Edexcel A Level Physics:A guide to purposeful practical work

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The changes to the GCE AS and A level which took effect for first teaching in 2015 implemented a significant change in the

approach taken to practical and investigative science. In particular, the emphasis has shifted from practical skills tasks set by

the board and marked by teachers to a much more open ended practical endorsement scheme. Previously, the majority of

marks awarded for Assessment Objective 3 ‘How Science Works’, (HSW) were for the practical skills tasks. This situation has

now significantly changed.

Specification 9PH0 for first assessment in 2017 requires students to record their practical achievement and experiences in a

lab book similar to an undergraduate lab book. They are required to complete a minimum of twelve practical activities which

they record in a lab book or practical portfolio, and which is assessed by the centre and endorsed by the board. They do not

provide marks for the final GCE grade. Despite the lack of practical skills tasks contributing to the assessment of HSW, the

contribution of AO3 which assesses HSW has increased from 20% to 25% to 27% which will be assessed through the written

components of the assessment. The clear implication of this is that students require teaching and learning which nourishes

their HSW skills and abilities. Practical skills will be assessed by the written components of the assessment and should therefore

be adequately addressed during lessons, along with the other aspects of HSW (See Appendices 5 and 10 of the specification).

The HSW skills at GCE A level build on the KS4 HSW skills acquired by students within their GCSE curriculum.

Curriculum time is limited and it is important that all activities especially practical and investigative activities are purposeful

and make a worthwhile contribution to learning. Practical work which does not contribute to learning wastes valuable

curriculum time. The ‘Getting Practical’ project was based on the paper, Analysing practical activities to assess and improve

effectiveness: The Practical Activity Analysis Inventory (PAAI), by Robin Millar of York University, 2009. It promotes purposeful

and effective practical work where students engage fully with practical work: ‘Hands on! Minds on!’ This document aims to

identify opportunity for effective practical work which supports students to work scientifically. It is not expected that schools will

attempt all of these practical activities. However, it is hoped that teachers will see the value of these possibilities for practical

work, especially in conjunction with the suggested purposes.

As with all practical work, always follow your employer’s risk assessment (which normally follows CLEAPSS or SSERC guidance). Check that the safety advice, where given on websites, is in accordance with your employer’s safety advice.

Getting PracticalThe purpose of the practical work identified in this document relate to Getting Practical: Improving Practical Work in Science http://www.gettingpractical.org.uk/

There is a detailed paper which supports the Getting Practical project written by Robin Millar entitled Analysing practical activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI)

A copy of this paper can be found at: https://www.rsc.org/cpd/teachers/content/filerepository/frg/pdf/ResearchbyMillar.pdf

Getting Practical learning objectives:

A: By doing this activity, pupils should develop their understanding of the natural world A1: Pupils can recall an observable feature of an object, or material, or event A2: Pupils can recall a ‘pattern’ in observations (e.g. a similarity, difference, trend, relationship) A3: Pupils can demonstrate understanding of a scientific idea, or concept, or explanation, or model, or theory

B: By doing this activity, pupils should learn how to use a piece of laboratory equipment or follow a standard practical procedure B1: Pupils can use a piece of equipment, or follow a practical procedure, that they have not previously met B2: Pupils are better at using a piece of equipment, or following a practical procedure, that they have previously met

C: By doing this activity, pupils should develop their understanding of the scientific approach to enquiry C1: Pupils have a better general understanding of scientific enquiry C2: Pupils have a better understanding of some specific aspects of scientific enquiry

PAGE 1

This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning. They highlight opportunities throughout the A Level Specification and identify possible purposes for each activity relating to the ‘Getting Practical’ project.

Produced in partnership with the Association for Science Education

www.timstar.co.ukProduced in partnership with the Association for Science Education

PAGE 2

Possible practical activities

Edexcel Reference Practical activity

Getting Practical Links

Equipment Links

97-99

Momentum

Students may well have experienced the qualitative momentum experiments in Section 2.22, using a medicine ball and a student on a trolley. There is an opportunity for students to investigate the conservation of momentum quantitatively by using dynamics trolleys or a linear air track. Once again, there is a variety of different approaches which can be taken. Elastic and inelastic collisions can be investigated using dynamics trolleys on a friction compensated slope. However, it is not possible to compensate a slope for explosion experiments. It is necessary in these cases to use velocity data from immediately after the explosion

http://practicalphysics.org/explosion-two-trolleys.html

http://practicalphysics.org/investigating-momentum-during-collisions.html

http://practicalphysics.org/head-collision-between-trolleys-magnets-attached.html

http://practicalphysics.org/collisions-air-track.html

Impulse of kicking a football

The time for which a foot is in contact with a football can be measured by placing aluminium foil on the football and the football boot. The time in contact can be measured by the foil completing a circuit and using a centisecond timer. The speed of the ball can be calculated by how far it travels in the air horizontally before its first bounce (assuming it acts as a projectile, neglecting air resistance).

https://tap.iop.org/mechanics/momentum/222/page_46460.html

Ethical transport design

This is a rich area for student investigation, especially for qualitative work. For example, students can design vehicles with crumple zones or buffered ‘ejector seats’ with eggs to model the people. Using hard boiled eggs is likely to reduce the potential mess during the investigation but does rather lower the stakes! Challenges should ensure a disincentive for students to just use lots of packing material by having a ‘cost’ associated with available materials: Students should compete their project to a price.

A3B2C2

A1A3C1C2

A3C1

Dynamics Track

FO91714Track Support

FO71706Dynamics Trolley Wooden

TI30150Dynamics Trolley Plastic

TI58710Ticker Tape Timer

FO81625School Power Station

EL18612Linear Air Track Kit

FO101610Blower

FO71835Linear Air Track Premium

TI68740Blower Premium

TI68742Dynamics System

DA130925Dynamics System Extension Kit

DA130930Vision

DA130585Light Gate

DA130775Motion Sensor

DA130795Horseshoe Magnet

MA10145Millisecond Timer

TI110900Metre Rule

RU13145Crocodile Clip

EL06565Stackable Lead Red 1000mm

EL120635Stackable Lead Black 1000mm

EL120640Aluminium Foil

AL00252

www.timstar.co.ukProduced in partnership with the Association for Science Education

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Edexcel Reference Practical activity

Getting Practical Links

Equipment Links

100-102

Principle of conservation of energy

Students investigated elastic and inelastic collisions using linear air tracks and dynamics trolleys. These investigations should provide data for calculations of energy conservation including analysing the data using Sankey diagrams.

In addition, it is possible to investigate elastic and inelastic collisions qualitatively. For example, dropping bouncy balls into a bucket http://www.practicalphysics.org/explaining-elastic-and-inelastic-collisions.html Newton’s cradle, collisions of snooker balls. There is also a thought provoking experiment in which a tennis ball and basketball are dropped together. The tennis ball bounces to height greater than the drop height. This is a good one to test students understanding of energy conservation. http://en.demo.phy.tw/experiments/mechanics/multi-ball-collision-2/

There is a useful PhET collision simulation available at https://phet.colorado.edu/sims/collision-lab/collision-lab_en.html It can be downloaded from https://phet.colorado.edu/en/simulation/collision-lab This simulation would satisfy CORE PRACTICAL 10: Use ICT to analyse collisions between small spheres, e.g. ball bearings on a table top.

A3B1C2

A1A2A3

Linear Air Track Kit

FO101610Blower

FO71835Linear Air Track Premium

TI68740Blower Premium

TI68742Vision

DA130585Light Gate

DA130775Motion Sensor

DA130795Newton’s Cradle

FO91700Newton’s Cradle

FO151642

103-107

Circular motion

A simple investigation can be effected by using a flame polished glass tube, a rubber bung on nylon twine and a set of slotted masses: http://practicalphysics.org/experimental-test-f-mv%c2%b2r.html The experiment is ideal to show that centripetal force acts towards the centre of the circle - the twine can only provide a tensile force in that direction.

Other investigations and demonstrations can be found at http://practicalphysics.org/circular-motion.html

A3C1

Rotary Investigation

FO71885Slotted Masses

MA104056

115

Electric field strength

Investigating electric field line patterns using an EHT supply, electrodes and semolina sprinkled on castor oil is a graphic demonstration: http://practicalphysics.org/electric-fields.html Try challenging students to analyse the similarities and differences between the electric field patterns observed and magnetic field patterns with iron filings.

Electric fields in 2D can be investigated using conducting paper and a digital voltmeter to find equipotential points: https://www.andrews.edu/phys/wiki/PhysLab/doku.php?id=lab1

A1A2A3

Electric Field Apparatus

EL71550Castor Oil

OI4366Liquid Paraffin

PA4452EHT Supply

EL130295Teledeltos Paper

EL91430Powerbase S10

EL150906Multimeter

EL52400Bar Magnet Alnico

MA10130Plotting Compass

CO04605

116

Parallel plate capacitor

Investigating the relationship between C and the dimensions of a parallel-plate capacitor e.g. using a capacitance meter. Capacitance is covered by Episode 126-3 at: https://tap.iop.org/electricity/capacitors/126/page_46162.html

A3B1

Autoranging Multimeter

EL130600EHT Supply

EL130295Capacitor 470 MCF

EL110675Potentiometer 100kohm

EL98067Parallel Plate Capacitor Kit

EL120700Van De Graaff

EL85100

www.timstar.co.ukProduced in partnership with the Association for Science Education

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Edexcel Reference Practical activity

Getting Practical Links

Equipment Links

118-120

Capacitor charge and discharge

CORE PRACTICAL 11: Use an oscilloscope or data logger to display and analyse the potential difference (p.d.) across a capacitor as it charges and discharges through a resistor

The quantitative treatment of capacitor discharge is described by: https://tap.iop.org/electricity/capacitors/129/page_46197.html or at: http://filestore.aqa.org.uk/resources/physics/AQA-7407-7408-PTT-ARP.PDF

A2C1

Electrolytic Capacitors 1000μf

EL110680Electrolytic Capacitor 2200μf

EL110685Electrolytic Capacitor 4700μf

EL110690Resistor 10kohm

EL110760Resistor 15kohm

EL160150Resistor 22kohm

EL110765Resistor 33kohm

EL130990Resistor 47kohm

EL110770Resistor 56kohm

EL130995Resistor 68kohm

EL130750Resistor 82kohm

EL130755Resistor 100kohm

EL110775Powerbase V8

EL130299Component Holder

EL30282Digital Voltmeter

EL101482SPST (Single Pole Single Throw) Switch

EL06543Colour Digital Oscilloscope

EL101460Oscilloscope Single Channel

EL101464Picoscope

EL81422Vision

DA130585Voltage Sensor

DA130910

www.timstar.co.ukProduced in partnership with the Association for Science Education

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Edexcel Reference Practical activity

Getting Practical Links

Equipment Links

121

Magnetic flux and flux linkage

Students could investigate the effect of varying the angle between a search coil and magnetic field direction on magnetic flux linkage using a search coil or oscilloscope. This investigation is used as an AQA Required Practical and a full description can be found at: http://filestore.aqa.org.uk/resources/physics/AQA-7407-7408-PTT-ARP.PDF

A2B1C1

Solenoid

EL91516Vertical Wire

EL91518Two Coils

EL91520Wire Single Core

EL110180Westminster Power Supply

MA18796Plotting Compasses

CO04605Bar Magnet Alnico

MA10130Iron Filings in Sprinkler Pot

MA10193Slinky

SO110125Slotted Base

SA13494Rheostat

EL18545Colour Digital Oscilloscope

EL101460Magnetic Field Plates Set

MA55050Powerbase V8

EL130299Ammeter 5A

EL06822Vision

DA130585Magnetic Field Sensor

DA130790Fleming/Pohl Swing

MA150720Tesla Meter

MA104004

122

Moving charges in a magnetic field

A fine beam tube with Helmholtz coils is ideal for showing the circular path of an electron beam in a magnetic field: https://tap.iop.org/fields/electromagnetism/413/page_46935.html Contrast the circular deflection of the electron beam by a magnetic field with the deflection by an electric field where the deflection is parabolic

A1A3

Teltron Fine Beam Tube

RA130505Helmholtz Coils

RA67560Universal Stand

RA67550EHT Supply

EL130295EHT Lead Red

EL91360EHT Lead Black

EL91362

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PAGE 6

Edexcel Reference Practical activity

Getting Practical Links

Equipment Links

123

Magnetic flux density

Students could investigate how the force on a wire varies with flux density, current and length of wire using a top pan balance

A magnetic field is produced by a C-shaped steel yoke and two ceramic magnets positioned with opposite poles facing. This is placed on a top pan balance and zeroed. A wire is clamped centrally in the magnetic field and the current varied using a variable resistor. The length of wire can be increased by looping the wire and the magnetic field increased in length by adding a second yoke with magnets.

This investigation is used as an AQA Required Practical and a full description can be found at: http://filestore.aqa.org.uk/resources/physics/AQA-7407-7408-PTT-ARP.PDF

A2A3C1

Bare Copper Wire 16 SWG

EL06702School Power Station

EL18612Yoke

EL130310Magnadur Magnets

MA10120Ammeters

EL06775Digital Ammeter

EL101480Balance 400x0.01g

BA110105

124-127

Electromagnetic induction

Simple experimental phenomena can be found at: http://practicalphysics.org/electromagnetic-induction.html These provide a sequence that leads students from simple induction in a wire by a magnet to the transformer:

• Cutting a magnetic field with a wire: http://practicalphysics.org/cutting-magnetic-field-wire.html

• A magnet moving near a coil on a C-core: http://practicalphysics.org/magnet-moving-near-coil-c-core.html

• Moving an electromagnet: http://practicalphysics.org/moving-electromagnet.html

• Switching an electromagnet: http://practicalphysics.org/switching-electromagnet.html

Lenz’s law can be shown by using a solenoid and aluminium ring as described in Episode 414-11 of http://tap.iop.org/fields/electromagnetism/414/page_46948.html

It can also be shown graphically by using an ‘Eddy current/Lenz’s law kit’

A1A2A3

Wire Single Core

EL110180Yoke

EL130310Magnadur Magnets

MA10120Galvanometer

EL06830C Core

EL130315Bar Magnet Alnico

MA10130AA Battery

BA01954AA Cell Holder

BA02030C Core Clip

EL130320SPST Switch

EL06543Westminster Electromagnetic Kit

MA91525Westminster Power Supply

MA18796Ammeter 5A

EL06822Vision

DA130585Magnetic Field Sensor

DA130790Colour Digital Oscilloscope

EL101460Tesla Meter

MA104004Lenz’s Law Kit

MA104000Eddy Current Kit

MA10190

www.timstar.co.ukProduced in partnership with the Association for Science Education

PAGE 7

Edexcel Reference Practical activity

Getting Practical Links

Equipment Links

128

Alternating currents

A useful guidance document about a.c. can be found at: https://tap.iop.org/electricity/emf/123/page_46066.html

The use of an oscilloscope as a dc and ac voltmeter, to measure time intervals and frequencies, and to display ac waveforms is described fully at http://practicalphysics.org/using-oscilloscope.html Students should be encouraged to set up and use oscilloscopes as they are useful for many parts of the course. A useful guidance document for using a CRO is described at: https://tap.iop.org/electricity/emf/122/page_46061.html

B1

Oscilloscope Single Channel

EL101464Colour Digital Oscilloscope

EL101460Signal Generator

SI150800Power Signal Generator

SI150802

131

Rutherford scattering

The Rutherford scattering model is ideal to model the alpha particle scattering observed by Rutherford. Additional guidance can be found at https://tap.iop.org/atoms/rutherford/index.html

A1A2A3

Alpha Particle Scattering Apparatus

RA95600

132-133

Cathode rays and thermionic emission

Use a Maltese Cross Teltron tube to show straight line propagation of cathode rays and their deflection qualitatively using a magnet.

Investigation of the trajectory of moving charged particle in electric field using a deflection tube is described at http://practicalphysics.org/electron-deflection-tube-straight-line-streams.html

The use of the fine beam tube with Helmholtz coils is described in Section 122

A1A2A3

Universal Stand

RA67550EHT Supply

EL130295EHT Lead Red

EL91360EHT Lead Black

EL91362Teltron Deflection Tube

RA67580Helmholtz Coils

RA67560Maltese Cross Tube

RA67570

www.timstar.co.ukProduced in partnership with the Association for Science Education

PAGE 8

Edexcel Reference Practical activity

Getting Practical Links

Equipment Links

144

Thermal energy transfer

1kg blocks and immersion heaters are ideal for investigating specific heat capacity. The method suggested in the reference also gives a simple method to compensate for energy losses. Energy losses can also be estimated using a graphical analysis: https://tap.iop.org/energy/thermal/607/page_47500.html

The same reference also describes methods for finding the specific heat capacity of a liquid using an immersion heater and by using a continuous flow calorimeter.

Latent heat can be investigated qualitatively using hexadecan-1-ol, octadecan-1-ol, hexadecanoic acid, octadecan-oic (stearic) acid or phenyl salicylate. A quantitative investigation can be carried out and this is described at: https://tap.iop.org/energy/thermal/608/page_47512.html

A2A3B1C1

Aluminium Block

HE18710Brass Block

HE18712Copper Block

HE18714Steel Block

HE18716Immersion Heater

HE18720Power Packs

EL130299Voltmeters

EL06815Ammeters

EL06775Digital Ammeter

EL101480Digital Voltmeter

EL101482Granite

EN626160-50°C x 0.2°C

TH15552Digital Thermometer

TH15656Hexadecan-1-ol LR

HE2986Octyl Alcohol

OC4358Palmitic Acid

PA4446Stearic Acid

ST5950Phenyl Salicylate

PH4600Polystyrene Cup

CU05395

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PAGE 9

Edexcel Reference Practical activity

Getting Practical Links

Equipment Links

145

The potential divider

This investigation is a useful introduction to the potential divider for students. They can set up a potential divider using a variable resistor and a thermistor. The potential divider is described in TAP Episode 118 at: https://tap.iop.org/electricity/circuits/118/page_46038.html

TAP Episode 110-2 is specifically aimed at calibrating a thermistor: http://tap.iop.org/electricity/resistance/110/page_45969.html

The reference: http://www.nuffieldfoundation.org/practical-physics/effect-temperature-thermistor offers a simple experiment suitable as an introduction to the thermistor.

These activities contribute to CORE PRACTICAL 12: Calibrate a thermistor in a potential divider circuit as a thermostat

A2A3

Resistor 330kohm

EL130760Resistor 100kohm

EL110775Resistor 68kohm

EL130750Potentiometer 100kohm

EL98067Student Multimeter

EL52400LDR

EL98016Thermistor 20kohm

EL120430Mounted Base

EL06564SBC Bulb 48W

EL06679Hot Air Blower

CH04015Component Holder

EL30282School Power Station

EL18612Thermistor 100ohm

EL160703Thermistor

EL71480

146

Specific latent heat

Of steam: If the equipment is available, the investigation which offers the most accurate results is described at: https://tap.iop.org/energy/thermal/608/page_47512.html

A less accurate version would comprise well-insulated standard distillation apparatus, electrically heated with an immersion heater. The immersion heater could be made from resistance wire wrapped around a short section of glass rod. In order to minimise error, the experiment should be run for a significantly long period for everything to reach thermal equilibrium.

Of ice: This simpler but less accurate experiment is described at: http://www.schoolphysics.co.uk/age14-16/Heat%20energy/Heat%20energy/experiments/Latent_heat_of_fusion.doc The control described will reduce the error in the experiment, and the experiment as a whole is valuable to explore error analysis.

These investigations contribute to: CORE PRACTICAL 13: Determine the specific latent heat of a phase change.

A1B1

A3C1

A3C1

Stearic Acid

ST5950Naphthalene

NA417014/23 BU/M Set

JG26380Balance 800 x 0.01g

BA110110Heating Mantle 50ml

HE120105Immersion Heater

HE18720Power Packs

EL130299Voltmeters

EL06815Ammeters

EL06775Digital Ammeter

EL101480Digital Voltmeter

EL101482Vision

DA130585Temperature Sensor

DA130870

www.timstar.co.ukProduced in partnership with the Association for Science Education

PAGE 10

Edexcel Reference Practical activity

Getting Practical Links

Equipment Links

149

RMS speed of gas molecules

Brownian motion can be investigated using standard equipment: the Whitley Bay smoke cell and a microscope. See Episode 601-1 in https://tap.iop.org/energy/kinetic/601/page_47422.html This offers an opportunity to explore or research the development of a scientific idea from the discovery by Robert Brown through to the mathematical treatment by Albert Einstein and experimental verification by Jean Perrin.

Following the observation of Brownian motion, a demonstration of the speed of bromine diffusion in air and in a vacuum can be graphically demonstrated: See Episode 601-2 in https://tap.iop.org/energy/kinetic/601/page_47422.html

To demonstrate that different gas molecules have different RMS speeds, use the diffusion of ammonia and hydrogen chloride in a diffusion tube: http://practicalphysics.org/diffusion-ammonia-and-hydrogen-chloride-gas.html

A1A3B1C2

Whitley Bay Smoke Cell

HE18760Microscope

MI10434Bromine

BR13005Conc. HCl

HY3044Ammonia

AM1188

150

To investigate the ideal gas law, it is possible stray towards a chemistry investigation. The reference describes a simple method to determine molar gas volume using a chemical reaction which generates hydrogen gas: http://www.rsc.org/learn-chemistry/resource/res00000452/the-volume-of-1-mole-of-hydrogen-gas

A2A3B1

Burette

BU03765Burette Clamp

ST14062Magnesium Ribbon

MA3614Hydrochloric Acid 2M

HY3052Water Bath 8L

BA01871Balance 200x0.01g

BA110100

151

Ideal gases

Students could investigate Boyle’s law (constant temperature) and Charles’s law (constant pressure) for a gas. See http://practicalphysics.org/boyles-law.html or: http://filestore.aqa.org.uk/resources/physics/AQA-7407-7408-PTT-ARP.PDF

Boyles Law covers CORE PRACTICAL 14: Investigate the relationship between pressure and volume of a gas at fixed temperature.

Charles’ Law can be investigated easily as a class investigation and is described at: http://practicalphysics.org/thermal-expansion-air-charles-law.html

The pressure law can also be investigated although the results obtained tend not to be as accurate as with Charles’s Law and Boyle’s Law. However, the experiment is useful for students to analyse sources of error and inaccuracy: http://practicalphysics.org/variation-gas-pressure-temperature.html

A2A3B1C1

Boyles Law Apparatus

HE63640Foot Pump

PU12750Hand Vacuum Pump

PU150000Vacuum Pump

PU62780Charles Law Apparatus

HE152014Joly’s Bulb

HE18753Bourdon Gauge

HE53630

161

Doppler effect

A Doppler ball or Doppler effect unit are both useful demonstrations for students to experience especially in conjunction with red shift data such as the TAP resource: https://tap.iop.org/astronomy/astrophysics/702/page_47545.html

A1A2A3

Doppler Ball

SO130515Doppler Effect Unit

SO106208

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PAGE 11

Edexcel Reference Practical activity

Getting Practical Links

Equipment Links

162

Observing line spectra and absorption spectra are important for students to conceptualise red-shift.

Students can compare the different spectra produced by different instruments e.g. hand spectroscope, diffraction glasses, and a standard spectroscope if you have one available. For viewing, spectral lamps are ideal but if these are not available, students can view a ceiling mounted fluorescent light tube or double-envelope compact fluorescent lamp at least 1 metre away (as they emit some UV).

Students can view Fraunhofer lines by looking at the light from clouds on an overcast day (The sun MUST NOT be viewed directly!)

http://tap.iop.org/atoms/quantum/501/page_47004.html

A2A3B1

Spectral Tube Power Supply

OP66580Neon Tube

OP66590Helium Tube

OP66584Hydrogen Tube

OP66586RSpec

SP150100Hand Spectroscope

OP66595Spectroscope

OP94650Diffraction Glasses

OP94645Direct Vision Spectroscope

OP150600

163

To model the expanding universe, mark several dots on an uninflated balloon. As the balloon is blown up, all dots move apart from each other. Emphasise that for an observer at any point, they seem to be at the centre of expansion.

A thick elastic band can be used for a 1D model of the same phenomenon.

See also: https://tap.iop.org/astronomy/cosmology/704/page_47564.html

A1A2A3

Balloons

BA01420Balloon Pump

BA01424

168-169

Range of alpha, beta and gamma radiation

The range of alpha radiation can be shown using a diffusion cloud chamber or with a Geiger-Muller tube connected to a counter. The advantage of the cloud chamber is that students can see tracks made by the alpha particles.

http://practicalphysics.org/diffusion-cloud-chamber.html

The range of beta particles and detection of gamma radiation can be shown using a Geiger-Muller tube.

http://practicalphysics.org/ionising-radiations-and-their-properties.html

It is worthwhile showing the absorption of radiation at the same time using paper, a thin aluminium sheet and lead foil of different thicknesses.

There are some good photos of particle tracks in cloud chambers at http://practicalphysics.org/display-cloud-chamber-photographs.html

A1A2B1

Cobalt-60

RA95624Americium 241

RA95626Strontium 90

RA95622Radioactive Source Cabinet

ST130650Handling Tongs

RA110110Absorption Plates Value

RA130520Absorber Plates

RA95615GM Counter

RA67530GM Tube

RA67535Scaler Timer

TI86480BNC To PET Adaptor

RA130525Ratemeter

RA85630Ratemeter

RA75825Diffusion Cloud Chamber

RA67510Dry Ice Generator

RA85635

www.timstar.co.ukProduced in partnership with the Association for Science Education

PAGE 12

Edexcel Reference Practical activity

Getting Practical Links

Equipment Links

171

Absorption of γ radiation

As students are required to investigate the inverse-square law for gamma radiation, it is a good idea to get them to perform other investigations using radioactive sources. CLEAPSS guidance leaflet L93: Managing Ionising Radiations and Radioactive Substances in Schools and Colleges give clear guidance for student use of sealed sources which must be followed. Using an absorption kit will support students investigating ionising radiations and their properties. They can investigate range and stopping, and deflection of beta radiation with a magnetic field. See http://practicalphysics.org/ionising-radiations-and-their-properties.html for practical guidance

CORE PRACTICAL 15: Investigate the absorption of gamma radiation by lead. A description can be found at: http://practicalphysics.org/gamma-radiation-inverse-square-law.html

A1 A2 A3 B1

Cobalt-60

RA95624Americium 241

RA95626Strontium 90

RA95622Radioactive Source Cabinet

ST130650Handling Tongs

RA110110Absorption Plates Value

RA130520Absorber Plates

RA95615GM Counter

RA67530GM Tube

RA67535Scaler Timer

TI86480BNC to PET Adaptor

RA130525Ratemeter

RA85630Ratemeter

RA75825Major Magnet

MA10147

172 - 173

Radioactive decay

Students can model radioactive decay and half-life using a large number of dice or a half-life simulation kit.

Additional guidance is given at: https://tap.iop.org/atoms/radioactivity/514/page_47129.html

Students can investigate the decay equation using experimental data obtained from a set of Cooknell radon half-life equipment (see CLEAPSS Guidance sheet L93). However, close supervision is required, a full risk assessment and CLEAPSS Guidance L93 must be followed.

B1B2C2

Protactinium Generator

RA115600GM Counter

RA67530GM Tube

RA67535Scaler Timer

TI86480BNC to PET Adaptor

RA130525Ratemeter

RA85630Ratemeter

RA75825Half Life Simulation Kit

RA75750

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Edexcel Reference Practical activity

Getting Practical Links

Equipment Links

183

Simple harmonic motion systems

Students can investigate an oscillating mass-spring system using a stopwatch to provide data for T against m for a spring. However, using a data logger with motion sensor allows the period, displacement, velocity and acceleration to be investigated: http://practicalphysics.org/investigating-mass-spring-oscillator.html Additional ideas and resources can be found at https://tap.iop.org/vibration/shm/303/page_46578.html

An investigation of a simple pendulum is a rich experiment for controlling and manipulating variables, and verifying the equation. Using a large, massive pendulum bob and a long string make is a little easier for analysing SHM using a data logger and motion sensor. A resources which supports teaching the simple pendulum can be found at: https://tap.iop.org/vibration/shm/304/page_46587.html

Other systems students can investigate are torsional pendulums, vibrating cantilevers, a liquid in a U-tube and a wig-wag balance made from hacksaw blades. Brief notes for these can be found at http://practicalphysics.org/examples-simple-harmonic-motion.html

A2A3C2

Expendable Spring

SP13863Slotted Masses

MA104056Vision

DA130585Motion Sensor

DA130795Pendulum Bob 13mm

TI15770Pendulum Bob 19mm

TI15771Pendulum Bob 25mm

TI15772Metre Rule

RU13145G-Clamp

TO160952

186 - 189

Forced vibrations and resonance

The classic experiment for observing forced vibrations and resonance is Barton’s pendulums, which is described at https://tap.iop.org/vibration/shm/307/page_46612.html The reference also describes using a vibration generator to investigate the resonance of a hacksaw blade and air in a milk bottle. The latter is good for making links between sound and oscillating systems.

The is also a set of resonance strips available for qualitative demonstration and some quantitative

The oscillating mass-spring system and wig-wag balance in Section 183 could be used as CORE PRACTICAL 16: Determine the value of an unknown mass using the resonant frequencies of the oscillation of known masses.

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Vibration Generator Premium

SI30825Vibration Generator

SO96186Signal Generator

SI150802Resonance Strips

SI68186