Physics C4 - IPL Activity Book

INDEX
S.No. Name of the Topic Page No.

1. Units and dimensions 02

2. Motion 03

3. Force and Newton's laws of motion 04 - 06

4. Friction 06 - 08

5. Work power energy 08 - 10

6. Fluid statics 11 - 14

7. Sound 14 - 18

8. Thermometry 18 - 21

9. Light 22 - 30

10. Human eye and colourful world 30 - 31

11. Static electricity 32 - 33

12. Current electricity 34 - 44

13. Magnetic effects of electric current 45 - 50

Varsity Education Management Pvt. Ltd. 1

C4 - IPL Activity Book Physics

UNITS AND DIMENSIONS

ACTIVITY – 1 :
Aim : To prove that centimetre is a standard unit to measure the length of object compared to hand
span.
Procedure : Ask one of your classmate to stand with his back against a wall. Make a mark on the
wall exactly above his head. Now, measure the distance from the floor to this mark on the wall with
your handspan and then with a metre scale. Let all other students measure this length in a similar way.
Record all observations in Table
Who measured Number of Height in
the Height handspans cm
Harsha 8 116 cm

Sindhu 7 116 cm

Kumar 9 116 cm

Praveen 7 116 cm

Ramu 8 116 cm
Observation : Height measured with hand span is different for different students ,where as height
measured with metre scale is same for all the students.
Conclusion : Centimetre is a standard unit of measurement to measure the length of object compared
to hand span.
ACTIVITY – 4 :
Aim : To measure the length of curved line with thread.
Procedure : Use a thread to measure the length of the curved line AB as shown in figure. Put a knot
on the thread near one of its ends. Place this knot on the point A. Now, place a small portion of the
thread along the line, keeping it taut using your fingers and thumb. Hold the thread at this end point
with one hand. Using the other hand, stretch a little more portion of the thread along the curved line.
Go on repeating this process till the other end B of the curved line is reached. Make a mark on the
thread where it touches the end B. Now stretch the thread along a metre scale. Measure the length
between the knot in the beginning and the final mark on the thread.

Observation : The length between the knot in the beginning and the final mark on the thread gives
length of curved line AB.
Conclusion : The length of curved objects can be measured by using thread or measuring tape.
2 Varsity Education Management Pvt. Ltd.
Physics C4 - IPL Activity Book
MOTION

ACTIVITY – 1 :
Aim : To calculate the time period of simple pendulum.
Procedure : Take a thread or string of length nearly one meter and tie the bob at one end as shown in
figure. This set up is called simple pendulum.
Mark the mean position of the bob on the floor below it. To set the pendulum in motion, gently hold
the bob and move it slightly to one side.
Make sure that the string attached to the bob is taut while you displace it.
Now release the bob from its displaced position. Remember that the bob is not to be pushed when it
is released.
Note the time on the clock when the bob is at its mean position. Measure that time the pendulum takes
to complete 20 oscillations.
Record your observations in table. Repeat this activity a few times and record your observations.

Observation :

S.No. Time taken for 20 Time Period

Oscillations
1 42 s 2.1 s

2 40 s 2.0 s

3 41 s 2.05 s

By dividing the time taken for 20 oscillations by 20, get the time taken for one oscillation, or the time
period of the pendulum
Simple pendulum takes approximately equal time for the each oscillation.
Conclusion : The time period of simple pendulum is 2 seconds.

Varsity Education Management Pvt. Ltd. 3

C4 - IPL Activity Book Physics
FORCE AND NEWTON’S LAWS OF MOTION
ACTIVITY – 1 :
Aim : To show that effect of force on object is depends on magnitude and direction of applied force.
Choose a heavy object like a table or a box, which you can move only by pushing hard. Try to push
it all by yourself.
Now ask one of your friends to help you in pushing it in the same direction.
Now push the same object, but ask your friend to push it from the opposite side.

Force acting on box same direction Force acting on box in opposite direction
Observation : When the box is pushed by a single person, it is difficult to be pushed.
When two persons apply force on the box in the same direction, the magnitude of the applied force
becomes double, in this case, the box moves easily.
When two persons apply a force of similar magnitude on the box in opposite directions, the resultant
force becomes zero, so the box doesn’t move.
On the other hand, when two persons apply forces of different magnitudes on the box, the box moves
in the direction of the larger force.
Conclusion : If the direction or the magnitude of the applied force changes, its effect also changes.

ACTIVITY – 2 :
Aim : To show that magnetic force is an example of non-contact force.
Procedure : Take a pair of bar magnets. Place the longer side of one of the magnets over three round-
shaped pencils or wooden rollers as shown in figure.
Now bring south pole of the other magnet near the north pole of the magnet placed on the rollers.
Make sure that the two magnets do not touch each other. Observe what happens.
Next, bring the other end (north pole) of the magnet near the same end of (north pole) the magnet
placed on the rollers as show in figure.

4 Varsity Education Management Pvt. Ltd.

Physics C4 - IPL Activity Book

Attraction between the unlike poles Repulsion between the like poles
Observation : When S pole of a magnet is brought near the N pole the magnet on the pencils or
rollers starts moving towards the magnet in hand.
This shows the attraction takes place between the different ends (poles) of magnets.
In the second case, the same end north pole is brought near the north of the magnet on the roller, then
the magnet starts moving away from the magnet in hand.
This shows the repulsion takes place between the same ends (poles) of magnets.
Conclusion : Magnetic force is an example to non-contact force.

ACTIVITY - 3 :
Aim : Describing inertia of rest.
Procedure : Set a five-rupee coin on a stiff card covering an empty glass tumbler standing on a table
as shown in figure.
Give the card a sharp horizontal flick with a finger.

Observation : The coin falls inside the galss

Conclusion : The inertia of the coin tries to maintain its state of rest even when the card flows off.

Varsity Education Management Pvt. Ltd. 5

C4 - IPL Activity Book Physics

ACTIVITY - 4 :
Aim : Describing Newton’s third law of motion.
Procedure : Take a big rubber balloon and inflate it fully. Tie its neck using a thread. Also using
adhesive tape, fix a straw on the surface of this balloon.
Pass a thread through the straw and hold one end of the thread in your hand or fix it on the wall.
Ask your friend to hold the other end of the thread or fix it on a wall at some distance. This arrange-
ment is shown in figure.
Now remove the thread tied on the neck of balloon. Let the air escape from the mouth of the balloon.
Observe the direction in which the straw moves.

Observation : Balloon moves forward and air moves out in the opposite direction.
Conclusion : Every action has equal and opposite direction.

FRICTION
ACTIVITY – 1 :
Aim : To show that friction opposes the motion of an object.
Procedure : Gently push a book on a table as shown in figure (a)
You observe that it stops after moving for some distance.
Repeat this activity pushing the book from the opposite direction as shown in figure (b)
The book stop this time, also.

Figure (a) Figure (b)

6 Varsity Education Management Pvt. Ltd.

Physics C4 - IPL Activity Book
Observation : When the book is pushed on the surface of the table, it stops after moving some
distance and when the book is pushed in the opposite direction, at this time also it stops.
It happens because a force acts on the book in the opposite direction of the motion. This force is
known as a force of friction.
The force of friction acts between the surface of the book and the surface of the table.
Conclusion : The force of friction always opposes relative motion between the surfaces of the book
and the table.

ACTIVITY – 2 :
Aim : To show that, friction force depends on nature of surfaces in contact
Procedure : Make an inclined plane on a smooth floor, or on a table. You may use a wooden board
supported by bricks, or books.
Put a mark with a pen at any point A on the inclined plane. Now let a pencil cell move down from this
point. How far does it move on the table before coming to rest? Note down the distance.
Now spread a piece of cloth over the table. Make sure that there are no wrinkles in the cloth.
Try the activity again. Repeat this activity by spreading a thin layer of sand over the table.
Maintain the same slope throughout the activity

Observation :
Case I : When a pencil cell let to be rolled on the inclined plane from point A, it covers a distance say
30 cm. , on the smooth surface of a table.
Case II : Now we spread a cloth over the smooth surface of the table and let the pencil cell roll
from point A at an inclined plane, this time pencil cell covers a distance of 20cm (lesser than the
previous situation).
Case III : Now we spread a layer of sand over the smooth surface of the table and let the pencil cell
roll from point A at the inclined plane, this time pencil cell covers a distance of 5 cm.
We can see the distance covered is minimum in the case when a thin layer of sand is spread over the
table.
It so happened because the rough surfaces provide high friction.
Conclusion : The friction depends upon the nature of the surface in contact, i.e, rough surface apply
more friction than smooth surfaces.
Varsity Education Management Pvt. Ltd. 7
C4 - IPL Activity Book Physics
ACTIVITY – 3 :
Aim : To show that rolling friction is smaller than sliding friction.
Procedure : Place a book on table and push it gently as shown in figure. The book stops after moving
some distance.
Now take a few pencils which are cylindrical in shape. Place them parallel to each other on a table.
Place a thick book over it.
Now push the book.

Observation : When the book placed over the pencils is pushed, it moves easily and the pencils also
roll. Rolling a book is easier than sliding the book over a surface.
When one body rolls over the surface of another body, the resistance to its motion is called rolling
friction.
Conclusion : The rolling friction is smaller than sliding friction.

WORK AND ENERGY

ACTIVITY – 1 :
Aim : Describing potential energy.
Procedure : Take a rubber band. Hold it at one end and pull from the other. The band stretches.
Release the band at one of the ends. What happens?
The band will tend to regain its original length. Obviously, the band had acquired energy in its
stretched position. How did it acquire energy when stretched.
Observation : When the rubber band is pulled, it gets stretched and energy is stored in it due to work
done on it.
The shape of rubber band changes and the energy stored in it due to a change in the shape is known
as ‘Potential energy’.
When the rubber band is released, its potential energy is used in the form of kinetic energy, and the
rubber band gets its original shape.
8 Varsity Education Management Pvt. Ltd.
Physics C4 - IPL Activity Book

Conclusion : The energy is stored in any object when its shape is changed and this form of energy is
known as Potential energy.
ACTIVITY – 2 :
Aim : To show that potential energy acquired by an object is depends on it height from the surface of
earth.
Procedure : Take a heavy ball. Drop it on a thick bed of sand. A wet bed of sand would be better.
Drop the ball on the sand bed from a height of about 25cm. the ball creates a depression.
Repeat this activity from heights of 50cm,1m, and 1.5m. Ensure that all the depressions is distinctly
visible. Mark the depression to indicate the height from which the ball was dropped.
Compare their depths.

Observation : The deepest depression is created when the ball is dropped from a height of 1.5m and
the shallowest depression is created when the ball is dropped from a height of 25cm.
Conclusion : The object at greater height possess maximum potential energy.

Varsity Education Management Pvt. Ltd. 9

C4 - IPL Activity Book Physics
ACTIVITY – 3 :
Aim : To show that fast moving object can do more work than identical object moving slow.
Procedure : Set up the apparatus as shown in the figure.
Place a wooden block of known mass in front of the trolley at a convenient fixed distance.
Place a known mass on the pan so that the trolley starts moving.
The trolley moves forward and hits the wooden block.
Fix a stop on the table in such a manner that the trolley stops after hitting the block. The block gets
displaced.
Note down the displacement of the block. This means work is done on the block by the trolley as the
block has gained energy. Repeat this activity by increasing the mass of the pan.
Note down the displacement in each case

Observation : When a mass is placed on the pan, the trolley starts moving and hits the block, it gets
displaced.
When the mass is increased in the pan, this time more potential energy is converted into more kinetic
energy. so the trolley hits the block with more force and the block gets displaced more.
Conclusion : The body which has more kinetic energy can do more work.

ACTIVITY – 4 :
Aim : To show that potential energy can convert into kinetic energy.
Procedure : Take a bamboo stick and make a bow.
Place an arrow made of a light stick on it with one end supported by the stretched string.
Now stretch the string and release the arrow.
Notice the arrow flying off the bow. Notice the change in the shape of the bow.

Observation : When the string of the bow is stretched, the bow bends, and its shape changes. Due to
this elastic potential energy is stored in it.
When the stretched string is released, the potential energy is converted into kinetic energy which
causes the arrow covers a large distance.
Conclusion : The total mechanical energy of the system is always constant. But it convert from
potenital to kinetic energy or kinetic to potential energy.
10 Varsity Education Management Pvt. Ltd.
Physics C4 - IPL Activity Book

FLUID STATICS

ACTIVITY – 1 :
Aim : To show that liquids exerts pressure at the bottom of the container depends on the height of its
column.
Procedure : Take a transparent glass tube or a plastic pipe. The length of the pipe/tube should be
about 25 cm and its diameter should be 5-7.5 cm.
Also take a piece of a thin sheet of good quality rubber, say, a rubber balloon. Stretch the rubber sheet
tightly over one end of the pipe.
Hold the pipe in the middle, keeping it in a vertical position as shown in the figure.
Ask one of your friends to pour some water into the pipe. Does the rubber sheet bulge out?
Note also the height of the water column in the pipe. Pour some more water.
Observe again the bulge in the rubber sheet and the height of the water column in the pipe.

Observation : When a little amount of water is poured into the column first time, the rubber balloon
swells a little.
Now more water is poured into the column, and the balloon swells more than before.
As the level or height of the water column in the container increases, the pressure increases on the
bottom that’s why the balloon bulge out.
Conclusion : The liquids exert pressure and his pressure depends upon the height of the liquid col-
umn in the container.

Varsity Education Management Pvt. Ltd. 11

C4 - IPL Activity Book Physics

ACTIVITY – 2 :
Aim : To show that a liquid exerts pressure an the walls of container.
Procedure : Take a plastic bottle. Fix a cylindrical glass tube,
a few cm long near its bottom as shown in figure. Make sure that
the water does not leak from the joint.
Cover the mouth of the glass tube with a thin rubber sheet as
shown in figure
Now fill the bottle up to half with water. What do you observe?
Pour some more water into the bottle. Is there any change in the
bulge of the rubber sheet?
Observation : When we pour some water into the bottle, the
balloon fixed in the wall of the bottle swells.
When more water is poured into the bottle, the balloon bulge out more than before.
Conclusion : The liquids exert pressure on the walls of the container and this pressure is depends on
height of liquid column

ACTIVITY – 3 :
Aim : To show that, liquids exert equal pressure at different points which are at equal depth.
Procedure : Take an empty plastic bottle or a cylindrical container.
Drill four holes all around near the bottom of the bottle.
Make sure that the holes are at the same height from the bottom.
Now fill the bottle with water.

Observation : We observe that different streams of water from four holes falls at the same distance
from the bottle.
Conclusion : The liquids exert the same pressure at the same depth.

12 Varsity Education Management Pvt. Ltd.

Physics C4 - IPL Activity Book
ACTIVITY - 4 :
Aim : To show that liquids exert upward force on objects which immersed in it.
Procedure : Take a plastic ball put it in a bucket filled with water. You see that the ball floats.
Push the ball into the water. You feel an upward push. Try to push it further down. You will find it is
difficult to push deeper and deeper.
Now, release the ball. it bounces back to the surface.

Observation : Plastic ball float on the water. We require some force to immerse it into the water; this
force increases with the depth of the water.
When we release the bottle it comes to the surface and floats there.
Conclusion : All the liquids exert upward force on objects which immersed in them. This force
increases with increasing depth in liquid.

ACTIVITY – 5 :
Aim : To show that if upthrust acting on body immersd in liquid is less than the body weight, then the
body sink in the liquid.
Procedure : Take a beaker filled with water.
Take a piece of cork and an iron nail of equal mass.
Place them on the surface of the water.
Observe what happens?

Observation : Iron nail sinks to the bottom while cork floats on the surface.
Conclusion : The upthrust acting on a body is depends on volume of liquid displaced by a body. If
upthrust is more than weight of a body it floats, where as upthrust is less than weight of body it sinks.
Varsity Education Management Pvt. Ltd. 13
C4 - IPL Activity Book Physics
ACTIVITY – 6 :
Aim : To show that when a body is immersed in a fluid, its weight is appears to decreases.
Procedure : Take a piece of stone and tie it to one end of a rubber string or a spring balance.
Suspend the stone by holding the balance of the string.
Note the elongation of the string or the reading on the spring balance due to the weight of the stone.
Now slowly dip the stone in the water in a container.
Observe what happens to the elongation of the string or the reading on the balance.

Observation : The length of the rubber string is lesser when the stone is inside the water or the
reading of spring balance is decrease.
Conclusion : When a body placed in a liquid, due to the upward force acting on the body it appears
to lose its weight.
SOUND
ACTIVITY – 1 :
Aim : To show that sound produced by wind instruments is depends on length of air column in it.
Procedure : Take 6-8 bowls or tumblers. Fill them with water up to different levels, increasing
gradually from one end to the other.
Now take a pencil and strike the bowls gently. Strike all of them
in succession.
You will hear pleasant sound. This setup is called Jaltrang
Observation : When we strike the bowls gently, the water in the
bowls is disturbed and vibrations are produced. These vibrations
travel through water and the surroundings like air to create sooth-
ing sounds.
When the bowl is struck , the water in the bowl produces a low
pitch (low frequency) sounds. As the water in the bowl is in-
creased, the frequency or pitch of the sound also increases. These
vibrations in the water produce music.
Conclusion : The short air column in the bowl produces low
pitch sound, and long air column in the bowl produces high pitch
sound.
14 Varsity Education Management Pvt. Ltd.
Physics C4 - IPL Activity Book
ACTIVITY – 2 :
Aim : To show that sound required medium to travel.
Procedure : Take a metal or glass tumbler. Make sure that it is dry.
Place a cell phone in it. (Remember that the cell phone must not be kept in water.)
Ask your friend to give ring on this cell phone from another cell phone.
Listen to the ring carefully. Now, surround the rim of the tumbler with your hand.
Put your mouth on the opening between your hands. Indicate to your friend to give a ring again.
Listen to the ring while sucking air from the tumbler.
Remove the tumbler from your mouth and listen the sound
Observation : When we place a cell phone in a dry tumbler and
give it a ring, we can hear a ringing sound because there is air in
the tumbler.
Now, we suck all the air from the tumbler and give a ring, this
time we hear a faint sound. As we keep sucking the air, the sound
becomes fainter and fainter.
When the air is completely sucked from the tumbler, we can’t
hear any sound.
Conclusion : Sound needs a medium to travel.

ACTIVITY – 3 :
Aim : To show that sound can travel through liquids
Procedure : Take a bucket or a bathtub. Fill it with clean water.
Take a small bell in one hand. Shake this bell inside the water to produce sound.
Make sure, that the bell does not touch the body of the bucket or the tub.
Place your ear gently on the water's surface. (Be careful: the water should not enter your ear.)
Can you hear the sound of the bell?

Observation : As suggested, we take a bucket and fill it with water and shake the bell inside the
bucket. We can hear the sound of the bell. The sound waves travel through the water (liquids).
Conclusion : Sound can travel through liquids.
Varsity Education Management Pvt. Ltd. 15
C4 - IPL Activity Book Physics
ACTIVITY – 4 :
Aim : To show that vibrating bodies produces sound.
Procedure : Take a tuning fork and set it vibrating by striking its prong on a rubber pad. Bring it near
your ear. You willhear the sound. Now, Suspend a table tennis ball or a small plastic ball by a thread
from support. Touch the ball gently with the prong of a vibrating tuning fork. Observe what happens

Observation : When the vibrating tuning fork is brought near the ear, we can hear sound.
When a non-vibrating fork is brought near the ball, the ball remains in its same position.
When we bring the vibrating tuning fork near the ball, the ball starts moving to and fro.
Vibration produces sound. Vibration means a kind of rapid to and fro motion of an object.
Conclusion : The sound is produced by the vibrating body.
ACTIVITY – 5 :
Aim : The vibrating object possess the kinetic energy.
Procedure : Fill water in a beaker or a glass up to the brim. Gently touch the water surface with one
of the prongs of the vibrating tuning fork. Next dip the prongs of the vibrating tuning fork in water.
Observe what happens in both cases.

Observation : When the prongs of the vibrating tuning fork are touched the water in glass and we
can see vibrations on the surface of the water. We can also hear a sizzling sound.
When we dip the prongs of the tuning fork inside water, water splashes out of the glass.
This happens because of the kinetic energy of vibration transferred to the water.
Conclusion : Sound produced body has kinetic energy due to its vibrations. This kinetic energy can
transfer to the sourrounding media.
16 Varsity Education Management Pvt. Ltd.
Physics C4 - IPL Activity Book
ACTIVITY – 6 :
Aim : Describing langitudinal wave.
Procedure : Take a slinky. Ask your friend to hold one end. You hold the other end. Now stretch the
slinky. Then give it a sharp push towards your friend.
What do you notice? If you move your hand pushing and pulling the slinky alternatively, what will
you observe?
If you mark a dot on the slinky. What will you observe?

Observation : When the slinky is pulled, it starts to uncoil. When it has been pulled completely, we
can see coils in the slinky near the free end go farther from each other and form rarefaction.
When the slinky is pushed, the coil in the slinky near the free end come near and forms compression.
When the slinky is pushed and pulled alternatively, the entire slinky is divided into
compression and rarefactions and they form a disturbance.
This disturbance is called a longitudinal wave.
When we mark a dot on the slinky and this dot moves back and forth in the direction parallel to the
direction of propagation of disturbance.
Conclusion : In longitudinal wave, the particles propagate along the direction of propagation of
wave. Sound waves are longitudinal waves.
ACTIVITY – 7 :
Aim : Verifying laws of reflection for sound wave
i) angle of incidence is always equal to angle of reflection.
ii) incident wave, reflected wave and normal at point of incident all are lie in same plane.
Procedure : Take two identical pipes. You can make the pipes using chart paper. The length of the
pipes should be sufficiently long.
Arrange them on a table near a wall.
Keep a clock near the open end of one of the pipes and try to hear the sound of the clock through the
other pipe.
Adjust the position of the pipes so that you can hear the best sound of the clock.
Now, measure the angles of incidence and angle of reflection and see the relationship between the
angles.

Varsity Education Management Pvt. Ltd. 17

C4 - IPL Activity Book Physics
Lift the pipe on the right vertically to a small height, and observe what happens?

Observation : When all arrangements have been done, we can hear the sound of the clock through
pipes. We observe that the sound of the clock changes with angles.
The sound of the clock is maximum when the angle of incidence is equal to the angle of reflection.
When we lift the pipe vertically to some height, we can not hear the sound of the clock, because now
the pipe is no longer in the same plane of the incident sound, reflected sound, and normal.
Conclusion : Like light waves, the sound waves also follows laws of reflection.

THERMOMETRY
ACTIVITY – 1 :
Aim : Describe the feeling of hotness or coldness of a body.
Procedure : Take three large containers and label them A, B and C, as shown in figure.
Pour warm water in container A, tap water in B and icecold water in C.
Dip your right hand in A so you feel warm and left hand in C you feel cool and keep them there for
1 to 2 minutes.
Take out your hands from containers A and C, and place both hands simultaneously in B.

Observation : Your right hand feel cool, but left hand feel warm.
Conclusion : We cannot always rely upon our sense of touch to decide correctly whether a body is
hot or cold.

18 Varsity Education Management Pvt. Ltd.

Physics C4 - IPL Activity Book
ACTIVITY – 2 :
Aim : Measure the temperature of hot water in laboratory
Procedure : When the thermometer is immersed in water, its bulb should not touch the bottom or the
sides of the beaker.
The thermometer should be held vertically as shown in figure.
The temperature must be read while the thermometer is immersed in water.
While reading the thermometer, the eye should be directly in line with the level of the liquid column
to be read as shown in figure.
Wait till the column stops rising and note the temperature.
Notice that, as soon as you take the thermometer out of the water, the level of liquid column begins to
fall.
The temperature must be read while the thermometer is immersed in water.

Conclusion : Temperature of hot water is measured by laboratory thermometer.

ACTIVITY – 3 :
Aim : Measure the melting point and boiling point of water
Procedure : Arrange the following experimental setups to determine melting point of ice and boiling
point of water as shown in figure.
Note the initial temperature of ice and boiling water.
The initial temperature of ice may be – 5°C and heating water may be 70°C.
You can observe that the temperature of ice and water slowly changes.
Observation : After some time you may notice that the temperature of ice and heating water remains
constant.
The temperature of ice is constant while it is melting note that temperature.
The constant temperature at which ice starts melting is called melting point of ice.
The temperature of heating water is constant while it is boiling i.e., converting into vapure. Note that
temperature.
Varsity Education Management Pvt. Ltd. 19
C4 - IPL Activity Book Physics
The constant temperature at which water starts boiling is called boiling point of water.

Conclusion : Melting point of pure ice is 0 °C and Boiling point of pure water is 100 °C
ACTIVITY – 4 :
Aim : Describe the conduction of heat through solids
Procedure : Take a rod or flat strip of a metal, say of aluminium or iron.
Fix a few small wax pieces on the rod. These pieces should be at nearly equal distance as shown in
figure. Clamp the rod to a stand.
If you do not find a stand, you can put one end of the rod in between bricks.
Now, heat the other end of the rod and observe.

Observation : The wax which is nearer the flame is melt first and falls down and then next. So the
heat energy is transferred from the end nearest to the flame to the hotter end.
Conclusion : The process by which heat energy is transferred from the hotter end to the colder end of
an object is known as Conduction.
20 Varsity Education Management Pvt. Ltd.
Physics C4 - IPL Activity Book
ACTIVITY – 5 :
Aim : Describe the convection of heat through liquids
Procedure : Take a round bottom flask (if flask is not available, a beaker can be used).
Fill it two - thirds with water.
Place it on a tripod, or make some arrangement to place the flask in such a way that you can heat it by
placing a candle below it.
Wait till the water in the flask is still.
Place a crystal of potassium permanganate at the bottom of the flask gently using a straw.
Now, heat the water by placing the candle just below the crystal.

Observation : The coloured streaks are going up and down, This is because when water is heated,
the water near the flame gets hot. Hot water rises up.
The cold water from the sides moves down towards the source of heat.
This process continues till the whole water gets heated.
This mode of heat transfer is known as convection.
Conclusion : In liquids heat transfer by the process of convection.

Varsity Education Management Pvt. Ltd. 21

C4 - IPL Activity Book Physics
LIGHT

ACTIVITY – 1 :
Aim : To show that light travel in straight line.
Procedure : Let us use a piece of a pipe or a long rubber tube. Light a candle and fix it on a table at
one end of the room. Now standing at the other end of the room look at the candle through the pipe.
Is the candle visible? Bend the pipe a little while you are looking at the candle. Is the candle visible
now?

Observation : We can see the candle through a straight pipe, but a bent pipe do not let us see the
candle.
Conclusion : Light travels along a straight line.

ACTIVITY – 2 :

Aim : The image formed by the plane mirror is always virtual, erect and same size as object.
Procedure : Place a lighted candle in front of a plane mirror. Try to see the flame of the candle in the
mirror. Now move the candle to different positions in front of the mirror.
Observe the image in each case. Now place a vertical screen behind the mirror.
Try to obtain the image of the candle on this screen.
Now place the screen in front of the mirror. Can you get the image on the screen now?

Observation : An image formed by a plane mirror can not formed on the screen and is same size as
object.
Conclusion : The image formed by the plane mirror is always virtual, erect and same size as object.

22 Varsity Education Management Pvt. Ltd.

Physics C4 - IPL Activity Book
ACTIVITY – 3 :
Aim : To show that, the image formed by the plane mirror is at the same distance behind the mirror as
the object is infront of it.
Procedure : Take a chess board. Fix a plane mirror vertically on this board as shown in figure. Place
any small object, such as a pencilsharpener, at the boundary of the third square counting from the
mirror .
Note the position of the image. Now shift the object to the boundary of the fourth square.
Again note the position of the image.

Observation : The distance between the mirror to object is equal to distance between mirror to
image.
Conclusion : The image is at the same distance behind the mirror as the object is in front of it

ACTIVITY – 4 :
Aim : To verify laws of reflection of light
i) angle of incidence is always equal to angle of reflection.
ii) incident ray, reflected ray and normal at point of incident all are lie in same plane.
Procedure : Fix a white sheet of paper on a drawing board or a table.
Take a comb and close all its openings except one in the middle.
You can use a strip of black paper for this purpose.
Hold the comb perpendicular to the sheet of paper.
Throw light from a torch through the opening of the comb from one side.
With a slight adjustment of the torch and the comb, you will see a ray of light along the paper on the
other side of the comb. Keep the comb and the torch steady.
Place a strip of a plane mirror in the path of the light ray.
Observation : We get a light ray when a beam of light passes through a comb. we place a mirror in
the path of the light ray, then we can see the other light ray coming from the mirror.

Varsity Education Management Pvt. Ltd. 23

C4 - IPL Activity Book Physics

The light ray which strikes the mirror is called an incident ray and the ray coming from the mirror
after striking is called a reflected ray.
Now we place a sheet of white paper, and draw the position of the mirror, incident ray, and reflected
ray on it.
Now we remove the comb and mirror and draw a perpendicular line called normal.
Now we measure the angle of reflection with respect to the angle of incidence and repeat this activity
many times.

Observation :
S.No. Angle of incidence ∠i Angle of reflection ∠r

1 30° 30°

2 40° 40°

3 45° 45°

4 50° 50°

5 60° 60°
1) We can see that angle of incidence is always angles of reflection.
2) Incident ray, normal, reflected ray all lie on plane of paper.
Conclusion : Laws of reflection are verified.

24 Varsity Education Management Pvt. Ltd.

Physics C4 - IPL Activity Book
ACTIVITY – 5 :
Aim : To obtain the image of sun by using concave mirror.
Procedure : Take a concave mirror. Hold it facing the Sun. Try to get the light reflected by the mirror
on a sheet of paper. Adjust the distance of the paper until you get a sharp bright spot on it as shown in
figure. Hold the mirror and the sheet of paper steady for a few minutes.

Observation : After a few minutes, the paper start burning.

Conclusion : This bright spot formed on the paper is the image of the Sun.
ACTIVITY – 6 :
Aim : To show that characteristics of image formed by a concave mirror is depends on position of
object infront of it.
Procedure : Take a concave mirror. Find out its approximate focal length in the way described
above. Note down the value of focal length.
Mark a line on a table with a chalk. Place the concave mirror on a stand. Place the stand over the line
such that its pole lies over the line.
Draw with a chalk two more lines parallel to the previous line such that the distance between any two
successive lines is equal to the focal length of the mirror. These lines will now corresponding to the
positions of the points P,F and C, respectively. Remember – For a spherical mirror of small aperture,
the principal focus F lies mid-way between the pole P and the centre of curvature C.
Keep a bright object, say a burning candle, at position far beyond C. Place a paper screen and move
it in front of the mirror till you obtain a sharp bright image of the candle flame on it.
Observe the image carefully. Note down it nature, position and relative size with respect to the object
size.

Varsity Education Management Pvt. Ltd. 25

C4 - IPL Activity Book Physics
Repeat the activity by placing the candle – (a) just beyond C. (b) at C, (c) between F and C, (d) at F,
and (e) between P and F.
Observation :
Position of the Position of the Size of the image Nature of the
object image image

At infinity At the focus F Highly diminished Real & inverted

Point - sized

Beyond ‘C’ Between F and C Diminished Real & inverted

At ‘C’ At C Same size Real and Inverted

Between C and F Beyond C Enlarged Real & inverted

At ‘F’ At infinity Highly enlarged Real and Inverted

Between P and F Behind the mirror Enlarged Virtual & erect

Conclusion : The characteristics of image formed by a concave mirror is depends on position of

object infront of it.
ACTIVITY – 7 :
Aim : To show that a convex mirror always forms virtual diminished images.
Procedure : Take a convex mirror.
Place a burning candle in front of it as shown in figure.
Observe the image of the candle in the mirror. Is the image erect or inverted?
Move the candle away from the mirror slowly. Does the image become
smaller or larger?
Repeat this Activity carefully. State whether the image will move closer
to or farther away from the focus as the object is moved away from the
mirror?
Observation : The image formed by a convex mirror is virtual and diminished, when the object
moved farther away from the mirror the image moves closer to the focus.

Position of the Position of the Nature of the Size of the image

object image image
At infinity At focus, behind the highly diminished virtual and erect
mirror point sized
Between infinity between F and P diminished virtual and erect
and mirror behind the mirror
Conclusion : A convex mirror always forms virtual erect and diminished image

26 Varsity Education Management Pvt. Ltd.

Physics C4 - IPL Activity Book

ACTIVITY – 8 :
Aim : Describing refraction of light
Procedure : Place a coin at the bottom of a bucket filled with water.
Try to pick up the coin did you succeed in picking up the coin?
Repeat this activity.
Observation : The coin in the water bucket not possible to pickup. This is becuase the light coming
from coin, which is in water is bend and travel in air. So, coin appears to be closer than its actual
distance.

Conclusion : Due to the refraction of light, the appearnt position of coin in water changes.
ACTIVITY – 9 :
Aim : To show that when the light ray passes through the glass slab, the incident ray and energy ray
are parallel to each other.
Procedure : Fix a sheet of white paper on a drawing board using drawing pins.
Place a rectangular glass slab over the sheet in the middle.
Draw the outline of the slab with a pencil. Let us name the outline as ABCD.
Take four identical pins.
Fix two pins, say E and F, vertically such that the line joining the pins is inclined to the edge AB.
Look for the images of the pins E and F through the opposite edge. Fix two other pins, say G and H.
Such that these pins and the images of E and F lie on a straight line.
Remove the pins and the slab.
Join the positions of tip of the pins E and F and produce the line up to AB. Let EF meet AB
at O.
Similarly, join the positions of tip of the pins G and H and produce it up to the edge CD. Let HG meet
CD at O ' .
Join O and O ' . Also produce EF up to P, as shown by a dotted line in figure
Here, the light ray changed its direction at points O and O ' . Both the points O and O ' lie on surfaces
seperating two transparent media. Draw a perpendicular NN’ to AB at O and another perpendicular
MM ' to CD at O ' .
Varsity Education Management Pvt. Ltd. 27
C4 - IPL Activity Book Physics
Observaton : The light ray at point O enters from a rarer medium (air) to a denser medium (glass).
The light ray bends towards the normal. At O ' , the light ray enters from glass to air, (denser medium
to rarer medium). The light here bends away from the normal.

Compare the angle of incidence with angle of refraction at both refracting surfaces AB & CD. A ray
EO is obliquely incident on surface AB, called incident ray.
O O' is the refracted ray and O ' H is the emergent ray. The emergent ray is parallel to the direction
of the incident ray.
Conclusion : The extent of bending of the ray of light at the opposite parallel faces AB (air - glass
interface) and CD (glass-air interface) of the rectangular glass slab is equal and opposite. This is why
the ray emerges parallel to the incident ray. However, the light ray is shifted sideward slightly.
ACTIVITY – 10:
Aim : To obtain the image of sun by using convex lens.
Procedure : Take a convex lens. Put it in the path of sunrays. Place a sheet of paper as shown in
Figure. Adjust the distance between the lens and the paper till you get a bright spot on the paper. Hold
the lens and the paper in this position for a few minutes.

Observation : After a few minutes, the paper start burning

Conclusion : This bright spot formed on the paper is the image of the Sun
28 Varsity Education Management Pvt. Ltd.
Physics C4 - IPL Activity Book
ACTIVITY – 11 :
Aim : To show that characteristics of image formed by a convex lens is depends on position of object
infront of it.
Procedure : Take a convex lens. Find its approximate focal length in a way described in Activity
Draw five parallel straight lines, using chalk, on a long Table such that the distance between the
successive lines is equal to the focal length of the lens.
Place the lens on a lens stand. Place it on the central line such that the optical centre of the lens lies just
over the line.
The two lines on either side of the lens correspond to F and 2F of the lens respectively. Mark them
with appropriate letters such as 2F1, F1, F2 and 2F2, respectively.
Place a burning candle, far beyond 2F1 to the left obtain a clear sharp image on a screen on the
opposite side of the lens.

Note down the nature, position and relative size of the image.
Repeat this Activity by placing object just behind 2F1, at 2F1, between F1 and 2F1 at F1, between F1
and O. Note down and tabulate your observations.
Observation :
Position of the Position of the Relative size of the Nature of the
object image image image
At infinity At F2 Highly diminished Real and inverted
point – sized

Beyond 2F1 Between F2 and 2F2 Diminished Real and inverted

At 2F1 At 2F2 Same size Real and inverted

Between F1 and 2F1 Beyond 2F2 Enlarged Real and inverted

At focus F1 At infinity Hightly enlarged Real and inverted

Between F1 and On the same side of Enlarged Virtual and erect

optical centre O the lens as the object
Conclusion : The characteristics of image formed by a convex lens are depend on position of object
infront of convex lens.

Varsity Education Management Pvt. Ltd. 29

C4 - IPL Activity Book Physics

ACTIVITY – 12 :
Aim : To show that concave lens always forms virtual, diminished image.
Procedure : Take a concave lens. Place it on a lens stand.
Place a burning candle on one side of the lens.
Look through the lens from the other side and observe the image.
Try to get the image on a screen, if possible. If not, observe the image
directly through the lens.
Note down the nature, relative size and approximate
position of the image.
Observation : Image will not be obtained on a screen but can be observed through the lens. Image is
virtual, erect and diminished and formed on the concave lens.
Move the candle away from the lens. Note the change in the size of the image. What happens to the
size of the image when the candle is placed too far away from the lens?
Position of the Position of the Relative Nature of the
object image Size of the image image

At infinity At F1 Highly diminished Virtual and erect

point – sized

Between infinity & O Between F1 and O Diminished Virtual and erect

Conclusion : When the light ray incident obliquely on one of the refractive surface of prism, then the
amergent ray make certain angle with incident ray.

HUMAN EYE & COLOURFUL WORLD

ACTIVITY – 1 :

Aim : To find the angle of deviation when the light ray passes through the glass prism.
Procedure : Fix a sheet of white paper on a drawing board using drawing pins.
Place a glass prism on it in such a way that it rests on its triangular base. Trace the outline of the prism
using a pencil.
Draw a straight line PE inclined to one of the refracting surfaces, say AB, of the prism.
Fix two pins, say at points P and Q, on the line PE as shown in figure.
Look for the images of the pins, fixed at P and Q, through the other face AC.
Fix two more pins, at points R and S, such that the pins at R and S and the images of the pins at P and
Q lie on the same stright line. Remove the pins and the glass prism.
The line PE meets the boundary of the prism at point E figure. Similarly, join and produce the points
R and S.
30 Varsity Education Management Pvt. Ltd.
Physics C4 - IPL Activity Book
Let these lines meet the boundary of the prism at E and F, respectively. Join E and F.
Draw perpendiculars to the refracting surfaces AB and AC of the prism at points E and F, respectively.
Mark the angle of incidence (∠i ) , the angle of refraction (∠r ) and the angle of emergence (∠e) as
shown in figure.

Observation : A light ray is entering from air to glass at the first surface AB. The light ray, on
refraction, bends towards the normal. At the second surface AC, the light ray enters from glass to air.
Hence it bends away from normal.
Compare angle of incidence and angle of refraction at each refracting surace of the prism. The peculiar
shape of the prism makes the emergent ray bend at an angle to the direction of the incident ray. This
angle is called the angle of deviation ( ∠D ).
Conclusion : When the light ray incident obliquely on one of the refractive surface of prism, then the
emergent ray make certain angle with incident ray.
ACTIVITY – 2 :
Aim : To show that dispersion of while light through prism.
Procedure : Take a glass prism. Allow a narrow beam of sunlight through a small hole in the win-
dow of a dark room to fall on one face of the prism.
Let the light coming out of the other face of the prism fall on a white sheet of paper or on a white wall.

Observation : The colors formed on the screen are similar to those in a rainbow
Conclusion : The white light consists of seven colours.
Varsity Education Management Pvt. Ltd. 31
C4 - IPL Activity Book Physics

STATIC ELECTRICITY
ACTIVITY – 1 :
Aim : Determining electrostatic force.
Procedure : Take a plastic comb and place small paper pieces on table.
Comb your dry hair with comb 5 to 6 times and then place the comb near the small paper pieces.
Observe what happen.

Observation : The comb attracts the paper pieces.

When the comb rubbed with hair, it will get charged. When this charged comb places near the paper
pieces, an opposite charge induces on paper and get sticks to the comb.
Conclusion : Objects can be electrified, when they rubbed with few suitable objects.

ACTIVITY – 2 :
Aim : Describing attraction and repulsion forces between charged bodies.
Procedure : (a) Inflate two balloons. Hang them in such a way that they do not touch each other.
Rub both the balloons with a woolen cloth and release them. What do you observe?
Now let us repeat this activity with the used pen refills. Rub one refill with polythene.
Place it carefully in a glass tumbler using the tumbler as a stand.
Rub the other refill also with polythene. Bring it close to the charged refill.
Be careful not to touch the charged end with your hand. Is there any effect on the refill in the tumbler?
Do the two attract each other, or repel each other?
In this activity, we have brought close together the charged objects that were made of the same
material.
What happens if two charged objects made of different materials are brought close to each other?
(b) Rub a refill and place it gently in a glass tumbler as before.
Bring an inflated charged balloon near the refill and observe
Observation : An inflated balloon repels another inflated balloon because both balloons are made
up of the same material. So they have similar charges on them.
When a charged refill is brought near another charged refill, they repel each other. The reason is the
same- both refills are made up of the same material so they have a similar charge.
Similarly charged bodies repel each other.
Now we rub an inflated balloon and refill. When the balloon is brought near the refill, they attract
each other.
32 Varsity Education Management Pvt. Ltd.
Physics C4 - IPL Activity Book
It happens because both are made of different materials and have different charges on them.

Conclusion : Like charges repel each other and unlike charges attract each other.

ACTIVITY – 3 :
Aim : To test whether an object is carrying charge or uncharged.
Procedure : Take an empty jam bottle. Take a piece of cardboard slightly bigger in size than the
mouth of the bottle. Pierce a hole in it so that a metal paper clip can be inserted.
Open out the paper clip as shown in figure. Cut two strips of aluminum foil about 4 cm × 1 cm each.
Hang them on the paper clip.
Insert the paper clip in the cardboard lid so that it is perpendicular to it.
Charge a refill and touch it with the end of the paper clip. Observe what happens.
Now, touch other charged bodies with the end of the paper clip. Observe what happens.

Observation : When we touch a rubbed (charged) refill to the clip. The aluminium foils repel each
other. Because the foils receive the same charge from the charged refill through the paper clip.
Every time we touch the paper clip with any rubbed-charged body, the foils repel each other.
This apparatus or setup can be used to detect whether an object carrying charge or not.
This is called an electroscope.
Conclusion : Electroscope is a device used to test whether the body is charged or uncharged.

Varsity Education Management Pvt. Ltd. 33

C4 - IPL Activity Book Physics

CURRENT ELECTRICITY

ACTIVITY – 1 :
Aim : Describing simple electric circuit
Procedure : Take four lengths of electric wire with differently coloured plastic coverings.
Remove a little of the plastic covering from each length of wire at the ends.
Fix the exposed parts of two wires to the cell and the other two of the bulb as shown in figure.
Now, connect the wires fixed to the bulb with those attached to the cell in six different ways as have
been shown in figure (a) to (f).
For each arrangement, find out whether the bulb glows or not

Observation : In situation (a) and (f) the bulb glows.

Conclusion : When positive terminal of the cell is connected to one of the terminal of the bulb and the
negative terminal of cell (flat disc) is connected to the another terminal of the bulb, then the circuit
becomes completed and bulb glows.

34 Varsity Education Management Pvt. Ltd.

Physics C4 - IPL Activity Book
ACTIVITY – 2 :
Aim : Clasifying materials as conductors and insulators.
Procedure : Make the electric circuit as shown in figure (a). Bring the free ends of the two wires
close, to let them touch each other. The bulb light up.
Now you can use this arrangement to test whether any given material allows current to pass through
it or not.
Collect samples of different types of materials such as coins, cork, rubber, glass, keys, pins, plastic
scale, wooden block, aluminum foil, candle, sewing needle, thermo Col, paper and pencil lead.
One by one bring the free ends of the wires of your tester in contact with two ends of the samples you
have collected.
Make sure that the two wires do not touch each other while you are doing so. Does the bulb glow in
each case? Record your observations.

Object used in Material it is Bulb glows ?

place of the switch made of (Yes/No)
Key Metal Yes

Eraser Rubber No

Scale Plastic No

Matchstick Wood No

Glass bangle Glass No

Iron nail Metal Yes

Observation : Materials which allow electric current to pass through them are conductors of electric-
ity.
Materials which do not allow electric current to pass through them are Insulators of
electricity
Conclusion : All the materials does not allow electric current through them.
Varsity Education Management Pvt. Ltd. 35
C4 - IPL Activity Book Physics
ACTIVITY – 3 :
Aim : To show that electrical energy converted into heat energy
Procedure : Take an electric cell, a bulb, a switch and connecting wires. Make an electric circuit as
shown in figure. This activity has to be done using only one cell. Keep the switch in the ‘OFF’
position. Does the bulb glow? Touch the bulb. Now move the electric switch to the ‘ON’ position
and let the bulb glow for a minute or so. Again touch the bulb. Do you feel any difference? After
moving the switch back to the ‘OFF’ position, touch the bulb again

Observation : The glowing electric bulb become warm.

Conclusion : The electric bulb converts some of electrical energy into heat energy
ACTIVITY – 4 :
Aim : To show that current carrying conductor produces magnetic field around it.
Proceduce : Take the cardboard tray from inside a discarded matchbox. Wrap an electric wire a few
times around the cardboard tray. Place a small compass needle inside it. Now connect the free ends of
this wire to an electric cell through a switch as shown in Figure. Note the direction in which the
compass needle is pointing. Bring a bar magnet near the compass needle. Observe what happens.
Now, while watching the compass needle carefully, move the switch to the ‘ON’ position and then
OFF position What do you observe?

Observation :
1. When the bar magnet brought nearer to the compass needle , the needle gets deflected
2. When the switch is ON position, the compass needle gets deflected and when the switch is in
OFF position, compass needle come back to its original position.
Conclusion : Magnetic field produced around current carrying conductor.
36 Varsity Education Management Pvt. Ltd.
Physics C4 - IPL Activity Book
ACTIVITY – 5 :
Aim : Making of an electromagnet.
Procedure : Take around 75 cm long piece of insulated flexible wire and an iron nail, say about
6 –10 cm long. Wind the wire tightly around the nail in the form of a coil. Connect the free ends of the
wire to the terminals of a cell through a switch as shown in figure. Place some pins on or near the end
of the nail. Now switch on the current.

Observation : When the current passes through the coil,the pins attracted to the tip of the nail, When
the current is switch off, the pins will fall.
Conclusion : When the current passes around the nail, it behaves like a magnet.
ACTIVITY – 6 :
Aim : Clasifying the liquids into conductors and insulators.
Procedure : Take the tray from inside a discarded matchbox. Wrap an electric wire a few times
around the tray. Place a small compass needle inside it.
Now connect one free end of the wire to the terminal of a battery. Leave the other end free.
Take another piece of wire and connect it to the other terminal of the battery.
Join the free ends of two wires momentarily. The compass needle should show deflection.

Now we will check the conductivity of different liquids.

We dip the two free ends of wires in the given liquids such as lemon juice, Vinegar, Tap Water,
Vegetable oil, Milk, Honey, etc.
If the compass needle shows deflection, it means the liquid conducts electricity and if the compass
needle does not show any deflection, this means the given liquid does not conduct electricity.
Varsity Education Management Pvt. Ltd. 37
C4 - IPL Activity Book Physics
We will record observations in the table.
S. No. Material Compass needle Conductor/
deflection Yes/no Insulator
1. Lemon juice Yes Conductor
2. Vinegar Yes Conductor
3. Tap water Yes Conductor
4. Vegetable oil No Insulator
5. Milk Yes Conductor
6. Honey No Insulator
7. Distilled water No Insulator
8. Kerosene oil No Insulator
Conclusion : The liquids which allow the current through them are called conductors. The liquids
which does not allow the current through tham are called insulators.
ACTIVITY – 7 :
Aim : Describing chemical change in liquids while electric current passes through them.
Procedure : Take out carbon rods carefully from two discarded cells.
Clean their metal caps with sandpaper.
Wrap copper wires around the metal caps of the carbon rods and join them to a battery.
We call these two rods electrodes. (Instead of carbon rods, you may take two iron nails about 6 cm
long). Pour a cupful of water into a glass/plastic bowl.
Add a teaspoonful of salt or a few drops of lemon juice to water to make it more conducting.
Now immerse the electrodes in this solution. Make sure that the metal caps of the carbon rods are
outside the water. Wait for 3 to 4 minutes. Observe the electrodes carefully.

Observation : When an electric current is passed through electrodes, a chemical reaction takes place
so bubbles can be seen on the electrodes.
The chemical reaction which takes place depends upon the solution and electrodes we take.
We can see the following changes –
1) Deposition of metal on electrodes 2) Change in colour of the solution
Conclusion : Chemical changes occur when electric current passes through the liquids.
38 Varsity Education Management Pvt. Ltd.
Physics C4 - IPL Activity Book
ACTIVITY – 8 :
Aim : Describing the process of electroplating.
Procedure : We will need copper sulphate and two copper plates of size around 10 cm × 4 cm.
Take 250 mL of distilled water in a clean and dry beaker.
Dissolve two teaspoonfuls of copper sulphate in it.
Add a few drops of dilute sulphuric acid to the copper sulphate solution to make it more conducting.
Clean copper plates with sand paper. Now rinse them with water and dry them.
Connect the copper plates to the terminals of a battery and immerse them in copper sulphate solution.
Allow the current to pass for about 15 minutes.
Now remove the electrodes from the solution and look at them carefully.

Observation : We place two copper electrodes in the copper sulphate solution and pass an electric
current.

Copper sulphate dissociates into copper (Cu+2) and sulphate ions( SO4−2 ).
Copper ions start depositing on the electrode connected to the negative terminal (Cathode), so a
brown layer of copper is formed on the cathode.
At the same time, copper ions get released from the copper electrode connected to the positive termi-
nal of the battery(anode) into the solution. So the amount of copper ions in the solution remains
constant. That’s why the process continues.
The process of depositing a layer of any metal on another material by electricity is called electroplating.
This is the application of the chemical effects of electric current.
Conclusion : Electroplating is the application of chemical effect of electric current.
Varsity Education Management Pvt. Ltd. 39
C4 - IPL Activity Book Physics
ACTIVITY – 9 :
Aim : To verify the relation between current passing throgh conductor and the potential difference
applied across and the ends of conductor at constant temperature.
Procedure : Set up a circuit as shown in figure, consisting of a nichrome wire XY of length, say 0.5
m, an ammeter, a voltmeter and four cells of 1.5 V each (Nichrome is an alloy of nickel, chromium,
manganese, and iron metals.)

Potential difference (V)

6.0

4.5

3.0

1.5

0 0.5 1.0 1.5 2.0

Current (A)

First use only one cell as the source in the circuit. Note the reading in the ammeter I, for the current
and reading of the voltmeter V for the potential difference across the nichrome wire XY in the circuit.
Tabulate them in the Table given.
Next connect two cells in the circuit and note the respective readings of the ammeter and voltmeter
for the values of current through the nichrome wire and potential difference across the nichrome wire.
Repeat the above steps using three cells and then four cells in the circuit separately.
Observation :
Number of Current Potential difference V/I
cells used I (ampere) V(volt) (Volt/ ampere)
1 0.5 1.5 3

2 1.0 3.0 3

3 1.5 4.5 3

4 2.0 6.0 3

In each case, V/I value is apporoximately the same.

V – I graph is a straight line. Thus, V/I is a constant ratio.
Conclusion : The current passing through the conductor is directly proportional to potential difference
applied across its ends at constant temperature.
40 Varsity Education Management Pvt. Ltd.
Physics C4 - IPL Activity Book
ACTIVITY – 10 :
Aim : To show that, different components offer different amounts of opposition for the flow of
electric current through them.
Procedure : Take a nichrome wire, a torch bulb, a 10 W bulb and an ammeter (0 – 5 A range), a
pluge key and some connecting wires.
Set up the circuit by connecting four dry cells of 1.5 V each in series with the ammeter leaving a gap
XY in the circuit, as shown in figure.

Complete the circuit by connecting the nichrome wire in the gap XY. Pulg the key.
Note down the ammeter reading. Take out the key from the pulg.
Replace the nichrome wire with the torch bulb in the circuit and find the current through it by measuring
the reading of the ammeter.
Now repeat the above step with the 10 W bulb in the gap XY.
Observation : The amount of current drawn by different components is different at constant potential
difference.
Conclusion : Certain components offer an easy path for the flow of electric current while the other
resist the flow.
ACTIVITY – 11 :
Aim : To verify the depending factors of resistance of a material.
Procedure : Complete an electric circuit consisting of a cell, an ammeter, a nichrome wire of length
l [say, marked (1)] and a plug key, as shown in figure.

Now, plug the key, Note the current in the ammeter. (Let’s assume the current in the ammeter is 1A).
Replace the nichrome wire by another nichrome wire of same thickness but twice the length, that is
2L [marked (2) in the figure. Note the ammeter reading.
Here, the ammeter reading decreases to one - half (0.5 A)
Now replace the wire by a thicker nichrome wire, of the same length L[marked (3)]. A thicker wire
has a larger cross - sectional area. Again note down the current through the circuit.
Here, reading is increased. If the cross - sectional area is doubled, the ammeter reading is also doubled
(2A).
Varsity Education Management Pvt. Ltd. 41
C4 - IPL Activity Book Physics
Instead of taking a nichrome wire, connect a copper wire [marked (4) in figure in the circuit. Let the
wire be of the same length and same area of cross - section as that first nichrome wire [marked (1)].
Note the value of the current.
Here, reading is changed. Notice the difference in the current in all cases.
Observation : When sample (1) component in the circuit, let the ammeter reading is 1A. The sample
(1) component is replaced with sample (2), then ammeter reading is 0.5 A. Now sample (3) compo-
nent is placed in the circuit, the reading is 2A. If sample (4) is placed instend of sample (3). The
reading changed.
Conclusion : 1) The resistance (R) of a material increases with increasing length. R ∝ l

1
2) The resistance (R) of a material decreases with increasing area of cross section R ∝
A
3) The resistance (R) of a material is depends on nature of material.

ACTIVITY – 12 :

Aim : Finding the effecting resistance of resistors when they are connecting in series combination.
Procedure : Join three resistors of different values R1, R2 and R3 in series connect them with a
battery, an ammeter and plug key insert a voltmeter across the ends X and Y of the series combination
of three resistors, as shown in figure.
Plug the key in the circuit and note the voltmeter reading. It gives the potential difference across the
series combination of resistors. Let it be V. Now measure the potential difference across the two
terminals of the battery. Compare the two values.
Take out the plug key and disconnect the voltmeter. Now insert the voltmeter across the ends X and
P of the first resistor, as shown in figure.

Plug the key and measure the potential difference across the first resistor. Let it be V1.
Similarly, measure the potential difference across the other two resistors, separately. Let these values
be V2 and V3, respectively.
42 Varsity Education Management Pvt. Ltd.
Physics C4 - IPL Activity Book
Observaton : The total potential difference V across a combination of resistors in series is equal to
the sum of potential differences across the individual resistors.
i.e., V = V1 + V2 + V3 ––––– (1)
On applying ohms law V = IR
V1 = IR1, V2 = IR2, V3 = IR3
from equation (1)
IR = IR1 + IR2 + IR3
R = R 1 + R2 + R3
Conclusion : The effective resistance in series combination is equal to sum of their individual
resistances.

ACTIVITY – 13 :
Aim : Finding the effective resistance of resistors, when they are connected in parallel combination.
Procedure : Make a parallel combination, XY, of three resistors having resistances R1, R2, and R3,
respectively .
Connect it with a battery, a plug key and an ammeter, as shown in figure. Also connect a voltmeter in
parallel with the combination of resistors.

Plug the key and note the ammeter reading. Let the current be I. Also take the voltmeter reading.
It gives the potential difference V, across the combination.
The potential difference across each resistor is also V.
This can be checked by connecting the voltmeter across each individual resistor.
Take out the plug from the key. Remove the ammeter and voltmeter from the circuit.
Insert the ammeter in series with the resistor R1, as shown in figure.
Note the ammeter reading, I1.

Varsity Education Management Pvt. Ltd. 43

C4 - IPL Activity Book Physics

Similarly, measure the currents through R2 and R3. Let these be I2 and I3, respectively. What is the
relationship between I, I1, I2 and I3 ?
Observation : It is observed that the total current I, is equal to the sum of these separate currents
through each resistor.
I = I1 + I2 + I3
Let Rp be the equivalent resistance of the parallel combination of resistors.

V
Hence, I = R
p

On applying Ohm’s law to each resistor, we have

V V V
I1 = I2 = I3 =
R1 R2 R3

V V V V
= + +
R P R1 R 2 R 3

or

1 1 1 1
= + +
R P R1 R 2 R 3

Conclusion : The reciprocal of the equivalent resistance of a group of resistances joined in parallel is
equal to the sum of the reciprocals of the individual resistances.

44 Varsity Education Management Pvt. Ltd.

Physics C4 - IPL Activity Book
MAGNETIC EFFECTS OF ELECTRIC CURRENT
ACTIVITY – 1 :
Aim : Describing poles of bar magnet.
Procedure : Spread some iron filings on a sheet of paper. Place a bar magnet over them. Tap the
paper and observe carefully what happers to the iron fillings.

Observaton : Iron fillings are ot stick uniformly tot he magnet. Maximum iron fillings are stick near
the ends of magnet. as shown in figure. very few iron fillings stick at the remaining part of magnet.
Conclusion : Bar magnet has stron field strength at ends of it which are called poles of bar magnet.
ACTIVITY – 2 :
Aim : To show that a freely suspended bar magnet always comes to rest in north south directions.
Procedure : Suspend a bar magnet with a thread tied to the middle of the magnet as shown in figure
Adjust the position of the string till the magnet is balanced horizontally.
Rotate the magnet gently in the horizontal direction and let it comes to rest.
Mark the position corresponding to the ends of the magnet on the piece of paper stuck to the ground.
Join these two points on the ground with a line .

East

North South

West

Observation : Push at its one end of magnet and observe that the magnet comes to rest along the
same line as before.
This line indicates the direction along which the magnet comes to rest.
If you notice the directions of sunrise and sunsets which are east and west, then you can observe that
the line along which bar magnet comes to rest is north and south
Conclusion : A freely suspended bar magnet always comes to rest along north - south directions.
Varsity Education Management Pvt. Ltd. 45
C4 - IPL Activity Book Physics

ACTIVITY – 3 :
Aim : Describing the magnetic field around the barmagnet.
Procedure : Fix a sheet of white paper on a drawing board using some adhesive material.
Place a bar magnet in the centre of it.
Sprinkle some iron filings uniformly around the bar magnet figure, a salt - sprinkle may be used for
this purpose. Now tap the board gently.

Observation : Iron filings near the magnet align along the field lines.
Conclusion : The magnet exerts its influence in the surrounding region. So, the iron filings experience
a force. It makes iron filings to arrange in a pattern.
ACTIVITY – 4 :

Aim : Maping the magnetic lines of forces around the bar magnet
Procedure : Take a small compass and a bar magnet.
Place the magnet in a sheet of white paper fixed on a drawing board, using some adhesive material.
Mark the boundary of the magnet.
Place the compass near the north pole of the magnet. then the south pole of the needle points towards
the north pole of the magnet. The north pole of the compass is directly away from the north pole of
the magnet.
Mark the position of two ends of the needle.
Now move the needle to a new position such that its south pole occupies the position
previously occupied by its north pole.
In this way, proceed step by step till you reach the south pole of the magnet as shown in
figure.
Observation : Join the points marked on the paper by a smooth curve. This curve represents a field
line.
Repeat the above precedure and draw as many lines as you can. You will get a pattern shown figure.
These lines represents the magnetic field around the magnet. These are known as magnetic field
lines.

46 Varsity Education Management Pvt. Ltd.

Physics C4 - IPL Activity Book

S N

Conclusion : The relative strength of magnetic field is shown by the degree of closeness of field
lines. No field lines are intersect with each other.

ACTIVITY – 5 :
Aim : To show that current carrying conductor produces magnetic field around it.
Procedure : Take a straight thick copper wire and place it between the points X and Y in an electric
circuit, as shown in figure. The wire XY is kept perpendicular to the plane of paper.

Horizontally place a small compass near to this copper wire. See the position of its needle.
Pass the current through the circuit by inserting the key into the plug.
Observe the change in the position of the compass needle.
Observation : On passing the current , the compass needle is deflected.
Conclusion : The electric current through the copper wire produces a magnetic effect.

Varsity Education Management Pvt. Ltd. 47

C4 - IPL Activity Book Physics
ACTIVITY – 6 :
Aim : To show that direction of magnetic field produced around the current carrying conductor is
depends an direction of current passing through it.
Procedure : Take a long straight copper wire , two or three cells of 1.5 V each, and a plug key.
Connect all of them in series as shown in figure (a).
Place the straight wire parallel to and over a compass needle.
Plug the key in the circuit.
Observe the direction of the north pole of the needle. If the current flows north to south, as shown in
figure the north pole of the compass needle would move towards the east.
Replace the cell connections in the as shown in figure (b). This would result in the change of the
direction of current through the copper wire, that is, from south to north. Observe the deflection in
compass needle.

figure (a) figure (b)

Observation : There is a change in the direction of deflection of the needle. Now the needle moves
in opposite direction , that is towards the west . It means that the direction of magnetic field produced
by the electric current is also reversed.
Conclusion : If the current flows from north to south, the north pole of the compass needle, which is
placed below the wire moves towards the east.
If the current flows from south to north, the needle which is placed below the wire moves in opposite
direction (towards west).
It means that the direction of magentic field produced by the electric current is also reversed.
ACTIVITY – 7 :

Aim : Describing the magnetic field around the straight current carrying conductor.
Procedure : Take a bettery (12 V) a variable resistance (or rheostat), an ammeter (0 - 5 A), a plug
key, Connecting wires and a long straight thick copper wire.
Insert the thick wire through the centre, normal to the plane of a rectangular cardboard. Take care that
the cardboard is fixed and does not slide up or down .
Connect the copper wire vertically between the points X and Y, as shown in figure, in series with the
batter a plug and key.
48 Varsity Education Management Pvt. Ltd.
Physics C4 - IPL Activity Book

Sprinkle some iron filings uniformly on the cardboard (You may use a salt sprinkler for this purpose)
Keep the variable of the rheostat at a fixed position and note the current through the ammeter.
Close the key so that a current flows through the wire. Ensure that the copper wire placed between
the points X and Y remains vertically straight.
Gently tap the cardboard a few times. Observe the pattern of the iron filings
Observation : The iron filings align themselves showing a pattern of concentric circles around the
copper wire.
They represent the magnetic field lines. The direction of magnetic field lines is reversed if the direc-
tion of current through the copper wire is reversed
Conclusion : The magnetic field lines are formed concentric circles around straight current carrying
conductor.

ACTIVITY – 8 :

Aim : Describing the magnetic field around the current carrying circular coil.
Procedure : Take a rectangular cardboard having two holes.
Insert a circular coil having large number of turns through them, normal to the plane of the cardboard.
Connect the ends of the coil in series with a battery , a key and a rheostat, as shown in figure.
Sprinkle iron filing uniformly on the cardboard. Plug the key.
Tap the cardboard gently a few times. Note the pattern of the iron filings that emerges on the card-
board.

Varsity Education Management Pvt. Ltd. 49

C4 - IPL Activity Book Physics

Observation : Concentric circle patterns of the iron filings emerge on the cardboard. At the centre, it
appears as straight line
Conclusion : A current carrying circular loop behaves like disc magnet.
ACTIVITY – 9 :
Aim : To show that current carrying conductor experiences magnetic force when it is placed in
external magnetic field.
Procedure : Take a small aluminium rod AB (of abou 5 cm)
using two connecting wires suspend it horizontally from a stand,
as shown in figure.
Place a strong horse - shoe magnet in such a way that the rod lies
between the two poles with the magnetic field directed upwards.
For this put the north pole of the magnet vertically below and
south pole vertically above the aluminium rod.
Connect the aluminium rod in series with a battery , a key and a
rheostat.
Now pass a current through the aluminium rod from end B to end A.
Observation : It is observed that the rod is displaced towards the left . You will notice that the rod
gets displaced.
Reverse the direction of current flowing through the rod and observe the direction of its displacement.
It is now towards the right.
Conclusion : Force is exerted on the current - carrying conductor rod when it is placed in external
magnetic field.
The direction of force is also reverse when the direction of current through the conductor is reversed

50 Varsity Education Management Pvt. Ltd.