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2010 Practical Coursework in Physics This booklet will save you hours of valuable time, and help you get good marks in your practical coursework IGNORE IT AT YOUR PERIL: PRACTICAL COURSEWORK COUNTS FOR 24% of your EXAM Contents: IB Internal Assessment Criteria: ° Design * Data Collection and Processing ¢ Conclusion and Evaluation ¢ Manipulation lent Cl Design Complete/2 Formulates afocused problem/research question and identifies the relevant variables. Partials Formulates a problem/ research question thats, incomplete or identifies only some relevant variables. Not at ali/o Does not identify @ problem/research question and does not identity any relevant variables. Data collection and processing Completel2 Records appropriate quantitative and associated qualitative rave data, including units and uncertainties where relevant, Partiallt Records appropriate ‘quantitative and associated qualitative caw data, butwith some mistakes or amissions. Not at allo Does not record any appropriate quantitative raw data or raw data is incomprehensible. ‘International Bacealavreate Organization 2007 Designs a method for the effective control of the variables. Designs method that makes some attempt 10 control the variables. Designs a method that does not control the variables. Processes the quantitativeraw data comrectly, Processes quantitative raw data, but with some mistakes and/or omissions, No processing of quantitative raw data is carried out or major mistakes are made in processing. Internal assessment criteria Develops a method that allows for the collection of sufficient relevant data, Develops a method that allows for the colection ofinsufficient relevant data, Develops. a method that does notallow for any relevant data to be collected Presents processed data appropriately and, ‘where relevant, includes errors and uncertainties. Presents processed date appropriately, but with some mistakes and/or ‘omissions. Presents processed data inappropriately or incomprehensibly, 23 Internal assessment criteria Conclusion and evaluation Complete/2 States a conclusion, Evaluates weaknesses Suggests realistic with justification, and limitations. Improvementsin based on 2 reasonable respect ofidentified Interpretation ofthe weaknesses and data limitations. Partial/t States a conclusion Identifies some Suggests only based on reasonable weaknesses and superficial Imerpretation of the limitations, but the Improvements data. evaluation is weak or missing, Not at ail/o States neconclusion or Identifies relevant Suggests unrealistic the conclusion isbased weaknesses and Improvements. on anunreasonable imitations. Interpretation of the lata Manipulative skills (assessed summatively) This criterion addresses objective Complete/2 Follows instructions Competentand, Pays attention to safety accurately, adapting methodical in the use of issues. tonewdrcumetances a range of techniques (seeking assistance and equipment. when required), Partials Follows instructions but Usually competent and Usually pays attention requires assistance. methodical in the use of to safety issues. a range of techniques and equipment, Not atalt/o Rarely follows Rarelycompetentand Rarely paysattentlon to instructions orrequites methodical in the use of safety isues. constent supervision, _a range of techniques and equipment, “instructions may be in a variety of forms: oral, written worksheets, diagrams, photographs, videos, flow charts, audio tapes, models, computer programs, and so.on, and need not originate from the teacher. See "The group 4 project” section for the personal sls criterion. \binternaional @accalaureste Organization 2007 adoro S IB Internal Assessment Grid for Physics : Student Checklist Design D ‘Aspect 1: Definition of problem and selection of independent and dependent variables «Is your research Question appropriate: for example Investigate the relationship between..?.. and ..?.. Or How does the length of the pendulum relate to the period? +The 2 quantities (.2. ) are your independent variable and your dependent variable ‘Aspect 2: Control of variables | © Write a method (CLEAR NEAT LABELLED DIAGRAM required) | | + State how the independent and dependent variables are measured, and how the independent variable is changed. ‘+ Mention specifically how the controlled variables are controlled and measured ‘+ Ifcontrol of variables is not possible, mention how these variables should be monitored ‘Aspect 3: Developing a method for the collection of Data Check your method collects sufficient relevant data. This means: * atleast 7 values for the independent variable. (Suggest values) + a.good range for the independent variable + repeats. How will it be measured ? Independent variable : Dependent variable: Controlled variables: 1, Title: Experiment to investigate the relationship between ( the ---?-- mentioned in the title will most likely be quantities you measure. If not, you will need to explain later how they are calculated or obtained from your results. } 2. Apparatus List (make sure you specify which range of thermometer, ammeter, what size of beaker etc Independent Variable Dependent Variable i | Controlled variables (things | How will they be measured and | which are kept constant to | monitored to make sure they stay make the experiment fair) constant during the experiment 4, Diagram (Showing the apparatus setup, and (for example) exactly where rulers are placed to make appropriate measurements 5, Procedure: Step by step. Specify what measurements are recorded, in the right order, and what measuring instruments are used. 6. Results Table: { Suitable heading /. ogg | Suitable heading 7 ‘Suggest values here 2. Any extra info — for example, how to make the measurements more accurate, how to do repeats, how many repeats of each measurement, etc etc Lavo Data Collection and Processing DCP ‘Aspect 1: Recording Raw data Raw data should be collected in a Table with good quality headings and appropriate units Every measurement needs an uncertainty estimate. Check Significant digits and decimal places — uncertainty must be consistent with raw data ‘Aspect 2 : Processing of Raw data Enror bars ‘+ Show a sample calculation always. | not | eauized at | '* Graphs: must have best fit straight line or curve as appropriate. | this stage ‘* Calculate gradient if appropriate. The gradient A and calculation should be | | shown, ‘Aspect 3 : Presentation of Processed data Processed Data in Physics means a graph which shows a linear relationship. Graphs must have error bars, If error bars are too small to show on graph, state this. Gradient of straight line must be calculated ‘Minimum and maximum gradients must be calculated Final statement of gradient (or further celeulation) should include + uncertainty and units Conclusion and Evaluation C&E Bs 2: Condudi Conclusion must be supported by the data Conclusion should be discussed and justified. Conclusion must account for Random and systematic errors and uncertainties Direction of systematic error should be appreciated. % error should be compared with total estimated error(as derived from uncertainties) Any measurement which has a known (textbook) value should be compared with the textbook value(including mention of uncertainties). Textbook value should be referenced. ‘Aspect 2: Evaluating procedures: mention at least 3 weaknesses Comment on design and method (procedure, use of equipment, time management) Comment on quality of data — precision (random error) and accuracy (systematic error) Mention which weaknesses are most significant ‘Aspect 3: Improving the Investigation Base your comments on weaknesses and limitations from Aspect 2. Suggest modification to technique Suggest modification to data range Suggest ways to improve precision (reduce random error) Suggest ways to improve accuracy of results (remove systematic error}. ‘Suggest ways to improve reproducibility of results/ give greater control of variables tions should be realistic and clearly specified. Rede Pkacnce IB Internal Assessment : BEST PRACTICE DESIGN Aspect 1: Formulates a focused problem / research question and identifies the relevant variables. A ‘focused problem/research question: This is a question describing the investigation and is usually written in the following form: To investigate / find the relationship between x and pinssae y will most likely be given in the experimental title. eg. To investigate the relationship between the length of a pendulum and its time period of oscillation, Identifies the relevant variables One variable only for independent and dependent variables. Draw a table Independent Dependent controlled x Y (include the obvious ones!) eg. dependent : time period of oscillation independent: length of pendulum controlled: mass of pendulum, gravitational field strength, (light string) Aspect 2 : Designs a method for the effective control of the variables. ‘This refers to the manipulation of the independent variable and the attempt to maintain the controlled variables at a constant value. 1. Itis best to start with a labelled diagram of the apparatus/set up, that can be referred to in the method, ‘Your method will usually be more clearly understood if you write it as a series of numbered instruction steps eg. 1, Set up the apparatus as shown in the diagram 2. Place a 20g mass at a point 30cm from the fulcrum 3. eto, In the method, be quantitative where possible, eg. set up a cantilever of length 50 cm. Place the 50g mass at 40 cm mark. It does not matter if the method changes when the experiment is carried out. Describe how you measured the independent and dependent variables and how you varied the independent variable. State the instruments you use to take the measurements you wrote down in aspect 1 5. Control of variables : state how each controlled variable you wrote down in aspect 1 is kept constant. eg. the length between the supports is kept at 50.0cm. Aspect 3 : Describe a method that allows for the collection of sufficient relevant 1. ‘The definition of sufficient relevant data usually implies repeating readings’ eg. ‘measuring the time for a ball to roll a given distance down an inclined plane can be repeated a number of times and then an average determined. Similar to aspect 2- give values eg. “repeat steps 1 - 5 for lengths of 30 cm, 20 em, 10 em, 5 cm” or “repeat for the following currents of 0.5A, 1.0A, 1.5, 2.0A”. 2. ‘Describe # method that allows for collection of sufficient relevant data’ . Describe such a method. If in reality insufficient time was available, this can be discussed in the evaluation. 3. There must be a minimum of five readings, but it is advisable to do at least seven if, they are easily obtainable. ‘These readings should be well spaced (use the full range that equipment allows) cg. in a pendulum experiment whose length can range between 10cm and 100em, ten data points in a range of 70cm to 90cm would be inappropriate. Bese PAroce Data Collection and Processing Aspect 1: records appropriate quantitative and associated qualitative raw data, including units and uncertainties where relevant 1, Within tables of quantitative data, columns should be clearly annotated with a heading, units and an indication of the uncertainty of measurement. (see below) 2. Significant digits in the data and the uncertainty in the data must be consistent. (see below). 3. ‘One off’ readings should be recorded with an associated error (see below) 4, Presentation is important! Use a ruler. No crossings out in tables — start again if you make a mistake! No calculations in the tables. Example T= 0.22 40.02 A 0.1 £0.28 Vem vIV mig Hz, TPC 41 £01 £100 £05 10 62 5041 2000 20.0 20 7.0 100#2 | 3000 25.0 1503 4200 Aspect2: Processes the quantitative raw data correctly 1. This aspects involves ‘* combining and manipulating raw data to determine the value of a physical quantity eg. adding, substracting, squaring, dividing taking the average of several measurements ‘+ transforming data into a form suitable for graphical representation. 2, The raw and processed data may be shown in one table. One sample calculation on how the errors were processed must be presented. 3. If raw data can be plotted directly, then a best fit line and the gradient calculated would ensure a ‘complete’ 4, Presentation is important! Use a ruler. No crossings out in table — start again if you make a mistake, Do not show calculations in table, Aspect3: Presents processed data appropriately and, where relevant, includes errors and uncertainties. 1. (a) _If.data is combined and manipulated to determine the value of a physical quantity, then the uncertainties must be propagated and a final uncertainty determined eg c= 4400I/kg °C + 500 (b) Error should only have one sig fig : 4400 + 474 is wrong. Significance in answer and error should be the same: 4380 + 500 is wrong! 2. Graphs must have suitable scales (1:1, 1:2 or 1:5 etc) with the data points occupying the whole graph paper. 3. The independent variable should be on the x axis 3. Label and unit on both axes 4, Ploterror bars. If they ere too small, state this on the graph 5. Draw best fit line, maximum gradient and minimum gradient. 6. Draw large gradient triangles for each of the above Ax and Ay should be at least half of x é& y available, 7. Show gradient calculations for each. 8 Ifthe graph is a curve, draw a smooth curve Ress Phetice Conclusion & Evalua n Aspect 1: states a conclusion, with justification, based on a reasonable interpretation of the data Error to one sig fig - round up answer appropriately og. 249.8 + 29 = 25030 ‘When attempting to measure an already known and accepted value of a physical quantity, such as the charge on an electron, wavelength of laser light or acceleration due to gravity, two types of comment can be made. (@) (experimental value) = -340£ 50 J/kg °C (book value) = 385 kg °C NB: literature value consulted should be the book value lies within the experimental range fully referenced (b) (experimental value) 340 +20 Wikg °C (book value) 385 Jikg °C ‘The book value lies outside the experimental range. Nearest experimental value = 360 J/kg °C ae 25, This is $= x 100 % = 6.5% less than book valve If the conclusion is not quantitative, explanation should contain observations/trends revealed by data eg, A linear graph was obtained with a positive intercept on the y axis’ or 'AS y increases, x increases but with a decreasing gradient’, In justifying your conclusion, you may comment on systematic errors encountered and the direction of the systematic error should be appreciated. eg. a requires a comment Aspect 2 : Evaluates weaknesses and limitations 1 ‘Your evaluation ideally should address the reasons why your experimental value is ABOVE or BELOW the “book value’. Do not just list the weaknesses you must also comment on their significance in the experiment. Limitations in the equipment must be discussed e.g in electron diffraction experiment there is a limited range of voltages for which the rings are visible. From examiners Candidates should critically appreciate limitations in their experimental results due to (® assumptions in the theory (Ji) experimental techniques and (iii) equipment used. The following examples have been given. * Ifa V vs graph does not form a linear and proportional line, it may be that the load resistance is changing as the I changes, so an ohmic relationship does not. hold. ‘© Measuring the B field alongside a current carrying wire may confirm the inverse relationship, but for small distances and the largest distances the data does not line up. The induction coil has a finite size , and the centre of it is assumed to be zero. This may not be the case. At large distances, the radius is similar in magnitude to the length of the wire, and the inverse law for the B field assumes an infinite wire length. * When using the sonic detector, the software was not calibrated with the speed of sound first, and so the measured distances were inaccurate, This error was due to an unexamined assumption, but it was appreciated when the experimental results were evaluated. ‘* The experiment was done to determine the efficiency of an electric motor, As the investigation was carried out, the battery may have lost power. This would have affected the results Aspect 3: Suggests realistic improvements in respect of identified weaknesses with limitations ‘Try to be quantitative in improvements eg. use an ammeter that reads to 0.01A instead of O.1A. Digital is not always better. Best to state quantitatively the sensitivity as above. "Measure length digitally’, ‘Use a better thermometer' ‘use more precise equipment, are insufficient for even a ‘partial’. Examiners report : “the idea of repeating of readings as an improvement to the experiment is often missed”! If you are commenting on your measurements, write down the one with the largest percentage error and address that, DEALING WITH UNCERTAINTIES IB PHYSICS EXPECTATIONS + Describe and give examples of random and systematic errors. + Distinguish between precision and accuracy. + Explain how the effect of random error may be reduced. ‘+ Calculate quantities and results of calculations to the appropriate umber of significant figures. © State uncertai uncertainties. ies as absolute, fractional and percentage * Determine the uncertainties in the results of calculations. * Identify uncertainties as error bars in graphs (one axis only). ‘State random uncertainties as an uncertainty range (+) and represent it graphically as an error bar in a graph. * Determine the uncertainties in the slope and intercepts of a straight-line graph. SUMMARY OF BASIC RULES Repeated Measurements For a number of repeated values, we find the average or mean, ‘The uncertainty in the mean is plus or minus one-half of the range between the maximum value and the minimum value. Swn Difference ‘UncersnySummary(2008) doe Product (astaa}x(nean)=(ara}e| (4008 (4208 Quotient AtAA A, (*Aroos)»( 221007) bs BEAB BCA B an Power (AzAay n* Root ‘For AERA, we find we} Aro0n =a eA 2 Gradients in Graphs ‘The gradient of the best straight-line of a graph = mgex and the minimum and the maximum gradients based on the uncertainty range of the first and last data points are tax and main. Stating Uncertainties Experimental uncertainties should be rounded off to one significant figure. The least significant figure in a stated answer should be of the same order of magnitude (in the came decimal position) as the single digit uncertainty value. gtAg=(9.81734+0.0217)ms* > ~. gt Ag=(9.82£0.02)ms? ‘UnceiintySummary(2008). doe ACCURACY and Accurate Negligable systematic error Precise: Small random error, ACCURAC PRECISION #2 © ‘Tnaccurate Precise. large systematicerrer | Small rendom error ACCURACY and PRECI: Accurate negligeble systematic erer| but not precise: lenge random error ACCURACY and PRECISION #4 7 ( ©) Inacccurate large aystematic error nd imprecise: lege random eror @ Random Errors: * arise in any measurement * Usually + $ smallest division * Are small for a good experimenter * Can be reduced by taking the average of several measurements + A measurement with a small random error is PRECISE but it may not be accurate Systematic Errors: * May be due to an incorrectly calibrated scale + Eg may be due to the zero set incorrectly on anammeter Repeating the measurement does rot help. + Systematic errors can usually be corrected for eg by drawing a graph.

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