PHYSICS

1
Lab#:

Skill: P&D

Topic: Acceleration due to gravity

Observation:
John saw his friends warming up for a cricket game and as they did so they tossed the
cricket ball high and ran to catch it. He commented, that is a falling body which is
influenced by acceleration due to gravity. It may be possible to find the acceleration due
to gravity of a falling body for my project.

Hypothesis:
The vertical distance travelled by a body with uniform motion is given by the equation
𝟏
s = ut + g t 2.
𝟐

If the body falls vertically then u = 0. Therefore, the equation is reduced to

𝟏
s = g t 2.
𝟐

From the equation above, the acceleration due to gravity will be transposed as

𝟐𝒔
g = .
𝒕𝟐

So, if the distance s is known and the time t is known, g can be found mathematically.

Graphically, if a graph of s versus t 2 is plotted, it should yield a straight line through its
origin. So the equation

𝟏
s = g t 2 is of the form y = m x.
𝟐

It then follows that the

Slope (gradient of that line), m = ½ g.

2
 Therefore,

𝑔 𝒔.
= slope =
2 𝒕𝟐

𝟐𝒔
From the above graph, hence, g = 2 × slope or .
𝒕𝟐

Aim:
To find acceleration due to gravity of a falling lawn tennis ball

Variables –
The distance, s, and the time, t.
Constant –
The mass of the ball and acceleration due to gravity, g.

List of apparatus:
Lawn tennis ball (1)

Steel tape (1)

Stop watch (1)

Wall of reasonable height

Method:
1. With the aid of the steel tape and pencil, measure, mark and record various
heights from which to release the ball along the wall. These heights should be a
fair distance apart.

2. Have your partner release the ball and using the stop watch and a countdown
technique to time each drop.

3. Repeat this process for at least six different heights.

4. Square the time for each height and record this time.

5. Plot a graph of s versus t 2 and draw the best fit straight then determine the slope
of the line.
3
 6. Calculate the acceleration due to gravity, g = 2 × slope.

Expected result

𝟐𝒔
Trial Distance, s /m Time of drop, t /s t 2 /s2 g = /m s−2
𝒕𝟐

2
3
4
5
6
7
Average =

Calculations or graph:
Sample calculations
t2 = t  t = ____________
𝑦2 − 𝑦1
Slope = = _________
𝑥2 − 𝑥1

2𝑆
g= = ____________
𝑡2

Average, g = ____________

Or
By graph
𝑔
Plot a graph of s versus t 2 and the gradient will give , therefore g = 2 slope.
2

Assumptions/precautions/source of error and limitations:

Assumption: It is assumed that the ball falls vertically.

Source of error: parallax error when reading the steel tape and reaction time when
releasing the ball.
4
Precaution taken: The countdown was used to reduce reaction time error.

Limitations: The height from which the object can be dropped.

The instrument to measure extreme heights for more than say 40 m

5
Lab#

Skill: P&D

Topic: Electrical resistance

Problem statement
A boy who does Electrical Technology suggests that there is a direct relationship
between the resistance of a piece of wire and the length.

Plan and design an experiment to investigate if a relationship exist between the

resistance R and the length L of a piece of wire.

Hypothesis
The resistance of a piece of wire is given by the formula

𝒍
R = ρ
𝑨

where R is resistance, ρ is the resistivity of the wire, l is its length and A is its cross-
sectional area.

If ρ and A are constant, then R is directly proportional to l, as the equation above is

similar to y = m x then a graph of R versus l should yield a straight line through the
origin.

Aim: To investigate the relationship between R and l for a piece of wire.

Variables: R and l
Constants: A and ρ

6
Materials and supplies

DC supply 0-5V (1)

Single pole switch (1)

DC Voltmeter (0-5 v) (1)

AC Ammeter (0-500mA) (1)

Meter rule (1)

Piece of nichrome wire (1)

Diagram:

Method:
1. Set up the circuit as shown with the switch left open with the power supply set at
3V.

2. Close the circuit, and record the length, current and voltage values.

3. Adjust the length and record the new values of length, voltage and current.

4. Repeat the experiment for at least six sets of values, the lengths should be at a
fair distance apart.

5. Compute and record a value for R for each trial.

6. Plot a graph of R versus l and draw the best fit line to observe if a relationship
exists.
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Expected results
𝑽
Trials l /cm I /mA I /A R = (Ω)
𝑰
1
2
3
4
5
6

Assumptions:
All instruments are properly calibrated

The lengths are read inline

The supply voltage is constant throughout the experiment

The wire is not overheated

Precautions/limitations/ precautions
Check all instruments for zero error and do the necessary corrections

Read all meters in line with the scale to avoid parallax error

8
Lab#

Skill: P&D

Topic: Radioactivity (half-life)

Problem statement:
A school does not have any radioactive material to demonstrate the process
radioactivity or half-life to the students. Plan and design an experiment to simulate
radioactivity and find the half-life of a sample

Hypothesis:
Radioactivity is the spontaneous decay of an unstable atom with the emission of
particles and energy.

Radioactivity is a random process, that is, one never knows which particle will be
emitted at any time.

The rate of decay depends on the amount of particles present.

A radioactive sample can generate a decay curve from which its half-life can be
determined.

Half-life is the time taken for a sample to decay to half the original amount or activity.

In this experiment, the sample is 80 dies in a container, the particles to decay are any six
facing up when the container is emptied on a flat surface. The half-life will be taken in
terms of throws, that is the number of throws for the sixes facing up to decay from 80 to
40, 40 - 20, 20 - 10, 10 - 5 and so on.

Aim: To simulate radioactivity and find the half-life of a sample of 80 dies

Materials required
80 similar dies

A container for the dies

A large flat surface to throw the dies

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Variables: Number of throws and amount of sixes remaining
Constants: Size of dies, surface on which they are thrown

Diagram:

Method:
1. Construct a table with the headings; Throws, Initial # of sixes, # of sixes
removed, # of sixes remaining.

2. Count the number of dies and place them into the container.

3. Throw the dies on to the flat surface.

4. Pick out all the sixes facing upward and record this amount in the table.

5. Record the number of throws, number of sixes facing up and those which
remain.

6. Repeat the throw process, each time picking out the number of sixes facing up
and computing the amount remaining and then record the information in the
table.

7. Do at least five trials or until the sixes facing up reduce to one.

8. Plot a graph of number of sixes remaining versus throws.

9. Determine the half- life in throws at the amounts remaining of 40, 20, 10 and 5.

10. Find the average half-life in throws TO REPORT AS AN ANSWER.

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Expected Results

Throws Initial # of sixes # of sixes rem Amount of sixes rem

1 80

3
4
5
6

Typical decay curve

with one half- life shown.

Assumptions:
The dies are identical

The surface is uniform

No die falls on its edge

The throws are made with equal force

Limitations:
The number of dies

To make all throws with the same force

Precautions:
Ensure all dies fall on flat surface

Ensure an accurate count

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