HSANENU INTERNATIONAL CENTER

IB SL/HL PHYSICS LABS- BOOKLET

IB DP PHYSICS
PHYSICS INTERNAL ASSESMENT
Internal Assessment Criteria

How to write a lab report Guide

Practical Investigations – Labs cover sheets

Name: __________________________

October 2014
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PHYSICS INTERNAL ASSESSMENT

Criterion 1: PERSONAL ENGAGEMENT

Aspect 1
Personal Engagement

Clear evidence with significant independent thinking, initiative or creativity

Aspect 2
Justification of choice of RQ/topic

Justification demonstrates personal significance, interest or curiosity

Aspect 3
Personal Input and Initiative

Evidence of personal input and initiative in design, implementation or presentation (an interesting/novel approach to
design, methodology or presentation of data)

Criterion 2: EXPLORATION
Aspect 2: Background information and Physics theory
You should give the date, title. You can also give a general background to the study if you feel
like it’s relevant and necessary.

Aspect 1: Topic and Research Question

1. State the aim or research question of your investigation. It should be clear and concise.
2. Identify/state the dependent variables, independent variables and the controlled variables. The
independent variable is the one that you alter throughout your experiment and the dependent variable
is the one you measure/monitor. The controlled variables are the factors you keep constant throughout
the investigation.
3. Second, you need to write the hypothesis and prediction of the investigation. The hypothesis needs to
be very clear, giving an exact and complete description of what might happen and why. The prediction is
written like: If …then…
Aspect 3: Methodology
Controlling variables:
1. First give a list of all the equipment used in the experiment. Include a labelled diagram (or picture) to
show the experimental set up where possible.
2. Your lab should include a complete procedure, where you should describe the method you used in
detail. It should be written in past tense (i.e. not written as a guide on how to carry out the experiment
again, but rather, how you did it). Write how the independent variable was varied or manipulated.
Write in detail how changes of the dependent variable were measured or monitored. Write how the
controlled variables were controlled.
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Method for collection of sufficient relevant data:

Write how you made sure that the sufficient relevant data was recorded. Describe the method for data
collection, i.e. if you had several trials (repeated measurements), methods of measurements e.g. time
for 10 oscillations instead of one, data range and amount in the range, etc.

Aspect 4: Safety, Ethical & environmental issues

It is evident in the write up that the significant safety, ethical or environmental issues relevant to the method have been carefully considered.
(This could be a separate section after the method or included in the method itself)

Criterion 3: ANALYISIS
Aspect 1: Raw Data
1. You should include a data table which has a reasonable range of values filled in for the independent
variable. Include room for three trials of at least six variations on the independent variable.
2. The tables should be numbered and have captions in which you briefly describe the contents of the
tables. Titles, units and the uncertainty should be given in the headings of the tables. Underneath the
table you can briefly describe the results. You can describe the main trends and account for any
anomalous result. You don’t have to discuss the significance of the results to the aim of the investigation
at this point.
3. Significant digits in the data and the uncertainty must be consistent. Number of significant digit should
reflect the precision of the measurement.
4. There should be no variation in the precision of the data, i.e. same number of decimal places should be
used and for data derived from processing raw data e.g. averages, level of precision must be consistent
with that of the related raw data

Aspect 2: Data Processing

Data processing involves combining and manipulating raw data e.g. adding squaring dividing and taking
the average of several readings and transforming data into a form suitable for graphical presentation.
Recording raw data and processing data can be shown in one table, as is normally the case.
1. The data should be processed (calculated) correctly and presented in tables (as above) and graphs.
2. You must calculate the average and range of your data, and the uncertainty related to this range of
data.
3. IB Physics lab reports almost always will include a graph of the data (raw or processed) and sometimes
you will need to manipulate the data into a form suitable to produce a straight line.

1. Error analysis should be carried out whenever possible. The uncertainty on the slope is calculated and
used to verify the precision of the results. When a literature value is known the percent error is
calculated to verify the accuracy of results.
2. Propagation of errors should be done whenever possible. If you are not directly graphing your
dependent variable, you will need to show how the error is propagated.
3. Error bars should be included on the graph where possible. Explain if uncertainties are not significant
and have not been indicated on the graph.

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4. A line of best fit should be drawn as well as steepest line (maximum gradient line) and least steep
(minimum gradient line) so as to give a specific constant or value.
5. When plotting graphs, they should have a caption in which you describe the contents of the graph. The
axes of the graphs have to be labelled with the quantity and units and the points have to be plotted
correctly using crosses or error bars.

6. Aspect 3:Measurement Uncertainty

Measurement uncertainties are evident in the results table and justified.

Aspect 4: Interpretation of Data

Criterion 4: EVALUATION
Aspect 1: Conclusion
The conclusion answers the research question
The trends & patterns in the data are described accurately
There is specific reference to the data that supports the conclusion.
The conclusion is accurately compared to accepted scientific theory.
Scientific information in justification is entirely relevant

1. In the conclusion you should discuss the results you obtained in relation with your hypothesis. Write a
conclusion based on an interpretation of the gathered results. Conclusions supported by data are
acceptable even if they seem to contradict existing theory.
2. Specifically refer to your calculations and/or graphs to support your conclusion.
3. Don’t forget to interpret the meaning of the slope of the line, or the intercepts, or the area under the
curve, in relation to your hypothesis.
4. Students need to discuss whether systematic error or further random errors were encountered and the
direction of any systematic error if any should be appreciated
5. Compare your results with literature values if possible. This should be discussed and not just state. The
literature(e.g. text book, website) should be fully referenced
Aspect 2: Evaluation

Aspect 2
Strengths and Weaknesses
Limitations of the data, for example range or number of repeats, and sources of error are discussed with precise reference to issues in the
method. (materials, equipment, time)
The impact the limitations and errors have on the conclusion are fully discussed

1. In the evaluation you should evaluate the method used. Write about the main weakness of the method
used and the weakness in the method of manipulation of data. Explain what worked well (and why) and
what did not work well (and why).
2. Write about the source of error, but don’t include personal mistakes. Comment about the level of
precision and accuracy. If your data has outliers, explain possible causes for these outliers.

3. Aspect 3
Improvement and Extension
Discusses (gives opinions supported by evidence) improvements which are realistic and which address the errors or limitations raised.
Discusses realistic and relevant extensions to the investigation

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4. Suggest realistic improvements (that can be carried out in the school lab) to the investigation. These
suggestions should relate directly to fixing the limitations in the method.
5. Discuss further investigations that are of interest and can be carried out and new questions that could
be posed. 1

Criterion 5: Communication

Does the presentation and the way the investigation is reported allow for an easy grasp of the focus, process &
outcomes?

Aspect 1
Structure
necessary information on focus, process and outcomes is presented in a manner that is easy to follow.

Aspect 2
Relevance & Concision
All information is relevant
Provides a ready understanding of focus, process and outcome.

Aspect 3
Terminology

Use of subject specific terminology and conventions is appropriate and correct. (Conventions - labelling of graphs, tables, images, use of
units, decimal places -
Any errors do not hamper understanding.

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Adapted from http://goto.glocalnet.net/ibweb/homepagelink.htm, June 2012.
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 ?

TOPIC 1 –
PHYSICAL
MESUREMENT

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Acceleration due to gravity - Error and uncertainty lab (Topic 1)

Criteria Assessed: MS Time allowed: 1.3h Date:..... Name: ________________________

Aim: This experiment is designed to introduce you to the detail that is needed when constructing and presenting your table
of results for an experiment. It will also allow you to practice some of the data analysis techniques that have been recently
discussed in class.

Method
1. For various heights, drop the object as it falls to the floor (it should accelerate at a rate of g = 9.81m/s2).
2. Use a meter ruler to measure the height from which the object is dropped.
3. Time the object 3 times as it falls and take an average of these times.
4. Use a stopwatch to measure how long it takes the object to hit the floor. Take into consideration your reaction
time, i.e., the time between the instant the object hits the floor and the instant you hit the stopwatch button.

Data Collection
• Complete the results table given.
• Include all the uncertainties and percentage uncertainties as indicated by the table headings.

Data Processing and Presentation

Assuming that there is no air resistance, the relationship between height and time of fall is:
1
s=ut + 2
at 2
Since the initial velocity is zero this simplifies to:
1
s= 2
at 2
s is therefore proportional to t² so a graph of s (y axis) against t² (x axis) will give a straight line.
The slope of this line will be ½a

• Draw a suitable graph that will allow an analysis to be made on the raw data.
• From your graph calculate the acceleration due to gravity, g, for a falling object.
• Include actual and percentage uncertainties by plotting suitable straight lines to determine these errors.

Conclusion and Evaluation

• Draw conclusions from the data that you have collected and analysed - compare your results to literature values.
• Evaluate the procedures, including any modifications you had to make to overcome problems. Include an
evaluation of the apparatus used.
• Suggest ways in which the procedure could be modified in order to improve it for the future.

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TOPIC 2 –
MECHANICS

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Investigating Newton's 2nd Law of motion (Topic 2)

Criteria Assessed: DCP, CE, MS Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
DCP
CE

Introduction
A trolley experiences acceleration when an external force is applied to it. The aim of this data logging
experiment is to explore the relationship between the magnitudes of the external force and the resulting
acceleration.

Apparatus and materials

 Motion sensor, interface and computer  Mass, 1 kg
 Dynamics trolley  Clamp
 Pulley and string  Balance
 Slotted masses, 5x100 g and hanger

Motion sensor M

Technical notes
1. Pass a piece of string with a mass hanging on one end over a pulley. Attach the other end to the
m
trolley so that, when the mass is released, it causes the trolley to accelerate. Choose a length of
string such that the mass does not touch the ground until the trolley nearly reaches the pulley. Fix a 1 kg
mass on the trolley with Blu-tack to make the total mass (trolley plus mass) of about 2 kg. This produces
an acceleration which is not too aggressive when the maximum force (4 N) is applied.
2. Ensure you know the masses of all the equipment used (hanger, trolley and slotted masses)
3. The force is conveniently increased in 1 newton steps when slotted masses of 100 g are added. Place the
unused slotted masses on the trolley. Transfer them to the slotted mass holder each time the
accelerating force is increased. This ensures that the total mass experiencing acceleration remains
constant throughout the experiment.
4. Fit a card on to the trolley facing the motion sensor.
5. Connect the motion sensor via an interface to a computer running data-logging software. The program
should be configured to obtain measurements of velocity over time.

Procedure for data collection

a. Select the falling mass to be 100 g. Pull the trolley back so that the mass is raised to just below the
pulley. Position the motion sensor so that it will detect the motion of the trolley soon after it has started
moving.

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b.  Set the software to record data, then release the trolley. Observe the measurement for the velocity
over time of the trolley. Repeat this measurement from the same starting position for the trolley three
times.
c. Transfer 100 g from the trolley to the slotted mass, to increase it to 200 g. Release the trolley from the
same starting point as before. Repeat this three times.
d. Repeat the above procedure for slotted masses of 300 g , 400g and 500g.

Analysis
Note the relative increase in values of acceleration as the slotted mass is increased.
 The relationship between acceleration and applied force is investigated more precisely by plotting an XY graph
of these two quantities. (Y axis: acceleration; X axis: force.) Use a curve-matching tool to identify the algebraic
form of the relationship. This is usually of the form 'acceleration is proportional to the applied force'.  
This relationship is indicative of Newton's second law of motion.
You are expected to plot relevant graphs and write conclusion as well as evaluation.
Note: Don’t forget to present all results with their uncertainties and calculate all errors. A full write up is
required for the lab. This sheet is the cover sheet for the lab.

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw data Presents processed data appropriately
Complete/2 associated qualitative raw data, including units correctly. and, where relevant, includes errors
and uncertainties where relevant. and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, but Presents processed data appropriately,
Partial/1 associated qualitative raw data, but with some with some mistakes and/or omissions. but with some mistakes and/or
mistakes or omissions. omissions.
Does not record any appropriate quantitative No processing of quantitative raw data Presents processed data
Not at all/0 raw data or raw data is incomprehensible. is carried out or major mistakes are inappropriately or incomprehensibly.
made in processing.

Conclusion and evaluation

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Concluding Evaluating procedure(s) Improving the investigation
States a conclusion, with justification, based Evaluates weaknesses and limitations. Suggests realistic improvements in respect
Complete/2 on a reasonable interpretation of the data. of identified weaknesses and limitations.
States a conclusion based on a reasonable Identifies some weaknesses and Suggests only superficial improvements.
Partial/1 interpretation of the data. limitations, but the evaluation is weak
or missing.
States no conclusion or the conclusion is Identifies irrelevant weaknesses and Suggests unrealistic improvements.
Not at all/0 based on an unreasonable interpretation of limitations.
the data.

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Sept. 17, 2014

Measuring acceleration due to gravity with a pendulum (Topic 2)

Full lab report required. Time allowed: 80min Name: ________________________

Task: You will investigate a Simple Pendulum

You will be assessed against the following criteria: Exploration, Analysis, Evaluation and Communication

Lab Introduction:

Some definitions:

• Length: Distance from the pivot point of the pendulum arm to the centre of mass of the pendulum mass. (In this
lab you should use the distance from the support to the middle of the weight. You will be varying this distance.)

• Period: Time for the pendulum to swing from one extreme to the other and back. (In this lab you should
measure the time for 10 swings and then divide by ten otherwise you will only be measuring your reaction time!
This will be measured in seconds.)

Equipment: Stand and clamp, Pendulum weight with string attached, Ruler, Stopwatch, any other apparatus you might
need.

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Investigating a factor that affects the breaking distance of a moving cart–

Design Lab (Topic 2)

Criteria Assessed: D, DCP, CE, MS Time allowed: 3h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
D
DCP
CE

Aim: To investigate a factor that affects breaking distance

of a moving cart.

You may assume to have full access to any equipment in

the lab (and any reasonable equipment we don’t have.)
You are to design an experiment on….

Note: If you carry out your design don’t forget to present all results with their uncertainties and calculate all errors.
A full write up is required for the lab. This sheet is the cover sheet for the lab.

Design
Aspect 1 Aspect 2 Aspect 3
Levels/marks Defining the problem and selecting Controlling variables Developing a method for collection
variables of data
Formulates a focused problem/research question Designs a method for the effective Develops a method that allows for the
Complete/2 and identifies the relevant variables. control of the variables. collection of sufficient relevant data.
Formulates a problem/research question that is Designs a method that makes Develops a method that allows for the
Partial/1 incomplete or identifies only some relevant some attempt to control the collection of insufficient relevant data.
variables. variables.
Does not identify a problem/research question Designs a method that does not Develops a method that does not allow
Not at all/0 and does not identify any relevant variables. control the variables. for any relevant data to be collected.

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw data Presents processed data appropriately
Complete/2 associated qualitative raw data, including units correctly. and, where relevant, includes errors
and uncertainties where relevant. and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, but Presents processed data appropriately,
Partial/1 associated qualitative raw data, but with some with some mistakes and/or omissions. but with some mistakes and/or
mistakes or omissions. omissions.
Does not record any appropriate quantitative No processing of quantitative raw data Presents processed data
Not at all/0 raw data or raw data is incomprehensible. is carried out or major mistakes are inappropriately or incomprehensibly.
made in processing.

Conclusion and evaluation

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Concluding Evaluating procedure(s) Improving the investigation
States a conclusion, with justification, based Evaluates weaknesses and limitations. Suggests realistic improvements in respect
Complete/2 on a reasonable interpretation of the data. of identified weaknesses and limitations.
States a conclusion based on a reasonable Identifies some weaknesses and Suggests only superficial improvements.
Partial/1 interpretation of the data. limitations, but the evaluation is weak
or missing.

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“The Angler’s Problem” - Investigating Hooke’s Law (Topic 2)

Criteria Assessed: DCP, CE, MS Time allowed: 1.5h Name: _____________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
DCP
CE

Introduction
An angler intends to make a spring balance to weigh the fish he catches. However, metal springs can go rusty, especially at
sea, so the angler hopes to use rubber bands instead. The angler doesn’t know much about physics and wants you to find
out if the rubber bands are suitable. “J. Breithaupt, Nelson Thornes (2002), Key Science Physics extension file”

Your Task
Plan an investigation to find out how the length of a chain of rubber bands varies with the weight it
supports. Investigate how loading and unloading affects its length. Record your data to appropriate tables
plot them on graph paper and draw your own conclusions. Have fun!

Resources
You can use equipment that you can find in the lab, as: Rubber bands, Newton meters, Rulers,
Clamps and retort stands, Weighing scales

By The Way: This practical is related to Hooke’s Law, the law of elasticity discovered by the English scientist Robert Hooke in
1660, which states that, for relatively small deformations of an object, the displacement or size of the deformation is directly
proportional to the deforming force or load. Under these conditions the object returns to its original shape and size upon
removal of the load.

Mention all your resources, in the appropriate layout. You are expected to plot relevant graphs and write conclusion as
well as evaluation. Don’t forget to present all results with their uncertainties and calculate all errors. A full write up is
required for the lab. This sheet is the cover sheet for the lab.

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw data Presents processed data appropriately
Complete/2 associated qualitative raw data, including units correctly. and, where relevant, includes errors
and uncertainties where relevant. and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, but Presents processed data appropriately,
Partial/1 associated qualitative raw data, but with some with some mistakes and/or omissions. but with some mistakes and/or
mistakes or omissions. omissions.
Does not record any appropriate quantitative No processing of quantitative raw data Presents processed data
Not at all/0 raw data or raw data is incomprehensible. is carried out or major mistakes are inappropriately or incomprehensibly.
made in processing.

Conclusion and evaluation

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Concluding Evaluating procedure(s) Improving the investigation
States a conclusion, with justification, based Evaluates weaknesses and limitations. Suggests realistic improvements in respect
Complete/2 on a reasonable interpretation of the data. of identified weaknesses and limitations.
States a conclusion based on a reasonable Identifies some weaknesses and Suggests only superficial improvements.
Partial/1 interpretation of the data. limitations, but the evaluation is weak
or missing.
States no conclusion or the conclusion is Identifies irrelevant weaknesses and Suggests unrealistic improvements.
Not at all/0 based on an unreasonable interpretation of limitations.
the data.

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Foam Design (Topic 2)

Criteria Assessed: D Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
D

FOAM???

We sleep and sit on it. Is there any Physics to this?

Can you design an experiment that collects measurable data that relates to placing masses on a piece of foam?
Can you find a meaningful relationship?

There are several possible variables from which you need to select one. Plan a complete investigation paying
close attention to the DESIGN criteria.

Young’s Modulus Hooke’s law

Pressure Dropping things on it

Decide which variable you will be changing (independent variable) and all other aspects that need to be
controlled.
Devise a suitable method that allows the control of all variables.
Show how data will be collected by showing the appropriate tables of results.

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This is a design lab only. After you submit your design, you may be asked to perform the experiment and in that
case you’ll be assessed on DCP and CE.

Aspect 1 Aspect 2 Aspect 3

Levels/marks Defining the problem and selecting Controlling variables Developing a method for
variables collection of data
Formulates a focused problem/research Designs a method for the Develops a method that allows
Complete/2 question and identifies the relevant effective control of the for the collection of sufficient
variables. variables. relevant data.
Formulates a problem/research question Designs a method that Develops a method that allows
Partial/1 that is incomplete or identifies only some makes some attempt to for the collection of insufficient
relevant variables. control the variables. relevant data.
Does not identify a problem/research Designs a method that does Develops a method that does
Not at all/0 question and does not identify any not control the variables. not allow for any relevant data
relevant variables. to be collected.

A successful design will need to explore all aspects in detail with a scientific approach to the solution.
Attach this cover page to your lab report.

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Conservation of Momentum Experiment (Topic 2)

Criteria Assessed: DCP, CE, MS Time allowed: 1.5h Name: ________________________

Internal Assessment
Nov. 13, 2014

Aim: An Introduction to the use of data logging devices in physics

- perform first hand investigations to gather the data and analyse the change in momentum during collisions

Resources: Data logger with light gates, linear air track, two gliders.

Experiment set up:

Method:
1. Push both gliders simultaneously.
2. (The logger will calculate their speed as they pass through the light gates in one direction then after the
collision as they head back their speeds are calculated again.)
3. Use the values from the data logger to calculate momentum before and after the collision.

Interpreting results:
For each collision you will have four data values: two from gate A and two from gate B. The first of A and B is before
the collision and the second of A and B for after the collision.
Care must be taken to prevent the gliders from bouncing off the end of the track and returning back through the light
gates again.
Since the program has already calculated the speed it is simple to calculate momentum before and after the collision.
All other types of collisions can also be investigated using a similar procedure.

Note: Don’t forget to present all results with their uncertainties and calculate all errors.

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Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw data Presents processed data appropriately
Complete/2 associated qualitative raw data, including units correctly. and, where relevant, includes errors
and uncertainties where relevant. and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, but Presents processed data appropriately,
Partial/1 associated qualitative raw data, but with some with some mistakes and/or omissions. but with some mistakes and/or
mistakes or omissions. omissions.
Does not record any appropriate quantitative No processing of quantitative raw data Presents processed data
Not at all/0 raw data or raw data is incomprehensible. is carried out or major mistakes are inappropriately or incomprehensibly.
made in processing.

Conclusion and evaluation

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Concluding Evaluating procedure(s) Improving the investigation
States a conclusion, with justification, based Evaluates weaknesses and limitations. Suggests realistic improvements in respect
Complete/2 on a reasonable interpretation of the data. of identified weaknesses and limitations.
States a conclusion based on a reasonable Identifies some weaknesses and Suggests only superficial improvements.
Partial/1 interpretation of the data. limitations, but the evaluation is weak
or missing.
States no conclusion or the conclusion is Identifies irrelevant weaknesses and Suggests unrealistic improvements.
Not at all/0 based on an unreasonable interpretation of limitations.
the data.

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Water Drain Design Lab (Topic 2)

General Mechanics and Measurement

Criteria Assessed: D Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
D

Examine factors that affect the time for water to drain from a hole in the bottom of a disposable plastic cup.
There are several possible variables from which you need to select one. Plan a complete investigation paying
close attention to the DESIGN criteria.
Decide which variable you will be changing (independent variable) and all other aspects that need to be
controlled.
Devise a suitable method that allows the control of all variables.
Show how data will be collected by showing the appropriate tables of results.
This is a design lab only. After you submit your design, you may be asked to perform the experiment and in that
case you’ll be assessed on DCP and CE.

Aspect 1 Aspect 2 Aspect 3

Levels/marks Defining the problem and selecting Controlling variables Developing a method for
variables collection of data

Formulates a focused problem/research Designs a method for the Develops a method that allows
Complete/2 question and identifies the relevant effective control of the for the collection of sufficient
variables. variables. relevant data.

Formulates a problem/research question Designs a method that Develops a method that allows
Partial/1 that is incomplete or identifies only some makes some attempt to for the collection of insufficient
relevant variables. control the variables. relevant data.

Does not identify a problem/research Designs a method that does Develops a method that does
Not at all/0 question and does not identify any not control the variables. not allow for any relevant data
relevant variables. to be collected.

A successful design will need to explore all aspects in detail with a scientific approach to the solution.
Attach this cover page to your lab report.

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Projectile motion (Topic 2)

Criteria Assessed: DCP, CE, MS Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
DCP
CE

Aim: To calculate the initial horizontal take off velocity of an object that is allowed to fall after being released
from a ramp.

Method:

1. Set up the apparatus as shown below.

2. Place a tray with sand on the floor so that you can see where the ball hits the ground wooden.
3. Release the ball bearing from a certain height h so that it accelerates down the ramp and makes a mark on
the sand tray.
4. Repeat for 8 to 10 different heights.

Diagram:

h = vertical height for the ball to be dropped.

h ux

ux = initial horizontal velocity.

uy sy

ay
uy = initial vertical velocity.

ay = initial vertical acceleration.

sx
Data Collection and Processing:

 Measure heights h and corresponding distances s x and record these values in a suitable table. Note: It is
important to use fundamental units.
 Include uncertainties due to the precision of the measuring apparatus.
 Process your quantitative raw data by drawing a suitable graph which will allow the initial horizontal take
off velocity ux to be calculated.
 Present the processed data in a appropriate way and include errors and uncertainties

Conclusion and Evaluation:

 Evaluate the data that you have collected and analysed - compare your results by calculating the initial
horizontal take off velocity (u x) using the conservation of mechanical energy equations (mgh = ½mv 2)
 Evaluate the procedure, including any modifications you had to make to overcome problems. Include an
evaluation of the apparatus used.
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 Suggest ways in which the procedure could be modified in order to improve it for the future.
Note: Don’t forget to present all results with their uncertainties and calculate all errors.
A full write up is required for the lab. This sheet is the cover sheet for the lab.

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw Presents processed data
Complete/2 associated qualitative raw data, including data correctly. appropriately and, where relevant,
units and uncertainties where relevant. includes errors and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, Presents processed data
Partial/1 associated qualitative raw data, but with but with some mistakes and/or appropriately, but with some
some mistakes or omissions. omissions. mistakes and/or omissions.
Does not record any appropriate No processing of quantitative raw Presents processed data
Not at all/0 quantitative raw data or raw data is data is carried out or major inappropriately or
incomprehensible. mistakes are made in processing. incomprehensibly.

Conclusion and evaluation

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Concluding Evaluating procedure(s) Improving the investigation
States a conclusion, with justification, Evaluates weaknesses and Suggests realistic improvements in
Complete/2 based on a reasonable interpretation limitations. respect of identified weaknesses and
of the data. limitations.
States a conclusion based on a Identifies some weaknesses and Suggests only superficial
Partial/1 reasonable interpretation of the data. limitations, but the evaluation is improvements.
weak or missing.
States no conclusion or the conclusion Identifies irrelevant weaknesses Suggests unrealistic improvements.
Not at all/0 is based on an unreasonable and limitations.
interpretation of the data.

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 IB DP PHYSICS

Circular motion investigation (Topic 2)

Criteria Assessed: DCP, CE, MS Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
DCP
CE

Introduction

In this lab you will be investigating the relationship

between the weight attached to the string and the orbital
time for the rubber bung.

The radius of the orbit is maintained at a constant value by Rubber bung

using a paper clip attached to the string just under the base Tube
of the tube. The same rubber bung is used throughout your
Paper clip
experiment.

Weight
What is the effect of changing hanging weight on the
orbital time for the rubber bung?

Hypothesis

 Draw a free body diagram for the rubber bung when it is orbiting.
 What is the relationship between the weight on the string and the centripetal force?
 What is the relationship between the “orbiting length” and the radius of the orbit?
 What is your hypothesis based on the theory of uniform circular motion?

Method

 You are working individually! Based on your hypothesis plan how you will collect and how you will
analyse sufficient data to test the hypothesis (identify your variables).
 Before you start to take readings, practice using the apparatus. Establish a comfortable value for orbital
radius to fix for the experiment.
 Time twenty complete orbits each time. Repeat measurements. Estimate uncertainties during the
laboratory session. Analyse your data graphically.
 Come to a conclusion and perform a full evaluation for this experiment.

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 IB DP PHYSICS

A full write up is required for the lab. This sheet is the cover sheet for the lab.

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw Presents processed data
Complete/2 associated qualitative raw data, including data correctly. appropriately and, where relevant,
units and uncertainties where relevant. includes errors and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, Presents processed data
Partial/1 associated qualitative raw data, but with but with some mistakes and/or appropriately, but with some
some mistakes or omissions. omissions. mistakes and/or omissions.
Does not record any appropriate No processing of quantitative raw Presents processed data
Not at all/0 quantitative raw data or raw data is data is carried out or major inappropriately or
incomprehensible. mistakes are made in processing. incomprehensibly.

Conclusion and evaluation

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Concluding Evaluating procedure(s) Improving the investigation
States a conclusion, with justification, Evaluates weaknesses and Suggests realistic improvements in
Complete/2 based on a reasonable interpretation limitations. respect of identified weaknesses and
of the data. limitations.
States a conclusion based on a Identifies some weaknesses and Suggests only superficial
Partial/1 reasonable interpretation of the data. limitations, but the evaluation is improvements.
weak or missing.
States no conclusion or the conclusion Identifies irrelevant weaknesses Suggests unrealistic improvements.
Not at all/0 is based on an unreasonable and limitations.
interpretation of the data.

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 IB DP PHYSICS

Modelling the Solar System (Topic 2)

Criteria Assessed: None Time allowed: 1.5h Name: ________________________

(Database / Spreadsheet ICT)

The objective of this lab is to find, and investigate data concerning orbital motion in the Solar System.

Does the data support Newton’s Law of Gravity?

If you are still struggling with EXCEL spreadsheets you should begin by taking a tutorial again.
http://science.csustan.edu/tutorial/Excel/index.htm

Solar system data taken from: http://www.nineplanets.org/data.htmll

Compile a spread sheet showing distance from centre of orbit and orbital time for a collection of objects orbiting the same
central mass (choose a set of planets/moons orbiting the sun/planet).

Produce formulae in the headings of two further columns to work out centripetal acceleration in SI Units and the inverse
square of radius. Find the ratio of these last two quantities by formula in the last column. You may want to work out the
equation that relates these two quantities using Newton’s Laws. Write a brief conclusion about your findings. What can be
deduced from this ratio?

ORBITAL AND HISTORICAL DATA

24
 IB DP PHYSICS

25
 IB DP PHYSICS

26
 IB DP PHYSICS

TOPIC 3 –
THERMAL PHYSICS

27
 IB DP PHYSICS

Newton’s Law of Cooling – Design Lab (Topic 3)

Criteria Assessed: D Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
D

According to Newton's law of cooling, the rate of change of the

temperature of an object is proportional to the difference between its
initial temperature T0 and the ambient temperature TA. At time t, the
temperature Tt can be expressed as
Tt = TA + (T0 –TA) e-kt
where k is the decay constant.

Does this look like anything you’ve seen before? Can you turn it into a linear relationship and demonstrate it?
(mechanics in fluid mechanics

<http://www.britannica.com/EBchecked/topic/211272/fluid-mechanics/77499/Convection#ref611792> )

...- T2), of course, and it is worthwhile noting that the manner in which it does so is not linear; the heat loss
increases more rapidly than the temperature difference. Newton’s law of cooling, which postulates a linear
relationship, is obeyed only in circumstances where convection is prevented or in circumstances where it is forced
(when a radiator is fan-assisted)...

Applications
Crime Scene A detective is called to the scene of a crime where a dead
body has just been found. She arrives on the scene at 10:23 pm and
begins her investigation. Immediately, the temperature of the body is
taken and is found to be 80o F. The detective checks the programmable
thermostat and finds that the room has been kept at a constant 68 o F for
the past 3 days.

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 IB DP PHYSICS

After evidence from the crime scene is collected, the temperature of the body is taken once more and found to be
78.5o F. This last temperature reading was taken exactly one hour after the first one. The next day the detective
is asked by another investigator, “What time did our victim die?” Assuming that the victim’s body temperature
was normal (98.6o F) prior to death, what is her answer to this question? Newton's Law of Cooling can be used to
determine a victim's time of death.

The Big Pot of Soup As part of his summer job at a restaurant, Jim learned to cook up a big pot of soup late at
night, just before closing time, so that there would be plenty of soup to feed customers the next day. He also
found out that, while refrigeration was essential to preserve the soup
overnight, the soup was too hot to be put directly into the fridge when it
was ready. (The soup had just boiled at 100 degrees C, and the fridge was
not powerful enough to accommodate a big pot of soup if it was any
warmer than 20 degrees C).
Jim discovered that by cooling the pot in a sink full of cold water, (kept
running, so that its temperature was roughly constant at 5 degrees C) and
stirring occasionally, he could bring the temperature of the soup to 60
degrees C in ten minutes.
How long before closing time should the soup be ready so that Jim could
put it in the fridge and leave on time?

So what are your variables? Which ones are you going to control? Which will you be interested in
the variation of?

Examine factors that affect the time it takes for something to cool down. There are several possible variables
from which you need to select one. Plan a complete investigation paying close attention to the DESIGN criteria.
Decide which variable you will be changing (independent variable) and all other aspects that need to be
controlled.
Devise a suitable method that allows the control of all variables.
Show how data will be collected by showing the appropriate tables of results.
This is a design lab only. After you submit your design, you may be asked to perform the experiment and in that
case you’ll be assessed on DCP and CE.

Aspect 1 Aspect 2 Aspect 3

Levels/marks Defining the problem and selecting variables Controlling variables Developing a method for collection of
data
Formulates a focused problem/research Designs a method for the Develops a method that allows for the
Complete/2 question and identifies the relevant variables. effective control of the collection of sufficient relevant data.
variables.
Formulates a problem/research question that Designs a method that Develops a method that allows for the
Partial/1 is incomplete or identifies only some relevant makes some attempt to collection of insufficient relevant data.
variables. control the variables.
Not at all/0 Does not identify a problem/research question Designs a method that does Develops a method that does not allow

29
 IB DP PHYSICS

and does not identify any relevant variables. not control the variables. for any relevant data to be collected.

A successful design will need to explore all aspects in detail with a scientific approach to the solution.
Attach this cover page to your lab report.

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 IB DP PHYSICS

Specific Heat Capacity of a metal cylinder (Topic 3)

Criteria Assessed: DCP, CE, MS Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
DCP
CE

Aim: To determine the nature of a metal cylinder by finding its specific heat capacity

The specific heat capacity of a substance is the amount of energy one has to supply to 1kg of that substance to rise its
temperature by 1K, that is:

Q
c=
mΔT

Task:

Using a thermometer, metal cylinder, heating element, voltmeter and ammeter, determine the specific heat capacity
of the metal cylinder. Present a labelled diagram of your apparatus as well as an organized raw data table, including
uncertainties.

You will need to take paired data of the temperature and time and use a graphical method.

Using the value found for c, determine which metal makes up the cylinder, including uncertainties. Compare your
value for the specific heat capacity with the accepted one. Evaluate your experiment, discuss any possible errors and
suggest future improvements.

Note: don’t forget to present all results with their uncertainties and calculate all errors. A full write up is required
for the lab. This sheet is the cover sheet for the lab.

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw data Presents processed data appropriately
Complete/2 associated qualitative raw data, including units correctly. and, where relevant, includes errors
and uncertainties where relevant. and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, but Presents processed data appropriately,
Partial/1 associated qualitative raw data, but with some with some mistakes and/or omissions. but with some mistakes and/or
mistakes or omissions. omissions.
Does not record any appropriate quantitative No processing of quantitative raw data Presents processed data
Not at all/0 raw data or raw data is incomprehensible. is carried out or major mistakes are inappropriately or incomprehensibly.
made in processing.

Conclusion and evaluation

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Concluding Evaluating procedure(s) Improving the investigation
States a conclusion, with justification, based Evaluates weaknesses and limitations. Suggests realistic improvements in respect
Complete/2 on a reasonable interpretation of the data. of identified weaknesses and limitations.
States a conclusion based on a reasonable Identifies some weaknesses and Suggests only superficial improvements.
Partial/1 interpretation of the data. limitations, but the evaluation is weak
or missing.
States no conclusion or the conclusion is Identifies irrelevant weaknesses and Suggests unrealistic improvements.
Not at all/0 based on an unreasonable interpretation of limitations.
the data.

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 IB DP PHYSICS

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 IB DP PHYSICS

Specific Heat Capacity of Water (Topic 3)

Criteria Assessed: DCP, CE, MS Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
DCP
CE

Aim: To determine the specific heat capacity of water.

The specific heat capacity of water is the amount of energy one has to supply to 1kg of water to rise its temperature
by 1K, that is:
Q
cw=
mw ΔT
However, part of the heat supplied by the heating element will be transferred to the calorimeter cup. Therefore,
Qt −m c c c ΔT
Qt =m w c w ΔT +mc c c ΔT ⇔ cw=
mw ΔT
Task:
Using a thermometer, stopwatch, calorimeter cup (copper), balance, heating element,
voltmeter and ammeter determine the specific heat capacity of water.
You will need to take paired data of the temperature and time and use a graphical method to
determine the specific heat capacity of water. Be sure to include uncertainties. Compare your
value for the specific heat capacity with the accepted one. Evaluate your experiment, discuss
any possible errors and suggest future improvements.

Note: don’t forget to present all results with their uncertainties and calculate all errors.
A full write up is required for the lab. This sheet is the cover sheet for the lab.

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw data Presents processed data appropriately
Complete/2 associated qualitative raw data, including units correctly. and, where relevant, includes errors
and uncertainties where relevant. and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, but Presents processed data appropriately,
Partial/1 associated qualitative raw data, but with some with some mistakes and/or omissions. but with some mistakes and/or
mistakes or omissions. omissions.
Does not record any appropriate quantitative No processing of quantitative raw data Presents processed data
Not at all/0 raw data or raw data is incomprehensible. is carried out or major mistakes are inappropriately or incomprehensibly.
made in processing.

Conclusion and evaluation

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Concluding Evaluating procedure(s) Improving the investigation
States a conclusion, with justification, based Evaluates weaknesses and limitations. Suggests realistic improvements in respect
Complete/2 on a reasonable interpretation of the data. of identified weaknesses and limitations.
States a conclusion based on a reasonable Identifies some weaknesses and Suggests only superficial improvements.
Partial/1 interpretation of the data. limitations, but the evaluation is weak
or missing.
States no conclusion or the conclusion is Identifies irrelevant weaknesses and Suggests unrealistic improvements.
Not at all/0 based on an unreasonable interpretation of limitations.
the data.

33
 IB DP PHYSICS

Specific Heat Capacity of a metal cylinder using the method of mixtures

(Topic 3)

Criteria Assessed: DCP, CE, MS Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
DCP
CE

Aim: To determine the nature of a metal cylinder by finding its specific heat capacity by the method of mixtures.
The specific heat capacity of a substance is the amount of energy one has to supply to 1kg of that substance to
rise its temperature by 1K, that is:
Q
c=
mΔT

Task:
Using the method of mixtures, determine the specific heat capacity of a metal and identify it.
Using the value found for c, determine which metal makes up the cylinder
Compare your value for the specific heat capacity with the accepted one and discuss your results.
Evaluate your experiment, discuss any possible errors and suggest future improvements.

Note: don’t forget to present all results with their uncertainties and calculate all errors.
A full write up is required for the lab. This sheet is the cover sheet for the lab.

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw data Presents processed data appropriately
Complete/2 associated qualitative raw data, including units correctly. and, where relevant, includes errors
and uncertainties where relevant. and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, but Presents processed data appropriately,
Partial/1 associated qualitative raw data, but with some with some mistakes and/or omissions. but with some mistakes and/or
mistakes or omissions. omissions.
Does not record any appropriate quantitative No processing of quantitative raw data Presents processed data
Not at all/0 raw data or raw data is incomprehensible. is carried out or major mistakes are inappropriately or incomprehensibly.
made in processing.

Conclusion and evaluation

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Concluding Evaluating procedure(s) Improving the investigation
States a conclusion, with justification, based Evaluates weaknesses and limitations. Suggests realistic improvements in respect
Complete/2 on a reasonable interpretation of the data. of identified weaknesses and limitations.
States a conclusion based on a reasonable Identifies some weaknesses and Suggests only superficial improvements.
Partial/1 interpretation of the data. limitations, but the evaluation is weak
or missing.
States no conclusion or the conclusion is Identifies irrelevant weaknesses and Suggests unrealistic improvements.
Not at all/0 based on an unreasonable interpretation of limitations.
the data.

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 IB DP PHYSICS

Specific Latent Heat of Condensation of Water – Design Lab (Topic 3)

Criteria Assessed: DCP, CE, MS Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
D
DCP
CE

Aim: In Design you are going to make (among other things) a hypothesis corresponding to the following
research question: Is it possible to determine the specific latent heat of condensation of water to within 5% of
the accepted value in literature using only equipment found in a typical high school?

Equipment and measurement procedure: That is your problem, not mine .

Note: don’t forget to present all results with their uncertainties and calculate all errors.
A full write up is required for the lab. This sheet is the cover sheet for the lab.

Follow-up question after lab:

Explain from a microscopic point of view, how the specific heat of condensation of water will relate to the
specific heat of vaporization of water.

Design
Aspect 1 Aspect 2 Aspect 3
Levels/marks Defining the problem and selecting Controlling variables Developing a method for collection
variables of data
Formulates a focused problem/research question Designs a method for the effective Develops a method that allows for the
Complete/2 and identifies the relevant variables. control of the variables. collection of sufficient relevant data.
Formulates a problem/research question that is Designs a method that makes Develops a method that allows for the
Partial/1 incomplete or identifies only some relevant some attempt to control the collection of insufficient relevant data.
variables. variables.
Does not identify a problem/research question Designs a method that does not Develops a method that does not allow
Not at all/0 and does not identify any relevant variables. control the variables. for any relevant data to be collected.

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw data Presents processed data appropriately
Complete/2 associated qualitative raw data, including units correctly. and, where relevant, includes errors
and uncertainties where relevant. and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, but Presents processed data appropriately,
Partial/1 associated qualitative raw data, but with some with some mistakes and/or omissions. but with some mistakes and/or
mistakes or omissions. omissions.
Does not record any appropriate quantitative No processing of quantitative raw data Presents processed data
Not at all/0 raw data or raw data is incomprehensible. is carried out or major mistakes are inappropriately or incomprehensibly.
made in processing.

Conclusion and evaluation

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Concluding Evaluating procedure(s) Improving the investigation
States a conclusion, with justification, based Evaluates weaknesses and limitations. Suggests realistic improvements in respect
Complete/2 on a reasonable interpretation of the data. of identified weaknesses and limitations.
States a conclusion based on a reasonable Identifies some weaknesses and Suggests only superficial improvements.
Partial/1 interpretation of the data. limitations, but the evaluation is weak
or missing.
States no conclusion or the conclusion is Identifies irrelevant weaknesses and Suggests unrealistic improvements.
Not at all/0 based on an unreasonable interpretation of limitations.
the data.

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 IB DP PHYSICS

Verifying the "Pressure Law" and find the Absolute Zero of Temperature
(Topic 3)

Criteria Assessed: DCP, CE, MS Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
DCP
CE

Aim: To verify the "Pressure Law" and find the Absolute Zero of Temperature.
PT

Method:

1. Using the apparatus shown, measure the pressure of the air in the flask
for as wide a range of temperatures as possible.
2. To obtain a wide range of temperatures, start by adding ice to the water.
3. Explain why you should keep the temperature of the water constant for a
few minutes before taking each result.

Process your results so as to find the relationship between Pressure and

Temperature and determine the absolute temperature.

Note: don’t forget to present all results with their uncertainties and calculate all errors.
A full write up is required for the lab. This sheet is the cover sheet for the lab.

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw Presents processed data
Complete/2 associated qualitative raw data, including data correctly. appropriately and, where relevant,
units and uncertainties where relevant. includes errors and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, Presents processed data
Partial/1 associated qualitative raw data, but with but with some mistakes and/or appropriately, but with some
some mistakes or omissions. omissions. mistakes and/or omissions.
Does not record any appropriate No processing of quantitative raw Presents processed data
Not at all/0 quantitative raw data or raw data is data is carried out or major inappropriately or
incomprehensible. mistakes are made in processing. incomprehensibly.

Conclusion and evaluation

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Concluding Evaluating procedure(s) Improving the investigation
States a conclusion, with justification, Evaluates weaknesses and Suggests realistic improvements in
Complete/2 based on a reasonable interpretation limitations. respect of identified weaknesses and
of the data. limitations.
States a conclusion based on a Identifies some weaknesses and Suggests only superficial
Partial/1 reasonable interpretation of the data. limitations, but the evaluation is improvements.
weak or missing.
States no conclusion or the conclusion Identifies irrelevant weaknesses Suggests unrealistic improvements.
Not at all/0 is based on an unreasonable and limitations.
interpretation of the data.

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 IB DP PHYSICS

Analysis of the results:

EITHER

Plot a graph of pressure against temperature using a temperature scale which will allow you to extrapolate
below 0°C to find an estimate for the absolute zero of temperature

OR (better)

Plot a graph of pressure against temperature using the biggest scales possible. Draw the best fit line and
measure its slope.

The equation of the line has the form y = ax + b, and you are trying to find the value of x which makes y = 0.

Using the slope and the co-ordinates of any point on the best fit line, calculate a value for the constant, b. When
b is known, the value of absolute zero can be found.

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 IB DP PHYSICS

Coffee and milk – Design Lab (Topic 3)

Thermal Physics – thermal energy flow and specific heat capacity

Criteria Assessed: D Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
D

Imagine the situation…. You are making yourself a cup of hot coffee. Suddenly the telephone rings. Should
you add the milk now or after the phone call?

Investigate the effects of mixing cold milk with hot coffee. Design an experiment that will allow you to
investigate the effect of changing a measured independent variable on a measured dependent variable.

A successful design will need to explore all aspects in detail with a scientific approach to the solution. A good
answer needs to be quantitative. A possible approach would be to test a quantitative hypothesis that is in part
based on theory. Try to avoid experiments that are trivial or ones that would be answered with a limited
amount of data.

Attach this cover page to your lab report.

Design
Aspect 1 Aspect 2 Aspect 3
Levels/marks Defining the problem and selecting Controlling variables Developing a method for
variables collection of data
Formulates a focused problem/research question Designs a method for the effective Develops a method that allows for the
Complete/2 and identifies the relevant variables. control of the variables. collection of sufficient relevant data.
Formulates a problem/research question that is Designs a method that makes Develops a method that allows for the
Partial/1 incomplete or identifies only some relevant some attempt to control the collection of insufficient relevant data.
variables. variables.
Does not identify a problem/research question Designs a method that does not Develops a method that does not allow
Not at all/0 and does not identify any relevant variables. control the variables. for any relevant data to be collected.

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 IB DP PHYSICS

TOPIC 4 – WAVES

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 IB DP PHYSICS

Experiment to Verify Snell's Law of Refraction and to Estimate the Speed of

Light inside a Transparent Plastic Block (Topic 4)

Criteria Assessed: DCP, CE, MS Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
DCP
CE

Aim: To verify Snell’s Law of refraction and to estimate the speed of light inside a transparent plastic block.

sin θ1 sin θ2
Snell’s Law: n1 sin θ1=n 2 sin θ2 or =
c1 c2

where n1 is the refractive index of medium 1 n2 is the refractive index of medium 1

θ1 is the incident angle θ2 is the refraction angle
c1 is the speed of light in medium 1 c2 is the speed of light in medium 2

sinθ 1
The refractive index of the transparent plastic block is therefore: n2,1 =
sinθ 2

The critical angle can also be used to determine the refractive index of the transparent plastic block.
1
n block=
sin θc

Method:

Verify Snell’s Law and find the refractive index.

1. Using the special apparatus provided, measure the angles of
refraction corresponding to a wide range of angles of incidence.
Remember, the angles of incidence and refraction are always
measured from a normal line.
2. Adjust the position of the light source carefully to ensure that
when the angle of incidence is zero, the angle of refraction is also zero
3. Plot a suitable graph to verify Snell's Law.

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 IB DP PHYSICS

4. Use the graph to find the refractive index of the plastic and hence calculate the speed of light inside the
plastic. (Assume that the speed of light in air is the same as
the speed of light in a vacuum, 3×108ms -1.)

Estimate the critical angle of incidence for light passing from

this plastic to air.
1. Use the apparatus arranged to measure the critical angle of
incidence.

Analysis:

In your report, explain

a) why it is convenient to have a semi-circular plastic block
b) why the block must be turned through 180° (as shown in the second diagram) to measure the critical angle of
incidence
c) what is the main difficulty in measuring the angles of refraction (especially noticeable when the angle of
refraction is large).

Note: don’t forget to present all results with their uncertainties and calculate all errors.
A full write up is required for the lab. This sheet is the cover sheet for the lab.

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw data Presents processed data appropriately
Complete/2 associated qualitative raw data, including units correctly. and, where relevant, includes errors
and uncertainties where relevant. and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, but Presents processed data appropriately,
Partial/1 associated qualitative raw data, but with some with some mistakes and/or omissions. but with some mistakes and/or
mistakes or omissions. omissions.
Does not record any appropriate quantitative No processing of quantitative raw data Presents processed data
Not at all/0 raw data or raw data is incomprehensible. is carried out or major mistakes are inappropriately or incomprehensibly.
made in processing.

Conclusion and evaluation

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Concluding Evaluating procedure(s) Improving the investigation
States a conclusion, with justification, based Evaluates weaknesses and limitations. Suggests realistic improvements in respect
Complete/2 on a reasonable interpretation of the data. of identified weaknesses and limitations.
States a conclusion based on a reasonable Identifies some weaknesses and Suggests only superficial improvements.
Partial/1 interpretation of the data. limitations, but the evaluation is weak
or missing.
States no conclusion or the conclusion is Identifies irrelevant weaknesses and Suggests unrealistic improvements.
Not at all/0 based on an unreasonable interpretation of limitations.
the data.

41
 IB DP PHYSICS

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 IB DP PHYSICS

Notes

1 To make the measurement of angles simpler and faster, the block can be placed on a protractor template.

2 Because the rays emerge from the semicircular block along a radius of the circle, there should be no deviation
when they emerge from the block. Thus angles can be read directly from the protractor template, or marked on
the paper to be measured later. This also shows that there is no refraction when light strikes an interface
normally, even when the interface is curved.

3 Students may also direct the ray streaks in through the curved face, to observe refraction and total internal
reflection.

4 If semicircular boxes of thin transparent plastic are available (such as are sometimes used for small cheeses),
these can be filled with water and used for this experiment. If the experiment is done as a demonstration, a
Hartl optical disc or similar device can be used to show a ray being refracted as it passes through the centre of a
semicircular slab.

5 Pieces of glass are very useful for changing the direction of a ray of light, and prisms can even send it back the
way it came.

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 IB DP PHYSICS

Air Column Resonance: Speed of Sound in Air (Topic 4)

Criteria Assessed: DCP, CE, MS Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
DCP
CE

Objective: To measure the speed of sound in air.

Theory
Sound is a longitudinal wave requiring a medium in which to propagate. The speed of sound depends on
properties of the medium such as bulk modulus, density, and temperature.
To calculate the speed of sound in air, v, we will determine the wavelength, λ, of the sound produced by a
tuning fork of known frequency, f:
v=λf (Eq. 1)
A vibrating tuning fork generates a sound wave that travels outward. When held above a sound tube, the
wave will travel down the tube, reflect off the water surface, then return to the top. When the column of air in
the tube has an appropriate length (height) for a given tuning fork, a standing wave is produced, and the air
will resonate.
When considering the displacement of air for resonance (constructive interference), there is an anti-node near
the open end of the tube, and a node at the water surface where the sound is reflected (Fig. 1).
To locate multiple resonances for a particular tuning fork, one must be able to change the height of the air
column in the tube. This will be accomplished by changing the water level in the tube: raise or lower the water
reservoir (jug) and the water level will change accordingly.
The distance between one resonance and the next is λ/2:
λ
=|x −x |
2 1 2 (Eq. 2) Fig. 1 – harmonics in a so
When one knows the frequency of the tuning fork, the speed of sound can be calculated using Eq. 1.
To find the length of the air column which produces resonance for a given tuning fork, it is necessary to vary
the length of the tube. Figure 2 shows a method used to accomplish this purpose.
In this method the reservoir is raised or lowered. The length of the air column in the tube is changed
until the sound intensity is at a maximum. For a tube closed at one end, whose diameter is small
compared to its length, strong resonance will occur when the length of the air column is one-quarter of
a wavelength, λ/4, of the sound waves made by the tuning fork. A less intense resonance will also be
heard when the tube length is (3/4)λ, (5/4)λ, and so on.
Since the shortest tube length for which resonance occurs is L = λ/4, it follows that λ = 4L. Practically,
this relationship must be corrected for the diameter d of the tube. This gives
λ= 4(L + 0.3d) (Eq. 3)
In this experiment λ, L, and d will be measured in meters.

Equipment
Fig. 2 – Sound tube
Sound Tube Tuning Forks Mallet Water Jug
Rubber Hose Rubber Bands Clamps and Rod

Equipment Note
• Hold the tuning fork by the handle only.
• Hold the tuning fork away from the sound tube when you strike it.
• Strike the tuning fork only with the rubber of the mallet. Fig. 3 – Position of tuning fork over the sou
44
 IB DP PHYSICS

• Position the end of the tuning fork above the centre of the sound tube, parallel with the floor; align the tines of the
tuning fork vertically (one tine above the other) - Figure 3.
• When it is necessary to strike the tuning fork again, first stop the oscillations by holding the tuning fork against
your shoulder.

Procedure
1. Lift the water container to a height such that the sound tube almost fills with water; do not crimp the hose or allow
the water to overflow.
2. Strike the tuning fork and hold it above the sound tube. Allow the water level to drop as you listen for resonance.
3. To determine the precise water level when resonance occurs, adjust the water level until the sound is most intense.
This will likely require you to raise and lower the water level through the relevant point several times in order to
locate the precise location of peak resonance. Hold the water at this level while your partner records the position of
the water surface.
4. To determine λ, you must find at least one other resonance location in order to calculate λ/2. Find two more.
5. Calculate λavg.
6. Calculate the speed of sound using λavg for this tuning fork.
7. Repeat the above procedure for other tuning forks.
8. Calculate an average value for the speed of sound.
9. Calculate a theoretical value for the speed of sound using:
v = (331.50+0.61T)m/s (Eq. 3) where T is the temperature in degrees Celsius.
10. Compare your average value for the speed of sound with the theoretical value.

Data Collection and Processing:

 Include uncertainties due to the precision of the measuring apparatus.
 Process your quantitative raw data by drawing a suitable graph which will allow the speed of sound to be calculated.
 Present the processed data in a appropriate way and include errors and uncertainties

Conclusion and Evaluation:

 Evaluate the data that you have collected and analysed.
 Evaluate the procedure, including any modifications you had to make to overcome problems. Include an evaluation of
the apparatus used. Suggest ways in which the procedure could be modified in order to improve it for the future.
Note: don’t forget to present all results with their uncertainties and calculate all errors.
A full write up is required for the lab. This sheet is the cover sheet for the lab.
Data collection and processing
Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw data Presents processed data appropriately
Complete/2 associated qualitative raw data, including units correctly. and, where relevant, includes errors
and uncertainties where relevant. and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, but Presents processed data appropriately,
Partial/1 associated qualitative raw data, but with some with some mistakes and/or omissions. but with some mistakes and/or
mistakes or omissions. omissions.
Does not record any appropriate quantitative No processing of quantitative raw data Presents processed data
Not at all/0 raw data or raw data is incomprehensible. is carried out or major mistakes are inappropriately or incomprehensibly.
made in processing.

Conclusion and evaluation

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Concluding Evaluating procedure(s) Improving the investigation
States a conclusion, with justification, based Evaluates weaknesses and limitations. Suggests realistic improvements in respect
Complete/2 on a reasonable interpretation of the data. of identified weaknesses and limitations.
States a conclusion based on a reasonable Identifies some weaknesses and Suggests only superficial improvements.
Partial/1 interpretation of the data. limitations, but the evaluation is weak
or missing.
States no conclusion or the conclusion is Identifies irrelevant weaknesses and Suggests unrealistic improvements.
Not at all/0 based on an unreasonable interpretation of limitations.
the data.

45
 IB DP PHYSICS

TOPIC 5 –
ELECTRICITY AND
MAGNETISM

46
 IB DP PHYSICS

Investigating Circuit Rules (Topic 5)

Criteria Assessed: None Time allowed: 1.5h Name: ________________________

IB Laboratory Investigation ICT 

Using voltage probes and the digital meters investigate a number of simple electric circuits.

1. Make all four possible circuits with three lamps - all in series, all in parallel, and two different series/
parallel combinations. Limit the supply voltage to 2 volts dc.
2. For each circuit, draw a circuit diagram and identify three different locations for measuring the
electric current and the potential difference. Label these clearly.
3. Does the data you collect support the rules about current and potential difference in electric circuits?
4. For your portfolio you need to present circuit diagrams and clear and organised spreadsheets of data
for each of the circuits investigated.

47
 IB DP PHYSICS

Balloon Electrostatics – Design Lab (Topic 5)

Criteria Assessed: D Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
D

Example of a design experiment

Teacher prompt: “Investigate the domino effect using a set of dominoes”
The teacher shows the students the domino effect by lining up a number of dominoes and then lightly pushing the first one, so
producing the domino chain reaction. Students have studied mechanics and waves. This is an open-ended investigation where the
students must decide on both the dependent and independent variables.
Students would satisfy aspect 1 of design (defining the problem and selecting variables) if they:
 state a clear research question, for example, “How does the separation between a fixed number of dominoes affect the
time it takes for all the dominoes to fall?”
 identify the relevant variables correctly, for example, the dependent variable as the pulse speed or time to fall, the
independent variable as the separation of the dominoes, and the control variables as the number of dominoes and the
surface upon which the dominoes rest.
Under aspect 2 of design (controlling variables) students would earn a “complete” if they addressed the following.
 The method of starting the domino motion: for example, a student might use a small inclined plane of fixed length and
roll a ball down the incline in order to hit the first domino with the same impulse for the various trials of the experiment.
 A method for timing: for example, a student might use two photo-gate timers, one at the start and one at the end of the
domino chain, which would be activated by a falling domino. The timer would start when the first domino moves and
stop when the last domino moves. They could also just use a stopwatch.
 Standardization: students would explain how they would keep the domino chain in a straight line.
 Details of controlling the independent variable: there should be discussion as to how the distance between the
dominoes is altered and how the distance between consecutive dominoes is made the same for each trial. This would
involve stating the two points between which the separation is measured.
 A list of materials: this would include a box of dominoes, photo-gate timers or stopwatch, a ramp and small ball for the
incline, a metre rule to keep the domino chain at a constant 2.00 m length, and a 30 cm rule for measuring domino
separation.
Under aspect 3 of design (developing a method for collection of data) students would earn a “complete” if they addressed the
following.
 Repeated measurements: students would realize that repeated measurements for the same domino separation are
required. An average time would then be calculated.
 Scope and limit: students would realize that the minimum separation of the dominoes is when they are touching, face to
face, that is, zero separation. Students would also realize that there is a maximum separation that is more or less equal
to the height of a domino. Students would ensure that a suitable range of values is chosen between these limits.
 Changing the number of dominoes one at a time allows for ample data within the allowed range.

You are provided with rubber party balloons and any other normal lab apparatus that you have met on the course so far. You may
also consider using certain other conducting and\ or non-conducting materials, string, ruler, protractor, electroscope, electrostatic
generator, other. The only restriction about the investigation you design is that it should be about static electricity and be
designed to answer a specific question with a quantifiable hypothesis (careful!). Control of variables may be a particular challenge,
but it must be carefully addressed. You will of course need to produce a design to take appropriate measurements that will enable
you to answer the question. You need to base your investigation around some of the theory that you have encountered about
electricity so far, but you are permitted to research your hypothesis in books. Hand in your detailed response to this at the end of
the 1.5 hour lesson.
Design
Aspect 1 Aspect 2 Aspect 3
Levels/marks Defining the problem and selecting Controlling variables Developing a method for collection
variables of data
Formulates a focused problem/research question Designs a method for the effective Develops a method that allows for the
Complete/2 and identifies the relevant variables. control of the variables. collection of sufficient relevant data.
Formulates a problem/research question that is Designs a method that makes Develops a method that allows for the
Partial/1 incomplete or identifies only some relevant some attempt to control the collection of insufficient relevant data.
variables. variables.
Does not identify a problem/research question Designs a method that does not Develops a method that does not allow
Not at all/0 and does not identify any relevant variables. control the variables. for any relevant data to be collected.

48
 IB DP PHYSICS

49
 IB DP PHYSICS

Investigating factors affecting the resistance of a wire – Design Lab (Topic 5)

Criteria Assessed: D, DCP, CE, MS Time allowed: 3h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
D
DCP
CE

Aim: to investigate a factor that affects the resistance of a wire.

Using the electrical equipment in the lab, you have to investigate a factor that you think may affect the
resistance of a wire.
You must:
 State a hypothesis and define the variables.
 Devise a method that allows the collection of relevant data and set up your experiment.
 Record and process all data appropriately and include errors and uncertainties.
 Conclude on your results, evaluate your method, and suggest future improvements.

Note: don’t forget to present all results with their uncertainties and calculate all errors. A full write up is required
for the lab. This sheet is the cover sheet for the lab.

Design
Aspect 1 Aspect 2 Aspect 3
Levels/marks Defining the problem and selecting Controlling variables Developing a method for collection
variables of data
Formulates a focused problem/research question Designs a method for the effective Develops a method that allows for the
Complete/2 and identifies the relevant variables. control of the variables. collection of sufficient relevant data.
Formulates a problem/research question that is Designs a method that makes Develops a method that allows for the
Partial/1 incomplete or identifies only some relevant some attempt to control the collection of insufficient relevant data.
variables. variables.
Does not identify a problem/research question Designs a method that does not Develops a method that does not allow
Not at all/0 and does not identify any relevant variables. control the variables. for any relevant data to be collected.

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw data Presents processed data appropriately
Complete/2 associated qualitative raw data, including units correctly. and, where relevant, includes errors
and uncertainties where relevant. and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, but Presents processed data appropriately,
Partial/1 associated qualitative raw data, but with some with some mistakes and/or omissions. but with some mistakes and/or
mistakes or omissions. omissions.
Does not record any appropriate quantitative No processing of quantitative raw data Presents processed data
Not at all/0 raw data or raw data is incomprehensible. is carried out or major mistakes are inappropriately or incomprehensibly.
made in processing.

Conclusion and evaluation

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Concluding Evaluating procedure(s) Improving the investigation
States a conclusion, with justification, based Evaluates weaknesses and limitations. Suggests realistic improvements in respect
Complete/2 on a reasonable interpretation of the data. of identified weaknesses and limitations.
States a conclusion based on a reasonable Identifies some weaknesses and Suggests only superficial improvements.
Partial/1 interpretation of the data. limitations, but the evaluation is weak
or missing.
States no conclusion or the conclusion is Identifies irrelevant weaknesses and Suggests unrealistic improvements.
Not at all/0 based on an unreasonable interpretation of limitations.
the data.

50
 IB DP PHYSICS

Ohm’s Law Investigation – Design Lab (Topic 5)

Criteria Assessed: D, DCP, MS Time allowed: 3h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
D
DCP

Aim: Design an experiment to investigate the low voltage current/potential difference relationship for the
following electrical components:

Standard resistors Filament lamps Motors

Other approved electronic components you may find!
You may choose from any of the apparatus available in the laboratory. You will have been shown the wire
wound variable resistors for example. You must have the apparatus checked for safety reasons before switching
on! Don´t forget to find a way to make a reasonable assessment of the uncertainties in measurement.

Carry out the experiment to include collection of sufficient data.

Produce hand-drawn graphs to show the current / p.d. relationships and state if each component demonstrates
ohmic or non-ohmic behaviour.

For each ohmic component, use your data to calculate the resistance of the component.

Note: don’t forget to present all results with their uncertainties and calculate all errors.
A full write up is required for the lab. This sheet is the cover sheet for the lab.

Design
Aspect 1 Aspect 2 Aspect 3
Levels/marks Defining the problem and selecting Controlling variables Developing a method for collection
variables of data
Formulates a focused problem/research question Designs a method for the effective Develops a method that allows for the
Complete/2 and identifies the relevant variables. control of the variables. collection of sufficient relevant data.
Formulates a problem/research question that is Designs a method that makes Develops a method that allows for the
Partial/1 incomplete or identifies only some relevant some attempt to control the collection of insufficient relevant data.
variables. variables.
Does not identify a problem/research question Designs a method that does not Develops a method that does not allow
Not at all/0 and does not identify any relevant variables. control the variables. for any relevant data to be collected.

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw Presents processed data
Complete/2 associated qualitative raw data, including data correctly. appropriately and, where relevant,
units and uncertainties where relevant. includes errors and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, Presents processed data
Partial/1 associated qualitative raw data, but with but with some mistakes and/or appropriately, but with some
some mistakes or omissions. omissions. mistakes and/or omissions.
Does not record any appropriate No processing of quantitative raw Presents processed data
Not at all/0 quantitative raw data or raw data is data is carried out or major inappropriately or
incomprehensible. mistakes are made in processing. incomprehensibly.

51
 IB DP PHYSICS

52
 IB DP PHYSICS

The Internal Resistance of a Battery (Topic 5)

Criteria Assessed: DCP, MS Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
DCP

Aim: To find out the internal resistance of a battery

Theory:
All batteries have some internal resistance that causes their terminal voltage to be less than their EMF. EMF of a battery
can be related to current, internal resistance and terminal voltage via the following equation:
E = Ir + V
You will find out the internal resistances of different batteries as they put out more and more current.
Your circuit will use only a voltage divider, or rheostat. This will allow you to increase the amount of
current put out by the battery. Hopefully you will also learn whether or not the internal resistance of
your battery is constant.
You will record your own data and process it so as to find the relationship between terminal voltage
across the battery and total current for the circuit. A Graph should be constructed to aid this
investigation. You will write a brief conclusion of your results, but this will NOT be marked for internal assessments.
Apparatus:
 Ammeter and Voltmeter  Rheostat (variable resistor, around 50 ohms total)
 9 volt battery  Wires
 6 volt battery pack (4 D batteries in series)

Method:
1. Ensure the accuracy of your ammeter and voltmeter and set up the circuit pictured above.
2. Take a reasonable number of data points, measuring the terminal voltage and total current. It is recommended that
you draw over 0.1 amps so as to notice an appreciable voltage drop due to internal resistance. Anything over 1 amp
will be unsafe for small wiring.
3. Make an appropriate table (or tables) of raw data.
4. Process the data and use graphs to investigate the relationships between terminal voltage and total current. Probably
using a different graph for the 9 V and 6 V batteries will be best, and will avoid confusion.
Write a brief conclusion and evaluation of your results. In this brief conclusion...
a. What are the internal resistances of each, and how do those resistances compare?
b. What are the uncertainties of each resistance?
c. What are the emf values for each battery?
d. What is the maximum current that each battery can put out?
Note: don’t forget to present all results with their uncertainties and calculate all errors. A full write up is required for the
lab. This sheet is the cover sheet for the lab.
Data collection and processing
Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw data Presents processed data appropriately
Complete/2 associated qualitative raw data, including units correctly. and, where relevant, includes errors
and uncertainties where relevant. and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, but with Presents processed data appropriately,
Partial/1 associated qualitative raw data, but with some some mistakes and/or omissions. but with some mistakes and/or
mistakes or omissions. omissions.
Not at all/0 Does not record any appropriate quantitative No processing of quantitative raw data is Presents processed data
raw data or raw data is incomprehensible. carried out or major mistakes are made in inappropriately or incomprehensibly.

53
 IB DP PHYSICS

processing.

How strong is an electromagnet? – Design Lab (Topic 5)

Criteria Assessed: D, DCP, CE, MS Time allowed: 3h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
D
DCP
CE

Design
You have 1.5h under classroom test conditions to individually devise a plan for an investigation on electromagnets. You
then have a further 1.5h lesson to attempt the lab.
The plan must be submitted for grading at the end of the first 90 minute period. A full write-up at the end of the lab is
optional, but, if you complete the investigation, you will have the opportunity for criterion CE as well.

Constraints
You may choose any normal laboratory apparatus that you have met on the course.
Available includes – dc meters, iron c-cores, iron nails, insulated wire of various thicknesses, connecting leads, low voltage
variable ac or dc power supplies, wire-wound variable resistors, slotted masses, electronic balances, oscilloscope,
galvanometer, permanent magnets (bar\horseshoe\very strong), spring balances (various scales), lever balances, stands\
clamps, ruler, protractor, vernier callipers, model transformer coils.

Lab design model

You need to investigate the effect of one variable on another. You should attempt to base your hypothesis on aspects of
mathematical theory that we have just completed on the Electromagnetism section of the syllabus (HL or SL). The plan
must be sufficiently detailed so that another class member could carry out your investigation from the instructions you
give. An indication of how you plan to collect and analyse data is to be included in your plan. The analysis needs to test the
hypothesis set.

Note: don’t forget to present all results with their uncertainties and calculate all errors. A full write up is required
for the lab. This sheet is the cover sheet for the lab.

Design
Aspect 1 Aspect 2 Aspect 3
Levels/marks Defining the problem and selecting Controlling variables Developing a method for
variables collection of data
Formulates a focused problem/research Designs a method for the Develops a method that allows for
Complete/2 question and identifies the relevant effective control of the the collection of sufficient relevant
variables. variables. data.
Formulates a problem/research question Designs a method that makes Develops a method that allows for
Partial/1 that is incomplete or identifies only some some attempt to control the the collection of insufficient
relevant variables. variables. relevant data.
Does not identify a problem/research Designs a method that does Develops a method that does not
Not at all/0 question and does not identify any relevant not control the variables. allow for any relevant data to be
variables. collected.

54
 IB DP PHYSICS

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw Presents processed data
Complete/2 associated qualitative raw data, including data correctly. appropriately and, where relevant,
units and uncertainties where relevant. includes errors and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, Presents processed data
Partial/1 associated qualitative raw data, but with but with some mistakes and/or appropriately, but with some
some mistakes or omissions. omissions. mistakes and/or omissions.
Does not record any appropriate No processing of quantitative raw Presents processed data
Not at all/0 quantitative raw data or raw data is data is carried out or major inappropriately or
incomprehensible. mistakes are made in processing. incomprehensibly.

Conclusion and evaluation

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Concluding Evaluating procedure(s) Improving the investigation
States a conclusion, with justification, Evaluates weaknesses and Suggests realistic improvements in
Complete/2 based on a reasonable interpretation limitations. respect of identified weaknesses and
of the data. limitations.
States a conclusion based on a Identifies some weaknesses and Suggests only superficial
Partial/1 reasonable interpretation of the data. limitations, but the evaluation is improvements.
weak or missing.
States no conclusion or the conclusion Identifies irrelevant weaknesses Suggests unrealistic improvements.
Not at all/0 is based on an unreasonable and limitations.
interpretation of the data.

55
 IB DP PHYSICS

TOPIC 6 – ATOMIC
AND NUCLEAR
PHYSICS

56
 IB DP PHYSICS

Decay of Beer Foam (Topic 6)

Criteria Assessed: DCP Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
DCP

Introduction
2
When you pour a glass of beer the gas in the beer forms bubbles (called a head), when you are going to drink
the beer you try to minimise this effect but in this experiment you will make it as much as possible by pouring
fast and using warm beer. The bubbles burst randomly so rather like the decay of radioactive nuclei the rate of
decay of bubbles is proportional to the number of bubbles so:

dN/dt=-λN

Solving this differential equation gives

N=Noe-λt

Where: No is the original number of bubbles, N is the number of bubbles at time t and λ is the decay constant

It’s not possible to count the number of bubbles but you can measure the level of beer which increases as the
bubbles burst. This will give you an exponential increase however if you measure the height of the beer
downwards from the final level (when there is no foam) then you get an exponential decay that is proportional
to the decay of the foam.

Now, you will use the following equation:

h=hoe-λt

Where ho is the original height of the beer measured downwards from the final height.

Method

1. You are going to pour the beer into a measuring cylinder but
before you do this tape a strip of paper to the side of it; this will
be used to mark the beer level. You will also need a stop clock;
either use your mobile phone or an internet clock.
2. Shake up the beer and pour it quickly into the cylinder, as soon
as it settles a bit mark the beer level on the tape, do this every
5 seconds. If you are well organised up to 3 people can mark
the same cylinder.
3. Continue marking for 2 minutes then let the beer stand for a
further 3 minutes. There will still be some foam in the flask but
you are going to ignore this and assume all the bubbles have
burst, mark this on the tape, this will be you zero.

2
Adapted from a worksheet posted by Dr. Mark Headlee (UWC USA), www.occ.ibo.org
57
 IB DP PHYSICS

4. Take the tape off the cylinder and lay it flat ready for measuring with a ruler.
5. Measure from the end point to the measured levels entering your results into an appropriate table.
6. By linearising the equation plot a straight line graph and use this to find the half-life of beer bubbles.

Note: don’t forget to present all results with their uncertainties and calculate all errors. A full write up is required for the
lab. This sheet is the cover sheet for the lab.

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw Presents processed data
associated qualitative raw data, data correctly. appropriately and, where
Complete/2 including units and uncertainties relevant, includes errors and
where relevant. uncertainties.
Records appropriate quantitative and Processes quantitative raw Presents processed data
Partial/1 associated qualitative raw data, but data, but with some mistakes appropriately, but with some
with some mistakes or omissions. and/or omissions. mistakes and/or omissions.
Does not record any appropriate No processing of quantitative Presents processed data
quantitative raw data or raw data is raw data is carried out or inappropriately or
Not at all/0 incomprehensible. major mistakes are made in incomprehensibly.
processing.

58
 IB DP PHYSICS

Estimating the value of Planck's constant using the photoelectric effect

(Topic 6)

Criteria Assessed: DCP, CE, MS Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
DCP
CE

Aim: To estimate the value of Planck’s constant using the photoelectric effect.

Einstein’s photo-electric equation can be stated as: eVs = hf – W

Use this to find a value of Planck’s constant, h.

Method:

1. In this method, light is allowed to reach a photo-

emissive surface (inside a "photo-cell"). This
causes electrons to be emitted with a range of
kinetic energies.
2. A "stopping voltage" is then used to stop even
the most energetic of the emitted electrons
before they reach the cathode of the photo-cell.
A simplified diagram of the apparatus is shown
below.
3. Find the voltage, Vs, needed to reduce the reading of the galvanometer to zero with a range of different
frequencies of light, f, reaching the photo-cell by using different coloured filters.

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw Presents processed data
Complete/2 associated qualitative raw data, including data correctly. appropriately and, where relevant,
units and uncertainties where relevant. includes errors and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, Presents processed data
Partial/1 associated qualitative raw data, but with but with some mistakes and/or appropriately, but with some
some mistakes or omissions. omissions. mistakes and/or omissions.
Does not record any appropriate No processing of quantitative raw Presents processed data
Not at all/0 quantitative raw data or raw data is data is carried out or major inappropriately or
incomprehensible. mistakes are made in processing. incomprehensibly.

Conclusion and evaluation

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Concluding Evaluating procedure(s) Improving the investigation
States a conclusion, with justification, Evaluates weaknesses and Suggests realistic improvements in
Complete/2 based on a reasonable interpretation limitations. respect of identified weaknesses and
of the data. limitations.
States a conclusion based on a Identifies some weaknesses and Suggests only superficial
Partial/1 reasonable interpretation of the data. limitations, but the evaluation is improvements.
weak or missing.
States no conclusion or the conclusion Identifies irrelevant weaknesses Suggests unrealistic improvements.
Not at all/0 is based on an unreasonable and limitations.
interpretation of the data.

59
 IB DP PHYSICS

60
 IB DP PHYSICS

The Half-life of dice – Decay investigation (Topic 6)

Criteria Assessed: DCP Time allowed: 1.5h Name: ________________________

Internal Assessment
Criteria Aspect 1 Aspect 2 Aspect 3 Total
DCP

Aim: to find the half-life of dice.

Introduction
The throwing of dice is a random event, the same as the decay of an atom is random. As a result, dice can be used to
simulate radioactive decay. To simulate radioactive decay, we need to know when a die has "decayed". The easiest
way is to blacken one of the faces on a wooden cube to represent a "decay". When the blackened face comes up the
die has “decayed” and is removed from the set. Ordinary dice can also be used.

Method:
1. Put the 100 dice into a container.
2. Shake the container and pour the dice onto the desk.
3. Remove decayed nuclei (dice that show a “6”) and record the number involved.
4. Put the remaining dice back into the container and repeat steps 2 and 3 several times.
5. Repeat, to get two full sets of data.
6. Share your results with the other teams determine the totals.

Data Collection:
• Record your results for the simulation in a suitable table.
• Your results table and the presentation of data should include any uncertainties associated with the apparatus
that you have used.
Data Processing and Presentation: (Standard and Higher level):
• Draw a suitable graph that will allow you to calculate the half-life of your decay model.
• Show your working clearly and explain your method used.
• State your final value for the half-life for your decay model
• Explain if the background count rate was included in this graph.
Data Processing and Presentation: (Higher level only):
• The radioactive equation can be written as: N = N0 e −λt
• Rearrange this formula so that it is of the form y = mx + c
• Draw a suitable log graph that will allow you to obtain a value for the decay constant, λ and calculate the half-
life, t1/2, of your decay model.
• Compare the two values for half-life obtained from the graphs.
• Which method do you think is more accurate? State your reasons.

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw Presents processed data
Complete/2 associated qualitative raw data, including data correctly. appropriately and, where relevant,
units and uncertainties where relevant. includes errors and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, Presents processed data
Partial/1 associated qualitative raw data, but with but with some mistakes and/or appropriately, but with some
some mistakes or omissions. omissions. mistakes and/or omissions.
Does not record any appropriate No processing of quantitative raw Presents processed data
Not at all/0 quantitative raw data or raw data is data is carried out or major inappropriately or
incomprehensible. mistakes are made in processing. incomprehensibly.

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OPTION E –
ASTROPHYSICS

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Astrophysics ICT database and graphing (OPTION E)

Criteria Assessed: None Time allowed: 1.5h Name: ________________________

Part 1 – Investigation of spectra of stars

The purpose of this investigation is to determine the temperature and peak wavelength using black body
spectra of stars.

Method:

1. Use the website http://lite.bu.edu/spex/v3/index.html to get access to JAVA applet to simulate Black body
spectra of stars.

2. Click on “file Blackbody” in order to get a theoretical black body spectrum.

3. The height of the curve shows the intensity of the source v the wavelength.

4. The bar above illustrates the colours emitted which allow us to know what would be the apparent colour of
an object at a certain temperature.

5. The energy flux (power per unit of area) is shown and also what percentage of the spectrum is emitted in
the UV, visible and IR regions

6. Click on the box below “Astronomy” and choose “H-R Diagram”. An H-R Diagram will be shown on the right
side of the applet. Choose at least one star of each class 0, B, A, F, G, K and M of the main sequence and 3
giant stars.

7. Try to get the best fit of the black body curve to the star’s spectrum by varying the temperature. For each
star write down the temperature and maximum wavelength.

8. Get an image of each blackbody curve (use print screen) and include it in your lab report.

9. Try to answer the following questions:

 Some spectra are more difficult to adjust than others. Explain what procedure to take and why. Why do
you get better results if only one part of the spectrum is considered?

 Does the star’s spectrum fit exactly the black/body curve? Why? Why not?

 Can the stars be considered perfect emitters, that is, are they perfect black bodies?

Part 2 – Bright Star catalogue

Download and open up the “Bright Star Catalogue”, with a viewer available as a freeware/trial version at
http://www.alcyone.de/SIT/bsc/bsc.html.

The Bright Star Catalogue contains 9110 entries of all stars brighter than magnitude 6.5 (the naked eye visible
stars). It's one of the most widely used star catalogues and provides detailed basic astronomical and

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astrophysical data. The following sites provides the basic data from the Bright Star Catalogue, 5th Revised Ed.
(Preliminary Version) (Hoffleit+, 1991, Yale University Observatory) as distributed by the Astronomical Data
Center (http://adc.gsfc.nasa.gov/) at NASA Goddard Space Flight Center. An offline readable version of the
Bright Star Catalogue is distributed with the Bright Star Catalogue Viewer (http://www.alcyone-
ephemeris.info/bsc/index.html).

Generate from this table of about 25 different stars drawn from a range of different constellations. Include in
your table the spectral class and magnitude of each one you chose.

Plot a Hertzsprung-Russell diagram for the stars you have selected using Excel.

1. Are there any stars similar to our sun?

2. All of the stars you have found in the main sequence?

3. Identify ONE of the stars in your lost that should be visible in the Northern Hemisphere at this latitude at
this time of year at about 10pm. Can you observe it with the naked eye on a clear evening?

4. Attach your table, graph and answers to the questions to this cover sheet.

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The Sun's diameter (Option E)

Criteria Assessed: DCP, CE, MS Time allowed: 1.5h Name: ________________________

Internal Assessment
image
Criteria Aspect 1 Aspect 2 Aspect 3 Total
DCP
CE

In this investigation you will measure the diameter of the sun.

WARNING - never look directly into the sun either with your naked eye
or through sun-glasses or any instrument like a telescope or binoculars.

Equipment: meter ruler, compass, pin, 2 pieces of card, scissors

Method

1. Cut slots in the cards so that they will fit on the ruler as shown.
2. Make a pinhole 3 cm above the top of the slot on the first card.
3. Make a cross on the image card, marking every millimeter.
4. Mount the cards as shown in the diagram and point the metre stick at the sun. The second card should be in
the shadow of the first card.
5. Adjust the position of the second card until the image of the Sun in centered on the cross (the image of the
sun will look like a bright circular patch).
6. Record appropriate RAW DATA.
7. Repeat for a range image sizes.
8. Determine the diameter of the Sun using similar triangles and graphical analysis.

Note: Use the following web site to calculate the distance to the Sun on the day that you complete the lab.
http://www.fourmilab.ch/cgi-bin/Solar
Find a precise conversion for an AU and use it in your lab. Do not use the one in the data booklet. Reference the
value you have used.

Data collection and processing

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Recording raw data Processing raw data Presenting processed data
Records appropriate quantitative and Processes the quantitative raw data Presents processed data appropriately
Complete/2 associated qualitative raw data, including units correctly. and, where relevant, includes errors
and uncertainties where relevant. and uncertainties.
Records appropriate quantitative and Processes quantitative raw data, but Presents processed data appropriately,
Partial/1 associated qualitative raw data, but with some with some mistakes and/or omissions. but with some mistakes and/or
mistakes or omissions. omissions.
Does not record any appropriate quantitative No processing of quantitative raw data Presents processed data
Not at all/0 raw data or raw data is incomprehensible. is carried out or major mistakes are inappropriately or incomprehensibly.
made in processing.

Conclusion and evaluation

Aspect 1 Aspect 2 Aspect 3
Levels/marks
Concluding Evaluating procedure(s) Improving the investigation
States a conclusion, with justification, based Evaluates weaknesses and limitations. Suggests realistic improvements in respect
Complete/2 on a reasonable interpretation of the data. of identified weaknesses and limitations.
States a conclusion based on a reasonable Identifies some weaknesses and Suggests only superficial improvements.
Partial/1 interpretation of the data. limitations, but the evaluation is weak
or missing.
States no conclusion or the conclusion is Identifies irrelevant weaknesses and Suggests unrealistic improvements.
Not at all/0 based on an unreasonable interpretation of limitations.
the data.

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Sources and Acknowledgements

 Dingrando, and Reilley. " IB Physics." IB Physics. N.p., n.d. Web. 27 June 2012. <http://hs-physics-ib.ism-
online.org/>.
 "Teacher resource exchange." Online Curriculum Center. IBO, n.d. Web. 27 June 2012.
<occ.ibo.org/ibis/occ/guest/home.cfm>.
 "The Open Door Web Site : IB Physics : Practical Work Contents." The Open Door Web Site. N.p., n.d.
Web. 28 June 2012. <http://www.saburchill.com/physics/practicals/contents.html>.
 "Practical Physics | Nuffield Foundation." Nuffield Foundation. N.p., n.d. Web. 28 June 2012.
<http://www.nuffieldfoundation.org/practical-physics>.

ESS

 Kling. "West Morris Central High School." West Morris Central High School. N.p., n.d. Web. 27 June 2012.
<http://central.wmrhsd.org/faculty_site/facultyPage.asp?facultyID=236&pageID=2238>.
 "IB ESS DOCUMENTS ." EnviroHome. N.p., n.d. Web. 27 June 2012.
<http://envirohome.wikispaces.com/IB+ESS+DOCUMENTS>.
 "Teacher resource exchange." Online Curriculum Center. IBO, n.d. Web. 27 June 2012.
<occ.ibo.org/ibis/occ/guest/home.cfm>.

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