IFYPH004 2022/23

PHYSICS
LABORATORY
PRACTICAL GUIDE
INTERNATIONAL FOUNDATION YEAR (IFY)

© Northern Consortium UK Ltd. 0

TABLE OF CONTENTS

Introduction .......................................................................................................................................................... 2

General Laboratory Requirements ..................................................................................................................... 3

Laboratory Report Guidelines for Students ...................................................................................................... 4

Semester 1 – Formative Laboratory Practicals ................................................................................................. 6

Practical 1. Estimating the Size of a Molecule Using an Oil Film .................................................................................................... 7
Practical 2. Investigating Elastic and Inelastic Collisions ................................................................................................................... 9
Practical 3. Determining the Specific Heat Capacity of Water ...................................................................................................... 11
Practical 4. Determining the Specific Heat Capacity of a metal block ......................................................................................... 13
Practical 5. Measuring the Acceleration of Free Fall ........................................................................................................................ 15
Practical 6. Determining the Acceleration of Gravity ....................................................................................................................... 17
Practical 7. Investigating Elasticity ...................................................................................................................................................... 19
Practical 8. Investigating Resistance ................................................................................................................................................... 21

Semester 2 – Summative Laboratory Practicals ............................................................................................. 23

Practical 9. Determining the Capacitance of a Capacitor from a Discharge Curve. .................................................................. 24
Practical 10. Determining the Velocity of Sound ................................................................................................................................. 26
Practical 11. Determining the Wavelength of Laser Light ................................................................................................................. 28
Practical 12. Determining the Wavelength of Light ........................................................................................................................... 30
Practical 13. Determining the ”Half-Life” of “Radioactive” Dice ..................................................................................................... 32
Practical 14. Determining the Planck constant ................................................................................................................................... 34

Virtual Labs ......................................................................................................................................................... 36

Appendix A - Assessment Criteria .................................................................................................................... 37

Appendix B – Marking & Feedback Sheet ....................................................................................................... 39

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INTRODUCTION
This document outlines the laboratory practicals that are suitable for both formative and summative
assessment for the NCUK IFY Physics module. There are eight suggested formative practicals and six
suggested summative practicals. This document should be used in conjunction with the module syllabus.

Practical work is important for science students as it allows them to see science theory in action. They are
able to investigate ideas and develop their understanding through observing their own results. It also
allows students to develop their practical skills, such as confidently and safely handling equipment and
materials. This is particularly important for those students intending to continue to study science at
university. Carrying out experiments and producing laboratory reports also builds key transferrable skills
for students such as identifying hypotheses, reporting and evidencing ideas, analysing and evaluating data,
and understanding strengths and weaknesses in their own work.

This full document should not be shared with students as it contains Teacher Notes related to each
practical. For each practical, the first page should be printed and given to students when completing the
practical as this outlines the required equipment and procedure.

Practicals should be completed in small groups of 2 or 3 students. This will enable the students to develop
team working and communication skills. Further information about requirements for summative
assessment can be found in the Summative Laboratory Practicals section below.

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GENERAL LABORATORY REQUIREMENTS
In order to carry out physics laboratory practicals, the following resources and facilities should be provided:

 a laboratory
 equipment as specified for each practical
 safety equipment
 teaching aids and hardware / software

The laboratory should be an environment that is appropriate to successfully conduct experiments in a

controlled manner and has required safety standards. In addition, the laboratory should be reflective of
what students will experience at undergraduate level (i.e. aesthetics, safety and operation).

The laboratory should have:

 benches with sockets where students can carry out experiments

 sinks
 appropriate storage for equipment
 lab equipment
 appropriate storage facilities for equipment
 whiteboard
 PC and monitor

In addition, the laboratory should:

 be well-ventilated
 have appropriate safety features
 be equipped with for example first aid boxes; eyewash shower; fire blankets; fire extinguishers;
alarm sensors; gas and electricity controls.

Safety

Safety in experimental work is essential. Students should be given instructions for each practical on how
to carry it out safely.

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LABORATORY REPORT GUIDELINES FOR
STUDENTS
This information should be printed and given to students to guide them in completion of Laboratory Reports.

 Format: the lab report should be written up using word processing software e.g. Microsoft Word
 Number of Words: 800-1000 (plus calculations, diagrams, references etc.)
 Presentation: your report should be professionally laid out, with all diagrams and tables clearly
labelled. You should structure it appropriately with subheadings. A good academic style of writing
should be used and the report should not contain grammar or spelling errors.

The report should focus on the presentation, interpretation and analysis of the experimental results
achieved in the laboratory practical. The report should include the following sections:

1. Theory & Aim

 The title and aim of the experiment should be clearly described

 Theory should be introduced and references cited correctly

2. Materials, Methods and Safety

 The equipment should be correctly assembled and tested

 The equipment should be operated effectively
 Diagrams should be labelled and clear
 The procedure should be clearly explained in your own words in continuous prose (rather than as
bullet or numbered points), in the past/passive tense and in the third person
 Any specific health and safety precautions undertaken in the experiment should be included

3. Results

 Observations, including repeat observations where appropriate, should be recorded accurately

along with realistic uncertainty values
 Correct units should be given for all physical quantities
 Measurements should be taken over an appropriate range

4. Discussion, Interpretation & Conclusions

 Data should be processed to obtain a straight line graph, where appropriate

 Graphs should be correctly titled with sensible scales and axes
 Points should be plotted accurately
 A best fit line should be drawn
 The gradient should be determined correctly using a large triangle, or a least square s fit
 The gradient and intercept should be used appropriately
 Data should be processed and displayed appropriately
 Relevant physics principles should be discussed
 Calculations should be carried out correctly and checked for accuracy
 Uncertainties in calculated values should be determined correctly

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  Valid conclusions should be clearly stated
 Realistic modifications should be suggested to improve the experiment

5. References

 References should be cited and a reference list in Harvard style should be provided

Additional Notes on Experimental Errors and Uncertainties

In experimental work, errors are always likely to be present. Errors could be either systematic or random.
It is the experimenter's duty to try and eliminate or allow for systematic error before the experiment and
to assess the effect of random errors after the experiment.

You may find it useful to refer to Section 5, pp 242- 251 of the core textbook for IFY Physics (Breithaupt,
2015) which provides a useful discussion on the treatment of both random and systematic errors, along
with analysis and evaluation of results. (Breithaupt, J. (2015), AQA Physics, 2 nd Ed. Oxford University Press).

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SEMESTER 1 – FORMATIVE LABORATORY
PRACTICALS
Students should be given the opportunity to complete at least one formative laboratory practical under
assessed conditions in Semester 1. This should be done using one of the suggested laboratory practicals
given below. You can schedule the formative practical(s) as best suits your teaching plan for the semester.
The practical sessions provide an opportunity for students to develop their laboratory skills and become
familiar with following a procedure, setting up and running an experiment, and presenting and analysing
their results.

You should mark the laboratory reports using the marking criteria given in Appendix A of this document.
Detailed feedback should then be given to students using the feedback form given in Appendix B. It is
important that students understand how they can improve their performance for the summative laboratory
assessments that they will undertake in Semester 2.

Before the practical:

 Students should be guided on how to set up a lab notebook in which to record results and
observations during the practical. This will provide a record of all practicals taken throughout the
module.

During the practical:

 Practicals should be completed in groups of 2 or 3 (in order to allow students to develop and use
team working skills).
 Students should be given a copy of the equipment list and procedure for the practical.
 The ‘Teacher Notes’ section of each practical in this guide must not be shared with students.
 Students should read the equipment list and ensure that all equipment is in place and is in good
working order.
 They should thoroughly read and understand the procedure for the practical before beginning any
setup.
 Students should record their own set of results – i.e. one set of results per student, not per group.

After the practical:

 Each student should complete their own lab report independently; this must not be completed as
a group.
 Students should research as necessary in order to understand the theory behind the practical from
course notes and relevant textbooks and/or online resources.

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PRACTICAL 1. ESTIMATING THE SIZE OF A MOLECULE USING AN
OIL FILM
Equipment List
 large clean tray coated with paraffin wax  pure olive oil

 loop of thin wire, mounted on a card  metre rule

 0.5 mm graduated scale  lycopodium powder

 magnifying lens  2 metal booms coated with paraffin wax

Procedure

1) Place the tray on a level surface and fill with clean water to overflowing.

2) Pull the metal booms slowly from the middle to the ends of the tray to clean off any debris.

3) Lightly dust the surface of the water with lycopodium powder.

With the thin wire bent in a V shape, dip it into the olive oil so that a small droplet of oil hangs
4)
from the point of the V.

5) Estimate the diameter of the drop using the graduated scale and the magnifying glass.

Dip the oil drop into the water and use the metre rule to measure the maximum diameter of
6)
the patch produced.

7) Repeat steps 2 to 6 to obtain further measurements.

If it is assumed that the oil drop is initially spherical, then its volume can be calculated. When
8) the oil drop spreads out on the surface of the water it can be assumed to be a cylinder, one
molecule thick. Calculate the volumes using the results you obtained.

Equating the two volumes means that the thickness of the oil molecule can be determined.
9)
Calculate the thickness of the oil molecule.

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 Teacher Notes

Prior to the experiment, the tray should be painted with a layer of melted paraffin wax on the bottom,
sides and the top rim. The booms should also be coated with the wax. This is best done at least a day
prior to use.

It is essential that the water and olive oil are pure.

The wire, in its V shape should be mounted between two pieces of card, so that it is easy to hold it in
front of the graduated scale. A drop of oil around 0.5 mm is a reasonable size to use.

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PRACTICAL 2. INVESTIGATING ELASTIC AND INELASTIC
COLLISIONS

Equipment List
 linear air track with gliders or dynamic trolley
 rubber bands or repelling magnets
and runway

 light gates, ticker tape timers or motion

 blu-tack or plasticine, or large pin and cork
sensors

 balance to determine the mass of the

vehicles

Procedure

To investigate elastic collisions, fit either rubber bands or repelling magnets to the front of the
1)
vehicles.

2) Determine the mass of the vehicles.

Arrange the light gates, motion sensors or ticker tape timers so as to enable the motion of the
3)
vehicles to be measured.

4) Set the vehicles in motion from opposite ends of the air track or runway.

5) Determine the velocity of the vehicles before and after they collide.

To investigate inelastic collisions, fit either blu-tack or plasticine to the front of the vehicles,
6) or fit a pin to one of them and a cork to the other, so that the vehicles will stick together on
colliding.

7) Proceed as in steps 2 to 5.

Determine the kinetic energy of the vehicles before and after the collisions to determine
8) whether the collisions are elastic or inelastic. You can also determine the momentum before
and after the collisions to check that momentum is conserved.

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 Teacher Notes

Either an air track with gliders of dynamics trolleys and a runway are suitable for this investigation.
There are also various methods suggested for calculating the velocity of the vehicles, dependent in the
apparatus available.

An alternative to having rubber bands (one horizontal and one vertical) fitted to the front of the vehicles
is to have a rubber band fitted to the front of one vehicle and a pointed end on the other vehicle. An
almost perfectly elastic collision should be obtained in this experiment.

When the vehicles stick together, the collision will be inelastic.

In both types of collision, momentum should be conserved.

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PRACTICAL 3. DETERMINING THE SPECIFIC HEAT CAPACITY OF
WATER
Using method of mixtures:

Equipment List
 copper calorimeter  beaker

 500 g brass weight (mass mb)  heating block or Bunsen burner and stand

 insulating base (or jacket) to fit round the

 thermometer
calorimeter

Procedure

1) Weigh the calorimeter to find its mass (m c).

2) Half fill the calorimeter with water and re-weigh to obtain the mass of water (mw).

Tie a length of thread to the brass weight and lower it into a beaker of boiling water. Leave it
3)
in the water for several minutes.

Place the calorimeter on its insulating base (or in the insulating jacket) and take the
4)
temperature of the water inside the calorimeter (ϴ i).

Take the temperature of the boiling water (ϴw) and quickly transfer the hot brass weight (mass
5)
m b) into the calorimeter.

6) Stir the water and take the highest temperature (ϴ f) reached of the calorimeter and contents.

Assuming no heat is lost to the surroundings, the heat lost by the brass weight on cooling will
equal the heat gained by the calorimeter and water on warming, so
7)
mcCu(ϴ w - ϴ f) = mw cw(ϴ f - ϴ i) + mbc b(ϴ f - ϴi)

Using the values of the specific heat capacities of copper (cCu) and brass (cb) (you may need to
8)
look these up in a textbook or online), calculate the specific heat capacity of water.

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 Teacher Notes
A metal can of known specific heat capacity could be used in place of the calorimeter. You may wish
to add a metal stirrer to the list of apparatus or the thermometer used may be suitable for stirring
purposes.

Safety issues will require care to be taken with the heater and boiling water to avoid burns or scolds .

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PRACTICAL 4. DETERMINING THE SPECIFIC HEAT CAPACITY OF A
METAL BLOCK
Using method of mixtures:

Equipment List
 copper calorimeter  beaker

 block of metal e.g. 500 g brass weight (mass

 heating block or Bunsen burner and stand
mb)

 insulating base (or jacket) to fit round the

 thermometer
calorimeter

Procedure

1) Weigh the calorimeter to find its mass (m c).

2) Half fill the calorimeter with water and re-weigh to obtain the mass of water (mw).

Tie a length of thread to the metal block and lower it into a beaker of boiling water. Leave it
3)
in the water for several minutes.

Place the calorimeter on its insulating base (or in the insulating jacket) and take the
4)
temperature of the water inside the calorimeter (ϴ i).

Take the temperature of the boiling water (ϴw) and quickly transfer the hot metal block (mass
5)
m b) into the calorimeter.

6) Stir the water and take the highest temperature (ϴ f) reached of the calorimeter and contents.

Assuming no heat is lost to the surroundings, the heat lost by the metal block on cooling will
equal the heat gained by the calorimeter and water on warming, so
7)
mcCu(ϴ w - ϴ f) = mw cw(ϴ f - ϴ i) + mbc b(ϴ f - ϴi)

Knowing the values of the specific heat capacities of copper (c Cu) and water (cw), calulate the
8)
specific heat capacity of the brass.

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 Teacher Notes
The procedure for this experiment is the same as the one for Practical 3. A differing final calculation is
used.

A metal can of known specific heat capacity could be used in place of the calorimeter. You may wish
to add a metal stirrer to the list of apparatus or the thermometer used may be suitable for stirring
purposes.

Safety issues will require care to be taken with the heater and boiling water to avoid burns or scolds.

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PRACTICAL 5. MEASURING THE ACCELERATION OF FREE FALL
With a ball bearing breaking timer gates, or video recording:

Equipment List
 ball bearing  camera with slow speed shutter

 metre rule  stroboscope

Procedure

1) Place a vertical metre rule in front of a plain background in a darkened room.

2) Illuminate the metre rule with a stroboscope, set to flash at 20 flashes per second.

3) Point the camera to record an image of the metre rule.

With the stroboscope flashing, open the camera shutter and drop the ball bearing alongside
4)
the metre rule.

From the image of the ball bearing on the photograph, the time of descent of the ball and the
5)
distance fallen can be obtained directly.

Using s=ut + ½at2, use the results to plot a straight line graph. Use the graph to determine the
6)
acceleration of gravity, g.

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 Teacher Notes

There are various changes that can be made to this experiment, dependent on the apparatus available.

The camera and stroboscope could be replaced by a video camera, used to record the fall of the ball
bearing. The video clip can then be run at a slow speed, with the time displayed, in order to obtain the
experimental results.

Alternatively, instead of using a camera, timing gates could be set up to measure the time taken for the
ball bearing to fall a measured distance.

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PRACTICAL 6. DETERMINING THE ACCELERATION OF GRAVITY
Using a simple pendulum or mass on a spring:

Equipment List
 pendulum bob  length of thread

 clamp stand and boss  metre rule

 2 small pieces of wood

Procedure

1) Tie the thread onto the pendulum bob.

Put the thread in between the two pieces of wood and fix these in the boss and clamp so that
2)
the bob and thread hang vertically to form a pendulum.

3) Measure the length of the pendulum.

4) Set the pendulum in motion with a small amplitude and measure the time for 20 vibrations.

5) Repeat this measurement at least twice more.

6) Adjust the length of the pendulum and repeat the measurements.

7) Continue to take results for several different pendulum lengths.

Use a graph of the pendulum length, l, against the periodic time squared, T 2 to obtain a value
8)
for the acceleration of gravity, g.

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 Teacher Notes

An alternative experiment to find g would be using a spiral spring. The spring constant, k needs to be
determined by suspending a small mass from the spring and measuring the extension produced. The
spring is then pulled down a further small distance, the static extension measured and the mass released
so that the mass vibrates with simple harmonic motion. The time period can then be determined by
measuring the time for a number of vibrations. This measurement can then be repeated for different
masses on the spring and g determined from the gradient of the graph of the static extension, l against
T 2.

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PRACTICAL 7. INVESTIGATING ELASTICITY
Using a length of wire or fishing line:

Equipment List
 G clamp  metre rule

 pulley  wooden block

 copper wire (approx. 0.25 mm diameter) or

 slotted weight hanger and weights
plastic fishing line

 pvc tape or other appropriate marker  safety glasses

 micrometer

Procedure

1) Measure the diameter of the wire using the micrometer.

Clamp one end of the copper wire between the wooden block and the G clamp to the end of
2)
an at least 3 m long bench.

3) Attach a pulley to the other end of the bench and pass the wire over the pulley.

4) Attach the slotted weight hanger to the free end of the wire.

5) Stick a marker (e.g. a piece of pvc tape) to the wire around 1 m from the pulley.

6) Measure the length of wire from the wooden block to the weight hanger.

7) Position the metre rule so that it is between the marker and the pulley.

Add a 100 g weight to the hanger and measure the extension produced by recording the
8)
movement of the marker.

9) Continue adding 100 g weights to the hanger, recording the extension each time.

Plot a graph of load against extension which can be used to obtain Young’s modulus for the
10) wire. You should also be able to observe the elastic limit and possibly the breaking stress of
the wire, provide the weights don’t reach the floor before this happens.

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 Teacher Notes

It is essential that the students wear safety glasses, as the wire might break before the weights reach
the floor. If thinner wire is used, then the wire would break earlier, but using thicker wire would mean
that the elastic limit might not be reached.

If the experiment is carried out using fishing line, you would need to find out the thickness of line
needed to give a reasonable set of results.

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PRACTICAL 8. INVESTIGATING RESISTANCE
In series and parallel circuits:

Equipment List
 D.C. power supply  milliammeter (or multimeter)

 3 resistors (between 1 kΩ and 5 kΩ)  voltmeter (or multimeter)

 6 crocodile clips  connecting wires

Procedure

Connect the first resistor to the power supply and milliammeter in a series circuit and connect
1)
the voltmeter in parallel with the resistor.

2) Record the voltage and current readings.

3) Repeat for a range of voltage and currents.

4) Repeat steps 1 to 3 for the other two resistors.

Connect the three resistors in series with each other, with the voltmeter across the series
5)
combination and once again repeat steps 1 to 3.

Connect the three resistors in parallel with each other, with the voltmeter across the parallel
6)
combination and once again repeat steps 1 to 3.

Plot graphs of voltage against current for each of the five sets of readings and determine the
7)
resistance in each of the circuits.

8) Check if the combined series and parallel resistances agree with theoretical values.

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 Teacher Notes
Cover up the coloured bands on the resistors so that the students are unaware of the resistance values.
The power supply could be replaced by dry cells and a potentiometer circuit to enable the voltage
output to be varied.

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SEMESTER 2 – SUMMATIVE LABORATORY
PRACTICALS
Students must be given the opportunity to complete at least one summative laboratory practical under
assessed conditions in semester 2. This should be done using one of the suggested laboratory practicals
given below. This assessment contributes 20% to students’ final grade for the module.

You can schedule the summative laboratory practicals as best suits your teaching plan for Semester 2.

Laboratory reports should be marked by teachers using the marking criteria given in in Appendix A of this
document, and detailed feedback should be given to students using the feedback form given in Appendix
B.

Guidelines for Assessed Practicals

 The practical session should last long enough for students to comfortably complete and repeat the
experiment as detailed in the procedure.
 Students must not see the instructions for the practical ahead of the scheduled assessment. A copy
of the equipment list and procedure should be provided to each student at the start of the practical
assessment session.
 The ‘Teacher Notes’ section of each practical in this guide must not be shared with students.
 The practical should be carried out in groups of 2 or 3, and under examination-style conditions.
 Groups should be sufficiently spaced out in the laboratory so as not to interfere with e ach other.
This may mean using more than one laboratory at a time or staggering the time of the assessed
practical for different groups depending on available space and staff .
 Students should not communicate with other groups throughout the practical .
 Students should record their own set of results – i.e. one set of results per student, not per group.
 Each student must complete their laboratory report independently; this must not be completed as
a group. The report should be completed after the lab session and should not be completed under
exam conditions.

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PRACTICAL 9. DETERMINING THE CAPACITANCE OF A CAPACITOR
FROM A DISCHARGE CURVE.

Equipment List
 D.C. power supply  2-way switch

 voltmeter (or multimeter)  capacitor (of unknown value)

 crocodile clips  resistor

 connecting wires  timer

Procedure

1) Connect the capacitor to the power supply via the two-way switch.

2) Also connect the capacitor to the resistor via the other connection on the two-way switch.

3) Connect the voltmeter in parallel with the capacitor.

Starting with the capacitor connected to the power supply, charge the capacitor to around
4)
10 V.

Move the switch over so that the capacitor is connected to the resistor and at the same time
5)
start the timer.

6) Record the voltage across the capacitor every 20 seconds for 3 minutes.

7) Plot a graph of voltage (y axis) against time (x axis).

Use the graph to obtain the value of the time constant of discharge circuit and, knowing the
8)
value of the resistor, calculate the value of the capacitor.

Also use your results to plot a straight-line graph from which you can also obtain the time
9)
constant of the circuit and the value of the capacitor.

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 Teacher Notes
Choose values for the capacitor and resistor that will give a time constant of between 30 s and 60 s.
The students should be given the value of the resistor, but the value of the capacitor should not be
made available to the students.

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PRACTICAL 10. DETERMINING THE VELOCITY OF SOUND
Using a resonance tube:

Equipment List
 resonance tube  metre rule

 tuning forks or signal generator and loud

speaker

Procedure

Hold the tuning fork, or loud speaker connected to the signal generator, a few centimetres
1)
from the open end of the resonance tube so that a constant frequency note is emitted.

Adjust the length of the air column in the resonance tube until the first position of resonance
2)
is heard.

3) Measure the length of the air column at this resonance position.

Continue to increase the length of the air column until the second resonance position is heard
4)
and again measure the length of the air column.

5) Repeat the measurements for a range of frequencies.

By subtracting the resonance length for the 1 st position from that for the 2 nd position, the
velocity of sound can be calculated for each of the frequencies and an average value obtained.
6)
Use your results for the 1 st resonance position to plot a straight-line graph from which the
velocity of sound and the end correction of the resonance tube can be obtained.

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 Teacher Notes

If tuning forks or a signal generator are not available, students should be able to download an app to
their mobile phones that enables notes of a known frequency to be generated. Frequencies in the
range 200 Hz to 500 Hz should be appropriate for this experiment.

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PRACTICAL 11. DETERMINING THE WAVELENGTH OF LASER LIGHT
Using a diffraction grating:

Equipment List
 diffraction grating  low power laser

 white card  metre rule

Procedure

1) Place a piece of white card a metre or more from a diffraction grating. Measure this distance.

Arrange the laser so that the light is incident normally on the diffraction grating , enabling a
2)
diffraction pattern to be observed on the card.

3) Mark the positions of the diffracted images on the card.

4) Calculate the diffraction angle for each of the diffracted images.

Knowing the spacing of the lines on the grating, calculate the wavelength of the laser light for
5)
each of the diffraction orders and obtain an average.

Plot a straight-line graph of sinϴ (y axis) against diffraction order (x axis) from which the
6)
wavelength of the light can also be determined.

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 Teacher Notes

Students should be told that they must not look directly into the laser.

Choose a diffraction grating to give reasonably spaced diffraction orders. The students will need to
know the spacing of the lines on the grating.

You could use a piece of white paper mounted on a board instead of the white card.

It may be necessary to reduce the lighting in the laboratory, although a darkroom is not required for
this investigation.

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PRACTICAL 12. DETERMINING THE WAVELENGTH OF LIGHT
Using a Young’s double slit:

Equipment List
 Young’s double slit  metre rule

 low power laser  white card

Procedure

1) Place a piece of white card a metre or more from the double slit. Measure this distance.

Arrange the laser so that the light is incident normally on the double slit so that an interference
2)
pattern is observed on the card.

3) Mark the positions of the bright interference fringes on the card.

Measure the distance across several of these bright fringes and obtain the spacing between
4)
adjacent bright fringes.

Use this distance, along with the double slit spacing and the distance from the slits to the
5)
screen, to obtain a value for the laser light wavelength.

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 Teacher Notes

Students should be told that they must not look directly into the laser.

The students will need to know the spacing of the lines on the Young’s double slit.

You could use a piece of white paper mounted on a board instead of the white card.

It may be necessary to reduce the lighting in the laboratory, although a darkroom is not required for
this investigation.

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PRACTICAL 13. DETERMINING THE ”HALF-LIFE” OF “RADIOACTIVE”
DICE

Equipment List
 Around 100 dice or wooden cubes of a
 Beaker to hold the dice
similar size with one painted face

 Tray in which to throw the dice

Procedure

1) Count the total number of dice and place them in the beaker.

2) Throw the dice from the beaker into the tray.

3) Remove the “decayed” dice showing “6” (or the wooden cubes showing the painted face).

4) Record the number of dice removed and calculate the number of dice remaining.

5) Repeat the steps 2 to 4, with the remaining dice, removing the “decayed” dice after each throw.

6) Continue to repeat the experiment until less than 10 dice remain.

Use your results to plot a graph of Number of dice remaining (y axis) against Throw number (x
7)
axis).

8) Use your graph to obtain a value for the ”half-life” of the dice.

9) Use your results to plot a straight-line graph from which the “half-life” can also be obtained.

© NCUK Ltd 2022 32

 Teacher Notes

This is a very safe experiment which mimics radioactive decay without any of the safety issues
associated with the real thing.

© NCUK Ltd 2022 33

PRACTICAL 14. DETERMINING THE PLANCK CONSTANT
Using light emitting diodes:

Equipment List
 low voltage D.C. power supply  1 kΩ resistor

 milliammeter (or digital multimeter)  4 or more LEDs of known wavelength

 voltmeter (or digital multimeter)  connecting wires

 crocodile clips

Procedure

Connect the first LED in series with the resistor, milliammeter and power supply, in a forward
1)
biased circuit.

2) Connect the voltmeter in parallel with the LED.

Gradually increase the output voltage from the power supply until the LED begins to conduct.
3) At this voltage, called the threshold voltage, current will flow through the LED and light will be
emitted. Record the voltage across the LED when this happens.

4) Repeat the procedure for the other LEDs.

5) Plot a graph of Threshold voltage (y axis) against 1/wavelength (x axis).

6) Use the graph to determine a value for the Planck constant.

© NCUK Ltd 2022 34

 Teacher Notes

A number of LEDs emitting wavelengths across the visible spectrum and possibly either side of it can
be used in this experiment. The 1 kΩ safety resistor should protect the LEDs from damage that might
be caused by too high a current.

If a LED emitting either IR or UV radiation is used, no emitted light will be seen, but the current flow
will be observed on the milliammeter when the threshold voltage is reached.

© NCUK Ltd 2022 35

VIRTUAL LABS
Where a Study Centre has access to laboratory facilities, practical work must be completed as per the
procedures outlined previously in this document.

In exceptional circumstances, where a Study Centre does not have access to laboratory facilities,
coursework assessment for this module may be completed using a non-laboratory based practical. You
must contact your NCUK Academic Development Manager to discuss the situation and receive approval
to conduct non-laboratory practicals for this module prior to students undertaking assessment.

Some of the practicals listed in this document are suitable for completion in a normal (non -lab) classroom.
These are:

 Determining the acceleration of gravity using either a simple pendulum or a spiral spring
 Investigating elasticity
 Investigating resistance
 Determining the capacitance of a capacitor from a discharge curve
 Determining the wavelength of laser light using either a diffraction grating or a Young’s double slit
 Determining the “half-life” of “radioactive” dice
 Determining the Planck constant

Alternatively, where it is not possible to undertake any labs within the Study Centre or the student is
studying remotely, students may use either a virtual lab (such as those here https://phet.colorado.edu/ or
may base their laboratory report on a video of a suitable practical being undertaken, a number of examples
taken from A levels are available on YouTube and other similar video streaming websites.

© NCUK Ltd 2022 36

APPENDIX A - ASSESSMENT CRITERIA
Note: Students should reference coursework appropriately if sources such as textbooks and websites are used.
Materials, Methods &
Theory & Aim Results Discussion, Interpretation & Conclusion Presentation & References
Safety
(10%) (20%) (40%) (10%)
(20%)
• Excellent statement • Excellent, clear evidence • Excellent results with • Excellent and clearly presented processing of data. • Excellent structure to the
of title and aim. that the equipment was repeated observations. • Excellent discussion of relevant physics principles. report.
• Excellent correctly assembled and • An excellent set of data, • Excellent discussion with valid conclusions clearly stated. • No grammatical or spelling
introduction of operated. clearly presented with • Excellent suggestions made to improve the experiment. errors.
theory with 3 or • Excellent labelled realistic uncertainty • Excellent presentation and processing of graphs. • A good academic style is
A* more correctly diagrams. values and correct units. • Excellent graph which is correctly titled with sensible scales and used throughout the report.
(80+) cited references. • An excellent description • Measurements over an axes. • References are correctly
in the student's own appropriate range. • Excellent determination of the gradient using a least squared fit or cited and listed in Harvard
words. large triangle. style.
• All calculations are correct and checked for accuracy.
• Uncertainties in calculated values are determined correctly.
8-10 16-20 16-20 32-40 8-10
• Very good • Very good, clear • Very good results with • Very good and clearly presented processing of data. • Very good structure to the
statement of title evidence that the repeated observations. • Very good discussion of relevant physics principles. report.
and aim. equipment was correctly • Data clearly presented • Very good discussion with valid conclusions clearly stated. • Very few grammatical or
• Very good assembled and operated. with realistic uncertainty • Very good suggestions made to improve the experiment. spelling errors.
introduction of • Very good labelled values and correct units. • Very good presentation and processing of graphs. • A very good academic style
theory with 2 or diagrams. • Measurements over an • Very good graph which is correctly titled with sensible scales and is used.
A
more correctly • A very good description appropriate range. axes. • References are on the
(70-79)
cited references. in the student's own • Very good determination of the gradient using a least squared fit or whole, correctly cited and
words. large triangle. listed in Harvard style.
• Almost all calculations are correct and checked for accura cy.
• Very good determination of uncertainties in calculated values.
• Very good statement of conclusions.
7 14-15 14-15 28-31 7
• Good statement of • Good evidence that the • Good results with • Good and clearly presented processing of data. • Good structure to the
title and aim. equipment was correctly repeated observations. • Good discussion of relevant physics principles. report.
• Good introduction assembled and operated. • Data clearly presented • Good discussion with a statement of the conclusions. • Only the occasional
of theory with at • Good labelled diagrams. with realistic uncertainty • Good valid suggestions made to improve the experiment. grammatical or spelling
least one cited • A good description in values and correct units. • Good presentation and processing of graphs. errors.
B reference. the student's own • Measurements over an • Graph is correctly titled with sensible scales and axes. • A good academic style is
(60-69) words. appropriate range. • Good determination of the gradient using a least squared fit or large used in most of the report.
triangle. • Only occasional errors in the
• Calculations are largely correct and checked for accuracy. citing and listing of
• Good determination of uncertainties in calculated values. references in Harvard style.
6 • Good statement of conclusions.
12-13 12-13 24-27 6

© NCUK Ltd. 2022 37

 • Satisfactory • Satisfactory evidence • Satisfactory results with • Satisfactory and clearly presented processing of data. • Satisfactory structure to
statement of title that the equipment was some repeated • Satisfactory discussion of relevant physics principles. the report.
and aim. assembled correctly. observations. • Satisfactory discussion with a statement of the conclusions. • Some grammatical or
• Satisfactory • Satisfactory labelled • Data clearly presented • A few valid suggestions made to improve the experiment. spelling errors.
introduction of diagrams. but with some • Satisfactory presentation and processing of graphs. • A satisfactory academic
theory with at • A satisfactory uncertainty values • Satisfactory graph which is correctly titled with satisfactory scales style is used.
C
least one cited description. and/or units missing. and axes. • A few errors in citing and
(50-59)
reference. • Range may not be quite • Satisfactory determination of gradient using a least squared fit or listing references in
ideal. large triangle. Harvard style.
• Calculations are mainly correct and checked for accuracy.
• Uncertainties in calculated values are mainly determined correctly.
• Satisfactory statement of conclusion.
5 10-11 10-11 20-23 5
• Reasonable • Reasonable evidence • Reasonable results with • Reasonable presentation and processing of data. • Reasonable structure to the
statement of title that the equipment was some repeated • Reasonable discussion of relevant physics principles. report.
and aim. correctly assembled and observations. • Reasonable discussion with a statement of the conclusions. • Both grammatical and
• Reasonable operated. • Data clearly presented • Limited valid suggestions made to improve the experiment. spelling errors are present.
introduction of • Reasonable labelled but with some • Reasonable presentation and processing of graphs. • The style of the report
D
theory, diagrams. uncertainty values • There may be minor errors in the determination of the gradient. could be improved.
(40-49)
but not referenced • A reasonable and/or units missing. • Reasonable attempt at calculations. • Several errors in the citing
description in the • Range may not be quite • Reasonable attempt is made to determine uncertainty in calculated and listing of references in
student's own words. ideal. values. Harvard style.
• Reasonable attempt to state conclusions.
4 8-9 8-9 16-19 4
• Poor statement of • Some errors in assembly • Poor results, lacking • Poor presentation and processing of data. • Poor structure to the
title and aim. and/or operation of repeated observations. • Little discussion of relevant physics principles. report.
• Poor introduction equipment. • Presentation of data is • Poor discussion and conclusion. • Many grammatical and
of theory with no • Poor diagrams or no poor and uncertainty • Little in the way of suggestions made to improve the experiment. spelling errors.
E cited references. labelling. values and/or units • Frequent errors in presentation and processing of graphs. • A good academic style has
(35-39) • Poor description. missing. • Frequent errors in calculations and little attempt to determine not been used.
• Range is poor . uncertainty values. • Several errors made in the
• Poor statement of conclusions. citing and listing of
references in Harvard style.
3 7 7 14-15 3
• Very poor • Some errors in assembly • Very poor results, no • Very poor presentation and processing of data. • Very poor structure to the
statement of title. and/or operation of repeated observations. • No discussion of relevant physics principles. report.
Aim or theory equipment. • Presentation is very poor • Very poor or no discussion with very poor or no statement of the • A large number of
missing. • Very poor or missing and most units and conclusions. grammatical and spelling
U • No cited diagrams. uncertainty values are • No valid suggestions made to improve the experiment. errors.
(0-34) references. • Very poor description. missing. • Very poor presentation and processing of graphs. • Very poor style of writing.
• Range is very poor . • Numerous errors in calculations and no attempt to determine • References are missing or
uncertainty values. have not been cited or
• Conclusions missing or very poorly stated. listed in Harvard style.
0-2 0-6 0-6 0-13 0-2

© NCUK Ltd. 2022 38

APPENDIX B – MARKING & FEEDBACK
SHEET
NCUK Student ID: Student Name:

Coursework Title:

Submission Date: Teacher’s Name:

Marker Marker
Criteria Weighting Section Feedback
1 2

Theory & Aim 10%

Materials,
20%
Methods & Safety

Results 20%

Discussion,
Interpretation & 40%
Conclusion

Presentation &
10%
References

TOTAL 100%

Additional Feedback

© NCUK Ltd. 2022 39

© NCUK Ltd. 2022 40
 Laboratory Guide Update History:
NCUK International Foundation Year
Physics

Release Version Summary of Main Changes Author

Date No.
May 2022 1.1 • Updated for 2022/23 Product Team
June 2021 1.0 • Document supports IFY Physics syllabus version 4.0 John Bunning &
Product Team

© NCUK Ltd. 2022 41

NCUK – The University Consortium

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