Use of Techniques, Apparatus and Materials
168 questions· page 1 of 17
A student investigates the rate of cooling of hot water in a beaker.
Plan an experiment to investigate the relationship between the thickness of the cardboard insulation wrapped around the beaker and the rate of cooling of the hot water in the beaker.
The apparatus available includes:
- a supply of hot water
- a beaker
- a thermometer
- a supply of 1 mm thick cardboard sheets
In your plan include:
- any other apparatus needed
- a brief description of the method, including what you will measure and how you make sure that your measurements are accurate
- the variables you will control
- a results table to record your measurements (you are not required to enter any readings in the table)
- how you will process your results to reach a conclusion.
A student has a converging (convex) lens and needs to determine its focal length.
Plan an experiment that will enable the student to measure an accurate value for the focal length of the lens.
The focal length of a lens can be calculated using the equation:
where is the distance between an object and the lens and is the distance between the focussed image of the object and the lens.
Fig. 4.1 shows some of the apparatus available.
The lamp is connected to a power supply and can be switched on and off as required.
Write a plan for the experiment.
In your plan you should:
- list any additional apparatus needed
- draw a diagram of the arrangement of the apparatus, labelling and
- explain briefly how to do the experiment
- state the steps taken to obtain a sharp, focussed image
- explain how to use your readings to determine .
Water is heated from room temperature to its boiling temperature in a glass beaker.
Plan an experiment to investigate if the time taken for the water to reach its boiling temperature depends on the diameter of the water surface exposed to the air.
You are provided with:
- a supply of cold water
- a set of glass beakers of different sizes
- a Bunsen burner, tripod and gauze
- a measuring cylinder.
You may use any other common laboratory apparatus.
In your plan include:
- any other apparatus needed
- a brief description of the method, including what you will measure and how you will make sure your measurements are accurate
- the variables you will control
- a results table to record your measurements (you are not required to enter any readings in the table)
- how you will process your results to draw a conclusion.
You may include a labelled diagram if you wish.
Name the equipment the student uses to
(1) measure the current,
______
(2) vary the resistance,
______
(3) measure the time.
______
The student chooses from three analogue meters to measure the current.
The meters have ranges , and .
Explain why the meter is the most suitable.
A second student repeats the experiment using a much larger current.
Suggest one hazard this may cause.
When the student closes the switch, he notices that the voltmeter needle moves backwards, as shown in Fig. 4.2.
Explain why this happens and how the student can correct this.
The student corrects the problem and, when the switch is closed, the voltmeter now reads .
On Fig. 4.2, mark the new position of the needle.
To investigate the solar cell, the student uses light entering the laboratory through a window.
When the student moves his head to read the voltmeter, there is a large decrease in the reading.
Suggest a reason for this, and explain how the student can prevent this happening when he moves.
Describe how the student uses the apparatus to verify that the angles of incidence and reflection are equal.
Include a clear labelled diagram in your answer.
The student carries out the experiment carefully.
Describe one practical technique that improves the accuracy of the experiment.
The ray is refracted into the block at an angle of refraction of .
On Fig. 1.1 draw the refracted ray. Continue the ray until it meets the side CD of the block. Label the point where the refracted ray meets the side CD with the letter F.
Describe how the student accurately traces the path of the light emerging from the block through side CD.
Describe how the student uses the plotting compass to plot the pattern of the magnetic field.
You may add to Fig. 4.1 to help you explain your answer, if you wish.