CHIJ ST.

NICHOLAS GIRLS’ SCHOOL

Physics Practical Guide
Name: ___________________________ ( ) Date_________

Class: ___________

Preparation
• Please bring along a pen, a sharp pencil, a calculator, a transparent long ruler (30.0 cm),
and a protractor for every practical lesson.
• Read through the entire experiment worksheet to get an idea of what you are
investigating.
• Check that the apparatus provided are in working condition.

A. Data collection and recording

• For linear relationship, you will need to obtain 6 sets of data to minimize random errors.
For a non-linear relationship, you will need to collect 8 sets of data.
• Draw a table if you are required to tabulate your data. Ensure that you have the
appropriate heading and unit in your table.

Example 1

(a) L / m (b) T/s

L represents metre T represents seconds

the symbol of represents the the symbol of represents
the variable, units for L the variable, the units
length period for T

• The table below shows the precision of measurements made by some common
apparatus (not exhaustive):

Apparatus Record up to Examples

Metre rule * 0.1 cm 12.3 cm
Digital calipers ^ 0.01 cm 2.27 cm
Digital micrometer screw gauge ^ 0.01 mm 2.34 mm
Protractor * 1 20 
Digital stopwatch ^ 0.1 s 20.2 s
Electronic balance * 0.01 g 12.41 g
Spring balance (0 – 10 N) 0.05 N 5.20 N, 2.15 N
Thermometer (-10 C to 110 C) 0.5 C 50.5 C
Measuring cylinder (100 ml) 0.5 ml 18.5 ml
Measuring cylinder (250 ml) 1 ml 70 ml

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Ammeter (0 –1 A) 0.01 A 0.22 A
Ammeter (0 – 3A) 0.05 A 2.55 A
Voltmeter (0 – 1V) 0.01 V 0.59 V
Voltmeter (0 – 5 V) 0.05 V 3.30 V

• In general, you record up to half the smallest division for most instruments. Exceptions
where you record up to the smallest division are indicated by *.
• Other exceptions are indicated by ^:
Time measurements using a digital stopwatch are taken to 1 decimal place in seconds,
even though the display captures 2 decimal places, because of uncertainty in the
measurement due to human reaction time (see page 10 of textbook).
Length measurements using digital calipers and digital micrometer screw gauge are
taken to 2 decimal places in cm and mm respectively, even though the display captures
3 decimal places, because of limitations of the instrument (see page 8 of textbook).

B. Processing Data
• If a quantity is calculated from raw quantities and/or other calculated quantities, it is
considered processed data and should be recorded to

- the same number of significant figures (s.f.) as the quantity of

the least number of s.f. if multiplication and/or division are used.

- The same number of decimal places (d.p.) as the quantity of the

least number of d.p. if addition and/or subtraction are used.

• Processed data should be included within the same table as the raw data. The raw data
columns should come before the processed data. The column headings should clearly
indicate the quantity together with its correct units.

Example 2
Raw data Processed data

𝟏
d/m t/s d2/m2 𝒕
/ s-1 v / m s-1

REMINDER
Raw and processed data from the experiment should be organized neatly into
ONE table, with all the raw data on one side (left) and all the processed data on
one side (right).

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• Special note for determining the period of an oscillation
Some experiments require that you determine the period of an oscillation. Do note that it
is not experimentally sound to try to measure the period of one oscillation directly as
there would be a lot of error involved.

In such cases, you should measure the time taken for a number of oscillations,
such that the total timing exceeds 20 s, unless otherwise indicated by the question.

To differentiate between the total timing and the period, you may introduce some
symbols to help you, for example: “Let t be the time taken for 15 oscillations.”
Do note that the symbol T is reserved for the period of one oscillation.

Hence your data would be presented as follows:

Let t be the time taken for N oscillations.

L/cm N t1 / s t2 / s < t >/ s T/s

20.0 15 20.1 20.3 20.2 1.35

Exercise 1
Complete the following table. Correct any errors you may notice in its presentation.
Note: L is measured by a metre rule, R is calculated by V / I, and q is calculated by R x L2.

L / cm V/V I/A R/Ω q

4.0 0.5 0.10

8.0 0.75 0.10

12 1.25 0.11

16 1.5 0.11

20 1.75 0.11

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Exercise 2
In an oscillation experiment where h is a measurement of length made with a metre rule, and
t is a measurement of time made using a stopwatch, a student records her measurements
and calculations in the table below. Identify and correct the quantities that have been
misrepresented with the wrong unit, or number of d.p. or s.f. Also state any other errors that
you might observe.

t, time for N oscillations

h / cm N T/s T2 h / m2 s h2 / m2
t1 / s t2 / s <t>/s

0.75 10 20.9 20.5 20.7 2.07 3.20 0.562

0.669 10 19.4 19.3 19.35 1.94 2.51 0.448

0.588 10 17.8 18.1 17.95 1.8 1.90 0.346

0.440 15 22.4 22.4 22.4 1.49 0.98 0.194

0.232 20 15.4 15.6 15.5 0.78 0.14 0.054

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Exercise 3
A student carries out an experiment using a simple pendulum. She takes the timing of the
oscillations, t, in seconds using a stopwatch. The timings below are for 20 complete swings
of the pendulum. She measures the length of the pendulum using a meter rule, recording the
values L in centimetres. The experiment requires her to determine whether the following
equation in valid:
𝑇 2 = 𝐴𝐿 + 𝐵
where T is the period of oscillation. A and B are constants to be determined through the
experiment.

She records her results as shown below:

L t1 t2
30.0 10.4 10
40 12.7 12.92
55.4 14.58 14.42
60 15.3 15.1
73.25 16.12 16.4
80.00 17.10 17.3

In the space below, show how the student should correctly tabulate the data, including
additional columns for values of T2, which she will need to plot a graph to determine whether
the equation is valid.
Note that there are 4
marking points for this
table:
1. Column headings and
units
2. Correct d.p. (based on
instrument used)
3. Correct calculation.
4. Correct s.f. (based on
calculation

There are 4 additional

marking points in the
practical (which are not
applicable to this exercise):
5. Repeated
measurement for
dependent variable.
6. 6 sets of data collected
(if straight line graph is
drawn) with suitable
trend of values.
7. Range of values
selected for the
independent variable
8. Trend of data is correct.

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C. Graphs
• All graph work must be done using a sharp pencil.
• Read the entire question paper for clues of whether the experiment data is likely to
produce a straight-line graph or a curve.

Features of a graph:
• The axes should be labelled with quantity and unit.
• The scales of the axes should use more than half the graph paper in both directions and
be based on sensible scales such that 2 cm on graph paper represents 1, 2, 5 or 10
units of the variable.
• Each data point should be plotted to an accuracy of half the smallest square on the grid.
• Points should be indicated by a small cross. Large dots are penalized.
• Where a straight line is required to be drawn through the data points, there should be
equal number of points on either side of the line over its entire length, with roughly equal
distance from the line.
• The points used to determine the gradient of line should be indicated using a triangle
with a hypotenuse that extends over at least half the length of the graph.
• Gradient coordinates must be read from the line to an accuracy of half the smallest
square on the grid.
• Typically, you do not start from 0 on your graph so that data points cover at least half
the graph paper. Do not use zigzag line to represent a jump in values.

Correct way of starting the axes (no zigzag)

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0.

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Exercise 4
A student carries out an experiment to determine the magnification produced by a
converging lens. In the experiment, she measured the height ho of the object using a pair of
digital calipers. She also measured the height h of the image produced using the same pair
of calipers, as the distance y between the lens and the screen is adjusted. y was measured
using a metre rule in centimetres. The experiment requires her to determine whether the
following equation in valid:
ℎ
= 𝐶𝑦 + 𝐷
ℎ𝑜
C and D are constants to be determined through the experiment.
She records her results as shown below:

ho = 1.50 cm

y/cm h1/cm h2/cm

18.5 0.40 0.40
20.5 0.60 0.59
22.0 0.73 0.72
22.5 0.80 0.80
24.0 0.92 0.94
25.5 1.00 1.00

1. Plot a suitable graph on the next page to determine whether the given equation is valid.
Include any additional data you will need (in order to validate the equation) in the table
above.
2. Explain how C and D may be determined from the graph.

Remember, there are 5

marking points for the
graph:
1. Axis labels with units,
and numerical markings
at every big square.
2. Allowable Scale (1, 2,
or 5), with graph
occupying more than
half the graph paper.
3. All points plotted
correctly.
4. Best fit line drawn.
5. Gradient triangle
drawn with
coordinates labelled at
its 2 vertices.

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D. Calculations
• To determine the gradient, draw a gradient triangle on your graph, and label the
coordinates of the vertices of your triangle. Then substitute the coordinates into the
equation:
Gradient = (y2 – y1) / (x2 – x1).
Note that you should not use plotted points for gradient calculation.

V/V

1.4
(0.70, 1.40)
1. Write down the co-ordinates
1.2 used for finding gradient to the
precision of half the smallest
1.0 square on the grid

0.8
2. Covers half the best-fit line

0.6

0.4
3. Gradient triangle must be
0.2 drawn to indicate the
(0.10, 0.20) co-ordinates chosen.

0.0
0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 I/A
• If you are required to determine the y-intercept, you may need to use the equation
c = y1 - m x1 to calculate.
Use the gradient value that you calculated (m) and one pair of the gradient coordinates
(x1, y1) on the line to calculate c. Note that you are not to use a plotted point for y-
intercept calculation. Note that the unit for y-intercept follows that of the y-axis.

• Alternatively, if the x-axis of the graph starts from zero (when the scale of the graph
allows for it), you can read off the graph to the precision of half the smallest square of the
y-axis, with unit.
• If you are required to find a value of y (or x) when given x (or y), you need to show clear
working on your graph on how you obtain the value, by using dotted line to indicate.

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Exercise 5
Using your graph from Exercise 4, determine the values of C and D

C = …………………….

D = …………………….

E. Conclusion
Look at the graph that you have drawn and come to a conclusion how the variables are
related.
• For straight-line graphs, these are the three common relationships:

- Positive gradient: The variables are linearly related. As __ increases, ___

increases.
- Negative gradient: The variables are linearly related. As __ increases, ___
decreases.
- Straight-line graph passing through the origin: The two variables are directly
proportional to each other (Must have found y-intercept to be able to conclude
this).
• For curves: The variables are not linearly related. As ___ increases, ____
increases/decreases (choose applicable one) at an increasing/decreasing (choose
applicable one) rate.

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F. Sources of error and suggestions for improvement
• There are three main areas through which you can evaluate the experiment.

1: Errors in Your Measurements

• Scrutinize the diagrams given in the question and be very mindful while
doing the experiment
• For each measurement taken, what are the associated random / systematic
errors?
• Was there particular difficulty in taking the measurements? How can we
therefore improve?
• Can we minimize the error by suggesting an improvement to the procedure,
another instrument, or an alternative method?

2: Theory of the Experiment – Assumptions, Conditions

• Examine the theory of the experiment. What inherent assumptions are made
in the formulation of the relationship? Under what conditions do these
assumptions or the theory hold?
• Are the assumptions and conditions satisfied when you were doing the
experiment? How can we ensure that the conditions or assumptions hold?

3: Errors and Limitations in the Procedure

• Go through the written procedure of the experiment again. Are there any key
points in the procedure we have to take care of?
• How do we ensure these key factors are taken care of? Are there
improvements we can make to procedures to ensure that the experimental
results are accurate?

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