7: !

radient of rock 0 76>& 0 #.$#" 0 #.1"1m=s

7: !

radient of coin 0 76>& 0 #."- 0 #.1!"m=s

7: !

FOR TEACHERS ONLY


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Time taken (s)

&xperiment

C

1st 2nd rd A/erage

time (s)

Distance

(m)

g02(s)

t2

()

1 #.!2 #.!# #.! #.!2 1 11.!

2 #.$% #.$ #.$2 #.$! 2 .%$

#.%- #.%- #.-# #.% .$1

! #." #.-% #.- #.# ! .--

Time taken (s)

&xperiment

C

1st 2nd rd A/erage

time (s)

Distance

(m)

g02(s)

t2

()

1 #.!" #.!2 #.!$ #.!! 1 1#.

2 #.$! #.$1 #.$$ #.$! 2 .%$

#.%$ #.%- #.%" #.%$ 1#.

! #. #.-- #.2 #.1 ! .$$


16/40

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Dis(ussio): +hen the three obBects were dropped at the same height the

times taken for it to fall were almost simultaneous. +hen the obBects were

dropped at different heights the higher the height the longer the time would

be and the shorter the height the shorter the time would take. After thea/erage height of each obBect was calculated using the calculation >01=2gt2

the gra/itational field strength was then found. The gradient of the graph

was found using 76>& for each best fit line.

7:

Limitatio)s

4"re(autio):

+hen finding the time, it was made certain that the time of the higher

height was more than the time of the lower height and the lower height was

less than the higher height.+hen finding the time taken for the obBect to fall, it was assured that

the stop watch was started as soon as the obBect is released.

*Sour(es o+ error:

The incorrect formula was used.

The stop watch did not stop simultaneously as the obBect touches the

ground.

Co)(lusio): 6n conclusion based on the obser/ation and results obtained, it

was found that any obBect dropped on earth’s surface will mo/e in a constant

acceleration if the effect of air resistance is ignored.

Re+le(tio): 6t was learnt that any obBect dropped in the /icinity of &arth’s

surface will mo/e with constant acceleration if the effects of air resistance

are ignored.

FOR TEACHERS ONLY


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17/40

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Title: Einear *agnification

Aim: Einear magnification is constant for all obBect distances. 8lan and

design a lab to test the truth of the abo/e statement.

Apparatus: Eamp power supply

Transparent scale con/ex lens

>creen ruler

Diagram

FOR TEACHERS ONLY


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18/40

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Theory: The linear magnification (m) is gi/en by

m0

m0

+here u0 distance of obBect from lens and /0 distance of image from lens.

Metho$:

1. A lamp was first obtained and was hooked up to a power supply.

2. A screen with a whole and a plus sign in the middle was then placed

in front of the lamp and used as the whole was used as the obBect.. A white screen was placed in a straight line at a distance from the

obBect.

!. A lens was then placed between the white screen and the obBect.

". The distances of the lens, obBect and white screen was continuously

altered until a clearly focused image was formed on the white screen.

$. After the clear focus was found, the distance from the white screen to

the lens was measured and then the distance from the lens to the

screen was then measured.

%. The procedure was then repeated three more times.

Results:

&xperiment C Distance from

the image to the

lens (cm)

Distance from

the obBect to the

lens (cm)

*agnificationDistance of image from lens

Distance of obBect from lens

1 -2.% 2% .#2

2 "!. 2 2.$

$." 1." ."$

! $. 2$." 1.

TA#LE SHO.N% THE DSTANCE FROM THE MA%E TO THELENS DSTANCE FROM THE MA%E TO THE LENS AND THE

MA%NFCATON

A/erage 02."%"

FOR TEACHERS ONLY


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height of image si9e of imageheight of obBect si9e of obBect

6; 6F Distance of image from lens /

'A 'F Distance of obBect from lens u


19/40

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Cal(ulatio):

3irst *agnification 0

>econd *agnification0

Third magnification 0

3orth magnification0

A/erage magnification0 .#2?2.$?."$?1. = !0 2."%"

Limitatio)s

4"re(autio):

+hen the distances of the obBects were being measured it was made

sure that the measurements were being counted starting from 9ero.

+hen the calculations where being taken it was assured that thecorrect calculations where being used.

*Sour(es o+ error:

+hen the measurements were being calculate the incorrect units

were used.

+hen placing the lens between the white sheet and the obBect the lens

was not placed /ertically.

Co)(lusio): 6n conclusion based on the obser/ations it was found that the

magnification is definitely not constant for all obBect distances because themagnification found from all the different distances calculated were

different.

FOR TEACHERS ONLY


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Distance of image from lens -2.%cm

Distance of obBect from lens 2%cm.#2

"!.cm

2cm2.$

$."cm

1."cm ."$

$.cm

2$."cm1.


20/40

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Re+le(tio): 6t was learnt that when a image appear in/erted and larger the

image distance is between the focal length and the distance twice of the focal

length.

Title: Golume

Aim: To plan and design a lab to find the initial radius of a drinking straw.

Apparatus ;eaker drinking straw

+eighing scale large beaker

>cissors water

Diagram

FOR TEACHERS ONLY


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21/40

YY MM DD

Theory:

The /olume of a cylinder ! "r 2h where r 0the radiu s# h0 height of the straw

and " !22/$%

Metho$:

1. A small ;eaker, drinking straw, +eighing scale, large beaker and

>cissors were first obtained.

2. The empty small beaker was weighed on a weight scale.

. A large beaker was then filled with water.

!. A drinking straw was then completely immersed in the large beaker

containing water then the tip of one end of the straw was then co/ered

with a thumb to keep the water in the straw.". The straw was then taken out the large beaker with water in it then

placed o/er the empty small beaker.

$. The thumb was then remo/ed from the tip of the drinking straw letting

the water in the straw to fall into the small beaker.

%. The process was then repeated 1 more times

-. The small beaker was weighed again.

. The whole procedure was then repeated three more times

1#. After finding the four masses the straw was then cut in half and the

same method done pre/iously was done using one the shorter straws.

Results:

&xperiment

number

Eength of

straw(cm)

*ass of

empty beaker (g)

*ass of

beaker andwater

*ass of

water ( beaker and water I empty

beaker)

*ass of

one straw*ass of

water= density

(mass=2#)

Golume of

waterDensity

o/er mass

(g=cm)

1 1. 1! 22" -2 !.1 !.1

2 1. 1! 22% -! !.2 !.2

1. 1! 22% -! !.2 !.2

! 1. 1! 22" -2 !.1 !.1" .% 1! 1-! !1 2.#" 2.#"

$ .% 1! 1-! !1 2.#" 2.#"

% .% 1! 1- !# 2 2

- .% 1! 1-! !1 2.#" 2.#"

FOR TEACHERS ONLY


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22/40

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TA#LE SHO.N% THE "ROCED=RE =SED TO FND THE

RAD=S OF A STRA.

Cal(ulatio):

A/erage mass of the straw with length 1.cm0 #.2$?#.2$?#.2$?#.2$ =!0

#.2$1

A/erage mass of the straw with length .%cm0 #.2"?#.2"?#.2"$?#.2" =

!0 #.2"-

A/erage of the two straws0 #.2$1?#.2"- =2 0 #.2""

Fhange of the subBect0 /0"r 2h r !√ v/"h

Limitatio)s

4"re(autio):

+hen the straw was fully immersed in the large beaker filled with

water it was made sure that there was no bubbles formed in the straw.

+hen measuring the length of the straw it was assured that thecorrect unit was used.

*Sour(es o+ error:

+hen repeating the method, during the counting process the number

reached was forgotten.

+hen taking the straw out of the large beaker and acing it o/er the

smaller beaker water fell out of the straw before it was placed o/er the small

beaker.

Co)(lusio): ;ased on the results and obser/ation it was concluded that the

radius of the straw is #.2$ and also that it is possible find the initial radius of

a drinking straw using the e5uation (r !√ v/"h &%

FOR TEACHERS ONLY


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23/40

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Re+le(tio): 6t was learnt that the radius of an obBect will stay constant e/en

if the length changes but will change if the circumference is changed.

Title: >pecific heat capacity

Aim: To find the specific heat capacity of aluminum.

Apparatus power supply thermometer aluminum&mergent heater weighing scale

>top watch napkin

Diagram

FOR TEACHERS ONLY


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24/40

YY MM DD

DA%RAM SHO.N% THE "ROCESS OF FNDN% THE S"ECFC HEAT

CA"ACTY OF ALL=MN=M

Theory The specific heat capacity is the amount of heat re5uired to produce

temperature rise in unit mass. The heat e5uation is &H0mJK Jc where &Ѳ H is

the heat energy gi/e out by the emergent heater, m is the mass of the

aluminum, K is the change in temperature and c is the specific heatѲ

capacity of the aluminum. E ' ! ower ) ti*e%

Metho$:1. A block of aluminum that had two holes drilled in it was first weighed

on a weighing scale.

2. An emergent heater was then placed in the central hole.

. A thermometer was placed in the other hole.

FOR TEACHERS ONLY


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25/40

YY MM DD

!. apkin was used as an insulation material to co/er the aluminum

block.

". The temperature of the aluminum block was then found.

$. The emergent heater was hooked up to a 12 /olt power supply.%. The experiment was then left to heat for 1# minutes and !$ seconds.

-. The highest temperature was recorded.

. The specific heat capacity of the aluminum block was then found.

Cal(ulatio):

*ass of aluminum0 1###grams

6nitial temperature of aluminum block 0 2% F

8ower of emergent heater 0 " watts

Time taken to heat the aluminum block0 1# minutes and !$ seconds0 $!$seconds

3inal temperature of aluminum block0 1 F

Difference in temperature 0K 0 12%0! FѲ

&H0 mJK Jc therefore c0Ѳ

"J$!$ 2#

1###J! !###

Limitatio)s4"re(autio):

+hen the final temperature was being found it was made sure that

the highest reading on the thermometer was found.

FOR TEACHERS ONLY


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& H b

mJKѲ

8owerJ time

massJchange in temperature

#.-#%" Lg1 F 1


26/40

YY MM DD

+hen heating the emergent heater it was assured that the power

supply was at 12 /olts.

+hen the specific heat capacity was being calculated it was made sure

that the correct e5uations were used.*Sour(es o+ error:

+hen the emergent heater was being heated the power supply was

not turned on

+hen calculating the specific heat capacity of the aluminum block the

incorrect e5uation was used.

Co)(lusio): ;ased on the calculations it was concluded that the specific

heat capacity of the aluminum block in the experiment was found to be

#.-#% Lg

1

F

1

and the general specific heat capacity of aluminum is#.# Lg 1 F1 which means that the specific heat capacity of aluminum can

be found by electrical heating%

Re+le(tio): 6t was learnt that the unit used in the specific heat is Lkg1F1or

Lkg1M 1.

Title: >pecific latent heat of ice (method of mixtures)

Aim: To determine the specific latent heat of fusion of ice.

FOR TEACHERS ONLY


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27/40

YY MM DD

Apparatus filter paper water

>tyrofoam cup thermometer

;alance immersion heater 2 beakers

Diagram

DA%RAM SHO.N% THE A""ARAT=S =SED TO FND THE LATENT HEAT

OF F=SON OF CE

Theory: The specific latent heat of fusion (lf ) of a substance is the 5uantity

of heat needed to change unit mass from solid to li5uid without temperature

change.

FOR TEACHERS ONLY


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28/40

YY MM DD

E ' !*l f where m is the mass of the substance and lf is the latent heat of fusion

of the substance.

E'! *)+ )cѲ where m is the mass of water, K is the temperature change,Ѳ

c is the specific heat capacity of water heat gi/en out by the water 0 the heat gained by ice

mJK Jc0Ѳ *l f

Metho$:

1. The mass of the >tyrofoam cup was first found using a balance.

2. >ome water was then warmed in a beaker about 1# F abo/e room

temperature and poured carefully into the >tyrofoam cup.

. The mass of the water and >tyrofoam cup was found using the balance.

!. The initial temperature of the water was measured with a

thermometer.

". >mall pieces of ice were obtained and dried using litmus paper and

were slowly added to the water.

$. The water was then stirred until the ice was completely melted and

then the final temperature of the water was then noted.

%. The final mass of the water and >tyrofoam cup was found using the

balance.

Cal(ulatio):

6nitial temperature of ice0 # F

>pecific heat capacity of water 0 !.2 L g1

*ass of >tyrofoam cup mc 0 g

6nitial mass of water and cup m6 0 1"-g

3inal mass of water m3 0 1%g

6nitial temperature of water Ѳ6 0%

3inal temperature of water Ѳ3 02%

Heat loss by water & heat gained by ice

mJK JcѲ 0 mlf

FOR TEACHERS ONLY


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29/40

YY MM DD

(m6mc)J (Ѳ6 Ѳ3 )J!.2 L g1 0 m3Jlf

1""gJ1# FJ!.2 L g 1 0 $"1# L 0 1%gJlf $"1#L@1%g 0 lf

-2. L g1 0 lf

Limitatio)s

4"re(autio):

+hen the final temperature was being found it was made sure that

the lowest reading on the thermometer was recorded.

+hen reading the measurements on the thermometer it was assured

that the temperature was read at eye le/el.+hen the specific latent heat of ice was being calculated it was made

sure that the correct e5uations were used.

*Sour(es o+ error:

+hen the ice was being dried using litmus paper, the ice melted.

+hen the e5uations were being sol/ed the wrong units were written

behind the answers.

Co)(lusio): it was concluded that the specific latent heat of ice was found

to be -2. L g1.

Re+le(tio): 6t was learnt that the specific latent heat of ice is !# L g1 and it

can be found using the method of mixtures if used accurately.

Title: momentum

FOR TEACHERS ONLY


MARK O#TANED


30/40

YY MM DD

Aim: To apply the principle of conser/ation of momentum.

Apparatus a built track clamp?stand*eter rulers toy cars

Double sided tape stop watch

+eighing scale

Diagram

DA%RAM SHO.N% THE A""ARAT=S =SED TO A""LY THE "RNC"LE

OF CONSER>ATON OF MOMENT=M

Theory: +hen two or more bodies act o one another, as in collision, the

total momentum of the bodies remains constant, pro/ided no external forces

act.

,o*ent*!*ass)elocit.

FOR TEACHERS ONLY


MARK O#TANED


31/40

YY MM DD

Metho$:

1. The end of a built track was first placed on a clamp?stand so that the

track could be slanted.2. Two cars where then obtained and double sided tape was placed in

front of one of the cars and at the back of the other.

. The two cars were then weighed on a weighing scale.

!. The car with the double sided tape placed in the front was placed on

top of the track and was labeled m2.

". The other car with the double sided tape placed at the back was then

placed 1## meters away in front of the car placed on top of the track

and was labeled m1.

$. The car labeled m2 was then released and the stop watch begansimultaneously.

%. As soon as the other car labeled m1was hit the stop watch stopped and

the time taken was recorded.

-. The procedure was then repeated 2 more times placing the car labeled

m1 # meters away and then -# meters away from the car at the top of

the track labeled m2.

. The whole experiment was then repeated using another car that was

labeled m and stacked on top of the car labeled m2 placed on the top

of the built track.

Results:

&xperiment

number

*asss

(m1) kg

*ass

(m2) kg

Gelocity

(/1) ms1Distance

(m)

Time

(s)

Gelocity

(/2 ms1)

*omentum

(kgms1)

(m1 /1?m2 /2)

1 #.#1 #.#1 # 1## 1." $".! #.$"!

2 #.#1 #.#1 # # 1.1 $-.% #.$-%

#.#1 #.#1 # -# 1.1- $%.% #.$$%

&xperiment

number

*asss

(m1) kg

*ass

(m2?m)kg

Gelocity

(/1) ms1

Distance

(m)

Time

(s)

Gelocity

(/2 ms1)

*omentum (kgms1)

m1 /1?(m2 ?m) /2

1 #.#1 #.#2 # 1## 1.$ ".2 1.1-!

2 #.#1 #.#2 # # 1."# $# 1.2

#.#1 #.#2 # -# 1.2 $#.$ 1.212

FOR TEACHERS ONLY


MARK O#TANED


32/40

YY MM DD

Ta,le sho-i)g the mass $ista)(e a)$ time ,e+ore (ollisio)

Cal(ulatio):

*ass of each car 0 #.#1 kg*omentum 0 *ass J /elocity

Gelocity 0Distance J time taken

A/erage momentum of first table0 (#.$"! ? #.$-% ? #.$$%) @ 0 #.$$0#.%

kg m=s

A/erage momentum of the second table 0 (1.1-! ? 1.2 ? 1.212) @

01.101.2 kg m=s

Limitatio)s

4"re(autio): +hen the time taken for the cars to collide was being found it was

made sure that stop watch was stopped as accurately as possible.

+hen the momentum was being calculated it was made sure that the

correct e5uations were used.

*Sour(es o+ error:

+hen the car was released on top of the built track, while rolling

down the car scratched against the side of the track and stopped before

colliding with the other car.

+hen the e5uations were being sol/ed the wrong units were written

behind the answers.

Co)(lusio): 6t was concluded that the momentum of the car weighing

#.#1kg had a momentum of #.%kg m=s at all three different distances and the

momentum of the two cars one on top of the other weighing at #.#2 kg had a

momentum of 1.2 kg m=s for all three distances showing that the momentum

remained constant for both.

Re+le(tio): 6t was learnt that when an obBect is at rest and another obBect is

mo/ing towards the obBect at rest with a certain momentum, when themo/ing obBect collides with the obBect at rest the momentum of the mo/ing

car transfers to the car at rest without any change.

FOR TEACHERS ONLY


MARK O#TANED


33/40

YY MM DD

Title: current electricity

Aim: To obser/e the beha/ior of potential difference and current in a series

circuit.

Apparatus circuit board wire leads with alligator clips and banana plugs

;ar connectors light bulb connectors

Eight bulbs multimeter

d.c power supply

Diagram

DA%RAM SHO.N%

FOR TEACHERS ONLY


MARK O#TANED


34/40

YY MM DD

Theory: The current is the same as all points in a series circuit.

!I)0

The sum of the p.d.s across the lamps e5uals the p.d. across the battery.

Metho$:1. A circuit was first set up in series with a light bulb connected in the

middle and was labeled as bulb 1.

2. The circuit was connected to a power supply of /olts.

. The /oltage across the light bulb was then measured and recorded.

!. The current across the light bulb was measured and recorded.

". Another light bulb was then connected to the series circuit and labeled

bulb2.

$. The /oltage across each bulb was measured and recorded on a second

table.%. The current across each bulb was then measured and recorded in the

second table.

-. Another bulb was added to the series circuit and was labeled bulb .

. The /oltage across each bulb was then measured and recorded on a

third table.

1#.The current across each bulb was then measured and recorded in the

third table.

11.6n table 2 and the /oltages and current were added up and recorded.

12.The /oltage and current across the clip of the circuit series were then

recorded.Results:

Table 1 Goltage and current across a series circuit

Goltage (G) Furrent (A)

;ulb 1 2.-" 2.#$

;attery 2.

Table 2 Goltage and current across a series circuit


;ulb 1 1.!! #.1$

;ulb2 1.!! #.1$

FOR TEACHERS ONLY


MARK O#TANED


35/40

YY MM DD

Total 2.-- #.2

;attery

(across clip)

2.- 2."

Table Goltage and current across a series circuit


;ulb 1 #.$$ #.#

;ulb2 #.$$ #.#

;ulb #.$ #.#

Total 2.#1 #.2%

;attery

(across clip)

2.- 2.!1

Ta,les sho-i)g the (urre)t a)$ ;oltage measure$

Dis(ussio):

Limitatio)s

4"re(autio):

+hen the current and /oltage was being measured it was made sure

that the d.c power supply was at /olts.+hen the current and /oltage was being calculated it was made

certain that the correct units were used.

*Sour(es o+ error:

+hen the current was being measured the multimeter did not stay on

an exact /alue.

+hen the bulb was connected to the series circuit the bulb was blown.

Co)(lusio): ;ased on the results obtained it was concluded that the

/oltages and current in a parallel series circuit are e5ual.

Re+le(tio): 6t was learnt that the current in a series circuit is always the

same on all points.

FOR TEACHERS ONLY


MARK O#TANED


36/40

YY MM DD

"ART A0 THE "RO"OSAL

Title: planning and designing

Hypothesis: The angle of rotation of a reflected ray from a plane mirror is

twice the angle of rotation of the mirror.

Aim: To in/estigate if the angle of rotation of a reflected ray from a plane

mirror is really twice the angle of rotation of the mirror.

Apparatus plane mirror, ray box, drawing paper, ! drawing pins, protractor

Diagram

FOR TEACHERS ONLY


MARK O#TANED


37/40

YY MM DD

DA%RAM SHO.N% THE "LAN OF THE E?"ERMENT

)terpretatio) o+ results:

Fontrolled rotation of the mirror

Dependent reflected beam

6ndependent ray box

Metho$:

1. 8in a paper to the desk.2. Draw straight lines *1 *2 and * *! to enclose an angle N.

. AdBust the ray box to send a narrow beam of light on the paper

through Bunction (L) of the two lines.

!. 8lace the reflecting surface of the mirror along *1 *2.

FOR TEACHERS ONLY


MARK O#TANED


38/40

YY MM DD

". *ark the position of the incident beam with a pencil A and ; and the

reflected beam F and D.

$. Turn the mirror about (L) through angle N so that its reflecting surface

lies along * *!.%. The reflected beam turns through an angle O.

-. *ark the new position of this reflected beam with & and 3.

. 7emo/e the mirror.

1#.Loin A and ;, D and F, 3 and &, producing the three lines to met at

(L).

11.*easure angles N and O.

12.7epeat the experiment for three other /alues of N.

E@pe(te$ results: The angle of rotation of the reflected ray from the planemirror will be twice the angle of rotation of the mirror.

"art #0THE M"LEMENTATON

Metho$:

1. A paper was first pinned to a desk.

2. >traight lines *1 *2 and * *! were then drawn to enclose an angle

N.

. The ray box was adBusted so that it would send a narrow beam of light

on the paper through Bunction (L) of the two lines.

!. The reflecting surface of the mirror was placed along *1 *2.". The position of the incident beam was then marked A and ; and on

the reflected beam F and D.

$. The mirror was turned about the Bunction through angle N so that its

reflecting surface was lying along * *!.

%. The reflected beam turned through an angle O.

-. The new position of this reflected beam was marked & and 3.

. The mirror was then remo/ed.

1#.A and ;, D and F, 3 and &, were Boined producing three lines to

meeting at the Bunction.11.Angles N and O were then measured.

12.The experiment was repeated for three other /alues of N.

Results:

FOR TEACHERS ONLY


MARK O#TANED


39/40

YY MM DD

NѲ 1# 2# # !#

O

Ѳ

2#

!#

$#

%%

Ta,les sho-i)g the re+le(te$ a)gle a)$ the a)gle ma$e ,y the mirror

Cal(ulatio):

:sing points (2#,!#) and (#,$#) to calculate the slope=gradient

y2y1 0 $#!# 0 2# 0 2

x2x1 #2# 1#

Dis(ussio):

+hen the results were represented on a graph, the points defined the straight

line. A best fit line had to be drawn. This allowed the relation between N

angle and O angle to be described by a leaner e5uation of the formy0mx?c

+here y0 beta angle (OѲ), x0 alpha angle (N Ѳ), m 0 slope=gradient and

c0 intercept of the yaxis. The gradient of the graph was found to be 2 and

the points on the graph were constant except for when the mirror was turned

!# where there was a slight difference. ;ased on the graph it was seen that

the N angle was directly proportional to the O angle. The yintercept of the

graph was seen to be #. The gradient was calculated using the e5uation

y2y1

x2x1

Limitatio)s

4"re(autio):

7epeat the experiment for each angle N at least times.

*ake sure that the angles were measured using a protractor at the Bunction.

*Sour(es o+ error

+hen the angle of rotation of the reflected image was being found, an error

occurred. The angles of reflection were not accurately marked when readingthe beam from the red box off the mirror. This introduced an error and a

limitation in determining the accurate angle of rotation of the reflected ray.

FOR TEACHERS ONLY


MARK O#TANED


40/40

YY MM DD

Re+le(tio): This concept is used in real life situations. An example for that

is the traffic mirrors. At a T crossing there are usually traffic mirrors placed

in front of the road where the dri/ers are not able to see the oncoming traffic

to the left or right. 6t is usually placed !" so that the dri/er can see # which would make him=her to ha/e a straight /iew towards the oncoming

traffic. 6n this experiment it was learnt that the angle of rotation of the

reflected ray from the plane mirror will be twice the angle of rotation of the

mirror no matter what angle the mirror is rotated.

Co)(lusio): ;ased on the results obtained it was concluded that the angle

of rotation of a reflected ray from a plane mirror is directly proportional to

the angle of rotation of the mirror.

FOR TEACHERS ONLY

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