Aftab Saad Sohail

AS Physics Lab Review

Paper Format

There are two questions in each paper. Each question should take one hour as both questions are of
20 marks.

Question number 1: It requires candidate to collect data, plot a graph and draw simple conclusions.

Question number 2: No graph will be required. It will require candidates to follow an

inaccurate method, take two readings and then evaluate the results. It requires candidates to
identify the problems faced in experiment and suggest improvements that can be made.

Note: You should keep this thing in mind that most of the marks are for working, presentation and
conclusions. So even if your practical work is not very accurate you should move to the tables, graph
and working without wasting time in making it more accurate. There are only 2 marks of quality on
whole paper. Why lose rest of the marks due to 2 marks only? Don’t get me wrong though. I don’t
mean that don’t do the practical accurately but I mean to say that don’t waste extra time in making it
more accurate and leaving no time to complete rest of the paper.

General Guidelines

❖ Read the entire experiment.

❖ Do not panic if the context of the practical experiment appears unfamiliar. Where appropriate
the question paper will tell you exactly what to do and how to do it (just make sure you know
how to read and understand English language).
❖ If you find yourself in real difficulty setting up your practical equipment you may ask your
supervisor for help, although you may lose one or more marks for this.
❖ There are a number of things that you can do to save time: Draw a single table for your results
in advance of taking any readings and enter your readings in the table as you take them (so
that you do not waste time having to copy them up later). This is also important because you
must record all your raw readings before you calculate and record any average readings. If the
number of readings that you need to take is indicated in the question paper do not waste time
by exceeding this number. Repeat your readings, but remember that it is only necessary to
repeat them once (so that you have two sets of values) - do not waste time repeating them
more than once.
❖ All the raw readings of a particular quantity should be recorded to the same number of
decimal places which should in turn be consistent with the uncertainty in the readings (or you
can think that every reading should be quoted according to the precision of the instrument).

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❖ The uncertainty in a measurement can sometimes be larger than the smallest interval that
can be measured by the measuring equipment. For example, a stopwatch can measure time
to a hundredth of a second, but human reaction times will mean that the uncertainty in the
reading given by a stopwatch is (typically) 0.1s to 0.4s.
❖ Each column heading in your table must contain both a quantity and its unit. For instance, if
you have measured time “t” in seconds, your column heading would be written as “t/s” (“t in
s” or “t(s)” would also be acceptable). The quantity or unit or both may also be written in
words rather than symbols.
❖ Remember the symbol capital “T” is only used for time period rest of the times that you
measure should be in small “t”.
❖ The number of significant figures used in a derived quantity that you calculate from your
raw readings should be equal in number to (or possibly one more than) the number of
significant figures in the raw readings. For example, if you measure potential difference and
current to 2 and 3 sig figs respectively, then the corresponding value of resistance calculated
from them should be given to 2 or 3 sig figs, but not 1 or 4. If both were measured to 3
significant figures, then the resistance could be given to 3 (or 4) sig figs.
❖ When drawing your graph, do not forget to label each axis with the appropriate quantity and
unit, using the same format for expressing column headings in a table. Choose a scale such
that the plotted points occupy at least half the graph grid in both the x and y directions. The
x-axis scale should increase positively to the right and the y-axis scale should increase
positively upwards. Use a convenient scale such as 1, 2 or 5 units to a 2cm square as you will
then be less likely to make a mistake with the position of your plotted points and it will be
easier for you to read off points from your graph if you are calculating the gradient or finding
an intercept.
❖ All your plotted points should be on the grid; points in the white margin area will be ignored.
Plot all your observations and ensure that they are accurate to half a small square. A fine cross
(or an encircled dot) drawn with a sharp pencil is acceptable, but be careful not to obscure
the position of your points by your line of best fit or other working.
❖ When drawing your line of best fit, ensure you have an even balance of points about the line
along its whole length. If it is a straight line, use a clear plastic rule so that you can see points
on both sides of the line as it is being drawn.
❖ Show all your working when calculating a gradient. It is helpful to draw the triangle used to
calculate the gradient on the graph and to clearly label the coordinates of the vertices
(accurate to half a small square). These values can then be used in the gradient calculation.

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The length of the hypotenuse of the triangle should be greater than half the length of the
graph line. (Make sure you don’t use the points that you have marked)
❖ You can use false origin on x axis and y axis simultaneously.
❖ If you are required to give a value for the y-intercept, it may be possible to directly read it
off from your graph from an axis where x=0. If this is not possible you can instead calculate
the y-intercept by using the equation of a straight line. In this case you should substitute
into this equation a pair of x and y values from your line of best fit along with your calculated
value of gradient.
❖ For voltmeter set the multi meter at 20 V. The reading will be in Volts.
❖ For Ammeter set the multi meter at 200m. The reading will be in mA

Dealing with Question 1

In this question, first set up the apparatus in exactly the same manner as shown on the question paper.
The first part of this question usually involves measuring something like diameter of a wire, length of
some part of experiment apparatus, potential difference, current etc. While measuring you should
ensure that you present the data to the appropriate number of significant figures so that if reflects
the least count of the device being used for example:

• Micrometer Screw Gauge: 0.01 mm

• Meter rule: 1 mm , 0.1 cm or 0.001 m
• Vernier Caliper: 0.1 mm
• Protractor: 1 degrees
• Graduated cylinder: 1 ml
• Newton metre: 0.2 N

• Time: 1 decimal place

Least Count depends on the instrument that is being used, so to find the least count observe the
instrument and see what is the least possible value that you can measure. And, yes, represent your
all data in the SI units. meter (m) for length, radius e.t.c.

In some cases, you have to measure something and judging by the space provided you have to show
the evidence that you have taken repeated readings and averaged them out. Say you have to measure
the diameter of a sample of wire, so using the micrometer screw gauze take 3 readings in three
different parts along the length of the wire and show:

d = (d1+d2+d3)/3

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and show the value calculated. Also remember to add appropriate units along with the individual
readings you measure. Then it says to repeat the procedure and get six different sets of data in a table.

Students often have this thing out of their mind that the presentation is important and CIE in its
examiner’s report terms such students as ‘weak candidates’. So first thing first, know how many
variable you have to measure and/or calculate so you could draw appropriate columns. Now before
moving onto how to construct a ‘nice’ table, let’s first consider what actually is demanded by the
examiner in the table. A ‘nice’ table should have these features:

• Range and distribution: Largest possible range is required. It means that for example if you
have to measure length (L) from 0-100 cm, so we must take highest range while keeping the
difference constant and getting 6 set of readings. The difference you can take here is 15, so
the readings of L you’ll take will be: 15 cm, 30 cm, 45 cm, 60 cm, 75 cm, 90 cm. These values
of L you have cover almost the whole range of values possible from minimum to maximum.
Same applies if you have set of resistors and you are asked to make different combinations of
resistors to yield different values of resistances. These values of resistance must cover the
whole range possible, like from minimum to maximum value possible (here keeping the
difference between individual values of resistance for different combinations common is not
necessary!)
• Quality of data: In a nutshell this one mark is for how close your readings are to the readings
of supervisor and does your readings have the points which make them look actual readings
instead of made-up readings such as: (1) scatter of points about the graph, due to random
error the points will never lie on a straight line (2) the trend is correct like dependent variable
increasing with increasing independent variable and so on.
You will get accuracy marks if you actually write the values which are there on the
equipment instead of making your own and if you did the experiment as accurately as
supervisor.
• Table
o Layout: Read the general guideline section.

o Raw data: The data must be up to to the same precision. All the raw readings of a
particular quantity should be recorded to the same number of decimal places which
should in turn be consistent with the precision of the measuring instrument.

o Calculated quantities: For example, you record the values for current (I) using the
ammeter. Then the question asks you to include the values of 1/I in your table. That

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1/I is calculated from I. Lets say, I was given to 3sf. Then the calculated form (1/I) must
have same number of sf, i.e. 3sf or one more sf, i.e. 4sf. These number of significant
figures for calculated quantity should be kept same throughout the column for that
quantity. However, if you are to calculate resistance from p.d and current, and the p.d
was up to 2 significant figures while current was up to 3 significant figures. Then the
number of sf in the calculated quantity must be equal to the least number of sf used
in the calculation or one better. Therefore, the resistance calculated can only be given
to either 2 sf (least sf used in calculation) or 3 sf (1 better sf).

Now after this discussion of what are the features of a nice table, lets move on to : HOW
to draw the table?

Use the full space provided. First draw a rectangle covering whole of the space and then
draw a upper row relatively wide. Then draw a narrow column headed, S.No. (serial
number), then draw equal sized columns for the variables, then draw equal sized 6 rows
below the heading row the column heading carries one mark ‘quantity/unit’. Finally,
record your raw data in to the table which is obtained from the experimental procedure.
Afterwards, use this data to calculate other quantities. A ‘nicely’ made table looks like this
(Here, I have taken the table from a question which involved measure of two quantities,
x/m & I/A, and then involved a calculated quantity, 1/I):

Note: DO NOT panic if your data has some flaws; inform the supervisor and if he
gives replacement of some instrument carry on or if he doesn’t, hit him with the same
instrument!! Just kidding. Any type of malfunctioning of instrument will be reported to CIE
and you are not penalized for it as your practical skills are being assessed here.

• Graph
o Layout: The axes must be labelled with their appropriate units (same as the headings
of table). The scale must not be odd such as each 1 cm block = 3 N. Appropriate scales
are 1,2 and 5 units = 1 block. Scale must be chosen to give at least 50% of the graph
in both of x- & y- directions. On the graph grid provided, there are about 8 big boxes
horizontally & 12 big boxes vertically (when the paper is viewed in portrait form).

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Therefore, the graph you draw must cover ATLEAST 4 boxes horizontally and 6 boxes
vertically – appropriate scales must be chosen to ensure this. The line drawn must
be extended beyond the points to occupy full graph. False origin should be used if the
values start far away from the origin. The numerical labels must be regularly
spaced. Scale markings should be no more than three large squares apart so to be on
the safe side label all the marks.

o Plotting: All points must be plotted accurately so they are not more than 1mm away
from where they must be plotted (slight offsetting is pardoned). The point must be
plotted sharply. If the points are not visible due to sharp lead then cross them
or encircle them. Personally, I recommend using small crosses instead of dots (points),
because blobs (points with diameter > 0.5 small square) are not accepted. Otherwise,
if you find it easy to work with dots, use them, but make sure they are not blobs.

o Trend: The graph is a straight line. But it is not possible that all points lie on the line.
A best-fit line has to be drawn. Most people don’t get the idea of best-fit line. By best-
fit we mean ‘average of all points‘ line. There must be even distribution of points
above and below the line. The scattering of points around the line is due to random
errors. Best fit line must have the balance of at least 5 points which means you can
ignore any one point which does not fit into a trend. There must be an even
distribution of points either side of the line along the full length, as we can call the
best fit line ‘Insaaf Wali Line’ in Urdu, which means line doing fair treatment to all the
points. So the vector displacement of the points from the line should cancel out to
zero. Lines must not be kinked. Lines thicker than half a small square are not accepted
so I recommend a sharp lead pencil and a transparent ruler for this job. All points in
the table (minimum 5) must be plotted for this mark to be scored. All points must be
within 2 cm (to scale) in x direction of a straight line.

When finding gradient from the line draw the triangle with the hypotenuse at least 70% of the graph.
Label the points with their coordinates as (𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 ) (put values in place of x1 y1 x2 y2).

• Analysis conclusion and evaluation

o Finding gradient and y-intercept: First you will need to revise the equation of linear
lines if you don’t remember them. A linear line can be written in equation as:
𝑦 = 𝑚𝑥 + 𝑐

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y is dependent variable, x independent variable, c is point where line touches y-axis
(a constant), and m is gradient of graph. To find gradient. From your points which you
found by drawing triangle on the line, you can find gradient by this equation:
𝑦2 − 𝑦1
𝑚=
𝑥2 − 𝑥1
Both read-offs must be accurate to half a small square and sensibly quoted on the
graph and in the calculations as well.

o Finding the Intercept: Read the value of y intercept from the graph, if you have a false
origin in your graph, then find y intercept by using the equation of straight line along
with the gradient and any one point that you have used for the calculation of the
gradient.
o Finding unknowns: Rearrange the given relationship according to the quantities that
you have plotted on the graph (the quantity on y axis will be your y and quantity on x
axes will be your x) and arrange it according to the equation of straight line. Once you
do that you will be able to identify the expression for gradient and intercept. Equate
the expression with the numerical values of gradient and intercept that you have
previously calculated and find unknows.
o Units of unknown: Use homogeneity of the equation to find the units of the unknown
quantities. Failure to state this will result in 0 marks.

Dealing with Question 2

This question is more accurately described as an ‘error-question’ – meaning that this question
depends on how accurately you work, and in case your accuracy is compromised, how can you
improve the experiment to avoid it. Throughout this question you should think: Why I am feeling that
this is difficult? What is the problem with this experiment? How can I modify it to take better readings?
This critical thinking is very important to do the last part of this question, but the observations are
made while doing experiment and setting up the apparatus.

This question usually has something ‘vulnerable’ to error to be measured so in this case a repeated
reading is required. Same as the method described in question 1 of this guide, take several readings
(2-3 readings would be enough) and take their average. Proof of repeated readings is mostly required
in marking schemes. Keep in mind! A consistent unit must be quoted with the appropriate number of
significant figures. The types of ‘vulnerable-to-error’ questions which may come include: finding
maximum height after rebound, measuring the angle at which a water-filled bottle falls, timing the
falling body in a fluid (like oil) etc. After measurements follow the calculations for finding out the

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uncertainty in the readings or calculating another value using a given formula by putting in the
measure values.

Usually the absolute uncertainty is the least count of the device, but in most cases it is greater – for
example, the least count of a digital stop watch is 0.01s, but it will not make sense if you quote the
absolute uncertainty to be 0.01 s because human error is quite large here; therefore, you must write
a sensible value (a range of values is given in the marking scheme, in most of the cases 0.2s to 0.5s –
but once again it totally depends on the experiment. As a certain answer you can just put it to be 0.2
s ).

In general, follow this formula:

𝐿𝑒𝑎𝑠𝑡 𝐶𝑜𝑢𝑛𝑡 + 𝐻𝑢𝑚𝑎𝑛 𝐸𝑟𝑟𝑜𝑟 𝑜𝑟 𝐸𝑥𝑝𝑒𝑟𝑖𝑚𝑒𝑛𝑡𝑎𝑙 𝐸𝑟𝑟𝑜𝑟

% 𝑈𝑛𝑐𝑒𝑟𝑡𝑒𝑟𝑎𝑖𝑛𝑖𝑡𝑦 = ∗ 100
𝑀𝑒𝑎𝑠𝑢𝑟𝑒𝑑 𝑉𝑎𝑙𝑢𝑒

Human Error or Experimental Error is generally 1,2,3,4 or 5 times the least count depending on the
nature of the experiment and the person performing it.

• Readings: In this type of question you are going to take two reading as prescribed in the
question paper and then based on those reading you are going to verify a given relationship.
Example
You are given a relationship
𝐹 = 𝑘𝑣 2
You managed to take two sets of readings
𝐹1 = 25 𝑁 𝐹2 = 15 𝑁
𝑣1 = 4.5 𝑐𝑚/𝑠 𝑣2 = 2.8 𝑐𝑚/𝑠

Step 1
Using the se of readings find two constants 𝑘1 and 𝑘2
25
𝑘1 = 4.5 ≅ 5.56
15
𝑘2 = ≅ 5.36
2.8

Step 2
Find the % difference in these two values.

𝐴𝑏𝑠𝑜𝑙𝑢𝑡𝑒 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑖𝑛 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒𝑠 𝑜𝑓 𝑘

% 𝑑𝑖𝑓𝑓𝑒𝑟𝑛𝑐𝑒 𝑖𝑛 𝑘 = ∗ 100
𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝑣𝑎𝑙𝑢𝑒𝑠 𝑜𝑓 𝑘

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𝑏𝑖𝑔 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑘 − 𝑠𝑚𝑎𝑙𝑙 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑘
% 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑖𝑛 𝑘 = ∗ 100
𝑎𝑣𝑒𝑟𝑎𝑔𝑒

𝟓. 𝟓𝟔 − 𝟓. 𝟑𝟔
% 𝒅𝒊𝒇𝒇𝒆𝒓𝒆𝒏𝒄𝒆 𝒊𝒏 𝒌 = ∗ 𝟏𝟎𝟎 = 𝟑. 𝟕%
(𝟓. 𝟓𝟔 + 𝟓. 𝟑𝟔)/𝟐

Step 3
If the % difference is more than 20% reject the relationship, if it is less than or equal to 20%
accept the given relationship.

Note: If you have more than two readings and more values of k (example 3 values of k) than
take those two value which are closer and ignore the third one.

• Errors in Experiments
Separate Handout

ALL the Best

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Move by increments/hold Bench/ Ramp (Surface) related experiment
Difficulty in deciding the
with newton-meter Some parts of board Ensure same section of
toppling point
and tilt until F = 0 rougher / surface uneven board used in each expt.
Releasing object from rest experiment Board slips/unstable Clamp/fix to bench with
Difficulty in releasing Use a remote-controlled /supporting block topples tape/blu-tack
object due to e.g. force clamp/electromagnet use (long) piece of string to
Difficult in pulling in line
Keep rod vertical/use connect the newton-meter
Rod falls sideways with board
guide to the block
Oscillation experiment Heat loss experiment
Time object at max disp. Heat lost through sides Lag/insulate/polystyrene
Time taken (T) too short or with motion sensor/video and /or Bottom container
large uncertainty in T & playback in slow motion Use larger volume of water
Thermometer bulb not
/time more oscillations /use thermocouple/small
completely immersed
Object doesn’t swing temperature sensor
Make hole bigger/bush or
freely/ friction between Resistor gives heat when
bearing idea Wait until temp. reaches
pivot and object switched off/temp. rises
max before reading
Non-uniform osc. Turn off fan (light object) even after switching off
Oscillations die out quickly Increase object thickness Terminal velocity experiment
Difficult to judge end/start/ May not have reached Time over three markers
Use fiducial marker
complete swing terminal velocity constant
Retort stand moves Add weights/clamp Light dependent experiment
Electricity experiment External light affects (LDR) Conduct expt. in dark room
Resistance/current Length of tube changes
Clean contacts Make pre-slots in tube
fluctuating when paper added
Voltmeter scale not Cylinders not aligned Align on desk/rule
Use digital voltmeter
sensitive enough Difficult to hold together Tape/clamp together
Tape to ruler/hang weights
Wires not straight
off end/clamp wire Errors in Apparatus
Force experiment Error Improvement
Reach max force suddenly Force sensor w/data logger Meter rule
Fix cotton loop to rule e.g. Put colored paper behind/
Weights move off path
tape, glue eye-level perpendicular
Pulley experiment Parallax error
/extend mark to wood
Masses hit each other Use larger pulley /shadow projection
Friction at pulley Lubricate pulley Difficult to hold rule still Mount ruler in stand
Clamp / electromagnetic Difficult to measure Clamp rule / ensure rule is
Uncertain starting position
with steel because the ruler moves vertical using set square
Moment experiment Newton meter
Project cylinder over bench Difficult to pull Newton Ensure force parallel to
Rule hits bench
/ elevate apparatus meter parallel to ruler/ ruler e.g. use a long
Ruler slips on support Glue support to block bench string/pulley and weights
Magnetism experiment Difficult to judge reading Use Newton meter with a
Use various materials to on meter when detached: ‘max hold’ facility/video &
Effect of surrounding e.g.
separate magnets & test if ruler moves suddenly/ playback or freeze frame/
glass/magnetic materials
material affects results force = 0 after detachment use force sensor & logger
Use system of pulley &
Difficult to zero Newton-
weights/use force sensor
meter when horizontal
with data-logger

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 CIE AS LEVEL- PHYSICS PRACTICAL [9702]

Objects with unfixed diameter (Circular objects)

Difficult to measure Use Vernier calipers or
diameter because object micrometer screw gauge
flexible/not circular to measure average
diameter
Difficult to form perfect Method to make uniform
sphere/diameter varied spheres/discs e.g. molds
Protractor
Protractor “wobbles” / Use protractor with
difficult to measure; horizontal line level to
container curved at the table top/freestanding or
bottom/difficult to line up clamped protractor
Parallax error in θ Use mirror scale

 General:
o Error: two readings not enough
o Improvement: take several readings and plot a graph

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