Lab book: - Hodder Education

Lab book:

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Every effort has been made to trace all copyright holders, but if any have been inadvertently overlooked, the Publishers will be pleased to make the necessary arrangements at the first opportunity.Although every effort has been made to ensure that website addresses are correct at time of going to press, Hodder Education cannot be held responsible for the content of any website mentioned in this book. It is sometimes possible to find a relocated web page by typing in the address of the home page for a website in the URL window of your browser.Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in well-managed forests and other controlled sources. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin.Orders: please contact Bookpoint Ltd, 130 Park Drive, Milton Park, Abingdon, Oxon OX14 4SE. Telephone: +44 (0)1235 827827. Fax: +44 (0)1235 400401. Email [email protected] Lines are open from 9 a.m. to 5 p.m., Monday to Saturday, with a 24-hour message answering service. You can also order through our website: www.hoddereducation.co.ukISBN 9781510451575© Kimberley Walrond and Matt Shooter 2019 First published in 2019 by Hodder Education An Hachette UK Company, Carmelite House, 50 Victoria Embankment London EC4Y 0DZwww.hoddereducation.co.ukImpression number 10 9 8 7 6 5 4 3 2 1Year 2023 2022 2021 2020 2019All rights reserved. Apart from any use permitted under UK copyright law, the material in this publication is copyright and cannot be photocopied or otherwise produced in its entirety or copied onto acetate without permission. Electronic copying is not permitted. Permission is given to teachers to make limited copies for distribution within their own school or educational institution. The material may not be copied in full, in unlimited quantities, kept on behalf of others, distributed outside the purchasing institution, copied onwards, sold to third parties, or stored for future use in a retrieval system. This permission is subject to the payment of the purchase price of the book. If you wish to use the material in any way other than as specified you must apply in writing to the Publisher at the above address.Cover photo © tulpahn - stock.adobe.comTypeset in Integra Software Services Pvt. Ltd., Pondicherry, IndiaPrinted in Great Britain by Hobbs the Printers Ltd.A catalogue record for this title is available from the British Library.

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ContentsDouble Award matching chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ivMapping chart for maths skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vMapping chart for practical skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viMapping chart for Working Scientifically skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viiHow to use this book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ixHow students are assessed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x

Core practical 1: Investigating the motion of everyday objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Core practical 2: Investigating how extension varies with applied force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Core practical 3: Investigating how insulating materials can be charged by friction* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Core practical 4: Investigating the refraction of light using different blocks and prisms . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Core practical 5: Investigating the refractive index of glass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Core practical 6: Investigating the speed of sound in air* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Core practical 7: Investigating the frequency of a sound wave* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Core practical 8: Investigating thermal heat transfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Core practical 9: Determining density of solids and liquids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Core practical 10: Determining specific heat capacity* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Core practical 11: Investigating magnetic field patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Core practical 12: Investigating the penetration powers of different types of radiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Core practical 13: Investigating how current varies with voltage in wires, resistors, metal filament lamps and diodes . . . . . 61Core practical 14: Obtaining a temperature–time graph to show a change of state* . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Key equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Asterisks* are used to indicate which practicals are for separate sciences only.

We have carried out a health and safety check of this text and have attempted to identify all recognised hazards and suggest appropriate cautions. However, the Publishers and the authors accept no legal responsibility on any issue arising from this check; whilst every effort has been made to carefully check the instructions for practical work described in this book, it is still the duty and legal obligation of schools to carry out their own risk assessments for each practical in accordance with local health and safety requirements. Suitable blank and model risk assessments are publicly available and can be found readily online.The text has not been through the Edexcel endorsement process.For further health and safety information (e.g. Hazcards) please refer to CLEAPSS at www.cleapss.org.uk.

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Edexcel International GCSE (9–1) Physics Core Practicals Teacher Lab Book

iv Limited photocopying allowed by permission of Hodder & Stoughton Limited

Note that Core practicals 13 and 14 are not ‘required’, but Edexcel recommend that these are completed as core practicals as part of teaching the course specification.

Double Award matching chart

Single sciences Double Award

Core practical 1: Investigating the motion of everyday objects 18

Core practical 2: Investigating how extension varies with applied force 19

Core practical 3: Investigating how insulating materials can be charged by friction -

Core practical 4: Investigating the refraction of light using different blocks and prisms 20

Core practical 5: Investigating the refractive index of glass 21

Core practical 6: Investigating the speed of sound in air -

Core practical 7: Investigating the frequency of a sound wave -

Core practical 8: Investigating thermal heat transfer 22

Core practical 9: Determining density of solids and liquids 23

Core practical 10: Determining specific heat capacity -

Core practical 11: Investigating magnetic field patterns 24

Core practical 12: Investigating the penetration powers of different types of radiation 25

Core practical 13: Investigating how current varies with voltage in wires, resistors, metal filament lamps and diodes

*

Core practical 14: Obtaining a temperature–time graph to show a change of state -

*As with the separate sciences, this practical is not ‘required’ in Double Award, but it is recommended to be completed as part of teaching the course specification.

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How to use this bookThis book has been designed to help both teachers and technicians ensure full coverage of the core practicals. It covers the following specifications:• Edexcel International GCSE (9–1) Physics• Edexcel International GCSE Science Double Award (9–1) – Physics component only.The matching chart on page iv provides a guide to how the practicals are covered. Each practical is also flagged with an indication of whether it is ‘Double Award’ or ‘separate sciences only’.For details on how you may use and share the content within this book (including photocopying and classroom distribution) please see page ii.

Practical structureCompleting the practicalIn both the student lab book and teacher book, the aim of each practical is laid out first. This is followed by a list of equipment needed to complete the practical as suggested. The equipment list will prove invaluable in preparing the practical in advance of the lesson.The method itself is detailed in the student lab book, although you will note that at the end of each practical in this teacher book there are possible alternatives. These can be used if your school has different equipment available or if you wish to take an alternative approach.Health and safety notes are provided in both student lab book and teacher book so that everyone is aware of the need to take precautions. See the health and safety feature below for more details.

Questions and answersStudents are led through each practical with scaffolded questions to help them through observations, conclusions and evaluation. They are then provided with exam-style questions that relate to the practical and which provide exam practice. This is followed by further application which provides additional questions that apply the science from the practical to a different context to stretch students and consolidate understanding.Answers to all of the student book questions are provided in this teacher book, including expected results and causes of unexpected results. Where applicable, answers are flagged as testing (mathematical skills)

(quality of written communication) or (extension if it goes beyond what most students would be expected to know at GCSE).As well as the use of the above flags, other common acronyms used in this book include:• ECF – Error carried forward. This applies to multi-part questions where a student may still pick up marks for

calculations, even if they are using incorrect data from a previous error.• WTTE – Words to that effect. This applies where a student may pick up marks for an answer with similar

enough wording to the correct answer. Where a particular term or phrasing must be used for the mark, this is also made clear.

The expected results sections provide the sorts of data ranges you should expect from the practicals, although actual data will vary based on the equipment used, the environment and so on. You can use this data for checking students’ accuracy, and you may wish to provide copies for students to evaluate the success of their practicals.If a student observes results that significantly differ from the model data provided, it is likely that an error in the method has occurred. Each practical has a section for causes of unexpected results, which will help you to identify the probable error(s) and rectify it/them.

Related activitiesWhile teachers must teach the core practicals as part of the specification, these practicals should be considered a minimum requirement. Edexcel International GCSE encourages teachers to provide further opportunities for experimental work throughout the course, to help students improve their ability to work scientifically. To aid with this, we have provided extension questions and linked practicals within this book.

How to use this book

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Extension questions provide suggestions of additional work to stretch more able students. These questions relate to the science behind each practical, and range from smaller, more contained questions to mini-research tasks. They can either be set as homework, follow-up work in class or possibly be used for revision.Linked practicals are optional experiments that can either be demonstrated by teachers/technicians or carried out by students. Some of these are other related core practicals, others are extensions and some are more loosely linked through shared scientific theory. This section can assist you in planning by helping you think about a teaching order, as well as suggesting other experiments that may help to engage students as you move through the course.Where page references are provided for student books (as opposed to student lab books), these refer to our accompanying Edexcel International GCSE (9–1) Science Student Book range. Please note that purchasing our student books is not required, and all of the content within the teacher and student lab books is self-contained, and valuable in and of itself.

Features to help you teach

Health and safetyEach practical includes health and safety guidance in both the teacher and student lab books to help you carry out the experiment safely. However, it is still the duty and legal obligation of schools to carry out their own risk assessments for each practical in accordance with local health and safety requirements.

Maths opportunitiesOpportunities to cover the recommended mathematic skills are flagged in these boxes. These will usually only list the mathematic skills most relevant to the practical, and additional minor skills may also be covered. A more comprehensive mapping of mathematic skills to practicals is provided on page v.

Common mistakesAs well as containing the answers to every question in the student book, this teacher book also flags where students are likely to make mistakes. These provide valuable teaching opportunities to address common misconceptions.

NotesThese are used to highlight additional practical notes that needed flagging. For example, if there is a particular recommended way to carry out a practical, or if there are multiple ways a student could answer a question to get the mark.

How students are assessedAssessment informationIn Edexcel International GCSE (9–1) Science, students are expected to complete all core practicals as part of the wider science course, so they may get questions on any of them in the exam. It is important to note that the exams are not restricted to asking questions on these core practicals, and instead are designed to focus on investigative skills. This means that the exam board may test students on how well they can apply the practical knowledge to unfamiliar contexts.The student lab books allow students to keep a record of the practicals they have completed, as well as their results and conclusions. This will provide them with a useful resource when it comes to revising the practicals prior to the exams.

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Core practical 4: Investigating the refraction of light using different blocks and prisms

Teacher and technician notesNote, this practical could be completed at the same time as Core practical 5 because it covers the same scientific ideas, and much of the apparatus is the same (see page 23). However, it would probably take too long to do all of these practicals in one session so you may need to spend two sessions on this.Core practical 5 involves the actual calculation of the refractive index, whereas this practical only needs students to recognise the pathway of the light during refraction. In other words, this practical (Core practical 4) is qualitative while Core practical 5 is quantitative.

AimInvestigate the refraction of light using: rectangular blocks, semi-circular blocks, right-angled triangular prisms and equilateral triangular prisms.

Equipment (per student)• Different blocks and prisms: rectangular block, semi-circular block,

2 right-angled triangular prisms and equilateral triangular prisms• Ray box and power source• Pencil• Ruler• Plain paper• Protractor

NoteIt can be useful to provide students with a desk lamp to use when setting up the experiment in the darkened room.

Alternatives to this practical are suggested on page 22.

Maths opportunities• Recognising and using numbers in decimal form• Calculating arithmetic mean values• Substituting values into, rearranging and solving algebraic equations

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ResultsExpected resultsPart A: Rectangular blocks• The results for part A are dealt with in Core practical 5 – see

pages 30–31 in the Student Lab Book, and page 23 in this book. Students do not need to calculate the refractive index in Core practical 4, however they should be able to set up the apparatus and sketch the path of the light as it is refracted.

Further information can be found in the Edexcel International GCSE (9–1) Physics Student Book on the following pages:• 107–109: Refraction of light• 110–111: Total internal reflection

NoteIf students have completed Core practical 5 prior to Core practical 4, then they do not need to complete part A of this practical.

Health and safety• This experiment must be

completed in a darkened room. Before starting the experiment, you must ensure that there are no trip hazards around the students, for example lab stools and bags. Remain vigilant throughout the experiment.

• If using traditional ray boxes, they will get hot. Encourage students to not leave them turned on for long periods of time, and only use them when they need to.

• Ensure that the light from students’ ray boxes is not directed at anyone in the room, as it can be bright and could damage someone’s eyes.

• If a laser box/pointer is used, it should have a power rating less than 1 mW and students must be reminded of the proper use, for example they should not look directly into the laser. (See CLEAPSS PS52 Laser Safety Guide.)

• If using glass blocks, dropping them can result in the corners becoming chipped and leaving behind sharp shards of glass. If this occurs, remove students from the immediate area and clear up the glass, disposing of it in a glass bin. Alternatively, acrylic and Perspex blocks will work fine and are safer.

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Part B: Semi-circular blocks• The table below shows the critical angle for different materials.

Material Critical angle in °Crown glass 41Acrylic 42Perspex 42

• In practice, estimating the critical angle using the point at which the angle of refraction equals 90° is very tricky without a very well-defined fine beam. If students are achieving results ±3° of these values, this should be considered acceptable.

Part C: Right-angled triangular prismsStudents should have drawn a diagram that looks like the image on the right.

Part D: Equilateral triangular prismStudents should have drawn a diagram that looks like the image below. Students may have shaded in the colours on the right-hand side rather than drawn distinct rays of light, which should be accepted.

Visible light

Screen

Red

Orange

Yellow

Green

Blue

Violet

Unexpected results• Chips or impurities in the glass block can result in light dispersion and

unintended sites of refraction. Inspect the blocks carefully before use.• If the light from the ray box is not properly focused, then the beam of

light becomes too broad, which can make it difficult to draw the rays into and out of the glass block precisely. If the focusing of the beam is an issue, suggest to students that they are systematic in how they draw the rays of light. For example, trying to draw either in the centre of the beam or along one edge of the beam.

• Students may not find the correct critical angle in part B if their incident ray does not meet the centre of the straight-edge of the semi-circular block. This would be because their angle of incidence (entering the semi-circular block) is greater than 0.

• Students may not find the correct pattern in part C if the horizontal edges of the right-angled triangular prisms are not parallel. This would affect the angle of incidence into the second prism, causing refraction to occur at the first boundary.

45°

45°

45°

45°

45°

B

C

A

D

Front

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AnswersObservations1 Students should have found a critical angle which

is within the range expected. Model data is in Expected results.

2 Students should have drawn something similar to the diagram in Expected results.

3 Students should have drawn something similar to the diagram in Expected results.

Conclusions4 Students should be using the equation c

n=sin 1 .

Students should rearrange the equation to find:

cn=1

sin.

If their critical angle is within the range stated, then acceptable refractive index values are:

Material Refractive index in degreesCrown glass 1.44–1.62Acrylic 1.41–1.59Perspex 1.41–1.59

5 The red light should be seen to refract least (bend less towards the normal) as it enters the prism. As it leaves the prism, it also refracts least (bends less away from the normal).

The violet light refracts the most because it bends towards the normal the most as it enters the prism. It also refracts the most as it leaves the prism by bending further away from the normal.

Common mistakeStudents often get confused about what is considered to be showing a lot of refraction versus what is showing only a little refraction. Remind students that the more the light bends the more refraction is taking place.

Evaluation6 Students should have measured the distance

between the prisms in multiple places with a ruler. The distance between the two prisms should be constant.

7 Students might have suggested the following difficulties and given a sensible strategy to resolve each issue:• The rays of light were too thick to be used

effectively (and so the angle readings might have been affected). Solution: always mark the ray on the page from the left-hand side of the ray as it enters and leaves both sides of the block.

• The rays of light were very faint. Solution: cover the windows, turn off the lights or increase the power of the light source.

• The glass block was chipped. Solution: do not use that section of the glass block.

Exam-style questions1 a) Normal [1]

b) i) Either of the two statements below: • The critical angle is the angle inside

the prism [1] above which total internal reflection will occur.[1]

• The critical angle is the angle inside the prism [1] which results in an angle of refraction of 90°.[1]

Just giving the equation for critical angle can gain only 1 mark.

ii) Substitute into the equation: n

=sin55 1 [1] Rearrange the equation:

= =1sin55

n [1]

= 1.2(2) [1]

c) Refractive index is only a ratio. [1] It is calculated from the sine function, which is a number without a unit of measure. [1]

d) Any angle less than 55°. [1] Refraction occurs so it must be less than the critical angle.[1]

2 a) A diagram showing the refraction of the ray coming out of the semi-circular block, similar to the below. [1] The ray should bend away from the normal. [1]

15°

Semi-circular block

b) 1 mark for each condition:• The ray travels from a material with

a higher refractive index to a lower refractive index.

• The angle of incidence is greater than the critical angle.

c) The angle of incidence is greater than the critical angle [1] therefore the ray will be totally internally reflected. [1]

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d) Any one of the examples below:• endoscopes• optical fibres for either communication or

decorative lamps• prism in binoculars / telescopes /

periscopes• safety reflectors. [1]

Further application1 a) • White light enters the prism.

• The ray of light refracts.• The refractive index is different for different

colours of light, therefore the red ray refracts less than the violet ray.

• The colours separate.• When the rays reach the prism–air

boundary, the different colours refract again by different amounts, so clearly distinct colours of light are shown. [5]

b) i) Rays should look similar to the red rays in the diagram. [2]

ii) Rays should look similar to the violet rays in the diagram. [2]

Visible light

Screen

RedOrange

YellowGreen

Blue

Violet

c) • Place the prism onto a plain piece of paper and draw around it.

• Trace the white light as it enters the prism, and the green light as it leaves the prism.

• Remove the prism and join up the two lines.• On the right-hand side (prism to air)

boundary, draw a normal at 90° to the surface.

• Using a protractor, measure the angle of refraction from the refracted ray to the normal. [5]

d) i) The red filter absorbs all colours except the red light, [1] so only red light will be seen entering and leaving the prism. [1]

ii) Red light enters the prism. [1] The blue filter absorbs all colours except blue light [1] and therefore there is no light seen after the blue filter. [1]

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Possible alternativesOther suitable alternatives include:• Laser boxes or a laser pointer can be used instead of a traditional ray box. These have the added benefit of

being monochromatic so no dispersion will occur and they usually give a more precise beam of light. However, there are additional safety implications to consider, as highlighted in the previous Equipment and Health and safety sections. (Note: Monochromatic sources cannot be used for part D.) Do not use category 3 or 4 lasers for this experiment as they are too powerful and could cause lasting eye damage.

• Glass blocks made of crown glass or similar are ideal for this practical as they have limited impurities which reduces dispersion effects. However, there is a possibility of the blocks being dropped, resulting in them becoming chipped or damaged. Acrylic or Perspex blocks can be used instead.

Extension questions• Students could research how total internal reflection is used in industry, for example endoscopes, safety

reflectors and binoculars. See pages 110–111 in the Edexcel International GCSE (9–1) Physics Student Book for more information.

• Another more interesting and modern example is automatic windscreen wipers. Automatic windscreen wipers use infra-red beams that totally internally reflect from the windscreen air boundary. When water touches the windscreen, this affects the relative refractive index and the infrared beam refracts out of the windscreen, so is no longer detected and the windscreen wipers turn on.

• Students can research how rainbows are created using the ideas of reflection, refraction and total internal reflection, and then create a working model to show this phenomenon.

The different colours of the spectrum all have slightly different refractive indices. This means that the red light will travel the fastest through the water droplet and the violet light travels the slowest. The red light bends the least, and the violet light bends the most. This separates the colours of light as they travel through the water droplet, resulting in us observing a rainbow.

• Students could conduct research to answer the question: What is colour? This is an interesting question and can lead to some interesting class discussions such as “Do I see the colour

red the same as you see the colour red?” or “Are all of our favourite colours actually the same colour?”. Colour is only how we interpret different energies within the visible electromagnetic spectrum. Objects appear to be different colours because of their ability to absorb or reflect certain wavelengths of light.

Linked experiments• Core practical 5: Investigating the refractive index of glass as found on page 23 in this book and on

page 107 in the Edexcel International GCSE (9–1) Physics Student Book. • Investigate the critical angle of water/air boundaries. It is best to use an aquarium-sized tank of water, and to

add a few drops of milk or powdered milk to the water to see this effect.• Demonstration of refraction in deep and shallow water using a ripple tank. See pages 97–99 in the Edexcel

International GCSE (9–1) Physics Student Book.• Investigate models to show refraction – such as toy cars driving into a sand box – to observe the change of

direction due to the change of speed at each wheel.• Investigate the areas beyond the visible spectrum, for example infrared, using a similar procedure to Herschel’s

original experiment.• Investigate the absorption of light by translucent materials in order to simulate the absorption of rays.• Demonstrate how optical fibres work using the ray box and a wave shaped piece of Perspex. Shine the

incident ray into the optical fibre and then observe the light totally internally reflecting inside.• Investigate the refraction inside lenses. Set up the ray box to produce at least three parallel rays of light,

and direct them onto a convex lens. With a range of lenses with different focal lengths, students can then investigate the properties that affect the focal length. They should find that the material and radius of curvature affect the focal length.

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