AQA A Level Physics:A guide to purposeful practical work

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

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

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

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

now significantly changed.

Specification 7408 for first assessment in 2017 requires students to record their practical achievement and experiences in a

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

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

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

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

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

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

be adequately addressed during lessons, along with the other aspects of HSW (See section 7.3 of the specification). The HSW

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

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

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

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

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

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

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

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

work, especially in conjunction with the suggested purposes.

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

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

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

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

Getting Practical learning objectives:

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

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

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

PAGE 1

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

Produced in partnership with the Association for Science Education

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

PAGE 2

Possible practical activities

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

3.6.1.1

Circular motion

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

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

A3C1

Rotary Investigation

FO71885Slotted Masses

MA104056

3.6.1.3

Simple harmonic motion systems

This section supports Required practical 7: Investigation into simple harmonic motion using a mass–spring system and a simple pendulum

See: http://filestore.aqa.org.uk/resources/physics/AQA-7407-7408-PTT-ARP.PDF

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

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

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

A2A3C2

Expendable Spring

SP13863Slotted Masses

MA104056Vision

DA130585Motion Sensor

DA130795Pendulum Bob 13mm

TI15770Pendulum Bob 19mm

TI15771Pendulum Bob 25mm

TI15772Metre Rule

RU13145G-Clamp

TO160952

3.6.1.4

Forced vibrations and resonance

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

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

A1A3

Vibration Generator Premium

SI30825Vibration Generator

SO96186Signal Generator

SI150802Resonance Strips

SI68186

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

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Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

3.6.2.1

Thermal energy transfer

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

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

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

A2A3B1C1

Aluminium Block

HE18710Brass Block

HE18712Copper Block

HE18714Steel Block

HE18716Immersion Heater

HE18720Power Packs

EL130299Voltmeters

EL06815Ammeters

EL06775Digital Ammeter

EL101480Digital Voltmeter

EL101482Granite

EN62616Precision Thermometer 0-50°C x 0.2°C

TH15552Digital Thermometer

TH15656Naphthalene

NA4170Polystyrene Cup

CU05395

3.6.2.2

Ideal gases

Required practical 8: Investigation of Boyle’s law (constant temperature) and Charles’s law (constant pressure) for a gas. See http://practicalphysics.org/boyles-law.html or: http://filestore.aqa.org.uk/resources/physics/AQA-7407-7408-PTT-ARP.PDF

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

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

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

A2A3B1C1

Boyle’s Law Apparatus

HE63640Foot Pump

PU12750Hand Vacuum Pump

PU150000Vacuum Pump

PU62780Charles Law Apparatus

HE152014Joly’s Bulb

HE18753Bourdon Gauge

HE53630Burette

BU03765Burette Clamp

ST14062Magnesium Ribbon

MA3614Hydrochloric Acid 2M

HY3052Water Bath 8L

BA01871Balance 200x0.01g

BA110100

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

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Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

3.6.2.3

Molecular kinetic theory model

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

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

A1A3B1C2

Whitley Bay Smoke Cell

HE18760Microscope

MI10434Conc. HCl

HY3044Ammonia

AM1188

3.7.3.2

Electric field strength

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

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

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

A1A2A3

Electric Field Apparatus

EL71550Castor Oil

OI4366Liquid Paraffin

PA4452EHT Supply

EL130295Teledeltos Paper

EL91430Powerbase S10

EL150906Multimeter

EL52400Bar Magnet Alnico

MA10130Plotting Compass

CO04605Teltron Deflection Tube

RA67580Universal Stand

RA67550EHT Supply

EL130295EHT Lead Red

EL91360EHT Lead Black

EL91362

3.7.4.2

Parallel plate capacitor

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

A3B1

Autoranging Multimeter

EL13060EHT Supply

EL130295Capacitor 470 MCF

EL110675Potentiometer 100kohm

EL98067Parallel Plate Capacitor Kit

EL120700Van De Graaff

EL85100

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

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Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

3.7.4.4

Capacitor charge and discharge

Required practical 9: Investigation of the charge and discharge of capacitors. Analysis techniques should include log-linear plotting leading to a determination of the time constant, RC

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

A2C1

Electrolytic Capacitors 1000μf

EL110680Electrolytic Capacitor 2200μf

EL110685Electrolytic Capacitor 4700μf

EL110690Resistor 10kohm

EL110760Resistor 15kohm

EL160150Resistor 22kohm

EL110765Resistor 33kohm

EL130990Resistor 47kohm

EL110770Resistor 56kohm

EL130996Resistor 68kohm

EL130750Resistor 82kohm

EL130755Resistor 100kohm

EL110775Powerbase V8

EL130299Component Holder

EL30282Digital Voltmeter

EL101482SPST Switch

EL06543

3.7.5.1

Magnetic flux density

Required practical 10: Investigate how the force on a wire varies with flux density, current and length of wire using a top pan balance

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

A fuller description can be found at: http://filestore.aqa.org.uk/resources/physics/AQA-7407-7408-PTT-ARP.PDF

A2A3C1

Bare Copper Wire 16 Swg

EL06702School Power Station Ammeter

EL18612Yoke

EL130310Magnadur Magnets

MA10120Ammeters

EL06775Digital Ammeter

EL101480Balance 400x0.01g

BA110105

3.7.5.2

Moving charges in a magnetic field

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

A1A3

Teltron Fine Beam Tube

RA130505Helmholtz Coils

RA67560Universal Stand

RA67550EHT Supply

EL130295EHT Lead Red

EL91360EHT Lead Black

EL91362

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

PAGE 6

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

3.7.5.1

Magnetic flux and flux linkage

Required practical 11: Investigate, using a search coil and oscilloscope, the effect on magnetic flux linkage of varying the angle between a search coil and magnetic field direction.

A full description can be found at: http://filestore.aqa.org.uk/resources/physics/AQA-7407-7408-PTT-ARP.PDF

A2B1C1

Solenoid

EL91516Vertical Wire

EL91518Two Coils

EL91520Wire Single Core

EL110180Westminster Power Supply

MA18796Plotting Compass

CO04605Bar Magnet Alnico

MA10130Iron Filings in Sprinkler Pot

MA10193Slinky

SO110125Slotted Base

SA13494Rheostat

EL18545Colour Digital Oscilloscope

EL101460Magnetic Field Plates Set

MA55050Powerbase V8

EL130299Ammeter 5A

EL06822Vision

DA130585Magnetic Field Sensor

DA130790Fleming/Pohl Swing

MA150720Tesla Meter

MA104004

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

PAGE 7

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

3.7.5.4

Electromagnetic induction

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

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

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

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

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

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

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

A1A2A3

Wire Single Core

El110180Yoke

EL130310Magnadur Magnets

MA10120Galvanometer

EL06830C Core

EL130315Bar Magnet Alnico

MA10130AA Battery

BA01954AA Cell Holder

BA02030C Core Clip

EL130320SPST Switch

EL06543Westminster Electromagnetic Kit

MA91525Westminster Power Supply

MA18796Ammeter 5A

EL06822Vision

DA130585Magnetic Field Sensor

DA130790Colour Digital Oscilloscope

EL101460Tesla Meter

MA104004Lenz’s Law Kit

MA104000Eddy Current Kit

MA10190

3.7.5.5

Alternating currents

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

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

B1

Oscilloscope Single Channel

EL101464Colour Digital Oscilloscope

EL101460Signal Generator

SI150800Power Signal Generator

SI150802

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

PAGE 8

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

3.7.5.6

The operation of a transformer

Students should investigate relationships between current, voltage and number of coils in transformers. This is best carried out using a demountable transformer. These will give reasonable results for the voltage measurements but they have quite a low efficiency which will affect the current measurements. Students will need careful supervision to avoid producing dangerous voltages by using stepped up voltages. See TAP 416-3 to 416-6 at https://tap.iop.org/fields/electromagnetism/416/page_46978.html

Transmission of electrical power at high voltage including calculations of power loss in transmission lines is well supported by model power line (d.c. and a.c.) which can be found at: http://practicalphysics.org/model-dc-power-line.html and http://practicalphysics.org/ac-power-line-high-voltage.html

The safety guidance must be followed and this practical is not suitable for student use.

A2A3B1C2

Demountable Transformer Starter Kit

EL81450Coil 50 Turns

EL81452Coil 100 Turns

EL81454Coil 200 Turns

EL81456Coil 2000 Turns

EL81462Transformer Accessory Kit 1

EL81466Transformer Accessory Kit 2

EL81468Powerbase

EL130299Voltmeters

EL06815Ammeters

EL06775Digital Ammeter

EL101480Digital Voltmeter V8

EL101482Multimeter

EL52400Mini National Grid Simulator

EL110920National Grid Simulation Kit

EL71435

3.8.1.1

Rutherford scattering

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

A1A2A3

Alpha Particle Scattering Apparatus

RA95600

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

PAGE 9

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

3.8.1.2

α, β and γ radiation

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

Required practical 12: Investigation of the inverse-square law for gamma radiation

A full description can be found at: http://filestore.aqa.org.uk/resources/physics/AQA-7407-7408-PTT-ARP.PDF with additional guidance from: http://practicalphysics.org/gamma-radiation-inverse-square-law.html

A1A2A3B1

Cobalt-60

RA95624Americium 241

RA95626Radioactive Source Strontium 90

RA95622Radioactive Source Cabinet

ST130650Handling Tongs

RA110110Absorption Plates Value

RA130520Absorber Plates

RA95615GM Counter

RA67530GM Tube

RA67535Scaler Timer

TI86480BNC to PET Adaptor

RA130525Ratemeter

RA85630Ratemeter

RA75825Major Magnet

MA10147

3.8.1.3

Radioactive decay

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

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

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

B1B2C2

Radioactive Half Life Apparatus

RA130965GM Counter

RA67530GM Tube

RA67535Scaler Timer

TI86480BNC to PET Adaptor

RA130525Ratemeter

RA85630Ratemeter

RA75825Half Life Simulation Kit

RA75750

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

PAGE 10

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

3.9.1.1

Making an astronomical telescope consisting of two conveying lenses.

Modelling an astronomical telescope is a worthwhile exercise for students as it illustrates certain key ideas: the ratio of fo;fe for magnification, the lenses placed fo + fe apart and the inversion of the image. The need for a large diameter objective lens also becomes apparent.

A1A3

Telescope

TE96314Telescope Model

OP152000Lens 50mm FL

OP11540Lens 100mm FL

OP11545Lens 200mm FL

OP11550Lens 250mm FL

OP11560Lens 300mm FL

OP11565Lens 500mm FL

OP11570Lens Holders

OP11620Adjustable Lens Holder

OP110130Optics Bench

OP110210

3.9.1.2 3.9.1.3

Reflecting telescopes, Single dish radio telescopes, IR, UV and X-ray telescopes

Reflecting telescopes are much more difficult to model. However, investigating concave mirrors is a useful revision exercise that supports theory teaching well. A mesh satellite TV dish and a ripple tank with a curved reflector are also useful for illustrating principles of reflecting telescopes

A2B2

Reflector Telescope

TE96330Concave Mirror 75mm

OP11625Concave Mirror 100mm

OP11630Concave Mirror 150mm

OP11635Concave Mirror 200mm

OP11640Concave Mirror 300mm

OP11645

3.9.3.1

Doppler effect

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

A1A2A3

Doppler Ball

SO130515Doppler Effect Unit

SO106208

3.9.3.2

Hubble’s Law

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

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

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

A1A2A3

Balloons

BA01420Balloon Pump

BA01424

3.6.3.4

Detection of exoplanets

It is possible to model the detection of exoplanets by star dimming using a light source (such as a desk lamp with diffuser), card disc on a kebab stick and light sensor/data logger.

A1A2A3

Lamp

LA09955Vision

DA130585Light Meter

LI120100Light Sensor

DA130780

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

PAGE 11

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

3.10.1.1 3.10.1.2

Physics of vision and defects of vision

The eye can be modelled using a four-litre round-bottomed flask filled with fluorescein solution and with a concavo-convex lens to represent the cornea: http://practicalphysics.org/model-eye-demonstration-flask.html Correcting lenses can be used to model the eye lens and spectacles.

A1A2A3

Functional Eye Model

MO120100

3.10.2.1Ear structure

There are several ear models available to support with the structure of the ear.

A1A2A3

Ear Models

MO130515

3.10.2.2

Sensitivity and frequency response

A good investigation for students to undertake is sensitivity to sound at different frequencies. Planning an investigation which gives robust results is a challenge for students. A decibel meter, signal generator and loudspeaker are required along with a quiet, preferably echo free space.

A1A2A3C1

Signal Generator

SI150800Power Signal Generator

SI150802Sound Level Meter

SO106212Loudspeaker

SO76380Demonstration Loudspeaker

SO106201

3.10.4.2Fibre optics and endoscopy

A flame-bent glass rod and laser, and a fibre optic torch provide useful demonstrations, especially if you have a model endoscope to show images.

A1A2A3

Endoscope

EN120505S-Shape Block

OP11870Fibre Optic Torch

LA103600

3.10.5.3

Absorption of X-rays

If students did not investigate the model absorption of gamma radiation, this can be used to model absorption of X-rays. Data can be collected to plot graphs of absorber thickness against log activity to determine the half-value thickness. Different materials such as aluminium, card, plywood and lead can be used to collect data. L93: Managing Ionising Radiations and Radioactive Substances in Schools and Colleges give clear guidance for student use of sealed sources.

A1A2A3B2C2

Cobalt-60

RA95624Radioactive Source Cabinet

ST130650Handling Tongs

RA110110Absorption Plates Value

RA130520Absorber Plates

RA95615GM Counter

RA67530GM Tube

RA67535Scaler Timer

TI86480BNC to PET Adaptor

RA130525Ratemeter

RA85630Ratemeter

RA75825Radioactivity Bench Kit

RA95610

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

PAGE 12

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

3.11.1.1

Concept of moment of inertia

Students can investigate moment of inertia using solid and hollow metal cylinders of a similar diameter, length and mass accelerating down a slope. A short piece of steel pipe and a similar piece of solid aluminium bar could be used. Alternatively a simple torsional pendulum can be made from a shallow inverted V shaped piece of coat-hanger wire attached to an expendable spring. Use two large rubber bungs with holes as the adjustable position masses on the wire. See also: http://www.schoolphysics.co.uk/age16-19/Mechanics/Rotation%20of%20rigid%20bodies/text/Rotation_of_rigid_bodies/index.html

A1A2A3B1

Expendable Spring

SP13863Slotted Masses

MA104056

3.11.1.2

Rotational KE

To investigate rotational KE, use a heavy flywheel accelerated by a mass on a string wrapped around the axle. This is a useful problem-solving activity as it involves conversion of PEgrav to KE of the falling mass and KErot of the flywheel: http://www.schoolphysics.co.uk/age16-19/Mechanics/Rotation%20of%20rigid%20bodies/experiments/moment_of_inertia_of_a_flywheel.doc

This investigation also allows the moment of inertia of the flywheel to be calculated.

A1A3B1C2

Flywheel

EN151963Slotted Masses

MA104056Handwheel Drive Unit

EN151966Metre Rule

RU13145Vernier Calipers

GA08805Balance 800x0.01g

BA110110Cotton Twine

ST96250

3.11.1.5

Angular momentum

Use a gyroscope or a spinning bike wheel to show the gyroscopic effect caused by angular momentum. Show a clip of an ice skater or Mike Fossum in the International Space Station https://www.youtube.com/watch?v=2Oc-Ucx_4Ug

A1A3B1C2

Gyroscope

TI15760Euler’s Disc

FO120110

3.11.2.4Engine cycles

Cut-away working models are a good way to show the operation of the different types of engines

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Diesel Four Stroke Engine

EN101570Petrol Four Stroke Engine

HE82365

3.12.1.1 3.12.1.2

Cathode rays and thermionic emission

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

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Maltese Cross Tube

RA67570Universal Stand

RA67550EHT Supply

EL130295EHT Lead Red

EL91360EHT Lead Black

EL91362

3.12.1.4Millikan’s determination of electronic charge

This fiddly experiment can be carried out in school if you have the equipment. It’s worth reminding students that it’s repeating a Nobel Prize winning experiment!

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No equipment links

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

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Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

3.12.2.2

Young’s slits

Students may have completed the investigation into Young’s two slit interference during Section 3.3.2.1. It is certainly worth revisiting even if they have, in order to emphasise Huygens’ wave theory of light.

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Young’s Slits 0.1mm

OP104636Young’s Slits 0.5mm

OP104638Young’s Slits 1mm

OP104640Red/Orange Laser

OP161465Red/Green Laser

OP120125Multifunction Laser

OP120100

3.12.2.4

The discovery of photoelectricity

Once again, students may have investigated the photoelectric effect during Section 3.2.2.1. It’s worth demonstrating that high intensity white light, red or green laser light will not discharge the electroscope, but UV light will. A UVC source is required and CLEAPSS Guidance Sheet GL127 or SSERC guidance in a booklet called ‘Optical Radiation’ (downloadable from the SSERC website) must be followed. Special care must be taken to avoid reflecting UVC radiation towards your eyes and skin, and those of your students.

https://tap.iop.org/atoms/quantum/502/page_47014.html

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Zinc Plate

EL150610Electroscope

EL81480Red/Green Laser

OP120125UV Source

LA140120

3.12.2.5

Wave-particle duality

Students may have seen the electron diffraction tube in Section 3.2.2.4. If not this is a good opportunity:

https://tap.iop.org/atoms/duality/506/page_47048.html and http://practicalphysics.org/electron-diffraction.html

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Teltron Electron Diffraction Tube

RA130500Universal Stand

RA67550EHT Supply

EL130295EHT Lead Red

EL91360EHT Lead Black

EL91362

3.13.1

Investigating the electronics practically is important if the topic is to be demystified. ‘Locktronics’ provide a fairly comprehensive set of components which have the added bonus of making easier to relate circuits to circuit diagrams. However, you may wish to work with ‘breadboards’ or Veroboard/PCB and discrete components for more permanent circuits for students to keep.

Electrical and Electronic Principles Kit

EL130810

3.13.1.1

MOSFET

The MOSFET as a simple switch: http://www.electronics-tutorials.ws/transistor/tran_7.html

The MOSFET as a touch sensor: http://www.antonine-education.co.uk/Pages/ELectronics_1/Electronic_Components/Transistors/intro_page_6.htm

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No equipment links

3.13.1.2

Zener diode

Investigating the forward and reverse characteristics of a Zener diode: http://www.antonine-education.co.uk/Pages/ELectronics_1/Electronic_Components/Diodes/intro_page_4.htm

Zener diode as constant voltage source: http://www.electronics-tutorials.ws/diode/diode_7.html

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1N4148

EL1302251N4001

EL98020Powerbase S10

EL150906Voltmeters

EL06815Digital Voltmeter

EL101482

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

PAGE 14

Reference Practical and investigative activitiesGetting Practical Reference

Equipment Links

3.13.1.3

Photodiode

A photo-diode amplifier circuit can be found at http://www.electronics-tutorials.ws/io/io_4.html However, you may wish to save this investigation until Section 3.14.4: Op amps

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741 Op Amp

EL130155LM358 Op Amp

EL130160Photodiode

EL160200

3.13.1.4Hall effect sensor

Investigate the strength and direction of magnetic fields using a Hall effect probe e.g. magnadur magnets on a yoke, solenoids, transformers

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Westminster Electromagnetic Kit

MA91525Westminster Power Supply

MA18796Yoke

EL130310Magnadur Magnets

MA10120Vision

DA130585Magnetic Field Sensor

DA130790Solenoid

EL91516Vertical Wire

EL91518Two Coils

EL91520Wire Single Core

EL110180

3.14.4Op amp

See: http://www.matrixtsl.com/resources/files/datasheets/LK3061%20-%20Operational%20amplifiers.pdf

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741 Op Amp

EL130155LM358 Op Amp

EL130160Locktronics Op Amp Add On Kit

LK166906

3.15.5Logic gates and Boolean algebra

See: http://www.matrixtsl.com/resources/files/datasheets/LK6920%20-%20Basic%20and%20extended%20logic%20kits%20%28LK70A+B%29.pdf

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Logic Add On Kit

LK166904Sequential Logic Add On Kit

LK166905