Physics Practical Work Book Lwanga Books Ltd

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Table of contents

Preface……………………….…...…I - Item 2…………………………...38

Acknowledgement…………………II - Item 3…………………………...42
Introduction To CBA Physics - Item 4…………………………...46
Practicals…………………………...1 - Item 5…………………………...50
Why Scenario Items…………….….3 - Item 6…………………………...54
Points To Note……………………...3 - Item 7…………………………...58
Skills To Be Tested…………………4 - Item 8…………………………...62
Reliability, Accuracy And - Item 9…………………………...66
Precision……………………………4 - Item 10………………………….70
Designing An Investigation………..5 Light(Optics) Items……………...74
Indicators For physics Scientific - Item 11………………………….74
Investigation……………………….6 - Item 12………………………….78
Structure Of An Experiment’s - Item 13………………………….82
Report………………………………8 - Item 14………………………….86
Physics practical Scoring Guide…12 - Item 15………………………….90
Recording Practical Results……...14 - Item 16………………………….94
Graph Work………………………18 Electricity items…………………98
Measurement Of Time…………...20 - Item 17………………………….98
Worked Out Scenario Items……..22 - Item 18………………………...102
Mechanics Items…………………..34 Appendix……………………..…106
- Item 1…………………………….34

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Preface
This Competence Based Assessment Physics Practical Work Book has been
written to satisfactorily meet the demand of learners going through the
Competency Based Curriculum at the New Ordinary Level in Preparation for
their excellence in Uganda Certificate of Education{UCE} physics practical
examination. It will also be helpful to teachers especially those who want to
familiarize them selves with the new assessment of physics practicals in the
new curriculum.
This practical work book consists of concise and precise notes in simple
language and several examinable questions intended to reinforce and test the
understanding of basic physics skills, all based on the requirement of the new
physics syllabus and encompases all that is required for ordinary learners.
Teachers in various schools will have to provide learners with necessary
apparatus required so as they can navigate through all the the practicals in this
work book.
Proper utilization of this work book by learners will obviously make practical
examinations easier to handle and enjoyable.
Lwanga Books Ltd feels confident that this Book will be of immense value
to both the learners and the teachers.
Any suggestions for improvement of this book are most welcomed, thanks.

“It is not what We do for you but what We will

teach you to do for and by yourselves that will
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Acknowledgement
Lwanga Books Limited is deeply indebted to all those who participated in the
development of Lwanga William S1-S4 Competence Based Assessment
Physics Practical Work Book.
Special thanks go to Mr. Lwanga William, the CEO Lwanga Books Ltd for his
valuable insights and advice on all publishing matters.
We would like to express our sincere appreciation to all those who worked
tirelessly towards the production of this CBA Physics Practical Work Book.
First and foremost, we would like to thank our families and friends for
supporting all our initiatives both financially and spiritually, Lwanga William’s
parents; Mr. William Lwanga and Mrs. Harriet Lwanga, his brother; Mr.
Nsubuga Grace.
The initiative and guidance of the publishing partners, Ministry of Education
and Sports (MoES) and National Curriculum Development Centre (NCDC) in
development and implementation of the New Lower Secondary Curriculum are
highly appreciated.
We thank God for the wisdom He has given us to produce this volume of work.
May the Almighty God bless all the students that will use this book with
knowledge to encounter all CBA Scenario Items incorporated in this
Competence Based Assessment Physics Practical Work Book……….AMEN.
We welcome any suggestions for improvement to continue making our service
delivery better.

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Introduction to Competence Based Assessment Physics Practicals

The Competence Based physics Assessment has two papers that is, 535/1(theory paper) and
535/2&3(practical paper).
In this guide, we are to focuss more on the practical paper.
CBA physics practical paper will comprise of two examination scenario items and the
student is to do only one.
These scenario items will come from either “Mechanics and Light”, “Mechanics and
Electricity” or “Light and Electricity”.
The duration of the paper will be strictly two(2) hours and candidates are not allowed to start
working with the apparatus for the first quarter of an hour(15 minutes). This time is to
enable candidates read the items thoroughly, checking for the apparatus they will need and
plan appropriately.
Each question contains a scenario, a diagram to give a hint(but not a must) and a task.
A learner may choose to use the apparatus in the diagram given or other apparatusprovided
those apparatus can help in the task given.
But it is advisable that a learner uses the apparatus given because if you choose your own
setup, you have to draw a diagram of your setup.
 RECALL: TAXONOMY OF THE PSYCHOMOTOR DOMAIN

Level Description of major categories Illustrative verbs

Imitation-early stages in learning a complex skill

1 Assemble, attempt, calibrate, construct,
dissect, repeat, sketch, and try.

2 Manipulation-individual continues to practice a Same as above- add acquire, complete,

given skill conduct, execute, operate, perform,
manipulate
3
Precision- skill has been attained Conduct, execute, operate, refine

4 Articulation-Involve a higher level of precision. Adapt, alter, revise, re-arrange

Skills are well developed
5 Naturalization- response is automatic. Individual Arrange, combine, construct, create design,
begins to experiment, creating new ways of refine
manipulating material.

Task:
The task is mainly to carry out a scientific investigation on the issue at hand (based on
scenario given) and therefore the learner’s write up (report) must include the following:

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 Aim of the experiment (scientific investigation). What issue does the experiment wantto
address (similar to objective in old the old format). It can also be a statement that showsthe
relationship between variables as stated in the hypothesis to be tested.
 Variables of the experiment (Dependent, Independent and Controlled/fixed variables).
 Hypothesis. This is a general statement that is assumed to be true. Its connected to the
aim. e.g. the force constant of the spring is between …. and ….; the focal length of the
mirror/lens is …
 List of apparatus and materials used. Hint is got from diagram if its given.
 Setup and procedure of the experiment.
 If a diagram is not given, draw it. Or if a diagram is given but you want to use other
apparatus, draw a diagram and use it to assemble the apparatus your proposed way.
 It is advisable to draw the scientific diagrams in 2D-format.
 By definition, a scientific diagram is a picture which shows exactly how the apparatusis
assembled or set up during an experiment. Diagrams must be very clear, precise andeasy to
understand. One can use a pencil or a pen to draw the diagrams. But rememberthat pen work
is not easy to erase.
 The procedure should include the method of controlling the independent (manipulated)
variable and the method of measuring the dependent (responding) variable.
 Presentation of data, analysis and interpretation (Table of results, Graph work,
Calculations).
 Tabulate the data obtained from the procedures.
 Show how the data can be analysed and test whether it supports the hypothesis or not.
 Data can be analysed by plotting and analyzing a graph by calculation or bycomparison.
 Dependent variable is put on the vertical axis while independent variable is put on the
horizontal axis.
 Sources of errors
 Precautions
 Conclusion. (The conclusion will either qualify or disqualify the hypothesis. i.e. It isthe
conclusion that tells use whether the hypothesis is correct or not).
 Advice/recommendation if any.

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Why Scenario items?
Physics is sometimes called the science of measurements because without observation and
measurement it would not exist.
So, there is need to test the Scientific Investigation skills in the learners, help learners
appreciate what they learn at school by seeing how applicable the knowledge they learn is in
real life, to entice learners pay attention to what’s happening in their country as they relate
what they learn to what happening around them and the economy at large, to encourage
self-reliance in the economy by producing citizens that can solve the economic problems
without waiting for other countries to provide us solutions, to help learners learn to read,
interpret, summarize and use information provided to and around them, to identify problems
and hence solve them using learnt knowledge, to produce learners that not only know but can
also do using both their brains and hands, to encourage learners, own their learning and
knowledge through continuous Higher order Thinking(HOT) / critical thinking. This creates
independency in them.
NB: The steps in a scientific investigation are;
 observing a situation,
 identifying a problem or question,
 identifying variables involved,
 formulating a hypothesis,
 designing and carrying out an experiment,
 collecting and tabulating data,
 writing a report for the investigation.

Points to note:
 Only the correctness of the learner’s responses must be considered.
 We are scoring competences not awarding marks.
 We use codes when scoring learner’s responses.
 In the report, the learner’s procedures must be in present tense.
 List of apparatus must be above procedure.
 Under procedure, coherence must be scored.
 Procedures must be neutral that’s not individualised.
 Procedures should not be presented in an instructive(commanding) language.

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Skills to be tested

Assessment Objective 3 (AO3)‘Experimental and Investigative skills' of the UCE is about

your ability to work as a scientist. Each aspect of the AO3 has been broken and listed for you
below;

 Demonstrate knowledge of how to safely use techniques.

 Demonstrate knowledge of how to use apparatus and materials.
 Demonstrate knowledge of how to follow a sequence of instructions where appropriate.
 Plan experiments and investigations.
 Make and record estimates.
 Interpret experimental observations and data.
 Evaluate methods.
 Suggest possible improvements to methods.
 Constructing own table.
 Drawing/ analysing a graph.
 Planning safety of an investigation.
 Mathematical calculations.

Reliability, Accuracy and Precision

1. Reliability refers to the likelihood of getting the same results if you did the investigation
again and being sure that the results are not just down to chance. For this reason, reliability is
now often called repeatability. If you can repeat an investigation several times and get the
same result each time, your investigation is said to be reliable.
You can improve the reliability of your investigation by:
 Controlling other variables well so they do not affect the results.
 Repeating the experiment until no anomalous results are achieved.

2. Accuracy is a measure of how close the measured value is to the true value. The accuracy
of any results depends on the measuring apparatus used and the skill of the person taking the
measurements.
You can improve the accuracy of your results by:
 Improving the design of an investigation to reduce errors
 Using more precise apparatus

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 Repeating the measurement and calculating the average.

3. Precision relates to how accurately you take your measurements. Precise results have
very little deviance from the mean(average).
You can improve the precision of your investigation by:
 Using apparatus that has smaller scale divisions.

Designing an investigation

When asked to design an investigation, you must think carefully about what level of detail to
include.

The following is a way of how to create a method. Follow these steps to design reliable,
accurate investigations.
1. Identify your independent variables and state the range of values that you are planning to
use for them.
2. Identify the dependent variable and explain how you are going to measure it. Describe the
equipment and apparatus.
3. To ensure that the experiment you are conducting is reliable you will need to identify and
control a number of variables that may impact your results. List these and explain how you
will keep them constant.
4. Outline the method in a series of numbered steps that is detailed enough for someone else
to follow.
5. Remember to include repeated readings to help improve reliability.
6. You must also include any hazards and safety warnings, as well as safety equipment that
should be used in the investigation.
7. You must also include a clean-up procedure, and this should depend on the experiment
you are investigating.

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Indicators for physics scientific investigation
The learner must write a practical work report which will includes the following;
(a) Aim of the scientific investigation (experiment).
(b) Variables of the experiment
 Independent variable
 Dependent variable
 Controlled variable
(c) Hypothesis
(d) List of apparatus and materials
(e) Procedure of the experiment and setup
(f) Presentation of data
 Table of results
 Graphs
 Calculation of the slope
(g) Sources of errors
(h) Precautions
(i) Conclusion; conclusions can come from the value of the graph, the value of
the slope or intercepts etc.

Note:
The conclusion will either qualify or disqualify the hypothesis. It is the conclusion
that shows that whether the hypothesis is correct or not.

Formulating a hypothesis
 The hypothesis is a concept or an idea that is to be tested through research and
experiments.
OR:
A hypothesis is the prediction about what the scientific investigation will find.
OR:
It’s simply a statement that is to be proven at the end of the scientific experiment or
investigation.
 It shows the relationship between one dependent variable and a single
independent variable.

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Identifying variables involved
There are three (3) basic types of experimental variables that a learner must identify
and note down while performing a scientific investigation in physics practicals. And
these include;

Independent/Manipulated Variable
 This is a variable that we can change or control in a scientific experiment or
investigation.
OR:
This is a variable which the experimenter (or investigator) changes to test its
dependence on other variables.

Dependent variable/Responding variable

 This is the one which we can test in a scientific investigation in order to get
results.
 The dependent variable depends on the independent variable.
 When taking data during a scientific investigation, the dependent variable is
the one being measured.

Controlled/Fixed/Control variable
 This is the one the investigator/experimenter holds constant during a scientific
investigation.
 The control variable is not part of an experiment, but it is important because it
has an effect on the results.
 One of the most common control variables is temperature, and if not taken
account of it might nullify the correlation between the dependent and independent
variable. Other control variables include; amount of light, humidity, wind speed,
duration of an experiment etc.
Whenever it is possible, control variables should be identified, measured and
recorded.

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In Summary;
The learner must write a practical work report which will include the following;
(i) Aim of the experiment
(ii) Variables of the experiment
 Independent variable
 Dependent variable
 Controlled variable
(iii) Hypothesis
(iv) List of apparatus and materials
(v) Procedure of the experiment and setup
(vi) Presentation of data
 Table of results
 Graphs
 Calculation of the slope
(vii) Sources of errors
(viii) Precautions
(ix) Conclusion

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Structure of an experiment’s report

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:Mechanics Scenario Practical Items:
Item 7:
In brewing and beverage industry, understanding the density of water is essential for creating
consistent products. Brewers use water density measurements to calculate sugar content,
which affects the fermentation process and the final taste of the product. During your senior
one, you recall that you visited a chemistry laboratory a saw a jerrycan having the following
specifications: the density of distilled water at standard temperature and pressure(STP),
which is defined as 0 degrees celsius(32 degrees fahrenheit) and 1 atmosphere of
pressure, is approximately 1000 kg/m3 or 1 g/cm3. This value is commomly used as a
reference point for density of liquids according to your experiences and since you are
knowlegeable;
Task:
You are asked to carry out a scientific investigation that will assist the brewing and beverage
industries in determining the density of water they are to use.
Hint:
 2.5 S = r2.(S, slope; r, radius of small beaker or can;  density of water)

Small beaker

scale

Bottle top

sand
water
Large beaker
 Apparatus
A small beaker with its radius r indicated and linear scale using a graph paper strip
attached; a largebeaker; 15 soda bottle tops; small amount of sand and water.

 Other experimental set ups may be used.

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Learner’s Responses

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