PHYS320 COMPLETE COURSE
PHYS320COMPLETE COURSE
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PHYS320 Lab 16 Exploring Matter
Experiment
1: Active Atoms
Questions
1. What was the difference
in the spread of the dye between the two glasses?
2. What does this tell you
about the movement of the molecules of the warm water versus the cold water?
Experiment
2: Barometric Pressure
Questions
1. How does your barometer
allow you to measure changes in atmospheric pressure?
2. In what direction did the
arrow point for high pressure? For low pressure? Why?
3. How did the volume of the
gas in the container change as the pressure outside increased and decreased?
What does this tell you about the relationship between pressure and volume of a
gas?
4. Explain how the barometer
pictured in Figure 6 could measure changes in atmospheric pressure.
Experiment 3: Marshmallow Madness
Questions
1. How did you decrease the
air pressure in the syringe? What happened to the marshmallow under these
conditions?
2. What can you conclude
from this experiment about the composition of marshmallows?
3.What would happen to a
marshmallow if you put it on the moon (where there is very little atmosphere
and thus very low pressure)? What would happen to a marshmallow on Jupiter
(which has a very dense atmosphere)?
PHYS320 Lab 17 Change of Phase
Experiment
1: Freezing and Melting
1.How does the addition of salt
affect the equilibrium temperature of the ice water mixture?
2.Was there any difference in the
amount of condensation that collected on the outside of each cup? Describe why
this occurs, and what it suggests about the temperature of each mixture.
3.Compare the temperatures of the
two mixtures over the duration they were in the freezer. Is this what you
expect? HINT: what is the coldest temperature either mixture can reach given
the freezer temperature?
4.Did either cup completely
freeze after 30 minutes? How does the addition of salt appear to affect the
freezing point of water?
5.In order to freeze an ice cream
mixture, its temperature must be brought below approximately -3°C. Explain how
surrounding the ice cream in salty ice water brine helps it reach this
temperature.
6.Based on what you have
observed, explain why it is helpful to spread salt on icy roads and sidewalks
in the winter.
Experiment 2: Clouds in a Bottle
Questions
1. Did anything happen when
you squeezed the bottle the first time?
2. What happened when you
squeezed the bottle after dropping the match in?
3. Explain how the smoke
helped the water vapor condense.
4. Clouds are the most
visible when the tiny condensed water molecules are densely packed, making a
reflective layer that appears white. What would you have to change in this
experiment to make your cloud more visible? Hint: how is the density of a
gas affected by temperature and pressure?
5. What changes to the air
in the bottle allowed condensation to take place?
PHYS320 Lab 20 Temperature and
Heat
Experiment
1: Thermometer
Questions
1. What happened to the
straw water level when you ran the warm water over the bottle? Why does this
happen?
2. What happens to the water
level when you placed the thermometer in a cold setting? Why does this happen?
3. What do your answers
demonstrate about the air pressure inside the bottle? Why is it important that
the top of the bottle is sealed around the straw?
4. Would your thermometer
work if the bottle was completely full of water? How do you think mercury
thermometers work without air (think about the diameter of a mercury
thermometer vs. the diameter of your straw)?
Experiment 2: Thermal Expansion
and Contraction
Questions
1. What happened to the
temperature of the rubber band after stretching it? Does this indicate that
stretching the band adds energy or subtracts energy from the rubber? Explain
this in terms of work done on and by the band.
2. What happened when you
heated the center of the rubber band?
3. Create a hypothesis
explaining what is happening to the molecules of the rubber as it is heated and
cooled.
Experiment 3: Specific Heat
Questions
1. The
heat lost by the hot bolt is equal to the heat gained by the water in the
calorimeter. Use the equations provided above and what you know about heat to
solve for the specific heat (C1 ) of the steel.
2. What
is the specific heat of steel from Table 1? Find the percent error for your
calculated specific heat relative to this accepted value.
3. Comment
on your percent error. How could you improve the experiment to reduce this
error?
4. Does
the air inside the calorimeter also gain heat? Why do we exclude this from our
calculation?
PHYS320 Lab 21 Thermodynamics
Experiment
1: Can Crusher
Questions
1. According to Charles’
Law, what should happen to the volume of the gas in the can when you decrease
the temperature?
2. According to Gay-Lussac’s
law, what should happen to the pressure of the gas in the can as you decrease
the temperature?
3. Knowing these two
principles together, describe the pressure inside the can compared to the outside
air after you placed it in the ice water.
4. What force caused the can
to crush?
5. Why was it important for
you to invert the can as you placed it in the ice water? (Hint: think about what would happen differently if the gas was
allowed to escape the can, like the steam you saw in step 3.)
Experiment 2: Charles’s Law
Experiment
Questions
1. What happened to the
volume of gas when the syringe was submerged in each water bath? Using the
concepts discussed above, describe why this occurs, keeping in mind the
definition of temperature.
2. Using a ruler, draw a
straight line of best fit through your data points, extrapolating the line
until it intersects the (negative) x-axis. Why can you assume a straight line,
i.e., a linear relationship?
3. At what temperature does
your line intersect the x-axis? What volume corresponds to this temperature?
4.Do you think it would be
possible to cool a real gas down to zero volume? What do you think would happen
first?
5. Is your measurement of
absolute zero close to the actual value (-273 °C)? How might you change the
experiment to get closer to the actual value?
6. When does the air in the
syringe do work? When is work being done on the air inside?
Experiment 3: Entropy Simulation
Questions
1. How did the arrangement
of pennies change after each shake? Did you get different results based on how
many pennies were in the box? Did you ever end with an equal arrangement of
heads and tails?
2.After starting with an
“ordered” set in step 4, how likely do you think it is to arrive back in a
state of “order” after shaking the box numerous times (i.e., end with all heads
or all tails)? How do you think this compares to the probability of landing on
all heads or tails with only two or four pennies
3.How does this help
demonstrate the property of irreversibility in thermal processes (think of the
pennies as gas particles in a chamber)?
4.How does this experiment
demonstrate a natural progression from an ordered system to a disordered
system?
PHYS320 Lab 22 Heat Transfer
Experiment
1: Conduction
Questions
1. Explain how the handle of
a spoon gets warm even though it is not in direct contact with the hot water.
2. Looking at the list that
you made, which material would you guess has the highest conductivity? Which
should have the lowest?
3. Compare your list to the
provided conductivity values above. Were your predictions correct?
4. What is the conductivity
of air? Comparing this to other values on the conductivity chart, why do you
think double-paned windows (which have air in between two layers of glass) are
a good home investment if you do not want a high heating and cooling bill?
Experiment
2: Convection Experiment
Questions
1. What happened when the
card was removed with the warm water jar on top? Can you explain why this
happens?
2. What happened differently
with the cold water jar on top? Explain what happens using your knowledge of
the types of heat transfer.
3. What happens to the
temperature of the jars in the second case?
4. Are there any other types
of heat transfer apparent in this experiment?
Experiment 3: Radiation
Questions
1. In which cup did the ice
melt the fastest? In which one did the ice melt the slowest?
2. Summarize the rate of
temperature change for each cup.
3. Explain your results in
terms of heat transfer concepts. In other words, which cup(s) protected the ice
from conduction, convection, and radiation? How did they achieve this?
4.Comment on how your
particular experimental conditions affected your experiment. For instance, on a
very sunny day the effects of radiation are significant compared to a cloudy
day and the cup with foil might show less drastic improvement over the cup with
only a lid.
5. Explain why a foam cup
offers good insulation while at the same time is a lightweight material.
PHYS320 Lab 23 Properties of
Waves
Experiment
1: Slinky Waves
Questions
1. What happened when the
transverse waves reached your partner’s end? Did the returning wave stay on the
same side as the one you sent? Explain why you think this happens.
2. Did the waves seem to go
any faster or slower when you tried a variety of amplitudes? Explain why or why
not this agrees with the equation for a transverse wave’s velocity.
3. What did you notice about
the speed of the longitudinal waves compared to the transverse waves? Why do
you think this is?
4. Explain what happened
when you and your partner both sent waves on the same side in Procedure 2. What
kind of interference took place?
5. What happened when waves
on opposite sides passed each other?
6. How did shortening the
length of the spring affect the resonant frequencies?
7. Using this knowledge, how
do you think woodwind instruments create higher and lower tones? What do you
think changes inside the instrument?
Experiment
2: Doppler Effect
Questions
1. Did the waves in front of
the moving source appear closer together?
2. What can you conclude
about the effect of a moving source on the velocity of the waves in a medium?
3. How does the Doppler
Effect help explain why a car’s engine sounds different as the car approaches
you compared with after it passes?
4. The Doppler Effect is
present in light waves as well. As you will learn in Lab 25, red light has a
slower frequency than blue light. What can you speculate about the motion of a
distant star that appears “red-shifted” to astrophysicists?
PHYS320 Lab 25 Light and Color
Experiment
1: Color Reflection
Experiment 2: Prisms
Questions
1. Which color refracted the
most through the prism? Is the refractive index for a material higher or lower
for smaller wavelengths of light? Use Figure 1 if you need help.
2. Complete the picture
below to match the color pattern from your prism. As you can see, the light is
refracted twice through two sides of the prism surface.
3. If the refractive index
of your prism was higher, would you get a pattern that is wider or narrower? In
other words, would the red and blue sections be farther apart or closer
together?
Experiment 3: Reflection and
Refraction
d =
18cm
Questions
1. Measure the distances
marked by the segments ACand AB.
2.Use trigonometry to solve for
your angle values θ1 andθ2 using
the lengths above and the distance, d
3.Use Snell’s law to solve for
the index of refraction of water. Remember that the index of refraction of air
can be taken as 1.00.
4.How does your measured value
compare to the accepted value of Table 1?What is the percent error?
5.What are some of the sources
of error present that could have affected your result?
6.How did adding oil to the
cell change the refraction of the beam? Does this indicate that the oil has a
higher or lower refractive index than water?
Experiment 4: Diffraction
Interference
DataPart
1
· Observations and drawing for the
spectrum produced by the CD and flashlight:
· Observations and drawing for the spectrum produced by the CD and laser pointer:
Part
2
· Observations
for the laser pointer shone through 1000 and 500 lines/mm diffraction gratings:
· Observations
and drawing for the flashlight shone through the diffraction grating:
Calculations
Calculate the wavelength of the
laser light using the modified “grating equation” for d = 1/500 mm:
nλ =
d (X/L)
Keep all calculations in
millimeters (mm) until the end and then convert your answer to nanometers (1 nm
= 10-6 mm). Remember that your measurements are to
the first bright spot (what is the value for n?). Show all your work below:
Questions
1. Why
did the spectra for the laser light and flashlight differ when reflected from
the CD surface?
2.What
was the result of shining the flashlight through the diffraction grating
compared to the laser? Explain this difference.
3.Is
the value you obtained for the wavelength of the laser light consistent with
the range of wavelengths for the red light? Explain any sources of error that
might have caused a large deviation.
4.You
see a girl with a beautiful jeweled ring reflecting light brightly off her
finger. If the reflected light appears purple and green on a piece of paper
near her hand, what wavelengths of light do you suspect the jewel reflects?
5. A
laser light was shone through a diffraction grating whose lines were 1/1000 mm apart. The distance was measured
between the center spot and the first side spot and found to be 99 mm. The
distance from the diffraction grating to the first side spot was found to be
154 mm. Calculate the wavelength of light in nm that the laser pointer was
emitting.
PHYS320 Lab 26 Geometric Optics
Experiment
1: Drawing Ray Diagrams 5.06 14.
Questions
1. Use the lens equation to predict the image distance for
each case—you will have to rearrange the equation to solve for si. Remember, f is positive for a concave mirror,
negative for a convex mirror, and positive for a converging lens. Write down
whether the image is real or virtual in each case.
2. Measure the distance from
the lens to the image on your diagrams—do your predicted image distances match
what you got using the lens equation?
3. The magnification for
each case is found by taking the image height divided by the object height,
or m = hi / ho . For an
upright image, m is positive, and for an
inverted image, m is negative. What is the
magnification in each of your cases?
Experiment 2: Exploring Mirrors
Questions
1. Is your image in the
convex mirror a virtual image or a real image? How do you know?
2.Did this mirror give you a
good view of a lot of objects to either side of you? Where have you seen
mirrors like this used, and what do you think makes them useful?
3.When you held the concave
mirror close to you, was the image real or virtual? How do you know?
4.How did the magnifications
compare for each mirror (i.e. how big was your image in each case)?
5.What happened to your image
in the concave mirror as you moved it gradually away?
6.Based on what you observed,
give an estimate for the focal length of the concave mirror.
Experiment 3: Exploring Lenses
Questions
1. Did objects appear larger
or smaller looking through the concave lens? What kind of image do you see
through this lens, and how do you know?
2. Did objects appear larger
or smaller looking through the convex lens? What kind of image is this, and how
do you know?
3.What happened when you moved
the lens too far away from the object? Knowing the difference between real and
virtual images, explain why this happens. (Go back to Exercise 1, and note the
difference between the two convex lens diagrams you drew).
4.What kind of image did you
view on the screen in Procedure 2? How do you know?
5.Explain why you need the
screen to view the image in this case.
6.Is it possible to view a
virtual image with a screen? Why or why not?
7.How is the orientation of the
image (right-side-up or upside-down) helpful for determining the type of image?
Take a look at Figure 5 for some help.
Experiment 4: Mirror Images
Questions
1. As you moved the
flashlight closer to the mirror, what generally happened to the image distance?
2. What was the average
focal length you measured for the mirror?
3. What would the image
distance si be for an object 10 m away? (Hint:
you can approximate that a very far object is “at infinity”).
4.Where would the image be
located if you placed the flashlight 10 cm away? Would you be able to detect
this image using the same method?
PHYS320 Lab 27 Electric Fields
Experiment
1: Static Materials
Questions
1. What happens when you
bring the charged strip near the paper pieces? Why does this happen?
2. What happened when you
brought two vinyl strips near each other? Draw a rough diagram depicting the
direction of electric field lines between the two surfaces.
3. What happened when you
brought the charged aluminum near the charged vinyl? Draw another diagram
noting the direction of the electric field lines between these two surfaces.
4. Do you know which of
these materials picks up positive charge and which picks up negative charge?
How might it be possible to determine this?
5. What happened when you
brought the charged rod near the metal surface? Explain what is happening in
terms of free electrons.
Experiment
2: Static Balloons
Questions
1. What types of objects did
the balloon stick to best? What can you conclude about the way charges in these
objects react to the balloon’s charge?
2. Explain why the balloons
either attracted or repelled each other in step 5. What happens when you put
your hand in between them?
3. Your hand is a neutral
object. Why does this happen if your hand does not carry any net charge (Hint:
think about charge by induction)?
Experiment
3: Simple Electroscope
Questions
1. What happens to the
strips of aluminum when you bring a charged object near them?
2.What can you say about the
charge in the strips—are they like or unlike? How do you know
3.Is your charged electrode
like or unlike the charged rod? Why?
4.Does it matter which
charge—positive or negative—is on the object you are testing?
5.Is this an example of charge
by induction or conduction?
Lab
4: Pith Ball Electroscope
Questions
1. What happened when you
brought the charged vinyl near the electroscope?
2. What did you notice when
you brought the aluminum strip near the pith ball that was charged by the
vinyl?
3. Use Coulomb’s law to
explain why the electroscope does not seem to be affected by the charged
material at a distance of about 10 cm, but reacts significantly at a distance
of 3 cm (distances are approximate).
4. How could you design an
experiment to measure the Coulomb force between the charged material and the
electroscope by measuring the angular acceleration of the electroscope? Assume
you have measured the radius of the rotating electroscope, R, and the distance between the charged material and the
pith ball, r.
PHYS320 Lab 30 Magnetic Fields
Experiment
1: Exploring Magnets
Questions
1. The stack of magnets
works as one big bar magnet. Do the poles change when you divide the magnet
into pieces?
2. In step 3, do both sides
of the magnet attract the metal surface? Explain how a single magnet can repel
the rest of the stack, but still stick to the other surface.
3. How does the magnet
attract something that is originally non-magnetic?
4. Does the bolt become
magnetized when in contact with one of the permanent magnets? How is this
similar to the electric charge in a conductor?
Experiment 2: Levitating Magnets
1.Draw the
results of steps 2 through 4 in the space below. Why are the magnets spaced in
such a way? Label the north and south poles of each single magnet.
2.Draw the
result of step 5 in the space below. Was the force between the magnets enough
to keep the large group levitated?
3. Label the
north and south poles of each magnet in your drawing above. Add in the magnetic
field lines between magnet groups.
4.What does
this experiment demonstrate about the relative strengths of the forces due to
gravity and magnetism? 1
Experiment 3:
Magnetic Field Lines
1.Describe the
direction of the compass needle as you moved it around the bar magnet. Which
direction did the needle point? How far away did the compass have to be?
2.The compass
points toward Earth’s geographic North Pole—which is actually the Earth’s
magnetic South Pole. Knowing this, which end of the magnet is the South Pole
and which is the North Pole?
3.How do the
iron filings compare to your predicted magnetic field lines?
4.Describe the
direction of the magnetic field lines between two attracting magnets compared
to two repelling magnets.
5.Is it
possible to distinguish the north and south poles of the stack of magnets by
looking at the magnetic field lines they produce?
Experiment 4:
Building an Electromagnet
Questions
1.In what
direction will the magnetic field travel through the nail? Predict this using
the right hand rule and the direction of current flow (positive terminal to
negative on the battery).
2.From your
answer in Question 1, which end will be the north pole of your electromagnet,
and which one will be the south? Remember, the direction of the magnetic field
is outward from the North Pole and inward toward the South Pole.
3.Draw a
sketch of the magnetic field lines for your electromagnet.
4.Were your
predictions about the north and south poles of the magnet correct? How do you
know?
PHYS320 Lab 31 Electromagnetic
Induction
Experiment
1: Simple Electric Motor
Questions
1.
What
orientation of the coil (vertical or horizontal) allows current to flow through
assembly? What happens as you rotate the windings 180 degrees from this
position?
2.
Why
did we scrape one side of the axle tail in step 3? What would happen if we
scraped both sides of both ends?
3.
What
two items in the experiment could you change to easily increase or decrease the
speed it rotates? Remember that the force on the windings is proportional to
both the magnetic field strength and the current.
4.
Why
do you think the number of loops in the coil is important? If we had only a
couple of loops instead of more than 10, how would the force on the coil
change? Remember that the force depends on the amount of charge moving in one
direction.
5.
Given
the strength of the battery and the size of the coil, there are an ideal number
of coil turns that make a motor that spins fast without being unstable. What
problems do you think you would run into if you made a coil with 50 turns of
wire using the same setup?
PHYS320 COMPLETE COURSE PHYS
320 COMPLETE COURSE
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