Senior School
STUDENT NAME:
Armaghan khurshid______________________ FORM: 10 A B
TEACHER: Mr. Balajee
Science
Practical Report
ASSESSMENT
TASK
YEAR 10
Physics
Academic Year
Term 3
Semester TWO
2013-2014
Due Date:
C D
UNIT: Physics
TOPIC: Kinetic and Potential Energy
Practical Report.
Investigate the factors that affect kinetic and potential energy of
a car in an inclined plane.
TASK SHEET and CRITERIA
The results of this assessment item will contribute to the overall A-E
result for the semester.
INSTRUCTIONS:
Design and conduct an investigation about measuring speed of
an object and the factors that affect acceleration.
1. Design an experiment for accurate investigation.
3. Conduct the investigation, collecting results and presenting
them in a table
4. Manipulate the data to present it graphically
5. Use class notes and own research to analyze the results (all
sources referenced in a Bibliography)
6. Create a word document and upload in Moodle
29 May 2014
RESULTS
Results are
subject to
moderation
Summary of Results
OVERALL
RESULT
Year 10 Learning Area Standard Descriptor: Science
Skills
Understanding
A
B
The students work has the following characteristics:
Comprehensive description and
explanation of scientific
information about
photosynthesis and respiration,
their concepts and relationships
Use of science knowledge to
generate solutions and
reasoned explanations about a
range of examples, including
some that are complex and
unfamiliar
Systematic examination of social
and technological factors that
influence the development of
science knowledge and the
effect of science on people’s
lives
Reasoned analysis of the
development and review of
scientific models and theories;
and the use of scientific
knowledge to test claims,
explanations or predictions
Formulation of questions and
hypotheses that can be
investigated scientifically,
explicitly linked to science
knowledge
Concise description of methods
designed to control and
accurately measure variables
and systematically collect data,
considering safety, reliability
and ethical actions
Comprehensive analysis of
trends in data to explain
relationships between variables
and to develop justified
conclusions
C
D
Significant description and
explanation of scientific information
about photosynthesis and
respiration, their concepts and
relationships
Use of science knowledge to
generate solutions and informed
explanations about examples,
including some that are complex
familiar situations
Description and identification of
scientific information about
photosynthesis and respiration,
their concepts
Statements of scientific
information about photosynthesis
and respiration and related
scientific knowledge
Use of science knowledge to
generate solutions and
explanations about examples,
including some that are simple
familiar situations
Use of science knowledge to
generate partial solutions and
explanations
Examination of social and
technological factors that influence
the development of science
knowledge and the effect of science
on people’s lives
Description of social and
technological factors that
influence the development of
science knowledge and the effect
of science on people’s lives
Statements about factors that
influence science and its effects
Analysis of the development and
review of scientific models and
theories; and the use of scientific
knowledge to test claims,
explanations or predictions
Descriptions of the development
and review of scientific models
and theories; and the use of
scientific knowledge to test claims,
explanations or predictions
Statements about scientific models
and how science is used to test
claims
Formulation of questions and
hypotheses that can be investigated
scientifically, informed by science
knowledge
Formulation of questions and
hypotheses that can be
investigated scientifically
Statements of questions and
hypotheses
Description of methods designed to
control and accurately measure
variables and systematically collect
data, considering safety, reliability
and ethical actions
Description of methods designed
to control and measure variables
and collect data, considering
safety, reliability and ethical
actions
Description of methods used to
safely collect data in given
investigations
Significant analysis of trends in data
to describe relationships between
variables and to develop supported
conclusions
Analysis of trends in data to
identify relationships between
variables and to develop
conclusions
Description of trends in data and
statements of conclusions
E
Statements of isolated
scientific facts
Statements about the use of
science
Safe, directed use of
equipment in given
investigations
Listing of data and superficial
statements of conclusion
Use of science knowledge to
systematically evaluate the
claims and methodologies in
secondary sources
Evaluation of methods,
explanations and accurate
identification of sources of
uncertainty and reasoned
proposals of modifications to
improve the quality of evidence
Clear and purposeful use of
appropriate scientific language
and representations to concisely
communicate findings and ideas
to specific audiences
Use of science knowledge to
evaluate the claims and
methodologies in secondary sources
Analysis of methods, accurate
identification of sources of
uncertainty and specific proposals
of modifications to improve the
quality of evidence
Purposeful use of appropriate
scientific language and
representations to concisely
communicate findings and ideas to
specific audiences
Use of science knowledge to
examine the claims and
methodologies in secondary
sources
Evaluation of methods,
explanations and accurate
identification of sources of
uncertainty and reasoned
proposals of modifications to
improve the quality of evidence
Clear and purposeful use of
appropriate scientific language and
representations to concisely
communicate findings and ideas to
specific audiences
Statements of science knowledge
relating to claims in secondary
sources
Superficial statements about
secondary sources
Analysis of methods to propose
simple improvements
Superficial statements of
improvements to methods
Use of aspects of scientific
language and representations to
communicate findings and ideas
Use of everyday language to
communicate findings and
ideas
Yr. 10 Science Practical Report Writing
Remember:



Use Headings
For all diagrams, tables and graphs: Use pencil and label it
Give a Figure number to all diagrams & Tables
1. Title Page
Include: relevant name of Practical Activity; Your name, Teacher name
2.
3.
4.
Contents Page
Aim
A few sentences to describe: what the practical activity is about and why it needs to be
completed.
Hypothesis and Variables
List the Independent, Dependent and controlled variables.
Hypothesis: Use third person, one or two sentences that describe what the results might
show. The relationship between the independent and dependent variables should be
described.
5.
Method
A step-by-step list of instructions written in past tense. They must be detailed enough so
anyone could follow them and if they did, they would end up doing exactly the same things
that you did.
6.
Safety Precautions
Write in third person. Explain how to prevent injury to people, damage to the equipment
being used, and explain why they are necessary.
7.
Results
Display your results in table(s).The independent variable is listed down the first column of
the results table. Make sure you include the appropriate units in the title of each column (if
necessary).
Graphs: Give each graph a Figure number and an appropriate title. Label the axes (including
relevant units).
8.
Evaluation
Write in third person.
Describe what patterns/relationships are shown in the results.
Explain what the patterns/relationships mean.
Reflect on the method: was the method followed correctly? Were the results collected
accurately? Was the investigation a fair test and was it reliable?
Suggest some improvements that could be made if it was to be repeated practical activity?
9.
Conclusion
Review the aim and state whether the aim was achieved. Briefly summarise what the results
were and what they mean.
10. Bibliography
List your sources of information (websites, books, television shows, magazine article,
newspaper article, etc.)
Investigation of Energy, Time and
Distance
Armaghan Khurshid
Teacher: Mr. Balajee
Aim:
o The aim of this experiment is to investigate, over 3 trials, the amount of time it takes a
car to travel ‘x’ distance with ‘y’ energy using an inclined plane. The height, the mass
and the amount of energy, stays constant throughout the whole experiment.
Hypothesis and Variables:
o Independent variable/s: Distance car travels
o Dependent variable/s: Time
o Controlled variable/s:
Number
Variable
How it’s controlled?
1
Distance
Distance is controlled by placing an object that is large and
heavy enough to so stop the car at specific points.
2
Height
The height is controlled by safely locking the incline plane to a
constant height.
3
Mass
No objects are added or removed from the car throughout the
experiment, so the mass is also constant.
4
Energy
Due to mass of the car and height of the incline plane being
constant, energy also stays constant as the car is only released
once it’s at a complete stop(stationary or 0m/s).
o Hypothesis: The velocity of the car will stay the same throughout the experiment
despite the changes in the distance (independent variable) at which it’s stopped but the
time (dependent variable) will increase as the distance measured increases.
Method:
1.
2.
3.
4.
5.
Set the incline plane to a height of 30 cm.
Lock the incline plane safely so it does not alter.
After locking it in place, measure the height again.
Place the incline plane on a flat surface.
Leave a space of at least 10 cm between the plane and your 0 cm mark. –This gives you
time to concentrate on starting your stopwatch at just the right time.
6. Measure 50 cm from your 0 cm mark.
7. Place a heavy object with large area at the 50 cm mark. – This will help stop the car and
the stopwatch at the right moment again.
8. Place car at very top of the incline plane and let it go. –Make sure that you do not apply
any unnecessary force while letting go of the car.
9. Do this for three times and record your results. –The time you got each time you carried
this out.
10. Move the object to 100 cm mark and carry out steps 8 and 9 again.
11. Now move the object to 150 cm mark and carry out steps 8 and 9 again.
12. Record your results on a table and then to a graph.
Safety Precautions:
o Do not wave around the incline plane. –This action can critically injure someone if you
hit them in the face or neck.
o Do not play with the lock of the incline plane. –This can damage the equipment and
make hazardous for regular use.
o If lock is jammed, ask for help. –Do not experiment, as it will result in the damaging of
the equipment.
o Do not wave around the ruler. –This can also injure or bruise someone’s body.
o Watch both ends of the ruler while changing directions and keep it clear of eyes. –
Hitting someone in there is not only torturous but also can result in loss of vision.
o Do the blockade object is too heavy, do not try to lift it. –If dropped on your foot, it can
crush the toes.
o Keep clear of the person holding the blockade object. –This is to make sure that no
injuries occur accidentally.
o Don’t throw the car around the room. –Not only this damages the equipment, but also
can injure someone while they are unaware of it.
Results:
Distance (centimeters)
Time (seconds)
Trial 1
Trial 2
Trial 3
Average
50
0.52
0.44
0.48
0.48
100
1.22
1.30
1.38
1.5
150
2.38
2.09
2.00
2.16
Trial 1:
Trial 1
160
140
Distance (cm)
120
100
80
60
40
20
0
0
0.5
1
1.5
2
2.5
1.5
2
2.5
Time (s)
Trial 2:
Trial 2
160
140
Distance (m)
120
100
80
60
40
20
0
0
0.5
1
Time (s)
Trial 3:
Trial 3
160
140
Distance (cm)
120
100
80
60
40
20
0
0
0.5
1
1.5
2
2.5
Time (s)
Average:
AVERAGE
160
140
Distance (m)
120
100
80
60
40
20
0
0
0.5
1
1.5
2
2.5
Time (s)
Evaluation:
o The results show that as the distance measured and time increase if the velocity is fairly
constant or decreased. There’s another pattern which shows that the velocity of the car
is fairly constant but not exactly the same until 1.5 seconds. After 1.5 seconds, the cause
of friction can clearly be seen. This means that due to friction, the car slows down and
comes to a complete stop or else, it could go on forever. This also means that energy is
reduced due to friction. The method was followed precisely and having three trails will
help the investigator realize and pick up a mistake if it would’ve occurred. If the test was
to be carried out again, collecting more results (e.g. go further than 50 increments, 25
then 50 then 75, then 100, etc.) to help pick up more trends or patterns that may not
have yet been detected.
Conclusion:
o The aim was to investigate the activity of time and yes, the aim was achieved. The
results represented that the time to cover a large distance at same amount of energy
applied, would shift dramatically. The results also represent the effect of friction and
how the object loses its velocity or energy over time.