Edexcel Physics IGCSE
Chapter 1: Forces and Motion
Practical Notes
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Investigate the Motion of Everyday Objects
Investigate the motion of everyday objects such as toy cars
Equipment
● Toy car
● String
● Bench pulley
● Mass hanger and masses
● Metre ruler
● Stop clock
● Masking tape
Method
1. Attach the bench pulley to the end of a long bench.
2. Secure the mass hanger to one end of the string and attach the other to the toy car
- pass the string over the bench pulley, and pull the car back so that the mass
hanger is just resting on the floor.
3. Mark the car’s position with masking tape - this is the end marker.
4. Pull the car back so the mass hanger is raised and touches the pulley - mark the
car’s position with tape - this is the starting marker.
5. Use the tape measure to record the distance between the start and end markers.
6. Release the car from the start marker and start the stop clock - stop timing when
the car reaches the end marker (this will be the same time that the mass hanger
reaches the ground).
7. Repeat the experiment 5 times and calculate an average time.
Calculations
● You can calculate the average speed of the car by using the equation:
■ Average Speed = Distance / Average Time
● To develop this further you can calculate the acceleration using:
■ s = ut + ½at²
■ u = 0 since the car is starting from rest, meaning the equation can be
simplified and rearranged to give:
■ a = 2s/t² (where s is the distance travelled)
Notes
● This experiment can be developed by repeating over a range of different distances
and seeing how the range of average speeds change.
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Safety
● Place a padded bucket underneath the mass hanger to prevent the falling masses
landing on your feet and causing injury.
Investigate how Extension Varies with Applied Force
Equipment
● Clamp
● Clamp stand
● 10x 0.1kg masses
● Spring
● Ruler
● G clamp or additional weights
Method
1. Using the ruler, measure the initial length of the first spring when no force is applied.
2. Set up the spring so it is hanging securely from the clamp stand.
○ You can also secure the ruler to the clamp stand to ensure it does not move at all
during the experiment.
3. Add one of the masses to the end of the spring and record the extension of the spring.
○ The extension is the difference between the new length and the initial length.
4. Continue adding masses and recording the extension each time.
5. Plot a graph of force applied against the extension of the spring.
○ Force can be calculated from mass x gravitational field strength (i.e. 10 x the mass
hanging on the spring).
○ The gradient of the line of best fit will be the spring constant as k = Fx .
6. Using this value, you can calculate the work done each time the spring extends
○ Use the formula W = 21 kx2 .
Tips
● Ensure all measurements are taken from eye level in order to avoid parallax error.
● After every measurement, remove all weights and ensure that the spring has not undergone
plastic deformation - it should always return to the same initial length.
● All lengths should be measured in metres.
Safety Precautions
● Ensure goggles are worn during this experiment in case the spring snaps.
● Use heavy objects or a G clamp to secure the clamp stand to the desk so that the clamp
and masses do not fall over and cause injury.
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Diagram:
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Edexcel Physics IGCSE
Chapter 2: Electricity
Practical Notes
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Investigate how Insulating Materials can be Charged by Friction
(Physics only)
There are various methods of exploring this topic. These include, but are not limited to:
● The gold leaf electroscope
● Sticking a balloon to a wall
● Deflecting a stream of water
Gold Leaf Electroscope
Equipment
● Polythene and/ or perspex rod
● Cloth
● Gold leaf electroscope
Method
1. Before beginning the experiment, ensure the plate of the electroscope is uncharged (you
can do this by touching it with your finger). The leaf should hang straight down next to the
stem.
2. Charge up either a perspex or polythene rod by rubbing it with a cloth.
○ The polythene rod should become negatively charged as the cloth deposits
electrons onto its surface.
○ The perspex rod should become positively charged as the cloth removes electrons
from its surface.
3. Hold the rod near the plate of the electroscope and the leaf should be repelled from the
stem, showing that the rod is charged.
The charge from the rod is transferred to the metal plate and travels down the stem and leaf of the
electroscope. The stem and leaf therefore carry the same charge and repel each other.
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Sticking a Balloon to a Wall
Equipment
● Inflated balloon
● Cloth
● Flat surface such as a wall
Method
1. Take the inflated balloon and hold it against the wall for a few seconds and then let go of it.
If it is uncharged it should fall to the ground.
2. Using the same balloon, rub it vigorously with a cloth or against your hair
3. Once again hold it against the wall and release it. If it has been successfully charged, it will
stick to the wall.
4. Electrons have rubbed on or off the balloon, giving it an overall charge. This overall charge
repels the same charges on the wall but attracts the opposite charges. It is this attraction of
opposite charges that causes the balloon to stick.
Deflecting a Stream of Water
Equipment:
● Polythene rod
● Water tap
● Cloth
Method:
1. Rub the polythene rod with the cloth so that it becomes charged.
2. Run the tap so that there is a strong stream of water and then hold the charged rod
alongside the stream.
3. The water should deflect. This is because the charged molecules in water are attracted or
repelled according to the charge of the rod.
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Edexcel Physics IGCSE
Chapter 3: Waves
Practical Notes
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Investigate the Refraction of Light using Rectangular Blocks,
Semi-Circular Blocks and Triangular Prisms
Equipment:
● Glass blocks (rectangular, semi-circular and triangular)
● Power supply
● Ray box with a single slit
● Protractor
● Paper
Method:
1. Connect the ray box to the power supply and insert the single slit slide so that it
produces a clear and thin beam of light.
2. Place one of the blocks onto the sheet of paper and draw around it.
3. Remove the block and then mark the position on the outline that you are going to
shine the light ray at with a cross.
4. Using a protractor, draw a normal to that point (a perpendicular line).
5. Mark on a selection of different angles of incidence by measuring angles from the
normal line.
6. Replace the block on top of the outline, and then shine the ray of light along each
incident line. For each angle, mark the position on the other side of the block where
the light exits.
7. Turn off the ray box and remove the block.
8. Using a ruler, connect up the entry position and the exit position for each angle of
incidence.
9. Using a protractor, measure the angles of refraction (the angles that the lines inside
the block outline make with the normal) for the different angles of incidence.
10. Repeat for the other two shaped blocks and compare results.
Tips:
● To ensure you can see the light rays clearly, it may help to work in a darkened
laboratory.
● Use a sharp pencil so that the lines are clear and the angle measurements are as
accurate as possible.
Safety Precautions:
● The ray box will get very hot so avoid touching any metal surfaces during and just
after use.
● Turn the ray box off when not in use to prevent it overheating.
● Don’t look directly at the ray box light.
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Investigate the Refractive Index of Glass Using a Glass Block
Equipment
● Ray box and single slit grating to create a narrow beam
● Glass block
● Paper
● Pen/pencil
● Ruler
● Protractor
Method
1. Set up the experiment in a darkened room.
2. Place the glass block on the paper and draw around it to ensure that the block will always
be in the same place even if you remove it and replace it.
3. Using the protractor, draw a line that is 90º to the surface of the glass block (this is the
‘normal’).
○ It may be easier to move the block and work from the outline on the paper for this
part since you need to continue the line into the glass block outline.
4. Draw three lines as guides for the angles you are going to direct the light into the block.
○ These will hit the block at the point where you drew the normal.
○ Example angles are 20º, 40º and 60º.
5. Direct the light along each of these lines in turn and, for each one, make markings where
the light leaves the block on the other side.
○ This can be done by drawing dots or Xs and joining them together with a ruler once
you have moved the block out of the way.
6. Connect the point of incidence to the point where the light leaves the block for each angle,
which should leave you with something like the diagram below.
○ Ensure that there is a normal line (90º to the surface of the glass as before) at each
point where the light leaves the block.
7. Use the protractor to measure all the angles of incidence and refraction and mark these on
the paper.
○ The angle of incidence where the light initially hits the block should be equal to, or
very close to, the angle where the light is leaving the block.
○ Always measure angles from the normal to the path of the light.
sin(i)
8. The refractive index of glass when light enters from air is given by n = sin(r) , where ‘i’ is the
angle of incidence and ‘r’ is the angle of refraction.
9. Use the angles you measure to calculate the refractive index of the glass block.
○ If the values vary, take the average.
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Safety Precautions
● Do not touch the ray box when it is in use or just after it has been used – it heats up and
could cause burns if handled, before it has cooled down.
● Take care in a darkened room – there may be trip hazards that are less visible when the
lights are dimmed.
Diagram
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Investigate the Speed of Sound in Air (Physics Only)
Echo Method:
Equipment:
● Two blocks of wood
● Large open space
● Stopwatch
● Partner
Method
1. Measure the distance from one side of the open space to the other side using a trundle
wheel or long tape measure, marking with a marker the start and end point of your
measurement.
2. One of your pair should stand at one marker with the wooden blocks, and the other should
stand at the other marker with a stopwatch.
3. Once both ready, the block holder should strike the two blocks together.
4. At the instant they see the blocks touch, the other person should start the stopwatch.
5. At the instant they hear the sound, they should stop the stopwatch.
6. This should be repeated 10 times.
7. The speed should be calculated using: Speed = distance / time.
8. An average speed for all repeats should be calculated.
Tips:
● The larger the distance, the more accurate your experiment is going to be.
● The value is affected by human reaction time and so the larger the distance, the smaller the
percentage of that value the reaction time will be and the more accurate the value will be.
● The speed of sound in air should be around 330 m/s.
● This is a good opportunity to consider the difference between accuracy and precision - how
close is your value to the true value and how close is it to your average value?
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Investigate the Frequency of a Sound Wave Using an Oscilloscope
(Physics Only)
Equipment:
● Microphone
● Oscilloscope
● Instrument tuner
Method
1. Connect the microphone to the oscilloscope and check that waveforms are produced when
sounds are made. You may need to alter the oscilloscope settings to ensure that the wave
forms fill the screen and are clear.
2. Make a sound using an instrument or by humming a note, and then press the hold button
on the oscilloscope so that the wave-form produced is frozen.
3. Measure the distance between two peaks, and then by referring to the time base, calculate
the length of time between the peaks.
4. This time is the time taken for one wave to be produced and is known as the time period.
5. To calculate the frequency of the wave, use: f =1/T.
Tips
● To check the accuracy of your measurement, an instrument tuner or app can tell you the
frequency of the wave being produced, and this can be compared to your measure value.
● To get the clearest waveform, a pure tone producer is best, since humming and instruments
have various overtones to their sound which can confuse the oscilloscope waveform.
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Edexcel Physics IGCSE
Chapter 4: Energy Resources and
Energy Transfers
Practical Notes
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Investigate Thermal Energy Transfer by Conduction, Convection and
Radiation
Conduction: Metal Rods Method
Equipment
● 4x metal rods of different types of metal
○ Aluminium, brass, copper and iron
● 4x drawing pins
● Petroleum jelly
● Tripod
● Bunsen burner
● Heatproof mat
● Stopwatch
Diagram
Image: WJEC
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Method
1. Set up the equipment as shown in the diagram.
2. Using a small amount of petroleum jelly, attach a drawing pin to the end of each of the rods.
○ Try to make this the same amount of petroleum jelly for each rod.
3. Bring together the other ends of the rods (without the pins) so that they can each be heated
the same amount.
4. Using the Bunsen burner, begin heating the ends of the rods without the pins and start the
stopwatch.
5. Record the time taken for the pins to fall off the end of each rod and use this to determine
the order of conductivity of the metals.
○ The first pin to fall will be from the rod that is the best conductor
Tips
● Try to avoid handling the rods and the jelly too much before heating.
● Allow the rods to cool to room temperature before heating so that they all begin at the same
temperature and the results are more accurate.
Safety Precautions
● Ensure hair is tied back and no loose clothing is hanging near the flame when working with
the Bunsen burner.
○ Blazers, lanyards and ties should be removed
○ Sleeves should be rolled up to the elbow
● Ensure the safety (orange) flame is on when you are not heating anything with the Bunsen
burner, and do not leave the flame lit for longer than necessary so as to reduce the risk of
causing a fire.
● Gas taps must be off when not connected to a lit Bunsen burner.
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Convection:
Equipment
● 2x 250cm3 beaker
● 1 crystal of potassium manganate
● 10cm3 glass tube
● Tripod and gauze
● Heatproof mat
● Bunsen burner
● Forceps
Diagram
Image: WJEC
Method
1. Fill the beaker with water until it is three-quarters full and place it on top of the tripod and
gauze.
2. Using the forceps, pick up the crystal and drop it through the glass tube to one side of the
bottom of the beaker.
3. Cover the top of the tube with your finger and remove the tube carefully.
4. Heat the beaker using the Bunsen burner and record observations.
Safety Precautions
● Ensure hair is tied back and no loose clothing is hanging near the flame when dealing with
the Bunsen burner.
○ Blazers, lanyards and ties should be removed
○ Sleeves should be rolled up to the elbow
● Ensure the safety (orange) flame is on when you are not heating anything with the Bunsen
burner, and do not leave the flame lit for longer than necessary so as to reduce the risk of
causing a fire.
● Gas taps must be off when not connected to a lit Bunsen burner.
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Radiation: Leslie Cube Experiment
Equipment
● Leslie cube (a cube with different surfaces on each side)
● Kettle
● 30cm ruler
● Stopwatch
● Infrared detector
● Heatproof mat
Method
1. Pour boiling water into the Leslie cube.
2. Align the infrared detector with one side of the Leslie cube, 20cm away from the side, and
take the initial temperature of the surface.
3. Measure and record the temperature of the surface every 30s for five minutes.
4. Rotate the cube and repeat the experiment for a different surface.
5. Plot temperature (plot on y-axis, measured in °C) against time (plot on x-axis, measured in
seconds) for each different surface.
Notes
● The rate at which each side radiates heat will vary depending on the material of the side.
● Matt and dark surfaces will radiate heat faster than shiny and white surfaces.
Safety Precautions
● Take care when pouring the boiling water since it can cause burns if it comes in contact
with skin.
● Don’t touch the Leslie cube during or immediately after the experiment since it will be very
hot.
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Edexcel Physics IGCSE
Chapter 5: Solids, Liquids and Gases
Practical Notes
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Investigate Density Using Direct Measurements of Mass and Volume
Equipment
● Balance
● Ruler
● Regular solid (e.g. a cube)
● Irregular solid (e.g. an oddly-shaped stone)
● Measuring cylinder
Method
1. Use the balance to determine the mass of the regular and irregular solids.
○ Ensure the balance is zeroed before placing the solids on top.
○ If the mass is displayed in grams, divide it by 1000 to get the mass in kilograms.
2. Use the balance again to determine the mass of the liquid.
○ Place the empty measuring cylinder on the balance and zero it.
○ Fill the cylinder with water and take the reading (this can be any volume of liquid but
ensure that whatever volume you use is recorded).
3. Use a ruler to measure the height, width and depth of the cube and multiply them to obtain
the volume of the cube.
○ For another shape, take the appropriate measurements to calculate its volume (i.e.
radius and height of a cylinder for π r2 h ).
○ Ensure all measurements are in metres.
4. Start with a known volume of water in the measuring cylinder and place the stone (or other
irregular solid) into the water and measure the new volume.
○ Ensure no water splashes out of the cylinder, the amount of liquid inside must
remain constant.
○ The change in volume of the water is equal to the volume of the solid.
○ Convert from ml to m3 by dividing by a million (1,000,000).
mass
5. Use the formula density = volume to calculate the densities of the solids and the liquid.
○ Mass must be in kg and volume must be in m3.
Tips
● Take all measurements for the liquid from the meniscus.
○ Water sits higher at the edges of a container compared to the centre. The meniscus
is the lowest point of the water (the centre).
● When using a measuring cylinder, ensure the cylinder is on a level surface and take
readings from eye-level to avoid parallax error.
● For solids that float, you can either push the solid down into the water until it is just fully
submerged, or you can weigh it down with something of a known volume and subtract that
value from the change in volume (this way is more accurate).
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Safety Precautions
● Take care when pouring the water into the measuring cylinder to ensure that none of the
water gets onto the electronic balance. Water can break the balance or cause a fire if it
comes into contact with any of the wires.
Diagram
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Obtain a Temperature-Time Graph to Show the Constant Temperature
During a Change of State (Physics only)
Equipment
● Crushed ice
● Boiling tube
● Thermometer
● Bunsen burner
● Tripod
● Gauze
● Beaker
● Kettle
● Stopwatch
Method
1. Fill the beaker with boiling water and keep it warm using the Bunsen burner as shown in the
diagram.
○ The water should remain at a constant temperature – you can ensure this by using a
second thermometer in the water bath.
2. Fill a boiling tube with crushed ice and take the initial temperature.
3. Place the boiling tube in the beaker and start the stopwatch.
4. Record the temperature of the ice every 30 seconds until all of the ice has melted.
○ Continue taking readings until three minutes after all of the ice has visibly melted.
○ Take note of the state of the ice (solid or liquid) for every recorded temperature.
5. Plot a graph of temperature against time for the results. The graph should show a plateau
when the ice is melting.
○ The energy is going towards breaking the bonds between the water atoms rather
than increasing the temperature.
Safety Precautions
● Take care when pouring boiling water from the kettle into the beaker, and do not touch the
beaker when it is full of hot water as it may cause burns.
● Ensure hair is tied back and no loose clothing is hanging near the flame when working with
the Bunsen burner.
○ Blazers, lanyards and ties should be removed.
● Ensure the safety (orange) flame is on when you are not heating anything with the Bunsen
burner, and do not leave the flame lit for longer than necessary so as to reduce the risk of
causing a fire.
● Gas taps must be off when not connected to a lit Bunsen burner.
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Diagram
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Investigate the Specific Heat Capacity of Materials (Physics Only)
Solid:
Equipment
● 1kg block of copper, iron, or aluminium, each with two holes (one for the thermometer and
one for the heater)
● Thermometer
● Pipette
● 30 W heater
● 12 V power supply
● Insulation (lagging) to wrap the blocks
● Ammeter and voltmeter
● 4 mm leads
● Stopwatch
● Balance
● Heatproof mat
Method
1. Use the balance to determine the mass of the block (in case it is not exactly 1kg).
2. Use the pipette to add a drop of water to the thermometer hole to improve thermal contact,
then measure the initial temperature of the block.
3. Switch on the power supply and determine the power of the heater (if not already known).
○ This can be done by using the ammeter and voltmeter to obtain values for the
current and potential difference and using the formula P = I V .
4. Ensuring the block is insulated to reduce heat loss, heat the block for 10 minutes, recording
the temperature every minute.
5. Plot a graph of temperature against the work done by the heater.
○ Find work done using the formula work done (J) = power (W) x time (s).
6. Take the gradient of the line of best fit and divide it by the mass of the block to find the
specific heat capacity.
Tips
● There is some thermal inertia as the block begins to warm up, so to ensure that your graph
gives a straight line, it is best to start after the block is already slightly warm (the initial
temperature of the block should still be the temperature right before you start the
stopwatch).
Safety Precautions
● Avoid touching the heater when it is on as it may cause a burn.
● Do not handle the block during or after heating.
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Diagram
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Liquid (water):
Equipment
● Beaker
● Thermometer
● Stopwatch
● Joulemeter
● Immersion heater
● Cladding to insulate the beaker (e.g. foam)
● Balance
● Power pack
Method
1. Place the empty beaker on the balance and zero it.
2. Fill the beaker with water and record its mass.
3. Place the thermometer and the immersion heater in the water and then insulate the beaker
with the cladding (ensure the top is also covered with a lid).
○ The immersion heater should also be connected to a joulemeter to measure the
energy transferred during heating.
4. Record the initial temperature of the water and turn on the immersion heater.
5. Let the heater heat the water for an hour, or until there is a significant change in
temperature, and then take the final temperature, as well as recording the value on the
joulemeter.
○ The water should be continually stirred so that the heat is evenly distributed (this
can be done using an electric stirrer).
Q
6. Rearranging the formula Q = mcΔT to c = mΔT , you can input the values for mass, change
in temperature, and energy transferred to obtain the specific heat capacity of water.
Diagram
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Edexcel Physics IGCSE
Chapter 6: Magnetism and
Electromagnetism
Practical Notes
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Investigate the Magnetic Field Pattern for a Permanent Bar Magnet and
Between Two Bar Magnets
Equipment
● Bar magnets
● Iron filings
● Paper
● Plotting compass
Method 1: Iron FIlings
1. Sprinkle some iron filings onto a sheet of paper.
2. Place the permanent bar magnet onto the paper and the filings should move into the shape
of the magnetic field.
3. Repeat this with two permanent bar magnets placed a short distance apart.
○ Experiment with placing like poles and unlike poles facing each other.
Method 2: Plotting Compass
1. Place the permanent bar magnet onto a plain piece of paper.
2. Place the plotting compass somewhere around the field and then draw the direction of the
needle at that point.
3. Continue placing the needle in various positions on the paper and drawing arrows.
4. Join the arrows when there are enough to visualise the field.
○ The arrows should show that the field lines go from the north pole to the south pole.
5. You can also try this with two permanent bar magnets placed a short distance apart.
○ Experiment with placing like poles and unlike poles facing each other.
Diagram
Images: Magic of Magnetism
Notes:
● Iron filings can act as an irritant and so you should prevent them coming into contact with
your skin and wear safety glasses to avoid them coming into contact with your eyes.
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Edexcel Physics IGCSE
Chapter 7: Radioactivity and Particles
Practical Notes
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Investigate the Penetration Powers of Different Types of Radiation Using
Either Radioactive Sources or Simulations
Equipment
● Radioactive sources:
○ Alpha source
○ Beta source
○ Gamma source
● Geiger counter
● Stopwatch
● Ruler
● Absorbers such as:
○ Plastic
○ Aluminium
○ Steel
○ Lead
○ Paper
Method
1. Set up the Geiger counter without any of the radioactive sources nearby and record
the background activity over a period of about 15 minutes and calculate the count
rate in counts per minute (divide the total counts by the number of minutes).
2. Set up a clamp stand directly in front of where the source will be - this will be used
to attach your absorbers to.
3. Place the Geiger counter around 5cm from where the source will be, pointing
towards the clamp stand.
4. Move the first radioactive source into position and with no absorbers in place,
record the number counts over a 5 minute period and calculate the count rate.
5. Attach different absorbers to the clamp stand, one at a time, and repeat.
6. Correct all count-rate readings for background radiation by subtracting the
background reading measured in step 1.
7. Repeat for the other two sources and then compare the count rates for each source
with each different absorber.
8. A higher count rate for a given material means that more radiation has passed
through the absorber and so the radiation type is more penetrating.
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Tips
● To develop this experiment further, you could experiment with different thicknesses
of absorbers to see how the penetration varies for each type of radiation.
● Repeat readings are beneficial in this experiment since it is not unusual to get
anomalous results due to miscounting or random variation.
● If readings for all combinations seem particularly low, the radioactive source may be
too old and may have become too inactive to get easily observable readings - a
new source may be required or count rates should be taken over a longer period of
time.
● Consider the best way to display your results - you could construct bar charts for
each material or you could construct them for each radiation type.
Safety Precautions
● Ensure radiation in use signs are clearly displayed, and that all those in the
laboratory are aware that radiation is in use.
● When not in use, ensure that the radioactive emitters are stored in their containers
to reduce unnecessary exposure.
● Use radioactive sources that have a half-life of a few years and have been
approved for school use.
● Never handle the sources directly, always use long-armed tongs with an extended
arm to maximise the distance you are from the source.
● A teacher/technician should always be present when working with radioactive
sources in the lab.
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