Core practical 1 Student sheet

EDEXCEL Physics Teacher Resource Pack 1 Determine the acceleration of a freely-falling object

Core practical 1: Determine the acceleration of a freely-falling

Objectives
● To measure the acceleration due to gravity g of an object falling freely and consider the following
alternative methods:
(a) object falling through a trap door
(b) object falling through a light gate
Safety All the maths you need
● Ensure that any apparatus ● Use ratios, fractions and percentages.
that might topple over is
uncertainty
secure. Percentage uncertainty (%U) = × 100%
mean value
● Be aware of falling objects.
(k  g )
Percentage difference (%D) = × 100%
g
(k is the measurement students make)
● Find arithmetic means.
sum of readings
The mean of a range of data =
number of readings
● Translate information between graphical, numerical
and algebraic forms.
● Plot two variables from experimental or other
data.
● Understand that y = mx + c represents a linear relationship.
● Determine the slope and intercept of a linear
graph.
Equipment
● metre rule or tape measure with millimetre resolution
For (a):
● steel sphere
● electronic timer
● electromagnet to retain steel sphere
● trap door
For (b):
● falling object, such as a 2 cm dowel, 10 cm long
● means to guide dowel through light gate
● light gate and data logger
Procedure
1. Drop the object from rest and record the time taken t for:
(a) the sphere to fall to the trap door
(b) the dowel to pass through the light gate.
2. Repeat the measurement for (a) and (b) twice more and work out the mean value.
3. Measure and record the height h fallen by the object.
4. Repeat the timing of the drop as you vary the height; you should take at least 6 readings.

All users will need to review the risk assessment information and may © Pearson Education Ltd 2015
need to adapt it to local circumstances. This document may have been altered from the original
1
 Core practical 1 Student sheet
EDEXCEL Physics Teacher Resource Pack 1 Determine the acceleration of a freely-falling object

5. Use half the range in your readings for t as the uncertainty in t. Calculate the percentage
uncertainty in t.
6. For method (b) you should measure the length of the dowel.

Analysis of results
1. Plot a graph of t2 (y-axis) against h (x-axis) and work out the gradient m of the line of best fit.
2
2. Calculate a value for g where g = .
m
3. Use your value for the length of the dowel to calculate the mean speed v of the dowel as it
passes through the light gate.
4. Plot a graph of v2 against h and work out the gradient m of the line of best fit.
m
5. Calculate a value for g, where g = .
2
6. The percentage uncertainty (%U) in t2 is twice that in t. Use this to draw on your plot’s error
bars – in the y direction only. You can use a typical mid-range value for calculating uncertainties
and need not work out a separate error bar for each value. Draw further lines of fit to calculate
the %U in your value for g.
7. Calculate the percentage difference (%D) between your value and the accepted value of
9.81 ms–2 and comment on the accuracy of your method.
Learning tips
● Ensure that points plotted on a graph take up more than half of the available space on both
scales. You do not always need the origin on a graph.
● Keep scales simple, one big square as 5, 10 or 20 is ideal. One big square as 3 or 7 is very
difficult to plot on and often leads to errors.
● Always consider whether or not the graph line should go through the origin. Straight lines should
be drawn with aid of a ruler – one long enough to cover the full length of the line.
● Since the object is falling at constant acceleration, use the appropriate SUVAT equation.
1 2
a) s  ut  at where u = 0, a = g, and s = h
2
2h
t2 = and comparison with y = mx + c shows that plotting t2 against h should be a straight
g
2
line passing through the origin with gradient .
g
b) v2 = u2 + 2as where u = 0, a = g, and s is h.
v2 = 2gh and comparison with y = mx + c shows that plotting v2 against h should be a straight
line passing through the origin with gradient 2g.
Questions
1. Describe any advantage in using light gates in this experiment.
2. Discuss the effect of air resistance on your value for g.
3. Explain why the graph should be a straight line.

All users will need to review the risk assessment information and may © Pearson Education Ltd 2015
need to adapt it to local circumstances. This document may have been altered from the original
2
 Core practical 1 Teacher sheet
EDEXCEL Physics Teacher Resource Pack 1 Determine the acceleration of a freely-falling object

Core practical 1: Determine the acceleration of a freely-falling

Objectives
● To measure the acceleration due to gravity g of an object falling freely and consider the
following alternative methods:
(a) object falling through a trap door
(b) object falling through a light gate
Safety Specification links
● Ensure security of any apparatus that might topple ● Core practical 1
over. ● Practical techniques 1; 4; 2 or 11
● Be aware of falling objects. dependent on method
● CPAC statements 2a; 2b; 2d; 4b
Procedure Notes on procedure
1. Drop the object from rest and record the time ● It may be interesting to have two
taken t for: groups of students using the two
(a) the sphere to fall to the trap door methods separately to see if different
results are produced.
(b) the dowel to pass through the light gate.
● This would be a good experiment to
2. Repeat the measurement for (a) and (b) twice practise handling the uncertainties,
more and take the mean value. especially in the square of a quantity.
3. Measure and record the height h fallen by the Offering students a choice of
object. methods will start their path towards
4. Repeat the timing of the drop as you vary the mastery of practical physics, and use
height; you should take at least 6 readings. of investigative techniques (CPAC
statement 2).
5. Use half the range in your readings for t as the
uncertainty in t. Calculate the percentage
uncertainty in t.
6. For method (b) you should measure the length of
the dowel.
Answers to questions
1. There should be less uncertainty in the measurement of time but this will be of interest
particularly if the class have used both methods.
2. Students’ value for g will have been reduced by air resistance. They should use the %D in their
remarks.
3. A straight line has a constant gradient. The line should be straight because the gradient
depends only on g, which is constant.

All users will need to review the risk assessment information and may © Pearson Education Ltd 2015
need to adapt it to local circumstances. This document may have been altered from the original
1
 Core practical 1 Technician sheet
EDEXCEL Physics Teacher Resource Pack 1 Determine the acceleration of a freely-falling object

Core practical 1: Determine the acceleration of a freely-falling

Objectives
● To measure the acceleration due to gravity g of an object falling freely and consider the
following alternative methods:
(a) object falling through a trap door
(b) object falling through a light gate
Equipment per student/group Notes on equipment
metre ruler or tape measure with millimetre
resolution
(a) steel sphere 5–10 mm diameter
(a) electronic timer Standard timer
(a) electromagnet to retain steel sphere Connect the electromagnet to the timer so that
switching off the current starts the timer.
(a) trap door Connect the trap door so that the timer stops
when the trap door opens.
(b) falling object, such as a 2 cm dowel, 10 cm
long
(b) means to guide dowel through light gate Two pieces of curtain track, held a distance
apart, or a length of 30 mm diameter acrylic tube
would work well.
(b) light gate and data logger

Notes

All users will need to review the risk assessment information and may © Pearson Education Ltd 2015
need to adapt it to local circumstances. This document may have been altered from the original
1