CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS Exam-style questions and sample answers have been written by the authors. In examinations, the way marks are awarded may be different. Practical Workbook answers Chapter 1 Practical investigation 1.1: Estimating measurements Practical investigation 1.2: The simple pendulum Getting started Getting started Measurement Equipment For a short time frame, measure over multiple oscillations, for example, ten, and record the time for this. The reaction time for a human is approximately 0.4 s. This would affect the time if done for one oscillation. Use a fiducial marker to be able to take time from a consistent point. length ruler volume measuring cylinder, ruler, beaker mass balance time timer, stopwatch Answers to workbook questions 1 Learners record their results in the table. 1 Learners should record their results in the table. 2 2 Learners should check that all measurements are to the correct number of significant figures. Learners calculate the time period for each length of pendulum by dividing their time period for ten oscillations by 10. 3 Learners calculate average values for each measurement. 3 4 Learners comment on their estimated and measured results. They should make reference to the limits of accuracy of the measuring equipment. Learners draw their graphs, with length on the horizontal axis and time period on the vertical axis, to produce a roughly horizontal line. 4 Results should show that as the length of the pendulum increases, the time period of the swing increases. 5 Learners calculate the volume of the glass block, based on their measurements using rulers. 5 The mass of the pendulum may have an effect or the type of material from which the pendulum is made. 6 A pair of vernier callipers would give a more precise result than a ruler. This increased degree of accuracy would then be carried into the calculation. Learners suggest alternative methods of measurement. Practical investigation 1.3: Calculating the density of liquids 7 1 Answers to workbook questions 30 cm ruler precision is correct to 1 mm; metre ruler precision is correct to 1 mm; stopwatch precision is correct to 0.01 s. Getting started Density of a fluid can help to tell whether an object will float. This is important in relation to aerospace and shipping. Volume of fluid: 45 cm3, 72 cm3, 7 cm3. Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS Answers to workbook questions 1 Learners record their results in the table. 2 Learners sketch their graphs of mass (vertical axis) against volume (horizontal axis) for each of the liquids. 3 Learners draw and label the line of best fit on each graph. 4 The graph that has the steepest gradient will have the highest density. The gradient of the saltwater solution is the steepest, showing that saltwater has the highest density of all the solutions. iv c Chapter 2 Practical investigation 2.1: Average speed Water 1 g/cm3, oil 0.92 g/cm3, saltwater 1.03 g/cm3. 6 Saltwater solution, water, oil (bottom to top). • 7 Learners should suggest reasons, for example errors in measurement, errors in calculations. • 8 The learner is incorrect. Results from this investigation show that oil is less dense than saltwater so would float on the surface of the saltwater. Getting started Answers to exam-style questions a b c Eye level with 8 cm3 line [2] 8 cm3 [1] m 65.01 i = __ v , _____ [1], 8.13 [1] g/cm3 [1] 8 ii Steel [1] Using the data from the table, none of the metals will float. [1] For a metal to float it will need a density less than [1] water. This would mean a value below 1 g/cm3. i ii a 1 Learners record their results in the table. 2 Learners use the data from their table to plot a distance–time graph of their results. 3 The section with the steepest gradient represents the section in which the runner was moving fastest, as the gradient represents the speed / the section with the smallest increase in time represents the section in which the runner was moving fastest as they covered the 20 m in a smaller amount of time. 4 The triangulation method or change in vertical or horizontal values should be d evident, or evidence of using v = __ provided. t Check learners’ results. 5 Calculate the distance travelled and the time taken in an instant. This would be difficult to measure. 6 total distance travelled Average speed = ____________________ total time taken 7 100 = _____________ learner answer Precision is dependent on the instruments used. Precision can be increased by using instruments with smaller divisions. i and ii Quantity Measuring device Resolution distance metre ruler; measuring tape 1 mm; 1 mm time taken stopwatch; timer 0.01 s b i ii iii 2 1 cm : 5 cm scale; radius of the track 15 cm [1] Circumference = 2πr = 2π × 15 = 94.2 cm [1] She should record all values to the same number of significant figures. [1] 0.49 s [1] Difficulty seeing the start of the run, or missing the runner pass the line. Ask runners to repeat their runs, or ask the starter to move their arm as they say, ‘Go’. Answers to workbook questions [Total: 10] 2 She could record the time taken for multiple laps so there is no impact from human reaction time. [1] She could use a light gate to record the time. [1] [Total: 12] 5 1 distance ____ 94.2 Average speed = ________ ; = [1] 0.49 time = 192 cm/s [1] 8 Immediately the starter signals the runner to start to move, the timers start their stopwatches. Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS 9 The graph would appear as a curve with an increasing gradient. The curve would get steeper as time went on. Practical investigation 2.2: Speed–time graphs using ticker tape Getting started Time between dots: ___ 1 = 0.02 s 50 Time period for ten spaces: 0.2 s Answers to workbook questions 1 Learners should cut the ticker tape into ten‑dot sections, labelling them in the order in which they are cut from the start of the tape. 2 Refer to the example of a velocity–time graph in exemplar data on Cambridge GO. 3 Refer to the example of a velocity–time graph in exemplar data on Cambridge GO . 4 See learners’ graphs. 5 Columns are increasing in height; there is a positive gradient so the velocity is increasing. 6 See learners’ graphs. 7 Learners calculate the gradients of their graphs; units cm/s2. This represents the acceleration. 8 Learners calculate the area under their graphs; units cm. 9 Started counting the dots from where a pattern was visible, started counting where the gaps were clear, used a fresh carbon paper disc. 10 The ramp is not steep enough so the trolley has moved at a constant velocity. Increase the gradient of the ramp. 11 This graph would show the acceleration of the vehicle over a short period of time, using the distance travelled. Answers to exam-style questions 1 a Check suitable scale has been chosen [1]; axes should be labelled, including units 1 [1]; correct plot to _ 2 square [2]; line of best fit drawn. [1] 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 cm 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 b c d 0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 Triangulation method [1]; 1.2 [1]; m/s2 [1] 1 _2 × base × height visible [1]; 1.5 [1]; m [1] Not correct. [1] Reason: a straight-line graph represents constant acceleration. [1] [Total: 13] 3 Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS Chapter 3 Practical investigation 3.1: Estimating the acceleration of freefall Getting started Gravity becomes weaker the further away from the surface of the Earth. This means the acceleration due to free fall will be smaller. Calculations will depend on learners’ researched values for g. Answers to workbook questions 4 Practical investigation 3.2: Investigating the relationship between force, mass and acceleration Getting started Situation How will you prevent it? Starting point of the trolley changing Make a line on the runway and always start from this point End point of the trolley changing Make a line on the runway and always end at this point Recording the time incorrectly Take repeats and calculate an average 1 Learners record their results in the table. 2 Learners plot a graph of their results to calculate the acceleration of free fall. 3 Learners draw in a line of best fit on their graph. 4 A value in the region of 10 will be acceptable for the gradient. 5 The acceleration of free fall should approximate to 10. Learners will need to make a comparative statement between their value and the official value such as: ‘The value of my gradient was 11. This is close to the accepted value but slightly higher.’ Sensible suggestion for why the value is different, for example: I might have misread the scale on the newton meter; the newton meter did not show zero when no mass was hanging from it. 1 Learners record their results for increasing the number of elastic bands in the table. 2 Learners record their results for increasing the mass in the table. 3 As the force on the trolley increases, the acceleration increases. This is shown in the results by the trolley covering the distance in a shorter period of time when the force is greater. (Learners should use their data to support this.) 6 Yes, a straight-line graph was obtained, which shows that the acceleration of free fall is constant. 4 7 0.01 N for newton meter; 00.1 g. Top-pan balances have a precision of about 1 g to 0.01 g. As the mass of the trolley increases the acceleration decreases. This is shown in the results, by the trolley covering the distance in a longer period of time as the mass of the trolley increases. (Learner should use their data to support this.) 5 Control variables could be: force investigation – the mass of the trolley; mass investigation – the number of elastic bands, or the distance by which the bands are pulled. 6 Repeat the results and calculate an average. Results should be similar for them to be reliable. Reset its position Trolley colliding with away from the sides the side of the runway at the beginning of every run Answers to workbook questions Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS Practical investigation 3.3: Momentum in explosions Getting started Value Value rounded to 2 s.f. 25 478 25 000 679 680 1.23 1.2 0.056 78 0.057 0.000 657 4 0.000 66 Answers to workbook questions Practical investigation 4.1: The weighing machine Getting started Possible methods: use a set-square; measure the height of the ruler at three different points. Answers to workbook questions 1 Learners calculate and record the moment and the mass for each object, recording their results in the table. 2 Learners weigh the masses and record their results in the table. 1 Learners record their results in the table. 2 Learners calculate the momentum of the trolleys and add the answers to the table. 3 Yes or no. Data from the learners’ results should be used to support their answer. 3 As velocity and momentum are vector quantities they have both magnitude and direction. 4 4 The momentums of trolley A and of trolley B are equal in magnitude and opposite in direction. This can be seen by looking at the results in the table (should quote a result from table to support). Any two suggestions from: ensure that the ruler is horizontal; take readings at eye level to reduce parallax error; use a set square to ensure that the ruler measuring the height of the ruler is perpendicular to the bench. 5 The height of the ruler from the bench was measured at three different points to ensure they were all the same. 6 This ensures that the ruler is horizontal and thus the forces act at right angles to the rule. 5 Learners should repeat the investigation for each trolley mass and calculate an average of the results. Answers to exam-style questions 1 a b c 5 Chapter 4 change in velocity ________________ [1] i Acceleration = time ii Measure the change in velocity of the trolley. [1] i Independent variable: force; dependent variable: change in velocity [1] ii Control variable: the mass of the trolley [1] Suitable scale required [1]; axes labelled 1 including units [1]; correct plot to _2 square [2]; line of best fit. [1] ii The acceleration is directly proportional to the force applied [1]; the graph is a straight line through (0, 0). [1] iii Evidence of triangulation method [1]; mass approximately 500 [1] g [1] or 0.5 kg (depending on the type of trolley used) [Total: 15] Practical investigation 4.2: Finding the centre of gravity Getting started Learners should research a method. A common method is to hang the two-dimensional shape from three different positions and draw a vertical line through each point of suspension with the help of a plumb line. Other sensible suggestions are possible. Answers to workbook questions 1 Learners draw three vertical lines through different points of suspension; the lines should meet in one point. 2 To improve the accuracy: wait until the plumb-line comes to rest; use a stiffer piece of string or maybe a rod for the plumbline; make sure the card is at eye level when drawing the lines. Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS Practical investigation 4.3: Tower stability d i Getting started Answers will be relevant to the learner and their equipment. ii Answers to workbook questions Example method 1 Measure the height of the centre of gravity of the block and record it in a table. 2 Place the block on the ramp. 3 Increase the incline of the ramp until the block topples. 4 Use a protractor to measure the angle at which it topples and record it in the table. 5 Repeat twice more and record in your table. 6 Calculate the average (mean) result. 7 Repeat steps 1–6 for a blocks with a range of heights. Questions 1 Learners record their results in the table. [Total: 13] Chapter 5 Practical investigation 5.1: Determining the spring constant Getting started • • Taking measurements from the same point every time reduces the chance of error in measurement of length and extension and keeps measurements consistent. Learners will need to adapt their equipment accordingly so answers may differ. A suggestion might be to use a fiducial marker, for example, use a pin on the selected end point of the spring so it is clearly indicated on the ruler. Allow time for the spring to settle before recording the extension. 2 Learners plot a graph of the angle of topple against the height of the centre of mass. 3 Learners draw a line of best fit on their graphs. 4 Yes – as the height of the centre of mass increases the angle of topple gets smaller. The learner should include key points from graph to support their answer. Answers to workbook questions 1 Learners complete the table with their own results. 5 Answers could include: the width of the base of the blocks; the starting position of the blocks. 2 Learners plot a graph of load against extension with appropriate labels and scales. 6 Keep the blocks in the same orientation throughout. The starting position on the ramp was kept the same throughout. 3 Learners join the points with a line of best fit. 4 Check learners’ graphs for anomalies. 5 It should be a straight-line graph through the origin. 6 The triangulation method should be used to calculate the spring constant of the graph. Answers to exam-style questions 7 i x = 1.5 cm [1] ii y = 2.0 cm [1] x = 15 cm; y = 20 cm [2] The graph would begin to curve as masses were added to the spring. 8 The change in shape would occur because the spring has been permanently deformed by the applied load. 7 Ruler: 1 mm; protractor: 1°. 8 Precision could be improved by using smaller divisions of measurement. 1 a b iEvidence of principle of moments [1]; 1.53 [1]; N [1] ii 153 [1] g [1] (or 0.153 [1] kg [1]) c 6 Any two reasons from: the learner might not have read the newton meters correctly; there were rounding errors in calculation; difficulty balancing a small object; the object may not have uniform density. [2] Take readings either side of the object or mark the object with a central line and align with the ruler marking. [2] • Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS 9 One reason from: the spring was still oscillating when the load was applied; not taking readings at eye level (parallax error); the ruler is not at right angles to the bench; the ruler is not aligned with the spring correctly; readings were taken from the wrong points. 10 Use a set square to ensure that the ruler is correctly positioned and clamped in place. Chapter 6 Practical investigation 6.1: Gravitational potential energy Getting started Practical investigation 5.2: Calculating pressure • • • • Getting started Answers to workbook questions force Pressure = _____ area 1 Learners record their measurements. 2 Learners calculate the g.p.e. for the heights used. 3 Learners plot the graph of gravitational potential energy (vertical axis) against height (horizontal axis) and draw a line of best fit. 4 As the height increases so does the g.p.e. This is represented by a straight-line graph with positive gradient, passing through the origin. The height and g.p.e. are in direct proportion. 5 Look for evidence of the triangulation method. The gradient should be approximately equal to the measured mass of the ball × 10, in newtons / N. 6 Weight = measured mass × 10 / N. Differences will come from errors in measurement, such as placing the string incorrectly, misreading the length of string against the ruler, any other sensible suggestion. 7 Measure a height and mark it with chalk. Release the ball from this point. Order: high-heeled (stiletto) shoes; sitting on a stool; desk on a floor; standing on one foot; a walking elephant. Answers to workbook questions 1–6 Answers will depend on learner measurements. 7 Learners should compare their calculations to their estimates in the ‘Getting started’ section. 8 The stiletto provides an area 1000 times smaller than the area provided by an elephant’s foot. Whilst the force of an elephant is much greater than that of a human, it is spread over a greater area and so reduces the pressure exerted on the ground. 9 Use a sharp pencil and ensure the point is held very close to the object when drawing Answers to exam-style questions 1 a b c d From the top of the spring to the bottom of the spring, or from the same point on the top loop to the same point on the bottom loop. [1] Load / N [1]; Length / m [1]; Extension / m [1] Suitable scale required [1]; axes labelled 1 including units [1]; correct plot to _ 2 square [2]; line of best fit drawn. [1] i Yes [1]; reason: it is a straight line through the origin [1] ii Use a set square and clamp the ruler. [1] [Total: 12] 7 0.05 m 0.32 m 0.65 m 0.87 m • • • • 26 cm 34 cm 76 cm 92 cm Practical investigation 6.2: Kinetic energy Getting started Learner discussion. Issues that might arise include: standing position at the start and end; keeping the same person for rolling the ball; keeping the same ball; making sure the timer is directly above the finish line. Answers to workbook questions 1 Learners record the mass of the ball in the table. 2 Learners calculate the average speed of the ball over 5 m. Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS 3 Learners calculate the square of the speed and the k.e., recording their results in the table. 4 Learners plot the graph of kinetic energy (vertical axis) against the square of the speed (horizontal axis) and draw a line of best fit. 5 They are directly proportional. The graph is a straight line, passing through the origin. As the speed increases, the kinetic energy also increases. Data from the graph or the learners’ results should be quoted in support. 6 The difficulty might be in measuring time exactly. To improve the results, stand over the line and stop the stopwatch as the ball crosses it. Use light gates, use video recording equipment and slow motion. 7 Reliability could be improved by repeating each roll and finding the average 8 Use balls of differing masses and calculate their k.e. using a constant force to roll the ball. Practical investigation 6.3: Energy and the pendulum Getting started • • The principle of conservation of energy states that energy cannot be created nor destroyed, only transferred from one form to another. As the starting height of the pendulum increases, the velocity at the lowest point will increase. Thus, as the starting amount of g.p.e. increases, the k.e. gained as it falls increases. Answers to workbook questions 1 Learners record the mass of the pendulum bob in the table. 2 Learners calculate the average velocity for each height of the pendulum. 3 Learners calculate and record the g.p.e. and the k.e. for each height. 4 Learners plot the graph of k.e. against g.p.e. for each height and draw in a line of best fit. 5 As the g.p.e. increases the k.e. also increases, in proportion. Learners should use data from the graph to support this. The graph is a straight line through the origin, 6 8 Circle any anomalous result and omit it from the calculation of the average. 7 i ii A data-logger can be used to measure the velocity to a high degree of precision. The experiment is repeated and the average calculated. Answers to exam-style questions 1 i ii iii 0.60 m [1] Ignore any anomalous results. [1] Add the values together and divide by the number of values in the addition. [1] 1.04, 0.92, 0.75, 0.56, 0.46 [3 marks all, 2 marks for 4 correct, 1 mark for 3 correct] [Total: 6] Chapter 7 Practical investigation 7.1: Solar panels Getting started Learners’ answers will vary depending on the values they set. Answers to workbook questions 1 Learners prepare their tables and record their data. 2 As the area of the solar panel increases, the greater the temperature rise. Therefore, the greater the area, the faster it heated up. Learner data should be referenced. 3 If the volume was different in each container it would affect the results. The more water used, the longer the time it will take to heat up so this would affect the results. 4 The intensity of light on each solar panel will not be the same. The panel with the lowest light intensity will take longer to warm up. Practical investigation 7.2: Solar buggies Getting started • • • Dependent variable: distance travelled by the car. Independent variable: distance from the light source. Control variables: type of solar buggy; surface; starting position; colour of the light. Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS Answers to workbook questions Answers to exam-style questions 1 1 Learners prepare their tables and record data. Headings and units should be included in the table. An example could be: Distance from the light source / m Distance travelled /m 2 Learners should use their data to draw a graph of distance from the light source (m) against distance travelled (m). 3 As the distance from the light source increases, the distance travelled by the buggy also increases. Learners should refer to their data. 4 Learners refer to their data and results to assess whether their prediction is supported. 5 Control variables: light intensity – The colour of the light was kept the same, and the same bulb was used. Practical investigation 7.3: Efficiency of a tennis ball Getting started Challenges identified by learners may include ensuring the ball is released from the same height – use a marker; or that it is released with the same force – same person to release it each time. Answers to workbook questions 9 a b 1 Learners record their answers in the table. 2 Learners calculate the average rebound height. 3 Learners calculate the efficiency of the bounce. 4 c 26.5 [1]; 31 [1]; 35.5 [1] Any of: read at eye level to reduce parallax error; repeat results and calculate average or spot anomalous results; use a light meter to check the intensity, measure the intensity; check for zero error, calibrate thermometer [2] i 360 seconds [1]; misreading thermometer (or any other sensible suggestion) [1] 1 ii Correct plot to _ 2 square [2]; line of best fit drawn [1]; neatness of plot and line of best fit – all should be clear [1] iii The greater the intensity, the greater the temperature rise in the same time interval [1]; learner data to support [1] [Total: 13] Chapter 8 Practical investigation 8.1: Work done Getting started Learners should label the requested distances on the diagrams to show where they will take their measurements from and discuss general ideas on keeping their measurements accurate, such as line of sight, and start and end markers. Answers to workbook questions 1 Learners record their results in the table. 2 Learners calculate and record the weight lifted. As the drop height increased the rebound height increased. The line of best fit is straight so the efficiency has remained constant. 3 Learners calculate and record the upwards distance travelled. 4 Learners calculate and record the work done. 5 Efficiency is a ratio of the two connected values. 5 6 This will ensure that the drop height and the rebound height are measured as close to the true value as possible. The shoulder raise transfers the most energy. Reason: the weight/force is moved through the greatest distance so will require the most energy. 7 Examples of errors include: parallax error – read off the ruler from eye level; dropping from the wrong height – double check the starting height each time; judging the rebound height when the ball is moving; measuring the starting and rebound heights from the same point on the ball 6 Taking readings on a metre ruler at eye level reduces parallax error, improving the accuracy of the measurement. 7 Learners might not have moved the weight the whole distance and so the value calculated for work done will be too great. Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS 8 When the masses are moving upwards the muscles are doing work against gravity. 9 Top-pan balance precision is ±1 g (will depend on the balance used in class); ruler precision is ±1 mm. b Practical investigation 8.2: Calculating mechanical power Getting started • • energy transferred Power = ________________ time taken Learners can measure the work done over a period of time. This would include measuring distances travelled in the direction of the force. Headings [1]; correct units [1] Correctly calculated work done [2] Surface Distance travelled /m Force applied /N Work done / J table top 0.5 0.8 0.4 sandpaper 0.5 2.5 1.25 wooden bench 0.5 1.8 0.9 paper 0.5 1.2 0.6 c i Answers to workbook questions ii Power / W Work done / J Time taken / s Depth of 1 squat / m Total distance travelled / m Weight / N Mass / kg Learners should produce a table similar to the one below and record their results. Name 1 The learner should ensure that the newton meter is pulling at right angles to the tub. The learner should take the meter reading at eye level. (Accept any sensible suggestion.) [1] The learner can attach a pulley to the tub. [1] As she adds masses to the pulley she can record the mass that causes the tub to move and calculate the force from here. [1] [Total: 9] Chapter 9 2 Learners calculate the work done for each learner. 3 Learners calculate and record the power generated for each learner. 4 Answer correct, and in line with experimental results. The answer should reference the most energy transferred / work done. 5 10 No. The total work done depends on the distance travelled, not just the weight of the learner. The time it takes to complete the work done will determine the power. Learners would not be able to determine this by looking at the subject’s weight alone. Practical investigation 9.1: Changes of state of matter Getting started Liquids Gases Bonds between particles weak no real bonds Movement of particles glide over one random another haphazard motion Relative kinetic energy lower higher Answers to workbook questions Answers to exam-style questions 1 Learners record their results in the table. 1 2 Small bubbles start to rise, as air escapes, then larger bubbles form. 3 Large bubbles, steam escapes from the surface, temperature close to 100 °C. The temperature does not rise above 100 °C. 4 The temperature remains constant. a 0.8 N, 2.5 N, 1.8 N, 1.2 N (1 mark awarded for each correct figure, 1 for the correct unit) [5] Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS 5 Learners sketch a graph of temperature against time. D 100 Temperature / °C 0 B Chapter 10 E Getting started C A Time / min 6 7 8 Energy is being absorbed by molecules during this time, which causes the molecules to move more quickly thus increasing their kinetic energy. There are two horizontal sections in the graph. At these points the ice/water are changing state. Energy is still being provided but is being used to break the bonds between molecules so that the ice can melt into water and the water can change into vapour that leaves the liquid. During this time the temperature remains constant. The temperature of the water might not be consistent throughout. Answers to exam-style questions 1 a b c d Practical investigation 10.1: Thermal expansion of solids Beaker [1], tripod [1], heat source / Bunsen burner [1] Always stand when heating the water to avoid scalds; clamp the thermometer so it doesn’t topple the beaker; take care when handling the apparatus after use [1 for each valid consideration, total of 2 marks available] i Suitable scale required [1]; axes labelled including units [1]; correct 1 plot to _ 2 square [2]; neatness of plot and line of best fit – are they all clear? [1] ii As the temperature increases, the mass of sugar dissolved also increases [1]; data used to support this. [1] As the temperature of the water increases, the net kinetic energy of the water molecules also increases. [1] This means that the water molecules will collide more frequently with the sugar, causing it to break up faster, and thus dissolving it more easily. [1] Diagram to include tripod, Bunsen burner, heatproof mat, beaker on top of the gauze. Thermometer and soda glass with bung should be inside the beaker. All parts labelled. Answers to workbook questions 1 The fluid volume appears to decrease. 2 The fluid volume appears to decrease more than in the thermometer. 3 The fluid volume appears to decrease less than in the thermometer. 4 The glass surrounding the fluid expands and so the internal volume of the tube increases, giving the impression that the fluid has decreased in volume. 5 The laboratory glass test tube has expanded less than the soda glass test tube. 6 From the observations, the fluid in the soda glass tube seems to dip the most initially. The glass from which this is made expands more, compared with the glass of the laboratory glass tube. The expansion can be measured more accurately by marking the starting position of the fluid in the capillary tube and then marking the point to which it drops. 7 The energy supplied to the molecules in the metal is enough to weaken the bonds between molecules and increase their separation so the metal expands quickly. The bonds between the glass molecules do not weaken as quickly and so the glass does not expand. This makes the lid (slightly) larger than the glass rim and so easier to open. [Total: 14] 11 Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS Practical investigation 10.2: Measuring the specific heat capacity of aluminium Practical investigation 10.3: Surface area and evaporation Getting started Rectangle length × height Learners will research a method and the different pieces of equipment for this investigation. Circle πr2 Triangle base × height Answers to workbook questions Getting started Answers to workbook questions Example method °C 100 1 Learners complete their tables. 2 Learners calculate the volume of water evaporated based on their results. 3 The greater the surface area, the greater the volume of water evaporated. 4 The containers need to be made of the same material so the same rate of heat transfer occurs out of the material. 5 Take repeat readings of the volumes and calculate the average volume of water lost. 90 80 immersion heater thermometer 70 60 50 40 30 20 10 0 lagging solid block heat resistant mat Answers to exam-style questions Final temperature / °C Temperature rise, / °C Specific heat capacity of lead / J/kg/°C c = _____ ∆E ; P = IV m∆ Total energy transferred / J Headings: two correct [1]; all four [2] Starting temperature / °C i Tip 20 22.8 23.6 0.8 5 125 30 22.8 24.1 1.3 7.5 115 40 22.8 24.5 1.7 10 118 50 22.8 24.9 2.1 12.5 19 1 Measure the mass of the block. 2 Measure the energy supplied to the block (from a 50 W heater for a fixed period of time, say 5 minutes). 3 Record the temperature change. Questions 1 Learners record data – exemplar data provided on Cambridge GO 12 a No. of turns / n 1 2 904 J/kg °C 3 Aluminium. The aluminium will require more energy to increase its temperature and so will transfer less energy to the outside of the building. 4 900 J/kg °C; the experimental value is slightly higher, 5 Because some of the energy supplied to the aluminium will have been lost to the surroundings. Temperature rises: two correct [1]; all four [2] iii Total energy transferred: two correct [1]; all four [2] See table. 1 mark per correct answer [4] The mean of learner’s results is 119 J/kg/C. This result is similar to the accepted value of 128 J/kg/C. The value for the learners results is slightly higher. [1] ii b c Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS d This may be due to the learner incorrectly measuring the mass of the lead shot, energy being transferred to the tube as thermal energy, or any other sensible suggestion. [1] Lead is poisonous so should be handled carefully. [1] [Total: 13] Practical investigation 11.2: Investigating absorption Getting started Learners should make a prediction founded on their results from Practical investigation 11.1 with a legitimate way of working out the best absorber of thermal energy. Answers to workbook questions Chapter 11 1 Learners record their results in the table. Practical investigation 11.1: Conductors of thermal energy 2 Black should be the best absorber. Learners should make reference to their results to support their conclusion. Getting started 3 Variables that may not have been controlled: the amount of petroleum jelly used; the distance from the heater to each of the pins. 4 Use a syringe to apply the petroleum to make sure the same amount is used each time. To control the thickness of screen, use the same material and screen thickness for each. Arrange the screens at an equal distance from the radiant heater. 5 They need to be at a constant distance to ensure that the intensity of heat landing on the screen is constant. 6 There could be a thermometer attached to the back of the screen to measure the temperature increase. • Good thermal insulators: wool, polyester, silver foil, fibre glass • Poor thermal insulators: cotton, newspaper • Independent variable: type of material • Dependent variable: temperature of the water • Control variable: volume of water, size of beaker; starting temperature of the water Answers to workbook questions 1 Table for recording data drawn up, such as the one below. Time / s Temperature / °C 0 Practical investigation 11.3: Thermal energy transfer by convection 30 60 Learners should systematically record their results in a table relevant to their method. 2 13 Learners should construct a graph of temperature against time. Learners should plot their results one fabric at a time and then fit in a line of best fit. The final graph should have four cooling curves, one for each material. 3 Learners identify the material that enabled water to cool most slowly and suggest a reason, such as it being a non-metal with fixed atoms. 4 A non-metal has no free electrons to transfer thermal energy quickly. 5 The volume of water was kept consistent at 250 ml using a measuring cylinder. Getting started Learners should practise using a pair of compasses to draw a circle with diameter 10 cm. Answers to workbook questions 1 Without a candle: turns in different directions, no pattern in movement. With one candle: turns clockwise at a constant rate. With two candles: turns clockwise at a constant rate, more quickly than with one candle. 2 As the air is heated the particles in it gain more energy, causing an increase in the spacing between them. This causes the air to become less dense. The unheated (cooler) air contains particles that are more closely packed Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS together, meaning this air is more dense. This pushes the warmer air upwards, which causes the spiral to rotate. 3 As the temperature increases with a second candle, the air particles gain more energy and move faster as a result. As the particles move more quickly upwards, the collisions of the particles with the card are increased and so it turns more frequently. 4 The type of wax in the candle, the size of the candle, the thickness of the card, the height of the spiral. 5 Learners suggest how a circle with small diameter may behave. Suggestion of moving faster. Practical investigation 11.4: Thermal energy transfer by radiation Getting started Learner to provide a prediction for the investigation, such as: I think that the black one will absorb more thermal energy because we paint things black to help heat things, like in an oven (or a similar sensible suggestion). Answers to workbook questions 1 Learners record their results in the table. 2 The blackened aluminium leaf absorbs more thermal energy as there is a bigger increase in temperature shown by this thermometer. Learners should make reference to their prediction. 3 a b 14 2 The black matt surface is the best absorber of thermal energy. [1] It has the greater increase in temperature over the time period. [1] Award 1 mark for any valid answer, for example: allow cans to cool before repositioning or packing away; allow heater to cool before moving. [1] a b c d e Various options are available, such as: distance from the heat source to the cans; volume of water; material the can is made from; starting temperature. (Three required, 1 mark for each) [3] i Independent variable: type of lid [1] ii Dependent variable: temperature of water [1] Volume of water [1]; size of beaker [1] Thermometer; stopwatch [1] One learner per thermometer as the timer starts. [1] Use a thermometer with smaller divisions. [1] [Total: 13] Chapter 12 Practical investigation 12.1: Measuring the speed of sound Getting started Learners should identify that smooth surfaces are the best reflectors. Answers to workbook questions 1 The distance from the wall should be about 50 m measured to the nearest cm. 2 Learners draw up a table to complete the investigation. Attempt Yes the results are valid. This is because the method accurately measures the amount of thermal energy absorbed by the different coloured materials. Variables such as the distance from the radiant heat source and surface area exposed were kept controlled so as not to affect the results. Answers to exam-style questions 1 c Time taken for ten claps /s Time taken for one clap /s 1 2 3 average 3 4 5 Learners calculate the average time taken for echo time . one echo, using _________ 10 distance from surface × 2 ______________________ Evidence of speed = time taken for one clap Results should be in the region of 300 m/s. Yes – The time for ten claps was recorded to reduce the error in the timing. No – It was difficult to distinguish the echo and so Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS the timings recorded were inaccurate (or another sensible suggestion that supports their argument). 6 7 1 Any discrepancy in centimetres in relation to the distance will be smaller over a large distance, for example, 20–50 m, than over a shorter distance so it can be neglected in this calculation. When the blocks are being clapped at a steady rate, it is more accurate to record the time taken for a larger number of claps. This is because any inaccuracy in starting and stopping the stopwatch is much smaller in relation to a longer time period than a shorter one. Practical investigation 12.2: Sound through different substances a b A metal sheet or other smooth surface such as a hardwood screen. [1] i Stopwatch precision = 0.01 s [1] ii c distance 800 [1]; ____ Speed = ________ [1]; 2.34 time 342 [1]; m/s [1] Repeat the experiment to achieve multiple readings [1] and find the average. [1] [Total: 8] Chapter 13 Practical investigation 13.1: Forming a virtual image in a plane mirror Getting started Getting started Learners should practise drawing rays of light. Learners should predict that sound will travel faster in a solid because the particles are closer together. Answers to workbook questions Answers to workbook questions 1 Learners record their observations. 2 The sound travels more directly through the particles in the fingers as they are closely packed. When the fingers are out of the ears the sound then has to travel from the fingers through the air to the ear. As the particles are further apart in the air, it takes longer for the sound to reach the ear. 3 In solids the particles are packed closely together and allow the vibrations of the sound wave to transmit easily. In gases the particles are much further apart, which results in the sound taking longer to travel through the medium. 4 In the water, the particles are spaced further apart than in a solid. Whilst the sound will be transmitted, it will be muted compared with the sound produced when not in the water. 5 For example: It was challenging to hear the sound with the background noise in the class (or other sensible answer). 6 15 Answers to exam-style questions For example: Conduct the investigation in a quiet room (or other sensible answer). 1 Angle of incidence = angle of reflection 2 Dashed lines represent where light appears to come from, so they are virtual rays. 3 The image is the same distance from the mirror as the object is. 4 The image is: • the same size as the object • the same distance from the mirror as the object • upright • virtual. 5 A multi-slit screen shows a number of rays and the point where they converge is where the image would appear. This would not be possible using a single slit. Practical investigation 13.2: Finding the refractive index of glass Getting started Angles: 45°; 62°; 76°; 22° Answers to workbook questions 1 Learners should record a range of results at 5° or 10° intervals between 10° and 80°. Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS 2 Learners calculate the sines of the angles and record them in the table. 3 Plot a graph of sin r against sin i. The graph should be a straight-line graph with a gradient of approximately 1.5. 4 Learners draw the line of best fit. 5 Calculate the gradient of the graph using the equation provided. Gradient = 1.5 6 Precision of protractor = 1° 7 The points should show a significant difference from the line of best fit. To ensure more accurate results, pins could be used instead of pencilled crosses or the room could be darkened. 8 If the line of best fit lies in the range of the additional points, the measurements taken are accurate. If the line of best fit falls out of these points, the results can be improved by using a sharp pencil, ensure the baseline of the protractor lines up with the angle being measured. (Only one suggestion required.) Practical investigation 13.3: Dispersion of white light Getting started Learners research the different types of prism and predict the order in which the colours are seen. Answers to workbook questions 1 2 16 As the prism is rotated, the width of the spectrum of the refracted beam gets smaller and then larger as the rotation continues. Learners should sketch and label the colours in order: red, orange, yellow, green, blue, indigo, violet. 3 Red, orange, yellow, green, blue, indigo, violet. 4 Violet. The glass slows down the violet light more than it does the red and so the angle through which the violet is refracted is greater. 5 View the spectrum in a darkened room; use a white screen; use a lens to sharpen the image. 6 Interference from the multiple-slit sources will produce a different pattern to the basic spectrum. 7 A beam of white light is observed. The incident light on the second prism changes speed as it enters the glass block. This causes the colours of the spectrum to be refracted by different amounts, dependent on their wavelengths, back into the original beam of white light. Answers to exam-style questions 1 a b i 11.6 cm [1] ii 4 cm [1] iii 2.9 [1] Any two from: lens at the same height as object; work in a darkened room; all equipment at right angles to the bench; ruler fixed to the bench. [2] [Total: 5] Chapter 14 Practical investigation 14.1: Waves on a spring Getting started Learners are to practise manipulating the spring for the investigation to produce both longitudinal and transverse waves. Answers to workbook questions 1 Learners record their results in the table. 2 Learners should sketch a transverse wave, labelling the amplitude. 3 As the speed of the wave is increased the frequency also increases. The wavelength might also shorten. 4 Learners should sketch a longitudinal wave, labelling a compression and a rarefaction. 5 Difficulty: timing the wavefront. Solution: record, using video and stop frame for exact time. Or Difficulty: maintaining a fixed end. Solution: fix to a wall rather than use another person. Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS Practical investigation 14.2: Investigating the properties of waves Getting started Reflection Refraction Diffraction Angle of incidence = angle of reflection. No change in the speed of the wave. Wave speed changes if it goes into a more dense or less dense medium. More diffraction will occur when the size of the gap is equal to or smaller than the wavelength of the wave. Answers to workbook questions 1 Learners sketch the reflection of a wavefront from the boundary, using straight lines to represent the waveform. 2 The wavelength and the speed remain constant. 3 The angle of the incoming wave front is equal to the angle of the reflected wave front. 4 5 6 The shallow water boundary causes the speed of the wave to decrease. This slowing of the wave causes the wavefront to bend. The wave speed decreases as it enters the more shallow water. The frequency of the wave remains constant so the wavelength must also decrease. Learners draw a diagram of the wave front before and after it hits the boundary in the water. 7 Learners draw a diagram of waves passing through a large gap and a small gap. They describe the wave pattern, speed and wavelength after the wave passes through the gap. See exemplar results on Cambridge GO. 8 Waves are generated by a beam attached to a motor. The motor oscillates the beam, disrupting the surface of the water, producing waves. 9 As the wavefront travels into shallower water the wave slows down, and consequently changes its direction. 10 The closer the gap in size to the wavelength of the wave, the greater the diffraction that occurs. 11 The wavelength of light is much smaller than the wavelength of the water waves. This means that a much smaller gap in the order of 10−7 m would need to be used in order to see the diffraction of the light. Answers to exam-style questions 1 a b c Transverse wave [1] Any four from: place bar in the water; set motor running; measure the size of the gap; record observations; repeat for different sizes of gap. [4] i barrier Wavelength remains the same [1]; small diffraction [1] ii larger gap boundary Wavelength remains the same [1]; large diffraction [1] 17 Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS iii d The closer the gap to the size of the wavelength [1]; the greater the diffraction observed. [1] Any one from: observe in a darkened room; ensure the bar is submerged in the water; ensure the frequency of the waves is low. [1] b c [Total: 12] Chapter 15 Practical investigation 15.1: Investigating infrared waves Getting started Learners select a number of materials from those on offer and categorise those that will reflect, absorb or emit thermal energy. Answers to workbook questions 1 Learners draw a table for their results. Material 2 Intensity / W/m2 1 2 3 3 Chapter 16 Practical investigation 16.1: A magnetic circus Getting started Learners should research magnetic materials and then predict which materials in station 2 would be magnetic. Examples: fridge door magnetic strip, fire doors, door locks, earrings, earphones. Answers to workbook questions 1 The north pole of a bar magnet will attract the south pole of another magnet. The magnetic field lines run from the north pole to the south, which causes the opposing ends to move towards one another. When like poles are placed opposite one another the force felt from the field lines causes a repulsion. 2 The field lines run in a circular pattern on the outside of the bar magnet, running from one pole to the other. The iron filings cluster at the poles, suggesting these are the strongest points of the magnet. 3 Learners comment on the results of their investigation at station 2 and their prediction. 4 The magnetic materials were those that were attracted by the magnet. These materials included nickel, iron and the steel ball bearings. 5 Use a piece of card with a magnet placed underneath. You could also use plotting compasses instead. 6 For the materials identified as possibly magnetic, the opposite side of the magnet should be used to see if the material still attracts. If it is a magnet it will be repelled by the test magnet. Average Aluminium foil blocked the greatest amount of radiation. For example, this can be seen in the results as the reading on the infrared thermometer dropped to 8 W/m2. Control Variable All the same thickness where possible – one layer Thickness of material Same distance each time Distance from transmitter Same size squares each time Positioning of material Answers to exam-style questions 1 18 a iIndependent variable: type of sunscreen [1]; dependent variable: amount of fluorescence [1] ii Any two from: the distance of the plastic from the UV light; the volume of sunscreen, size of plastic; same UV light; same volume of fluorescent matter. [2] The clear plastic is transparent and will not block any of the UV light. [1] Ensure all variables that might affect the results are controlled and repeat the experiment to see if the results are the same. [1] [Total: 6] Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS Practical investigation 16.2: Exploring magnetic fields Answers to workbook questions Station 1 1 Learners draw up a table and record their results. Getting started Type of core The coloured end of the compass represents north. Answers to workbook questions 1 Learners sketch the results for opposite poles facing: N–S. N 1 S 2 attraction 2 Learners sketch the results for same poles facing: N–N, S–S. N N repulsion 3 4 5 The field lines from the north pole of one magnet connect to the south pole of the other magnet. The outer field lines still curve but the inner ones are closely packed together. Field lines around each magnet still connect from north to south. The field lines are closest together near the poles so the field is strongest here. Iron filings can be used to display the magnetic fields. Practical investigation 16.3: Investigating electromagnets 19 Number of coils; type of core Dependent (the one you measure) Number of steel paperclips Control (the one(s) you will need to keep the same) Current through the coil; type of core; number of coils Average Number of paperclips 1 2 3 Average 40 60 80 100 4 As the number of turns on the coil of wire was increased, the number of paperclips collected by the electromagnet also increased. For example, when there were 20 turns fewer paperclips were collected compared to when there were 80 turns. The core and current were kept constant so as not to affect the results. Stations 1 and 2 5 The potential difference was kept at the same value throughout the experiment to ensure that the current within the circuit remained constant. The number of turns on the coil was kept at 40 so that this did not affect the result. 6 A steel core would not demagnetise. Altering the core would affect the strength of the magnet. 7 Any reasonable suggestion such as: loaded one paper clip at a time; made sure no paperclips were linked; only added the paperclips in a chain. Getting started Independent (the one you choose) 3 20 The field lines for three magnets will look like this. Iron filings or steel pins could be used. 2 The core made from soft iron was the most effective in the electromagnet. The soft iron core picked up more paperclips compared with just one paperclip when using steel. The wooden core did not magnetise as it failed to pick up any paperclips. The number of coils and the current were kept constant so as not to when using the results. Station 2 3 Number of turns neutral point 6 Number of paperclips picked up Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS Answers to exam-style questions 1 a b c d e f Increase the number of turns on the coil or use a soft iron core. [1] The iron nail [1]; as it can become magnetised. [1] Plastic is not a magnetic material. [1] The number of turns on the coil. [1] i 9 [1] ii Any sensible suggestion: miscounted paperclips; there might have been a break in the circuit. [1] As the current through the wire increases the strength of the electromagnet also increases. [1] When the current was 0.2 A the electromagnet could hold four paperclips but as the current increased to 1.0 A the number of paperclips increased to 36. [1] [Total: 9] 2 Station 3 1 Learners record their observations in the table. Rod combination Observations polythene and acrylic attract polythene and polythene repel acrylic and acrylic repel 2 As the two rods are brought together they move towards one another – they attract. This suggests that the two rods have opposite charges. 3 When two rods of the same material are brought close together they move away from one another – they repel. This suggests that they have the same charge. Station 2 1 As the balloon is brought over the salt and pencil shavings it attracts them. As the pencil shavings are lighter they stick to the balloon more quickly. 20 uncharged balloons lie side by side charged balloons balloons separate dampened balloons balloons almost return to rest position 3 The water conducts electrons and so conducts the static charge away so that the balloons are no longer charged. 4 Like charges repel; the unlike charges attract. 5 Reduced handling of items that have been charged. Earth yourself by touching a conductor; remove rubber-soled shoes. 6 Learners to use ideas about not discharging themselves or accidentally discharging the objects, etc. Any sensible suggestions should be accepted here. Answers to workbook questions Station 1 1 Learners record their observations in the table. Observations Both of the balloons obtain the same charge because they are made of the same material and so they repel one another. Getting started Learners will practise handling the rods and charging them up through friction. Balloon condition 2 Chapter 17 Practical investigation 17.1: Investigating static electricity Both the salt and the pencil shavings have an opposite charge to the balloon and so are attracted to it. The charge in the shavings and salt is induced due to the charge on the balloon. The pencil shavings, being lighter, are easier to lift. Practical investigation 17.2: Production and detection of electrostatic charges Getting started Learners predict which material will be electrostatically charged, such as paper and pencil shavings and concrete wall. This is because a balloon can stick to a wall once it has been rubbed due to charge. Or a piece of paper may stick to another sheet when they come out of the photocopier. Answers to workbook questions 1 Concrete, paper and pencil shavings can all be charged by induction. This was evidenced by the balloon becoming attracted towards the previously uncharged materials. Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS 2 Once the balloon was charged it was handled only by means of the string or its tied end. Answers to exam-style questions 1 a b c d i By rubbing the rod against a woollen cloth, clothes, or by friction. [1] ii Negative [1]; because opposite charges attract. [1] Cotton. [1] It does not conduct electricity [1]; does not have free electrons / is an insulator. [1] No. [1] Water conducts away the charge so the results would be less evident. [1] The sphere would move away from the rod. [1] [Total: 8] Getting started Measurement: Current Device: Ammeter in series Measurement: Voltage Device: Voltmeter in parallel Answers to workbook questions 1 Learners should draw up a table for their results. Resistor number V/V I/A 1 2 3 4 Chapter 18 2 Learners calculate the resistances of their resistors. 3 Getting started Support: Yes, they are similar. All resistors have to meet industry standards so must have a resistance similar to its coding. Learners discuss reasons why a circuit may be incomplete and test each of the components. Examples could be: a break in the circuit; a broken cell; rust between connections; damage in the wires. Against: No, they differ significantly. This might be due to errors in the measuring devices or resistance between contacts in the circuit causing inaccurate measurements. Practical investigation 18.1: Investigating current Answers to workbook questions 1 Learners fill in their results table for series circuits. 2 Learners fill in their results table for parallel circuits. 3 The current in a series circuit is the same throughout the circuit. 4 In a parallel circuit the current in the branches is smaller than the current that is pushed out of the cell. 5 No. Current is not used up, it remains the same around a series circuit and the total current leaving and returning to the cell remains the same in a parallel circuit. 6 An ammeter. There is no parallax error so the result is more accurate. A digital ammeter reads to a greater number of decimal places so is more sensitive or precise. 7 The switch means that the circuit is off until turned on, which can reduce the heating effects of the current on the components. 21 Practical investigation 18.2: Determining the resistance 4 Precision of ammeter = 0.01 A; precision of voltmeter = 0.01 V Practical investigation 18.3: Investigating current in components Getting started Learners trial the experiment to find a good range for their results. Answers to workbook questions 1 Learners draw up tables to record their results. Potential difference, p.d. / V 2 Current, I/A A graph of current against potential difference should be drawn. It should be a straight-line graph through the origin with a gradient approximating to 100 Ω. Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS 3 4 5 6 ii The current–potential difference relationship is directly proportional. This means that, when the results are plotted, a straight-line graph through the origin is obtained. The resistance of the learner’s resistor will be 1 less. This is because the gradient represents __ R An ohmic conductor is a component that follows Ohm’s law. This means the current is directly proportional to the potential difference across it. iii 2 b Maintain the resistor’s temperature when repeating readings (or other sensible answer). c Answers to exam-style questions 1 a a i ii b A, V, Ω all correct. [1] 1 mark for each correct answer. [4] V/V I/A R/Ω 2.00 0.080 25 1.40 0.034 41 2.00 0.024 83 1.20 0.012 100 Place the resistor on a heatproof mat to prevent damage to the surface; turn off the power pack when not in use to reduce effects of heating. [1] Correct circuit symbols [1]; correct positioning of components [1]; straight lines for wires, drawn with a ruler. [1] i Suitable scale required [1]; axes labelled including units [1]; correct plot 1 to _2 square, [2]; neatness of plot and line of best fit – are they all clear? [1] c d Triangulation method demonstrated [1]; 24 [1]; Ω [1] Yes, the learner is correct.[1] It is a straight line graph that goes through the origin. [1] [Total: 19] Correct circuit symbols [1]; correct positioning of components [1]; straight lines for wires, drawn with a ruler. [1] Read off the thermometer at eye level [1], stir the water in the water bath to ensure the temperature is the same throughout. [1] i Voltage = current × resistance [1] ii V = I × R [1]; 6 = 10 ×10–3 × R [1]; R = 600 [1]; Ω [1] [Total: 10] Chapter 19 Practical investigation 19.1: Light-dependent resistors Getting started Learners should try different materials to block out the light to see which will be most effective. Answers to workbook questions 1 Learners record their results in the table, see exemplar results on Cambridge GO. 2 Learners should plot a graph of resistance against distance. 0.5 Resistance /Ω I/A 0.4 0.3 0.2 Distance / m 0.1 0 22 0 2.00 4.00 6.00 8.00 V/V 10.00 12.00 3 As the light intensity decreases the resistance increases; learners should make reference to their results to support this. 4 No. As the light intensity decreases, the resistance will increase and so the current will drop. This means that the circuit will not work. Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS 5 Any viable suggestion such as wrapping black paper around the lamp and LDR or blocking out the light in some way. 6 A light detector attached to a data logger could have been used at the set distances to measure the light intensity. Practical investigation 19.2: Thermistors Getting started Learners should jot down some notes on particles and recognise that, as the temperature increases, the ions in the metal will have increased energy and so vibrate more. use; the thermistor should be fully submersed in the water; water is stirred to ensure the temperature reading is correct throughout the water; read the thermometer at eye level to reduce parallax error; readings are repeated so that an average can be taken to reduce error. Practical investigation 19.3: Investigating resistors in series and in parallel Getting started Learners practise setting up basic series and parallel circuits so that they are able to get them working without help. Dependent variable: resistance Answers to workbook questions Independent variable: temperature 1 Learners record their results in the tables. Answers to workbook questions 2 Learners draw a circuit diagram for the second circuit. 1 Learners draw up a table, and record their results. Temperature V Potential Current Resistance difference /A /Ω /V A 2 Learners plot a graph of resistance against temperature. Resistance /Ω 3 Learners calculate the average values for p.d. and current for both circuits and record them in the tables. 4 Learners should calculate and record the resistance in both circuits using the formula V R = __ I The total resistance in the parallel circuit is less than the resistance in the series circuit. Learners should refer to their results. For example, ‘This can be seen in the experimental results. The resistance in the parallel circuit is 3 Ω whereas in the series circuit it is 30 Ω’. Temperature / °C 23 3 For an NTC thermistor, as the temperature increases the resistance decreases. Learners should refer to their own results, for example, ‘This is illustrated in the experimental results. When the temperature is 40 °C the resistance is 250 Ω but drops to 100 Ω when the temperature increases to 70 °C’. 4 Any two of: ensure readings on the thermometer are taken from eye level; check for non-zero error on the ohmmeter before 5 6 There is no parallax error so the result is more accurate. The digital ammeter reads to a greater number of decimal places so is more sensitive or precise. Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS Practical investigation 19.4: Investigating fuses Chapter 20 Answers to workbook questions 1 Learners record their results in the table. 2 Learners should state the current at which the fuse blows. 3 The fuse did not blow because the current flowing through the circuit was lower than the rating value and so did not heat the fuse wire up enough to cause it to melt. 4 Yes. The fuse wire melted at a current similar to the rating on the fuse wire. 5 The current in the circuit that causes the fuse to blow might be related to a p.d. that is between a whole-number interval. The variable resistor allows for more sensitive readings to be taken. 6 There is no parallax error so the result is more accurate. The digital ammeter reads to a greater number of decimal places so is more sensitive or precise. Practical investigation 20.1: Making a relay circuit Getting started De-magnetise them by heating or dropping and check that they do not attract anything metallic. Answers to workbook questions 1 The lamp in the 12 V circuit is turned off. 2 The lamp in the 12 V circuit is turned on. 3 When the 1.5 V circuit is turned on, the C-core becomes magnetised and attracts the steel strip. As the steel strip moves downwards the contact wires touch, completing the 12 V circuit, causing the lamp to turn on. 4 This protects the user as the voltage in the 1.5 V circuit will be at a much safer level than in the 12 V circuit. 5 The strip must be made from steel, iron, cobalt or nickel as it needs to be attracted to the C-core to make a contact and complete the 12 V circuit. 6 Increase the current in the smaller circuit or increase the number of turns on the coil. Answers to exam-style questions d e 24 Total resistance in the circuit, R / Ω Appearance of the lamp c I/A b Voltmeter in parallel to all components or across the cell. [1] See table, two correct [1], all three [2] V/V a Circuit 1 1 1.49 0.50 3.0 bright 2 1.48 0.22 6.7 dim i V R = __ [1] I ii See table, 3.0 [1]; 4.5 [1] See table: circuit 1 – bright [1]; circuit 2 – dim [1] If the learner added another resistor in parallel to the other resistors in each of the circuits this would reduce the effective resistance of both circuits. [1] Placing a resistor in parallel to another makes it easier for the current to flow reducing the total resistance in the circuit. [1] [Total: 10] Practical investigation 20.2: The motor effect Getting started Learners should draw the field lines between the magnets. Field lines should run from north to south in straight lines between the poles and in curved lines above and below the poles for the pairs of north and south poles. For the pair of north poles, the field lines go towards each other and then through 90 degrees upwards and downwards so that they are parallel near an imaginary line that is halfway between the poles.The angle between the wire and the field would be 90°. Answers to workbook questions 1 The wire moved (and might be forced out of the magnetic field, depending on the polarity of their connection to the cell). 2 The wire moved in the opposite direction. Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS 3 It will cause the wire to move in the opposite direction. 4 Fibreglass is an insulator and so will not conduct electricity, so the wire would not move. 5 a b c All three correct [2]; two correct [1] i As the circuit is turned on the rod will move [1] outwards [1]. ii The rod will move [1] in the opposite direction. [1] i Increase the current [1]; increase the strength of the magnets. [1] ii The copper rod is a conductor [1] [Total: 9] Chapter 21 Practical investigation 21.1: Electromagnetic induction in a coil Getting started Readings: 6 μA, 14 μA, 12 μA, 2 μA Answers to workbook questions 1 25 When the magnet is pushed inside the coil of wire the arm on the galvanometer deflects. Learners should provide a reading. 2 When removing the magnet, the arm of the galvanometer will deflect in the opposite direction. Learners should provide a reading. 3 When the magnet remains in the coil the arm of the galvanometer should not deflect. 4 The arm of the galvanometer deflects further each way. 5 The arm of the galvanometer deflects further and faster each way. 6 The greater the number of turns, the greater the induced e.m.f., so the greater the current induced. 7 Dependent variable: induced e.m.f. or current; independent variable: number of turns of the coil. 9 The size of the magnetic field; keep the magnets the same throughout. The speed at which the magnet is inserted into the coil; insert into the coil at a consistent speed. Increase the current in the wire or increase the strength of the magnets. Answers to exam-style questions 1 8 The faster the movement of the magnet within the coil, the greater the induced e.m.f. and thus the greater the induced current. 10 It has a greater sensitivity than an ammeter so will detect smaller currents and can also indicate the direction of current flow. Practical investigation 21.2: Investigating transformers Getting started Learners correctly identify primary coil, secondary coil and soft iron core (yoke). Answers to workbook questions 1 The lamp is dimly lit when there are 20 turns on the primary coil. 2 Learners should make a prediction and give reasoning to support their prediction. 3 The brightness of the lamp increases as the number of turns increases. 4 Learners state whether their observation supports their prediction. 5 Prediction related to an increase in brightness. Reason: adding the yoke increases the magnetic flux in the transformer and so will increase the induced e.m.f. in the secondary coil. 6 Learners should state with reason if their observation supports their prediction. 7 A step-down transformer. The mains voltage is 230 V but the bulb has a p.d. of 2.5 V so the voltage across the secondary is lower than that across the primary. 8 A voltmeter could be placed across the bulb to take readings for voltage or an ammeter placed in the circuit to measure the current. This can then be compared to what is supplied to the primary coil. Answers to exam-style questions 1 a Independent variable: speed of rotation [1]; dependent variable: the induced e.m.f. [1]; control variables: the magnetic field strength; number of turns on the coil (both correct [1]) Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS b c One from: keep the magnets the same each time; maintain a constant number of coils of wire. [1] A voltmeter [1] [Total: 5] 4 2 Chapter 22 He Practical investigation 22.1: The structure of the atom Getting started • • • Protons – positive charge, atomic mass of 1, in nucleus Neutrons – no charge, atomic mass of 1, in nucleus Electrons – negative charge, negligible mass, in orbitals or shells around nucleus 7 3 3 Each different type of bead represents a different sub-atomic particle. The proton and neutron beads are collected in the centre of the plate in the nucleus, while the electron beads are positioned as orbitals on the outer edges of the plate. 4 Similarities: there are three different types of particle (bead); they are arranged similarly. Differences: there is no free space in this model. The sizes of the atom and particles, and their spacing, are not proportionate or representative of those in the atom. 5 Ideas could include: include orbitals for electrons; make the model three-dimensional; create free space in the model. 6 There is free space between the planets; the planets orbit a central core. Answers to workbook questions 1 Sketch the atoms you have created. 2 Adapt your models to illustrate an isotope of each of the elements147N,126C, 42Heand 73Li. Sketch these isotopes. 14 7 Li N Practical investigation 22.2: The alpha scattering experiment Getting started Learners make predictions about how the rolling balls might behave when the bottles are in the different configurations described. Answers to workbook questions 12 6 26 C 1 The table tennis balls represent the alpha particles. Each drinks bottle represents an atom and the curvature of the bottle represents the nuclear force of the atom. Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS 2 The ball moves collides with the bottle and rolls back in the same direction. 3 The ball deflects away from the bottle as it collides with the side of the bottle. 4 The more off-axis the impact, the smaller the deflection of the table tennis ball from the centre of the bottle. 5 The ball deflects fully because the curvature is at its greatest at this point. 6 The size of the nucleus is small in comparison to the size of the atom so the -particles would rarely collide head-on with the nucleus. 7 Similarities in the model: a large number of balls would pass through the model; balls will deflect with a greater angle the closer to the centre of the bottle they are fired. 2 Learners draw a graph of a decay curve, based on their results. Remaining dice Number of rolls 3 Learners should draw the curve of best fit on the graph. 4 Half-life is four spins, based on model data. Answers to exam-style questions 5 1 a i 7 ii 14 iii 7 iv 7 b iThe nucleus is positively charged as it has repelled a positive particle. Law of electrostatics, like charges repel. ii 1) The nucleus is very small in size 2) the majority of the atom is empty space. The half-life results are similar. This is representative of radioisotopes of the same element. Each time the spinners are spun there is the same probability that a spinner will land on a 6. This will give rise to the same decay pattern. 6 Six spinners, based on the model data. 7 If the sample size is increased to 50 the halflife will remain the same. 8 The process by which the spinners land on the 6 is random. However, over a period of time, a pattern emerges and a curve is produced similar to what you would see in radioactive decay. 9 Spinners are being used rather than decaying nuclei. There are no radioactive emissions; the spinners do not change once they have rolled. [Total: 7] Chapter 23 Practical investigation 23.1: Radioactive decay model 10 Yes this is an appropriate model. Learners to suggest a model that may work. Getting started Answers to exam-style questions Demonstration to show the idea of a half-life. 1 a Answers to workbook questions 1 27 Learners record their results in the table. Results should range from 25 spinners remaining to one spinner remaining. b 164 ÷ 3 [1] = 55 (2 s.f.) [1] Any two from: artificial sources; cosmic rays; food and drink; radon; ground and buildings; medical [2] Any two from: sources should be kept in a lead lined box in a metal storage box; should bear the radioactive symbol on the box; should be handled with tongs; learners should stand a safe distance from the source; do not direct the source at anyone. [2] i ii Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS c d i As the thickness of the aluminium sheet increases, the amount of betadecay passing through decreases [1]; supporting reference from data. [1] ii Any one from: use same detector; same distance of source from the sheet. [1] She could repeat the investigation and take an average of the results. [1] [Total: 10] Practical investigation 24.1: Phases of the Moon 28 The shadow cast creates the crescent moon. 4 The new moon is in full shadow so it is unable to be observed. 5 The distances from the Sun and Earth could have been to scale. A scale model of the Sun, Moon and Earth could have been used. 6 The Moon would have been between the observer and the Sun. 7 a Day Chapter 24 • • The lamp represents the Sun. The ball represents the Moon. 1 Learners record their observations in the table. 2 See table Point from starting position 3 Sketch observation of the ball Phase of the moon At start Full moon _18 turn anticlockwise Waning gibbous _14 turn anticlockwise Last quarter _38 turn anticlockwise Waning crescent _12 way through cycle New moon _58 turn anticlockwise Waxing crescent _34 turn anticlockwise First quarter _78 turn anticlockwise Waxing gibbous Back to starting position Full moon Sketch Phase of the moon 1 Full moon 7 First quarter 14 New moon 21 Third quarter 28 Full moon b The Moon takes approximately 28 days to orbit the Earth. The radius of the Moon’s orbit is approximately 3.5 × 108 m i ii 2r V = ____ T 2 × × 3.5 × 108 _________________ (28 × 24 × 60 × 60) [1] for subs; [1] for conversion of time period V = 909 m/s [1] V = 0.91 km/s [1] Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021 CAMBRIDGE IGCSE™ PHYSICS PRACTICAL WORKBOOK ANSWERS c • It is elliptical • It orbits the Sun • It changes in speed / fater the closer to the Sun Answers to exam-style questions 1 a Length, l / m Time, T / s (Time)2, T 2 / s2 0.1 0.63 0.397 0.2 0.89 0.792 0.3 1.10 1.21 0.4 1.26 1.59 0.5 1.41 1.99 0.6 1.55 2.40 0.7 1.67 2.79 Chapter 25 Practical investigation 25.1: Determining the acceleration of freefall Getting started a b c 12.5 m/s 15 m/s 7.5 m/s b Answers to workbook questions 1 Learners record their data in the table. c d 2 Learners calculate the speed for each height of card drop using the relevant data and record it in the final column of the table. e 3 Learners calculate v2 for each height of card drop and record it in the table. 4 Learners plot a graph of v2 on the vertical axis and the height of card drop, h, on the horizontal axis. 5 Learners should calculate an answer using the triangulation method in the region of 10 m/s2. 6 They are directly proportional (since the graph is a straight line through the origin). 7 Learners research values of g on other planets: Mars 3.7; Jupiter 24.79; Saturn 10.4; Mercury 3.7. 8 As the size of the planet increases the acceleration due to freefall increases. This causes the weight to increase (reverse argument also true). Learners should use data to support their argument. 9 Any two from: the timer; human reaction time; poor alignment with gate; card released from incorrect height. See table. All correct [2]; minimum of half correct [1] f Graph should have labelled axes with units [1]; all plotted correctly [1] Line of best fit should be straight [1] Gradient should show triangulation method [1]; value should be approximately 4.0 [1] These readings may include an error. [1] Repeating the measurements and taking an average will reduce the effect of the error. [1] The learner should record the time taken for ten oscillations (or sensible number suggested). [1] This can then be divided by 10 to find the time period for one oscillation. [1] [Total: 11] 10 Learners make suggestions relevant to errors listed, for example always use the same person releasing the ball, film the fall of the ball, use a marker as a starting point, use a marker on the ball and the ruler so they align before release (or other sensible suggestion). 29 Cambridge IGCSE™ Physics Practical Workbook – Nightingale © Cambridge University Press 2021