CXC PHYSICS – SCHOOL BASED ASSESSMENT

LAB # 1
SYLLABUS TOPIC: MEASUREMENTS

SAMPLE LAB: Teacher uses the video given to explain to the students exactly
how to write up a laboratory report. The importance of tense, tabulation,
precautions, sources of error and reflection. Teacher identifies the order of a
laboratory report and all the details which goes in each sub-heading.

DATE: _____________________

AIM: To find the relative density of methylated spirits

APPARATUS: Relative density bottle, triple beam balance, beaker of

methylated spirit, beaker of water, rag

DIAGRAM: Diagram showing setup of apparatus for Relative density experiment.

METHOD:
1. Put the balance on a horizontal surface and zero. Ensure that it is read away
from the breeze
2. Find the mass, M1, of the empty relative density bottle, using a triple beam
balance
3. Fill the relative density bottle to the brim with methylated spirit and replace
the stopper
4. Find the new mass M2 of the bottle and methylated spirit
5. Calculate the mass of the methylated spirit from M2 – M1
6. Wash out the bottle, fill to the brim with water and replace the stopper
7. Find the mass M3 of the bottle and water
8. Calculate the mass of water from M3 – M1
9. Calculate the relative density from
( M 2 - M1 )
( M 3 - M1 )

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

RESULTS AND CALCULATIONS:

M1 /g M2 /g M3 /g (M2 – M1) /g (M3 – M1) /g Relative

Density

DISCUSSION:

REFLECTION:

CONCLUSION:

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

LAB #2
SYLLABUS TOPIC: MEASUREMENTS

SKILLS: Recording (Tables and graphs)

Analysis/Interpretation (calculations to correct significant figures)

DATE: ______________________

AIM: To gain practice in drawing tables, plotting graphs and to make

accurate calculations to the correct number of significant figures

SECTION1:

READINGS:
The following readings were taken in an experiment to investigate the relationship
between centripetal force, F, and periodic time, T (i.e. time for one revolution) of a
mass moving in a circle.

Centripetal 0.50 0.75 1.00 1.25 1.50 1.75 2.00

F/N
Average time 42.0 36.8 31.6 28.5 26.8 25.5 23.5
for 50 revs.
t/s

NB: (1) Readings are tabulated

(2) Table is labeled with Quantity/Unit
(3) Each quantity i.e. each row has a consistent number of decimal places
(according to the accuracy of the instrument used)

METHOD:

1. Tabulate the values of F and t, along with the calculated values of periodic
t 1
time T (where T = ), T 2 and 2
50 T
1 1
2. Plot a graph of F against 2 (use a broken scale for 2 )
T T
3. Calculate the slope of the graph, m
4. The slope m = 4p 2 xr where r = radius of circle = 0.5m. Calculate x .
5. Derive the units for x .

QUESTIONS:
1. What physical quantity is x ?

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

_________________________________________________________________________________________

SECTION 2:
A student suggests that the following equation is true for a potential divider circuit:
V = kx

Where, V – p.d. across the length of wire

x – length of wire
k – constant

Using the readings given, conclude whether the student’s statement is true.

Use (i) A graphical method

(ii) A non-graphical method

Readings:

x/cm 25.0 45.0 60.0 75.0 85.0 99.0

V/V 0.56 1.08 1.44 1.80 2.04 2.35

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

LAB # 3
SYLLABUS TOPIC: MEASUREMENTS

SKILLS: Recording (Plotting graphs)

Analysis/Interpretation (Conclusion)

DATE: ______________________

AIM: To gain practice with plotting graphs of experimental data, drawing

the best fit and drawing conclusions from the graphs

EXPERIMENT:
The following readings were taken in an experiment to test the hypothesis that ice
melts faster in salt water than in fresh water.

The apparatus provided were: one Styrofoam cup containing 150g of water, one
Styrofoam cup containing 150g of salt solution, a 0.1 second stopwatch (read to the
nearest division), two 10C thermometers (read to the nearest division), 4 blocks of
ice.

The experiment was carried out as follows:

1. The thermometers were places in the cups and the initial temperatures
recorded.
2. Two lumps of ice were places in each cup and the stopwatch was started. The
solutions were not stirred.
3. The temperatures were recorded every 30 seconds

The following readings were obtained for the experiment:

Time, t/s Fresh Water Temp Salt Water Temp

q F / 0C q S / 0C
Initial Temp, 0.0 28.0 28.0
(Without Ice)
30.0 16.0 24.0
60.0 15.0 23.5
90.0 13.0 23.5
120.0 11.5 22.5
150.0 11.0 22.0
180.0 10.0 21.5
210.0 9.0 21.5
240.0 8.0 21.0
270.0 8.0 21.0
Time, t/s Fresh Water Temp Salt Water Temp
q F / 0C q S / 0C

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

300.0 8.0 20.0

330.0 8.0 20.5
360.0 8.0 20.0
390.0 8.0 20.0
420.0 8.0 19.5
450.0 8.0 19.5
480.0 8.0 19.0
510.0 7.5 19.0
540.0 7.5 19.0

DIAGRAM:

Fresh Water Salt Water

METHOD:
1. Plot the two graphs on the same axes
NB: The independent variable must always be plotted on the horizontal axis.
Since the constant variable for this experiment is time (t), it must therefore
be plotted on the x-axis. Plot two graphs of temperature (on the y-axis)
against time, t, (on the x-axis)
2. Use a broken scale for q , starting at 5.0 0C . Use a scale of 1 unit of q for
every 1cm of graph page.
3. Use a scale of 30 units of t for every 1cm of graph page
4. Draw the 2 smoothest curves and label them “salt” or “fresh” water.

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

QUESTIONS:
2. Which curve is steeper – salt or fresh water?

_________________________________________________________________________________________
dq
3. Hence, what can you deduce about the rate of heat loss ( ) from each
dt
solution i.e. which solution has the greatest drop in temperature with time?
_________________________________________________________________________________________
_________________________________________________________________________________________

4. Hence, in which solution will the ice melt faster?

_________________________________________________________________________________________

5. Why did the fresh water remain at a constant temperature for a long time,
but not the salt water?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

6. Based on you deductions above, state whether the hypothesis is supported.

_________________________________________________________________________________________

7. Based on the theory that “Heat transfer only takes place between two objects
when there is a temperature difference between them”, explain what effect
stirring would have had on the rates of heat loss.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

LAB #4
SYLLABUS TOPIC: MEASUREMENTS

SKILLS: Observation (taking accurate readings)

Manipulation (set up and use apparatus)

DATE: ______________________

AIM: To gain practice with the measuring cylinder, vernier caliper,

micrometer screw gauge and triple beam balance.

APPARATUS: 100ml measuring cylinder, 250ml beaker half filled with water,
vernier caliper, 10cm test tube, micrometer screw gauge, 3cm
of 22 swg copper wire, triple beam balance, Physics text

DIAGRAM:

Diagram 1: Diagram of a Vernier Caliper

Diagram 2: Diagram of a measuring cylinder

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

GaugeDiagram 3: Diagram of a Micrometer Screw

Gauge

Diagram 4: Diagram of a Triple Beam Balance

METHOD:
A. USE OF VERNIER CALIPER:
1. Close the jaws of the vernier and record the “zero” reading ( d I )
NB: If the reading falls below zero (- d I ), if after the zero (+ d I )
2. Use the inside jaws of the vernier to measure the internal diameter of
the tube ( dF ). Record this value.
3. Calculate the internal diameter, d from d = dF - dI
4. Rotate the tube and repeat the procedure to find 3 more readings of
internal diameter ( d )
5. Calculate the average internal diameter ( d )
6. Close the jaws and record the zero reading ( lI )
7. Take two readings of length of tube ( lF ) and calculate the length from
l = lF - lI

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

8. Calculate the average length ( l )

9. Calculate the average internal volume of the tube from
p (d )2 (l )
V = p r 2 (l ) =
4
10. Tabulate all readings for d I , dF , d , lI , lF , l

B. USE OF THE MEASURING CYLINDER:

1. Fill the test tube to the brim with water. Use your ruler to “scrape off”
any excess water from the top of the tube.
2. Place the measuring cylinder on a horizontal surface
3. Pour the water from the test tube into the measuring cylinder
4. Keeping your eye in line with the bottom of the meniscus, find the
volume of water, V
5. Repeat the procedure twice and find the average volume, V
C. USE OF THE MICROMETER
1. Determine the “pitch” of the screw and hence the smallest division on
the screw
2. Gently close the jaws (using the ratchet head or friction drive) to
avoid straining the thread. Note the zero reading, d I
3. Place the wire between the jaws in order to measure its diameter, dF .
Again use the ratchet head or friction drive
4. Repeat for 4 more readings at equidistant intervals, spirally along the
wire. Find the average diameter d

D. USE OF THE TRIPLE BEAM BALANCE

1. Place the balance on a horizontal surface protected from the wind.
2. Wipe the scale pan
3. Slide all “poises” to zero the balance, by rotating the knob (on the left
hand side) below the scale pan. If the pointer (on the right) is above
the zero line, rotate the knob in a clockwise direction (i.e. towards
you). If the pointer is below the zero line, rotate the knob in an
anticlockwise direction (i.e. away from you)
4. Gently place the text on the scale pan
5. Start with the larges beam, move the 500g poise to the right to the
first notch which causes the pointer to drop, then move it back one
notch, causing the pointer to rise
6. Repeat the procedure with the 100g poise
7. Slide the 10g poise to the position that brings the pointer back to the
zero line.
8. Add up the 3 readings to find the mass, m (in grams)
9. Repeat and average.

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

QUESTIONS:
1. The internal volume of the test tube was found by two methods:
a. The vernier calipers and the calculations using the formula for a
cylinder
b. The measuring cylinder
Why were your answers different?

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

2. Why were the readings for the diameter of the wire taken spirally at
equidistant intervals along the wire?

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

LAB #5
SYLLABUS TOPIC: MEASUREMENTS

SKILLS: Manipulation and Measurement

DATE: ______________________

AIM: To measure the mass and volume of solids of regular shape, and hence
determine their density

APPARATUS: Two wooden blocks of different sizes (labeled A and B), a

cylindrical piece of glass (labeled C), vernier caliper,
micrometer screw gauge, triple beam balance

DIAGRAM:

Diagram 1: Diagram of a Vernier Caliper

Diagram 2: Diagram of a Micrometer Screw

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

Diagram 3: Diagram of a Triple Beam Balance

METHOD:
1. Use the vernier caliper to measure the dimensions of the two wooden
blocks. Calculate their volume using the formula:
Volume of cuboid = L x B x H
2. Use the micrometer screw gauge to find the diameter of the glass rod, use
the vernier caliper to find its length. Calculate its volume using the formula:
Volume of a cylinder = p r 2 h
3. Use the triple beam balance to find the masses of the wooden blocks and
glass rod
4. Calculate densities of blocks and rod
5. Tabulate all readings taken, as well as readings calculated from them

RESULTS:

L/cm B/cm H/cm Volume, Mass, Density,

V/cm3 m/g r /gcm-3
A
B

Diameter, Radius, Length, Volume, Mass, Density,

D/cm r/cm L/cm V/cm3 m/g r /gcm-3
C

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

QUESTIONS:
1. There is only one density for lead and mercury. Give each value in gcm-3.
_________________________________________________________________________________________
_________________________________________________________________________________________

2. Give the corresponding values in kgm-3.

_________________________________________________________________________________________
_________________________________________________________________________________________

3. Is there only one density value for wood? Explain your answer.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

LAB # 6

SYLLABUS TOPIC: MEASUREMENTS

SKILLS: PD

S.O.

DATE: ______________________

PROBLEM
STATEMENT: You are provided with two samples of aluminium foil.
Determine the thickness of the foil by:
i. Using a measuring cylinder, a ruler and water provided
and
ii. Using the vernier caliper
(You may use the foil in any way you wish)

HYPOTHESIS: ________________________________________________________________________
________________________________________________________________________

AIM: ________________________________________________________________________
________________________________________________________________________

APPARATUS: 2 rectangles of aluminium foil each 30cm x 40cm, vernier

caliper, measuring cylinder, water, ruler

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

LAB # 7
SYLLABUS TOPIC: DYNAMICS

SKILLS: ORR, Observation, Recording (tables and graphs)

Reporting

DATE: ______________________

AIM: To measure acceleration due to gravity, g using a simple

pendulum

APPARATUS: 110cm of thread, retort stand, boss head and clamp; 2 coins,
metre rule, 0.1sec stopwatch, protractor, one brass bob of
diameter » 1.2cm, triple beam balance, vernier caliper
DIAGRAM:

METHOD:
To investigate how length of the pendulum affects the period, T.

1. Keep mass constant (i.e. use the bob of 1.2cm diameter)

2. Keep amplitude constant at 100
3. Measure a length of the pendulum of 20.0cm
4. Find the time taken for 20 oscillations, t1
4. Repeat twice more and record as t2 and t3
5. Find an average for time taken for 20 oscillations, tavg
6. Find time taken for one oscillation, i.e. periodic time, T (whereT = )

5. Repeat for varying lengths between 20.0cm to 100.0cm

d
6. Find the diameter of the bob, d, and hence find radius, r ( r = )
2

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

7. Plot a graph of T2 against l (where l = x – r )

8. Calculate the gradient, m, of the straight line
4p 2
9. Find the acceleration due to gravity, g, from g =
m

RESULTS AND CALCULATIONS:

Length/cm t1 / s t2 / s t3 / s t /s T/s
± 0.1 cm ±0.2s ±0.2s ±0.2s ±0.2s

INSERT GRAPH OF T2 VS L HERE

Calculation of gradient, m:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Calculation of acceleration due to gravity,
g:_______________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

DISCUSSION:
List two sources of error in this experiment.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Explain the significance of g.

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

REFLECTION:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

CONCLUSION:
_________________________________________________________________________________________________
_________________________________________________________________________________________________

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

LAB # 8
SYLLABUS TOPIC: STATICS

SKILLS: ORR
Manipulation
AI

S.O.

DATE: ______________________

AIM: (a)To determine the mass of a metre rule using

(i) the position of its centre of gravity
(ii) the principle of moments
(b) To determine the density of the wood of the metre rule.

APPARATUS: metre rule, wooden knife edge (prism shaped) on a block, 100g
mass, 15cm of thread, vernier caliper

THEORY: (a) (i) If an object is supported at its centre of gravity, it

balances because:
1. its weight is balanced by the reaction of the support
2. the forces have zero moments since the perpendicular
distance is zero
R

(ii) From the principle of moments, the sum of the

clockwise moments about the pivot (knife-edge) equals the
sum of the anticlockwise moments. When the ruler is in
equilibrium, moments due to the weight of the ruler
balance moments due to the weight of the 100g mass.

a b

Weight of 100g Weight of ruler

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

Weight of 100g mass x a = weight of ruler x b

Mass of 100g x a = mass of ruler x b
i.e. 100 x a = R x b
æaö
R = 100 ç ÷
èbø

DIAGRAM:

(i)
G

Knife-edge on block

(ii)

a = P1 – X1
b = G – P1

(iii)

a = X2 – P2
b = P2 - G

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

METHOD:

Part (a) (i)

1. The knife-edge is to be used as a pivot, P. Find the centre of gravity, G, of the
ruler by balancing it on the knife-edge. Record the position, G, (see figure (i))

Part (a) (ii)

1. Hang the mass from position X1 = 2.0cm
2. Move the pivot until the ruler balances and note the position of the pivot, P1
(see figure (ii))
3. Repeat for the mass set a positions X1 = 15.0, 30.0, 45.0cm
4. Now set the mass at positions X2 = 60.0, 75.0, 80.0, 95.0cm and find the
corresponding balance position of the pivot, P2 (see figure (iii))
5. Tabulate X, P, b, a
db
6. Plot a graph of a against b and calculate the gradient, m =
da
æaö
7. Calculate the mass of the ruler, R, from R =100 · ç ÷ =100 · m
èbø
Part (b)
1. Calculate the volume of the ruler
2. Hence calculate the density of the wood of the ruler

RESULTS AND CALCULATIONS:

X/cm P/cm a/cm b/cm

2.0
15.0
30.0
45.0
60.0
75.0
80.0
95.0

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

Calculation of gradient, m:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Calculation of mass of ruler, R:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Calculation of volume of ruler:

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Calculation of density of wood of the ruler:

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

LAB # 9
SYLLABUS TOPIC: STATICS

SKILLS: ORR
Manipulation
AI

S.O.

DATE: ______________________

AIM: (i) To investigate the relationship between extension and force

for a spring and hence verify Hooke’s Law
(ii) To determine an unknown weight

APPARATUS: 16cm long thin spring, 100g hanger, five 20g slotted masses,
half metre rule, retort stand, 2 bossheads, 2 clamps, straight
pin, tiny piece of plasticine, unknown weight (plasticine)

THEORY: Hooke’s Law states that providing the proportional limit is not
exceeded, the extension (e) of an elastic body is proportional to
the force applied (F)

DIAGRAM:

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

METHOD:
Part A:
1. Clamp the half metre rule vertically with the zero mark uppermost
2. Suspend the spring from another clamp
3. Attach the pin to the spring’s lower end (using plasticine) so that the pin acts
as a pointer on the half metre rule
4. Attach the 100g hanger to the bottom of the spring, so that the coils are
separated (leave this weight on for the whole experiment but ignore it in all
readings. For example, The load, F, for the first reading will be 0 N)
5. Note the reading on the metre rule and record as x0
6. Add sufficient slotted masses to extend the spring by roughly half of its
original length. Note this mass and divide it into 5 roughly equal parts.
7. Remove the slotted masses (but not the hanger) and the spring should regain
its original length
8. Replace the slotted masses piece by piece, noting the reading on the metre
rule after each addition. Record the metre rule readings as x L and the total
mass, m , on the hanger (excluding the mass of the hanger)
9. When the maximum load has been reached. Progressively decrease it by
similar pieces, again noting the metre rule reading, xU and total mass m
x +x
10. Tabulate mass ( m ), weight or load ( F ), x L , xU , x = L U and e = x - x0
2
11. Plot a graph of e against F
12. Using the graph determine the gradient and hence the spring constant, k

Part B:
1. By keeping the hanger on the spring, add the unknown weight and note the
metre rule reading ( x¢)
2. Calculate the extension from e¢ = x¢ - x0
3. From the graph, find the unknown weight, F ¢
NB: Take acceleration due to gravity to be g = 10ms-2

RESULTS AND CALCULATIONS:

Part A:

x0 = ____________

Loading Unloading Extension

Mass, m/g Load, F/N x L /cm xU /cm x /cm e /cm

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

LAB # 10
SYLLABUS TOPIC: DYNAMICS

SKILLS: PD (with execution)

DATE: ______________________

PROBLEM STATEMENT:
A table tennis ball is released from a height, h0 = 80.0cm onto a
number of paper towel sheets on a bench top. The height of
rebound hr changes with number of sheets of paper towel used,
h -h
n. Investigate whether the ratio 0 r has a constant value.
n

h0 - hr
AIM: To investigate whether the ratio is constant
n

APPARATUS: metre rule, table tennis ball, retort stand and clamp, 8 sheets of
paper towel, bench top

DIAGRAM:

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

METHOD:

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

RESULTS AND CALCULATIONS:

DISCUSSION:
State two precautions and two possible sources of error in the experiment.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
State the number of decimal places that hr will be measured to and explain why.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
State the following variables:
CONTROLLED VARIABLES, MANIPULATED VARIABLE AND RESPONDING OR
MEASURED VARIABLE:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

REFLECTION:
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
CONCLUSION:
_________________________________________________________________________________________________
_________________________________________________________________________________________________

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

LAB # 11
SYLLABUS TOPIC: LIGHT, REFRACTION

SKILLS: AI, gradient and conclusion

DATE: ______________________

AIM: to determine the refractive index from air to glass, ang using Snell’s law,
where d = the lateral displacement of the incident ray.

APPARATUS: rectangular glass block, 4 straight pins, optical board, protractor,

plain white paper, 30cm ruler and micro point pencil.

DIAGRAM:

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

Theory:
ang =
Sin (i) = ang x Sin(r)
Y = m X

METHOD:
(1) Put glass block flat on the page and draw a sharp outline of the block
(2) Find a point NI 1cm – 2cm from end of block.
(3) Draw the normal at the point NI and measure off the angle i=100
(4) Insert pins, O1 AND O2, along the incident ray, I.
(5) Look through the block and move eye until O2 seen through the glass blocks
O.
(6) Place sighting pin S1 to block O2 and O1 seen through the glass.
(7) Place sighting pin S2 to block S1, O2 and O1.REMEMBER THE FURTHER S2 is
from S1, the smaller the error.
(8) Remove the block.
(9) Join S1 – S2 – N1.
Join NI and N1.
MEASURE :
i. Angle of refraction
ii. Repeat for 6 more values of i at the same point of incidence (number your
rays, 1, 2, 3, etc.)
iii. There will be 6 different points of emergence and normal at those points.

(10) Tabulate i, r, sin(i) and sin(r)

(11) Plot a graph of sin (i) verses sin(r).

(12) Find the gradient of the straight line. The refractive index ang is the
gradient.
(13) Include trace in lab book.

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

RESULTS AND CALCULATIONS:

INCLUDE PLOT OF GRAPH OF sin i vs sin r HERE

DISCUSSION: Questions:
(1) All the rays have the same point of incidence, but why don’t they all have the
same point of emergence?
(2) Why are the emergent rays all parallel to their corresponding incident rays?

_________________________________________________________________________________________________
________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

REFLECTION:

_________________________________________________________________________________________________
_________________________________________________________________________________________________
________________________________________________________________________________________________

CONCLUSION:

_________________________________________________________________________________________________
_________________________________________________________________________________________________
________________________________________________________________________________________________

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

LAB # 12
SYLLABUS TOPIC: THERMAL SHC

SKILLS: ORR-Observation Recording and Reporting.

DATE: ______________________

Aim: to determine the specific heat capacity (c) of a brass weight by the method of
mixtures.

Apparatus: Styrofoam cup, 50g brass weight with a loop of thread attached, 00 to
1000 thermometers, 250ml beaker with 100ml water, Bunsen burner, tripod stand
and wire gauze, triple beam balance, glass rod, cold water to half fill Styrofoam cup.

Theory:
Here we do not have to cater for the heat gained by the Styrofoam cup since it is an
insulator and does not gain heat.
Heat lost by brass weight = Heat gained by cold water
MBCB∆ӨB = MWCW∆ӨW
where MB = 50g
∆ӨB = t2 – t3
∆ӨW = t3 – t1
CW = 4.2J/gK
Diagram:

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

Method:
Suspend the 50g mass in the beaker by the thread from the glass rod seen in
figure 1.
Heat the water to its boiling point and boil gently for a couple of minutes.
Meanwhile, weight the Styrofoam cup empty (M1).
Half fill with cold water and weigh again water, M2.
Record the weights and calculate the mass of water, (MW = M2 – M1).
Record the temperature of the cold water on the Styrofoam cup, t1.
Record the temperature of the boiling water and hence the brass weight, t2.
Remove the 50g mass, SHAKE to remove droplets of water and QUICKLY,
transfer it to the Styrofoam cup of cold water.
Stir continuously with the thermometer and record the highest STEADY
temperature reached by the cup of water and brass weight, t3.
Calculate the specific heat capacity of the brass weight.

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

LAB # 13
SYLLABUS TOPIC: THERMAL SPECIFIC LATENT HEAT

SKILLS: ORR-Observation Recording and Reporting.

DATE: ______________________

AIM: to determine the specific latent heat of fusion of ice (lI) by the method of
mixtures.

APPARATUS: copper calorimeter and copper stirrer, 00 to 1000 thermometer, ice,

250ml of water in a 500ml beaker, Bunsen, tripod and gauze, triple beam balance, a
few sheets of toilet paper.

THEORY:
When a calorimeter is well lagged, there is little heat exchanged between the
calorimeter and the surroundings. In this experiment, the lagging has been
deliberately been left off, so that there is heat exchanged between the calorimeter
and the surroundings. To correct for those heat losses, the experiment is started
with the temperature of the calorimeter and warm water as far above room
temperature as possible and is finished below room temperature. Thus the heat
losses from calorimeter to surroundings are balanced by heat gains of calorimeter
from surroundings.
Heat loss by (calorimeter and warm water) heat gained by ice
from (calorimeter and warm water)
to ice and heat lost by (calorimeter and warm water) = and heat gained by
ice surroundings.
to surroundings
Where heat lost by calorimeter to ice = m1cc (t1 – t2)
where heat lost by warm water to ice = (m2 – m1)cw(t1 – t2)
heat lost by calorimeter and warm water = heat gained by ice from surroundings =
h
heat gained by ice = heat gained to melt ice and heat gained to warm melted ice to
final temperature =
(m3 – m2)lI + (m3-m2)cw(t1- 0).
Therefore, m1cc (t1 – t2) + (m2 – m1)cw(t1 – t2) = (m3 – m2)lI + (m3-m2)cw(t1- 0).
Where c = specific heat capacity of copper = 0.4J/gK
cw = specific heat capacity of water = 4.2J/gK

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

METHOD:
1) Ensure that the calorimeter and stirrer are dry and weigh them, m1
2) Heat 250ml of water to about 50 degrees and half fill the calorimeter this
warmed water and weigh again,m2.
3) Measure room temperature then check the temperature of the warm water.
When the room temperature of the calorimeter and warm water is about 10
degrees higher than room temperature record this temperature, t1.
4) Dry 3 blocks of ice using the toilet paper and add the blocks of ice to the
warm water in the calorimeter.
5) Stir with the thermometer until all the ice has melted.
6) Continue adding small pieces of the dry ice until the temperature of the
calorimeter and contents is about 10 degrees below room temperature.
Record the temperature t2 of the calorimeter, water and melted ice.
7) Weigh calorimeter, water and melted ice, m3.

RESULTS AND CALCULATIONS:

DISCUSSION:

REFLECTION:

CONCLUSION:

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

LAB # 14
SYLLABUS TOPIC: ELECTRICITY

SKILLS: i)Manipulation
ii)Interpretation
iii)Observation Report and Recording
.
DATE: _______________________
AIM: (i) To use the ammeter/voltmeter method to investigate the relationship
between I and V of a: (a) metallic conductor at constant temperature.
(b) filament bulb
(c) semi-conductor diode
(ii) To draw an I-V graph from the results for the metallic conductor, and hence
calculate the resistance R of the metallic conductor.

APPARATUS: ammeter (0-1A), voltmeter (0-3V), switch, 0-15.7Ω 18Ω rheostat, two
1.5V D cells in holders, 8 leads, resistance wire in the form of a coil (labeled B)

DIAGRAM:

THEORY: An ohmic conductor is one which obeys OHM'S LAW, that V/I = constant.
For an ohmic conductor, a graph of I vs V will be a straight line through the origin of
gradient, 1/R. (V=IR, I=V. 1/R, y=mx)

INSTRUCTIONS:
A) Introduction to Ammeter:
1. Note the + sign marked on one of the terminals. This terminal must be connected
to the + side of the power supply.
2. What is the range of the ammeter? Note it in your READINGS.
3. What is the smallest division on the ammeter> note it in your READINGS

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

B) Introduction to the Voltmeter

1. The voltmeter must be connected in parallel across the component whose voltage
is being measured.
2. In your READINGS note the range and smallest division of the voltmeter

C) DRAWING CIRCUIT DIAGRAMS

The diagram is drawn, but in all following experiments, diagrams must be drawn by
yourself. Therefore, note the following:
1. The polarities are marked on all cells ( + & - signs) are marked on all cells and
meters.
2. The diagram must be labeled
3. The ammeter connected in SERIES with B, since it measures the current passing
through B.
4. The voltmeter is connected in PARALLEL with B, as it measures the pd across B.

D) CONNECTING THE CIRCUIT

1. Pull key out of switch
2. Following the circuit diagram: start at the positive of one cell and connect the
series circuit until you have returned to the negative of that cell.
N.B. All components have TWO sides:
Eg. From the + side of the 1st cell to one side of B, from the other side of B to the
+ side of the ammeter, from the - side of the ammeter to one side of the rheostat,
from the other side of the rheostat to one side of the switch, from the other side of
the switch to the - of the 2nd cell, from the + of the 2nd cell to the - of the 1st cell.
3. Next connect the parallel components ie the voltmeter, the + side is connected to
the side of B that is connected to the + side of the battery, vice versa for the – side.
4. ASK FOR YOUR CIRCUIT TO BE CHECKED

E) TAKING READINGS
1. Set rheostat to its maximum value (to get lowest I)
2. Put key in switch
3. Record V and I. pull key out, replace key. Repeat I and average.
4. Reverse B in circuit and record V and I
5. Adjust the rheostat to give a slightly higher V. Measure I and V as before.
6. Continue to adjust the rheostat to get a range of V from minimum to maximum V
possible. Take at least 8 readings.
7. Write your readings as shown:
Range of ammeter:
Smallest division on ammeter:
Range of Voltmeter:
Smallest division on voltmeter:

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

Forward + B connected in one direction B reversed

Reverse
Voltage, V/V I1 /A I2/A Ῑ/A IR/A

8. Plot a graph of I against V and draw the best straight line.

9. Calculate the gradient and hence find the resistance R of the coil.

F) QUESTION
1. Are your readings of IR the same as Ῑ, for the same V? Explain.

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

LAB # 15
SYLLABUS TOPIC: ELECTRICITY

SKILLS: Plan & Design, ORR

.
DATE: _______________________

AIM: To design an experiment to find

(i) The nature of components in each of 3 sealed boxes
(ii) Their arrangements in the boxes.

INSTRUCTIONS :
Each of the sealed boxes A, B and C contains at LEAST ONE electrical component.
Use the apparatus to determine:
(i) The nature of the component of components in EACH BOX.
(ii) If more than one, their arrangement in the box (i.e. series or parallel)

HINT : The components could be any one of the following

1. A diode D ( of low Resistance)
2. A resistor X (of high resistance)
3. A piece of copper Y (of very low resistance)
4. Either D and X or X and Y joined in series or parallel.

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 CXC PHYSICS – SCHOOL BASED ASSESSMENT

LAB # 16
SYLLABUS TOPIC: MAGNETISM

SKILLS: MM, ORR

.
DATE: _______________________

AIM: To use (a) iron filings (b) plotting compass to map magnetic fields around
magnets.

APPARATUS: 2 bar magnets, sheets of white paper, iron filings in salt shaker,
plotting compass.

INSTRUCTIONS:
Iron Filings Method-
1. Place a single bar magnet under a sheet of white paper.
2. Using the salt shaker, sprinkle iron filings thinly and evenly over the top of
the sheet and gently tap the sheet.
3. On your books, draw the magnet and field lines around it.
4. Pour filings back into salt shaker.
5. Repeat for 2 bar magnets in series, like poles together. Leave a 3cm space
between the poles. ( remember: like poles repulse)
6. Repeat for 2 bar magnets in series, unlike poles together. (Remember unlike
poles attract)
7. Repeat for 2 bar magnets in parallel, like poles together.
8. Repeat for 2 bar magnets in parallel, unlike poles together.

Plotting Compass Method-

1. Place the bar magnet on a piece of paper and draw its outline.
2. Turn the compass towards the earth’s N in order to find the compasses’ N
pole. (the N pole of a magnet seeks the N pole of the earth)
3. Put the compass by the poles of the magnet in order to find the magnet’s N
pole. (N pole of magnet attracts S pole of compass)
4. Make a dot on the sheet of paper near the N pole of the magnet. (Dot 1 in
Fig.1)
5. Position the plotting compass so that one end of the needle is over the dot.
Make a second dot near the N pole end of the plotting compass needle. (Dot 2
in Fig.1)
6. Continue to plot points until you reach the S pole of the magnet.
7. Repeat procedure for 1 more semi-circle on top diagram, 2 below and 2 lines
to side. (Fig.2) Use an arrow to indicate the directions of lines of force from
magnet’s N to S.

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CXC PHYSICS – SCHOOL BASED ASSESSMENT

40
 CXC PHYSICS – SCHOOL BASED ASSESSMENT

LAB # 17
SYLLABUS TOPIC: ATOMIC PHYSICS
SKILLS: AI, ORR
.
DATE: _______________________

AIM: To demonstrate radioactive decay using a coin tossing method.

APPARATUS: 30 students, 30 coins

THEORY:
Radioactive decay is an exponential decay in which the half life is constant. The half-
life, T is the time taken for the number of nuclei in a radioactive substance to decay
to half of its initial value.

METHOD:
1) 30 students stand. The original number of students standing is noted
(N0=30)
2) Each standing students tosses a coin.
3) Each student whose coin lands on “tail” sits down.
4) Each student whose coin lands on “heads” remains standing.
5) The remaining number of students standing is counted, N.
6) The procedure is repeated until all students are sitting.
7) The readings for, number of students standing, N and number of tries, t are
tabulated as shown:

Number of 30
students
standing/N
Number of 0 1 2 3 4 5 6
tries/t

8) A graph of N verses t is plotted.

9) Three different half-lives are found from the graph and an average half-life is
calculated.

41