‘ayy pur suiny ou 518Presenting and interpreting data sae Name __ Class This isa table of results for a inger-strength investigation done by a group of 1] and 12 year old pupils Tame Boy oF Git Thumb engi Fnger-thum squeeze (om) my 35 a0 45 7S Tao i 95 Tio 55 ana “ne Fone Peter ohn aly Clare Mark Laura oe Hanah Wasit Tracy Tammy Sam Rass Cassi Winston Stepran Farzana yan 1. What are the three variables for the class shown in the table? 2 What relationship do you predict that there would be between thumb length and the Finger-thumb squeeze force? 3 Do you predict that the finger-thumb squeeze force would be affected by whether a pupil is a boy or a gi? Ifyou do, how do you think it would be affected? 4 Now plot the results from the table above on a suitable seatter-graph, Does the graph support your predictions made in questions 2 and 3? Explain your reasoning,Think about: ‘© After making your spring you can testi The diagram will give you some ideas: You cout © Fix pointer at the bottom of the spring, with a ruler next toi Ih is easier if you have several equal weights, ‘¢ Begin by reading the start position of the pointer fn the scale, Write it down, Add one weight lo your spring. Use the pointer to measure how much longer the spring has got. ‘This is called the extension, © You can record your results ina table like thi Toad —]_ Sitension oF sping] (equa weights) fmm weight [ “weights : I S weights Bal ‘¢ Each time you add another weight, measure the extension of the spring. Make sure you always, measure from the original start position of the ‘© Continue adding weights until your spring loses its shape, ‘¢ Then plot a graph of your results (on graph paper starting like this: 4 Wha do you nice about your gape E Wate down what you tik tieans © Ifyou have time, repeat your investigation with = copper wire which is thicker or thinner, ~ iron wire or nichrome wire of the same thickness as the copper wire. In each case, try to predict what you will find. ‘© Write a report of what you did and what you found out. se eye protectionStretching springs - results 2 Nome see saaieieesneseaies Class ‘¢ Record your results in the table: Load Extension of spring equal weights) 1 weight 2 weights 3 weights ‘weights S weights [6 weights # Plot a graph of your results below. Don't forget to number the axes and give your graph a title, A graph to show rm) ‘extension 1 2 load weight weightsLines of best fit Name Class Rachel used a spreadsheet to plot the graphs for 3 different springs. 1 Complete each graph using a line of ‘best fit. Thick steel spring 200 wag ean i is aah ‘ ae 2 u ia 3s te 8 “5 % 3 & : —— 4 ris a0 (My ar 150, : 6 et 125, 700 a 128 2 ° ey Tg a 0 (N) (mm) 100 T I eee 250 t 4 ee 100 * 3 3 atx ieee (600) 0 2 4 6 8 2 Which of these 3 springs stretches most easily? 3 What pattern do you notice between the ext the springs? __ on and weight added to each of 4 Is there something unusual about the copper spring? 5 What weight would be needed to produce an extension of 100 mm for the copper spring? pot Soca 7am tn amo 509 at Me, So era, are, La PtStretching springs HOMEWORK SHEET ee ote Leanne hung a steel spring from a clamp and stand, Then she added slotted masses, one at a time. She used a ruler to measure the length of the spring each ‘Then she began to work out how much the spring as stretching (its extension) Force Length | ‘Extension (teens foe eevee Bas 10 2 L Use the information in the table above to 1 Work ot the lst extensions, 2 Draw the aes fora graph wth force along the bo the side {remember to make yur scale even and abel he axes) 2 Plot he extension for each force on your raph, Draw the fine of best 4 Describe how the sping sete a fist 5 Describe what happens towards the end ofthe experiment Mark scher You will receive 3 marks for comrectly answering question 1. You will receive 2 marks for correctly answering each of questions 2, 3 and 4. You will receive 1 mark for comectly answering question 5. Maximuyn = 10 marksFriction | Name Class © The sentences on the diagram need completing. Finish them off by choosing the correct endings from the box below. so that the tyre does not skid on the road. because it would slow the wheel down. so your hands can grip the handle-bars. So your bottom does not slip off the seat. because it would be hard to steer the bike. So that your feet do not slip off the pedals. Friction is wanted here Friction is not wanted here Gocaaal /Presenting results, finding anomalies ang Name Class A group of pupils did an investigation on the friction of shoes: Their results are shown in the table: ‘Shoe sole] Load n shoe ‘Average fiction resistance over 300m wy, ‘mw paste 5 2 paste 0 3 rubber 5 6 rubber 0 8 Teather 5 3 eather 0 5 vraner 3 8 trainer 0 7 1. Show the data in the table on a suitable graph. (int: which is better inthis ease, a line-graph or a bar-graph?) 2 Look carefully at your graph: Write down the anomalous result. Anomalous’ results do not follow the pattern suggested by the other results.) 3 How could the pupils have made their results more reliable? 4. Which type of shoe sole seems to provide least surface ftiction?1 Ifyou have 2 ears, how can you find ut which ear has the most friction? 2 Investigate how the time taken by the car depends on the weight of the cat, + How can you change the weight of te ear? + How can you measure the (total) weight of the car? * Write down your hypothesis, before you try it 3 Measure the distance between the light gates. ‘Then calculate the speed of your car average speed = Ustance travelled {at each height of the ramp) by oe time taken using the formula shown here: 4. Suppose you are going to plot a graph of average speed. Of tke car against the height of the ramp. 4) Fils, predict the shape of the graph and make a sketch of it. b) Then use your results (fom pa graph on graph paper. ©) Did you predict the shape of the graph correctly? ) to plot the 5 Ifa computer is available, use a spread-sheet to: a) do the calculations in past 3, plot the graph in par 4b,Class. \d out which ear rolled best. Look at the results below and work out the order car Distance car role (em) eee 1 Best ue a — ‘teen 5 a red 60 3 1 back ® 4 Worst B The group repeated their tests. Work out the average and find the order now. . Distance carrones om) teed istty 2d try e ‘i i Due 30 0 2 aren | 75 75 ium sar es 8 50 4 Worst back 30 Gl continued so sok sn one oor sn etReliability of results (continued) ‘They did their tests a third time. Again, work out the averages and find the order. T jistance car rolied (cm) car ia sad Average istivy 2ad ty Sid ty “he 0 o earerashed green Beats 75 75 | red 80 50 5 black oy 0 75 Has the order changed? Whieh &: 1as the most reliable results?_ Explain why Which car has the least reliable results? Give two reasons to justily your answer. How could you make the results for the car the last question mote reliable?7 1<5] | Investigating movement Walia SHEET Name Class Use the writing frame below to help vou plan an investigation to find out how the time taken. by a car depends on the height of the runway The words in the smaller boxes on the right may help you. You do not have to use them, Aim Tam going to see how Prediction Think that because then and but Apparatus Method First Lill next then finally and Fair test Tam going to| keep change Results Twill record time distance heightHOMEWORK SHEET Investigating movement Handling data James and Megan often go roller skating in the park. ‘There are 2 ramps to use. They are the same length, 2 but one is higher and steeper, ie James prefers the higher slope, and Megan prefers, Ihe less steep one. James savs that if they both let go at the top of each, slope at the same time, he will get to the bottom first Megan disagrees. Who do you think is right? At school they ask their teacher if they can do an experiment to test James's prediction, They roll a model car one metre down a ramp: They use light gate sensors to measure the times taken for different heights of the slope, They tried 7 different heights, and they repeated the time measurement 3 times at each height, Here are their results. Complete the last column of the table: ee eee ae es 1% Hag aeaeeaenlae 136 [2 143 “12 cra "26 0937 0938 0939 ies 7 oe ice 40 0671 T 0.672 i 0.671 = Draw a graph of average time against height, What is the shape of the graph? Does the time to travel down the slope increase or decrease as the ramp ismmade higher? ‘Was James right? Why does the car move down the ramp? What is the name given to the energy thal the car has al the top? Where did this energy come from? What is the name given to the energy it has al the bottom? Where is the energy when the car has stopped? What is the resultant force on the car when it has stopped moving? 10 Can you explain why the time taken to travel should change with the height? Try to use some scientific words in your answer. 11 Which things would James and Megan have tried to keep the same in their experiment? 12 Write a paragraph to evaluate this experiment. How could it be improved? eevaua GhN Mark scheme You will receive I mark each for questions 1-9; 2 marks for question 10; questions 11 and 12. marks each for