Technicians: Prepping for practical A level physics in a mobile device environment

Mobile devices are widely employed in many education settings. A number of digital sensors are available, which may be connected to mobile devices via Bluetooth. In addition, mobile devices themselves are equipped with several, useful sensors. In this workshop, we provided a range of hands-on examples of how key parts of the A level physics curriculum may be supported and enhanced by employing these technologies.

Our intended outcomes:

•   Experience practical applications across a range of physics topics

•   Evaluate the benefits of the technology

•   Gain confidence in implementing similar solutions in your own setting

The experiments fell into three categories. Each experiment was presented in the context of a current, A level physics practical, linked clearly to an examination specification.

Sensors constructed by staff and students at Pate’s Grammar School

We presented examples of devices constructed by a group of sixth form students under the guidance of physics teacher Richard Gill, at Pate’s grammar school. Included was a force sensor, a position sensor (laser time-of-flight) combined with a light sensor, and a voltage sensor. These sensors are designed to work with the Phyphox app on mobile devices and each pre-programmed to run one, specific experiment. For example, the combined distance-light sensor is designed to investigate the inverse square law of light intensity with distance. Full details of the project are available on GitHub https://github.com/RGill-1/Bluetooth-Science-Sensors

Commerciality available sensors provided by Vernier and supplied by Instruments Direct for this workshop

Several Vernier Go Direct sensors were included in the experiments, again, each as part of a referenced A level physics practical. Some were used in the same experiment as the Pate’s sensors, to provide a comparison. We looked at the advantages of such a system over previous generations of data-logging hardware: no separate ‘logger’ required, real-time data displayed in graphical form, Bluetooth or USB compatibility etc. In each experiment, detailed instructions were provided showing how typical A-level analyses, through both graphical and mathematical methods, could be carried out.

Built-in sensor experiments using a mobile phone and the Phyphox app.

In addition to the Bluetooth sensors, we looked at practical examples, where built-in sensors may be employed to investigate physical relationships, such as the relationship between centripetal force and angular velocity—achieved by placing a phone in a salad spinner.