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due 03/13 will include all instructions – 2 years ago **files (2)** – ## SampleLabReport4.pdf – PHYS1110Lab04-ElectricChargesandFields.pdf **## SampleLabReport4.pdf** Grade = 10/10 V. Good! Lab Partners: Ainsworth Kiffin & Sammir Condezo Gonzales Online Lab 7 – Resistors in Series and Parallel Unive…

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Assignment Prompt & Instructions

due 03/13 will include all instructions

– 2 years ago

**files (2)**

– ## SampleLabReport4.pdf

– PHYS1110Lab04-ElectricChargesandFields.pdf

**## SampleLabReport4.pdf**

Grade = 10/10

V. Good!

Lab Partners: Ainsworth Kiffin & Sammir Condezo Gonzales

Online Lab 7 – Resistors in Series and Parallel

University Name

PHYS 1110 – 01

21 March 2021

Dr. Nader Copty

Objectives:

The objective of this activity is to investigate the relationship between the equivalent resistance

and individual resistors connected in series and parallel. We will also investigate the voltage

across and current through resistors connected in series and parallel using simulation software.

Theory:

Before starting the experiment, there are a few concepts and equations that need to be known in

order to perform the lab:

•A combination of resistors in a circuit can be replaced with an equivalent (total) resistor that

does not alter the circuit and has the same total current and potential difference as the actual

resistors.

•The relationship between the current, voltage, and resistance is given by Ohm’s law:

𝑽 = 𝑰𝑹

• Where:

o V = voltage or potential difference (V)

o I = current (A)

o R = resistance (Ω)

•Resistors connected in series have the same current flowing through them. The equivalent

(total) resistance, current, and voltage of series combination are given by:

• 𝑹𝑻 = 𝑹𝟏 + 𝑹𝟐 + 𝑹𝟑 +⋯

• 𝑰𝑻 = 𝑰𝟏 = 𝑰𝟐 = 𝑰𝟑 = ⋯

• 𝑽𝑻 = 𝑽𝟏 + 𝑽𝟐 + 𝑽𝟑 +⋯

•Resistors connected in parallel have the same voltage applied across them. The equivalent

(total) resistance, current, and voltage of parallel combination are given by:

•
𝟏

𝑹𝑻
=

𝟏

𝑹𝟏
+

𝟏

𝑹𝟐
+

𝟏

𝑹𝟑
+⋯

• 𝑰𝑻 = 𝑰𝟏 = 𝑰𝟐 = 𝑰𝟑 = ⋯

• 𝑽𝑻 = 𝑽𝟏 + 𝑽𝟐 + 𝑽𝟑 +⋯

•In this activity, we will simulate three resistors in various combinations in a circuit. We will

measure the current through the resistors, and the voltage cross the resistors.

•We will determine the experimental value of the equivalent resistance (RT Exp) using Ohm’s

law and the accepted value of the equivalent resistance (RT Acc) using the given equations.

Equipment and Materials:

• Computer

• Scientific Calculator

• PhET Circuit Construction Kit: DC – Virtual Lab Simulation

[https://en.wikipedia.org/wiki/Graphing_calculator](https://en.wikipedia.org/wiki/Graphing_calculator)

[https://creativecommons.org/licenses/by-sa/3.0/](https://creativecommons.org/licenses/by-sa/3.0/)

Data:

• Part A- Resistor in Series

Trial 1: R1 = 15.0 Ω, R2 = 33.0 Ω, R3 = 100.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 12.2 V I1 = 0.81 A

R2 V2 = 26.8 V I2 = 0.81 A

R3 V3 = 81.1 V I3 = 0.81 A

Battery VT Acc
= 120.0 V IT Acc

= 0.81 A

Trial 2: R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 81.1 V I1 = 0.81 A

R2 V2 = 12.2 V I2 = 0.81 A

R3 V3 = 26.8 V I3 = 0.81 A

Battery VT Acc
= 120.0 V IT Acc

= 0.81

• Part B- Resistor in Parallel

Trial 1: R1 = 15.0 Ω, R2 = 33.0 Ω, R3 = 100.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 120.0 V I1 = 8.00 A

R2 V2 = 120.0 V I2 = 3.64 A

R3 V3 = 120.0 V I3 = 1.20 A

Battery VT Acc
= 120.0 V IT Acc

= 12.8 A

Trial 2: R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 120.0 V I1 = 1.20 A

R2 V2 = 120.0 V I2 = 8.00 A

R3 V3 = 120.0 V I3 = 3.64 A

Battery VT Acc
= 120.0 V IT Acc

= 12.8 A

Graphs:

Part A

Trial 1 Trial 2

Part B

Trial 1 Trial 2

Calculations:

Part A

Trial 1:

R1 = 15.0 Ω R2 = 33.0 Ω R3 = 100.0 Ω

VT Exp = V1 + V2 + V3

= 12.2 + 26.8 + 81.1

= 120.1 V

% Error = ( (120 V – 120.1 V) / 120 V ) x 100% = 0.08%

IT Exp = (I1 + I2 + I3) / 3

= (0.81 + 0.81 + 0.81) / 3

= 0.81 A

% Error = ( (0.81 A – 0.81 A) / 0.81 A ) x 100% = 0.00%

RT Acc = R1 + R2 + R3

= 15.0 + 33.0 + 100.0

= 148 Ω

RT Exp = (VT Exp) / (IT Exp)

= (120.1 V) / (0.81 A)

= 148 Ω

% Error = ( (148 Ω – 148 Ω) / 148 Ω ) x 100% = 0.00%

Trial 2:

R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

VT Exp = V1 + V2 + V3

= 81.1 + 12.2 + 26.8

= 120.1 V

% Error = ( (120 V – 120.1 V) / 120 V ) x 100% = 0.08%

IT Exp = (I1 + I2 + I3) / 3

= (0.81 + 0.81 + 0.81) / 3

= 0.81 A

% Error = ( (0.81 A – 0.81 A) / 0.81 A ) x 100% = 0.00%

RT Acc = R1 + R2 + R3

= 100.0 + 15.0 + 33.0

= 148 Ω

RT Exp = (VT Exp) / (IT Exp)

= (120.1 V) / (0.81 A)

= 148 Ω

% Error = ( (148 Ω – 148 Ω) / 148 Ω ) x 100% = 0.00%

Part B

Trial 1:

R1 = 15.0 Ω R2 = 33.0 Ω R3 = 100.0 Ω

VT Exp = (V1 + V2 + V3) / 3

= (120.0 + 120.0 + 120.0) / 3

= 120.0 V

% Error = ( (120 V – 120 V) / 120 V ) x 100% = 0.00%

IT Exp = I1 + I2 + I3

= 8.00 + 3.64 + 1.20

= 12.8 A

% Error = ( (12.8 A – 12.8 A) / 12.8 A ) x 100% = 0.00%

RT Acc = 1 / (1/R1 + 1/R2 + 1/R3)

= 1 / ( (1/15.0) + (1/33.0) + (1/100.0))

= 9.35 Ω

RT Exp = (VT Exp) / (IT Exp)

= 120 V / 12.8 A

= 9.38 Ω

% Error = ( (9.35 Ω – 9.38 Ω) / 9.35 Ω ) x 100% = 0.32%

Trial 2:

R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

VT Exp = (V1 + V2 + V3) / 3

= (120.0 + 120.0 + 120.0) / 3

= 120.0 V

% Error = ( (120 V – 120 V) / 120 V ) x 100% = 0.00%

IT Exp = I1 + I2 + I3

= 1.20 + 8.00 + 3.64

= 12.8 A

% Error = ( (12.8 A – 12.8 A) / 12.8 A ) x 100% = 0.00%

RT Acc = 1 / (1/R1 + 1/R2 + 1/R3)

= 1 / ( (1/100.0) + (1/15.0) + (1/33.0))

= 9.35 Ω

RT Exp = (VT Exp) / (IT Exp)

= 120 V / 12.8 A

= 9.38 Ω

% Error = ( (9.35 Ω – 9.38 Ω) / 9.35 Ω ) x 100% = 0.32%

Conclusions:

In Trial 1 of Part A, the total experiment voltage was 120.1 V. This resulted in a 0.08% error.

The total experimental current was calculated to be 0.81 A with a 0.00% error. The accepted

value of the total resistance was 148 Ω, which I successfully calculated with a 0.00% error. For

trial 2 we yielded the same results despite the same placement of each resistor. We yielded a

voltage of 120.1 V, an experimental current of 0.81 A and the total resistance of 148 Ω.

In Trial 1 of Part B, the total experiment voltage was 120.0 V. This resulted in a 0.00% error.

The total experimental current was calculated to be 12.8 A with a 0.00% error. The total

accepted resistance was calculated to be 9.35 Ω while the total experimental resistance was

calculated to be 9.38 Ω, which I successfully calculated with a 0.32% error. For both trials we

yielded the same results despite the same placement of each resistor. So I conclude that the

position of the resistor doesn’t have any effect on the results as long as the values are the same in

each trial.

The final results obtained from the simulation do agree with the theory of this lab. The theory

stated that through Ohm’s Law voltage, the current is directly proportional to the voltage, and

inversely proportional to the resistance. When calculating our percent error for current and

resistance, it remained low, ranging from 0% – 2.21%. The low percent proved that the experiment

was accurate and precise. The placement and order of resistors has a great effect overall on all

parts of the experiment. Because they control the control of energy, similar to a dam, the remaining

electricity that can move throughout the system differs. This also depends on the strength of each

resistor.

Sources of Error:

The sources of error in this experiment maybe from:

• Inaccurate measurements of the voltmeter and ammeter.

• The quality of wires could greatly affect the measured conductivity.

• The uneven placement of the battery and resistors can also have an effect on the readings.

• The battery’s output would affect the proper voltage to perform the lab.

References.

• Copty, Nader. “Online Lab Experiment: Electric Charges and Fields” Handout. Online

• Walker, Jearl, Robert Resnick, and David Halliday. Halliday & Resnick Fundamentals of

Physics. 11th ed. Hoboken, NJ: Wiley, 2018. Print.

• https://phet.colorado.edu/sims/html/circuit-construction-kit-dc-virtual-lab/latest/circuit-

construction-kit-dc-virtual-lab_en.html

Contributions:

Ainsworth Kiffin:

• Title Page

• Objective

• Theory Part A

• Equipment

• Part A: Data, Calculations and Graphs

• Part A: Analysis

Sammir Condezo Gonzales:

• Theory Part B

• Part B: Data, Calculations and Graphs

• Part B: Analysis

• Part A and B- Analysis

• Sources of Error

• References

**PHYS1110Lab04-ElectricChargesandFields.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phys1110lab04-electricchargesandfields-pdf-10217757)

**PHYS1110Lab04-ElectricChargesandFields.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phys1110lab04-electricchargesandfields-pdf-10217757)

**## SampleLabReport4.pdf**

Grade = 10/10

V. Good!

Lab Partners: Ainsworth Kiffin & Sammir Condezo Gonzales

Online Lab 7 – Resistors in Series and Parallel

University Name

PHYS 1110 – 01

21 March 2021

Dr. Nader Copty

Objectives:

The objective of this activity is to investigate the relationship between the equivalent resistance

and individual resistors connected in series and parallel. We will also investigate the voltage

across and current through resistors connected in series and parallel using simulation software.

Theory:

Before starting the experiment, there are a few concepts and equations that need to be known in

order to perform the lab:

•A combination of resistors in a circuit can be replaced with an equivalent (total) resistor that

does not alter the circuit and has the same total current and potential difference as the actual

resistors.

•The relationship between the current, voltage, and resistance is given by Ohm’s law:

𝑽 = 𝑰𝑹

• Where:

o V = voltage or potential difference (V)

o I = current (A)

o R = resistance (Ω)

•Resistors connected in series have the same current flowing through them. The equivalent

(total) resistance, current, and voltage of series combination are given by:

• 𝑹𝑻 = 𝑹𝟏 + 𝑹𝟐 + 𝑹𝟑 +⋯

• 𝑰𝑻 = 𝑰𝟏 = 𝑰𝟐 = 𝑰𝟑 = ⋯

• 𝑽𝑻 = 𝑽𝟏 + 𝑽𝟐 + 𝑽𝟑 +⋯

•Resistors connected in parallel have the same voltage applied across them. The equivalent

(total) resistance, current, and voltage of parallel combination are given by:

•
𝟏

𝑹𝑻
=

𝟏

𝑹𝟏
+

𝟏

𝑹𝟐
+

𝟏

𝑹𝟑
+⋯

• 𝑰𝑻 = 𝑰𝟏 = 𝑰𝟐 = 𝑰𝟑 = ⋯

• 𝑽𝑻 = 𝑽𝟏 + 𝑽𝟐 + 𝑽𝟑 +⋯

•In this activity, we will simulate three resistors in various combinations in a circuit. We will

measure the current through the resistors, and the voltage cross the resistors.

•We will determine the experimental value of the equivalent resistance (RT Exp) using Ohm’s

law and the accepted value of the equivalent resistance (RT Acc) using the given equations.

Equipment and Materials:

• Computer

• Scientific Calculator

• PhET Circuit Construction Kit: DC – Virtual Lab Simulation

[https://en.wikipedia.org/wiki/Graphing_calculator](https://en.wikipedia.org/wiki/Graphing_calculator)

[https://creativecommons.org/licenses/by-sa/3.0/](https://creativecommons.org/licenses/by-sa/3.0/)

Data:

• Part A- Resistor in Series

Trial 1: R1 = 15.0 Ω, R2 = 33.0 Ω, R3 = 100.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 12.2 V I1 = 0.81 A

R2 V2 = 26.8 V I2 = 0.81 A

R3 V3 = 81.1 V I3 = 0.81 A

Battery VT Acc
= 120.0 V IT Acc

= 0.81 A

Trial 2: R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 81.1 V I1 = 0.81 A

R2 V2 = 12.2 V I2 = 0.81 A

R3 V3 = 26.8 V I3 = 0.81 A

Battery VT Acc
= 120.0 V IT Acc

= 0.81

• Part B- Resistor in Parallel

Trial 1: R1 = 15.0 Ω, R2 = 33.0 Ω, R3 = 100.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 120.0 V I1 = 8.00 A

R2 V2 = 120.0 V I2 = 3.64 A

R3 V3 = 120.0 V I3 = 1.20 A

Battery VT Acc
= 120.0 V IT Acc

= 12.8 A

Trial 2: R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 120.0 V I1 = 1.20 A

R2 V2 = 120.0 V I2 = 8.00 A

R3 V3 = 120.0 V I3 = 3.64 A

Battery VT Acc
= 120.0 V IT Acc

= 12.8 A

Graphs:

Part A

Trial 1 Trial 2

Part B

Trial 1 Trial 2

Calculations:

Part A

Trial 1:

R1 = 15.0 Ω R2 = 33.0 Ω R3 = 100.0 Ω

VT Exp = V1 + V2 + V3

= 12.2 + 26.8 + 81.1

= 120.1 V

% Error = ( (120 V – 120.1 V) / 120 V ) x 100% = 0.08%

IT Exp = (I1 + I2 + I3) / 3

= (0.81 + 0.81 + 0.81) / 3

= 0.81 A

% Error = ( (0.81 A – 0.81 A) / 0.81 A ) x 100% = 0.00%

RT Acc = R1 + R2 + R3

= 15.0 + 33.0 + 100.0

= 148 Ω

RT Exp = (VT Exp) / (IT Exp)

= (120.1 V) / (0.81 A)

= 148 Ω

% Error = ( (148 Ω – 148 Ω) / 148 Ω ) x 100% = 0.00%

Trial 2:

R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

VT Exp = V1 + V2 + V3

= 81.1 + 12.2 + 26.8

= 120.1 V

% Error = ( (120 V – 120.1 V) / 120 V ) x 100% = 0.08%

IT Exp = (I1 + I2 + I3) / 3

= (0.81 + 0.81 + 0.81) / 3

= 0.81 A

% Error = ( (0.81 A – 0.81 A) / 0.81 A ) x 100% = 0.00%

RT Acc = R1 + R2 + R3

= 100.0 + 15.0 + 33.0

= 148 Ω

RT Exp = (VT Exp) / (IT Exp)

= (120.1 V) / (0.81 A)

= 148 Ω

% Error = ( (148 Ω – 148 Ω) / 148 Ω ) x 100% = 0.00%

Part B

Trial 1:

R1 = 15.0 Ω R2 = 33.0 Ω R3 = 100.0 Ω

VT Exp = (V1 + V2 + V3) / 3

= (120.0 + 120.0 + 120.0) / 3

= 120.0 V

% Error = ( (120 V – 120 V) / 120 V ) x 100% = 0.00%

IT Exp = I1 + I2 + I3

= 8.00 + 3.64 + 1.20

= 12.8 A

% Error = ( (12.8 A – 12.8 A) / 12.8 A ) x 100% = 0.00%

RT Acc = 1 / (1/R1 + 1/R2 + 1/R3)

= 1 / ( (1/15.0) + (1/33.0) + (1/100.0))

= 9.35 Ω

RT Exp = (VT Exp) / (IT Exp)

= 120 V / 12.8 A

= 9.38 Ω

% Error = ( (9.35 Ω – 9.38 Ω) / 9.35 Ω ) x 100% = 0.32%

Trial 2:

R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

VT Exp = (V1 + V2 + V3) / 3

= (120.0 + 120.0 + 120.0) / 3

= 120.0 V

% Error = ( (120 V – 120 V) / 120 V ) x 100% = 0.00%

IT Exp = I1 + I2 + I3

= 1.20 + 8.00 + 3.64

= 12.8 A

% Error = ( (12.8 A – 12.8 A) / 12.8 A ) x 100% = 0.00%

RT Acc = 1 / (1/R1 + 1/R2 + 1/R3)

= 1 / ( (1/100.0) + (1/15.0) + (1/33.0))

= 9.35 Ω

RT Exp = (VT Exp) / (IT Exp)

= 120 V / 12.8 A

= 9.38 Ω

% Error = ( (9.35 Ω – 9.38 Ω) / 9.35 Ω ) x 100% = 0.32%

Conclusions:

In Trial 1 of Part A, the total experiment voltage was 120.1 V. This resulted in a 0.08% error.

The total experimental current was calculated to be 0.81 A with a 0.00% error. The accepted

value of the total resistance was 148 Ω, which I successfully calculated with a 0.00% error. For

trial 2 we yielded the same results despite the same placement of each resistor. We yielded a

voltage of 120.1 V, an experimental current of 0.81 A and the total resistance of 148 Ω.

In Trial 1 of Part B, the total experiment voltage was 120.0 V. This resulted in a 0.00% error.

The total experimental current was calculated to be 12.8 A with a 0.00% error. The total

accepted resistance was calculated to be 9.35 Ω while the total experimental resistance was

calculated to be 9.38 Ω, which I successfully calculated with a 0.32% error. For both trials we

yielded the same results despite the same placement of each resistor. So I conclude that the

position of the resistor doesn’t have any effect on the results as long as the values are the same in

each trial.

The final results obtained from the simulation do agree with the theory of this lab. The theory

stated that through Ohm’s Law voltage, the current is directly proportional to the voltage, and

inversely proportional to the resistance. When calculating our percent error for current and

resistance, it remained low, ranging from 0% – 2.21%. The low percent proved that the experiment

was accurate and precise. The placement and order of resistors has a great effect overall on all

parts of the experiment. Because they control the control of energy, similar to a dam, the remaining

electricity that can move throughout the system differs. This also depends on the strength of each

resistor.

Sources of Error:

The sources of error in this experiment maybe from:

• Inaccurate measurements of the voltmeter and ammeter.

• The quality of wires could greatly affect the measured conductivity.

• The uneven placement of the battery and resistors can also have an effect on the readings.

• The battery’s output would affect the proper voltage to perform the lab.

References.

• Copty, Nader. “Online Lab Experiment: Electric Charges and Fields” Handout. Online

• Walker, Jearl, Robert Resnick, and David Halliday. Halliday & Resnick Fundamentals of

Physics. 11th ed. Hoboken, NJ: Wiley, 2018. Print.

• https://phet.colorado.edu/sims/html/circuit-construction-kit-dc-virtual-lab/latest/circuit-

construction-kit-dc-virtual-lab_en.html

Contributions:

Ainsworth Kiffin:

• Title Page

• Objective

• Theory Part A

• Equipment

• Part A: Data, Calculations and Graphs

• Part A: Analysis

Sammir Condezo Gonzales:

• Theory Part B

• Part B: Data, Calculations and Graphs

• Part B: Analysis

• Part A and B- Analysis

• Sources of Error

• References

**PHYS1110Lab04-ElectricChargesandFields.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phys1110lab04-electricchargesandfields-pdf-10217757)

**## SampleLabReport4.pdf**

Grade = 10/10

V. Good!

Lab Partners: Ainsworth Kiffin & Sammir Condezo Gonzales

Online Lab 7 – Resistors in Series and Parallel

University Name

PHYS 1110 – 01

21 March 2021

Dr. Nader Copty

Objectives:

The objective of this activity is to investigate the relationship between the equivalent resistance

and individual resistors connected in series and parallel. We will also investigate the voltage

across and current through resistors connected in series and parallel using simulation software.

Theory:

Before starting the experiment, there are a few concepts and equations that need to be known in

order to perform the lab:

•A combination of resistors in a circuit can be replaced with an equivalent (total) resistor that

does not alter the circuit and has the same total current and potential difference as the actual

resistors.

•The relationship between the current, voltage, and resistance is given by Ohm’s law:

𝑽 = 𝑰𝑹

• Where:

o V = voltage or potential difference (V)

o I = current (A)

o R = resistance (Ω)

•Resistors connected in series have the same current flowing through them. The equivalent

(total) resistance, current, and voltage of series combination are given by:

• 𝑹𝑻 = 𝑹𝟏 + 𝑹𝟐 + 𝑹𝟑 +⋯

• 𝑰𝑻 = 𝑰𝟏 = 𝑰𝟐 = 𝑰𝟑 = ⋯

• 𝑽𝑻 = 𝑽𝟏 + 𝑽𝟐 + 𝑽𝟑 +⋯

•Resistors connected in parallel have the same voltage applied across them. The equivalent

(total) resistance, current, and voltage of parallel combination are given by:

•
𝟏

𝑹𝑻
=

𝟏

𝑹𝟏
+

𝟏

𝑹𝟐
+

𝟏

𝑹𝟑
+⋯

• 𝑰𝑻 = 𝑰𝟏 = 𝑰𝟐 = 𝑰𝟑 = ⋯

• 𝑽𝑻 = 𝑽𝟏 + 𝑽𝟐 + 𝑽𝟑 +⋯

•In this activity, we will simulate three resistors in various combinations in a circuit. We will

measure the current through the resistors, and the voltage cross the resistors.

•We will determine the experimental value of the equivalent resistance (RT Exp) using Ohm’s

law and the accepted value of the equivalent resistance (RT Acc) using the given equations.

Equipment and Materials:

• Computer

• Scientific Calculator

• PhET Circuit Construction Kit: DC – Virtual Lab Simulation

[https://en.wikipedia.org/wiki/Graphing_calculator](https://en.wikipedia.org/wiki/Graphing_calculator)

[https://creativecommons.org/licenses/by-sa/3.0/](https://creativecommons.org/licenses/by-sa/3.0/)

Data:

• Part A- Resistor in Series

Trial 1: R1 = 15.0 Ω, R2 = 33.0 Ω, R3 = 100.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 12.2 V I1 = 0.81 A

R2 V2 = 26.8 V I2 = 0.81 A

R3 V3 = 81.1 V I3 = 0.81 A

Battery VT Acc
= 120.0 V IT Acc

= 0.81 A

Trial 2: R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 81.1 V I1 = 0.81 A

R2 V2 = 12.2 V I2 = 0.81 A

R3 V3 = 26.8 V I3 = 0.81 A

Battery VT Acc
= 120.0 V IT Acc

= 0.81

• Part B- Resistor in Parallel

Trial 1: R1 = 15.0 Ω, R2 = 33.0 Ω, R3 = 100.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 120.0 V I1 = 8.00 A

R2 V2 = 120.0 V I2 = 3.64 A

R3 V3 = 120.0 V I3 = 1.20 A

Battery VT Acc
= 120.0 V IT Acc

= 12.8 A

Trial 2: R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 120.0 V I1 = 1.20 A

R2 V2 = 120.0 V I2 = 8.00 A

R3 V3 = 120.0 V I3 = 3.64 A

Battery VT Acc
= 120.0 V IT Acc

= 12.8 A

Graphs:

Part A

Trial 1 Trial 2

Part B

Trial 1 Trial 2

Calculations:

Part A

Trial 1:

R1 = 15.0 Ω R2 = 33.0 Ω R3 = 100.0 Ω

VT Exp = V1 + V2 + V3

= 12.2 + 26.8 + 81.1

= 120.1 V

% Error = ( (120 V – 120.1 V) / 120 V ) x 100% = 0.08%

IT Exp = (I1 + I2 + I3) / 3

= (0.81 + 0.81 + 0.81) / 3

= 0.81 A

% Error = ( (0.81 A – 0.81 A) / 0.81 A ) x 100% = 0.00%

RT Acc = R1 + R2 + R3

= 15.0 + 33.0 + 100.0

= 148 Ω

RT Exp = (VT Exp) / (IT Exp)

= (120.1 V) / (0.81 A)

= 148 Ω

% Error = ( (148 Ω – 148 Ω) / 148 Ω ) x 100% = 0.00%

Trial 2:

R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

VT Exp = V1 + V2 + V3

= 81.1 + 12.2 + 26.8

= 120.1 V

% Error = ( (120 V – 120.1 V) / 120 V ) x 100% = 0.08%

IT Exp = (I1 + I2 + I3) / 3

= (0.81 + 0.81 + 0.81) / 3

= 0.81 A

% Error = ( (0.81 A – 0.81 A) / 0.81 A ) x 100% = 0.00%

RT Acc = R1 + R2 + R3

= 100.0 + 15.0 + 33.0

= 148 Ω

RT Exp = (VT Exp) / (IT Exp)

= (120.1 V) / (0.81 A)

= 148 Ω

% Error = ( (148 Ω – 148 Ω) / 148 Ω ) x 100% = 0.00%

Part B

Trial 1:

R1 = 15.0 Ω R2 = 33.0 Ω R3 = 100.0 Ω

VT Exp = (V1 + V2 + V3) / 3

= (120.0 + 120.0 + 120.0) / 3

= 120.0 V

% Error = ( (120 V – 120 V) / 120 V ) x 100% = 0.00%

IT Exp = I1 + I2 + I3

= 8.00 + 3.64 + 1.20

= 12.8 A

% Error = ( (12.8 A – 12.8 A) / 12.8 A ) x 100% = 0.00%

RT Acc = 1 / (1/R1 + 1/R2 + 1/R3)

= 1 / ( (1/15.0) + (1/33.0) + (1/100.0))

= 9.35 Ω

RT Exp = (VT Exp) / (IT Exp)

= 120 V / 12.8 A

= 9.38 Ω

% Error = ( (9.35 Ω – 9.38 Ω) / 9.35 Ω ) x 100% = 0.32%

Trial 2:

R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

VT Exp = (V1 + V2 + V3) / 3

= (120.0 + 120.0 + 120.0) / 3

= 120.0 V

% Error = ( (120 V – 120 V) / 120 V ) x 100% = 0.00%

IT Exp = I1 + I2 + I3

= 1.20 + 8.00 + 3.64

= 12.8 A

% Error = ( (12.8 A – 12.8 A) / 12.8 A ) x 100% = 0.00%

RT Acc = 1 / (1/R1 + 1/R2 + 1/R3)

= 1 / ( (1/100.0) + (1/15.0) + (1/33.0))

= 9.35 Ω

RT Exp = (VT Exp) / (IT Exp)

= 120 V / 12.8 A

= 9.38 Ω

% Error = ( (9.35 Ω – 9.38 Ω) / 9.35 Ω ) x 100% = 0.32%

Conclusions:

In Trial 1 of Part A, the total experiment voltage was 120.1 V. This resulted in a 0.08% error.

The total experimental current was calculated to be 0.81 A with a 0.00% error. The accepted

value of the total resistance was 148 Ω, which I successfully calculated with a 0.00% error. For

trial 2 we yielded the same results despite the same placement of each resistor. We yielded a

voltage of 120.1 V, an experimental current of 0.81 A and the total resistance of 148 Ω.

In Trial 1 of Part B, the total experiment voltage was 120.0 V. This resulted in a 0.00% error.

The total experimental current was calculated to be 12.8 A with a 0.00% error. The total

accepted resistance was calculated to be 9.35 Ω while the total experimental resistance was

calculated to be 9.38 Ω, which I successfully calculated with a 0.32% error. For both trials we

yielded the same results despite the same placement of each resistor. So I conclude that the

position of the resistor doesn’t have any effect on the results as long as the values are the same in

each trial.

The final results obtained from the simulation do agree with the theory of this lab. The theory

stated that through Ohm’s Law voltage, the current is directly proportional to the voltage, and

inversely proportional to the resistance. When calculating our percent error for current and

resistance, it remained low, ranging from 0% – 2.21%. The low percent proved that the experiment

was accurate and precise. The placement and order of resistors has a great effect overall on all

parts of the experiment. Because they control the control of energy, similar to a dam, the remaining

electricity that can move throughout the system differs. This also depends on the strength of each

resistor.

Sources of Error:

The sources of error in this experiment maybe from:

• Inaccurate measurements of the voltmeter and ammeter.

• The quality of wires could greatly affect the measured conductivity.

• The uneven placement of the battery and resistors can also have an effect on the readings.

• The battery’s output would affect the proper voltage to perform the lab.

References.

• Copty, Nader. “Online Lab Experiment: Electric Charges and Fields” Handout. Online

• Walker, Jearl, Robert Resnick, and David Halliday. Halliday & Resnick Fundamentals of

Physics. 11th ed. Hoboken, NJ: Wiley, 2018. Print.

• https://phet.colorado.edu/sims/html/circuit-construction-kit-dc-virtual-lab/latest/circuit-

construction-kit-dc-virtual-lab_en.html

Contributions:

Ainsworth Kiffin:

• Title Page

• Objective

• Theory Part A

• Equipment

• Part A: Data, Calculations and Graphs

• Part A: Analysis

Sammir Condezo Gonzales:

• Theory Part B

• Part B: Data, Calculations and Graphs

• Part B: Analysis

• Part A and B- Analysis

• Sources of Error

• References

**PHYS1110Lab04-ElectricChargesandFields.pdf**

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assignment needed by 03/27 – 2 years ago **files (3)** – ## ATCLab-reports-online-individual-fallspr1.pdf – ## SampleLabReport4.pdf – PHYS1110Lab05-ElectromagneticInduction1.pdf **## ATCLab-reports-online-individual-fallspr1.pdf** Augusta Technical College Online Physics Lab Report Outline & Instruc…

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– 2 years ago

**files (3)**

– ## ATCLab-reports-online-individual-fallspr1.pdf

– ## SampleLabReport4.pdf

– PHYS1110Lab05-ElectromagneticInduction1.pdf

**## ATCLab-reports-online-individual-fallspr1.pdf**

Augusta Technical College

Online Physics Lab Report Outline & Instructions
Dr. Nader Copty

• Laboratory Preparation: Instructions to all lab experiments are posted on our Blackboard course website.
Before performing each lab activity, students must read the instructions, prepare for the laboratory, and study the
theory for the experiment. Online lab experiments will be performed by each student as specified in the lab
instructions, and a single report will be submitted for each experiment activity. Students can work on the
experiments individually or in small groups of 2 or 3 students, but each student must write and submit their own
lab report and include a detailed list of contributions from all group members to the lab (see below).

• Laboratory Report Policy: Each lab experiment will span two weeks: The 1st week is devoted to reviewing the
activity and collecting the data, while the 2nd week is devoted to completing the lab report. Each student will be
responsible for producing a report pertaining to each experiment. Lab reports must be typed and submitted
(uploaded as assignments) via Blackboard website using the corresponding link available in the Labs & Reports
folder. Lab reports are due on Sunday by midnight (11:59 pm) before your next lab (see course schedule). Lab
reports will be graded and returned to you via Blackboard website with feedback and comments. Reports will not
be accepted via email. A student must pass the lab portion of the course in order to pass the entire course.

• Late Report Policy: Late laboratory reports will only be accepted in the case of extreme emergency or illness
and prior arrangements have been made with the instructor. Students that do not participate in the lab activity or
do not submit the required lab report, will not get credit for the lab and will receive a grade of zero (0%). Refer to
the course syllabus for more details.

• Format of Laboratory Reports: Laboratory reports must be typed professionally using Microsoft Word (*.doc or
*.docx) and in standard font. Plagiarism and copying from the lab instructions or from another student will not be
tolerated. Each report must be a single document less than 1 MB in size, and the basic parts of all lab reports
must be arranged in the following order:

1. A “Title page” containing your name followed by your partner’s names if any, the title of the report, the

course code, section number, and the date when the experiment was performed.

2. A section entitled “Objectives”, which contains the objective or objectives of the experiment.

3. A section entitled “Theory”, which contains all pertinent theoretical considerations and equations used
during the lab or in the calculations. All equations must be explained and typed using Microsoft Word.

4. A section entitled “Equipment and Materials”, which contains a list of the equipment and materials used to
carry out the experiment. Also, include a sketch of the lab set-up, equipment, or simulation.

5. A section entitled “Data”, which contains the collected data and results in tabular format. All data tables must
be typed using Microsoft Word. Do not include any calculations in this section.

6. A section entitled “Graphs and Screenshots”, which contains any required graphs, diagrams, or
screenshots. All graphs must have a title, a well-chosen scale, and properly labeled axes. Curves and
straight lines should be drawn smoothly and as close to as many points as possible. Graphs must also
display any required slopes or intercepts. Screenshots must be clear and properly labeled.

7. A section entitled “Calculations”, which contains detailed calculations for all trials showing the equations
used, algebra, and results rounded to the correct number of significant figures. Include in this section
comparisons with expected or standard values (percent error or percent difference). All calculations must be
typed using Microsoft Word.

8. A section entitled “Conclusions”, which contains conclusions based on the data, calculations, physical
theory, and lab analysis. The conclusions should include:
✓ Summary of final results (values).
✓ Comment on the agreement or disagreement of the results with the theory or expectations.
✓ Answers all analysis questions given in the lab instruction or by the lab instructor.
✓ Discuss what you personally learned from this experiment and your observations/comments.

9. A section entitled “Sources of Error”, which contains a list of the possible sources of experimental errors.
There are always errors in any measurement. Identify some of the significant sources.

10. A section entitled “References” that lists all references used. Textbook and lab manual/handouts should
always be included.

11. If students worked on the lab as a group, include a section at the end of the report entitled “Contributions”
that lists in detail the contributions of all group members to the lab. Remember that each student must write
and submit their own lab report for each lab activity or experiment.

**## SampleLabReport4.pdf**

Grade = 10/10

V. Good!

Lab Partners: Ainsworth Kiffin & Sammir Condezo Gonzales

Online Lab 7 – Resistors in Series and Parallel

University Name

PHYS 1110 – 01

21 March 2021

Dr. Nader Copty

Objectives:

The objective of this activity is to investigate the relationship between the equivalent resistance

and individual resistors connected in series and parallel. We will also investigate the voltage

across and current through resistors connected in series and parallel using simulation software.

Theory:

Before starting the experiment, there are a few concepts and equations that need to be known in

order to perform the lab:

•A combination of resistors in a circuit can be replaced with an equivalent (total) resistor that

does not alter the circuit and has the same total current and potential difference as the actual

resistors.

•The relationship between the current, voltage, and resistance is given by Ohm’s law:

𝑽 = 𝑰𝑹

• Where:

o V = voltage or potential difference (V)

o I = current (A)

o R = resistance (Ω)

•Resistors connected in series have the same current flowing through them. The equivalent

(total) resistance, current, and voltage of series combination are given by:

• 𝑹𝑻 = 𝑹𝟏 + 𝑹𝟐 + 𝑹𝟑 +⋯

• 𝑰𝑻 = 𝑰𝟏 = 𝑰𝟐 = 𝑰𝟑 = ⋯

• 𝑽𝑻 = 𝑽𝟏 + 𝑽𝟐 + 𝑽𝟑 +⋯

•Resistors connected in parallel have the same voltage applied across them. The equivalent

(total) resistance, current, and voltage of parallel combination are given by:

•
𝟏

𝑹𝑻
=

𝟏

𝑹𝟏
+

𝟏

𝑹𝟐
+

𝟏

𝑹𝟑
+⋯

• 𝑰𝑻 = 𝑰𝟏 = 𝑰𝟐 = 𝑰𝟑 = ⋯

• 𝑽𝑻 = 𝑽𝟏 + 𝑽𝟐 + 𝑽𝟑 +⋯

•In this activity, we will simulate three resistors in various combinations in a circuit. We will

measure the current through the resistors, and the voltage cross the resistors.

•We will determine the experimental value of the equivalent resistance (RT Exp) using Ohm’s

law and the accepted value of the equivalent resistance (RT Acc) using the given equations.

Equipment and Materials:

• Computer

• Scientific Calculator

• PhET Circuit Construction Kit: DC – Virtual Lab Simulation

[https://en.wikipedia.org/wiki/Graphing_calculator](https://en.wikipedia.org/wiki/Graphing_calculator)

[https://creativecommons.org/licenses/by-sa/3.0/](https://creativecommons.org/licenses/by-sa/3.0/)

Data:

• Part A- Resistor in Series

Trial 1: R1 = 15.0 Ω, R2 = 33.0 Ω, R3 = 100.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 12.2 V I1 = 0.81 A

R2 V2 = 26.8 V I2 = 0.81 A

R3 V3 = 81.1 V I3 = 0.81 A

Battery VT Acc
= 120.0 V IT Acc

= 0.81 A

Trial 2: R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 81.1 V I1 = 0.81 A

R2 V2 = 12.2 V I2 = 0.81 A

R3 V3 = 26.8 V I3 = 0.81 A

Battery VT Acc
= 120.0 V IT Acc

= 0.81

• Part B- Resistor in Parallel

Trial 1: R1 = 15.0 Ω, R2 = 33.0 Ω, R3 = 100.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 120.0 V I1 = 8.00 A

R2 V2 = 120.0 V I2 = 3.64 A

R3 V3 = 120.0 V I3 = 1.20 A

Battery VT Acc
= 120.0 V IT Acc

= 12.8 A

Trial 2: R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 120.0 V I1 = 1.20 A

R2 V2 = 120.0 V I2 = 8.00 A

R3 V3 = 120.0 V I3 = 3.64 A

Battery VT Acc
= 120.0 V IT Acc

= 12.8 A

Graphs:

Part A

Trial 1 Trial 2

Part B

Trial 1 Trial 2

Calculations:

Part A

Trial 1:

R1 = 15.0 Ω R2 = 33.0 Ω R3 = 100.0 Ω

VT Exp = V1 + V2 + V3

= 12.2 + 26.8 + 81.1

= 120.1 V

% Error = ( (120 V – 120.1 V) / 120 V ) x 100% = 0.08%

IT Exp = (I1 + I2 + I3) / 3

= (0.81 + 0.81 + 0.81) / 3

= 0.81 A

% Error = ( (0.81 A – 0.81 A) / 0.81 A ) x 100% = 0.00%

RT Acc = R1 + R2 + R3

= 15.0 + 33.0 + 100.0

= 148 Ω

RT Exp = (VT Exp) / (IT Exp)

= (120.1 V) / (0.81 A)

= 148 Ω

% Error = ( (148 Ω – 148 Ω) / 148 Ω ) x 100% = 0.00%

Trial 2:

R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

VT Exp = V1 + V2 + V3

= 81.1 + 12.2 + 26.8

= 120.1 V

% Error = ( (120 V – 120.1 V) / 120 V ) x 100% = 0.08%

IT Exp = (I1 + I2 + I3) / 3

= (0.81 + 0.81 + 0.81) / 3

= 0.81 A

% Error = ( (0.81 A – 0.81 A) / 0.81 A ) x 100% = 0.00%

RT Acc = R1 + R2 + R3

= 100.0 + 15.0 + 33.0

= 148 Ω

RT Exp = (VT Exp) / (IT Exp)

= (120.1 V) / (0.81 A)

= 148 Ω

% Error = ( (148 Ω – 148 Ω) / 148 Ω ) x 100% = 0.00%

Part B

Trial 1:

R1 = 15.0 Ω R2 = 33.0 Ω R3 = 100.0 Ω

VT Exp = (V1 + V2 + V3) / 3

= (120.0 + 120.0 + 120.0) / 3

= 120.0 V

% Error = ( (120 V – 120 V) / 120 V ) x 100% = 0.00%

IT Exp = I1 + I2 + I3

= 8.00 + 3.64 + 1.20

= 12.8 A

% Error = ( (12.8 A – 12.8 A) / 12.8 A ) x 100% = 0.00%

RT Acc = 1 / (1/R1 + 1/R2 + 1/R3)

= 1 / ( (1/15.0) + (1/33.0) + (1/100.0))

= 9.35 Ω

RT Exp = (VT Exp) / (IT Exp)

= 120 V / 12.8 A

= 9.38 Ω

% Error = ( (9.35 Ω – 9.38 Ω) / 9.35 Ω ) x 100% = 0.32%

Trial 2:

R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

VT Exp = (V1 + V2 + V3) / 3

= (120.0 + 120.0 + 120.0) / 3

= 120.0 V

% Error = ( (120 V – 120 V) / 120 V ) x 100% = 0.00%

IT Exp = I1 + I2 + I3

= 1.20 + 8.00 + 3.64

= 12.8 A

% Error = ( (12.8 A – 12.8 A) / 12.8 A ) x 100% = 0.00%

RT Acc = 1 / (1/R1 + 1/R2 + 1/R3)

= 1 / ( (1/100.0) + (1/15.0) + (1/33.0))

= 9.35 Ω

RT Exp = (VT Exp) / (IT Exp)

= 120 V / 12.8 A

= 9.38 Ω

% Error = ( (9.35 Ω – 9.38 Ω) / 9.35 Ω ) x 100% = 0.32%

Conclusions:

In Trial 1 of Part A, the total experiment voltage was 120.1 V. This resulted in a 0.08% error.

The total experimental current was calculated to be 0.81 A with a 0.00% error. The accepted

value of the total resistance was 148 Ω, which I successfully calculated with a 0.00% error. For

trial 2 we yielded the same results despite the same placement of each resistor. We yielded a

voltage of 120.1 V, an experimental current of 0.81 A and the total resistance of 148 Ω.

In Trial 1 of Part B, the total experiment voltage was 120.0 V. This resulted in a 0.00% error.

The total experimental current was calculated to be 12.8 A with a 0.00% error. The total

accepted resistance was calculated to be 9.35 Ω while the total experimental resistance was

calculated to be 9.38 Ω, which I successfully calculated with a 0.32% error. For both trials we

yielded the same results despite the same placement of each resistor. So I conclude that the

position of the resistor doesn’t have any effect on the results as long as the values are the same in

each trial.

The final results obtained from the simulation do agree with the theory of this lab. The theory

stated that through Ohm’s Law voltage, the current is directly proportional to the voltage, and

inversely proportional to the resistance. When calculating our percent error for current and

resistance, it remained low, ranging from 0% – 2.21%. The low percent proved that the experiment

was accurate and precise. The placement and order of resistors has a great effect overall on all

parts of the experiment. Because they control the control of energy, similar to a dam, the remaining

electricity that can move throughout the system differs. This also depends on the strength of each

resistor.

Sources of Error:

The sources of error in this experiment maybe from:

• Inaccurate measurements of the voltmeter and ammeter.

• The quality of wires could greatly affect the measured conductivity.

• The uneven placement of the battery and resistors can also have an effect on the readings.

• The battery’s output would affect the proper voltage to perform the lab.

References.

• Copty, Nader. “Online Lab Experiment: Electric Charges and Fields” Handout. Online

• Walker, Jearl, Robert Resnick, and David Halliday. Halliday & Resnick Fundamentals of

Physics. 11th ed. Hoboken, NJ: Wiley, 2018. Print.

• https://phet.colorado.edu/sims/html/circuit-construction-kit-dc-virtual-lab/latest/circuit-

construction-kit-dc-virtual-lab_en.html

Contributions:

Ainsworth Kiffin:

• Title Page

• Objective

• Theory Part A

• Equipment

• Part A: Data, Calculations and Graphs

• Part A: Analysis

Sammir Condezo Gonzales:

• Theory Part B

• Part B: Data, Calculations and Graphs

• Part B: Analysis

• Part A and B- Analysis

• Sources of Error

• References

**PHYS1110Lab05-ElectromagneticInduction1.pdf**

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**PHYS1110Lab05-ElectromagneticInduction1.pdf**

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**## ATCLab-reports-online-individual-fallspr1.pdf**

Augusta Technical College

Online Physics Lab Report Outline & Instructions
Dr. Nader Copty

• Laboratory Preparation: Instructions to all lab experiments are posted on our Blackboard course website.
Before performing each lab activity, students must read the instructions, prepare for the laboratory, and study the
theory for the experiment. Online lab experiments will be performed by each student as specified in the lab
instructions, and a single report will be submitted for each experiment activity. Students can work on the
experiments individually or in small groups of 2 or 3 students, but each student must write and submit their own
lab report and include a detailed list of contributions from all group members to the lab (see below).

• Laboratory Report Policy: Each lab experiment will span two weeks: The 1st week is devoted to reviewing the
activity and collecting the data, while the 2nd week is devoted to completing the lab report. Each student will be
responsible for producing a report pertaining to each experiment. Lab reports must be typed and submitted
(uploaded as assignments) via Blackboard website using the corresponding link available in the Labs & Reports
folder. Lab reports are due on Sunday by midnight (11:59 pm) before your next lab (see course schedule). Lab
reports will be graded and returned to you via Blackboard website with feedback and comments. Reports will not
be accepted via email. A student must pass the lab portion of the course in order to pass the entire course.

• Late Report Policy: Late laboratory reports will only be accepted in the case of extreme emergency or illness
and prior arrangements have been made with the instructor. Students that do not participate in the lab activity or
do not submit the required lab report, will not get credit for the lab and will receive a grade of zero (0%). Refer to
the course syllabus for more details.

• Format of Laboratory Reports: Laboratory reports must be typed professionally using Microsoft Word (*.doc or
*.docx) and in standard font. Plagiarism and copying from the lab instructions or from another student will not be
tolerated. Each report must be a single document less than 1 MB in size, and the basic parts of all lab reports
must be arranged in the following order:

1. A “Title page” containing your name followed by your partner’s names if any, the title of the report, the

course code, section number, and the date when the experiment was performed.

2. A section entitled “Objectives”, which contains the objective or objectives of the experiment.

3. A section entitled “Theory”, which contains all pertinent theoretical considerations and equations used
during the lab or in the calculations. All equations must be explained and typed using Microsoft Word.

4. A section entitled “Equipment and Materials”, which contains a list of the equipment and materials used to
carry out the experiment. Also, include a sketch of the lab set-up, equipment, or simulation.

5. A section entitled “Data”, which contains the collected data and results in tabular format. All data tables must
be typed using Microsoft Word. Do not include any calculations in this section.

6. A section entitled “Graphs and Screenshots”, which contains any required graphs, diagrams, or
screenshots. All graphs must have a title, a well-chosen scale, and properly labeled axes. Curves and
straight lines should be drawn smoothly and as close to as many points as possible. Graphs must also
display any required slopes or intercepts. Screenshots must be clear and properly labeled.

7. A section entitled “Calculations”, which contains detailed calculations for all trials showing the equations
used, algebra, and results rounded to the correct number of significant figures. Include in this section
comparisons with expected or standard values (percent error or percent difference). All calculations must be
typed using Microsoft Word.

8. A section entitled “Conclusions”, which contains conclusions based on the data, calculations, physical
theory, and lab analysis. The conclusions should include:
✓ Summary of final results (values).
✓ Comment on the agreement or disagreement of the results with the theory or expectations.
✓ Answers all analysis questions given in the lab instruction or by the lab instructor.
✓ Discuss what you personally learned from this experiment and your observations/comments.

9. A section entitled “Sources of Error”, which contains a list of the possible sources of experimental errors.
There are always errors in any measurement. Identify some of the significant sources.

10. A section entitled “References” that lists all references used. Textbook and lab manual/handouts should
always be included.

11. If students worked on the lab as a group, include a section at the end of the report entitled “Contributions”
that lists in detail the contributions of all group members to the lab. Remember that each student must write
and submit their own lab report for each lab activity or experiment.

**## SampleLabReport4.pdf**

Grade = 10/10

V. Good!

Lab Partners: Ainsworth Kiffin & Sammir Condezo Gonzales

Online Lab 7 – Resistors in Series and Parallel

University Name

PHYS 1110 – 01

21 March 2021

Dr. Nader Copty

Objectives:

The objective of this activity is to investigate the relationship between the equivalent resistance

and individual resistors connected in series and parallel. We will also investigate the voltage

across and current through resistors connected in series and parallel using simulation software.

Theory:

Before starting the experiment, there are a few concepts and equations that need to be known in

order to perform the lab:

•A combination of resistors in a circuit can be replaced with an equivalent (total) resistor that

does not alter the circuit and has the same total current and potential difference as the actual

resistors.

•The relationship between the current, voltage, and resistance is given by Ohm’s law:

𝑽 = 𝑰𝑹

• Where:

o V = voltage or potential difference (V)

o I = current (A)

o R = resistance (Ω)

•Resistors connected in series have the same current flowing through them. The equivalent

(total) resistance, current, and voltage of series combination are given by:

• 𝑹𝑻 = 𝑹𝟏 + 𝑹𝟐 + 𝑹𝟑 +⋯

• 𝑰𝑻 = 𝑰𝟏 = 𝑰𝟐 = 𝑰𝟑 = ⋯

• 𝑽𝑻 = 𝑽𝟏 + 𝑽𝟐 + 𝑽𝟑 +⋯

•Resistors connected in parallel have the same voltage applied across them. The equivalent

(total) resistance, current, and voltage of parallel combination are given by:

•
𝟏

𝑹𝑻
=

𝟏

𝑹𝟏
+

𝟏

𝑹𝟐
+

𝟏

𝑹𝟑
+⋯

• 𝑰𝑻 = 𝑰𝟏 = 𝑰𝟐 = 𝑰𝟑 = ⋯

• 𝑽𝑻 = 𝑽𝟏 + 𝑽𝟐 + 𝑽𝟑 +⋯

•In this activity, we will simulate three resistors in various combinations in a circuit. We will

measure the current through the resistors, and the voltage cross the resistors.

•We will determine the experimental value of the equivalent resistance (RT Exp) using Ohm’s

law and the accepted value of the equivalent resistance (RT Acc) using the given equations.

Equipment and Materials:

• Computer

• Scientific Calculator

• PhET Circuit Construction Kit: DC – Virtual Lab Simulation

[https://en.wikipedia.org/wiki/Graphing_calculator](https://en.wikipedia.org/wiki/Graphing_calculator)

[https://creativecommons.org/licenses/by-sa/3.0/](https://creativecommons.org/licenses/by-sa/3.0/)

Data:

• Part A- Resistor in Series

Trial 1: R1 = 15.0 Ω, R2 = 33.0 Ω, R3 = 100.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 12.2 V I1 = 0.81 A

R2 V2 = 26.8 V I2 = 0.81 A

R3 V3 = 81.1 V I3 = 0.81 A

Battery VT Acc
= 120.0 V IT Acc

= 0.81 A

Trial 2: R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 81.1 V I1 = 0.81 A

R2 V2 = 12.2 V I2 = 0.81 A

R3 V3 = 26.8 V I3 = 0.81 A

Battery VT Acc
= 120.0 V IT Acc

= 0.81

• Part B- Resistor in Parallel

Trial 1: R1 = 15.0 Ω, R2 = 33.0 Ω, R3 = 100.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 120.0 V I1 = 8.00 A

R2 V2 = 120.0 V I2 = 3.64 A

R3 V3 = 120.0 V I3 = 1.20 A

Battery VT Acc
= 120.0 V IT Acc

= 12.8 A

Trial 2: R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 120.0 V I1 = 1.20 A

R2 V2 = 120.0 V I2 = 8.00 A

R3 V3 = 120.0 V I3 = 3.64 A

Battery VT Acc
= 120.0 V IT Acc

= 12.8 A

Graphs:

Part A

Trial 1 Trial 2

Part B

Trial 1 Trial 2

Calculations:

Part A

Trial 1:

R1 = 15.0 Ω R2 = 33.0 Ω R3 = 100.0 Ω

VT Exp = V1 + V2 + V3

= 12.2 + 26.8 + 81.1

= 120.1 V

% Error = ( (120 V – 120.1 V) / 120 V ) x 100% = 0.08%

IT Exp = (I1 + I2 + I3) / 3

= (0.81 + 0.81 + 0.81) / 3

= 0.81 A

% Error = ( (0.81 A – 0.81 A) / 0.81 A ) x 100% = 0.00%

RT Acc = R1 + R2 + R3

= 15.0 + 33.0 + 100.0

= 148 Ω

RT Exp = (VT Exp) / (IT Exp)

= (120.1 V) / (0.81 A)

= 148 Ω

% Error = ( (148 Ω – 148 Ω) / 148 Ω ) x 100% = 0.00%

Trial 2:

R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

VT Exp = V1 + V2 + V3

= 81.1 + 12.2 + 26.8

= 120.1 V

% Error = ( (120 V – 120.1 V) / 120 V ) x 100% = 0.08%

IT Exp = (I1 + I2 + I3) / 3

= (0.81 + 0.81 + 0.81) / 3

= 0.81 A

% Error = ( (0.81 A – 0.81 A) / 0.81 A ) x 100% = 0.00%

RT Acc = R1 + R2 + R3

= 100.0 + 15.0 + 33.0

= 148 Ω

RT Exp = (VT Exp) / (IT Exp)

= (120.1 V) / (0.81 A)

= 148 Ω

% Error = ( (148 Ω – 148 Ω) / 148 Ω ) x 100% = 0.00%

Part B

Trial 1:

R1 = 15.0 Ω R2 = 33.0 Ω R3 = 100.0 Ω

VT Exp = (V1 + V2 + V3) / 3

= (120.0 + 120.0 + 120.0) / 3

= 120.0 V

% Error = ( (120 V – 120 V) / 120 V ) x 100% = 0.00%

IT Exp = I1 + I2 + I3

= 8.00 + 3.64 + 1.20

= 12.8 A

% Error = ( (12.8 A – 12.8 A) / 12.8 A ) x 100% = 0.00%

RT Acc = 1 / (1/R1 + 1/R2 + 1/R3)

= 1 / ( (1/15.0) + (1/33.0) + (1/100.0))

= 9.35 Ω

RT Exp = (VT Exp) / (IT Exp)

= 120 V / 12.8 A

= 9.38 Ω

% Error = ( (9.35 Ω – 9.38 Ω) / 9.35 Ω ) x 100% = 0.32%

Trial 2:

R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

VT Exp = (V1 + V2 + V3) / 3

= (120.0 + 120.0 + 120.0) / 3

= 120.0 V

% Error = ( (120 V – 120 V) / 120 V ) x 100% = 0.00%

IT Exp = I1 + I2 + I3

= 1.20 + 8.00 + 3.64

= 12.8 A

% Error = ( (12.8 A – 12.8 A) / 12.8 A ) x 100% = 0.00%

RT Acc = 1 / (1/R1 + 1/R2 + 1/R3)

= 1 / ( (1/100.0) + (1/15.0) + (1/33.0))

= 9.35 Ω

RT Exp = (VT Exp) / (IT Exp)

= 120 V / 12.8 A

= 9.38 Ω

% Error = ( (9.35 Ω – 9.38 Ω) / 9.35 Ω ) x 100% = 0.32%

Conclusions:

In Trial 1 of Part A, the total experiment voltage was 120.1 V. This resulted in a 0.08% error.

The total experimental current was calculated to be 0.81 A with a 0.00% error. The accepted

value of the total resistance was 148 Ω, which I successfully calculated with a 0.00% error. For

trial 2 we yielded the same results despite the same placement of each resistor. We yielded a

voltage of 120.1 V, an experimental current of 0.81 A and the total resistance of 148 Ω.

In Trial 1 of Part B, the total experiment voltage was 120.0 V. This resulted in a 0.00% error.

The total experimental current was calculated to be 12.8 A with a 0.00% error. The total

accepted resistance was calculated to be 9.35 Ω while the total experimental resistance was

calculated to be 9.38 Ω, which I successfully calculated with a 0.32% error. For both trials we

yielded the same results despite the same placement of each resistor. So I conclude that the

position of the resistor doesn’t have any effect on the results as long as the values are the same in

each trial.

The final results obtained from the simulation do agree with the theory of this lab. The theory

stated that through Ohm’s Law voltage, the current is directly proportional to the voltage, and

inversely proportional to the resistance. When calculating our percent error for current and

resistance, it remained low, ranging from 0% – 2.21%. The low percent proved that the experiment

was accurate and precise. The placement and order of resistors has a great effect overall on all

parts of the experiment. Because they control the control of energy, similar to a dam, the remaining

electricity that can move throughout the system differs. This also depends on the strength of each

resistor.

Sources of Error:

The sources of error in this experiment maybe from:

• Inaccurate measurements of the voltmeter and ammeter.

• The quality of wires could greatly affect the measured conductivity.

• The uneven placement of the battery and resistors can also have an effect on the readings.

• The battery’s output would affect the proper voltage to perform the lab.

References.

• Copty, Nader. “Online Lab Experiment: Electric Charges and Fields” Handout. Online

• Walker, Jearl, Robert Resnick, and David Halliday. Halliday & Resnick Fundamentals of

Physics. 11th ed. Hoboken, NJ: Wiley, 2018. Print.

• https://phet.colorado.edu/sims/html/circuit-construction-kit-dc-virtual-lab/latest/circuit-

construction-kit-dc-virtual-lab_en.html

Contributions:

Ainsworth Kiffin:

• Title Page

• Objective

• Theory Part A

• Equipment

• Part A: Data, Calculations and Graphs

• Part A: Analysis

Sammir Condezo Gonzales:

• Theory Part B

• Part B: Data, Calculations and Graphs

• Part B: Analysis

• Part A and B- Analysis

• Sources of Error

• References

**PHYS1110Lab05-ElectromagneticInduction1.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/phys1110lab05-electromagneticinduction1-pdf-10232845)

**## ATCLab-reports-online-individual-fallspr1.pdf**

Augusta Technical College

Online Physics Lab Report Outline & Instructions
Dr. Nader Copty

• Laboratory Preparation: Instructions to all lab experiments are posted on our Blackboard course website.
Before performing each lab activity, students must read the instructions, prepare for the laboratory, and study the
theory for the experiment. Online lab experiments will be performed by each student as specified in the lab
instructions, and a single report will be submitted for each experiment activity. Students can work on the
experiments individually or in small groups of 2 or 3 students, but each student must write and submit their own
lab report and include a detailed list of contributions from all group members to the lab (see below).

• Laboratory Report Policy: Each lab experiment will span two weeks: The 1st week is devoted to reviewing the
activity and collecting the data, while the 2nd week is devoted to completing the lab report. Each student will be
responsible for producing a report pertaining to each experiment. Lab reports must be typed and submitted
(uploaded as assignments) via Blackboard website using the corresponding link available in the Labs & Reports
folder. Lab reports are due on Sunday by midnight (11:59 pm) before your next lab (see course schedule). Lab
reports will be graded and returned to you via Blackboard website with feedback and comments. Reports will not
be accepted via email. A student must pass the lab portion of the course in order to pass the entire course.

• Late Report Policy: Late laboratory reports will only be accepted in the case of extreme emergency or illness
and prior arrangements have been made with the instructor. Students that do not participate in the lab activity or
do not submit the required lab report, will not get credit for the lab and will receive a grade of zero (0%). Refer to
the course syllabus for more details.

• Format of Laboratory Reports: Laboratory reports must be typed professionally using Microsoft Word (*.doc or
*.docx) and in standard font. Plagiarism and copying from the lab instructions or from another student will not be
tolerated. Each report must be a single document less than 1 MB in size, and the basic parts of all lab reports
must be arranged in the following order:

1. A “Title page” containing your name followed by your partner’s names if any, the title of the report, the

course code, section number, and the date when the experiment was performed.

2. A section entitled “Objectives”, which contains the objective or objectives of the experiment.

3. A section entitled “Theory”, which contains all pertinent theoretical considerations and equations used
during the lab or in the calculations. All equations must be explained and typed using Microsoft Word.

4. A section entitled “Equipment and Materials”, which contains a list of the equipment and materials used to
carry out the experiment. Also, include a sketch of the lab set-up, equipment, or simulation.

5. A section entitled “Data”, which contains the collected data and results in tabular format. All data tables must
be typed using Microsoft Word. Do not include any calculations in this section.

6. A section entitled “Graphs and Screenshots”, which contains any required graphs, diagrams, or
screenshots. All graphs must have a title, a well-chosen scale, and properly labeled axes. Curves and
straight lines should be drawn smoothly and as close to as many points as possible. Graphs must also
display any required slopes or intercepts. Screenshots must be clear and properly labeled.

7. A section entitled “Calculations”, which contains detailed calculations for all trials showing the equations
used, algebra, and results rounded to the correct number of significant figures. Include in this section
comparisons with expected or standard values (percent error or percent difference). All calculations must be
typed using Microsoft Word.

8. A section entitled “Conclusions”, which contains conclusions based on the data, calculations, physical
theory, and lab analysis. The conclusions should include:
✓ Summary of final results (values).
✓ Comment on the agreement or disagreement of the results with the theory or expectations.
✓ Answers all analysis questions given in the lab instruction or by the lab instructor.
✓ Discuss what you personally learned from this experiment and your observations/comments.

9. A section entitled “Sources of Error”, which contains a list of the possible sources of experimental errors.
There are always errors in any measurement. Identify some of the significant sources.

10. A section entitled “References” that lists all references used. Textbook and lab manual/handouts should
always be included.

11. If students worked on the lab as a group, include a section at the end of the report entitled “Contributions”
that lists in detail the contributions of all group members to the lab. Remember that each student must write
and submit their own lab report for each lab activity or experiment.

**## SampleLabReport4.pdf**

Grade = 10/10

V. Good!

Lab Partners: Ainsworth Kiffin & Sammir Condezo Gonzales

Online Lab 7 – Resistors in Series and Parallel

University Name

PHYS 1110 – 01

21 March 2021

Dr. Nader Copty

Objectives:

The objective of this activity is to investigate the relationship between the equivalent resistance

and individual resistors connected in series and parallel. We will also investigate the voltage

across and current through resistors connected in series and parallel using simulation software.

Theory:

Before starting the experiment, there are a few concepts and equations that need to be known in

order to perform the lab:

•A combination of resistors in a circuit can be replaced with an equivalent (total) resistor that

does not alter the circuit and has the same total current and potential difference as the actual

resistors.

•The relationship between the current, voltage, and resistance is given by Ohm’s law:

𝑽 = 𝑰𝑹

• Where:

o V = voltage or potential difference (V)

o I = current (A)

o R = resistance (Ω)

•Resistors connected in series have the same current flowing through them. The equivalent

(total) resistance, current, and voltage of series combination are given by:

• 𝑹𝑻 = 𝑹𝟏 + 𝑹𝟐 + 𝑹𝟑 +⋯

• 𝑰𝑻 = 𝑰𝟏 = 𝑰𝟐 = 𝑰𝟑 = ⋯

• 𝑽𝑻 = 𝑽𝟏 + 𝑽𝟐 + 𝑽𝟑 +⋯

•Resistors connected in parallel have the same voltage applied across them. The equivalent

(total) resistance, current, and voltage of parallel combination are given by:

•
𝟏

𝑹𝑻
=

𝟏

𝑹𝟏
+

𝟏

𝑹𝟐
+

𝟏

𝑹𝟑
+⋯

• 𝑰𝑻 = 𝑰𝟏 = 𝑰𝟐 = 𝑰𝟑 = ⋯

• 𝑽𝑻 = 𝑽𝟏 + 𝑽𝟐 + 𝑽𝟑 +⋯

•In this activity, we will simulate three resistors in various combinations in a circuit. We will

measure the current through the resistors, and the voltage cross the resistors.

•We will determine the experimental value of the equivalent resistance (RT Exp) using Ohm’s

law and the accepted value of the equivalent resistance (RT Acc) using the given equations.

Equipment and Materials:

• Computer

• Scientific Calculator

• PhET Circuit Construction Kit: DC – Virtual Lab Simulation

[https://en.wikipedia.org/wiki/Graphing_calculator](https://en.wikipedia.org/wiki/Graphing_calculator)

[https://creativecommons.org/licenses/by-sa/3.0/](https://creativecommons.org/licenses/by-sa/3.0/)

Data:

• Part A- Resistor in Series

Trial 1: R1 = 15.0 Ω, R2 = 33.0 Ω, R3 = 100.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 12.2 V I1 = 0.81 A

R2 V2 = 26.8 V I2 = 0.81 A

R3 V3 = 81.1 V I3 = 0.81 A

Battery VT Acc
= 120.0 V IT Acc

= 0.81 A

Trial 2: R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 81.1 V I1 = 0.81 A

R2 V2 = 12.2 V I2 = 0.81 A

R3 V3 = 26.8 V I3 = 0.81 A

Battery VT Acc
= 120.0 V IT Acc

= 0.81

• Part B- Resistor in Parallel

Trial 1: R1 = 15.0 Ω, R2 = 33.0 Ω, R3 = 100.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 120.0 V I1 = 8.00 A

R2 V2 = 120.0 V I2 = 3.64 A

R3 V3 = 120.0 V I3 = 1.20 A

Battery VT Acc
= 120.0 V IT Acc

= 12.8 A

Trial 2: R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

Voltmeter & Ammeter

Across:

V (Volts) I (Amps)

R1 V1 = 120.0 V I1 = 1.20 A

R2 V2 = 120.0 V I2 = 8.00 A

R3 V3 = 120.0 V I3 = 3.64 A

Battery VT Acc
= 120.0 V IT Acc

= 12.8 A

Graphs:

Part A

Trial 1 Trial 2

Part B

Trial 1 Trial 2

Calculations:

Part A

Trial 1:

R1 = 15.0 Ω R2 = 33.0 Ω R3 = 100.0 Ω

VT Exp = V1 + V2 + V3

= 12.2 + 26.8 + 81.1

= 120.1 V

% Error = ( (120 V – 120.1 V) / 120 V ) x 100% = 0.08%

IT Exp = (I1 + I2 + I3) / 3

= (0.81 + 0.81 + 0.81) / 3

= 0.81 A

% Error = ( (0.81 A – 0.81 A) / 0.81 A ) x 100% = 0.00%

RT Acc = R1 + R2 + R3

= 15.0 + 33.0 + 100.0

= 148 Ω

RT Exp = (VT Exp) / (IT Exp)

= (120.1 V) / (0.81 A)

= 148 Ω

% Error = ( (148 Ω – 148 Ω) / 148 Ω ) x 100% = 0.00%

Trial 2:

R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

VT Exp = V1 + V2 + V3

= 81.1 + 12.2 + 26.8

= 120.1 V

% Error = ( (120 V – 120.1 V) / 120 V ) x 100% = 0.08%

IT Exp = (I1 + I2 + I3) / 3

= (0.81 + 0.81 + 0.81) / 3

= 0.81 A

% Error = ( (0.81 A – 0.81 A) / 0.81 A ) x 100% = 0.00%

RT Acc = R1 + R2 + R3

= 100.0 + 15.0 + 33.0

= 148 Ω

RT Exp = (VT Exp) / (IT Exp)

= (120.1 V) / (0.81 A)

= 148 Ω

% Error = ( (148 Ω – 148 Ω) / 148 Ω ) x 100% = 0.00%

Part B

Trial 1:

R1 = 15.0 Ω R2 = 33.0 Ω R3 = 100.0 Ω

VT Exp = (V1 + V2 + V3) / 3

= (120.0 + 120.0 + 120.0) / 3

= 120.0 V

% Error = ( (120 V – 120 V) / 120 V ) x 100% = 0.00%

IT Exp = I1 + I2 + I3

= 8.00 + 3.64 + 1.20

= 12.8 A

% Error = ( (12.8 A – 12.8 A) / 12.8 A ) x 100% = 0.00%

RT Acc = 1 / (1/R1 + 1/R2 + 1/R3)

= 1 / ( (1/15.0) + (1/33.0) + (1/100.0))

= 9.35 Ω

RT Exp = (VT Exp) / (IT Exp)

= 120 V / 12.8 A

= 9.38 Ω

% Error = ( (9.35 Ω – 9.38 Ω) / 9.35 Ω ) x 100% = 0.32%

Trial 2:

R1 = 100.0 Ω, R2 = 15.0 Ω, R3 = 33.0 Ω

VT Exp = (V1 + V2 + V3) / 3

= (120.0 + 120.0 + 120.0) / 3

= 120.0 V

% Error = ( (120 V – 120 V) / 120 V ) x 100% = 0.00%

IT Exp = I1 + I2 + I3

= 1.20 + 8.00 + 3.64

= 12.8 A

% Error = ( (12.8 A – 12.8 A) / 12.8 A ) x 100% = 0.00%

RT Acc = 1 / (1/R1 + 1/R2 + 1/R3)

= 1 / ( (1/100.0) + (1/15.0) + (1/33.0))

= 9.35 Ω

RT Exp = (VT Exp) / (IT Exp)

= 120 V / 12.8 A

= 9.38 Ω

% Error = ( (9.35 Ω – 9.38 Ω) / 9.35 Ω ) x 100% = 0.32%

Conclusions:

In Trial 1 of Part A, the total experiment voltage was 120.1 V. This resulted in a 0.08% error.

The total experimental current was calculated to be 0.81 A with a 0.00% error. The accepted

value of the total resistance was 148 Ω, which I successfully calculated with a 0.00% error. For

trial 2 we yielded the same results despite the same placement of each resistor. We yielded a

voltage of 120.1 V, an experimental current of 0.81 A and the total resistance of 148 Ω.

In Trial 1 of Part B, the total experiment voltage was 120.0 V. This resulted in a 0.00% error.

The total experimental current was calculated to be 12.8 A with a 0.00% error. The total

accepted resistance was calculated to be 9.35 Ω while the total experimental resistance was

calculated to be 9.38 Ω, which I successfully calculated with a 0.32% error. For both trials we

yielded the same results despite the same placement of each resistor. So I conclude that the

position of the resistor doesn’t have any effect on the results as long as the values are the same in

each trial.

The final results obtained from the simulation do agree with the theory of this lab. The theory

stated that through Ohm’s Law voltage, the current is directly proportional to the voltage, and

inversely proportional to the resistance. When calculating our percent error for current and

resistance, it remained low, ranging from 0% – 2.21%. The low percent proved that the experiment

was accurate and precise. The placement and order of resistors has a great effect overall on all

parts of the experiment. Because they control the control of energy, similar to a dam, the remaining

electricity that can move throughout the system differs. This also depends on the strength of each

resistor.

Sources of Error:

The sources of error in this experiment maybe from:

• Inaccurate measurements of the voltmeter and ammeter.

• The quality of wires could greatly affect the measured conductivity.

• The uneven placement of the battery and resistors can also have an effect on the readings.

• The battery’s output would affect the proper voltage to perform the lab.

References.

• Copty, Nader. “Online Lab Experiment: Electric Charges and Fields” Handout. Online

• Walker, Jearl, Robert Resnick, and David Halliday. Halliday & Resnick Fundamentals of

Physics. 11th ed. Hoboken, NJ: Wiley, 2018. Print.

• https://phet.colorado.edu/sims/html/circuit-construction-kit-dc-virtual-lab/latest/circuit-

construction-kit-dc-virtual-lab_en.html

Contributions:

Ainsworth Kiffin:

• Title Page

• Objective

• Theory Part A

• Equipment

• Part A: Data, Calculations and Graphs

• Part A: Analysis

Sammir Condezo Gonzales:

• Theory Part B

• Part B: Data, Calculations and Graphs

• Part B: Analysis

• Part A and B- Analysis

• Sources of Error

• References

**PHYS1110Lab05-ElectromagneticInduction1.pdf**

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November 5, 2026
[Solved] Physics –

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discussion- **Discussion Topic** Scientists such as Heinrich Hertz, Philipp Lenard, Max Planck, and Albert Einstein made scientific contributions that ultimately demonstrated that light is electromagnetic radiation, and that it has a “dual nature.” Some electromagnetic phenomena are best explained w…

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Assignment Prompt & Instructions

discussion- **Discussion Topic**

Scientists such as Heinrich Hertz, Philipp Lenard, Max Planck, and Albert Einstein made scientific contributions that ultimately demonstrated that light is electromagnetic radiation, and that it has a “dual nature.” Some electromagnetic phenomena are best explained with a particle model, and some with a wave model. In a sense, “wave” and “particle” are just easy mental models for light. We employ them because we are used to seeing waves and particles—such as those in water waves and baseballs—in our daily lives. Electromagnetic radiation is a basic concept in physics, but it doesn’t fit completely into one of these neat little boxes.

Research and discuss at least one modern technology that employs electromagnetic radiation and that can be explained by the wave model, the particle model, or a combination of the two. Some possible technologies include solar panels, burglar alarms, cameras, and cell phones.

## **Research Fusion and Fission Reactions**

Read about [Nuclear power](https://app.edmentum.com/redirect//359253) and then search the internet for more information about fission and fusion reactions. Use the search terms:

– deuterium-tritium fusion reaction
– uranium-235 fission reaction
– plutonium-239 fission reaction

## **Part A**

Why is the deuterium-tritium reaction the most promising nuclear fusion reaction for future energy production?

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## **Part B**

Why is uranium-235 the most common isotope for nuclear fission in current use in nuclear power generation?

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## **Part C**

Why is it advantageous to produce plutonium-239?

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## **Calculations**

Complete the calculations for each nuclear reaction listed below.

Use these resources to better understand the activity at hand and to help in your tasks:

**Conversions:**

– 1MeV = 1.6 x 10-13 J
– Energy use per person per year in the United States = 3.5 x 1011 Joules

(estimated, varies by source, August 2009)
– Approximate population of USA: 310,000,000

## **Question 1**

Deuterium-Tritium Fusion Reaction

Given: energy released = 17.59 MeV per deuterium/tritium reaction pair (mass = 5 amu)

### **Part A**

List the balanced nuclear reaction.

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## **Part B**

Determine the energy released per kilogram of fuel used.

– Given MeV per reaction, calculate energy in joules per kilogram of reactants.
– Consider 1 mole of tritium plus 1 mole of deuterium to be a mole of “reactions” (total molar mass = 5 grams).

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## **Part C**

Determine the mass of fuel required for the expected energy consumption in the United States for the next 10 years.

– Energy use per person per year in the United States = 3.5 × 1011 joules.
– Base your calculations on a current population of 310,000,000.

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## **Question 2**

Uranium-235 Fission

Given: energy released = about 200 MeV per individual reaction (mass = 235 amu)

### **Part A**

Find the balanced nuclear reaction.

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## **Part B**

Determine the energy released per kilogram of fuel used.

– Given MeV per reaction, calculate energy in joules per kilogram of reactants.
– Consider 1 mole of uranium-235 to be a mole of “reactions” (molar mass = 235 grams).

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## **Part C**

Determine the mass of fuel required for the expected energy consumption in the United States for the next 10 years:

– Provide the energy use per person per year in the United States = 3.5 × 1011 joules.
– Base your calculations on a current population of 310,000,000.

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## **Question 3**

Plutonium-239

Given: energy released = about 200 MeV per individual reaction (mass = 239 amu)

### **Part A**

List the balanced nuclear reaction.

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## **Part B**

Determine the energy released per kilogram of fuel used.

– Given MeV per reaction, calculate energy in joules per kilogram of reactants.
– Consider 1 mole of plutonium-239 to be a mole of “reactions” (molar mass = 239 grams).

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## **Part C**

Determine the mass of fuel required for the expected energy consumption in the United States for the next 10 years.

– Energy use per person per year in the United States = 3.5 × 1011 joules.
– Base your calculations on a current population of 310,000,000.

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## **Analysis and Conclusions**

Write a summary of your findings from the calculations section above. Discuss information from your research and the pros and cons of each energy alternative.

## **Part A**

Summarize the results of your calculations from Task 2.

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## **Part B**

Discuss the pros and cons of fission and fusion reactions based on your research.

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## **Part C**

Write your conclusions as to which nuclear reaction is the best alternative energy source.

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– 2 years ago
– 22.5

November 5, 2026
[Solved] Physics

✓ Verified Academic Solution Available

Executive Solution Overview

[contentstore.ple.platoweb.com/content/sharedmedia/Tracker/applications/spring-wars/spring-wars.html](https://contentstore.ple.platoweb.com/content/sharedmedia/Tracker/applications/spring-wars/spring-wars.html) In this activity, you’ll use a video measurement and analysis tool called Tracker. Tracke…

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[contentstore.ple.platoweb.com/content/sharedmedia/Tracker/applications/spring-wars/spring-wars.html](https://contentstore.ple.platoweb.com/content/sharedmedia/Tracker/applications/spring-wars/spring-wars.html)

In this activity, you’ll use a video measurement and analysis tool called Tracker. Tracker enables you to create two different types of mathematical models: analytical and dynamic. In an analytical model, you can enter mathematical expressions for _x_ and _y_ positions as a function of time. That’s sometimes useful, but from a physics perspective, a dynamic model is much more flexible and powerful.

With a dynamic model, you can set the initial conditions for a particular system (initial positions and velocities); then you can mathematically define any forces acting on that system. Once those are set up, the model becomes like an object in space, responding to the forces you’ve imposed on it. It might continue moving forever, if that’s what the forces would do to an object in real life. By visually matching a marker for your model to the real motion on the video, you can define and refine a mathematical model for a wide range of real-world situations.

In this activity, you’ll use Tracker to observe the displacement, velocity, and acceleration of a mass on a spring. Tracker is a free scientific tool available through the Open Source Physics Project.

**Preparation – Creating a Dynamic Particle Model**

If you’ve never built a dynamic model before using Tracker, you’ll need to prepare a bit and find out where you can get help in creating your models. In Tracker, you can always access illustrated Help. For this project, you’re going to need to check out the Tracker Help instructions for creating a dynamic model.

In Tracker, just click on the **Help** **menu**, then, click **Tracker** **Help**. In the Tracker Help window, click **Particle** **Models**. This short, illustrated document tells you everything you need to know to create a dynamic particle model in Tracker. You can print this Help document, but it is available from Tracker anytime you need to refer to it.

**Instructions – Building your Dynamic Model**

Start your activity by opening this Tracker experiment: [Spring Wars model](https://app.edmentum.com/redirect//343215)

Click play ![Play button.](https://cdn.app.edmentum.com/EdAssets/76b1027b26c44f24a8d13c18d54f70f9?ts=636092418739070000) to watch the video. The other video controls allow you to rewind ![Rewind button.](https://cdn.app.edmentum.com/EdAssets/cbc282351e6a48119ee497ebb4db0111?ts=636090021226900000) the video or step forward ![Step forward button.](https://cdn.app.edmentum.com/EdAssets/9ffb804e00da46f18c5ae42128a17acb?ts=636092419555270000) or backward ![Backward button.](https://cdn.app.edmentum.com/EdAssets/e0329369ed0c42f8b1ddad0462e65d40?ts=636092420151500000) one frame at a time.

You’ve seen the motion of a mass on a spring where the motion is largely “undamped”; that is, it continues for a very long time at about the same amplitude. There are two common ways to slow down an object in harmonic motion:

– kinetic friction – directly proportional to weight and opposite the direction of velocity
– spring damping – directly proportional to velocity and opposite the direction of velocity

Both of these damping forces are at work in this video, but the frictional force is by far the most significant here.

A dynamic model is already started for you in this file. Follow the two steps in the screen captures below to open the model setup and begin your modeling work.

1. Select the point mass **Model**.

(from the blue pull-down control in the top menu)

![Selecting model from pull-down option in the top menu.](https://cdn.app.edmentum.com/EdAssets/f6cebd462aaf4162bafec1db7164a036?ts=636101174434130000)

1. Open the **Model Builder**.

(from the “Model” mass pull-down menu)

![Selecting model builder from the upper pull-down menu.](https://cdn.app.edmentum.com/EdAssets/af451b92e2ea461fa157237d74e0ce50?ts=636101174724430000)

1. Once you’ve opened the Model Builder screen, use the **Tracker Help** documentation to begin filling out the basic information about this motion. You only have complete data table information starting at time _t_ = 0.00 seconds, so use that as your initial time. Enter data in each of the three sections:

– parameters –Set m = 0.250 kilograms. Add a parameter _k_ for the spring constant and a parameter _mk_ for the coefficient of kinetic friction.
– initial values – From the data table, enter those that apply to this _x_-direction motion: _t_, _x_, and _vx_.
– force functions – It will be easier and cleaner to enter the force function as a sum of two forces, the spring force and the frictional force: _**fx**_: _Fs_ + _Ff_. (Notice that this section turns red after you enter the force functions, since you have not defined _Fs_ and _Ff_ yet.)
– Add a new force function for _Fs_, the spring force. Note that the equilibrium point is at _x_ = 0, so this force law should be pretty easy for you.
– Add a new force function for _Ff_, the frictional force.

Frictional force is defined as _Ff_ = _µkmg_, where _µk_ is the coefficient of kinetic friction. Since this force has to be opposite the direction of motion, though, and since the direction of motion keeps changing, you must use a little creativity to define it. You basically just need something that will output +1 or -1, depending on the direction of your velocity.

v⁢x|v⁢x|can be your “magic factor” here: +1 if velocity is (+) and -1 if velocity is (-).

So, you just need to figure out how to write the following expression into the Tracker model:

Ff=−μk⁢m⁢g⁡(v⁢x|v⁢x|)

1. Finally, to make your model work, you’ll have to find values for the spring constant _k_ and the coefficient of friction _μk_. You’ll just have to play around with _μk_, but you can get close to the spring constant value by looking at some of your data. The first question below will help you with that.

## **Part A**

Calculate the spring constant.

– Look at the graph of _x_ vs. _t_ graph. (You may want to double-click on it to examine it in the **Data Tool** view.)
– From the graph, determine the period _T_.
– The first video frame lists the mass.
– Use the equation below to solve for the spring constant _k_. Show your work below.

T=2⁢π square root ⁢mk

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## **Part B**

Enter into the table your calculated value for the spring constant, then play with different values of mk until you get a close match to the motion. (Note: It will never be perfect. Remember that there are two kinds of spring damping. Both are at work here, but we are not going to model both.) Once you’re satisfied with your model, record your model values in the table below.

Variables Expression

parameter: _m_

parameter: _k_

parameter _: mk_

initial value: _t_

initial value: _x_

initial value: _vx_

_fx_

_Fs_

_Ff_

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## **Part C**

Describe how your model works compared to the actual spring motion. When are they close together? When are they not so close?

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## **Part D**

Now that you’ve had some experience with damped harmonic motion, describe two different real-world harmonic motions you’ve seen—one with very little damping and the other with noticeable damping. Describe how those two motions differ and are the same.

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## **Amusement Park Physics**

Amusement parks provide many hours of fun, but did you know you can also practice your physics there? Yes, parks rides rely on physics to function. Let’s look at rides that travel in a circular path, such as a roller coaster or carousel. These rides illustrate the concept of centripetal force. We will also consider the sensation of being pulled to the outside of these rides, which we call centrifugal force.

## **Part A**

Why do we experience centripetal force and acceleration on a carousel?

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## **Part B**

Many people believe that it is centrifugal force that causes the sensation of being pulled to the outside on a carousel. What accounts for this common misconception?

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## **Part C**

Research how a centrifuge works. Relate the mass of an object to its centripetal force, and give examples of how centrifuges are used. Include at least two authoritative research sources to support your response. Record these sources at the end of your response.

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– 2 years ago
– 23.5

November 5, 2026
[Solved] Physics Assignment

✓ Verified Academic Solution Available

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**Unit Activity** **Unit: Preproduction Activities** This activity will help you meet these educational goals: · Content Knowledge—You will employ planning and time-management skills and create a production schedule and budget. · Inquiry—You will perform an investigation in which you will communicat…

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Assignment Prompt & Instructions

**Unit Activity**

**Unit: Preproduction Activities**

This activity will help you meet these educational goals:

·       Content Knowledge—You will employ planning and time-management skills and create a production schedule and budget.

·       Inquiry—You will perform an investigation in which you will communicate your results in written form.

·       21st Century Skills—You will apply creativity and innovation, use critical thinking and problem solving skills, and communicate results effectively.

_**Introduction**_

In this activity, you will create the production schedule, create the script, and create the budget for the biographical film based on your icon.

**\_\_\________________________________________________________________________**

Directions and Analysis

**Task 1: Identify the Steps for Script Creation**

Once your production schedule is ready, list the steps for creating a script. Give a brief explanation about your approach.

**Type your response here:**

**Task 2: Identify the Steps for Creating the Production Schedule**

Prepare a production schedule for the narrative element you would like to include in your final biographical film.

**Type your response here:**

**Task 3: Identify the Steps for Creating the Budget**

Identify the items required during production and list the cost associated with manpower, equipment, location, food and beverage, transport, and talent. Write a note regarding your preparation.

**Type your response here:**

**\_\_\________________________________________________________________________**

Evaluation

Your teacher will use this rubric to evaluate the completeness of your work as well as the clarity of thinking that you exhibit.

**Total Points: 100**

**Task 1: Identify the Steps for Script Creation**

**Task points: [20]**

· (05)      analyzing the production schedule

· (15)       identifying the steps for creating the script

**Task 2: Identify the Steps for Creating the Production Schedule**

**Task points: [40]**

·   (10)     creating a list of crew and equipment

·   (10)     identifying responsibilities and tasks of crew members

·   (05)     using mentoring skills to guide the crew

· (15)       creating timelines and deadlines

**Task 3: Identify the Steps for Creating the Budget**

**Task points: [40]**

·   (15)     analyzing the script and identifying the different items required for production

·   (25)     identifying the cost of different items required per the script

– 2 years ago
– 23.5

November 5, 2026
[Solved] Physics – waves

✓ Verified Academic Solution Available

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[‪‪](https://contentstore.ple.platoweb.com/content/sharedmedia/phet_sims_batch2/wave-interference/wave-interference_en.html) [‪‪Wave interference‬ 1.0.0-dev.10‬](https://contentstore.ple.platoweb.com/content/sharedmedia/phet_sims_batch2/wave-interference/wave-interference_en.html) [‪](https://conten…

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[‪‪](https://contentstore.ple.platoweb.com/content/sharedmedia/phet_sims_batch2/wave-interference/wave-interference_en.html) [‪‪Wave interference‬ 1.0.0-dev.10‬](https://contentstore.ple.platoweb.com/content/sharedmedia/phet_sims_batch2/wave-interference/wave-interference_en.html)

[‪](https://contentstore.ple.platoweb.com/content/sharedmedia/phet_sims_batch2/wave-interference/wave-interference_en.html)

## **Comparison of Wave Properties**

The three most common types of waves that we encounter in our daily life are water, sound, and light waves. While water and sound waves can only travel through a medium, light waves don’t need one. In this activity, you’ll study the similarities and differences among water, sound, and light waves.

To begin your activity, open this simulation: [Wave Interference](https://app.edmentum.com/redirect//343248).

There are three tabs, Water, Sound, and Light. Observe these waves and then draw conclusions from your observations.

## **Question 1**

**Water:** Start with the Water tab. Note that light areas represent places where the water is high (crests). Dark areas represent low points (troughs).

The water drops should already be dripping from the faucet. You can increase their frequency by using the Frequency slider. You can expand or decrease the size of your “sink space” by clicking the green +/- sign in the upper right corner of the sink. Using the controls on the far right, you can add measuring tools, add a wall, add another faucet, or insert a single-slit or two-slit barrier.

### **Part A**

What kind of wave patterns do you observe in the sink in the top view?

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## **Part B**

Click on the Show Graph button at the bottom of the window. (If you have expanded your sink, you’ll probably need to decrease its size again to see this graph.) The graph shows the moving water level, which is the actual amplitude of the waves.

What general mathematical graph function does this look like? What pattern do you observe in the amplitude of these waves? Provide a hypothesis to explain this pattern in the amplitude.

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## **Part C**

What happens when you increase the frequency of the water drops? What happens to the wavelength of the waves on the surface of water?

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## **Part D**

If you increase the frequency, what happens to the velocity of the wave?

In answering this question, describe how you determined the velocity as well as the result you arrived at. Then, provide a scientific explanation for this result, based on your knowledge of waves.

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## **Part E**

What happens when you add a second drip and space both the drips close together? Describe the pattern they form and explain the cause for this pattern in detail.

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## **Part F**

Turn off the second drip and then add a barrier with one slit. What do you observe on the right side of the wall? What do you observe on the left side of the wall? From a physics perspective, explain your observations of what is happening on both sides of the barrier.

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## **Question 2**

**Sound:** Now click the Sound tab.

### **Part A**

On the Sound tab, investigate briefly all the phenomena you explored with water waves above and describe any similarities in your results for sound. Specifically, describe

– wave pattern as seen on the screen
– shape and amplitude of the graph
– effect of frequency on wavelength
– effect of frequency on velocity
– pattern with two sources
– wave pattern with a single-slit barrier

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## **Part B**

Sound and water waves obviously have many similarities, but they are not exactly the same. Describe all the differences you can think of between sound waves and water waves.

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## **Question 3**

**Light:** Now click the Light tab.

### **Part A**

On the Light tab, once again investigate briefly all the phenomena you explored with water and sound above. Describe any similarities in your results for light. Specifically describe

– wave pattern as seen on the screen
– shape and amplitude of the graph
– effect of frequency on wavelength
– effect of frequency on velocity
– pattern with two sources
– wave pattern with a single-slit barrier

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## **Part B**

Light waves have some similarities with water and sound waves, but they are not exactly the same. Describe all the differences you can think of between light waves, sound waves, or water waves.

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In this activity, you will research and discuss the motion of ocean waves. Do online research on both ocean waves and tsunamis, then answer the following questions. Here are two sources to start with:

1. [Ocean Explorer](https://app.edmentum.com/redirect//198745) [What causes ocean waves? : Ocean Exploration Facts: NOAA Ocean Exploration](https://oceanexplorer.noaa.gov/facts/waves.html)
2. [Tsunami](https://app.edmentum.com/redirect//343309) [Tsunami Facts and Information](https://www.nationalgeographic.com/environment/article/tsunamis)

## **Part A**

Which factors affect the speed of ocean waves?

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## **Part B**

How do the shape, path, and speed of ocean waves change when they move towards shallow water?

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## **Part C**

What is a tsunami? How is it formed?

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## **Shock Waves**

In this activity, you’ll explore shock waves in air and sonic booms. Conduct online research on shock waves, sonic booms, and breaking the sound barrier. Then answer the following questions. Here are two sources to start with:

1. [Shockwaves](https://app.edmentum.com/redirect//343311) [Shock waves, the sonic boom and the sound barrier – from Physclips waves and sound](https://www.animations.physics.unsw.edu.au/jw/shock-waves.htm)
2. [What is Supersonic Flight](https://app.edmentum.com/redirect//343312) [What Is Supersonic Flight? (Grades 5-8) – NASA](https://www.nasa.gov/learning-resources/for-kids-and-students/what-is-supersonic-flight-grades-5-8/)

## **Part A**

What are shock waves? How are they produced?

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## **Part B**

Explain the meaning of the word _supersonic_.

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## **Part C**

What is a sonic boom?

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## **Part D**

How do supersonic flights create sonic boom? Please explain in detail.

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– 2 years ago
– 23.5

November 5, 2026
[Solved] Physics – Thermodynamics

✓ Verified Academic Solution Available

Executive Solution Overview

Imagine you’re driving along a road and you approach a bridge. You notice a sign that reads, “Bridge freezes before road.” Why do bridges become covered with ice before roads do? Research this question and respond in depth, writing a full paragraph. Be sure to include examples. At the end of your re…

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Assignment Prompt & Instructions

Imagine you’re driving along a road and you approach a bridge. You notice a sign that reads, “Bridge freezes before road.” Why do bridges become covered with ice before roads do? Research this question and respond in depth, writing a full paragraph. Be sure to include examples. At the end of your response, provide at least two authoritative sources that you used in your research.

15px

## **Thermodynamics**

Thermodynamics is the branch of physics concerned with a system’s energy and work. Scientists became interested in thermodynamics back in the eighteenth and nineteenth centuries, with the birth of the Industrial Revolution. Use online or print resources to answer the following questions about the importance of thermodynamics. Cite at least three authoritative resources to support your responses.

## **Part A**

You’ve learned about the laws of thermodynamics. Using examples, explain why the first and second laws are significant for living organisms.

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## **Part B**

Heat engines were first envisioned and built during the Industrial Revolution. Explain the thermodynamics of a heat engine, commenting on its efficiency.

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## **Part C**

Heat pumps and refrigerators are modern conveniences that came from the study of thermodynamics. In a paragraph, explain how they work.

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## **Global Warming**

Scientists are actively studying what amount of the greenhouse gases present in the atmosphere is a result of human activity. Research greenhouse gases and global warming to answer the questions below. Document at least three authoritative sources.

## **Part A**

What evidence is there that the use of fossil fuels, which produce carbon dioxide, is causing climate change?

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## **Part B**

Describe how computer climate models help scientists understand possible future climate changes. How reliable are these computer models in making predictions about global warming? Discuss any limitations in these models.

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## **Part C**

What can you do? Read up on the issue and discover ways you can reduce the human “carbon footprint” on the planet. Include four examples of what can be done in homes and in the community. Cite your sources.

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## **Part D**

Many people believe that if the human race continues to use energy as we are now, without change, we’ll witness a significant worldwide environmental impact in this century. Research this topic and discuss this possibility. Include concrete examples of specific environmental consequences of global warming.

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– 2 years ago
– 23.5

November 5, 2026
[Solved] Physics – optics

✓ Verified Academic Solution Available

Executive Solution Overview

Discussion – Discuss your experience when standing in front of different types of mirrors in a fun house or even in a clothing store. Why do you look taller or shorter, narrower or wider, or distorted in other ways in these mirrors? Maybe you’ve even seen more than one of yourself in a set of mirror…

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Discussion – Discuss your experience when standing in front of different types of mirrors in a fun house or even in a clothing store. Why do you look taller or shorter, narrower or wider, or distorted in other ways in these mirrors? Maybe you’ve even seen more than one of yourself in a set of mirrors. Describe your experience. Are these trick mirrors or applications of physics? Explain your answer.

## **Light Spectrum and Efficiency**

You may have already used the Blackbody Spectrum simulation to see how the temperature of a substance affects how light is emitted. Many of the light sources you’re familiar with are _incandescent_ light sources. They glow because they have a nonzero temperature. The hotter the source, the more radiant energy it gives off. Now, let’s explore a few different incandescent energy sources and investigate their lighting efficiency. In this simulation, the curve represents the radiation intensity and energy emitted with respect to the wavelength at a given temperature.

To begin, launch the [Blackbody Spectrum](https://app.edmentum.com/redirect//343250) https://contentstore.ple.platoweb.com/content/sharedmedia/Phet_Sims_upd/blackbody-spectrum/blackbody-spectrum_en.html

## **Part A**

Several different incandescent radiation sources are listed in the table below, along with their respective temperatures. Sunlight is provided as a baseline measurement at the top of the table. You will determine the peak intensity for each source with respect to its visible color spectrum. You also estimate the amount of emitted energy that falls in the visible light spectrum.

To do so

– drag the slider to reach the temperature listed in the first column of the table. You can also type in the temperature value in the text box above the temperature slider.
– use the buttons to zoom in or out on either the vertical or horizontal axis to easily observe the curve (and the peak). The peak should be as high as possible, while still being visible on screen. You should extend the scale far enough to the right to see the curve reach very close to zero emission on the right.
– estimate the percentage of emitted energy that appears to fall within the visible spectrum and enter that value in the table. You can do this by estimating the area under the energy curve in the visible region as compared to the total area under the curve.

Incandescent Light Sources    Temperature **(K)**   Color at the Peak of the Curve   Energy in

                                                                                                                                Visible Spectrum

sunlight                                    5800

photoflood                                3400

100-watt incandescent             2870

40-watt incandescent                2500

candle flame                             1900

electric stovetop coil                  800

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## **Part B**

From the readings above, what can you say about the lighting efficiency of the various incandescent radiation sources? Which are the most efficient in emitting visible light?

Support your answer with suitable reasoning.

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## **Part C**

Compact fluorescent (CFL) bulbs provide about four times as much visible light for a given amount of energy use. For example, a 14-watt CFL bulb provides about the same amount of visible light as a 60-watt incandescent bulb. LED lights are even more efficient at turning electrical energy into visible light. Does that mean they are both a lot hotter? Go online and research how fluorescent and compact fluorescent bulbs work. Describe how their operations and their spectra differ from those of incandescent light bulbs. Be sure to record your research sources.

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## **Refraction and Refractive Index**

## **Question 1**

In this activity, you will use the video measurement and analysis tool, Tracker, to observe how light is refracted when it travels between air and Acrylite, a transparent plastic material. You will also make observations and quantitative readings about the angle of incidence and angle of refraction to find the refractive index of Acrylite.

To begin your activity, open the Tracker experiment [Acrylite to Air](https://app.edmentum.com/redirect//343331) [contentstore.ple.platoweb.com/content/sharedmedia/Tracker/applications/acrylite-to-air/acrylite-to-air.html](https://contentstore.ple.platoweb.com/content/sharedmedia/Tracker/applications/acrylite-to-air/acrylite-to-air.html) .

Click play ![Play icon.](https://cdn.app.edmentum.com/EdAssets/76b1027b26c44f24a8d13c18d54f70f9?ts=636092418739070000) to watch the video. The other video controls allow you to rewind ![Rewind icon.](https://cdn.app.edmentum.com/EdAssets/cbc282351e6a48119ee497ebb4db0111?ts=636090021226900000) the video or step forward ![Step forward icon.](https://cdn.app.edmentum.com/EdAssets/9ffb804e00da46f18c5ae42128a17acb?ts=636092419555270000) or backward ![Backward icon.](https://cdn.app.edmentum.com/EdAssets/e0329369ed0c42f8b1ddad0462e65d40?ts=636092420151500000) one frame at a time.

Observe the video to proceed with the activity, in which you will collect data to calculate the refractive index of acrylite.

### **Part** **A**

Describe your observations of light traveling from Acrylite into air in the video. Then, compare the relative refractive properties of Acrylite and air. Provide a rationale for any conclusions you may come to.

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## **Part B**

Do you notice any peculiarity in the way the light ray behaves at large angles? Explain this behavior, based on your knowledge of refraction.

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## **Part C**

Now, grab Tracker’s protractor tool (the green angle in the video frame) and measure the angle of incidence and the angle of refraction for the frame numbers specified in the table below. Hints:

– To advance the video a frame at a time, use the step buttons on the right.
– Position the vertex of the protractor exactly at the origin of the coordinate axis.
– Move the arms of the protractor so that one arm is on the vertical axis (above or below, as appropriate) and the other on the light ray.

    Frame Number                Angle of Incidence (θi) in Degrees     Angle of Refraction (θr) in Degrees     8

10

12

14

16

18

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## **Part D**

The light ray is traveling from Acrylite into air. The refractive index for air is 1.00. If the angle of incidence and the angle of refraction are known, how could you determine the refractive index of Acrylite?

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## **Part E**

Using the angles of incidence and angles of refraction obtained in question 4, complete the rest of the table below, entering sine values and calculating the refractive index of acrylite for each angle measured. Finally, average these values and enter your calculated average value for the refractive index of acrylite in the space below.

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## **Part F**

Conduct online research to find the refractive index of Acrylite, the material used in the Tracker experiment. (Acrylite is also known as Acrylite glass, or PMMA.) Does the average refractive index you calculated match the accepted refractive index for Acrylite?

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## **Question 2**

Now, open the second Tracker experiment, [Air to Acrylite](https://app.edmentum.com/redirect//343332) [contentstore.ple.platoweb.com/content/sharedmedia/Tracker/applications/air-to-acrylite/air-to-acrylite.html](https://contentstore.ple.platoweb.com/content/sharedmedia/Tracker/applications/air-to-acrylite/air-to-acrylite.html) .

Click play ![Play icon.](https://cdn.app.edmentum.com/EdAssets/76b1027b26c44f24a8d13c18d54f70f9?ts=636092418739070000) to watch the video. The other video controls allow you to rewind ![Rewind icon.](https://cdn.app.edmentum.com/EdAssets/cbc282351e6a48119ee497ebb4db0111?ts=636090021226900000) the video or step forward ![Step forward icon.](https://cdn.app.edmentum.com/EdAssets/9ffb804e00da46f18c5ae42128a17acb?ts=636092419555270000) or backward ![Backward icon.](https://cdn.app.edmentum.com/EdAssets/e0329369ed0c42f8b1ddad0462e65d40?ts=636092420151500000) one frame at a time.

Observe the video to proceed with the activity. In this activity too, you will collect data to calculate the refractive index of acrylite.

### **Part A**

What do you see in this video? Do these observations support your previous findings regarding refractive properties of Acrylite as compared to air? Provide a rationale for your answer.

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## **Part B**

Now, follow the same procedure you did in the earlier Tracker experiment. Find the angle of incidence and the angle of refraction for the frame numbers specified in the table below. Then, calculate the refractive index for Acrylite for this new data. Make a calculation for each measurement in the table. Finally, enter the average of these values in the space below the table.

Frame Number       Angle of Incidence (θi) in Degrees       Angle of Refraction (θr) in Degrees

                               Sine θi                   Sine θr        Refractive Index

15

20

25

30

35

40

43

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## **Part C**

After researching the actual refractive index of Acrylite on the Web, did you find that it matches your calculations?

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## **Applications of Convex and Concave Lens**

In this activity, you will revisit the two videos about how light is refracted when incident on a lens. First, open the [convex lens](https://app.edmentum.com/redirect//358592) video. Observe how the light rays parallel to the principal axis behave when they hit the convex lens at different points. You can replay the video any time during this activity.

Then, watch the second [concave lens](https://app.edmentum.com/redirect//358593) video. Observe how the light rays parallel to the principal axis behave when they hit the lens at different points. You can replay the video any time during this activity.

[livephoto.sciencetutorials.net//LPVideos/refl-refr/concave_lens.mp4](https://livephoto.sciencetutorials.net//LPVideos/refl-refr/concave_lens.mp4)

### **Part A**

Describe what happens to the incoming parallel rays for the two lenses. Compare and contrast the results.

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## **Part B**

Below is a list of some applications of lenses. Determine which lens could be used in each and explain why it would work. You can conduct online research to help you in this activity, if you wish.

    Applications                             Lens Used                                                  Reason

peephole in a door

objective lens (front lens) of binoculars

photodiode – In a garage door or burglar alarm, it can sense the light (or the lack of it) from an LED light source positioned some distance away.

magnifying glass

viewfinder of a simple camera

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## **Part C**

A human eye is a convex lens. In normal eyesight, the image of an object in front of our eyes is formed exactly on the retina and is inverted. In farsighted and nearsighted eyesight, where is the image formed? Which lens can be use as a corrective measure in each case? You may use online or other resources to help you answer this question. Be sure to record your research sources in the References section near the end of this document.

15pxSpace used(includes formatting): 0 / 30000

– 2 years ago
– 23.5

November 5, 2026
[Solved] Physics – magnetism

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discussion- Research and discuss the aurora borealis in terms of electric charges, magnetic fields, and forces. Which times of the year are best for seeing the northern lights, and where are the best places to view them? Explain your answers. Also identify links to good images. If you’ve ever seen t…

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Assignment Prompt & Instructions

discussion- Research and discuss the aurora borealis in terms of electric charges, magnetic fields, and forces. Which times of the year are best for seeing the northern lights, and where are the best places to view them? Explain your answers. Also identify links to good images. If you’ve ever seen the aurora borealis, describe your experience and note the time and place that you saw it.

## **Faraday’s Law**

Electric generators use the properties of electromagnetism to transform kinetic energy into electrical energy. Many electric generators work by spinning a permanent magnet near coils of wire. Experiment with this [simulation](https://app.edmentum.com/redirect//355297) of electricity generation to visualize how this process works. Once the simulation opens, try moving the permanent magnet around to see what happens. Also rapidly switch the polarity of the magnet by repeatedly clicking on the magnet icon at the bottom of the page, and observe the effect.

## **Part A**

Try moving the magnet in the different ways described in the table below,. Record your observations in the second column of the table.

Motion Observations

Move the magnet straight through the coil, leading with the north pole. Once the magnet is completely through, move it back to its original position.

Move the magnet straight through the coil, only this time leading with the south pole. Once the magnet is completely through, move it back to its original position

Put the magnet in the center of the coil, but don't move it.

Put the magnet on the outside of the coil. Repeatedly move it up and down while outside of the coil.

Keeping the magnet outside of the coil. Repeatedly move it back and forth horizontally.

Place the magnet back inside of the coil. Now repeatedly switch the polarity of the magnet by pressing the button toward the bottom-right of the page over and over again.

10ptSpace used(includes formatting): 1294 / 30000

## **Part B**

After producing electricity in many different ways, describe what causes electricity to flow in the coil? In your response, describe the types of forces acting on the electrons and how they result in movement.

As you know, loudspeakers are used for communication at sporting events, and in schools or supermarkets. Research loudspeakers on the Web. Describe the components of a speaker and explain how it produces sound. In particular, explain how the force on a current-carrying wire in a magnetic field is used to make a speaker operate.

15px

Throughout this lesson, you learned about the lives and contributions of key scientists in this area of physics. Create a timeline that ties them all together. The timeline does not need to be highly detailed, but it should do the following:

– Include at least the four major scientists covered in this unit: Oersted, Ampère, Faraday, and Tesla.
– Include key contributions of each scientist and provide a year, if possible, for those contributions.
– Note any relationships among these and other scientists, especially if one developed something based on the work of another.
– Arrange the scientists chronologically by their first key contribution, not by their birth date.

– 2 years ago
– 22.5

November 5, 2026