Answers to Cambridge IGCSE ® Physics Laboratory Practical Book Experimental skills and abilities Skills for scientific enquiry 1 (a) measuring cylinder (g) voltmeter (b) digital balance (h) digital timer (c) metre rule (i) protractor (d) micrometer screw gauge (j) ammeter (e) liquid in glass thermometer (k) ruler (f) stopwatch 2 (a) Measure the thickness of at least 20 pages with a micrometer screw gauge and divide the value by 20 to obtain the average thickness of one page. (b) Time at least 10 oscillations with a stopwatch and divide the result by 10 to obtain the average time for one oscillation. (c) Weigh at least 20 pins on a balance and divide the result by 20 to obtain the average mass of one pin. 3 Device Accuracy metre rule 1 mm vernier scale 0.1 mm micrometer screw gauge 0.01 mm stopwatch 0.5 s digital timer 1 ms digital balance typically 1 g or 0.1 g liquid in glass thermometer 1 °C 100 ml measuring cylinder 1 ml or 1 cm 3 4 (a) 9.75 (b) 9.8 (c) 1 × 10 1 5 (a) P = IV = 250 × 10 - 3 × 8.0 = 2.0 J/s P 60 (b) I = = = 5.0 A V 12 6 true current = (26 - 2) mA = 24 mA 7 (a) (i) speed, time (ii) mass, acceleration (iii) Manipulated (independent) variable Fixed variable Responding (dependent) variable time mass, acceleration speed 1 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Answers to
Cambridge IGCSE ® Physics
Laboratory Practical Book
Experimental skills and abilities
Skills for scientific enquiry
1 (a) measuring cylinder (g) voltmeter
(b) digital balance (h) digital timer
(c) metre rule (i) protractor
(d) micrometer screw gauge (j) ammeter
(e) liquid in glass thermometer (k) ruler
(f) stopwatch
2 (a) Measure the thickness of at least 20 pages with a micrometer screw gauge and divide the value by 20 to obtain
the average thickness of one page.
(b) Time at least 10 oscillations with a stopwatch and divide the result by 10 to obtain the average time for one
oscillation.
(c) Weigh at least 20 pins on a balance and divide the result by 20 to obtain the average mass of one pin.
3
Device Accuracy
metre rule 1 mm
vernier scale 0.1 mm
micrometer screw gauge 0.01 mm
stopwatch 0.5 s
digital timer 1 ms
digital balance typically 1 g or 0.1 g
liquid in glass thermometer 1 °C
100 ml measuring cylinder 1 ml or 1 cm 3
4 (a) 9.75 (b) 9.8 (c) 1 × 10 1
5 (a) P = IV = 250 × 10 - 3 × 8.0 = 2.0 J/s
P 60
(b) I = = = 5.0 A
V 12
6 true current = (26 - 2) mA = 24 mA
7 (a) (i) speed, time (ii) mass, acceleration
(iii)
Manipulated (independent) variable Fixed variable Responding (dependent) variable
time mass, acceleration speed
1
Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

(b) 1.0 Answers 0.8 0.6 m/s / rise = (0.8 − 0.2) m / s = 0.6 m / s speed 0.4 0.2 run = (0.20 − 0.05) s = 0.15 s 0 0.05 0.10 0.15 0.20 0.25 0.30 time / s 0.6 m/s (c) gradient = = 4.0 m/s 2 0.15 s (d) Speed is proportional to time (duration) of fall. 2 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

(b)
1.0
Answers
0.8
0.6
m/s /
rise = (0.8 − 0.2) m / s = 0.6 m / s
speed
0.4
0.2
run = (0.20 − 0.05) s = 0.15 s
0 0.05 0.10 0.15 0.20 0.25 0.30
time / s
0.6 m/s
(c) gradient = = 4.0 m/s 2
0.15 s
(d) Speed is proportional to time (duration) of fall.
2
Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

1 General physics Answers 1.1 Simple pendulum Variables Table 1 Manipulated (independent) Fixed Responding (dependent) length mass period mass length period Method The length of the pendulum was measured from the point of support to the centre of the bob with a metre rule. Timing ten oscillations, rather than one, improves the degree of accuracy of the measurement because the timing is over a longer period. For example, if the timing measurement is accurate to 0.5 s and the time measured is 2 s the degree of accuracy is 0.5 parts in 2 or 25 parts in 100. However, if the time measured is 20 s, the degree of accuracy is 0.5 parts in 20 or 2.5 parts in 100. Conclusions 1 The period of a simple pendulum increases when the length of the pendulum increases. 2 The period of a simple pendulum does not change when the mass of the pendulum changes. To summarise: the period of a simple pendulum varies with the length and not the mass of the pendulum. Evaluation Reliability of results could be improved by: • timing a greater number of oscillations • investigating a larger range of pendulum lengths and masses • determining the length of the pendulum more accurately (by measuring the diameter of the bob with vernier callipers). Extension g = 9.8 m/s 2 1.2 Density Method The dimensions of the blocks A and B were measured with: a ruler to an accuracy of 1 mm. The diameter of the wire C was measured: several times with a micrometer screw gauge to an accuracy of 0.01 mm. The diameter of the ball D can be obtained by setting it between two smooth vertical surfaces (blocks A and B could be used if they are as high as the ball’s diameter) and measuring the distance between the surfaces with a ruler . The volume of object E was obtained by: recording the water level in a measuring cylinder before and after it was submerged. Mass was measured with a balance of accuracy: e.g. 1 g . 3 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

1 General physics Answers
1.1 Simple pendulum
Variables
Table 1
Manipulated (independent) Fixed Responding (dependent)
length mass period
mass length period
Method
The length of the pendulum was measured from the point of support to the centre of the bob with a metre rule.
Timing ten oscillations, rather than one, improves the degree of accuracy of the measurement because the timing is
over a longer period.
For example, if the timing measurement is accurate to 0.5 s and the time measured is 2 s the degree of accuracy is 0.5
parts in 2 or 25 parts in 100. However, if the time measured is 20 s, the degree of accuracy is 0.5 parts in 20 or 2.5
parts in 100.
Conclusions
1 The period of a simple pendulum increases when the length of the pendulum increases.
2 The period of a simple pendulum does not change when the mass of the pendulum changes.
To summarise: the period of a simple pendulum varies with the length and not the mass of the pendulum.
Evaluation
Reliability of results could be improved by:
• timing a greater number of oscillations
• investigating a larger range of pendulum lengths and masses
• determining the length of the pendulum more accurately (by measuring the diameter of the bob with vernier
callipers).
Extension
g = 9.8 m/s 2
1.2 Density
Method
The dimensions of the blocks A and B were measured with: a ruler to an accuracy of 1 mm.
The diameter of the wire C was measured: several times with a micrometer screw gauge to an accuracy of 0.01 mm.
The diameter of the ball D can be obtained by setting it between two smooth vertical surfaces (blocks A and B could be
used if they are as high as the ball’s diameter) and measuring the distance between the surfaces with a ruler .
The volume of object E was obtained by: recording the water level in a measuring cylinder before and after it was
submerged.
Mass was measured with a balance of accuracy: e.g. 1 g . 3
Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Results and calculations Regularly shaped solids Answers 1 Volume of a block = length × width × height. 2 Volume of a wire = length × π × (diameter) 2 /4 = length × π × (radius) 2 Tables should be completed with correct units, measurements and calculations; density values should be given to two significant figures. Table 1 Object Length/cm Width/cm Height/cm Volume/cm 3 Mass/g Density / g/cm 3 A B Table 2 Length/ First measurement Second measurement Average Volume/ Mass/ Density / Object cm of diameter/mm of diameter/mm diameter/cm cm 3 g g/cm 3 C D Liquid Table 3 Mass of empty Mass of cylinder + Volume of water/ Density of water / cylinder/g water/g Mass of water/g cm 3 g/cm 3 Irregularly shaped solid Table 4 Mass of E/g Volume of water/cm 3 Volume of water + E/cm 3 Volume of E/cm 3 Density of E/ g/cm 3 Conclusions Materials A, B, C, D and E should be identified correctly. Typical density values are: wood (teak) = 0.8 g/cm 3 aluminium = 2.7 g/cm 3 polythene = 0.90 g/cm 3 rubber = 0.9–1.2 g/cm 3 iron = 7.9 g/cm 3 gold = 19.3 g/cm 3 silver = 10.5 g/cm 3 Evaluation Reliability of results could be improved by: • using a more accurate measuring cylinder • making dimension and mass measurements on a larger sample of each material. 4 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Results and calculations
Regularly shaped solids
Answers
1 Volume of a block = length × width × height.
2 Volume of a wire = length × π × (diameter) 2 /4
= length × π × (radius) 2
Tables should be completed with correct units, measurements and calculations; density values should be given to two
significant figures.
Table 1
Object Length/cm Width/cm Height/cm Volume/cm 3 Mass/g Density / g/cm 3
A
B
Table 2
Length/ First measurement Second measurement Average Volume/ Mass/ Density /
Object cm of diameter/mm of diameter/mm diameter/cm cm 3 g g/cm 3
C
D
Liquid
Table 3
Mass of empty Mass of cylinder + Volume of water/ Density of water /
cylinder/g water/g Mass of water/g cm 3 g/cm 3
Irregularly shaped solid
Table 4
Mass of E/g Volume of water/cm 3 Volume of water + E/cm 3 Volume of E/cm 3 Density of E/ g/cm 3
Conclusions
Materials A, B, C, D and E should be identified correctly.
Typical density values are:
wood (teak) = 0.8 g/cm 3
aluminium = 2.7 g/cm 3
polythene = 0.90 g/cm 3
rubber = 0.9–1.2 g/cm 3
iron = 7.9 g/cm 3
gold = 19.3 g/cm 3
silver = 10.5 g/cm 3
Evaluation
Reliability of results could be improved by:
• using a more accurate measuring cylinder
• making dimension and mass measurements on a larger sample of each material.
4
Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Answers Extension Measure the density of the teaspoon using the method for an irregularly shaped solid and compare the result with expected values for silver and steel. 1.3 Motion Method 1 State that the tickertape timer produces a dot or ‘tick’ on a tape every s when the tape is pulled through the timer, 50 allowing measurement of both distance and time to be recorded simultaneously. Mention should be made of any difficulties encountered in the operation of the timer and any precautions taken to achieve good results. Results and calculations Distance/time 1 Vertical axis should be labelled as distance/cm, horizontal axis as time/s. 1 Each tape corresponds to a time of 0.2 s if the time of a tick is s. 50 Larger dot spacing indicates faster motion; fast and slow regions should be labelled. 2 The speed is fastest when the dots are furthest apart. 3 When the dots are equally spaced the speed is constant. If N dots occupy a length L of the tape, then: speed = distance/time L = cm/s 1 ( N × ) 50 when L is in cm. Velocity/time 1 Vertical axis should be labelled as distance/cm, horizontal axis as time/s. 2 v and v should be calculated as in Distance/time , part 3 , above. 1 2 ( v - v ) 3 acceleration = 2 1 t ( v - v ) = 2 1 N 50 = 5( v - v ) if N = 10 2 1 4 The acceleration is constant if the size of the steps between tapes is constant. Conclusions Values obtained for velocity and acceleration in the experiment should be stated. Evaluation The experiment could be improved by timing over longer distances and times. Extension 1 zero 2 air resistance and the force due to the Earth’s gravitational field 5 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Extension Answers
Measure the density of the teaspoon using the method for an irregularly shaped solid and compare the result with
expected values for silver and steel.
1.3 Motion
Method
1
State that the tickertape timer produces a dot or ‘tick’ on a tape every s when the tape is pulled through the timer,
50
allowing measurement of both distance and time to be recorded simultaneously. Mention should be made of any
difficulties encountered in the operation of the timer and any precautions taken to achieve good results.
Results and calculations
Distance/time
1 Vertical axis should be labelled as distance/cm, horizontal axis as time/s.
Each tape corresponds to a time of 0.2 s if the time of a tick is 1 s.
50
Larger dot spacing indicates faster motion; fast and slow regions should be labelled.
2 The speed is fastest when the dots are furthest apart.
3 When the dots are equally spaced the speed is constant.
If N dots occupy a length L of the tape, then:
speed = distance/time
= L cm/s
( N × 1 )
50
when L is in cm.
Velocity/time
1 Vertical axis should be labelled as distance/cm, horizontal axis as time/s.
2 v and v should be calculated as in Distance/time , part 3 , above.
1 2
( v - v )
3 acceleration = 2 1
t
( v - v )
= 2 1
N
50
= 5( v - v ) if N = 10
2 1
4 The acceleration is constant if the size of the steps between tapes is constant.
Conclusions
Values obtained for velocity and acceleration in the experiment should be stated.
Evaluation
The experiment could be improved by timing over longer distances and times.
Extension
1 zero
2 air resistance and the force due to the Earth’s gravitational field
5
Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

1.4 Hooke’s law Answers Variables Table 1 Manipulated (independent) Fixed Responding (dependent) force spring constant extension Method For example: the apparatus was set up as shown in the diagram with the metre rule held vertically by taping it to the bench. The position of the bottom of the spring on the scale, l , was recorded without the mass holder. The length of s the mass holder, l , was measured and it was then suspended from the spring; the position the bottom of the mass o holder reached on the scale was recorded, l . The extension produced by the mass holder was calculated by subtracting ( l + l ) from l. A 100 g mass was then loaded onto the holder, the new scale reading recorded and the extension again o s calculated. This procedure was repeated for increasing loads up to 600 g. Results and calculations 1 Measurements should be recorded and force and extensions correctly calculated. 2 Table 2 Mass/g Stretching force/N Scale reading/mm Extension/mm 100 1 200 2 300 3 400 4 500 5 600 6 3 On the graph, axes should be labelled with Extension / mm vertically and Stretching force / N horizontally. An easy-to- read/plot scale should have been chosen to use as much of graph paper as possible and the six data points should be correctly plotted. The best straight line should be drawn through the points. The line should go through the origin; it will be offset from the origin if a systematic error exists in the measurements. Summary of results The gradient of the line extension/stretching force should be calculated from as long a length of line as possible. Conclusions If the graph is a straight line through the origin this indicates that the extension is proportional to the stretching force, as predicted by Hooke’s law. Evaluation Experiment could be improved by increasing loads at 50 g intervals and repeating the readings as the spring was unloaded. A fixed vertical scale and a pointer on the base of the holder could also increase accuracy. 6 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

1.4 Hooke’s law
Answers
Variables
Table 1
Manipulated (independent) Fixed Responding (dependent)
force spring constant extension
Method
For example: the apparatus was set up as shown in the diagram with the metre rule held vertically by taping it to the
bench. The position of the bottom of the spring on the scale, l , was recorded without the mass holder. The length of
s
the mass holder, l , was measured and it was then suspended from the spring; the position the bottom of the mass
o
holder reached on the scale was recorded, l . The extension produced by the mass holder was calculated by subtracting
( l + l ) from l. A 100 g mass was then loaded onto the holder, the new scale reading recorded and the extension again
o s
calculated. This procedure was repeated for increasing loads up to 600 g.
Results and calculations
1 Measurements should be recorded and force and extensions correctly calculated.
2
Table 2
Mass/g Stretching force/N Scale reading/mm Extension/mm
100 1
200 2
300 3
400 4
500 5
600 6
3 On the graph, axes should be labelled with Extension / mm vertically and Stretching force / N horizontally. An easy-to-
read/plot scale should have been chosen to use as much of graph paper as possible and the six data points should
be correctly plotted. The best straight line should be drawn through the points. The line should go through the
origin; it will be offset from the origin if a systematic error exists in the measurements.
Summary of results
The gradient of the line extension/stretching force should be calculated from as long a length of line as possible.
Conclusions
If the graph is a straight line through the origin this indicates that the extension is proportional to the stretching force,
as predicted by Hooke’s law.
Evaluation
Experiment could be improved by increasing loads at 50 g intervals and repeating the readings as the spring was
unloaded.
A fixed vertical scale and a pointer on the base of the holder could also increase accuracy.
6
Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Answers Extension The spring constant, k, is equal to the inverse of the gradient of the graph and it should be stated in units of N/m or N/mm to no more than two significant figures. Note: 200 N/m = 0.2 N/mm 1.5 Balancing a beam Variables Table 1 Manipulated (independent) Fixed Responding (dependent) distance mass moment Method For example: we first tested that the ruler swung freely about the pivot and then balanced it by adding a small piece of blu-tack close to the fulcrum. A mass was then hung from the ruler on the left-hand side of the pivot; a small piece of blu-tack was used to hold it in place. A second mass was then hung from the right-hand side of the pivot and moved along the beam until it was balanced. The moment of the force exerted by each mass was found by multiplying the weight of the mass, F, by its distance along the ruler from the pivot, d. The procedure was repeated for different mass positions and sizes. Although it was easier to balance the beam with the weights near to the fulcrum, the degree of accuracy of the measurements for d , and hence the moments, were less, because the distance measured was smaller. Results and calculations Table 2 Theoretical values Position on F × d / Position on F × d / Net moment/ 1 1 2 2 m /g F /N ruler/cm d /cm N cm m /g F /N ruler/cm d /cm N cm N cm 1 1 1 2 2 2 30 0.30 5.0 20.0 6.0 40 0.40 40.0 15.0 6.0 0 30 0.30 10.0 15.0 4.5 40 0.40 36.2 11.2 4.5 0 30 0.30 15.0 10.0 3.0 40 0.40 32.5 7.5 3.0 0 50 0.50 5.0 20.0 10 60 0.60 41.7 16.7 10 0 50 0.50 10.0 15.0 7.5 60 0.60 37.5 12.5 7.5 0 50 0.50 15.0 10.0 5.0 60 0.60 33.3 8.3 5.0 0 Forces, distances and moments should be correctly calculated. In each case the sum of the anticlockwise moments should have a similar value to the sum of the clockwise moments, so that the net moment is close to zero. Table 3 Position on Anticlockwise Clockwise Mass/g F /N ruler/cm d /cm F × d /N cm moment/N cm moment/N cm M 30 0.30 1 M 40 0.40 2 M 50 0.50 3 Conclusions 1 Within experimental accuracy: sum of anticlockwise moments = sum of clockwise moments 2 There is no net moment when the beam is balanced. 7 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Extension Answers
The spring constant, k, is equal to the inverse of the gradient of the graph and it should be stated in units of N/m or
N/mm to no more than two significant figures.
Note: 200 N/m = 0.2 N/mm
1.5 Balancing a beam
Variables
Table 1
Manipulated (independent) Fixed Responding (dependent)
distance mass moment
Method
For example: we first tested that the ruler swung freely about the pivot and then balanced it by adding a small piece of
blu-tack close to the fulcrum. A mass was then hung from the ruler on the left-hand side of the pivot; a small piece of
blu-tack was used to hold it in place. A second mass was then hung from the right-hand side of the pivot and moved
along the beam until it was balanced. The moment of the force exerted by each mass was found by multiplying the
weight of the mass, F, by its distance along the ruler from the pivot, d. The procedure was repeated for different mass
positions and sizes. Although it was easier to balance the beam with the weights near to the fulcrum, the degree of
accuracy of the measurements for d , and hence the moments, were less, because the distance measured was smaller.
Results and calculations
Table 2 Theoretical values
Position on F × d / Position on F × d / Net moment/
1 1 2 2
m /g F /N ruler/cm d /cm N cm m /g F /N ruler/cm d /cm N cm N cm
1 1 1 2 2 2
30 0.30 5.0 20.0 6.0 40 0.40 40.0 15.0 6.0 0
30 0.30 10.0 15.0 4.5 40 0.40 36.2 11.2 4.5 0
30 0.30 15.0 10.0 3.0 40 0.40 32.5 7.5 3.0 0
50 0.50 5.0 20.0 10 60 0.60 41.7 16.7 10 0
50 0.50 10.0 15.0 7.5 60 0.60 37.5 12.5 7.5 0
50 0.50 15.0 10.0 5.0 60 0.60 33.3 8.3 5.0 0
Forces, distances and moments should be correctly calculated. In each case the sum of the anticlockwise moments
should have a similar value to the sum of the clockwise moments, so that the net moment is close to zero.
Table 3
Position on Anticlockwise Clockwise
Mass/g F /N ruler/cm d /cm F × d /N cm moment/N cm moment/N cm
M 30 0.30
1
M 40 0.40
2
M 50 0.50
3
Conclusions
1 Within experimental accuracy: sum of anticlockwise moments = sum of clockwise moments
2 There is no net moment when the beam is balanced.
7
Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Evaluation Higher accuracy and sensitivity could be achieved in the experiment by: Answers • using a longer beam • taking the mass and turning effect of the blu-tack into account. Extension Find distances ( d and d ) from the fulcrum at which a known mass ( m ) and the unknown mass ( m ) can be hung to 1 2 1 2 balance the beam. Equate the anticlockwise and clockwise moments: m gd = m gd 1 1 2 2 Solve the equation to find m . 2 1.6 Centre of mass Variables Table 1 Manipulated (independent) Fixed Responding (dependent) point of suspension position of centre of mass orientation Method For example: a cardboard lamina was suspended from a nail held in a retort stand. It was first checked that the lamina could swing freely about the nail. A plumb line was then suspended from the nail and the position of the vertical line marked on the lamina. The lamina was then suspended from two additional points and the position of the plumb line marked in each case. The centre of mass occurred at the point of intersection of the three lines. The procedure was repeated for variously shaped laminae. Results and calculations In each case it should be found that the vertical lines drawn through three different points of suspension of a lamina intersect at a point – the centre of mass of the lamina. Conclusions When a body is suspended from a point, its centre of mass lies vertically below the point of suspension. By drawing in the vertical lines on a lamina below two different points of suspension the place where the two lines intersect marks the position of the centre of mass. The vertical line drawn from any other point of suspension passes through the centre of mass. Evaluation The experiment could be improved by: • reducing friction at the pivot • testing a larger variety of lamina shapes • increasing the number of points of suspension. 8 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Evaluation
Higher accuracy and sensitivity could be achieved in the experiment by:
Answers
• using a longer beam
• taking the mass and turning effect of the blu-tack into account.
Extension
Find distances ( d and d ) from the fulcrum at which a known mass ( m ) and the unknown mass ( m ) can be hung to
1 2 1 2
balance the beam. Equate the anticlockwise and clockwise moments:
m gd = m gd
1 1 2 2
Solve the equation to find m .
2
1.6 Centre of mass
Variables
Table 1
Manipulated (independent) Fixed Responding (dependent)
point of suspension position of centre of mass orientation
Method
For example: a cardboard lamina was suspended from a nail held in a retort stand. It was first checked that the lamina
could swing freely about the nail. A plumb line was then suspended from the nail and the position of the vertical line
marked on the lamina. The lamina was then suspended from two additional points and the position of the plumb line
marked in each case. The centre of mass occurred at the point of intersection of the three lines. The procedure was
repeated for variously shaped laminae.
Results and calculations
In each case it should be found that the vertical lines drawn through three different points of suspension of a lamina
intersect at a point – the centre of mass of the lamina.
Conclusions
When a body is suspended from a point, its centre of mass lies vertically below the point of suspension. By drawing in the
vertical lines on a lamina below two different points of suspension the place where the two lines intersect marks the position
of the centre of mass. The vertical line drawn from any other point of suspension passes through the centre of mass.
Evaluation
The experiment could be improved by:
• reducing friction at the pivot
• testing a larger variety of lamina shapes
• increasing the number of points of suspension.
8
Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Answers Extension 1 (a) (b) (c) C C C 2 A rectangle will be more stable if it rests on its long side. This is because it can be tilted through a larger angle before the vertical line from its centre of gravity lies outside the base. Its centre of gravity is lower and its base is larger than when it rests on its short side. 1.7 Pressure Variables Table 1 Manipulated (independent) Fixed Responding (dependent) pressure density height Method Atmospheric pressure vacuum Y mercury 760 mm atmospheric pressure X Atmospheric pressure is given by the height of the mercury column XY . 9 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Extension Answers
1
(a) (b) (c)
C C
C
2 A rectangle will be more stable if it rests on its long side. This is because it can be tilted through a larger angle before
the vertical line from its centre of gravity lies outside the base. Its centre of gravity is lower and its base is larger than
when it rests on its short side.
1.7 Pressure
Variables
Table 1
Manipulated (independent) Fixed Responding (dependent)
pressure density height
Method
Atmospheric pressure
vacuum
Y
mercury
760 mm
atmospheric
pressure
X
Atmospheric pressure is given by the height of the mercury column XY .
9
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Manometer Answers atmospheric pressure to gas supply B h gas pressure C A (a) (b) Results and calculations Atmospheric pressure For example, atmospheric pressure = 760 mmHg = 760 × 10 –3 mHg In Pa, atmospheric pressure = h × r × g = (760 × 10 - 3 ) m × 13 600 kg/m 3 × 10 N/kg = 1.03 × 10 5 N/m 2 = 1.03 × 10 5 Pa Manometer Density of water = 1000 kg/m 3 . In Table 2, gas pressure = atmospheric pressure + h r g, where r is the density of the liquid in the manometer. Conclusions A value for the atmospheric pressure in Pa should be stated. The range of gas pressures measured with the manometer should be given in Pa. Evaluation Reliability of results could be improved by: • using a more consistent gas pressure in the manometer • using more accurate values for g and the atmospheric pressure in the laboratory in the calculation Extension 1 Pressure = h r g. Since the pressure remains constant and so do r and g , there is no change in the vertical height of the column if the tube is narrower or wider. 2 If the column is tilted, the vertical height of the column will be unchanged, but the mercury will reach further along the tube, increasing the scale reading and the apparent air pressure. 10 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Manometer
Answers
atmospheric
pressure
to gas supply
B
h
gas pressure
C A
(a) (b)
Results and calculations
Atmospheric pressure
For example, atmospheric pressure = 760 mmHg = 760 × 10 –3 mHg
In Pa, atmospheric pressure = h × r × g
= (760 × 10 - 3 ) m × 13 600 kg/m 3 × 10 N/kg
= 1.03 × 10 5 N/m 2
= 1.03 × 10 5 Pa
Manometer
Density of water = 1000 kg/m 3 .
In Table 2, gas pressure = atmospheric pressure + h r g, where r is the density of the liquid in the manometer.
Conclusions
A value for the atmospheric pressure in Pa should be stated.
The range of gas pressures measured with the manometer should be given in Pa.
Evaluation
Reliability of results could be improved by:
• using a more consistent gas pressure in the manometer
• using more accurate values for g and the atmospheric pressure in the laboratory in the calculation
Extension
1 Pressure = h r g. Since the pressure remains constant and so do r and g , there is no change in the vertical height of
the column if the tube is narrower or wider.
2 If the column is tilted, the vertical height of the column will be unchanged, but the mercury will reach further along
the tube, increasing the scale reading and the apparent air pressure.
10
Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

2 Thermal physics Answers 2.1 Specific heat capacity Method The diagrams should be labelled. Mention should be made that the thermometer was used to take readings of the initial temperature and the highest temperature reached after the heater was switched off; also that the time for which the heater was switched on was recorded. electric immersion heater thermometer electric immersion 12 V supply thermometer heater 12 V supply water aluminium block aluminium pan Mention the need to stir the water to ensure it all reaches the same temperature. Precautions could be taken to shield apparatus from draughts and to use insulation to reduce loss of heat; it is difficult to reduce heat loss from the liquid surface. Results and calculations Liquid 1 Readings should be recorded for power of heater, P , in W (J/s), and for mass of water, m , in kg. Table 1 Initial temperature, Highest temperature, Change in temperature, Heat supplied, T /°C T /°C ∆ T/°C Heating time, t /s Q = Pt / J 1 2 300 2 A value for the specific heat capacity of water, c , should be given in J/(kg ° C), calculated using the formula: Q c = m × ∆ T 11 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

2 Thermal physics Answers
2.1 Specific heat capacity
Method
The diagrams should be labelled.
Mention should be made that the thermometer was used to take readings of the initial temperature and the highest
temperature reached after the heater was switched off; also that the time for which the heater was switched on was
recorded.
electric immersion
heater
thermometer
electric immersion 12 V
thermometer heater supply
12 V
supply
water aluminium
block
aluminium
pan
Mention the need to stir the water to ensure it all reaches the same temperature. Precautions could be taken to shield
apparatus from draughts and to use insulation to reduce loss of heat; it is difficult to reduce heat loss from the liquid
surface.
Results and calculations
Liquid
1 Readings should be recorded for power of heater, P , in W (J/s), and for mass of water, m , in kg.
Table 1
Initial temperature, Highest temperature, Change in temperature, Heat supplied,
T /°C T /°C ∆ T/°C Heating time, t /s Q = Pt / J
1 2
300
2 A value for the specific heat capacity of water, c , should be given in J/(kg ° C), calculated using the formula:
Q
c =
m × ∆ T
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Solid 1 Readings should be recorded for power of heater, P , in W (J/s), and for mass of metal cylinder, M , in kg. Answers Table 12.2 Initial temperature, Highest temperature, Change in temperature, Heating time, Heat supplied, T /°C T /°C ∆ T /°C t /s Q = Pt / J 1 2 300 2 A value for the specific heat capacity of the metal cyclinder, c , should be given in J/(kg ° C), calculated using the formula: Q c = M × ∆ T Conclusions Higher values than those given below will be obtained due to heat losses in the experiment; values should be given two or three significant figures. • specific heat capacity of water = 4200 J/(kg ° C) • specific heat capacity of aluminium = 910 J/(kg ° C) • specific heat capacity of copper = 385 J/(kg ° C) • specific heat capacity of steel = 450 J/(kg ° C) Evaluation Results are affected by heat lost to the surroundings. Experimental results could be improved by insulating the water container and the cylinder more effectively. Extension thermal capacity = mass × specific heat capacity 1 thermal capacity of water = 1 kg × 4200 J/kg ° C = 4200 J/ ° C 2 A value for the thermal capacity of the metal cylinder should be given in J/ ° C, calculated using the formula: thermal capacity of metal = mass of metal × c metal 2.2 Specific latent heat Method 1 (a) To ensure heat is not used to bring the ice up to a temperature of 0 ° C. (b) To measure amount of ice being melted due to heat coming from the surroundings; the melted ice is collected for the same time as the heater will be on. 2 (a) Bubbles appear throughout the water. (b) 100 ° C 12 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Solid
1 Readings should be recorded for power of heater, P , in W (J/s), and for mass of metal cylinder, M , in kg.
Answers
Table 12.2
Initial temperature, Highest temperature, Change in temperature, Heating time, Heat supplied,
T /°C T /°C ∆ T /°C t /s Q = Pt / J
1 2
300
2 A value for the specific heat capacity of the metal cyclinder, c , should be given in J/(kg ° C), calculated using the
formula:
Q
c =
M × ∆ T
Conclusions
Higher values than those given below will be obtained due to heat losses in the experiment; values should be given two
or three significant figures.
• specific heat capacity of water = 4200 J/(kg ° C)
• specific heat capacity of aluminium = 910 J/(kg ° C)
• specific heat capacity of copper = 385 J/(kg ° C)
• specific heat capacity of steel = 450 J/(kg ° C)
Evaluation
Results are affected by heat lost to the surroundings.
Experimental results could be improved by insulating the water container and the cylinder more effectively.
Extension
thermal capacity = mass × specific heat capacity
1 thermal capacity of water = 1 kg × 4200 J/kg ° C
= 4200 J/ ° C
2 A value for the thermal capacity of the metal cylinder should be given in J/ ° C, calculated using the formula:
thermal capacity of metal = mass of metal × c
metal
2.2 Specific latent heat
Method
1 (a) To ensure heat is not used to bring the ice up to a temperature of 0 ° C.
(b) To measure amount of ice being melted due to heat coming from the surroundings; the melted ice is
collected for the same time as the heater will be on.
2 (a) Bubbles appear throughout the water.
(b) 100 ° C
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Answers Results and calculations Specific latent heat of fusion of ice 1 Values should be recorded for: (a) power of immersion heater, P , in W (J/s) (b) heat supplied by immersion heater in 4 minutes, Q , in J – calculated using: Q = P × time in seconds (c) mass of ice melted by heat from surroundings, m , in g 1 (d) mass of ice melted by heater and surroundings, m , in g 2 (e) mass of ice melted by heater, m , in g – calculated using: m = ( m - m ) 2 1 2 A value should be recorded for the specific latent heat of fusion of ice, l , in J/kg – calculated using: f Q l = f m Specific latent heat of vaporisation of steam 1 Values should be recorded for: (a) power of immersion heater, P , in W (J/s) (b) heat supplied by immersion heater in 5 minutes, Q , in J – calculated using: Q = P × time in seconds (c) mass of (mat + beaker + water), m , in g 3 (d) mass of (mat + beaker + water after boiling for 5 minutes), m , in g 4 (e) mass of water changed to steam , m , in g – calculated using: m = ( m – m ) 3 4 2 A value should be recorded for the specific latent heat of vaporisation of steam, l in J/kg – calculated using: v Q l = v m Conclusions • specific latent heat of fusion of ice = 3.4 × 10 5 J/kg 6 • specific latent heat of vaporisation of steam = 2.3 × 10 J/kg (answers to two significant figures) Results will differ from the given values due to unaccounted for heat gains/losses from/to the surroundings. Evaluation Experimental results could be improved by insulating further the funnel and the beaker. Extension The potential energy of the molecules increases but their kinetic energy is unchanged (the temperature remains constant during melting). 2.3 Conduction and radiation Method Conduction Heat is transferred along the rods by conduction. 13 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Results and calculations Answers
Specific latent heat of fusion of ice
1 Values should be recorded for:
(a) power of immersion heater, P , in W (J/s)
(b) heat supplied by immersion heater in 4 minutes, Q , in J – calculated using:
Q = P × time in seconds
(c) mass of ice melted by heat from surroundings, m , in g
1
(d) mass of ice melted by heater and surroundings, m , in g
2
(e) mass of ice melted by heater, m , in g – calculated using:
m = ( m - m )
2 1
2 A value should be recorded for the specific latent heat of fusion of ice, l , in J/kg – calculated using:
f
Q
l =
f m
Specific latent heat of vaporisation of steam
1 Values should be recorded for:
(a) power of immersion heater, P , in W (J/s)
(b) heat supplied by immersion heater in 5 minutes, Q , in J – calculated using:
Q = P × time in seconds
(c) mass of (mat + beaker + water), m , in g
3
(d) mass of (mat + beaker + water after boiling for 5 minutes), m , in g
4
(e) mass of water changed to steam , m , in g – calculated using:
m = ( m – m )
3 4
2 A value should be recorded for the specific latent heat of vaporisation of steam, l in J/kg – calculated using:
v
l = Q
v m
Conclusions
• specific latent heat of fusion of ice = 3.4 × 10 5 J/kg
• specific latent heat of vaporisation of steam = 2.3 × 10 6 J/kg
(answers to two significant figures)
Results will differ from the given values due to unaccounted for heat gains/losses from/to the surroundings.
Evaluation
Experimental results could be improved by insulating further the funnel and the beaker.
Extension
The potential energy of the molecules increases but their kinetic energy is unchanged (the temperature remains
constant during melting).
2.3 Conduction and radiation
Method
Conduction
Heat is transferred along the rods by conduction.
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Radiation 1 To ensure both thermometers start cooling at the same temperature above the surroundings; bodies cool faster Answers when their temperature difference with their surroundings is greater. 2 To ensure the cooling environment for each thermometer is the same; bodies cool faster in a draught. Results and calculations Conduction Table 1 should be completed and units for the time measurement stated. Radiation 1 The room temperature should be noted. The temperature of each thermometer should be recorded in Table 2 every 30 seconds during cooling; temperatures should be read to 1 ° C. 2 A cooling curve should be plotted for each thermometer. On the graph, axes should be labelled with temperature/ ° C vertically and time/s (or minutes) horizontally. An easy- to-read/plot scale should have been chosen to use as much of graph paper as possible and the data points should be clear and correctly plotted; the temperature of each thermometer should decrease with time. Conclusions 1 (a) Wax takes the shortest time to melt on the best conductor of heat. (b) Conductors should be listed in order of increasing times for the melting of the wax. 2 (a) The thermometer with the dull black bulb cools down faster than the one with the shiny bulb. (b) A dull black surface emits radiation better/faster than a shiny surface. Evaluation 1 To improve the conduction experiment, ensure the amount of wax on each rod is the same and the same amount of heat is applied to each rod. 2 The radiation experiment could be improved by ensuring that the surrounding conditions for each thermometer are the same (stir the water to ensure it has the same temperature throughout; ensure that there are no draughts, the room temperature is constant and the thermometers are kept away from direct sunlight). The temperature of each thermometer should be the same at the time they both start to cool. Extension Radiators should be painted black because black bodies are better emitters of radiation than white ones. 3 Properties of waves 3.1 Law of reflection Method 1 It is important to align the reflecting surface of the mirror exactly along line AOB to: ensure that the normal ON is at 90 ° to the reflecting surface of the mirror / ensure that the light beam strikes the mirror at the marked angle of incidence. 2 The accuracy of measurements taken with a protractor is: 1 ° . 14 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Radiation
1 To ensure both thermometers start cooling at the same temperature above the surroundings; bodies cool faster
Answers when their temperature difference with their surroundings is greater.
2 To ensure the cooling environment for each thermometer is the same; bodies cool faster in a draught.
Results and calculations
Conduction
Table 1 should be completed and units for the time measurement stated.
Radiation
1 The room temperature should be noted.
The temperature of each thermometer should be recorded in Table 2 every 30 seconds during cooling; temperatures
should be read to 1 ° C.
2 A cooling curve should be plotted for each thermometer.
On the graph, axes should be labelled with temperature/ ° C vertically and time/s (or minutes) horizontally. An easy-
to-read/plot scale should have been chosen to use as much of graph paper as possible and the data points should
be clear and correctly plotted; the temperature of each thermometer should decrease with time.
Conclusions
1 (a) Wax takes the shortest time to melt on the best conductor of heat.
(b) Conductors should be listed in order of increasing times for the melting of the wax.
2 (a) The thermometer with the dull black bulb cools down faster than the one with the shiny bulb.
(b) A dull black surface emits radiation better/faster than a shiny surface.
Evaluation
1 To improve the conduction experiment, ensure the amount of wax on each rod is the same and the same amount of
heat is applied to each rod.
2 The radiation experiment could be improved by ensuring that the surrounding conditions for each thermometer are
the same (stir the water to ensure it has the same temperature throughout; ensure that there are no draughts, the
room temperature is constant and the thermometers are kept away from direct sunlight). The temperature of each
thermometer should be the same at the time they both start to cool.
Extension
Radiators should be painted black because black bodies are better emitters of radiation than white ones.
3 Properties of waves
3.1 Law of reflection
Method
1 It is important to align the reflecting surface of the mirror exactly along line AOB to: ensure that the normal ON is
at 90 ° to the reflecting surface of the mirror / ensure that the light beam strikes the mirror at the marked angle of
incidence.
2 The accuracy of measurements taken with a protractor is: 1 ° .
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Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Answers Results and calculations A sharp pencil should be used to draw in the lines in Figure 2 at the angles given in the table. Table 1 Angle of incidence, i / ° Angle of reflection, r /° 15 15 30 30 45 45 60 60 75 75 The perpendicular distance of P from mirror should equal the perpendicular distance of P from the mirror. O I Conclusions 1 My results are in agreement with the law of reflection, within experimental error. 2 The image in a plane mirror is formed at a position that is: the same distance behind the mirror as the object is in front; the line joining the object and the image is perpendicular to the mirror. 3 The image formed in a plane mirror has the following characteristics: it is upright, the same size as the object, laterally inverted and virtual. Evaluation Results could be improved by any of the following: • using a larger and more accurate protractor • using a narrower beam of light • making sure the mirror and pins are vertical; align the bases of the pin and its image • using a thinner mirror (to reduce the effects of refraction in the glass). Extension 1 An image is laterally inverted when right and left are interchanged. 2 Check by looking at yourself in a plane mirror; close your right eye and notice that it is the left eye of your image that closes. 3.2 Refraction of light Variables Table 1 Manipulated (independent) Fixed Responding (dependent) angle of incidence refractive index angle of refraction Method 1 The angle in degrees between the normal and the surface ( AOB) of the glass block is: 90 ° . 2 The paths of the refracted and emergent rays were determined by marking: the position of the refracted ray where it emerges from the glass block and a few points along the path of the emergent beam. 15 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Results and calculations Answers
A sharp pencil should be used to draw in the lines in Figure 2 at the angles given in the table.
Table 1
Angle of incidence, i / ° Angle of reflection, r /°
15 15
30 30
45 45
60 60
75 75
The perpendicular distance of P from mirror should equal the perpendicular distance of P from the mirror.
O I
Conclusions
1 My results are in agreement with the law of reflection, within experimental error.
2 The image in a plane mirror is formed at a position that is: the same distance behind the mirror as the object is in
front; the line joining the object and the image is perpendicular to the mirror.
3 The image formed in a plane mirror has the following characteristics: it is upright, the same size as the object,
laterally inverted and virtual.
Evaluation
Results could be improved by any of the following:
• using a larger and more accurate protractor
• using a narrower beam of light
• making sure the mirror and pins are vertical; align the bases of the pin and its image
• using a thinner mirror (to reduce the effects of refraction in the glass).
Extension
1 An image is laterally inverted when right and left are interchanged.
2 Check by looking at yourself in a plane mirror; close your right eye and notice that it is the left eye of your image
that closes.
3.2 Refraction of light
Variables
Table 1
Manipulated (independent) Fixed Responding (dependent)
angle of incidence refractive index angle of refraction
Method
1 The angle in degrees between the normal and the surface ( AOB) of the glass block is: 90 ° .
2 The paths of the refracted and emergent rays were determined by marking: the position of the refracted ray where
it emerges from the glass block and a few points along the path of the emergent beam.
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Results and calculations 1 A sharp pencil should be used to draw the ray paths in Figure 1. A normal should be drawn at the point the ray exits Answers the glass block. The same value for n should be obtained for 30 ° and 60 ° angles of incidence in Table 2. When the angle of incidence is 0 ° , n cannot be determined. 2 A sharp pencil should be used to draw the ray paths in Figure 2. A normal should be drawn at the point the ray exits the glass block. The same value for n should be obtained for 30 ° and 60 ° angles of incidence in Table 3; note that at an angle of incidence of 60 ° , total internal reflection may occur within the glass block. 3 An average value of refractive index is obtained by adding all the values of n obtained and dividing by the number of readings; the value should be given to two significant figures. Conclusions 1 A typical value for the refractive index of glass is n = 1.5. 2 (a) A light ray is refracted towards the normal when it enters the glass block and away from the normal when it leaves the block. (b) A ray incident normally on a glass block is not refracted but passes straight through the block. (c) When a light ray strikes the glass/air boundary at a large angle, total internal reflection of the light occurs. If a light ray does not undergo total internal reflection in the block, the ray emerges parallel to the incident ray, since i = θ within the accuracy of the experiment. Evaluation Reliability of results could be improved by either of the following: • using a larger and more accurate protractor • using a narrower beam of light. Extension 1 When light is incident on a boundary with a less dense medium, total internal reflection of the light occurs for angles of incidence greater than a critical angle, c . (If the less dense medium is air, the critical angle is given by: 1 sin c = .) n 1 2 For glass of refractive index, n = 1.5, sin c = = 0.6667 so c = 41.8 ° . 1.5 3.3 Lenses Variables Table 1 Manipulated (independent) Fixed Responding (dependent) object distance focal length of lens image distance Method 1 We found the height of the image by: marking the top and bottom of the image on the card and then measuring the distance with a ruler / other appropriate method. 2 We determined if the image was inverted or not by: holding the point of a pen at the top of the object and locating the tip of the pen in the image / sticking a marker at the top of the object and locating it in the image / other appropriate method. 16 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Results and calculations
1 A sharp pencil should be used to draw the ray paths in Figure 1. A normal should be drawn at the point the ray exits
Answers
the glass block. The same value for n should be obtained for 30 ° and 60 ° angles of incidence in Table 2. When the
angle of incidence is 0 ° , n cannot be determined.
2 A sharp pencil should be used to draw the ray paths in Figure 2. A normal should be drawn at the point the ray exits
the glass block. The same value for n should be obtained for 30 ° and 60 ° angles of incidence in Table 3; note that at
an angle of incidence of 60 ° , total internal reflection may occur within the glass block.
3 An average value of refractive index is obtained by adding all the values of n obtained and dividing by the number of
readings; the value should be given to two significant figures.
Conclusions
1 A typical value for the refractive index of glass is n = 1.5.
2 (a) A light ray is refracted towards the normal when it enters the glass block and away from the normal when it
leaves the block.
(b) A ray incident normally on a glass block is not refracted but passes straight through the block.
(c) When a light ray strikes the glass/air boundary at a large angle, total internal reflection of the light occurs. If
a light ray does not undergo total internal reflection in the block, the ray emerges parallel to the incident ray,
since i = θ within the accuracy of the experiment.
Evaluation
Reliability of results could be improved by either of the following:
• using a larger and more accurate protractor
• using a narrower beam of light.
Extension
1 When light is incident on a boundary with a less dense medium, total internal reflection of the light occurs for
angles of incidence greater than a critical angle, c . (If the less dense medium is air, the critical angle is given by:
1
sin c = .)
n
1
2 For glass of refractive index, n = 1.5, sin c = = 0.6667 so c = 41.8 ° .
1.5
3.3 Lenses
Variables
Table 1
Manipulated (independent) Fixed Responding (dependent)
object distance focal length of lens image distance
Method
1 We found the height of the image by: marking the top and bottom of the image on the card and then measuring
the distance with a ruler / other appropriate method.
2 We determined if the image was inverted or not by: holding the point of a pen at the top of the object and locating
the tip of the pen in the image / sticking a marker at the top of the object and locating it in the image / other
appropriate method.
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Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Answers Results and calculations Focal length of lens For a distant object, the image distance from the lens equals the focal length of the lens. Magnification The height of the object should be stated. Table 2 Torch Object Image Height of Linear Upright or position distance, u /cm distance, v /cm image/cm magnification inverted beyond 2 F <1 inverted at 2 F 1 inverted between >1 inverted 2 F and F between >1 upright F and lens Conclusions 1 The focal length of the lens should be stated to three significant figures. 2 When the object is beyond 2 F the image lies on the opposite side of the lens to the object, between F and 2 F ; it is diminished and inverted. As the object is moved towards the lens, the diminished and inverted image moves away from the lens and becomes larger. At 2 F the object and inverted image are the same size. When the object lies between 2 F and F , the magnification increases further and the image is magnified and inverted. For an object between F and the lens, the image is on the same side of the lens as the object, magnified and upright. Evaluation The experiment could be improved by using more rigid holders for the torch, lens and screen; making sure they are all set perpendicular to the ruler. Extension 1 A real image can be formed on a screen but a virtual image cannot. 2 lens image object F F 17 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Results and calculations Answers
Focal length of lens
For a distant object, the image distance from the lens equals the focal length of the lens.
Magnification
The height of the object should be stated.
Table 2
Torch Object Image Height of Linear Upright or
position distance, u /cm distance, v /cm image/cm magnification inverted
beyond 2 F <1 inverted
at 2 F 1 inverted
between >1 inverted
2 F and F
between >1 upright
F and lens
Conclusions
1 The focal length of the lens should be stated to three significant figures.
2 When the object is beyond 2 F the image lies on the opposite side of the lens to the object, between F and 2 F ; it is
diminished and inverted.
As the object is moved towards the lens, the diminished and inverted image moves away from the lens and
becomes larger.
At 2 F the object and inverted image are the same size.
When the object lies between 2 F and F , the magnification increases further and the image is magnified and inverted.
For an object between F and the lens, the image is on the same side of the lens as the object, magnified and upright.
Evaluation
The experiment could be improved by using more rigid holders for the torch, lens and screen; making sure they are all
set perpendicular to the ruler.
Extension
1 A real image can be formed on a screen but a virtual image cannot.
2
lens
image
object
F F
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3.4 Speed of sound Answers Variables Table 1 Manipulated (independent) Fixed Responding (dependent) distance speed time Method The distance d was measured with a metre rule and had an accuracy of about 5 mm. Distance, d , was difficult to determine exactly because: the precise position in the microphone at which the electronic signal was triggered was not known / we measured from centre to centre of the microphones / other appropriate response. To ensure sounds from neighbouring experiments did not trigger our timer we: arranged to do our timings at different moments / other appropriate response. Results and calculations Five sets of measurements for different microphone separations should be taken. 1 On the graph, axes should be labelled with d/ cm vertically and t /ms horizontally, an easy-to-read/plot scale should be chosen to use as much of graph paper as possible and the data points should be correctly plotted. The best straight line should be drawn through the points with a sharp pencil. The line may be displaced from going through the origin if there is a systematic error in determining d. 2 The gradient of the line d/t should be calculated from as long a length of line as possible, using the triangle method; it should be clear how the value was obtained. (a) gradient of graph = 33 cm/ms (given to two significant figures) d (b) speed of sound in air = t = gradient of graph = 33 cm/ms = 330 m/s Conclusions Speed of sound in air = 330 m/s at 0 ° C; the speed varies with air temperature. Differences from this value will result from the room temperature being above 0 ° C and the experimental accuracy obtainable for the time and distance measurements. Evaluation The experiment could be improved by taking measurements using a longer distance between the two microphones; and by using a more sensitive timer. Extension d Speed of sound in iron = t 0.3 m = (50 × 10 - 6 ) s = 6000 m/s 18 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

3.4 Speed of sound
Answers
Variables
Table 1
Manipulated (independent) Fixed Responding (dependent)
distance speed time
Method
The distance d was measured with a metre rule and had an accuracy of about 5 mm.
Distance, d , was difficult to determine exactly because: the precise position in the microphone at which the electronic
signal was triggered was not known / we measured from centre to centre of the microphones / other appropriate
response.
To ensure sounds from neighbouring experiments did not trigger our timer we: arranged to do our timings at different
moments / other appropriate response.
Results and calculations
Five sets of measurements for different microphone separations should be taken.
1 On the graph, axes should be labelled with d/ cm vertically and t /ms horizontally, an easy-to-read/plot scale should
be chosen to use as much of graph paper as possible and the data points should be correctly plotted.
The best straight line should be drawn through the points with a sharp pencil. The line may be displaced from going
through the origin if there is a systematic error in determining d.
2 The gradient of the line d/t should be calculated from as long a length of line as possible, using the triangle method;
it should be clear how the value was obtained.
(a) gradient of graph = 33 cm/ms (given to two significant figures)
d
(b) speed of sound in air =
t
= gradient of graph
= 33 cm/ms
= 330 m/s
Conclusions
Speed of sound in air = 330 m/s at 0 ° C; the speed varies with air temperature.
Differences from this value will result from the room temperature being above 0 ° C and the experimental accuracy
obtainable for the time and distance measurements.
Evaluation
The experiment could be improved by taking measurements using a longer distance between the two microphones;
and by using a more sensitive timer.
Extension
Speed of sound in iron = d
t
0.3 m
=
(50 × 10 - 6 ) s
= 6000 m/s
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Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

4 Electricity and magnetism Answers 4.1 Electric charges and currents Method For example: Ensure that the suspended rod is stationary before bringing up the charged rod or strip. Check the components in the circuit are correctly connected before the power is switched on; make sure the lamps are on when the current readings are being taken. Results and calculations Positive and negative charges Table 1 results should show that like charges repel and unlike charges attract . Electric currents 1 The current value ( I ) recorded will depend on the resistance ( R ) of the lamp and the terminal p.d. ( V ) of the cell used. V Note that I = . R 2 The currents measured with the ammeter at positions A, B, C and D should all have the same value. 3 The currents measured with the ammeter at positions S and R should have the same value. If the lamps have the same resistance, the current measured with the ammeter at positions P and Q should be the same and be half the value measured when the ammeter is at position S or R. Conclusions 1 Like charges repel , unlike charges attract. 2 (a) The current is the same at all points in a series circuit. (b) The sum of the currents in the branches of a parallel circuit equals the current entering or leaving the parallel section. Evaluation State that the current readings agree with theory within experimental error. More accurate results could be obtained by ensuring that the terminal p.d. of the cell has the same value when each current reading is taken. Extension 1 Electrostatic induction occurs when a charged rod is brought near an insulated metal object. If the rod is negatively charged, electrons are repelled from the part of the metal closest to the rod, leaving that area with a net positive charge; an attractive force results between the rod and the metal. (If the rod is positively charged, electrons are attracted to the rod and the area closest to it will have a net negative charge. Again there is an attractive force between the rod and the metal.) 2 Small pieces of aluminium foil would be attracted to a charged rod through electrostatic induction. 19 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

4 Electricity and magnetism Answers
4.1 Electric charges and currents
Method
For example:
Ensure that the suspended rod is stationary before bringing up the charged rod or strip. Check the components in the
circuit are correctly connected before the power is switched on; make sure the lamps are on when the current readings
are being taken.
Results and calculations
Positive and negative charges
Table 1 results should show that like charges repel and unlike charges attract .
Electric currents
1 The current value ( I ) recorded will depend on the resistance ( R ) of the lamp and the terminal p.d. ( V ) of the cell used.
Note that I = V .
R
2 The currents measured with the ammeter at positions A, B, C and D should all have the same value.
3 The currents measured with the ammeter at positions S and R should have the same value. If the lamps have the
same resistance, the current measured with the ammeter at positions P and Q should be the same and be half the
value measured when the ammeter is at position S or R.
Conclusions
1 Like charges repel , unlike charges attract.
2 (a) The current is the same at all points in a series circuit.
(b) The sum of the currents in the branches of a parallel circuit equals the current entering or leaving the parallel
section.
Evaluation
State that the current readings agree with theory within experimental error. More accurate results could be obtained by
ensuring that the terminal p.d. of the cell has the same value when each current reading is taken.
Extension
1 Electrostatic induction occurs when a charged rod is brought near an insulated metal object. If the rod is negatively
charged, electrons are repelled from the part of the metal closest to the rod, leaving that area with a net positive
charge; an attractive force results between the rod and the metal.
(If the rod is positively charged, electrons are attracted to the rod and the area closest to it will have a net negative
charge. Again there is an attractive force between the rod and the metal.)
2 Small pieces of aluminium foil would be attracted to a charged rod through electrostatic induction.
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4.2 Resistance Answers Method A R V Results and calculations 1 Six measurements for I and V should be recorded in Table 1. Values calculated for R should be the same within experimental error. I/ A V/ V 2 On the graph, axes should be labelled with I/ A vertically and V/ V horizontally. An easy-to-read/plot scale should have been chosen to use as much of graph paper as possible and the data points should be clear and correctly plotted. The best straight line should be drawn through the points. The line should go through the origin; it will be offset from the origin if a systematic error exists in the measurements. 3 The gradient of the line, I / V, should be calculated from as long a length of line as possible. The average resistance of the wire should be calculated from 1/(gradient of graph). The resistance of 1 m of SWG 34 constantan wire is 11.7 Ω. The resistance of 1 m of SWG 28 constantan wire is 4.5 Ω. 4 Table 2 should be completed. For a fixed diameter wire, R should increase as the length of wire increases. For a fixed length of wire, R should decrease as the diameter becomes larger. Conclusions 1 Within experimental accuracy, the resistance of the constantan wire remains constant when I is increased; the inverse of the gradient of the graph of I versus V is equal to the average resistance of the wire. 2 The resistance increases when the length of wire increases. The resistance decreases when the diameter of the wire increases. Evaluation The experiment could be improved by taking more readings and using a more sensitive ammeter and voltmeter. Extension 1 The filament heats up. 20 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

4.2 Resistance
Answers
Method
A
R
V
Results and calculations
1 Six measurements for I and V should be recorded in Table 1.
Values calculated for R should be the same within experimental error.
I/ A
V/ V
2 On the graph, axes should be labelled with I/ A vertically and V/ V horizontally. An easy-to-read/plot scale should have
been chosen to use as much of graph paper as possible and the data points should be clear and correctly plotted.
The best straight line should be drawn through the points. The line should go through the origin; it will be offset
from the origin if a systematic error exists in the measurements.
3 The gradient of the line, I / V, should be calculated from as long a length of line as possible.
The average resistance of the wire should be calculated from 1/(gradient of graph).
The resistance of 1 m of SWG 34 constantan wire is 11.7 Ω.
The resistance of 1 m of SWG 28 constantan wire is 4.5 Ω.
4 Table 2 should be completed.
For a fixed diameter wire, R should increase as the length of wire increases.
For a fixed length of wire, R should decrease as the diameter becomes larger.
Conclusions
1 Within experimental accuracy, the resistance of the constantan wire remains constant when I is increased; the
inverse of the gradient of the graph of I versus V is equal to the average resistance of the wire.
2 The resistance increases when the length of wire increases.
The resistance decreases when the diameter of the wire increases.
Evaluation
The experiment could be improved by taking more readings and using a more sensitive ammeter and voltmeter.
Extension
1 The filament heats up.
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Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Answers 2 I/ A V/ V 4.3 Potential divider Method For example: the circuit was set up as in Figure 1 and measurements made of I , V and V for three different thermistor 1 2 temperatures. The thermistor cooled quickly after it was heated with a match and it was difficult to record all three values at the same instant of time; we each read a meter on a countdown to try to improve the accuracy of these readings. Results and calculations V 1 Values of I , V and V should be recorded in Table 1 for three different thermistor temperatures. R = 2 should be 1 2 2 I correctly calculated and the ratios V / V and R / R for each temperature should be equal, within the accuracy of the 1 2 1 2 experimental measurements. 2 (a) increase (b) increase (c) decrease (d) decrease 3 Calibrate V with temperature. 1 Conclusions V R Within experimental accuracy, the potential divider equation 1 = 1 holds. V R 2 2 When the temperature of the thermistor rises its resistance decreases. Evaluation The experiment could be improved by controlling temperature of thermistor and taking more measurements at different temperatures. 21 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Answers
2
I/ A
V/ V
4.3 Potential divider
Method
For example: the circuit was set up as in Figure 1 and measurements made of I , V and V for three different thermistor
1 2
temperatures. The thermistor cooled quickly after it was heated with a match and it was difficult to record all three
values at the same instant of time; we each read a meter on a countdown to try to improve the accuracy of these
readings.
Results and calculations
V
1 Values of I , V and V should be recorded in Table 1 for three different thermistor temperatures. R = 2 should be
1 2 2 I
correctly calculated and the ratios V / V and R / R for each temperature should be equal, within the accuracy of the
1 2 1 2
experimental measurements.
2 (a) increase
(b) increase
(c) decrease
(d) decrease
3 Calibrate V with temperature.
1
Conclusions
V R
Within experimental accuracy, the potential divider equation 1 = 1 holds.
V R
2 2
When the temperature of the thermistor rises its resistance decreases.
Evaluation
The experiment could be improved by controlling temperature of thermistor and taking more measurements at different
temperatures.
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Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Extension High temperature alarm Answers Correct symbols should be used for the components in the circuit. R relay + 6 V d.c. thermistor bell Control system 0 NOT 1 light sensor gate 1 AND 1 air conditioner gate 1 temperature sensor 1 4.4 Magnetism Method 1 Since like poles repel, the north pole of the compass points away from the north pole of the magnet. 2 The north pole of a compass points in the direction of the magnetic field at that point. 3 Iron filings become magnetised in a magnetic field and line up along magnetic field lines. Results Field lines should be drawn as shown. S N 22 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Extension
High temperature alarm
Answers
Correct symbols should be used for the components in the circuit.
R relay
+
6 V
d.c.
thermistor
bell
Control system
0 NOT 1
light sensor
gate
1
AND 1
air conditioner
gate
1
temperature
sensor 1
4.4 Magnetism
Method
1 Since like poles repel, the north pole of the compass points away from the north pole of the magnet.
2 The north pole of a compass points in the direction of the magnetic field at that point.
3 Iron filings become magnetised in a magnetic field and line up along magnetic field lines.
Results
Field lines should be drawn as shown.
S N
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Answers N N S N Conclusions 1 The magnetic field around a bar magnet is strongest near the ends/poles as is shown by the higher density of magnetic field lines in this region. 2 Magnetic field lines are directed from the north pole of a magnet to the south pole. Evaluation The experiments could be improved by using a smaller compass, a sharper pencil, finer iron filings. Extension A steel bar can be magnetised by any of the following methods: • Insert the steel bar in a solenoid and increase the d.c. current through the solenoid. • Stroke the bar with another magnet. • Hammer the bar in a magnetic field. 4.5 Electromagnetism Method 1 Iron is easily magnetised and strengthens the magnetic field that is produced by the electromagnet. 2 The direction of the induced current changes depending on whether the magnet is moved towards or away from the coil. Results and calculations Electromagnet 1 Table 1: number of paper clips supported increases as the current through the coil increases. Table 2: at a current of 1 A, the number of paper clips supported increases as the number of turns increases. 2 The polarity of the top of the coil will depend on which way it is wound. The value obtained should agree with that given by the right hand-grip rule. 23 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Answers
N N
S N
Conclusions
1 The magnetic field around a bar magnet is strongest near the ends/poles as is shown by the higher density of
magnetic field lines in this region.
2 Magnetic field lines are directed from the north pole of a magnet to the south pole.
Evaluation
The experiments could be improved by using a smaller compass, a sharper pencil, finer iron filings.
Extension
A steel bar can be magnetised by any of the following methods:
• Insert the steel bar in a solenoid and increase the d.c. current through the solenoid.
• Stroke the bar with another magnet.
• Hammer the bar in a magnetic field.
4.5 Electromagnetism
Method
1 Iron is easily magnetised and strengthens the magnetic field that is produced by the electromagnet.
2 The direction of the induced current changes depending on whether the magnet is moved towards or away from
the coil.
Results and calculations
Electromagnet
1 Table 1: number of paper clips supported increases as the current through the coil increases.
Table 2: at a current of 1 A, the number of paper clips supported increases as the number of turns increases.
2 The polarity of the top of the coil will depend on which way it is wound. The value obtained should agree with that
given by the right hand-grip rule.
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Electromagnetic induction Table 3 Answers Direction of movement Speed of movement Maximum Direction of Polarity of coil end of north pole of magnet current, I /A current facing magnet towards coil fast + N towards coil slow + N away from coil fast - S away from coil slow - S Table 4 Direction of Speed of Maximum Direction Polarity of coil end movement coil movement of coil current, I /A of current facing magnet towards N pole fast + N of magnet away from N fast - S pole of magnet Conclusions 1 Strength of the electromagnet increases as the current increases and as the number of turns increases. 2 (a) Yes, if a larger current is induced in the coil when the magnet is moved quickly. (b) Yes, if the current induced in the coil produces a magnetic field that opposes the movement of the magnet. Evaluation The experiments could be improved by: • testing coils with a larger number of turns • using a stronger magnet/more sensitive meter. Extension 1 solenoid field line A B current direction 2 Current flows left to right. 24 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Electromagnetic induction
Table 3
Answers
Direction of movement Speed of movement Maximum Direction of Polarity of coil end
of north pole of magnet current, I /A current facing magnet
towards coil fast + N
towards coil slow + N
away from coil fast - S
away from coil slow - S
Table 4
Direction of Speed of Maximum Direction Polarity of coil end
movement coil movement of coil current, I /A of current facing magnet
towards N pole fast + N
of magnet
away from N fast - S
pole of magnet
Conclusions
1 Strength of the electromagnet increases as the current increases and as the number of turns increases.
2 (a) Yes, if a larger current is induced in the coil when the magnet is moved quickly.
(b) Yes, if the current induced in the coil produces a magnetic field that opposes the movement of the magnet.
Evaluation
The experiments could be improved by:
• testing coils with a larger number of turns
• using a stronger magnet/more sensitive meter.
Extension
1 solenoid field line
A B
current direction
2 Current flows left to right.
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Answers 4.6 Electric motor Method A d.c. electric motor is used to raise different masses through 0.5 m. The voltage and current in the motor should be recorded and the power input calculated. The time taken for each mass to be raised should also be recorded to enable the power output and hence the efficiency of the motor to be calculated. Precautions taken could include: the mass tended to sway initially, so we waited until it was rising smoothly before we timed a rise. To ensure the rule was vertical we taped it to a leg of the bench and put paper arrows on the scale to mark the position of the bottom of the mass at which we started and stopped the timer. We noticed that the motor became warm when it was being used. Results and calculations Readings for raising four different masses should be recorded in Tables 1 and 2 and the power input, output and efficiency of the motor correctly calculated for each to two significant figures. Conclusions The efficiency of the motor is less than 100%. Efficiency and speed may vary with the size of the load. Energy is lost as heat in the motor. Evaluation The experiment could be improved by: • reshaping the axle so that the string winds up more smoothly • using an electronic timer to record t • taking more readings. Extension 1 The wire moves downwards. 2 The current through the motor; the number of turns on the coil of the motor and the strength of the magnetic field in which the coil turns. 25 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

4.6 Electric motor Answers
Method
A d.c. electric motor is used to raise different masses through 0.5 m. The voltage and current in the motor should be
recorded and the power input calculated. The time taken for each mass to be raised should also be recorded to enable
the power output and hence the efficiency of the motor to be calculated. Precautions taken could include: the mass
tended to sway initially, so we waited until it was rising smoothly before we timed a rise. To ensure the rule was vertical
we taped it to a leg of the bench and put paper arrows on the scale to mark the position of the bottom of the mass at
which we started and stopped the timer. We noticed that the motor became warm when it was being used.
Results and calculations
Readings for raising four different masses should be recorded in Tables 1 and 2 and the power input, output and
efficiency of the motor correctly calculated for each to two significant figures.
Conclusions
The efficiency of the motor is less than 100%.
Efficiency and speed may vary with the size of the load.
Energy is lost as heat in the motor.
Evaluation
The experiment could be improved by:
• reshaping the axle so that the string winds up more smoothly
• using an electronic timer to record t
• taking more readings.
Extension
1 The wire moves downwards.
2 The current through the motor; the number of turns on the coil of the motor and the strength of the magnetic field
in which the coil turns.
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Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

More experiments Answers Ripple tank experiments Reflection 2 incident wavefront normal reflected wavefront direction of travel i r metal strip 3 • Yes, law of reflection is obeyed: i = r within the limits of experimental accuracy. Refraction 2 slow r shallow water deep water i fast 3 • Wavelength is shorter in the shallow region as the wave crests are closer together. • Waves travel faster in deep water than in shallow water. • The waves bend towards the normal in the shallow water; refraction occurs. Diffraction 2 3 • Diffraction occurs; the waves • Straight waves pass through the gap and passing through the gap are circular there is less spreading of the waves round and spread in all directions. the obstacle. Rate of cooling • The water cools faster in the beaker with the larger diameter because the surface area in that beaker is larger. 26 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

More experiments
Answers
Ripple tank experiments
Reflection
2 incident wavefront normal reflected wavefront
direction
of travel
i r metal strip
3 • Yes, law of reflection is obeyed: i = r within the limits of experimental accuracy.
Refraction
2
slow
r
shallow water deep water
i
fast
3 • Wavelength is shorter in the shallow region as the wave crests are closer together.
• Waves travel faster in deep water than in shallow water.
• The waves bend towards the normal in the shallow water; refraction occurs.
Diffraction
2 3
• Diffraction occurs; the waves • Straight waves pass through the gap and
passing through the gap are circular there is less spreading of the waves round
and spread in all directions. the obstacle.
Rate of cooling
• The water cools faster in the beaker with the larger diameter because the surface area in that beaker is larger.
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Answers Gold-leaf electroscope Polythene rods and acetate strips are charged by rubbing with a cloth. In this experiment a gold-leaf electroscope is used to detect charge and to distinguish between good and bad conductors. 4 (a) When a charged polythene rod is brought near the electroscope cap the gold leaf rises . (b) When the charged polythene rod is then moved away from the electroscope cap the gold leaf falls . (c) When a charged cellulose acetate strip is brought near the electroscope cap the gold leaf rises . (d) When the charged acetate strip is then moved away from the electroscope cap the gold leaf falls . (e) When a charged polythene rod is drawn across the edge of the electroscope cap the gold leaf rises and the electroscope charges . (f) When you touch the charged electroscope cap with a finger, the gold leaf falls and the electroscope discharges . Table 2 should be completed; if the gold leaf falls quickly the material is a good conductor. 5 (a) The gold leaf of an electroscope rises when a charged object is brought close to the cap or when charge is transferred to it. (b) The gold leaf of a charged electroscope falls quickly when it is discharged through a good conductor and slowly or not at all when it is discharged through a bad conductor or insulator. 6 Good conductors: aluminium foil, wire, metal objects, etc. Bad conductors: paper, wood, plastic, glass, etc. Maltese cross 1 The cathode rays cast a shadow of the Maltese cross on the fluorescent screen. 2 The cathode rays behave like a conventional current (positive charge flow) travelling from the anode to the cathode. Since they clearly flow from cathode to anode, the cathode rays must be negatively charged. 3 Downwards Cathode ray oscilloscope A CRO is used to display and measure the amplitude and frequency of waveforms. Two different tuning forks are used to produce sound which is converted into an electrical signal by a microphone attached to the Y-input of the CRO. Alternatively, waveforms of different amplitude and frequency produced by a signal generator can be connected directly to the Y-input of the CRO. For each tuning fork a sine wave of different frequency should be drawn; the peaks of the wave should be closer together for the note of higher frequency. The louder the sound, the larger the amplitude of the sound wave; the amplitude reduces as the sound from the tuning fork dies away. 27 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Gold-leaf electroscope Answers
Polythene rods and acetate strips are charged by rubbing with a cloth.
In this experiment a gold-leaf electroscope is used to detect charge and to distinguish between good and bad
conductors.
4 (a) When a charged polythene rod is brought near the electroscope cap the gold leaf rises .
(b) When the charged polythene rod is then moved away from the electroscope cap the gold leaf falls .
(c) When a charged cellulose acetate strip is brought near the electroscope cap the gold leaf rises .
(d) When the charged acetate strip is then moved away from the electroscope cap the gold leaf falls .
(e) When a charged polythene rod is drawn across the edge of the electroscope cap the gold leaf rises and the
electroscope charges .
(f) When you touch the charged electroscope cap with a finger, the gold leaf falls and the electroscope discharges .
Table 2 should be completed; if the gold leaf falls quickly the material is a good conductor.
5 (a) The gold leaf of an electroscope rises when a charged object is brought close to the cap or when charge is
transferred to it.
(b) The gold leaf of a charged electroscope falls quickly when it is discharged through a good conductor and
slowly or not at all when it is discharged through a bad conductor or insulator.
6 Good conductors: aluminium foil, wire, metal objects, etc.
Bad conductors: paper, wood, plastic, glass, etc.
Maltese cross
1 The cathode rays cast a shadow of the Maltese cross on the fluorescent screen.
2 The cathode rays behave like a conventional current (positive charge flow) travelling from the anode to the cathode.
Since they clearly flow from cathode to anode, the cathode rays must be negatively charged.
3 Downwards
Cathode ray oscilloscope
A CRO is used to display and measure the amplitude and frequency of waveforms.
Two different tuning forks are used to produce sound which is converted into an electrical signal by a microphone
attached to the Y-input of the CRO. Alternatively, waveforms of different amplitude and frequency produced by a signal
generator can be connected directly to the Y-input of the CRO.
For each tuning fork a sine wave of different frequency should be drawn; the peaks of the wave should be closer
together for the note of higher frequency. The louder the sound, the larger the amplitude of the sound wave; the
amplitude reduces as the sound from the tuning fork dies away.
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Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Practical test past exam questions Answers 1 Equipment required: • thermometer ( - 10 to 110 ° C) • beaker (250 cm 3 ) • hot water (80 to 100 ° C) • metre rule • retort stand with boss and clamp • stopwatch. (a) (i) Temperature of the hot water, θ , should be recorded. [1] h (iv) Table 1.1 should be completed: Table 1.1 t /s Position A, θ / ° C Position B, θ / ° C 30 60 90 120 150 180 (b) Measurements for t should be in s, θ in ° C. [1] Values for t should be 30, 60, 90, 120, 150, 180 as shown. [1] Temperatures should be measured to an accuracy of 1 ° C. [1] Temperature decreases with time in position A. [1] Temperature decreases with time in position B. [1] (c) Temperature of the hot water, θ , should be recorded. [1] h (e) Statement should match and be justified by the readings. e.g. The thermometer bulb cools more quickly in position B. We know this because after 180 s the temperature recorded in position B is lower than in position A. [1] (f) Any two from: • The starting temperature, θ , at which the bulbs start cooling should be the same. h • Room temperature should be constant. • The thermometer should be kept away from draughts, and out of direct sunlight. • The same time intervals should be monitored. [2] [Total: 10] 2 Equipment required: • a biconvex lens of focal length about 15 cm • a plane mirror (with dimensions larger than that of the lens) • a lamp in holder – a 24 W car headlamp powered by a low voltage supply is suitable • an illuminated object in holder – a card with a triangular-shaped hole in it, covered with translucent paper • a metre rule • two vertical flat surfaces, e.g. two blocks of wood The centre of the object hole, the lamp filament and the centre of the lens should all be at the same height above the bench and aligned along a straight line. (c) A value for f (cm) should be recorded. [2] (d) An average value for d (cm) should be calculated. [3] (e) A value for t (cm) should be recorded. [1] (f) Sketch should show more than half of the lens being enclosed by the blocks; the ruler should be shown touching the blocks. [2] 28 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Practical test past exam questions
Answers
1 Equipment required:
• thermometer ( - 10 to 110 ° C)
• beaker (250 cm 3 )
• hot water (80 to 100 ° C)
• metre rule
• retort stand with boss and clamp
• stopwatch.
(a) (i) Temperature of the hot water, θ , should be recorded. [1]
h
(iv) Table 1.1 should be completed:
Table 1.1
t /s Position A, θ / ° C Position B, θ / ° C
30
60
90
120
150
180
(b) Measurements for t should be in s, θ in ° C. [1]
Values for t should be 30, 60, 90, 120, 150, 180 as shown. [1]
Temperatures should be measured to an accuracy of 1 ° C. [1]
Temperature decreases with time in position A. [1]
Temperature decreases with time in position B. [1]
(c) Temperature of the hot water, θ , should be recorded. [1]
h
(e) Statement should match and be justified by the readings.
e.g. The thermometer bulb cools more quickly in position B. We know this because after 180 s the
temperature recorded in position B is lower than in position A. [1]
(f) Any two from:
• The starting temperature, θ , at which the bulbs start cooling should be the same.
h
• Room temperature should be constant.
• The thermometer should be kept away from draughts, and out of direct sunlight.
• The same time intervals should be monitored. [2]
[Total: 10]
2 Equipment required:
• a biconvex lens of focal length about 15 cm
• a plane mirror (with dimensions larger than that of the lens)
• a lamp in holder – a 24 W car headlamp powered by a low voltage supply is suitable
• an illuminated object in holder – a card with a triangular-shaped hole in it, covered with translucent paper
• a metre rule
• two vertical flat surfaces, e.g. two blocks of wood
The centre of the object hole, the lamp filament and the centre of the lens should all be at the same height
above the bench and aligned along a straight line.
(c) A value for f (cm) should be recorded. [2]
(d) An average value for d (cm) should be calculated. [3]
(e) A value for t (cm) should be recorded. [1]
(f) Sketch should show more than half of the lens being enclosed by the blocks; the ruler should be shown
touching the blocks. [2]
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Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Answers (g) (i) A value for f (cm) should be calculated. [1] (ii) Answer should be justified by results – for example: no, values disagree by an amount too much to be accounted for by the inaccuracy of the experimental results. [1] [Total: 10] 3 Equipment required: • a metre rule • pivot • masses 30–70 g • load X of about 30 g • tape (a) Table 3.1 should be completed with d in cm (less than 50 cm) and 1/ d correctly calculated. [2] 1 1 (b) On the graph the axes should be labelled with m/ g vertically and / horizontally and an d cm easy-to-read/plot scale should have been chosen to use as much of graph paper as possible. [1] The data points should be clear and correctly plotted to half a small square. [1] The best straight line should be drawn through the points. [1] It should be a single thin line. [1] (c) The gradient of the graph, G , should be calculated from as long a length of line as possible (more than half) using the triangle method. [1] It should be clear how the value was obtained. [1] (d) Value for z is 0.5 cm - 5 cm. [1] Two or three significant figures should be given. [1] [Total: 10] 4 Equipment required: • 2 V power supply • switch • ammeter (0–1 A) with a minimum resolution of 0.05 A • voltmeter (0–5 V) with a minimum resolution of 0.1 V • three 4.7 Ω resistors with a power rating of at least 2 W • connecting leads (a) Values for I , I , I and I should be recorded to two decimal places [1] A B C D current unit specified as amps (A) [1] I and I should both be greater than I and I [1] A D B C I = ( I + I ) to one decimal place [1] A B c (b) (i) The correct value for ( I + I ) should be given. [1] B c (ii) The statement should match current readings [1] justified by reference to current readings. [1] (c) Value for V (less than 2.5 V) given to at least 1 decimal place. [1] Combined R = 7.05 Ω (value given to 2 or 3 significant figures). [1] (d) Voltmeter should be shown connected between A and D with correct symbol used. [1] [Total: 10] 29 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Answers
(g) (i) A value for f (cm) should be calculated. [1]
(ii) Answer should be justified by results – for example: no, values disagree by an amount too much to be
accounted for by the inaccuracy of the experimental results. [1]
[Total: 10]
3 Equipment required:
• a metre rule
• pivot
• masses 30–70 g
• load X of about 30 g
• tape
(a) Table 3.1 should be completed with d in cm (less than 50 cm) and 1/ d correctly calculated. [2]
1 1
(b) On the graph the axes should be labelled with m/ g vertically and / horizontally and an
d cm
easy-to-read/plot scale should have been chosen to use as much of graph paper as possible. [1]
The data points should be clear and correctly plotted to half a small square. [1]
The best straight line should be drawn through the points. [1]
It should be a single thin line. [1]
(c) The gradient of the graph, G , should be calculated from as long a length of line as possible
(more than half) using the triangle method. [1]
It should be clear how the value was obtained. [1]
(d) Value for z is 0.5 cm - 5 cm. [1]
Two or three significant figures should be given. [1]
[Total: 10]
4 Equipment required:
• 2 V power supply
• switch
• ammeter (0–1 A) with a minimum resolution of 0.05 A
• voltmeter (0–5 V) with a minimum resolution of 0.1 V
• three 4.7 Ω resistors with a power rating of at least 2 W
• connecting leads
(a) Values for I , I , I and I should be recorded to two decimal places [1]
A B C D
current unit specified as amps (A) [1]
I and I should both be greater than I and I [1]
A D B C
I = ( I + I ) to one decimal place [1]
A B c
(b) (i) The correct value for ( I + I ) should be given. [1]
B c
(ii) The statement should match current readings [1]
justified by reference to current readings. [1]
(c) Value for V (less than 2.5 V) given to at least 1 decimal place. [1]
Combined R = 7.05 Ω (value given to 2 or 3 significant figures). [1]
(d) Voltmeter should be shown connected between A and D with correct symbol used. [1]
[Total: 10]
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Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Alternatives to practical past exam Answers questions 1 (a) two from: length, diameter, number of coils of spring [2] one from: mass of spring, range of loads [1] (b) show l consistent with l [1] 0 (c) Fix a card vertically next to the spring; mark on original and extended lengths, then measure the distance between marks. [1] [Total: 5] 2 (a) On the graph, axes should be labelled with F/ N vertically and a/ m/s 2 horizontally and an easy-to-read/plot scale should have been chosen to use as much of graph paper as possible. [1] The data points should be clear and correctly plotted to half a small square. [2] The best straight line should be drawn through the points. [1] It should be a single thin line. [1] (b) Statement true [1] if graph is a straight line through the origin. [1] (c) The gradient of the graph should be calculated from as long a length of line as possible (more than hal(f) using the triangle method. [1] It should be clear how the value was obtained. [1] Value of m should be in the range 1.39–1.45 kg. [1] [Total: 10] 3 (a) (i) P and P positions should be marked on emergent ray at least 5 cm apart. [1] 3 4 (ii) Line should be drawn neatly through A at 90° to the surface of the block. [1] (b) (i) r = 20° ± 2° [1] (ii) i = 32° ± 2° [1] (c) Match P and P positions to base of P and P /view pins at a low angle/view pins from a position close to 3 4 1 2 the table. [1] [Total: 5] 4 (a) (i) l /m [1] V /V, I /A, R /Ω [1] (ii) 1.69 Ω, 3.44 Ω, 5.03 Ω ( R values should be given to 2 or more significant figures) [2] (b) R / l values consistent (6.75, 6.88, 6.71; average value = 6.78 Ω/m) [1] relationship: R directly proportional to l [1] justification: R / l values are constant within limits of experimental accuracy [1] (c) R = 6.8 × l = 6.78 × 1.50 = 10.2 (value should be in the range 10 to 10.35) [2] (d) Two from: wire heats up/burns out, resistance of wire increases, meter readings increase/readings off scale, meters damaged, power source cuts out/fuse burns out, wire expands and becomes floppy. [2] [Total: 11] 30 Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Alternatives to practical past exam
Answers questions
1 (a) two from: length, diameter, number of coils of spring [2]
one from: mass of spring, range of loads [1]
(b) show l consistent with l [1]
0
(c) Fix a card vertically next to the spring; mark on original and extended lengths, then measure the distance
between marks. [1]
[Total: 5]
2 (a) On the graph, axes should be labelled with F/ N vertically and a/ m/s 2 horizontally and an easy-to-read/plot scale
should have been chosen to use as much of graph paper as possible. [1]
The data points should be clear and correctly plotted to half a small square. [2]
The best straight line should be drawn through the points. [1]
It should be a single thin line. [1]
(b) Statement true [1]
if graph is a straight line through the origin. [1]
(c) The gradient of the graph should be calculated from as long a length of line as possible (more than hal(f)
using the triangle method. [1]
It should be clear how the value was obtained. [1]
Value of m should be in the range 1.39–1.45 kg. [1]
[Total: 10]
3 (a) (i) P and P positions should be marked on emergent ray at least 5 cm apart. [1]
3 4
(ii) Line should be drawn neatly through A at 90° to the surface of the block. [1]
(b) (i) r = 20° ± 2° [1]
(ii) i = 32° ± 2° [1]
(c) Match P and P positions to base of P and P /view pins at a low angle/view pins from a position close to
3 4 1 2
the table. [1]
[Total: 5]
4 (a) (i) l /m [1]
V /V, I /A, R /Ω [1]
(ii) 1.69 Ω, 3.44 Ω, 5.03 Ω ( R values should be given to 2 or more significant figures) [2]
(b) R / l values consistent (6.75, 6.88, 6.71; average value = 6.78 Ω/m) [1]
relationship: R directly proportional to l [1]
justification: R / l values are constant within limits of experimental accuracy [1]
(c) R = 6.8 × l = 6.78 × 1.50 = 10.2 (value should be in the range 10 to 10.35) [2]
(d) Two from: wire heats up/burns out, resistance of wire increases, meter readings increase/readings off scale,
meters damaged, power source cuts out/fuse burns out, wire expands and becomes floppy. [2]
[Total: 11]
30
Cambridge IGCSE Physics Laboratory Practical Book © Heather Kennett 2015

Cambridge IGCSE Physics Laboratory Practical Book Answer