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The practical map
10 practical activities across the physics topics, and one repeatable way to think: what changes, what you measure, what stays the same, and what the evidence can honestly support.
- 1Specific heat capacityTrilogy 1
- 2Thermal insulationTrilogy 2
- 3ResistanceTrilogy 3
- 4I–V characteristicsTrilogy 4
- 5DensityTrilogy 5
- 6Force and extensionTrilogy 6
- 7AccelerationTrilogy 7
- 8WavesTrilogy 8
- 9LightSeparate
- 10InfraredSeparate
Showing 10 practicals
Specific heat capacity
One equation, one gradient. Everything else is about losing less heat to the room.
- Question
- Link a measured electrical energy input to the temperature rise of a known mass and calculate the material's specific heat capacity.
- Change or compare
- electrical energy supplied to the heater, usually varied by changing heating time
- Measure or observe
- temperature change of the block
Open the exam playbook
Method in beats
- Measure the block's mass, then place a suitable low-voltage laboratory heater and thermometer in their correct holes under teacher supervision.
- Insulate the block, place it on a heatproof mat and record its initial temperature.
- Measure the electrical energy supplied to the heater with a joulemeter or from current, potential difference and heating time.
- Record temperature at regular intervals while the heater operates.
- Find Δθ and calculate c = E / (m × Δθ).
- Repeat readings and compare the result with an accepted value only after considering heat loss.
Control
- mass and material of the block
- heater power
- insulation
- starting conditions
Graph or record
Line graph of temperature against energy supplied; the gradient is 1 ÷ (m c), so a shallower line means a higher specific heat capacity.
Calculation
Energy = power × time (E = Pt) and E = m c Δθ, so c = E ÷ (m Δθ). Power comes from the joulemeter or from V × I.
Safety cue
- Use a heatproof mat and allow the heater and block to cool before moving them.
- Switch the power off before adjusting the apparatus.
- Keep electrical connections dry and secure.
- Use only the teacher-approved low-voltage laboratory supply and follow the school's risk assessment.
Classic trap
Forgetting insulation and lag time: the thermometer keeps rising after the heater is off, so the measured Δθ is too small and c comes out too high.
Thermal insulation
Same water, same start, same time. Only the wrapping changes.
- Question
- Compare how material type or thickness affects the cooling of a container of hot water.
- Change or compare
- insulating material or its thickness
- Measure or observe
- temperature decrease over a fixed time
Open the exam playbook
Method in beats
- Place equal volumes of hot water at the same starting temperature into identical lidded containers.
- Wrap each container with the same thickness of a different material, or vary only the thickness of one material.
- Measure the temperature at equal time intervals for the same total time.
- Compare the temperature falls; the smallest fall indicates the most effective insulation under those conditions.
- Repeat each condition and calculate a mean.
Control
- water volume
- starting temperature
- container and lid
- room conditions
Graph or record
Line graph of temperature against time for each insulator on the same axes; the flattest line is the best insulator.
Calculation
Temperature fall = starting temperature − temperature after the fixed time; compare falls across materials or thicknesses.
Safety cue
- Use hot rather than boiling water and pour it carefully.
- Keep containers stable and use eye protection where required.
- Handle thermometers through the lid without forcing them.
Classic trap
Using different starting temperatures or volumes of water for different insulators, which breaks the comparison.
Resistance
Switch off between readings. A warm wire quietly rewrites your results.
- Question
- Investigate wire length at constant temperature and compare resistor combinations in series and parallel.
- Change or compare
- length of test wire, or resistor arrangement in the combinations investigation
- Measure or observe
- resistance calculated from the measured potential difference and current
Open the exam playbook
Method in beats
- Build a low-voltage circuit with the test wire and ammeter in series, and a voltmeter in parallel across the measured wire length.
- Include a variable resistor to keep the current small and protect the wire from appreciable heating.
- Change the wire length across a suitable range, measure V and I for each length, and calculate R = V/I.
- Switch off between readings where needed so the wire remains at approximately constant temperature.
- Repeat readings, calculate means and plot resistance against wire length.
- Build series and parallel resistor combinations, measure total V and I, and calculate each total resistance for comparison.
Control
- wire material and cross-sectional area
- wire temperature
- supply setting
- meters and connection points
Graph or record
Line graph of resistance against length of wire: a straight line through the origin shows resistance is directly proportional to length.
Calculation
Resistance R = V ÷ I for each length or arrangement; for series and parallel, compare the measured total with the predicted value.
Safety cue
- Use only the teacher-approved low-voltage laboratory supply.
- Keep current small and switch off between readings because the wire can become hot.
- Switch off the supply before changing connections and keep leads tidy.
Classic trap
Leaving the current on so the wire heats up and its resistance drifts, and reading the length from the wrong end of the ruler.
Revise it inside Electricity – AQA GCSE Physics Revision Guide →
I–V characteristics
Three components, three shapes. Draw them from memory before the exam does it for you.
- Question
- Measure and compare the current–potential-difference characteristics of a resistor, filament lamp and diode.
- Change or compare
- potential difference across the test component
- Measure or observe
- current through the test component
Open the exam playbook
Method in beats
- Build a low-voltage circuit with the test component, ammeter and variable resistor in series, and a voltmeter across the component.
- Adjust the variable resistor to obtain a sensible range of positive V and I readings at regular intervals.
- For the resistor, keep current low or switch off between readings so its temperature remains approximately constant.
- Reverse the supply or component and repeat to obtain negative readings; use a suitable meter range for the diode.
- Repeat for the filament lamp and diode, then plot I vertically against V horizontally for each component.
- Compare shapes and calculate R = V/I at selected points where appropriate.
Control
- component being tested for each data set
- resistor temperature where constant temperature is required
- meter ranges and circuit arrangement
Graph or record
I–V graph with current on the y-axis: straight line for a resistor, S-curve for a filament lamp, current only above the threshold voltage for a diode.
Calculation
R = V ÷ I at each point; for a resistor at constant temperature the value is constant, for a filament lamp it rises as the lamp heats.
Safety cue
- Use only the teacher-approved low-voltage laboratory supply.
- Limit current to protect the components and avoid touching a hot filament lamp.
- Switch off before reversing connections.
Classic trap
Not reversing the supply to get negative values, so the characteristic graph is only half drawn and the diode's one-way behaviour is missed.
Revise it inside Electricity – AQA GCSE Physics Revision Guide →
Density
Mass on a balance, volume however you can get it, then one division.
- Question
- Measure mass and volume with appropriate apparatus to determine the density of regular solids, irregular solids and liquids.
- Change or compare
- material or sample being measured
- Measure or observe
- calculated density
Open the exam playbook
Method in beats
- Zero a balance and measure each solid's mass. For a liquid, weigh the empty measuring cylinder, add the liquid and reweigh it; subtract, or tare the empty cylinder before filling.
- For a regular solid, measure every needed dimension with suitable equipment—Vernier callipers, a micrometer or a ruler—then calculate volume.
- For an irregular solid, record the initial water volume, submerge it fully and find volume from the rise or displaced water.
- For a liquid, read a measured volume at eye level from the appropriate meniscus.
- Calculate density = mass ÷ volume using a consistent unit pair, then repeat measurements where practical.
Control
- temperature
- volume-reading method
- sample dryness for solid measurements
Graph or record
Usually a table. If several samples of one material are measured, plot mass against volume: the gradient is the density.
Calculation
Density ρ = m ÷ V. For regular solids V = l × w × h; for irregular solids use the volume of water displaced; for liquids use a measuring cylinder.
Safety cue
- Lower irregular objects gently so they do not crack the measuring cylinder or splash water.
- Keep water away from the balance and wipe spills promptly.
- Handle glassware and dense or sharp-edged samples carefully under teacher instructions.
Classic trap
Reading the displacement can or cylinder before the water settles, and mixing cm³ with m³ (1 m³ = 1,000,000 cm³).
Revise it inside Particle Model of Matter – AQA GCSE Physics Revision Guide →
Force and extension
Extension, not length. The zero reading is the most important measurement you take.
- Question
- Measure how a spring's extension changes with applied force and determine its spring constant in the linear region.
- Change or compare
- force applied to the spring
- Measure or observe
- extension of the spring
Open the exam playbook
Method in beats
- Clamp the spring securely beside a vertical ruler and record its unloaded length at eye level.
- Add a known mass, allow oscillations to stop, record the new length and calculate extension.
- Calculate applied force from F = mg using the total hanging mass.
- Increase force in equal steps without exceeding the teacher-set safe limit, recording force and extension each time.
- Repeat readings and unload the spring to check whether it returns to its original length.
- Plot force vertically against extension horizontally and find the gradient of the straight-line region.
Control
- same spring and ruler position
- starting reference point
- gravitational field strength
- reading method
Graph or record
Line graph of force against extension: straight through the origin while Hooke's law holds; k is the gradient.
Calculation
Force = mass × 9.8 N/kg for each added mass; F = k e, so the spring constant k is the gradient of force against extension.
Safety cue
- Secure the stand with a heavy base and keep feet clear of falling masses.
- Wear eye protection and do not overstretch the spring.
- Add or remove masses only when the spring is steady.
Classic trap
Measuring total length instead of extension, and loading past the limit of proportionality then treating the whole line as straight.
Revise it inside Forces and Motion – AQA GCSE Physics Revision Guide →
Acceleration
Move the mass, don't add it. That one habit is the difference between F = ma and a muddle.
- Question
- Test how acceleration changes with force at constant mass and with mass at constant force.
- Change or compare
- driving force in the first investigation; total accelerated mass in the second
- Measure or observe
- acceleration of the trolley system
Open the exam playbook
Method in beats
- Set a trolley on a level runway connected over a pulley to a hanging mass, with light gates or a motion sensor measuring acceleration.
- To vary force at constant total mass, transfer slotted masses from the trolley to the hanger and record acceleration for each driving force.
- Repeat each force setting, calculate a mean acceleration and keep the trolley-plus-hanger system's total mass constant.
- To vary mass at constant force, keep the hanging mass fixed and add masses to the trolley.
- Measure repeated accelerations for each total mass while keeping the runway, release point and driving force unchanged.
- Plot acceleration against force, then acceleration against reciprocal mass for the second investigation.
Control
- total mass while varying force
- driving force while varying mass
- runway slope and surface
- release point and measuring equipment
Graph or record
Acceleration against force is a straight line through the origin; acceleration against mass curves down (a is proportional to 1 ÷ m).
Calculation
Acceleration a = Δv ÷ t from light gates or a = F ÷ m from the resultant force; transfer masses between trolley and hanger to keep total mass constant.
Safety cue
- Use a stop block so the trolley cannot leave the runway.
- Keep feet clear of the hanging masses and use only a teacher-approved load.
- Keep fingers, hair and loose clothing away from the moving trolley and pulley.
Classic trap
Adding masses to the hanger from the desk, which changes the total mass being accelerated as well as the force.
Revise it inside Forces and Motion – AQA GCSE Physics Revision Guide →
Waves
Measure ten, divide by ten. The ripple tank rewards patience, not eyesight.
- Question
- Measure frequency, wavelength and wave speed for water ripples and transverse waves on a stretched string.
- Change or compare
- source frequency or the water/string wave system being measured
- Measure or observe
- measured wavelength and calculated wave speed
Open the exam playbook
Method in beats
- Set a ripple tank on a stable bench with shallow water and a low-voltage vibration source; view wave fronts against a scale.
- Watch one position, count several crests arriving there and time the interval; then calculate frequency = count ÷ time.
- Measure the distance across several wavelengths and divide by the number of wavelengths.
- Calculate v = fλ and repeat at fixed water depth and source setting.
- For a solid, attach a stretched string to a low-voltage vibration generator; pass it over a secured pulley to a known hanging mass that sets the tension.
- Set a low amplitude and adjust the signal-generator frequency until the string shows a clear stationary wave; record the frequency.
- Measure the vibrating length L across n half-wavelength loops, calculate λ = 2L/n, then calculate v = fλ.
- Repeat at other resonant frequencies while keeping the same string, vibrating length, hanging mass and source amplitude; compare a mean speed.
Control
- water depth
- source amplitude
- measurement region
- apparatus alignment
Graph or record
Usually a table leading to v = f λ; if speed is measured at several frequencies, plot and expect a constant speed.
Calculation
Wave speed v = f λ. Wavelength from the ripple tank is the spacing of several waves ÷ the number of gaps; frequency from the signal generator or by counting waves per second.
Safety cue
- Use only the teacher-approved low-voltage supply and switch it off before adjusting the vibrator.
- Keep water away from electrical connections and wipe spills immediately.
- Keep the tank stable and follow the school's instructions for the solid-wave apparatus.
- Secure the pulley and clamps, wear eye protection, do not overstretch the string and keep feet clear of hanging masses.
Classic trap
Measuring one wavelength (large error) instead of ten and dividing, and confusing the number of waves with the number of gaps between them.
Light
Separate Physics only: draw the normal first and half the mistakes disappear.
- Question
- Separately compare reflected brightness, sharpness and scatter from surfaces, then reconstruct refraction through transparent blocks.
- Change or compare
- surface finish, or incident angle/transparent material for the block test
- Measure or observe
- reflected brightness, sharpness and scatter, or reconstructed ray angles
Open the exam playbook
Method in beats
- Surface test: set a ray box at a fixed distance and incident angle from the first surface; keep light colour, beam width and source setting unchanged.
- Measure reflected brightness with a light sensor at a fixed distance and angle; record reflected-patch sharpness or width and the spread of scattered light.
- Repeat for smooth, matt and rough surfaces, resetting the same geometry and taking repeat readings.
- Block test: place a transparent rectangular block on plain paper, draw its outline and send one narrow ray into it at a chosen angle.
- Mark two points on the incident ray and two on the emergent ray, then switch off the ray box and remove the block.
- Join the marks with a ruler and reconstruct the ray through the block; draw normals and measure incidence and refraction angles from them.
- Repeat for several incident angles and with at least one different transparent substance, changing only the intended angle or material.
Control
- light colour
- ray width
- source setting and distance
- sensor distance and angle
Graph or record
No graph. Ray diagrams with the normal drawn in and angles labelled are the evidence.
Calculation
No calculation. Measure angles from the normal: angle of incidence equals angle of reflection; refraction bends towards the normal entering glass.
Safety cue
- Never look directly into the ray box or aim it at anyone's eyes.
- Switch off and allow a hot lamp housing to cool before moving it.
- Handle glass blocks carefully and report chips or breakage to the teacher.
Classic trap
Measuring angles from the surface instead of the normal, and using a wide ray so the traced line has no precise edge.
Infrared
Separate Physics only: same distance, same time, four surfaces. The ranking is the result.
- Question
- Compare how surface nature affects infrared absorption or emission under controlled conditions.
- Change or compare
- surface colour with finish fixed, or surface finish with colour fixed
- Measure or observe
- infrared detector reading or temperature change over a fixed time
Open the exam playbook
Method in beats
- For emission, fill a Leslie cube with hot water as directed and measure infrared intensity from each surface at the same distance.
- For absorption, place identical sensors or containers with different surfaces at equal distances from an infrared source.
- Record starting readings, expose each surface for the same time and record temperature or detector change.
- Repeat readings while keeping geometry, starting temperature and exposure time constant.
- Compare colours while finish is fixed, then finishes while colour is fixed; repeat each matched condition.
Control
- distance and angle
- surface area
- starting temperature
- exposure time
Graph or record
Bar chart of infrared reading for each surface: matt black emits and absorbs most, shiny silver least.
Calculation
No calculation. Compare detector readings for matt black, shiny black, white and silver surfaces at the same distance and time.
Safety cue
- Use hot rather than boiling water and keep the cube on a stable heatproof mat.
- Do not touch a hot lamp, cube or surface; allow equipment to cool before moving it.
- Keep liquids away from electrical equipment and follow the school's risk assessment.
Classic trap
Placing the detector at different distances from each surface, or letting the Leslie cube cool between readings.
Decode the command
What the question is really asking
A six-mark method and an evaluation question may use the same experiment, but they ask your brain to do different jobs.
Make the comparison fair
Name what changes, what you measure, the controls that matter, sensible repeats and a safe, ordered method.
Write actions, not intentions.Turn readings into evidence
Do the calculation the question needs, choose the right table or graph, then describe the pattern precisely: gradient, intercept, proportionality.
Pattern first; explanation second.Find the weak link
Identify a specific limitation, explain how it changes the evidence, then propose a practical improvement that addresses it.
Problem → consequence → fix.Quick confidence checks
Revision checklist
Mark a practical confident only when you can name its variables, calculation, graph and biggest trap without opening the playbook.
Clear up the awkward bits
Frequently asked questions
How many AQA GCSE Physics required practicals are there?
Ten in the Separate Physics qualification (8463). Eight are shared with Combined Science: Trilogy; light (reflection and refraction) and infrared radiation are Separate Physics only.
Does 'Separate Physics only' mean Higher Tier only?
No. Course route and tier are independent. Separate-only practicals can be examined at Foundation or Higher tier.
Which equations come up in the practicals?
E = Pt and E = m c Δθ (specific heat capacity), R = V ÷ I (resistance and I–V), ρ = m ÷ V (density), F = k e (springs), a = Δv ÷ t and F = m a (acceleration), and v = f λ (waves). All except the ones on the equation sheet must be recalled.
What is the most common way to lose marks on a physics practical question?
Describing the apparatus instead of the measurement. Say what you measure, with what, how many times, and what you keep the same; then say what the graph's gradient or intercept means.
How are required practicals examined?
At least 15% of the marks across the two papers assess practical knowledge. Expect method, variable, graph, calculation and evaluation questions built on these ten experiments.