Department of Physics & Astronomy

Laboratory Policies

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Lab Section Pages in iCollege
There will be two iCollege pages for this course, one for the lecture (the one managed by your lecture
instructor) and one for the lab portion of the course. You will be manually added to the iCollege page
for your lab at the beginning of the semester.

All information for your lab section will be posted on the iCollege lab page. Inform your lecture
instructor if you don’t get added to the lab page.

On the iCollege lab page you will find:

• Lab policies and schedule

• Discussion boards to post questions for other students (and maybe for TAs)
• Documents for your lab each week (you’ll need to print and bring to lab for each week
starting next week.)
• Lab grades posted by your TA

Nature of the Labs

In the lab while engaging in hands-on activities within teams, we want to provide opportunities for
you to interact, at a high level, with your team members and other classmates, content and materials
(equipment), and also with the lab instructor to boost your learning.

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Your lab instructor (TA) is ready to answer your questions.

Those might be about

• Correctly understanding and interpreting the written materials

• Where or how to start the experiment

• Using the lab equipment (lab setup, measurement devices, sensors, software, PASCO
interface, etc.)

• Answering the questions in the right way and successfully completing your individual report.

Please do these in order not to leave any of your questions unanswered before you leave for the day.

There is no lab manual to purchase but you will need to print out the labs and bring them with you.

Beginning with the second lab meeting, you will need to bring a printed copy of the write-up.

The printed lab document will contain only absolutely necessary instructions and a set of questions
to be answered during the lab.

Often, you will have to think, discuss and come up with a procedure to conduct the lab.

All the labs should be completed (taking data, doing calculations and writing up the answers) within
the allocated lab time period (one hour and 50 minutes).

Although the work is done in teams, everyone will submit their own written copy of the lab to the TA
before leaving the lab. You’ll need to express what you did in your own words and the way you
understood them.

The TA will grade the lab write-ups. The TA will return the graded labs and also post the scores on the
iCollege lab page.

Be reminded that no food or drinks are allowed in the labs.

It’s the state law!

If you must, then you must take it outside.

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Lab grading
You will be marked off for late arrival.

The lab grade will be based on how diligently you work in the lab (how well and accurately you take
data, do calculations, make graphs, and answer the questions.)

Answering some questions may require making predictions. Predictions will not be graded for
correctness but should reflect what you really believe will happen.

Typically, after you make measurements, you will be asked to explain why your prediction matched
or didn’t match your experimental results. All questions should be discussed by your group and any
disagreement should be resolved, if possible, prior to the submission of the lab write-up.

You will not get points for unreadable, incorrect, not relevant, or incomplete statements.

If there are graphs to be printed, the TA will help you get them printed from the shared lab printer.

You will be using Excel or Capstone software to make graphs. Each member of a team is expected to
participate; you will lose points if you do not work with your team.

Lab Attendance and Grades

Lab attendance is mandatory if you want to pass the course. You must turn in a lab report to get any
credit for a particular lab. Each lab is graded out of 25 possible points.

There are twelve labs during the semester and your best eleven will be counted (lowest score is
dropped). Some questions on your class tests and the final exam may be from the labs since the labs
and lectures are interconnected. You will be responsible for all the material, even if you did not
complete the lab.

Lab Score = (sum of 11 best lab scores)/11

The maximum final lab score is 25 and will count for 25% of your course grade.

Your score will be passed on to your lecture instructor to be included in your course grade.

Minimum Required to Pass the Course

Since this course is counting for most students as part of the required lab science sequence, you
can’t pass the course unless you successfully pass the lab by successfully submitting the work for
at least 8 completed labs.

Incomplete labs will get a grade of zero and not count toward passing the course.

You will receive a grade of F for the course if you complete less than 8 labs no matter your
performance in the rest of the class.

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Using Previous Lab Scores
If you have completed the lab portion of this same class (at GSU or elsewhere) previously and you
want to use that previous lab grade, you must submit a lab exemption request by Wednesday of the
second lab week. To reuse a previous lab score this semester you must submit a new request even if
you’ve done it for a past semester.

To request the use of a previous lab grade, e-mail the following information to

Dr. M. Fatih Tasar ([email protected]) using your GSU e-mail address.

1. Full name

2. GSU ID number

3. Course and CRN you are currently enrolled in.

4. State whether you completed the lab at GSU Atlanta campus, GSU Perimeter campus, or
at another institution. Note that lab work at another institution may not always be approved.

5. If you previously completed the lab at GSU Atlanta or Perimeter campus, give year and
semester for the previous attempt. If you had completed the same lab at another institution,
provide documentation (unofficial transcript is OK) of the course and grade. More information
may be required for labs from other colleges and universities.

Make-up labs
You will lose points for arriving late for labs. If you arrive at the lab more than 20 minutes after the lab
has started, you will not be allowed to participate and receive no credit.

During a semester you may make up two missed labs by attending another section within the same
week that is completing the same experiment. Attendance of another lab section is at the discretion
of the TA and is not guaranteed. You will not be allowed to join a full lab section. You must get the
permission of the TA in the make-up lab.

Hand the completed lab to the TA for the section you attend. E-mail your regular TA to let him or her
know if you have attended another section. There is no other provision for making up missed
experiments.

Excused absence: You will need an excused absence due to illness. GSU has a new process for
students seeking excused absences through the Dean of Students Office. Please submit
documentation to https://deanofstudents.gsu.edu/student-assistance/#professor and ask your
course instructor, your TA and Dr. Tasar ([email protected]) to be notified. We will then receive official
notification from the Dean of Students Office of any validated excused absences. Upon receiving the
notification your missed lab will be marked as “Excluded” will not be included in your lab grade
calculation. However, you still need to complete at least 8 labs, while still holding the “drop the
lowest score” advantage in your lab grade calculation.

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Lab Policies
Students are STRONGLY RECOMMENDED to wear face masks for labs.

State law forbids eating, drinking, or smoking in the lab room, and the instructors are required to
enforce this rule. University policy requires that all cell phones, pagers, and similar devices must be
turned off and earphones must be removed. If you are expecting a call due to some emergency, talk
to the lab instructor at the start of the period.

Lab equipment is expensive and should be treated with proper care. The TA may lower the
grade if a student is careless with equipment. If something seems to be broken, or is not
working properly, call the TA; do not try to fix the equipment yourself.

GSU STEM Tutoring Center

The GSU STEM Tutoring Center offers free online and in person tutoring for science and math courses.

https://cas.gsu.edu/academics-admissions/undergraduate-learning/stem-education-
programs/stem-tutoring/

Other Assistance

Your lab instructor, who is now here with you in this lab, your TA is your primary contact person
regarding lab teaching. You need to work with the TA first if you need to send information (lab make
up, absence, concern with grading, etc.)

Learn your TA’s name and email address immediately.

For other issues that are NOT resolved after discussing with your lab TA and your lecture instructor,
please contact the Director of Instructional Physics Laboratories, Dr. Fatih Tasar ([email protected]).

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 List of Phys1112K Lab Sections for Spring 2025
Location: 226 NSC
Day Section Time TA Instructor CRN
Monday 1112 A 11 AM - 12:50 PM Sanjib K C Felfli 10338
[email protected]

Monday 1112 B 1-2:50 PM Ghosoun Adawi Felfli 17526

[email protected]

Monday 1112 C 3-4:50 PM Pritom Mukherjee Sarsour/Abdeen 20086/19204

[email protected]

Monday 1112 D 5-6:50 PM Suraj Rai Abdeen 15627

[email protected]

Tuesday 1112 F 9-10:50 AM Avash Kattel Sarsour 10988

[email protected]

Tuesday 1112 G 1-2:50 PM Bidur Dahal Sarsour 17527

[email protected]

Wednesday 1112 H 1-2:50 PM Felix Williamson Felfli 10339

[email protected]

Wednesday 1112 I 5-6:50 PM Suraj Rai Felfli 17201

[email protected]

Thursday 1112 L 3-4:50 PM Eesha Razia Abdeen 15628

[email protected]
 Physics 1112K Laboratory Experiment Schedule (Spring 2025)
Semester Week Dates Lab Number Lab Name
1 Jan 13-17 No Lab
2 Jan 20-24 No Lab
3 Jan 27-31 1 Excel Skills Refresher
4 Feb 3-7 2 Electric Charge and Force
5 Feb 10-14 3 Electric Field - PhET
6 Feb 17-21 4 Capacitors - PhET
7 Feb 24-28 5 Electric Potential Energy and Electric Potential - PhET
8 March 3-7 6 Current, Resistance, and Voltage in Simple Circuits
9 March 10-14 7 DC and RC Circuits
Spring Break March 17-21 No Lab
10 March 24-28 8 Magnetic Fields
11 March 31-April 4 9 Superposition and Standing Waves
12 April 7-11 10 Double Slit Interference
13 April 14-18 11 Lenses and Ray Tracing
14 April 21-25 12 Assessment
Experiment Manuals *

*
A printout of the first week’s lab manual will be provided to you by your TA.
However, starting with the second lab week you’ll need to have your own
printouts of these experiment manuals and bring them with you to the
physics lab. They are your tickets to enter the lab.
 Phys1112K
Electric Charge and Force

Student Name: ………………………………………………………………………..

Team Members:  …………………………………………...………………………….

 …………………………………………...………………………….

 …………………………………………...………………………….

Lab Day and Time: …………………………………. - ………………………………….

TA’s Name: ………………………………….

Today’s Date: ………../………../…………..

Apparatus/Materials: Plastic rod, glass rod, piece of wool and silk, scotch tape, soda can, aluminum foil,
Styrofoam board, neon bulb, two aluminum pie pans, alligator clips, and electroscope.
Objectives:
• To become familiar with basic electric phenomena.
• To learn the charge model and apply it to conductors and insulators.
• To understand polarization and the attraction between neutral and charged objects.
Part A: Electrical Interactions of Sticky Tape
1. Obtain a piece of sticky tape, about 15 - 20 cm in length. For ease in handling, make "handles" by
folding each end of tape to form portions that are not sticky. Press the tape firmly onto a smooth,
unpainted surface, for example, onto a textbook or onto the table. Then quickly peel the tape off
the surface and hang it from a support.
Describe the behavior of the tape as you bring objects, such as a finger or a pen, towards it.

2. Make another piece of tape as described above. Bring the second tape toward the first tape with
the non-sticky sides facing each other. Describe your observations. It is important, that during
this experiment you keep your hands and other objects away from the tapes.
Explain why this precaution is necessary. Describe how the distance between the tapes affects the
interaction between them?

3. Press two pieces of tape onto the surface and write a B (for bottom) on them. Then press another
tape on top of each B tape and label it T (for top). Pull each pair of tapes off the surface as a unit.
After they are off the surface, separate the T and B tapes. Hang one of the T tapes and one of the B
tapes from a support. Describe the interaction between the following pairs of tape when they are
brought near one another.
Two T tapes

Two B tapes

One T and one B tape

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Part B: Interactions of More Charged and Uncharged Objects
When performing the following experiments, extend the rubbed objects away from your body so that
your body does not influence your observations made with hanging tapes. Also, in humid conditions the
electric charge on the pieces of tape can “leak off” causing them to become discharged. You may have to
recharge or replace your T- and B-strips from time to time.
Create T and B tapes 15 to 20 cm long. Complete the following investigations and record your
observations.
4. Bring charged objects toward the tapes one at a time and record the observations below.

T type B type

Charged portion of the rod

Material T type tape B type tape

Attracted /Repelled/Nothing Attracted /Repelled/Nothing
Charged area of plastic
rod, rubbed with wool

Charged area of glass

rod rubbed with silk

5. You have probably heard that “like charges repel” and “unlike charges attract.” Use this fact to
explain how you can determine if any particular object is charged T type or B type.

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6. From these observations, what do you conclude about the charge on the glass rod after its rubbed
with silk? What about the plastic rod rubbed with wool? Explain your reasoning then record your
conclusions below.

Is the charge T or B or none?

Glass rubbed with silk Glass is

Plastic rubbed with wool Plastic is

7. Now re-charge the T and B tapes or use new ones. Bring a few uncharged objects toward the
tapes. And record the observations below.

“T” type tape “B” type tape

Material
Attracted /Repelled/Nothing Attracted /Repelled/Nothing
Your finger
Uncharged area of
plastic rod
Uncharged area of
glass rod
paper

Aluminum foil

Wood

Cork

Metal

8. What can you conclude from your observations in Question #7? You may base your conclusions
on what you learned in the class or from the textbook?

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9. Charge the plastic rod with wool. Put an empty soda can on the table (horizontal) as shown in the
figure below. Bring the charged portion of the rod parallel to the empty soda can. Do not touch the
soda can with the rod.

Observe the rolling motion of the soda can. Repeat observation with glass rod charged with silk.

Explain your observations by drawing a model for the relative charge distribution on the rod and
on the soda can for both cases. Name your charges as T or B based on your identifications in #6.

Soda can Soda can

Plastic rod Glass rod

10. What is the net charge of the soda can in each case? Explain the reason for your answer.

11. Can you have a net electric force on an object with no net charge? Use your observations of the
motion of the soda can to support your answer.

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Part C: Charging Metals by Contact
From now on use the following information to identify charges on the plastic rod and glass rod.
Plastic rod rubbed with wool is negatively charged. (plastic negative)
Glass rod rubbed with silk is positively charged. (glass positive)
Now go back to #6 and identify T and B in terms of + and –

12. Get an electroscope similar to the one drawn below. When the metal leaves have excess charge
they repel as shown, when there is no excess charge on leaves they hang vertically down.

Metal sphere First touch the metal sphere once with

your finger. Then bring the charged
Metal post plastic rod rubbed with wool toward the
metal sphere of the electroscope and
Metal leaves observe the behavior of the leaves. Do
not touch the metal sphere with the
plastic rod.
Record what you observe when you bring the plastic rod near.

What is your model of what is going on that can explain this observation?

13. Draw + and – charges on the diagram to

represent the distribution of charge on the
rod and the electroscope when the rod is
brought close to the electroscope.

14. Describe what you observe when you take the charged rod away from the electroscope.

Explain what you think is causing that behavior.

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15. Now repeat #12 but instead use the charged glass rod
rubbed with silk. Describe what you see.

Compare what you see in this case to what you

observed in Question #12 for the rubbed silk.

Use + and – symbols to draw the distribution of charges on the electroscope.

Draw your conclusion for what the charge distribution and explain why you observe what you
observe.

16. Recharge the plastic rod, then touch the metal sphere
with the charged portion of the plastic rod and take
the rod away. Describe how the leaves look like after
you complete the task.

Do you think that the electroscope now has a net charge? __________________________
Explain why or why not.

Use + and – symbols to draw the distribution of charges on the electroscope.

17. One of your classmates says that the angle between the leaves is an indication of the amount of
charge present in the electroscope. That is, the larger the angle, the more the charges, etc.
Do you agree? If yes, why? If not, why not?

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18. Use the plastic rod to investigate your classmate’s claim and decide if the angle of the leaves on the
electroscope indicates how much charge is on them. Describe your observations and conclusions.

19. Charging a conductor by touching with a charged material is called charging by contact.
Now touch the metal sphere again with your finger. Explain what happens when you touch the
metal sphere with the finger.

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 Physics Lab Team Performance Evaluation Form
(This is an individual report that makes up the participation part of your lab grade)
Your Name:
Explain what your role was
in performing this
experiment:

Explain how your other team members contributed and helped to complete this experiment?

Team member’s Name:

___________________________

Team member’s Name:

___________________________

Team member’s Name:

___________________________

From your team who borrowed and brought the apparatus to your
table:
From your group who returned the apparatus back to the lab
cart/instructor’s table:
Did you make sure all parts of the equipment (materials/apparatus)
you used were in place and nothing was missing and nothing was
left on the table or dropped onto the floor?
Before leaving, did you make sure that your tables/countertops are
clean?
Did you make sure that the laptop computer is signed off but not
shut down?
Your suggestions for improvement:

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10 of 10
 Phys1112K
Electric Filed

Student Name: ………………………………………………………………………..

Team Members:  …………………………………………...………………………….

 …………………………………………...………………………….

 …………………………………………...………………………….

Lab Day and Time: …………………………………. - ………………………………….

TA’s Name: ………………………………….

Today’s Date: ………../………../…………..

Apparatus/Materials: PhET Simulation

https://phet.colorado.edu/en/simulation/charges-and-fields
Objectives:
• To understand the magnitude and direction of the electric field produced by a point charge at different
directions and distances around the point charge.
• To understand the magnitude and direction of the electric field produced by a dipole at different
directions and distances around the dipole.
Before you begin: Your TA has set up a demonstration using two charged electrodes, a pan of water, and an electric field
sensor. This sensor has LEDs (light emitting diodes) whose brightness is proportional to the electric field component in
the direction that the sensor is pointing. Take a few minutes to move the sensor around and observe how the
magnitude and direction of the electric field depends on location. In this lab you will be using a simulation where
electric field sensors operate in a similar fashion.

Part 1: Electric Field from One Point Charge

1. The strength of the electric field around a positive point charge Q at a distance r from the center of the
1 𝑄𝑄
charge is given by the equation 𝐸𝐸 = . The direction of the electric field vector is radially
4𝜋𝜋𝜖𝜖0 𝑟𝑟 2
outward. Sketch E vs. r graph for a positive charge. Label the horizontal and vertical axes of the graph.

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2. Now open the simulation. Click on “Grid” and “Values” to select those options. Place a 1 nC positive (red
color) charge on the grid. This is sometimes called a “source charge” since it’s the source of the electric field
we are going to measure. To make a measurement of electric field, grab an E-field sensor and place it where
you want to measure the electric field. The arrow of the sensor indicates the direction of the E-field at that
point and the length of the arrow is proportional to the strength of the electric field.

Move the sensor around and observe how the electric field is different in magnitude and direction at
different locations. Summarize what you observe about how the magnitude of the electric filed depends on
location.

Summarize what you observe about how the direction of the electric field depends on location.

3. Make a measurement of the electric field at 1.0 m away from the charge (scale is shown at bottom of the
screen). Note that the units of electric field are V/m = N/C. Record the value below.

E = ___________________________________

4. Predict what the strength of the electric field will be at the same point if you double the amount of charge?

E = ___________________________________

5. Place another 1 nC positive charge on top of the previous charge and measure the electric field again at the
same place. Record your result below and put back the added charge in the charge bucket.

E = ___________________________________

6. Did your prediction agree? What can you conclude about the dependence of electric field on the amount of
charge?

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7. Now we want to investigate how the strength of the electric field depends on distance from the 1 nC
positive charge. Make measurements of the magnitude of the electric field at different r values and
complete the following table, where r is the distance measured in meters.

r(m) E (N/C)

0.50

1.00

1.50

2.00

2.50

8. Plot the electric field vs. r graph in Excel. Does your graph show the behavior of the electric field with
distance as you predicted in #1, Yes or No?

9. Select a Power Law trend line to fit the data and display the equation. Does your power law fitting give the
same dependence of the electric field with distance as you described in #1, Yes or No?

10. Find the equation of the trend line from Excel and record it below. Also copy your Excel graph into your
Word document.
Power Law Equation: ____________________________________________________

Now rearrange this equation to be in the same form as the theoretical equation and re-write it in the box.

Electric field around a point charge Electric field around a point charge
(Theoretical) (experimental)

𝑄𝑄 1
𝐸𝐸 =
4𝜋𝜋𝜖𝜖0 𝑟𝑟 2

Compare the equation you obtained with the theoretical equation of electric field around point charge.
From your comparison calculate your experimental determination of the electrostatic constant, k.

1
𝑘𝑘 = =
4𝜋𝜋𝜖𝜖0
11. Remove the positive charge and place a 1 nC negative (blue color) charge at the same place. What is
different and what is the same about the electric field due to 1 nC negative charge compared with 1 nC
positive electric charge?

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12. Part 2: Electric Field from an Electric Dipole
Since atoms in a molecule often carry a net charge, many molecules are permanent electric dipoles. The
figures below shows a carbon monoxide molecule, CO, and a water molecule, 𝐻𝐻2 𝑂𝑂. A dipole is characterized
by the dipole moment with a magnitude of 𝑝𝑝 = 𝑞𝑞𝑞𝑞 , where 𝑝𝑝 is the charge and 𝑠𝑠 is the distance between
the charges. The direction of the dipole moment is defined from negative charge to positive as shown. The
units of dipole moment are units of charge multiplied by units of distance, such as Cm.

Direction of the dipole moment

+q C
+q
s 𝑝𝑝 = 𝑞𝑞𝑞𝑞
-q O dipole moment
-q of the carbon monoxide molecule

Direction of the dipole moment

+e +e +2e
H H s dipole moment 𝑝𝑝 = 2𝑒𝑒𝑒𝑒
O -2e -2e of the water molecule

13. Now we will examine the electric field of a dipole. The magnitude and direction of the electric field
depends on the distance and the direction. We will investigate in detail just two directions. With charges
available in the simulation how do you create a dipole with dipole moment 1 x 10-9 Cm with a direction for
the dipole moment pointing to the right? Look back at the figure at the top of the page to make sure you
determined the direction of the dipole moment correctly. Make a sketch below that shows the amounts of
charge and the distance between the charges. There are many correct answers.

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14. On your drawing in #12, mark the center of the dipole as the origin (x=0, y=0). Pick a point to the right of
the charges and mark it as P1. At that point draw vectors to represent the electric field contributions from
each of the individual charges in your dipole. Each electric field vector should be drawn with its tail at
point P1. Also draw a vector to represent the net electric field produced by all the charges in the dipole.
Label that vector as 𝐸𝐸�⃗𝑛𝑛𝑛𝑛𝑛𝑛 .

15. Now reproduce the dipole on the grid in the simulation making sure that the dipole moment is directed to
the right and the magnitude of the dipole moment is 1 x 10-9 Cm. We’ll make the center of the dipole to be
our origin (x=0 m, y=0 m) on the grid.

16. Make measurements of 𝐸𝐸�⃗ at a series of points along the x-axis to the right of the dipole and record its
magnitude and direction at each position.

x(m) y (m) E(N/C) Direction

1.0 0.0
1.5 0.0
2.0 0.0
2.5 0.0
3.0 0.0

17. Plot the measured dipole electric field strength vs. r graph in Excel. Which electric filed (single charge or
dipole) drops off more with distance? Use the electric field graphs to support and explain your answer.

18. Make some measurements of 𝐸𝐸�⃗ at points along the x-axis to the left of the dipole. How do the magnitude
and direction of the electric field on the left side of the dipole compare to the right side for the same
distance?

19. On your drawing in #12, pick a point above the center of the dipole and mark it as P2. At that point draw
vectors to represent the electric field contributions from each of the individual charges in your dipole. Each
electric field vector should be drawn with its tail at point P2. Also draw a vector to represent the net electric
field produced by all the charges in the dipole. Label that vector as 𝐸𝐸�⃗𝑛𝑛𝑛𝑛𝑛𝑛 .

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 20. Make measurements of 𝐸𝐸�⃗ at a series of points along the y-axis above the dipole and record its magnitude
and direction at each position.

x(m) y (m) E(N/C) Direction

0.0 0.5
0.0 1.0
0.0 1.5
0.0 2.0
0.0 2.5

21. Make some measurements of 𝐸𝐸�⃗ at points along the y-axis below the dipole. How do the magnitude and
direction of the electric field above the dipole compare to below the dipole?

Part 3: Conclusions
22. Summarize what you observed about the magnitude and direction of the electric field from a single point
charge. In particular, how does the electric field depend on distance from the point charge?

23. Summarize what you observed about the magnitude and direction of the electric field from a dipole. In
particular, how does it depend on distance and direction from the center of the dipole?

Instructions on how to submit the graphs:

1. Open a word document and type the names of all present group members.
2. Copy your Excel graphs (with title and axis labels) to your Word document.
3. Print the document and attach it to the lab write-up.

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 Physics Lab Team Performance Evaluation Form
(This is an individual report that makes up the participation part of your lab grade)
Your Name:
Explain what your role was
in performing this
experiment:

Explain how your other team members contributed and helped to complete this experiment/simulation?
Team member’s Name:

___________________________

Team member’s Name:

___________________________

Team member’s Name:

___________________________

From your team who used the simulation and did simulated data
collection:
From your group who returned the apparatus back to the lab
N/A
cart/instructor’s table:
Did you make sure all parts of the equipment (materials/apparatus)
you used were in place and nothing was missing and nothing was N/A
left on the table or dropped onto the floor?
Before leaving, did you make sure that your tables/countertops are
clean?
Did you make sure that the laptop computer is signed off but not
shut down?
Your suggestions for improvement:

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 Phys1112K
Parallel Plate Capacitor

Student Name: ………………………………………………………………………..

Team Members:  …………………………………………...………………………….

 …………………………………………...………………………….

 …………………………………………...………………………….

Lab Day and Time: …………………………………. - ………………………………….

TA’s Name: ………………………………….

Today’s Date: ………../………../…………..

Apparatus/Materials: PhET Simulation

https://phet.colorado.edu/en/simulation/capacitor-lab-basics
Objectives:
• To understand the characteristics of a parallel plate capacitor.
• To understand the relationship between plate area, plate separation, and capacitance.
• To understand the relationship between charge, voltage, electric field, and capacitance.
Upon launching, the simulation should look like this.

Notice that the capacitor shown is made of two conductors that are separated. In this case, two
square plates. The only physical characteristics are the plate area and the plate separation.

Part A: Relationship of Charge and Voltage for Parallel Plates

1) Using the default separation and plate area, adjust the battery to 1.5 V. What happens when you
apply a voltage across the capacitor?

2) How does the charge on the top plate compare with the charge on the bottom plate?

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3) What do you think the total charge is, that is, the charge on the top plate plus the charge on the
bottom plate?

4) Adjust the battery to different values between 0.0 V and 1.5 V. What effect does changing the voltage
across the capacitor have on the charge of each plate?

5) Now adjust the battery to different values between 0.0 V and -1.5 V. How does this situation compare
with the previous one?

6) Set the battery to a value between 0.0 V and 1.5 V. Now drag the voltage meter toward the capacitor
and move the red and black leads to measure the voltage. Determine the potential difference
between the two plates and whether the top plate is at higher or lower voltage than the bottom plate.

∆𝑉𝑉 = 𝑉𝑉𝑡𝑡𝑡𝑡𝑡𝑡 − 𝑉𝑉𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏 = ________________________

Is top plate at higher or lower potential than the bottom plate? Explain.

7) Click the box labeled “Top Plate Charge.” Change the voltage to six different values between -1.5 V
and 1.5 V choosing three positive values and three negative values. For each voltage, also determine
the charge on the top plate. Note: make sure you get the sign correct, red is for positive values of the
charge and blue is for negative values.

Top Plate Charge, Q (pC) Voltage, �V (V)

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8) Use Excel to plot Q vs. 𝛥𝛥V. Fit an appropriate equation to the data and display the equation on the
graph. Label the graph appropriately and copy and paste it into this Word document.
Describe the relationship between the charge on each plate of the capacitor and the potential
difference across the capacitor.

9) Notice that we didn’t change the physical characteristics of the capacitor in this experiment, just the
voltage we applied to it. The physical characteristics (plate area and separation) determine the
capacity of the device to hold a charge on each plate at any particular voltage, a property called
capacitance. How does the value you determined for the slope Q vs. 𝛥𝛥V compare to the value given in
the simulation for the capacitance?

10)Adjust the battery to different values between -1.5 V and 1.5 V. Does the value given in the simulation
for the capacitance change as you change the voltage?

11)Does the capacitance depend on the voltage applied to the capacitor? What do you think it depends on?

Part B: Changing the Dimensions of the Parallel Plates

12)Now we’re going to investigate what happens when we change the dimensions of our capacitor. Set
the battery voltage to zero so there is no charge on the capacitor, then disconnect all meters and the
battery from the capacitor. Keep the plate separation constant at 6.0 mm while you vary the area of
the plates. Take some data to determine the capacitance, C, for five different values of Plate Area, A.

Plate Area, A (mm2) Capacitance, C (pF)

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13) Determine how capacitance, C, depends on plate area, A. Explain what you concluded and how you
determined it.

14)Now set the Plate Area to 200 mm2 vary the separation of the plates. Take some data to determine
the capacitance, C, for five different values of Plate Separation, d.

Plate Separation, d (mm) Capacitance, C (pF)

15) Determine how capacitance, C, depends on plate separation, d. Explain what you concluded and how
you determined it.

16) Write an equation that shows the relationship of capacitance to both plate area and separation. It’s
only the physical parameters that determine capacitance, so neither charge nor voltage should be in
this equation. It tells us how the capacitance depends on the parameters we use when we construct
the capacitor. Since the earlier experiments you determined the relationships, this equation will
require at least one constant, so just use the word constant or k in your equation.

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Part C: Electric Field in a Parallel Plate Capacitor
In Part A we saw how the capacitance tells us how much charge will be on each plate for a given voltage.
In Part B we saw how the physical parameters determine the capacitance. In most cases, a capacitor is
built with a given plate area and separation that determines the capacitance. The value of the capacitance
is even stamped right on the side of the device in most cases. However, in this simulation we can vary the
construction to get a better idea of why the charge and voltage have this relationship.
17) Reconnect the battery, attach the voltmeter, and adjust to 0.25 V. Check the box marked Electric Field.
Notice the pattern of electric field lines. What direction do they point? Are they straight or curved?
Are they closer together in some places? Explain what the pattern of electric fields lines tells us.

18) Increase the voltage to 0.50 V. What happens to the magnitude and direction of the electric field
between the plates? Explain how the voltage and electric field are related to each other.

19) What did the battery actually do to achieve the new voltage setting? Look at the amount of charge on
the plates and watch the simulation carefully for a clue while you change the voltage. What effect did
the change in charge have on the electric field?

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Part D: Putting it all together

20) Complete the following table to summarize the relationships of the parameters by writing increase,
decrease or same in the empty boxes. To accomplish the last two lines, you will need to put some
charge on the capacitor and then disconnect it from the battery. The capacitor will stay charged
when you do that because the charge has nowhere to go. Also, check the box at the top labeled
“Stored Energy” and record the changes to that quantity.

Plate Plate Top Plate Electric Stored

Capacitance Voltage
Separation Area Charge Field Energy

1 increase same same

2 same increase same

3 same same increase

4 increase same same

5 same increase same

Explain each line of the table below. What happened and why?

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 Physics Lab Team Performance Evaluation Form
(This is an individual report that makes up the participation part of your lab grade)
Your Name:
Explain what your role was
in performing this
experiment:

Explain how your other team members contributed and helped to complete this experiment/simulation?
Team member’s Name:

___________________________

Team member’s Name:

___________________________

Team member’s Name:

___________________________

From your team who used the simulation and did simulated data
collection:
From your group who returned the apparatus back to the lab
N/A
cart/instructor’s table:
Did you make sure all parts of the equipment (materials/apparatus)
you used were in place and nothing was missing and nothing was N/A
left on the table or dropped onto the floor?
Before leaving, did you make sure that your tables/countertops are
clean?
Did you make sure that the laptop computer is signed off but not
shut down?
Your suggestions for improvement:

8 of 8
 Phys1112K
Electric Potential Energy and Electric Potential

Student Name: ………………………………………………………………………..

Team Members:  …………………………………………...………………………….

 …………………………………………...………………………….

 …………………………………………...………………………….

Lab Day and Time: …………………………………. - ………………………………….

TA’s Name: ………………………………….

Today’s Date: ………../………../…………..

Apparatus/Materials: PhET Simulation

https://phet.colorado.edu/en/simulations/charges-and-fields

Objectives:
• To understand the electric potential of a point charge.
• To understand the electric potential of a dipole.
Part 1: Electric field and potential of a point charge

In a previous experiment we investigated the electric field of a point charge and a dipole. Electric field is
produced by source charges and is present everywhere in space. The electric field created by one charged
object will exert forces on other charged objects in that same region. The strength and direction of the
electric field at a given point in space can be measured by measuring the electric force acting on a unit
positive test charge. If the electric field due to a source charge or charge distribution is known then one
can find the electric force on a charge 𝑞𝑞 in the field by using the equation: ����⃗
𝐹𝐹𝐸𝐸 (𝑥𝑥, 𝑦𝑦, 𝑧𝑧) = 𝑞𝑞𝐸𝐸�⃗ (𝑥𝑥, 𝑦𝑦, 𝑧𝑧).

So far we have studied electrical interaction in terms of electric force concepts. In this lab we are going to
take a look at a system of charges with a different perspective. We want to study a system of charges in
terms of its electrical interaction energy or the electrical potential energy, Uelec. For that purpose we
define a quantity called electric potential, V. Electric potential is defined as the electric potential energy
per unit charge. Once we know the electric potential at some location, we can use it to find the electrical
potential energy of charges placed at that location. This should remind you of the way we calculate
electric force on a point charge in an electric field. Electric potential energy and electric potential are
related by the equation: 𝑈𝑈𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 = 𝑞𝑞𝑞𝑞. Here 𝑉𝑉 is the electric potential (created by whatever source
charges there are) at the location in space which the object with charge q is located. Since energy is a
scalar quantity, then 𝑉𝑉 is also a scalar quantity. In future experiments you will find that one use of
electric potential is for analyzing electrical circuits.

1. What is the unit of electric potential? Use the units for potential energy and charge to express it in
terms of other units.

2. Open up the electric field simulation, check the boxes for Grid and Values, and place a positive
point charge of +1 nC at the center of the grid. Make measurements of electric potential and the
magnitude of the electric field at the following points to the right of the point charge. Use the
voltmeter to measure electric potential. The meter measures the electric potential at the point
where the center of the cross is located. Be sure to put the units for E and V.

Distance, r(m) Magnitude of Electric Field, E Electric Potential, V

0.5
1.0
1.5
2.0
2.5
3.0

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3. What creates the electric field and electric potential you measured?

4. Does the electric potential around the point charge decrease or increase with increasing distance?

5. Equipotential lines are lines with equal electric potential (for example, all the points with an
electric potential of 5.0 V). Using the plot tool that comes with the voltmeter make two
equipotential lines at 𝑟𝑟 = 0.5 𝑚𝑚 and 𝑟𝑟 = 1.5 𝑚𝑚. Enable electric field vectors in the simulation. Put
an electric field sensor at different points on the equipotential line and note the direction of the
electric field vector. What can you conclude about the direction of the electric field vector in
relation to the equipotential lines?

6. Use the electric field sensor to investigate points in between the two equipotential lines. Does the
electric field vector point toward the higher electric potential, toward lower electric potential, or
along an equipotential line?

7. Using your data from Question #2, plot electric potential vs. r in Excel. This is called the “Potential
Graph.”

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 8. One of the students in the class says that the electric potential at locations around a source charge
is inversely proportional to the distance from the source charge to that location. Use your data to
test this hypothesis. Explain what you did to test the hypothesis, the result of the test, and your
conclusion.

Ask your TA to check your result before going on. TA initials ___________________________

Part 2: Electric force and potential energy for two charges

9. Assume that you are going to bring another +1 nC charge to the locations where you measured
electric field and potential from the first +1 nC charge in Question #2. Copy the values (with units)
for E and V you found in Question #2. Then calculate the magnitude of the electric force on the
second charge, the direction of the force, and the electrical potential energy of the system. Refer
back to the first page if you aren’t sure how to calculate FE or Uelec.
r(m) E V FE (N) Force Direction Uelec (J)
0.5
1.0
1.5
2.0
2.5
3.0
10.

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11. Using the ideas of electric field and force, explain what would happen to a proton if released from
rest at 𝑟𝑟 = 1.5 𝑚𝑚. (simulation does not show this).

12. Would the proton released from rest move to a region of higher electrical potential or lower
electrical potential?

13. Would the proton released from rest move such that the system would have higher potential
energy or lower potential energy?

14. Now we will investigate the force, energy, and potential when a negative charge is placed in the
field created by the first positive charge. Assume that instead of using a second positive charge,
you brought a -1 nC charge to each of the locations where you measured electric field and
potential from the +1 nC source charge in Question #2. Again copy the values (with units) for E
and V you found in Question #2. Then calculate the magnitude of the electric force on the second
charge, the direction of the force, and the electrical potential energy of the system. Again refer
back to the first page if you aren’t sure how to calculate F or U.

r(m) E V Force (N) Force Direction Uelec (J)

0.5
1.0
1.5
2.0
2.5
3.0

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15. Using the ideas of electric field and force, explain what would happen to an electron if released
from rest at 𝑟𝑟 = 1.5 𝑚𝑚? (simulation does not show this).

16. Would the electron released from rest move to a region of higher electrical potential or lower
electrical potential?

17. Would the electron released from rest move such that the system would have higher potential
energy or lower potential energy?

18. Compare your answers in Questions 10 and 14. Summarize how the direction of the electric field
and the sign of the charge placed in that field determine the direction of the force.

19. Compare your answers in Questions 11 and 15. Do electric forces always push the charged object
toward a region of higher or lower electric potential? Support your answer.

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 20. Compare your answers in Questions 12 and 16. Electric forces are conservative forces. Do electric
forces always push the system toward higher or lower potential energy? Support your answer.

Part 3: Conclusions

21. Summarize the relationship of electric field to electric force.

22. Summarize the relationship between electric field vectors and equipotential lines.

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 Physics Lab Team Performance Evaluation Form
(This is an individual report that makes up the participation part of your lab grade)
Your Name:
Explain what your role was
in performing this
experiment:

Explain how your other team members contributed and helped to complete this experiment/simulation?
Team member’s Name:

___________________________

Team member’s Name:

___________________________

Team member’s Name:

___________________________

From your team who used the simulation and did simulated data
collection:
From your group who returned the apparatus back to the lab
N/A
cart/instructor’s table:
Did you make sure all parts of the equipment (materials/apparatus)
you used were in place and nothing was missing and nothing was N/A
left on the table or dropped onto the floor?
Before leaving, did you make sure that your tables/countertops are
clean?
Did you make sure that the laptop computer is signed off but not
shut down?
Your suggestions for improvement:

8 of 8
 Phys1112K
Current, Resistance and Voltage in Simple Circuits

Student Name: ………………………………………………………………………..

Team Members:  …………………………………………...………………………….

 …………………………………………...………………………….

 …………………………………………...………………………….

Lab Day and Time: …………………………………. - ………………………………….

TA’s Name: ………………………………….

Today’s Date: ………../………../…………..

Apparatus/Materials: Batteries, battery holders, connecting wires, two identical bulbs and a
different bulb, a digital multimeter with leads, digital ammeter, digital voltmeter, switches.
Objectives:
• To be familiar with the current and voltages across different circuit elements in a series circuit
• To be familiar with the currents and voltage across circuit elements in a parallel circuit
• To develop intuition about the electrical power dissipation across a resistor
• To experimentally obtain Kirchhoff’s laws used for circuit analysis
By definition, electric current (I) is the amount of positive charge flowing across the cross
∆𝑞𝑞
section of the wire (conductor) per second 𝐼𝐼 ≡ and measured in amperes (A ≡ C/s).
∆𝑡𝑡

Part A: Series circuit

1. Set up the circuit shown with one of two identical bulbs
(look for the same type of bulbs; Ex: spherical ones).
Then change the circuit to use the other of the two identical
bulbs. Is the brightness of the two bulbs about the same?

Can you conclude that the bulbs are nearly identical?

2. Set up the circuit shown below using the two identical

bulbs. This way of connecting bulbs to the battery is
called a series connection. Draw arrows on the figure
to indicate the direction you think that the current is
flowing in the circuit.

Are the two bulbs brighter, dimmer, or the same

brightness as the one bulb circuit in Question 1?

3. For the two-bulb circuit in Question 2, how do the two bulbs compare in brightness to each other?

4. What can you conclude about the current flow at different points in the circuit from your observations
of the brightness of the two bulbs in series?

5. If you were to connect an ammeter to measure current in the circuit at points A, B, and C how would
the readings compare? (Do not connect the ammeter yet) Explain the reasoning for your prediction.

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6. Use a digital ammeter. A digital multimeter can also be used as an ammeter to measure currents.
(Select the proper terminals to measure currents and choose the appropriate range in the multimeter.)
Remember that an ammeter must be connected in series since it measures the current passing through
the meter itself. Ask your lab instructor (the TA) for help if needed. Then connect the ammeter at point A
between the negative terminal of the battery and the bulb (left bulb in the drawing). Measure current at
A and enter it below. Then measure currents at B and C also.

IA IB IC

7. Do the measurements agree with your prediction in Question 5? If not, explain what went wrong with
your initial reasoning.

8. Now set up the circuit shown below using the two different types of light bulbs (for example one
spherical and one cylindrical).

How do the two bulbs compare in brightness?

9. Measure the current at the three points (A, B, and C) by connecting the ammeter in series at each
section of the circuit.

IA IB IC

10. How do the values of the current compare at these three points? Why? Think about the definition of
the current to answer this question.

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11. If the bulbs are different in brightness, in your opinion, what causes that to be the case? (Just write
what you think, no points are deducted here)?

Note: There is a property of circuit elements called resistance, which is the opposition a circuit element offers to the flow of
charge through it. Identical bulbs would have identical resistances, and different bulbs will have different resistances.

12. Disconnect the bulbs from the circuit and measure the resistance of each bulb using the digital
multimeter. If needed, your TA will demonstrate how to use digital multimeter as an ohmmeter that
measures resistance. Then measure the total resistance when they are connected together in series. The
unit of resistance is Ohms (Ω).

Resistance of Resistance of Total Resistance when

Bulb 1 Bulb2 connected in series

13. Is the resistance higher or lower for the bulb that was brighter compared with the bulb that was
dimmer (Question 8)? What do you conclude about how resistance is related to the brightness of each
bulb for the same current in a series circuit?

14. The digital voltmeter measures the potential difference

across a circuit element like a light bulb or a battery. Connect
the voltmeter ACROSS the battery holder by connecting one lead
from the voltmeter to one side of the battery pack and the other
lead from the voltmeter to the other side of the battery pack (the
voltmeter is in parallel connection to the battery). If you are
using the lab power supply, then connect the positive terminal
(red) to positive of the voltmeter and negative terminal to the
negative (common-black) of the voltmeter.
Record the voltmeter reading (remember units)

ΔV Battery = __________________

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15. Predict: If you connect a voltmeter ACROSS each bulb, would you expect
A. the readings to be equal to each other?

B. both readings to be equal to battery voltage (or power supply voltage)?

C. another result such as _______________________________________________

16. Now connect the voltmeter across each of the two bulbs in the circuit and measure voltages across
each bulb. Enter the results in the table below.

ΔVBulb1 ΔVBulb2 ΔV Battery

17. How do the voltages across the two bulbs compare with each other? Re-draw the circuit showing the
current through each element and the voltages across each element obtained from measurements.

18. Based on your measurements of potential differences (voltage) across the bulbs
(𝛥𝛥𝛥𝛥𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵1 𝑎𝑎𝑎𝑎𝑎𝑎 𝛥𝛥𝑉𝑉𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵2 ) and the battery voltage 𝛥𝛥𝛥𝛥𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵 write down an equation relating 𝛥𝛥𝛥𝛥𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵1,
𝛥𝛥𝛥𝛥𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵2 and 𝛥𝛥𝛥𝛥𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵𝐵 for the series circuit. This is the Kirchhoff’s loop rule applied to the series
circuit.

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Part B: Parallel circuit

19. If you were to construct the circuit shown (this is called

a parallel connection) using two identical bulbs (i.e., bulbs
with same resistor), how do you think
the bulbs will compare in brightness? Explain.

20. Now set up the circuit and check your prediction regarding brightness of bulbs. What did you find?

21. Predict: If you were to measure the current flowing through points A, B and C, how do you think the
values would compare? Why?

22. Predict: If you were to measure the potential differences across these bulbs (what the voltmeter
measures) how do you think the values will compare to each other and to the potential difference
across the battery pack or the power supply? Why?

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23. After discussing these predictions with your team members, make the appropriate measurements
with your digital ammeter and voltmeter. Make sure you connect the ammeter and voltmeter
properly (ammeter is always connected in series and voltmeter is always connected in parallel)!
Remember units.

IA IB IC

ΔVBulb1 ΔVBulb2 ΔV Battery

24. Re-draw the circuit

diagram by using symbols
and showing currents and
voltages across each
element obtained from
measurements:

25. Based on your current measurements write down an equation relating currents 𝐼𝐼𝐴𝐴 , 𝐼𝐼𝐵𝐵 and 𝐼𝐼𝐶𝐶 . This is
the Kirchhoff’s junction rule applied to a junction in the parallel circuit.

26. You already know the resistance of each bulb and they are the same. Disconnect the power supply or
batteries and measure the total resistance of the parallel circuit. Enter the results in the table below.
Resistance of Bulb 1 Resistance of Bulb2 Total Resistance when
connected in parallel

You may increase or decrease the total resistance of a circuit by adding resistances to a circuit. Total
resistance depends on how you add resistors to the circuit. Fill in the blanks below based on your data
from #12 and #26 above.
• Arranging resistances in series ________________________ total resistance in the circuit.

Arranging resistances in parallel ______________________ total resistance in the circuit.

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 Physics Lab Team Performance Evaluation Form
(This is an individual report that makes up the participation part of your lab grade)
Your Name:
Explain what your role was
in performing this
experiment:

Explain how your other team members contributed and helped to complete this experiment/simulation?
Team member’s Name:

___________________________

Team member’s Name:

___________________________

Team member’s Name:

___________________________

From your team who borrowed and brought the apparatus to your
table:
From your group who returned the apparatus back to the lab
cart/instructor’s table:
Did you make sure all parts of the equipment (materials/apparatus
such as bulbs, bulb holders, batteries, switches, etc.) you used were
in place and nothing was missing and nothing was left on the table
or dropped onto the floor?
Before leaving, did you make sure that your tables/countertops are
clean?
Did you make sure that the laptop computer is signed off but not
shut down?
Your suggestions for improvement:

8 of 8
 Phys1112K
DC RC Circuits

Student Name: ………………………………………………………………………..

Team Members:  …………………………………………...………………………….

 …………………………………………...………………………….

 …………………………………………...………………………….

Lab Day and Time: …………………………………. - ………………………………….

TA’s Name: ………………………………….

Today’s Date: ………../………../…………..

Apparatus/Materials: PASCO voltage-current sensor, power supply (10V), two alligator clips to
connect the capacitor, five long banana wires, 25000 µF bipolar capacitor, 100 Ω and 250 Ω resistor,
PASCO interface with PASCO software, multimeter.
Objectives:
• To understand current and voltage characteristics of a DC RC discharging circuit
• To understand the effect of the RC time constant
Bipolar capacitor: Correct functioning of the bipolar capacitor requires connecting higher potential to
the positive terminal of the capacitor and lower potential to the negative terminal of the capacitor.

Part A: RC circuits: Discharging a capacitor

In the previous experiment we measured currents and voltages in a series and parallel circuit involving
resistors (light bulbs). In a circuit with only resistors and batteries, the current through and voltage
across each resistor do not change with time. However, if the circuit involves a capacitor, then the
current and voltage across circuit elements do change with time. In this experiment we investigate
current and voltage in a series circuit involving a resistor and a capacitor referred to as an 𝑅𝑅𝑅𝑅 circuit.

1. The amount of charge that must be moved from one side of the capacitor to the other to establish a
voltage, V, for a capacitor with capacitance, C, is given by . Calculate the amount of charge that
will be pumped if we hook a 10 V battery up to the 25000 μF capacitor. Show your work and pay
attention to units.

Q = ___________________________________________
+Q -Q
2. A 25000 μF capacitor is charged to 10 V and then connected
to a 100 Ω resistor in the circuit shown to the right. Calculate the
amount of current that flows right after we connect the circuit as shown
and indicate the direction of current flow on the figure.

RC circuit
I = __________________________________________
Will the current be the same 10 seconds later? Why or why not?

3. As the current flows in the RC circuit above, what is happening to the amount of charge on each
plate of the capacitor? Remember that current is a flow of charge, so pay attention to whether charge is
flowing toward or away from a capacitor plate.

4. Based on your answer to Question 3, what is happening to the voltage across the capacitor as time
passes and current flows? Remember that the charge and voltage on the capacitor are related by Q=CV.

5. Based on your answer to Question 4, what will be happening to the voltage across the resistor?
Remember the loop rule says that the net voltage around a closed loop is zero.

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6. What does your answer to Question 5 imply about what is happening to the current in the circuit?
Remember that the voltage across the resistor is given by ∆VR=IR.

7. If the current in the circuit decreases, what does that mean about the rate at which the charge
(and voltage) on the capacitor changes?

8. Sketch your predictions for the graphs of voltage across the resistor versus time and current in the
circuit versus time for the RC circuit.

∆VR I

t t
Part B: Qualitative investigations of discharging a capacitor
Voltage vs. time and current vs. time

Now make the following circuit, charge the bipolar capacitor to 10V and investigate voltage and current
in the discharging. Do not connect the circuit to the power supply first. Wait for TA’s approval before you
begin. Use R=100Ω resistor and blue cylindrical 25000μF bi-polar capacitor (note + and – signs). You
will be using PASCO voltage–current sensor to measure voltage and current across the resistor and
capacitor. Select the data sampling frequency to be 5 Hz that means the sensor collects voltage and
current data 5 times per second.
Ammeter

Voltmeter
10V V
25000μF R

3 of 10
 100Ω

Once the circuit is connected, open Capstone software and click on the two-graph template. Choose the
vertical axis to be voltage in one graph. Choose current to be the vertical axis in the other graph. Both
should have horizontal axis as time. If the vertical axis does not show voltage/current options that means
either the sensor is faulty or no good connection to the interface.

Now connect the power supply and charge the capacitor. (In the picture, black wire would be connected
to the negative terminal of the power supply).

Start recording data while the power supply is connected and then disconnect the power supply. Record
data for about 10-12 seconds and stop recording. You should have a nice voltage vs. time graph and a
current vs. time graph. If necessary practice doing this several times until you are satisfied with the
graph. Keep the best run and delete the others.

9. How does the shape of the voltage vs. time and current vs. time graphs compare with your
predictions in Question 8?

10. How would you describe the slope of the curve and how it is changing as time increases?

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11. If we used a larger resistor in the circuit, would the current be larger, smaller, or the same right
after we disconnect the power supply?

12. Based on your answer to Question 11, do you predict that the discharge of the capacitor will be
faster, slower, or the same if we use a larger resistor? Explain why.

13. Now with the power supply disconnected, change the resistance to 250 Ω. Follow the steps above
to collect and get the current and voltage graphs for the discharge of the capacitor. Once you have good
graphs for 100 Ω and 250 Ω resistors keep the power supply disconnected until you begin to take data
later. Display both voltage vs. time curves (100 Ω and 250 Ω) on the same graph. Also display both
current versus time curves on one graph. Selecting both runs from the ‘third item from the left of Graph
menu’ can do this. Now take snap shot of the graphs using the camera icon from the menu and paste
them to a word document. Save the word document.

14. Is the discharge faster, slower or the same with 250 Ω as it was with 100 Ω? Does this match your
prediction?
Part C: Quantitative investigations of voltage vs. time and current vs. time
As might have guessed from the shape of the current and voltage curves, the discharge process follows an
exponential decay curve. The voltage across the capacitor (∆𝑉𝑉𝐶𝐶 ) at time 𝑡𝑡 is expected to be given by
∆𝑉𝑉𝐶𝐶 = ∆𝑉𝑉0 𝑒𝑒 −𝑡𝑡/𝑅𝑅𝑅𝑅 , where ∆𝑉𝑉0 is the initial voltage of the capacitor at 𝑡𝑡 = 0. Since ∆𝑉𝑉0 is the voltage at one
particular time, it is a constant in this equation. So the only variable on the right side of the equation is t.

15. The exponent of the exponential function contains 𝑅𝑅𝑅𝑅 for the given circuit, which is called the time
constant. Use the units of 𝑅𝑅 and 𝐶𝐶 to find units of 𝑅𝑅𝑅𝑅. Write ohms in terms of volts and amps and write
farads in terms of volts and coulombs. Simplify until you get something simple. Show your work below.

Units of RC are _______________________________________________________

16. If we increased either R or C, then the value of RC would increase. Is this consistent with what you
observed when you changed the resistor from 100 Ω to 250 Ω? Explain how.

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17. Now we are going to experimentally determine the time constant of the discharge from the voltage
vs. time data and use that to find the capacitance of the blue cylindrical capacitor. First we need accurate
values for the resistance of the 100 Ω and 250 Ω resistors we will be using. Disconnect the resistor from
the circuit before you use a multimeter to measure the resistances.

𝑅𝑅1 = __________________________________ 𝑅𝑅2 = __________________________________

18. Put the 100 Ω resistor back into the circuit. Now we need to choose a different template to collect
just the voltage –time data for the discharging capacitor. Use the template with table and graph. Select
the vertical axis to be voltage and the other as time. Also for the table heading select the left column
heading to be time and the other to be voltage. Select the frequency to be 2 Hz. Now connect the power
supply to the circuit and follow the procedure that you did earlier to collect data for about 10-12 seconds.

19. From your table pick a point just after the discharge begins to be the first data point. Then select
data at equal time intervals, about one second apart. Record data below and also create an Excel
spreadsheet.

t(s) ∆𝑉𝑉𝐶𝐶 (V)

20. Plot the voltage versus time data from your table and then fit an exponential curve to the data.
Label the axes and make sure you display the equation for your exponential fit. Label the graph and then
copy and paste it to your Word document. Write the equation of the exponential fit below.

∆𝑉𝑉𝐶𝐶 =

21. From your equation identify the RC time constant and attach the correct units.

RC = ______________________________________

22. Use the time constant and your measured value of R to calculate the capacitance, C.

C = _______________________________________

23. How close is your measured value of C to what is labeled on the capacitor?

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24. Now replace 100 Ω resistor with 250 Ω and repeat the measurement of voltage vs. time. Again
record data after the discharge begins

t(s) ∆𝑽𝑽𝑪𝑪 (V)

25. Plot the voltage versus time data from your table and again fit an exponential curve to the data.
Label the axes and display the equation for your exponential fit. Label the graph and then copy and paste
it to your Word document. Write the equation of the exponential fit below.

∆𝑉𝑉𝐶𝐶 =

26. From your equation identify the RC time constant and use it and your measured value of R to
calculate the capacitance, C.

RC = ______________________________________

C = _______________________________________

27. Is this value of C similar to what you found in Question 22 using the 100 Ω resistor?

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Part D: Conclusions
28. Do the experimentally determined capacitance measurements match the value marked? Are they
close?

29. Would the capacitor discharge more quickly or more slowly if we had used a capacitor with a
smaller value of capacitance? Explain.

30. Why does the capacitor charge almost instantly when the switch is closed?

31. Why does the capacitor discharge more slowly when the switch is opened compared to charging?

Instructions on how to submit the graphs:

1. Open a word document and type the names of all present group members.
2. If you need help finding slopes using Excel, please talk to your TA.
3. Copy your Excel graphs (with title and axis labels) to your Word document.
4. Print the document and attach it to the lab write-up.

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 Physics Lab Team Performance Evaluation Form
(This is an individual report that makes up the participation part of your lab grade)
Your Name:
Explain what your role was
in performing this
experiment:

Explain how your other team members contributed and helped to complete this experiment/simulation?
Team member’s Name:

___________________________

Team member’s Name:

___________________________

Team member’s Name:

___________________________

From your team who borrowed and brought the apparatus to your
table:
From your group who returned the apparatus back to the lab
cart/instructor’s table:
Did you make sure all parts of the equipment (materials/apparatus)
you used were in place and nothing was missing and nothing was
left on the table or dropped onto the floor?
Before leaving, did you make sure that your tables/countertops are
clean?
Did you make sure that the laptop computer is signed off but not
shut down?
Your suggestions for improvement:

9 of 10
10 of 10
 Phys1112K
Magnetic Fields

Student Name: ………………………………………………………………………..

Team Members:  …………………………………………...………………………….

 …………………………………………...………………………….

 …………………………………………...………………………….

Lab Day and Time: …………………………………. - ………………………………….

TA’s Name: ………………………………….

Today’s Date: ………../………../…………..

Apparatus/Materials: Bar magnet box, compass, PASCO magnetic field sensor, PASCO interface,
multimeter, red and black leads, rheostat.
Objectives:
• To measure and understand the magnetic field of a bar magnet.
• To measure and understand the magnetic field of an electromagnet, in particular, a
solenoid.
Electric charges produce electric fields. Magnets and electromagnets produce magnetic fields. We used the
electric field model to explain how a charge or a charge distribution exerts forces on other charges at a
distance. Similarly we use the magnetic field model to explain how a magnet exerts forces on other magnets
and charges moving relative to the field. Therefore magnetic field is a vector quantity. Magnetic field is
measured in Tesla (T). “Tesla” is a large unit with one Tesla being a very strong magnetic field. Small magnetic
fields like the magnetic field of a small bar magnet are measured in millitesla. The horizontal component of
the earth magnetic field is about 50 microtesla on the surface of the earth.

We learned that positive and negative electric charges can be separated and monopoles and dipoles occur
naturally. However, in magnets we only find magnetic dipoles in nature where we always find a “north pole”
and “south pole” together.

Here in this experiment we qualitatively investigate the magnetic field around a bar magnet (permanent
magnet) and an electromagnet using a tiny test magnet called a “compass”. Then we will measure the
magnetic field of a bar magnet and an electromagnet using PASCO magnetic field sensor and study how the
magnetic field depends on position, current, etc.

Part A: Permanent Magnets

1. Take the two bar magnets out of the box and investigate their interaction. Explain how the poles
interact in terms of attraction and repulsion.

2. Now place one magnet on the marked space below and identify north and south poles of the
magnet. The direction of the magnetic field at a point in space is indicated by the compass magnet.
Then using the compass identify the direction of the magnetic field at the points shown. Then
draw magnetic field lines connecting appropriate points to create a magnetic field line drawing.

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3. Now connect the PASCO magnetic field sensor to the PASCO passport interface and the interface to
the computer via USB cable. Open up the CAPSTONE software and select the graph and meter
window. Select the vertical axis to be “magnetic field” and the horizontal axis to be “time.” Change
the sampling rate to 10 samples per second. Press the record button and see if it records data on
the graph. Move the sensor away from magnets and see if the value changes from position to
position and in which direction the sensor is directed. Enlarge the scale of the magnetic field axis
to read the value in militesla. (1 mT = 0.001 T).

Align the sensor as follows to measure the magnetic field.

Direction of the magnetic field

When you align the sensor as shown

Reading is positive.

The sensor has to be perfectly aligned with the magnetic field to measure it accurately. Make sure
that you keep the sensor as shown in the figure.

4. Keep the magnetic field sensor as shown below and measure the magnetic field at the edge of the
magnet. It may be helpful to put something under the magnet so that the magnet and sensor are at
the same height. Then move the sensor along the axis of the magnet to the right and measure the
magnetic field at five different points. Keep the sensor at a fixed position and run the program to
see the reading as a function of time. Get the average reading and record it below.

Magnet Sensor

S N

Position (cm) Magnetic field strength (mT)

0.1
0.5
1.0
1.5
2.0
2.5

5. Transfer data to an Excel file and plot magnetic field vs. position. Draw an appropriate trend line
and display the equation on the chart. Name the graph, label axes, and display units.
Show the graph to your TA and get this space initialed ___________________________

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 6. Qualitatively explain how the strength of the magnetic field changes with distance from the edge
of the magnet based on your graph.

7. Your data might indicate a magnetic field even when the sensor is far away from the magnet. What
are the possible reasons for this situation? (Slowly move the probe around other wires, computers
etc. and see if they indicate any magnetic field)

Part B: Electromagnets
The figure below shows a schematic diagram of a solenoid. The direction of the magnetic field created
by the solenoid depends on how the wire is wrapped and the direction of the current flow (which end
it enters). The strength of the magnetic field depends on the number turns per unit length of the
solenoid, the current in the wire, and the magnetic permeability in the medium.

magnetic field
N S

current in current out

You are given a solenoid and it is an electromagnet. Carefully observe how it is made. An insulated
wire is wrapped around a hollow metallic cylinder. When a current flows through the wire the
solenoid becomes an electromagnet. In this experiment you want to investigate the strength of the
magnetic field inside the solenoid as the current is varied.
We need to send a known current through the solenoid wire and measure magnetic field. Connect the
circuit as shown below for the experiment.

Sensor
Interface computer

Solenoid

Power supply

Ammeter
Rheostat (variable resistor)

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8. Power supply is set around 5.0V for you and adjust the rheostat until the current indicated by the
ammeter is 0.25 A. Place the magnetic sensor as shown above and make sure that aligns with the axis
of the solenoid. Insert the probe about one inch into the solenoid and read the measurement. With
trial and error find out the maximum reading for recording. Record the reading below with units.

Magnetic field = __________________________________

9. Switch off the power supply. Then switch the direction of the current by switching the wires
connected to the power supply. Switch on the power supply. Record the reading below with units.
Make sure the current is still 0.25 A.
Magnetic field = __________________________________
10. Why does the magnetic field have a different sign now? Explain.

11. Now repeat the same measurement as in Question #8 with a range of values for the current flowing
through the wires of the solenoid. Record your data in the table below.

Current (A) Magnetic field (mT)

0.25
0.50
1.25
1.50
1.75
2.00

The magnetic field inside a solenoid is expected to be given by the equation

𝜇𝜇0 𝑁𝑁𝑁𝑁
𝐵𝐵 = = 𝜇𝜇0 𝑛𝑛𝑛𝑛
𝐿𝐿
𝑁𝑁 𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁 𝑜𝑜𝑜𝑜 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡
where 𝑛𝑛 = = , 𝜇𝜇0 = 1.257 × 10−6 Tm/A
𝐿𝐿 𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿ℎ

So, this suggests that the magnetic field is linearly dependent on the current. Plot the magnetic
field vs. current graph in Excel. Draw a linear trend line and display equation on chart.

Show your graph to your TA and get this space initialed ___________________

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12. Are your measurements of magnetic field vs. current consistent with a linear relationship? Explain
why you come to that conclusion.

13. Use the slope of your linear fitting to determine the number of turns per unit length, 𝑛𝑛, for this
solenoid. Show your work. Remember to watch exponents since you measured the field in mT.

𝑛𝑛 = ____________________________

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Part C: Conclusions and Reflection

14. What are three things you learned about the magnetic field of a bar magnet? Use your data to support
the answer.

15. Summarize what you learned about the magnetic field of a solenoid.

16. We did not consider the effect of earth’s magnetic field when doing our experiment. Would your
results be effectively different if we considered the effect of earth’s magnetic field? You need to pay
attention to the earth’s magnetic field vector (magnitude and direction) when making your
arguments.

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 Physics Lab Team Performance Evaluation Form
(This is an individual report that makes up the participation part of your lab grade)
Your Name:
Explain what your role was
in performing this
experiment:

Explain how your other team members contributed and helped to complete this experiment/simulation?
Team member’s Name:

___________________________

Team member’s Name:

___________________________

Team member’s Name:

___________________________

From your team who borrowed and brought the apparatus to your
table:
From your group who returned the apparatus back to the lab
cart/instructor’s table:
Did you make sure all parts of the equipment (materials/apparatus)
you used were in place and nothing was missing and nothing was
left on the table or dropped onto the floor?
Before leaving, did you make sure that your tables/countertops are
clean?
Did you make sure that the laptop computer is signed off but not
shut down?
Your suggestions for improvement:

8 of 8
 Phys1112K
Superposition and Standing Waves

Student Name: ………………………………………………………………………..

Team Members:  …………………………………………...………………………….

 …………………………………………...………………………….

 …………………………………………...………………………….

Lab Day and Time: …………………………………. - ………………………………….

TA’s Name: ………………………………….

Today’s Date: ………../………../…………..

Apparatus/Materials: PASCO mechanical vibrator, PASCO interface, string, mass hanger (50 g) and
set of masses, meter stick, electronic scale, two wire leads, pulley and two metal stands with brackets.
Objectives:
• To understand superposition of two sinusoidal waves moving in opposite directions.
• To study wave propagation in a string.
• To understand the formation of standing waves on a string.
Part 1: Introduction
In your tutorial you studied the reflection and superposition of pulses moving in a slinky and in a string.
Here in this experiment you are going to investigate the superposition of two oppositely moving sinusoidal
waves moving in a tight string. When two sinusoidal waves of the same frequency are moving in opposite
directions in the same medium, a standing wave is the result. This often occurs when a wave is traveling
in a medium where there is a reflection at one or both ends.

Figure 1 shows a standing wave pattern resulting from periodic waves of wavelength λ traveling to the
right and to the left in the string. In a standing wave, there are points in the medium with zero displacement
called “nodes” where the two waves are always in destructive interference. There are also points with
maximum displacement called “antinodes” where the two waves are always in constructive interference.
The three lines shown in the standing wave pattern indicate the position of the string at three different
times in the motion; one when the entire string is at the equilibrium position (flat line), one when the
antinodes have a maximum displacement from equilibrium, and one when the antinodes have a maximum
displacement in the opposite direction from equilibrium.

1. Identify all nodes by marking them with the letter “N” and all antinodes by marking them with the
letter “A” in the standing wave pattern shown below.

Wavelength λ

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Part 2: Fixed frequency with different tensions
2. In class you discussed the relationship of wave speed with tension. What did you learn from that?

Fix the string vibrator to a metal stand. Then take the string and attach one end
to the string vibrator. Connect the PASCO interface to the vibrator using two
wire leads. Connect the PASCO interface to the computer if it is not already
connected. Open up a template. Select the signal generator in the menu locate
to the left. Then click open controls of the signal generator and select the
frequency to be 60HZ and amplitude to be 6V. Switch on the signal generator
using the on/off button. Hold the free end of the string as shown in the figure
below and slowly increase the tension by pulling it away. Observe the standing
wave patterns that occur as you stretch the string.

PASCO vibrator PASCO

Wire leads interface
3. What happens to the number of antinodes as you increase the tension?

4. What happens to the wavelength as you increase the tension? Refer back to the figure on the first
page to see how wavelength is related to nodes and antinodes.

5. Does the frequency of the standing wave change as you increase the tension?

6. What is the justification to your answer in #5?

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7. Adjust the tension until the string vibrates with 4 segments. Then adjust the tension slightly (fine
tune) so that you get a good node at the blade.

Good node at the vibrator end Bad node at the vibrator end

Explain how you can tell that the displacement of the medium (string) is zero at nodes.

8. Measure and record the length of a segment or between two adjacent nodes using meter stick.

Length of a segment:

9. Determine the wavelength of the standing wave using a meter stick.

Wavelength = ______________________________

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Part 3: Fixed tension with different frequencies
You just experimentally verified the existence of standing waves with nodes and antinodes. You also
observed that for a fixed length of a string the wavelength of a standing wave varies with tension in the
string. Now you are going to investigate the formation of standing waves in the string with different
frequencies at a fixed tension.
Now setup the apparatus as shown below. Make sure that the string is horizontal. Place 100 g in the mass
hanger so that the total mass attached is 150 g. Adjust the length between the pulley and the vibrator to
be more than 1.00 m. Connect the frequency generator to the string vibrator. The signal generator
generates sinusoidal waves and that signal is fed to the vibrator. Therefore the vibrator vibrates with
simple harmonic oscillations.

String String Vibrator Wire leads PASCO Interface

Pulley

Metal stand

Table

Mass and hanger

10. Now slowly increase the frequency of the signal generator using PASCO interface computer controls
used above starting at 0 Hz and carefully observe the formation of standing waves which have a good
node at the vibrator end. Once you reach such a frequency, fine tune it with fine frequency
adjustment. Complete the observation/measurement chart below.

Sketch of the standing wave # of f (Hz) λ (m) fλ

pattern antinodes

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11. The last column is the product of frequency times wavelength, fλ. What SI units does this quantity
have?

12. What kinds of quantities have the same units as does the frequency times wavelength?

13. Is the quantity fλ approximately the same for all these standing waves?

14. Based on the values in the last column calculate the average speed of the waves in the string?

15. Look at the frequencies you found that give good standing waves. Do you see a pattern for these
values? What relationship do you find between frequency and the number of antinodes?

16. Look at the wavelengths you found that give good standing waves. Do you see a pattern for these
values? Express the wavelength in terms of the length of the string and the number of antinodes.

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Part 4: Same standing wave pattern with different tension
17. Transfer your data for standing wave with 3 antinodes using 150 g hanging mass to the table below.
Then repeat #10 with different tensions using 250 g and 350 g total hanging masses to find the
frequency which results in a good standing wave with 3 antinodes. Complete the table below.

# of
antinodes mass=150 g mass=250 g mass=350 g
f (Hz) λ (m) fλ f (Hz) λ (m) fλ f (Hz) λ (m) fλ
3

18. What can you conclude about how tension affects the wave speed? Is this consistent with what you
found in the previous experiment?

19. When the wave speed increases, will the wavelength need to increase, decrease or stay the same to
get the same standing wave pattern (such as the one with 3 antinodes)?

20. When the wave speed increases, will the frequency need to increase, decrease or stay the same to
get the same standing wave pattern (such as the one with 3 antinodes)?

Part 5: Application
21. Based on your experience in this experiment explain tuning a guitar (or any other stringed
instrument) by changing the tension of the string. (You explanation must be based on frequency,
wavelength, and speed of the wave)

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 Physics Lab Team Performance Evaluation Form
(This is an individual report that makes up the participation part of your lab grade)
Your Name:
Explain what your role was
in performing this
experiment:

Explain how your other team members contributed and helped to complete this experiment/simulation?
Team member’s Name:

___________________________

Team member’s Name:

___________________________

Team member’s Name:

___________________________

From your team who borrowed and brought the apparatus to your
table:
From your group who returned the apparatus back to the lab
cart/instructor’s table:
Did you make sure all parts of the equipment (materials/apparatus)
you used were in place and nothing was missing and nothing was
left on the table or dropped onto the floor?
Before leaving, did you make sure that your tables/countertops are
clean?
Did you make sure that the laptop computer is signed off but not
shut down?
Your suggestions for improvement:

8 of 8
 Phys1112K
Double Slit Interference Phys1112K:

Student Name: ………………………………………………………………………..

Team Members:  …………………………………………...………………………….

 …………………………………………...………………………….

 …………………………………………...………………………….

Lab Day and Time: …………………………………. - ………………………………….

TA’s Name: ………………………………….

Today’s Date: ………../………../…………..

Apparatus: A set of double slits, a slit holder, red and blue laser pointers, a laser pen holder,
screen with screen holder, meter stick, and plastic ruler.
Objectives:
1. To form and test a hypothesis
2. To observe the formation of interference patterns due to a double slit.
3. To investigate and understand the parameters which determine the distance between bright
fringes in a double slit interference pattern.
4. To make observations and measurements and correctly record them
Warning: Never look into the laser. Slits are delicate and finding replacements is very difficult. They come
Never shine the laser into someone in little bags. Please be sure to put them back into their bags before
else’s eyes. returning them to the equipment cart at the end of the experiment.

Part 1: Introduction
Double slits
You have already discussed two-source interference in the class. Carefully inspect the double slits given to you.
The most important dimension of the double slit is the slit spacing or separation between slits, “d.” There are
5 double slits with different “d” values.
When we shine monochromatic (single wavelength) light on the two slits, instead of observing an image of the
two slits, we observe bright and dark fringes on the screen (or wall). Also notice that the fringes are spaced
much further apart than are the slits. The number and spacing of these bright and dark patches is very different
than what we would expect if the light behaved just as rays. These bright and dark fringes demonstrate the
wave nature of light. Light traveling through different slits travels on different paths but arrives at the same
point on the screen and interferes to make the observed pattern.
Setting up the experiment
Setup the laser pointer and the slit as shown in the picture where the pattern of light after passing through the
slits is showing up on the wall of the room.
In the class you learned that when light goes through a small opening (such as single slit) it displays wave
properties. Two light waves with the same frequency and wavelength which travel on different paths can
interfere and make bright fringes with constructive interference and dark fringes with destructive interference.
With a double slit, light traveling along different paths as it passes through each of the two slits will interfere
when arriving at the same point on the screen.

Practice lining up the laser to pass through single slits and double slits. Investigate the pattern of bright and
dark fringes produced by each of these double slits.

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Part 2: Interference Patterns from Double Slits

1. Describe the pattern you observe when the red laser light passes through the double slit with the
smallest slit separation. Pay close attention to the fine detail.

2. Sketch the pattern you observe.

3. Now observe the pattern from the double slit with a larger “d” value. The closely spaced fringes from
the largest “d” value double slit are hard to notice because they are so close to each other. Carefully
describe what you observe.

4. Sketch the pattern you observe. Use approximately the same scale as the sketch in Question 2.

5. Compare the pattern you observe from the double slit with the smallest separation (“d” value) with
the pattern from the double slit with a larger separation. List similarities and differences. Pay close
attention to the fine detail.

Similarities:

Differences:

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Part 3: Double Slits with Different Wavelengths

6. Make the following observations using two different color lasers. During your observations do not
make any changes to the distance (L) between the slit and the screen. We keep this parameter
constant for our first observations.

Sketch the interference pattern of each double-slit by drawing only the center
bright fringe and two more fringes on each side. Since we need to compare, pay
attention to relative center to center distance between the bright fringes when
drawing. Follow a same scale for drawing for comparison.
Color Smaller “d” value double slit Larger “d” value double slit

Red

Blue

7. Now name the fringes on your sketches in Question 6 as follows with an order “m.”
Central bright fringe: Zero order fringe or central maximum; m=0.
Two bright fringes (to the left and at right) next to the central fringe: first order fringes; m=1.
Second set of two bright fringes: second order fringe etc.: m=2.

m=2 m=1 m=0 m=1 m=2

8. For the double-slit with smaller “d” value which color gave you the largest distance between
bright fringes?

9. For double slit with larger “d” value which color gave you the largest distance between bright
fringes?

10. Which double slit and color gave you the largest distance between the bright fringes?

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11. For the double slit and color you answered in Question 10, is the center to center distance between any
two consecutive (adjacent) bright fringes the same, that is, are the centers of the bright fringes evenly
spaced apart? Make some measurements before you decide and explain your work below.

12. How does intensity (brightness) of the fringes change as you go from zero to higher orders?

13. Now select the color and slit which gave you the largest distance for bright fringes. Increase or decrease
the distance between the slit and the screen and observe what happens to the center to center distance
between the central fringe and the 1st order bright fringes. Record your observations below.

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Part 4: Testing a Mathematical Model for the Double Slit Interference Pattern

Based on the observations you made so far one of your colleagues suggests that the distance between
the centers of the bright fringes, can be expressed mathematically as follows.
λL
𝑦𝑦 =
𝑑𝑑

where y = distance from center of one bright fringe to center of the next bright fringe
L = distance between the screen and the double slit
d = slit separation in the double slit
λ = wavelength of the light

This is a hypothesis that we need to investigate, but we have already done some experiments.

14. Is the hypothesis above consistent with the dependence of fringe separation on the wavelength that
you observed (that is, the data in the table in Question 6)? Explain how it is or is not.

15. Is the hypothesis above consistent with the dependence of fringe separation on slit separation “d” that
you observed (that is, the data in the table in Question 6)? Explain how it is or is not.

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16. Is the hypothesis above consistent with the dependence of fringe separation on the distance “L”
between the screen and the slits that you observed (that is, your answer to Question 13)? Explain how
it is or is not.

17. In class you learned that “light is an electromagnetic wave and results of double slit experiment can be
explained as an interference pattern of light waves coming from two sources.” That raises a question.
You had only a single laser pointer. What were the two sources that produced the interference pattern
for a given color?

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 Physics Lab Team Performance Evaluation Form
(This is an individual report that makes up the participation part of your lab grade)
Your Name:
Explain what your role was
in performing this
experiment:

Explain how your other team members contributed and helped to complete this experiment?

Team member’s Name:

___________________________

Team member’s Name:

___________________________

Team member’s Name:

___________________________

From your team who borrowed and brought the apparatus to your
table:
From your group who returned the apparatus back to the lab
cart/instructor’s table:
Did you make sure all parts of the equipment you used were in place
and nothing was missing (the laser pens, double slit, holders, etc.)
and nothing was left on the table or dropped onto the floor?
Before leaving, did you make sure that your tables/countertops are
clean?
Did you make sure that the laptop computer is signed off but not
shut down?
Your suggestions for improvement:

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 Phys1112K
Lenses and Ray Tracing

Student Name: ………………………………………………………………………..

Team Members:  …………………………………………...………………………….

 …………………………………………...………………………….

 …………………………………………...………………………….

Lab Day and Time: …………………………………. - ………………………………….

TA’s Name: ………………………………….

Today’s Date: ………../………../…………..

Apparatus/Materials: Black Optics set and box and ARBOR Scientific LED object set box
Objectives:
1. To form a hypothesis
2. To conduct a controlled experiment
3. To make measurements and correctly record them
4. To understand real image formation from lenses due to refraction.
5. To practice ray tracing for converging and diverging lenses.
6. To understand the phenomena of refraction
7. To understand magnification and use a lens combination to improve magnification.
Part 1: Ray Tracing
***** Each student must have their own ray tracing paper attached to their reports *****
1. Draw a long straight line down the middle of a sheet of white paper to be your optical axis. Draw a
line perpendicular to the optical axis in the middle of the page to be your lens plane. Take the
thinner converging lens out from the box and place it on a white sheet of paper as shown below.
(DO NOT use the thickest one.) Now use the ray box to produce a single ray coming from the left
side of the lens running parallel to the optical axis. Notice that the ray is refracted by the lens and
changes direction. Trace onto the paper the path of the ray before and after going through the lens
and label this as Ray 1. Mark the point where the refracted ray crosses the optical axis with an “F.”
This point is the right-side focal point of the lens. Be careful not to change the position of the lens
on the paper.
Left side of the lens Right side of the lens

Ray 1

Optical
axis

Lens
plane
2. The shortest distance from the lens plane to the focal point is called the focal length. From your
ray diagram measure the focal length, f, of the converging lens.
(Remove the lens to do this but put it back in place when done.)

f = ____________________________________ Remember Units

3. Now use a parallel ray coming from the right side of the lens to locate the focal point of the lens on
the left side. Also mark this point with an “F.” Is the focal length the same as you found in
Question 2?

4. Send a ray from the left side of the lens through the left side focal point and into the lens as shown
below. Trace the ray onto the paper before and after it is refracted by the lens and label it on your
paper as Ray 2.

Ray 2
F

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5. After going through the lens, is the refracted Ray 2 parallel to the optical axis?

6. Send a ray directly through the center of the lens and trace the ray. Label it as Ray 3 on your paper.

Ray 3

7. Summarize the behavior of each of these three rays (called principal rays) after they pass through
the converging lens.

Ray 1: a ray parallel to the optical axis _________________________________________________________________

________________________________________________________________________________________________________________

Ray 2: a ray passing through the front-side focal point ______________________________________________

________________________________________________________________________________________________________________

Ray 3: a ray passing through the center of the lens ___________________________________________________

________________________________________________________________________________________________________________

8. Now we will use these three rays to construct a ray diagram in order to locate an image. On a
separate sheet of paper draw the optical axis and the lens plane. Use your measured value of the
focal length to mark the left and right side focal points and label them each “F.” Now draw an arrow
with its base at the optical axis which has a height, h, of 1.0 cm and is located 15.0 cm from the
center of the lens (15.0 cm will be the object distance, s). This arrow represents the object.

O F F

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9. We will use the ray tracing method to find the image. We do this by locating the image point for
the tip of the object. This tells us where the tip of the image must be. Use the ray box to create Ray
1 which passes through the tip of the arrow and continues parallel to the optical axis until striking
the lens. Trace Ray 1 onto your paper both before and after passing through the lens.

Ray 1

O F F

10. Use the same technique to find Ray 2 (passing through the tip of the arrow and through the left
side focal point before striking the lens) and Ray 3 (passing through the tip of the arrow and then
through the center of the lens). Trace Ray 2 and Ray 3 onto your paper both before and after
passing through the lens.

11. Do the three refracted rays cross at a single point?  Yes or  No

If not, do they cross nearly at the same point?  Yes or  No

12. This crossing point is the location of the tip of the image. We know that the base of the object
must lie on the optical axis. Draw an arrow with its tip at the crossing point and its tail at the
optical axis to represent the image.

13. Is this image real or virtual? ___________________________

Explain your reasoning using the features of your ray diagram to support your answer.

14. Is the image upright or inverted? ___________________________________

Explain how you know.

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15. Measure the height of the image, h’. If the image is inverted, then make your image height
negative to indicate that image is inverted. Remember units.

h’ = ____________________________________________

ℎ′
16. The ratio is called the magnification and is denoted by the symbol m.
ℎ
What is the magnification of the lens you used?

ℎ′
𝑚𝑚 = = ______________________________________ Be careful with the units here!
ℎ

17. The distance from the center of lens to the tail of the image is called the image distance, s’.
Measure it from your ray diagram.

s’ = ____________________________________________

𝑠𝑠′
18. Using geometry, we can predict that the magnification will also be equal to 𝑚𝑚 = − .
𝑠𝑠
Use the object and image distances to calculate m:

𝑠𝑠′
𝑚𝑚 = − = ______________________________________
𝑠𝑠

19. How do you compare the value of magnification calculated from distances to what you found using
the heights and did you expect that result?

 Nearly the same  Far off

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Part 2: Creating an Image with a Converging Lens
For this part of the experiment, we investigate the creation of an image by a converging lens. You will be
changing the distance to the object from the center of the lens and measuring the image distance and height.
Set up the apparatus as shown in the figure below.

Optical bench arrangement

Your task at this stage is to determine the focal length for your lens. To do that, you can do one of the
following: (Ask for help from your TA if you cannot determine the focal length)
a) Using the lens as a magnifying glass to find where a distant light is focused to a point.
b) Locating the image of an object which is very far from the lens (rays from that object will be
traveling parallel to the optical axis when they strike the lens). For that, you can keep the lighted
object at one end of the meter stick and the screen at the other end. Then bring the lens very
close to the screen and then move toward the object while observing the image.
(Hint: You just learned that parallel rays entering a converging lens go through the focal point.)

20. What is the focal length of the lens?

f = ____________________________________ Remember Units

Which of the above methods did you use? Explain how you identified the focal length.

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21. Position the object a distance away from the lens that is larger than the focal length you measured
above. Start with the screen at the far end of the bench and slowly move the screen closer to the
lens. Describe what you see on the screen as you do this.

22. How do you know when the screen is at the location of the image?

23. Is the image the same orientation as the object (called upright) or is it inverted?

Move the object (light source) a little farther away from the lens. This makes the object distance
(the distance between the object and the lens) a little larger. Now move the screen to get a sharp
image again.

24. Did you need to move the screen farther from or closer to the lens?

25. State your conclusion on this:

When the object distance is increased the image distance _______________________________________

26. Did the image get larger or smaller?

27. State your conclusion on this:

When the image distance ______________________________ then the magnification ________________________.

***** Each student must have their own ray tracing paper attached to their reports *****
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 Physics Lab Team Performance Evaluation Form
(This is an individual report that makes up the participation part of your lab grade)
Your Name:
Explain what your role was
in performing this
experiment:

Explain how your other team members contributed and helped to complete this experiment?
Team member’s Name:

___________________________

Team member’s Name:

___________________________

Team member’s Name:

___________________________

From your team who borrowed and brought the apparatus to

your table:
From your group who returned the apparatus back to the lab
cart/instructor’s table:
Did you make sure all parts of the equipment you used were in
place and nothing was missing (boxes are complete with all
parts: lenses, holders, object light, ray box, etc.) and nothing
was left on the table or dropped onto the floor?
Before leaving, did you make sure that your tables/countertops
are clean?
Did you make sure that the laptop computer is signed off but
not shut down?
Your suggestions for improvement:

8 of 8