Investigating Free Fall Using a PASCO Light Gate and a Picket Fence

Free fall is one of the most fundamental ideas in physics. Objects accelerate towards the Earth at a constant rate (approximately $9.8 \, \text{m/s}^2$) provided air resistance is small. But how do students measure this acceleration accurately?

A PASCO light gate and picket fence provide one of the cleanest, quickest, and most precise methods for determining acceleration due to gravity.
This experiment turns an abstract equation into real, high-quality data.

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How the Equipment Works

• The light gate shines a narrow infrared beam.

• The picket fence is a clear plastic strip with evenly spaced black bars.

• As the fence falls through the gate, each bar interrupts the beam.

• The PASCO interface records the time at which each bar breaks the beam.

From this, the software calculates:

• instantaneous velocity at each bar

• acceleration as velocity increases

• a velocity–time graph showing a straight line for free fall

It is far more accurate than stopwatch timing or video analysis.

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The Experiment

Equipment:

• PASCO light gate

• Picket fence strip

• PASCO interface or Capstone software

• Clamp stand

• Padding/tray to catch the fence

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Method

1. Secure the light gate to a clamp stand.

2. Hold the picket fence vertically just above the light gate.

3. Release it without pushing so it falls freely through the beam.

4. Let the PASCO software record the time intervals.

5. Use Capstone to generate the velocity–time graph.

6. Determine the acceleration from the gradient of the graph.

This gives students a direct measurement of $g$.

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Typical Results

A sample velocity–time dataset might produce:

Time (s)	Velocity (m/s)
0.02	0.20
0.04	0.39
0.06	0.59
0.08	0.78
0.10	0.98

The velocity–time graph is almost a straight line.

The gradient of that line is approximately:

$$a \approx 9.7 \, \text{m/s}^2$$

which is extremely close to the accepted value of

$$g = 9.81 \, \text{m/s}^2$$

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Why This Method Works So Well

• Minimal reaction time error: the equipment times the fall automatically.

• Multiple data points: several bars generate dozens of readings.

• Instantaneous velocity: avoids approximations from distance–time data.

• Straight-line graph: makes determining $g$ simple and clear.

• Suitable for GCSE and A Level: conceptually straightforward but highly accurate.

Students see that physics doesn’t just describe the world — it measures it with precision.

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Skills Highlight

• Using data-logging equipment

• Producing velocity–time graphs

• Determining gradients and acceleration

• Understanding sources of error (air resistance, alignment, release method)

• Applying the equations of motion to real data

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Why It Works in Teaching

The PASCO light gate offers a near-faultless measurement of free fall. Students gain confidence in interpreting graphs and handling real scientific datasets — crucial skills for exam practicals and A Level progression.

It transforms the idea of constant acceleration from a formula into a beautifully clear line of data points.

 

Exploring Sequences and Series with Real Data

Sequences and series often feel abstract when first introduced at GCSE and A Level Maths. Students meet arithmetic sequences, geometric sequences, summations, sigma notation, and nth-term formulas — but without a real context, they can seem like pure symbols on a page.

Using real data changes everything. From savings accounts to sports performance, population growth, and even YouTube subscriber trends, sequences and series describe patterns that unfold over time. Bringing real examples into the classroom helps students understand not just how to calculate terms, but why sequences matter in real-world mathematics.

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Why Use Real Data?

Real data:

• gives meaning to the numbers

• shows how patterns emerge naturally

• allows students to test whether a model is linear, exponential, or something in between

• brings sequences out of the textbook and into everyday life

When students can recognise a sequence in real life — from compound interest to the growth of a TikTok channel — their understanding becomes deeper and more intuitive.

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Examples of Real-World Sequences

1. Savings Accounts and Compound Interest (Geometric Sequences)

A bank account increasing by a fixed percentage each year is a geometric sequence:

$$a_n = a_1 \times (1+r)^{n-1}$$

Students can model:

• investment growth

• decreasing loans

• inflation on prices

Real financial data shows that geometric sequences are everywhere.

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2. Train Timetables and Walking Distances (Arithmetic Sequences)

Many real patterns increase by a constant amount:

• train departure intervals

• distance covered in equal-time walks

• hours worked per week

• ladder rungs or seating rows

These form arithmetic sequences:

$$a_n = a_1 + (n-1)d$$

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3. Population Growth (Geometric or Logistic Sequences)

Species populations tend to grow exponentially when conditions are ideal:

$$P_n = P_0k^n$$

Students can use:

• rabbit population models

• bacteria growth

• climate change-linked demographic shifts

This connects maths with biology and geography.

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4. Sports Statistics (Mixed Sequences)

Performance data — such as lap times, number of goals per season, or long-jump distances — often forms non-perfect arithmetic or geometric patterns. Students learn to:

• identify trends

• find best-fit models

• predict future values

This shows how sequences are used in real analytics.

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5. YouTube or Social Media Growth Data

Channel growth often follows geometric patterns early on, then slows over time. Students can analyse:

• monthly subscriber counts

• average views per video

• cumulative totals (series)

This is modern, familiar, and highly motivating.

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Summing Real Data – Series

Series allow students to calculate total amounts:

• total distance travelled

• total savings after n payments

• total views over several months

• total rainfall over time

Seeing accumulation in real datasets helps students understand why series matter far beyond the classroom.

 

Investigating Refraction and Critical Angle with a Semicircular Block

Refraction is one of the most important topics in GCSE and A Level Physics. A simple semicircular acrylic block, a ray box, and a protractor create one of the clearest experiments for observing how light bends, how angles relate to each other, and where total internal reflection begins.

This investigation connects the theory of refractive index with hands-on measurements and gives students real data to support Snell’s Law.

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Why Use a Semicircular Block?

The semicircle has a special advantage:
If the light ray enters through the curved surface, it always hits the flat surface at a right angle, meaning no refraction occurs at entry.

This ensures all bending happens at the flat face, simplifying measurements and removing unnecessary complications.

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The Experiment

Equipment:

• Semicircular Perspex or glass block

• Ray box with single-slit attachment

• Protractor or printed angle sheet

• A3 paper and pencil

• Ruler

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1. Investigating Refraction (Snell’s Law)

1. Place the block on paper and draw around it.

2. Shine a narrow ray into the curved surface so it reaches the flat side at different angles of incidence.

3. Mark the incident ray, refracted ray, and normal.

4. Measure:

   • Angle of incidence $i$

   • Angle of refraction $r$

5. Plot a graph of $\sin i$ against $\sin r$.

The gradient of the straight-line graph gives the refractive index of the block.

Typical value for Perspex: 1.49.

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2. Investigating Critical Angle and Total Internal Reflection

1. Keep the light ray inside the block and slowly increase the angle of incidence at the flat face.

2. Observe:

   • At small angles → refraction out of the block

   • At a specific angle → refracted ray emerges at 90°

   • Beyond that → the ray reflects back internally

That angle where the refracted ray is at 90° is the critical angle $c$.

From measurements:

$$\sin c = \frac{1}{n}$$

For Perspex

$$c \approx 42^\circ$$

Students can test this experimentally and compare to theory.

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What Students Learn

• Light changes speed when entering a new medium

• Snell’s Law links angles and refractive index

• Total internal reflection occurs beyond the critical angle

• Semicircular blocks make the geometry clean and accurate

They also gain practice drawing diagrams, measuring angles, and producing graphs — essential skills for GCSE and A Level exams.

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Skills Highlight

• Accurate angle measurement

• Collecting data for $\sin i$ vs $\sin r$

• Calculating refractive index

• Identifying the critical angle

• Understanding when and why total internal reflection happens

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Why It Works in Teaching

The experiment is fast, visual, and precise. Students see the ray bend in real time, compare theory with measurement, and consolidate one of the most important optical concepts in physics — with equipment found in every school lab.

Measuring the Rate of an Enzyme – Amylase and Starch

 

GCSE Biology

Measuring the Rate of an Enzyme – Amylase and Starch

Enzymes are biological catalysts — they speed up reactions inside living organisms without being used up. One of the simplest and most reliable experiments at GCSE Biology measures the rate at which amylase breaks down starch into maltose.

This practical introduces students to reaction rates, variables, and the principles of enzyme action, such as temperature, pH, and substrate concentration.

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The Science Behind the Practical

Amylase is an enzyme produced in the salivary glands and pancreas.
Its job is to catalyse the breakdown of starch, a long-chain carbohydrate, into maltose, which can be further digested into glucose.

The key ideas students learn:

• Enzymes have an active site where substrates bind

• They have an optimum temperature and pH

• High temperatures denature enzymes

• Reaction rate can be measured by tracking the disappearance of starch

The amylase–starch experiment is a perfect way to bring these concepts to life.

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The Practical

Equipment:

• Amylase solution

• Starch solution

• Iodine in potassium iodide

• Spotting tile

• Water bath

• Pipettes

• Stopwatch

• Beakers/test tubes

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Method

1. Warm amylase and starch solutions in a water bath to the chosen temperature.

2. Mix a set volume of amylase with a set volume of starch and start the stopwatch.

3. Every 10 or 20 seconds, place a drop of the reaction mixture onto a drop of iodine in a spotting tile.

4. Iodine turns blue–black in the presence of starch.

5. Continue sampling until the iodine no longer changes colour.

6. Record the time taken for starch to disappear.

7. Repeat at different temperatures or pH levels for comparison.

The shorter the time taken, the faster the reaction rate.

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Typical Results

Effect of Temperature on Amylase Activity

Temperature (°C)	Time for Starch to Disappear (s)	Relative Rate
0	180	Slow
20	70	Moderate
37	30	Fast (optimum)
60	200	Very slow (enzyme partially denatured)
80	No reaction	Denatured

Students clearly see that amylase works fastest at human body temperature (~37°C) and slows dramatically when heated or cooled.

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Variables Students Control

• Independent variable: temperature / pH/enzyme concentration

• Dependent variable: time for starch to disappear

• Controlled variables: volume of solutions, concentration, water bath conditions, sampling interval

This helps build solid, practical, and exam skills.

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Skills Highlight

• Using iodine to test for starch

• Measuring reaction rate via the disappearance of the substrate

• Controlling variables for fair testing

• Drawing graphs of rate vs temperature or pH

• Linking data to enzyme structure and denaturation

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Why It Works in Teaching

The amylase practical is simple, visual, and meaningful. Students watch a colour change disappear, linking biological theory with chemical testing. The experiment also prepares them for practical questions in GCSE exams and strengthens their understanding of enzymes at work inside the digestive system. Many students are amazed at how fast enzymes work.