Lab Manual For General Physics II - 10164

Lab Manual for General Physics II - 10164
Department of Physics & Astronomy

Texas Christian University, Fort Worth, TX
Spring 2013
Contents
1 Electric Field Mapping 7

1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.2 Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.2.1 Equipotentials between parallel lines . . . . . . . . . . . . . . . . . . . . . . . 9
1.2.2 Equipotentials between two parallel lines with a floating circular electrode . . 9
1.2.3 Clouds and a house during a thunderstorm. . . . . . . . . . . . . . . . . . . . 10
2 Electric measurements 11
2.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.2 Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2.2.1 Resistor color code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2.2.2 Resistors in series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
2.2.3 Resistors in parallel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
2.2.4 Ohm’s law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
2.3 Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
3 Series and parallel networks 18

3.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
3.2 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
3.2.1 Circuit diagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
3.2.2 Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
3.2.3 Kirchhoffs laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
3.2.4 Series and parallel combinations . . . . . . . . . . . . . . . . . . . . . . . . . 20
3.2.5 Meters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
3.3 Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
3.4 Pre-lab exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
4 Superconductor 28
4.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
4.2 Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
4.3 Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
5 Temperature Coefficient of Resistivity 32

5.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
5.2 Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
1
5.3 Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
6 Transformer 36
6.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
6.1.1 Ideal transformers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
6.1.2 Energy losses in transformers . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
6.2 Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
6.2.1 Transformer characteristics with no load on the secondary . . . . . . . . . . . 38
6.2.2 Transformer characteristics with a load on the secondary . . . . . . . . . . . 39
6.3 Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
7 AC Circuits and Electrical Resonance 42

7.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
7.2 Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
7.2.1 Finding the inductance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
7.2.2 Finding the resonance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
7.3 Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
8 Measurement of the Mass of an Electron 47

8.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
8.2 Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
8.3 Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
9 Magnetic Force on a Current-Carrying Conductor 51

9.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
9.2 Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
9.3 Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
10 Microwave Optics 55
10.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
10.2 Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
10.2.1 Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
10.2.2 Polarization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
10.2.3 Standing waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
10.3 Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
11 Spherical Lenses 60
11.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
11.2 Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
11.2.1 Converging lens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
11.2.2 Telescope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
11.2.3 Diverging lens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
11.3 Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
2
12 Reflection and Refraction 68
12.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
12.1.1 Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
12.1.2 Refraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
12.2 Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
12.2.1 Angles of Incidence and Reflection . . . . . . . . . . . . . . . . . . . . . . . . 69
12.2.2 Index of Refraction: Part I . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
12.2.3 Index of Refraction: Part II . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
12.3 Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
3
List of Figures
1.1 Experimental setup. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

1.2 Capacitor with a hollow metal sphere between the plates. . . . . . . . . . . . . . . . 10
1.3 Simulation of an electric field during a thunderstorm. . . . . . . . . . . . . . . . . . . 10
2.1 Multimeters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.2 The breadboard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2.3 Resistors in series. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
2.4 Resistors in parallel. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
2.5 Ohm’s law circuit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
2.6 Ohm’s law circuit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
3.1 Circuit diagram symbols. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

3.2 Equipment used in Lab 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
3.3 Bulb circuits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
4.1 Schematic of a four point probe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

4.2 Temperature dependence of resistance of a superconductor. . . . . . . . . . . . . . . 31
5.1 Temperature dependence of resistance. . . . . . . . . . . . . . . . . . . . . . . . . . . 33

5.2 Temperature dependence of resistance. . . . . . . . . . . . . . . . . . . . . . . . . . . 33
6.1 Schematics of an ideal transformer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

6.2 Experimental setup for lab 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
7.1 AC circuits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
7.2 RLC circuit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
7.3 Real phase diagram. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

9.2 Beam in a solenoid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
10.1 Reflection of microwaves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

10.2 Polarization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
10.3 Polarization measurements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
11.1 Ray diagram. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
4
11.2 Measuring focal length. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
11.3 Magnification measurement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
11.4 Telescope. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
11.5 Telescope setup. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
11.6 Parallax. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
11.7 Diverging lens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
11.8 Diverging lens setup. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
12.1 Reflection and refraction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

12.3 Refraction by a plate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
12.4 Secondary reflections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
5
Lab report
You must hand in a typed lab report for every lab you perform. The lab report must include the
following:
1. Type your name, date, the day of the week you did the lab, and the name of the TA. (5
points)
2. Introduction (15 points): The introduction should include a general overview of the ex-
periment, the goal of the experiment, what you expect to find and the theory behind the
experiment. Summarize the whole point of doing the lab. Your introduction should be about
one page long.
3. Results (20 points): Present the data in the form of a table or a graph. Usually you will give
details of what you observed in the lab. If you deviated from the instructions in the manual,
explain you method. Only important information pertinent to the lab should be presented.
Show examples of any calculations carried out including estimates of the error. Remember
to include units.
4. Discussion/Conclusion (40 points): Discuss in your own words and from your point of view
your results. Example: Looking at your results, tables or graph, can you see any general
trend? What is the behaviour of the graph/line? What was the aim of the experiment? Have
we achieved anything? If not, how large is the error? Does your result make sense? Can you
compare your result to those from the books? What does the book say? Be sure to answer
any questions asked in the lab manual. Of course, any additional requests or instructions by
the TA must be addressed in the report.
6
Lab 1
Electric Field Mapping
1.1 Introduction
For macroscopic objects with electrical charges distributed throughout the volume, the calculations
of the electrostatic forces from the Coulomb’s formula is difficult. Therefore, it is useful to describe
the interaction forces as a product of the charge, q, and the electric field intensity, E.
F = qE. (1.1)
As seen from the above equation, the knowledge of the electric field enables calculations of
the electrostatic forces. An electric field can be found by analyzing the map of the electric field
lines. The electric field lines, also called the lines of forces, originate on and are directed away
from positive charges, and end on and are directed toward negative charges. The electric field lines
enable one to find the direction of the vector E; ~ the vector E ~ is always tangential to the lines of
forces. But to fully characterize the electric field vector, we need also to give its magnitude. The
magnitude, or strength of the electric field, can be measured from the density of lines at a given
point. For example, for point charges, the electric field is given by the formula
1 q
E= , (1.2)
4πε0 r2
which predicts that the field intensity increases with decreasing distance, r, from the charge, q. The
density of field lines is largest when close to the point charges and quickly decreases with distance.
The goal of this experiment is to find the electric field lines for two or three objects.
The electric field lines can be found by plotting the equipotential lines of the electric field. If
the large number of points of the same potential needs is found, they may be connected together
with a smooth line or surface, which is called an equipotential line or surface. The electric field
lines must always be perpendicular to the equipotential lines or surfaces.
1.2 Procedure
The experiment will be performed using the electric field mapping board, high resistance paper, a
conductive ink, a power supply (or a battery) and a voltmeter. The conductive ink is produced
from copper or nickel flakes in a suspension. When the ink dries, the metal particles settle on the
7
Figure 1.1: Experimental setup. A photograph (left) and schematic (right) of the experimental
setup.
top of each other, forming a conductive path. The resistance of the ink is about 2 to 5 Ω/cm and
can be neglected in comparison with the resistance of the paper, which is 20, 000 Ω/cm. Therefore,
the potential drop across the electrodes can be considered negligible.
1. Place the conductive paper on a smooth surface (do not place it on the corkboard) and
draw the electrodes with the conductive ink. Shake the conductive ink can vigorously for
about one minute. Keep the can perpendicular to the paper while drawing the electrodes.
When the line you made is spotty, shake the can again and draw over the line. A smooth
solid line is essential for good measurements. Let the ink dry for about 20 minutes before
making measurements. Therefore, plan your experiments and draw the electrodes as soon as
possible.
2. Mount the conductive paper on the corkboard using push pins in the corners and connect
the electrodes to a power supply (or a lantern battery) and to the voltmeter. Make sure
that there is a good contact between the line, a wire, and the pin. If the electrode has been
properly drawn, and a good electric contact has been established, the potential drop across
the electrode should be less than 1%. If the voltage across the electrode is greater than 1%,
then remove the pins from the corkboard and draw over the electrodes a second time with
the conductive ink, or find another place to hook up the wire.
3. The equipotential surfaces are plotted by connecting one lead of the voltmeter to one of the
electrode push-pins. This electrode becomes the reference. The other voltmeter lead (the
probe) is used to measure the potential at any point on the paper simply by touching the
probe to the paper at that point. Figure 1.1 (right) schematically indicates the method of
mapping equipotentials. To map an equipotential, move the probe to the point at which the
voltmeter is indicating the desired potential. Mark this point with a white pencil. Move the
probe to a new position which maintains the voltmeter at the same reading. Mark this point.
Continue in order to find a series of points at the same potential across the paper. Connect
the points with a smooth line and write the potential difference. This is the equipotential
line.
8
4. Repeat the measurements for different potentials between the probe and the reference elec-
trode. Find at least 10 equipotential lines for voltages of 2, 4, 6, 8, 10, 12, 14, 16, 18, 20,
and 22 V. From the symmetry, you can guess the 1, 3, 5 V surfaces and so you need not
measure them. Do not try to mark the electric field lines; it takes too much time. Do it later
at home. If the system has an axial symmetry, you may limit your measurement to one side
of the symmetry axis. The equipotentials in the other half can be determined by reflecting
the found lines about the axis.
1.2.1 Equipotentials between parallel lines

Find the equipotentials outside and inside the parallel lines which symbolizes a parallel plate ca-
pacitor. Next, sketch in lines of electric field force. Remember that lines of force are always
perpendicular to equipotential surfaces; and, since conductors are equipotential surface, field lines
must be perpendicular to the surface of both conductors. Sketch lines of forces first lightly, and
when you have them right, draw them darkly. It is useful to choose a different color for the field
lines than that used for the equipotential lines. Keep the same distance between the electric field
lines close to the silver lines representing the capacitor. Remember that the electric field lines are
perpendicular to the equipotential lines and to the metal surfaces.
In the report, answer the following questions:
1. What is the electric field inside the capacitor?
2. What is the electric field outside the capacitor? Is it constant?
3. How do the edges of the plates affect the electric field? (PHYS 20481 and PHYS 20484 only)
4. From the measurements, calculate the components of the electric field at the center of the
capacitor and at a point at the edge. Since the potential has been measured in large steps of
voltage, you can only estimate the components Ex and Ey from

δV δV ∆V ∆V
(Ex , Ey ) = − , =− , . (1.3)
δx δy ∆x ∆y
1.2.2 Equipotentials between two parallel lines with a floating circular electrode
Draw a circular electrode between two parallel lines (Fig. 1.2) and map the equipotentials. The
circular electrode symbolizes a hollow metal sphere between the capacitor plates. In the report,
answer the following questions:
1. How does the circular electrode distort the field? Compare the result with those obtained for
two parallel lines.
2. What is the electric field inside the circular electrode? What is the field on the electrode
surface?
3. What is the potential of the circular electrode? What is the potential inside the electrode?
9
Figure 1.2: Capacitor with a hollow metal sphere between the plates.
Figure 1.3: Simulation of an electric field during a thunderstorm.
1.2.3 Clouds and a house during a thunderstorm.

Draw two electrodes, one in the shape of a cloud, another in the shape of a house. Exaggerate the
shape of the roof and make it very sharp (Fig. 1.3). During a thunderstorm, the clouds carry large
charges which create an intense electric field between the clouds and the ground. Your electrodes
simulate this charge separation and the generated electrostatic field. Map the equipotential lines
and mark the electric field lines. In your report, discuss the distribution of the electric field lines,
especially in the close proximity of the roof. Where will the lightning strike, outside the house or
on the tip of the roof?
10
Lab 2
Electric measurements
2.1 Introduction
To find the resistance, one needs to measure the voltage across the resistor, V , and the current, I,
flowing through the resistor. According to the Ohm’s law the resistance, R, is given by the ratio:
V
R= . (2.1)
I
You will use a digital multimeter to find R, V and I. Our laboratory is equipped with first-rate
instruments, which display 4 digits, see picture below. On the voltage scale you can measure
0.5 × 10−4 V to 1999 V; on the current scale you can measure 0.5 × 10−7 A to 10 A. Other multi-
meters used in this lab have different shapes but they all measure R, V , and I (Fig. 2.1).
As you look at the front panel of the multimeter, you notice that there are black and red jacks.
Also on your workbench you may find red and black cables. It is a common practice to use a red
wire for high voltage or positive signal and a black wire for low voltage or negative signal. We
suggest that you should use this system in the laboratory since it is helpful in checking the wiring.
(A different system is used in the wiring of buildings. White denotes the neutral wire; black is
used to indicate wires under 120 V AC; red is reserved for 240 V. Green is always used for ground
wires.)
Figure 2.1: Multimeters Typical analog (left) and digital multimeters (center and right).
11
Figure 2.2: The breadboard. A breadboard (left) and examples of a good circuit (center) and a
bad circuit (left).
2.2 Procedure
Set the meter to measure resistance (ohm, Ω) by depressing the HI Ωfunction switch. Connect a
black lead to the common jack of the multimeter and a red lead to the A-Ωjack. Select a 1000
range. Please note that HI Ωrange is set to measure kiloohms, kΩ, combining it with the 1000
range this means that the maximum value to be measured is 1, 000, 000 Ω or 1 MΩ. Keep the leads
apart and the display should flash. The flashing indicates that the measured resistance between
two leads exceeds the maximum value of 1 MΩ. Next, grasp two exposed leads, holding one in
your right hand and the other in the left hand. The meter will show the resistance of your body.
Measure the resistance of your skin by touching two points on your skin about 2 inches apart. The
resistance of the skin may vary greatly with the amount of moisture on the skin. If your skin is dry
you may have to change the range from 1000 kΩ to 10 MΩ. If it is wet to display more significant
digits, you may want to change the range to 100 kΩ.
2.2.1 Resistor color code

Determine the resistance of the 5 resistors provided. Each resistor to be measured must be connected
between two posts on the “bread board”. The breadboard shown in the photo allows you to built
electrical circuits. The openings are designed to fit banana plugs and are arranged in the form
of squares. There are nine openings per square. They are all connected internally, but separate
squares are isolated. To built a circuit you need to plug in one end of the resistor into any opening
in one square and another end into another square. An example is shown in Fig. 2.2. Here a resistor
is mechanically attached to a banana plug, which is pushed into holes in adjacent squares. The
leads are pushed into other holes in the same squares and a multimeter. You can read a measured
value on the display. An example of a BAD connection is shown below. In this photo the black
lead is attached to a square with no resistor attached and the display is blank. This circuit is open
and the multimeter cannot measure anything.
For your convenience we attached the resistors to banana plugs. There are five different banana
plugs with different resistors provided for each setup. The resistors are marked with four or five
color bands. This is the resistor color code. The first two bands indicate two significant digits, the
third indicates the power of ten, and the fourth band indicates the precision of the measurements.
The fifth band (if present) indicates reliability. The color code key for resistors is given in Table
12
Table 2.1: Resistor color code.
First three bands
Black 0
Brown 1
Red 2
Orange 3
Yellow 4
Green 5
Blue 6
Violet 7
Gray 8
White 9
Tolerance band
Silver 10%
Gold 5%
No band 15%
Table 2.2: Resistance measurements

No. Measured resistance Color code value Difference
(Ω) (Ω) (%)
1
2
3
4
5
2.1. Always orient the resistors so that the gold or silver band, the so called tolerance or precision
band, be on your right side. For example, a resistor with the following colors (from left to right),
brown black red - gold tells us the first digit is 1 (brown), the second digit is 0 (black) and the
power of ten is 2 (red). That gives us R = 10 × 102 Ω = 1000 Ω. The gold band tells us that this
is accurate to within 5%, so the actual resistance could range from 950 Ω to 1, 050 Ω.
Attach the meter leads to the breadboard and record the displayed values. DO NOT ATTACH
ANYTHING TO THE 10 A PLUG OF THE MULTIMETER. Change the range so that the display
will show all four digits. For resistance values less then 10 Ω depress the LO Ω and 10 Ω switches.
Clip the test leads together. You may observe a non-zero reading (a few tenths of an ohm). The
reading is due to the resistance of the test leads, fuses, and jacks. You may adjust the ZERO
control (available only on analog meters) until the display shows 0.00, or subtract the value from
any readings in this range, if such accuracy is required. Report the measured resistance values
in Table 2.2 and compare the data with the values expected from the color code. Compare the
difference with the estimated value from the fourth band of the color code.
13
9999
1 R2
Figure 2.3: Resistors in series. The series circuit shown schematically at the top can be can
wired in a number of different ways. The above photographs show two possible series combinations.
Table 2.3: Resistors in series measurements

R1 R2 Measured value Calculated value Difference
(Ω) (Ω) (Ω) (Ω) (%)
1
2
3
2.2.2 Resistors in series

Select two resistors of similar values. Measure each resistance. Then connect them in series on the
bread board as shown in Fig. 2.3. In the left photo the resistors are plugged into adjacent squares,
in the photo on the right the resistors are connected to distant squares and a white bridging plug is
used to connect them. There are many other possible arrangements of resistors on the breadboard
resulting in a series combination. Record the results. Compare the measured and expected values of
two resistors connected in series. For the series combination, the theoretical value can be obtained
from:
Rseries = R1 + R2 . (2.2)
Report the experimental and theoretical values in Table 2.3.
2.2.3 Resistors in parallel

Connect the same two resistors in parallel as shown in Fig. 2.4. he photo shows one of many possible
arrangements of the resistors on the breadboard that give the parallel combination. You may want
to explore and build your own connections. Note, that you may work with a different multimeter!!!
14
Figure 2.4: Resistors in parallel. The photo on the right shows one possible arrangement of
resistors in parallel as shown schematically on the right.
Table 2.4: Resistors in parallel measurements

R1 R2 Measured value Calculated value Difference
(Ω) (Ω) (Ω) (Ω) (%)
1
2
3
Make your own arrangement of resistors in parallel. Compare the readings of the meter with the
theoretical value:
1 1 1
= + . (2.3)
Rparallel R1 R2
Compute the percentage difference and report the experimental and theoretical data in Table 2.4.
2.2.4 Ohm’s law

Select a resistor of about 100 kΩ using the color code. IMPORTANT: Use the multimeter to read
its actual value and record it in Table 2.5. Set up the circuit on the breadboard as shown in Fig.
2.5. The voltmeter is connected in parallel, the ammeter in series. The 5 volts can be obtained
from a power supply you will find on the desk. Make sure that the positive terminal is connected
to the red jack on the meter. Use one digital multimeter for “A”, the ammeter, and another digital
mulimeter for “V”, the voltmeter, in the circuit.
The same instrument may be used as a voltmeter or an ammeter, and selecting proper functions
is very important. Remember that the ammeter must be connected in series and the voltmeter
always in parallel. Since you will use a DC current, select DCA and the range of about 100 µA
for current measurements, and DCV and 10 V range for the voltage measurements. Record the
15
Figure 2.5: Ohm’s law circuit. Ammeter is always in series, voltmeter is always in parallel. The
photo shows the 100 kΩ resistor connected to a power supply (center) and an ammeter (right). The
digital voltmeter (left) is connected in parallel to the resistor. Remember to depress the proper
function and range switches.
current, I, and potential, V . Compute V = IR to verify your voltage measurements. The two
values agree if the voltmeter has an infinite internal resistance.
Replace the digital voltmeter with a standard voltmeter, as shown in the photo. Do not alter
the power supply or the ammeter. The input resistance of the standard meter is smaller then
that of the digital meter and may affect the measurements. You can read the value of the input
resistance on the meters front panel. Adjust the meter scale appropriately and measure I and V .
Compute V = IR.
The difference in the readings can be explained as follows. The resistance of the ammeter, RA , is
essentially zero. The resistance of the voltmeter, RB , acts as a resistor in parallel with R = 100 kΩ.
This means that the equivalent circuit can be drawn as shown in Fig. 2.6. The goal of this part of
the experiment is to find the input resistance of the standard voltmeter.
The equivalent resistance can be found from the input voltage, which in this case is almost 5 V,
and the current in the system.
V
Requiv = . (2.4)
I
On the other hand the equivalent resistance can be written as (Eq. (2.3))
1 1 1
= + . (2.5)
Requiv R RB
From these equations one can find the resistance of the voltmeter
R
RB = Requiv . (2.6)
R − Requiv
Report the calculated values of the input resistances for the digital and standard voltmeters. If you
get a negative value for RB it is probably because you did not measure with sufficient precision the
value of R, the approximately 100 kΩ resistor. Always remember to turn off the meters after the
measurements. The meters use dry batteries with limited lifetimes.
16
Figure 2.6: Ohm’s law circuit. This is the same circuit as in Fig. 2.5
Table 2.5: Ohm’s law measurements

Potential Current R100 Requiv RB
(V) (A) (Ω) (Ω) (Ω)
Digital meter
Standard meter
2.3 Report
In your own words explain:
• when it is practical to connect resistances in series and when in parallel.
• when the internal resistance of a meter is important, how it may affect the measurements and
when it can be ignored.
• which meter is a better one?
17
Lab 3
Series and parallel networks
3.1 Introduction
In this experiment you will examine the brightness of light bulbs that are connected to batteries
in different configurations. You will also explore how batteries can be connected and what are
advantages of these combinations. In the second part of this lab you will replace qualitative
observations of bulb brightness with a quantitative analysis of electric current and voltage. There
is no quiz before the lab, but you are required to answer questions listed in this manual and bring
them with you to the class.
3.2 Background
3.2.1 Circuit diagrams
Circuit diagrams allow us to represent a circuit on paper using symbols for the batteries, resistors,
and light bulbs, switches, etc, instead of drawing these elements or taking a picture. Some common
symbols are shown in Fig. 3.1. Wires are represented by lines. When the lines are connected at
a point this junction is represented by a thick dot. The symbol for a battery is two parallel lines,
one of which is shorter and thicker. The shorter and thicker line represents the negative terminal
of the battery and the long line represents the positive terminal. Symbols for a switch and a bulb
are shown in Fig. 3.1. Since the bulb is a resistor, the alternative symbol for the bulb is a jagged
line.
3.2.2 Equipment
The parts used in this lab are showed in the photograph. The bulbs are mounted onto banana
plugs and black and red colors indicate different resistance of the filaments. The batteries also have
banana plugs attached to them. Holes in the white breadboard accept banana plugs and black
lines indicate holes that are interconnected. It means that connecting a wire to any of nine holes
in a square gives the same result. The plug-in board and plug-in elements allow for an easy and
transparent construction of connections creating perspectives similar to those in circuit diagrams.
The multimeter is set to measure voltage; please do not change its function.
18
Battery Switch Bulb Resistor Resistor
Not Connected Connected
Figure 3.1: Circuit diagram symbols. From left to right are the symbols for a battery, a switch,
a bulb, and two symbols for resistors. Connected wires are depicted with a dot at the junction.
Figure 3.2: Equipment used in Lab 2. You will need a breadboard, multimeter, batteries, bulbs
and wires.
19
3.2.3 Kirchhoffs laws
The sum of currents flowing into a junction point is equal the sum of currents flowing out of this
point. This is the first Kirchhoffs rule and basically it states that the current cannot be lost in
the junction. Since the current is a measure at which charge is moving through a wire, this rule
represents the law of conservation of charge. For the five-way junction, shown in below, this law is
expressed algebraically as
I1 + I2 = I3 + I4 + I5 (3.1)
Assigning positive signs to currents into the junctions and negative to currents leaving the junction
this equation can be expressed as
I1 + I2 − I3 − I4 − I5 = 0 (3.2)
A battery is a source of current and also produces voltage across all resistors in a closed circuit.
Examples are shown in Fig. 3.3. The circuit is complete when the current leaving the battery,
specifically the positive terminal of the battery, may move through different resistors and then
returns to the negative terminal of the same battery. Note that the light bulb can be treated as a
resistor. The Ohms law defines the potential drop, V , across a resistor, R, with a current, I,
V = IR. (3.3)
The second Kirchhoffs rule deals with potential drops inside a loop and states that the sum of
voltages across all the elements in a loop is zero. In other words, the voltage across the battery is
equal the sum of the voltages across the resistors.
V = VA + VB . (3.4)
3.2.4 Series and parallel combinations

Resistors and batteries may be connected together in different combinations. Even the most com-
plicated circuits can be decomposed into series and parallel combinations of resistors (or batteries)
and small sub-circuits. In this lab we will focus only on simple circuits, with no subsystems or
networks.
When resistors are connected in series, they are connected on one side only. The other sides
are connected to other elements of the circuit, see Fig. 3.3 (left). When resistors are connected in
parallel they have common connections, all the wires, also called leads, on one side of the resistor
are attached together. The leads on the other side of the resistors are also connected together
20
Figure 3.3: Bulb circuits. (left) Two bulbs are connected in series. This forms a complete circuit
with current leaving the positive terminal of the battery, flowing through the two bulbs and ending
at the negative terminal of the battery. (right) Two bulbs are connected in parallel. The voltages
across both bulbs are the same and equal the voltage of the battery.
and usually attached to a battery or another element of the circuit. When resistors connected in
parallel are attached to a battery the voltage drop across each resistor in the combination is the
same, see Fig. 3.3 (right). This conclusion is the consequence of the second Kirchhoffs rule.
For resistors connected in series, the end of first resistor is connected to the second resistor and
the same current flows through both resistors. Thus, for resistors connected in series and attached
to a battery, the voltages across individual resistors may vary depending on their values of R, see
Eq. (3.3).
3.2.5 Meters
Ammeters and voltmeters are used to measure the current and voltages, respectively. They are
designed not to affect the circuits and to minimize their effects ammeters are always connected in
series and voltmeters in parallel. Not obeying that rule may result in damaging the meters.
At the present time most meters available on the market can work as ammeters, voltmeters or
ohmmeters. They come in different shapes and sizes. Each time you change the function of the
multimeter you must remember to correctly reconnect the meter to the circuit. As you look at the
front panel of the multimeter, you notice buttons or knobs with symbols V , I, and R. Depressing
the button V (or turning the knob to symbol V ) will set the multimeter to work as a voltmeter.
You may also need to select the range for the expected voltage. If you expect that the voltage you
will measure is about 3 V it would be wrong to set the meter to measure millivolts. A flashing
display indicates that the selected range is too low and needs to be adjusted. A zero reading may
indicate that there is no potential difference or that the range is too high. Of course, you will
repeat the same procedure for current or resistance measurements.
The meters have several jacks, usually one of them is black and the other is red. Also on
your workbench you may find red and black cables. It is a common practice to use a red wire for
21
positive signal and a black wire for negative signal. We suggest that you should use this system in
the laboratory since it is helpful in checking the wiring.
3.3 Procedure
1. Select three light bulbs mounted onto BLACK dual banana plugs and a triple holder for AA
type batteries. Place two batteries into the holder. Connect the batteries and light bulbs
as shown below, starting with the circuit on the left. Measure the voltage across the bulb.
Repeat for the two other circuits. Compare your observations with the predictions you made
prior to the lab. Record the data the table below.
Bulbs in series measurements

Voltage Voltage Voltage Voltage across
across bulb A across bulb B across bulb C the battery
A single bulb circuit — —
A double bulb circuit —
A triple bulb circuit
For the last measurement, with the three bulbs in series, compare the sum of potentials
VA + VB + VC with the potential across battery. In the report comment about the observed
relationship. Although the bulbs appear to be identical, the potential drops across the bulbs
are not the same. In the report provide a feasible explanation. Verify your answer to question
No. 7.
22
2. Connect two light bulbs mounted onto BLACK banana plugs (B, C) and one on a RED
banana plug (A) and assemble a circuit as shown below. Measure voltages across the battery
and each of the light bulbs. Record your data in the table below. Compare the potentials
drops in columns 3, 4 and 5.
Bulbs in series and parallel measurements

Voltage Voltage Voltage across Voltage Voltage across the
across bulb A across bulb B bulbs A and B across bulb C battery
3. Build the series-parallel combinations shown below and verify your answer to question No. 8.
4. Build a circuit as shown in the photo below. Record the voltage across every light bulb.
Unscrew one of the bulbs. Record the voltage across every light bulb. How have the voltages
changed? Why?
23
Bulbs in series and parallel measurements
Voltage Voltage Voltage Voltage Voltage Voltage
across A across B across C across D across E across F
All bulbs in
One unscrewed
5. Select two single battery holders. Place 1.5 V batteries in the holders. Connect the batteries
in series, i.e., the positive terminal of one battery is connected to a negative terminal of the
other. Measure the total voltage of the battery combination and compare with the voltage
across the single battery. Record the result in the table below. Connect the batteries in
parallel, i.e., the positive terminals are connected together and the negative terminals are
connected together. Measure the voltage across the parallel combination. Record the result
in the table below. Connect a light bulb to the combination. Is its brightness different from
that of a single battery circuit?
Batteries in series and parallel measurements

Voltage across a single battery
Voltage across two batteries

connected in series
Voltage across two batteries
connected in parallel
6. Set up circuits as shown below. Measure voltages across all elements. Write algebraic equa-
tions relating the voltages Vbat1 , Vbat2 , VbulbA , and VbulbB for both circuits.
24
3.4 Pre-lab exercises
Please answer the following questions and bring the answers with you to the lab. These answers
should be turned in to the TA in place of a quiz.
1. Examine the three arrangements below of a battery, a bulb and two metal wires. In which of
the circuits below will the bulb emit light?
A B C
2. Consider the following statement: The current flows from the positive terminal of the battery
to the bulb and is used up in the bulb to produce light. Do you agree with this statement?
Explain.
3. Two identical light bulbs are connected in series to a battery as depicted in Fig. 3.3 (left).
Compare the brightness of both bulbs. What can you conclude about the current through
each bulb?
4. Two different bulbs are connected in series as in Fig. 3.3 (left). Is the brightness of the first
bulb the same as that of the second bulb? If we reverse the order of the bulbs, will the result
be different?
5. Consider a circuit with a battery and a single bulb. Add another identical bulb, B, in series,
see the schematics below. Predict the brightness of the bulbs relative to the circuit with the
single bulb. Will the brightness of bulb A change?
Add another identical bulb, marked C in the figure below. Predict the brightness of bulb A
in the circuit with three bulbs compared to a single-bulb circuit.
25
6. Consider a circuit with a battery and a single bulb. Add another bulb in parallel as shown
below. Predict the brightness of bulb A and compare it with the circuit with the single bulb.
Will the brightness of bulb A increase, decrease, remain the same?
7. Two identical bulbs are connected in series, as in the figure below. A 3.0 V battery is the
source of the current. What is the potential difference between points on both sides of each of
the bulbs? What is the potential difference between these two points if one bulb is removed
from the circuit?
26
8. Consider the three circuits below. Is there a significant change in brightness of bulb A when
bulbs B and C are connected? Is there a significant change in brightness of bulb A when
the second and third branches are connected? What will happen to the brightness of bulb B
when bulb A is unscrewed? What will happen to the brightness of bulbs B and F when bulb
E is unscrewed?
27
Lab 4
Superconductor
4.1 Introduction
Superconductivity was discovered by H. Kamerlingh-Onnes in 1911. Simple metals like mercury,
lead, bismuth, and others become superconductors only at very low temperatures of liquid helium.
Various alloys were also found to be superconductors at somewhat higher temperatures. Unfortu-
nately, none of these alloy superconductors work at temperatures higher then 23 K. Therefore, for
many years superconductivity has been merely an esoteric problem and not many scientists were
interested in studying it. Then in 1986, researches at the IBM laboratory in Switzerland, discovered
that ceramics from a class of materials called perovskites were superconductors at about 35 K. As
a result of this breakthrough, scientists began to examine the various perovskite materials very
carefully. In February 1987, a ceramic material was found that was a superconductor at 90 K. In
this temperature region, it is possible to use liquid nitrogen as a coolant since nitrogen condenses
to a liquid at 77 K. This is an inexpensive refrigerating fluid; and it is feasible that in the near
future superconductivity will find some practical applications.
It is necessary to use quantum mechanics to explain the mechanism of superconductivity. At the
present time there is no complete theory that explains superconductivity in both metals and ceramic
materials. However, it may be assumed that in superconductors electricity is conducted by electrons
coupled in pairs. These pairs, called Cooper pairs, are formed at temperatures below the critical
temperature, Tc , and they can move through the material without loosing energy. That means that
at temperatures below Tc the resistance is zero. Narrow wires could carry large currents without
loss in the electric energy (the main cost of transmitting electric power at a distance). However,
there is a certain maximum current, Ic , that destroys superconductive properties. At currents
larger than Ic the materials stop being superconductors. The goal of this experiment is to find the
critical temperature by recording the current and the temperature dependence of resistance of a
superconductive disk.
The superconductors you will study have the chemical formula YBa2 Cu3 Ox , where x is approx-
imately 7 or Bi2 CaSr2 Cu2 O9 . Because metals yttrium (Y), barium (Ba) and copper (Cu) are in
the ratio 1 to 2 to 3, the former material is called a 1-2-3 superconductor. The production of 1-2-3
superconductors is very simple. Yttrium, barium and copper oxides are mixed in the correct pro-
portion, poured into a die mold, pressurized to form a disk and fired in a furnace to a temperature
of about 1700◦ F. The bismuth based superconductors are called 2-1-2-2 materials and are made in
a similar manner. The 1-2-3 and 2-1-2-2 superconductors have different critical temperatures.
28
Figure 4.1: Schematic of a four point probe.
To measure the resistance of a ceramic material, we use the four point electrical probe. A
schematic of a four point probe is shown in Fig. 4.1. This technique eliminates the effects of
contact resistance. This is a very important technique, which is used in measuring resistance of
biological materials, polymers and other materials. When the resistance is measured by attaching
two wires to a sample, the resistance of the contacts is also measured. For metals this contact
resistance is usually small and to a first approximation can be neglected. So when you measure
the resistance of a 10 kΩ resistor, for example, the contact resistance of less then 1 Ω can be safely
ignored. But for a 1-2-3 superconductor, the resistivity is very small and the contact resistance
may appear to be larger than the effect you are trying to measure. In the four point probe the
current leads are attached to the sample at different places than the wires which read the potential
drop. For a sample with electrical resistance a current flowing through the sample will cause a
potential drop between any two points inside the sample. This potential difference can be read by
a voltmeter, and it is proportional to the product of the current and the resistance of the sample.
The resistance is small; and to increase sensitivity of the voltage measurements, the current should
be between 0.01 and 0.5 A. The voltmeter should have a large internal resistance to minimize the
current flow through the portion of circuit comprising the voltmeter. Because there is no potential
drop across the contact resistance associated with the voltage probes, only the resistance of the
sample is measured.
The superconductor is placed in a metal holder to protect it from thermal shock and mechanical
stresses. Six wires are attached to the cylinder. Four form the four point probe and two are
connected to a thermocouple inside the device. Thermocouple wires are connected together and
this joint produces a small potential drop. This voltage can be measured by any voltmeter and
converted into temperature. You may use a digital voltmeter and the conversion table shown below;
or a digital thermometer which will display the temperature of the superconductor in degrees Kelvin.
Of course, the conversion table is built into a microprocessor, a part of the thermometer which is
nothing more than a voltmeter. You will use T-type or K-type thermocouples which are made of
29
copper and constantan, or chromel and alumel, respectively. Constantan is a copper-nickel alloy.
Chromel is an alloy of Ni and Cr and alumel contains Ni and Al.
4.2 Procedure
Safety instructions
You will do the experiment at very low temperatures. Be very careful when working with liquid
nitrogen. Do not touch liquid nitrogen or any object immersed in this fluid. Moisture on your
fingers can freeze almost instantaneously when exposed to such low temperatures. As a result
your skin may be “glued” to the metal and fingers may also freeze. When pouring liquid nitrogen
be careful to prevent any splashing. Do not cover a container with liquid nitrogen in it with a
tight-fitting lid. When nitrogen evaporates, the pressure inside the container may increase causing
an explosion.
Do not expose the superconductor to water. After the experiment, wait for the cylinder to
warm to room temperature and wipe it to remove frost or water. Later use a hair drier to ensure
that it is dry. Do not increase temperature above 100◦ F. Store the superconductor in a box with
some drying agent, like silica gel.
1. Attach two black wires to a digital voltmeter and the red wires to an ammeter and a power
supply. Attach the thermocouple to a voltmeter or a digital thermometer. Set the thermo-
couple reader to read the T or K thermocouple. You can read the symbol of the thermocouple
on the plastic connector attached to the thermocouple. Do not bend the thermocouple. Place
the cylinder, with the wires attached, into a thermos with sand and pour liquid nitrogen into
it. Read the potential across the thermocouple. When the cylinder is completely cooled and
the temperature drops to about 70 K you can turn the power supply on. Adjust the power
supply so the ammeter will read 0.1 A. It is a special power supply designed to keep the cur-
rent steady. When the resistance of the superconductor changes with decreasing/increasing
temperature, the voltage output will change appropriately to keep the current constant. Read
the potential difference on the voltmeter. Use the 200 mV scale. At 70 K, there should be no
potential difference between the voltage probes.
2. Let nitrogen evaporate slowly from the thermos. Read the temperature and observe the
potential across the superconductor. You should record about 20 voltages in the temperature
range between 80 and 120 K and an additional 20 points between 120 and 200 K. From time
to time check the ammeter readings. If necessary, adjust the current to keep it constant.
3. The ratio of the voltage to the current flowing through the sample is the resistance of the
superconductor between the two voltage probes. Since you kept the current constant, to
get the resistance you will divide the voltages by the same number. If this resistance is
plotted versus the thermocouple reading, the result should be similar to that shown in Fig.
4.2. Present your resistance measurements in the form of a graph and determine the critical
temperature, at which the resistance gradually decreases to zero. Assess the error. Note, that
the 1-2-3 and 2-1-2-2 superconductors have different critical temperatures, 92 K and 110 K,
respectively. Identify your superconductor.
30
R [Ω]
T [K]
Figure 4.2: Temperature dependence of resistance of a superconductor.
4.3 Report
In your report answer the following questions:
1. Why did the liquid nitrogen boil when you poured it into the thermos?
2. When the nitrogen evaporates the cylinder becomes covered with a layer of white frost. This
is a mixture of dry ice (solid CO2 ) and regular ice (H2 O). Explain why CO2 and H2 O condense
on the cylinder.
3. A two probe method of measuring the resistance of the superconductor below the critical
temperature shows a non-zero value. Why?
4. Explain the difference between a superconductor, a semiconductor, and a resistor.
31
Lab 5
Temperature Coefficient of Resistivity
5.1 Introduction
Resistance of any material varies with temperature. For temperature range that is not too great,
this variation can be represented approximately as a linear relation
RT = R0 [1 + α(T − T0 )], (5.1)
where RT and R0 are the values of the resistance at temperature T and T0 , respectively. T0 is
often taken to be 0 ◦ C. α is the temperature coefficient of resistivity. Pure metals have a small,
positive value of which means that their resistance increases with increasing temperature. From
temperature measurements of R you can find α. To do this you will plot resistance values versus
T , and approximate the results with a straight line. The intercept of this line with the resistance
axis is R0 , and the slope divided by Ris the value of α.
There are materials in which resistance decreases with increasing temperature. A thermistor is
an example of such a material. It is made of semiconductors, such as oxides of manganese, nickel
and cobalt mixed in the desired proportion with a binder and pressed into shape. Thermistors are
very sensitive to even small changes of temperature, therefore they are often used as thermometers.
The change of resistance of a thermistor caused by temperature change is a nonlinear function and
can be approximated by the following formula

1 1
RT = R0 exp β − , (5.2)
T T0
where RT and R0 are the resistance values at absolute temperatures T and T0 (on the Kelvin scale),
β is a constant over a limited temperature range and characterizes a property of material. The
unit of β is degree Kelvin. Equation (5.2) can be expressed as

RT 1 1
ln = − . (5.3)
R0 T T0
When the resistance is measured at various temperatures and ln(RT /R0 ) is plotted against (1/T 1/T0 ),
a straight line is formed. β can be found from the slope of that line.
Some materials have very complicated temperature dependencies of resistance. For example,
nichrome wire, used as a heating element in most space heaters, practically does not change its
32
Figure 5.1: Temperature dependence of resistance. Variation of resistance with temperature
of a metal (left) and a semiconductor (right).
Figure 5.2: Temperature dependence of resistance. Temperature dependence of resistance

for an alloy (left) and a carbon resistor (right).
33
resistance in the temperature range between 0 ◦ C and 100 ◦ C. Fig. 5.2 (left) illustrates this depen-
dence, and it could be approximated by Eq. (5.1). For other materials, such as carbon resistors, R
may be constant for a narrow temperature range and show a large effect beyond that range. Fig.
5.2 (right) shows an exaggerated temperature dependence for this type of material.
5.2 Procedure
1. Open the plastic box with resistors and fill it with water. The resistors should be completely
immersed in water. Close the box and secure the cover with electrical connections inside.
Insert a thermometer, it should be immersed in water to the level indicated by a horizontal
line. Connect the binding post of the terminal to an ohmmeter. Stir the water thoroughly
and record the initial values of temperature and resistors in the box. Use the rotary switch
to measure resistance of each of the resistors.
2. Turn the heater on by closing the switch on the top plate of the box. Increase the temperature
by about 5 degrees. Keep stirring the water. Turn the heater off and continue stirring until
water reaches thermal equilibrium. Record the resistance of each resistor in the box and the
temperature. Repeat this procedure in approximately 5 ◦ C intervals until you have at least
10 readings or the temperature reaches 90 ◦ C. Do not increase the temperature above
90 ◦ C. Record the data in the table below. To reduce the error use the same setting of the
ohmmeter for the same resistors. Because the materials whose resistance you will measure
have different values of R you will have to set the ohmmeter to ranges appropriate for each
element. Remember to use the same ranges for each of the resistors.
Resistance versus temperature measurements.

Temperature Resistance Resistance Resistance Resistance Resistance
conductor 1 conductor 2 conductor 3 conductor 4 conductor 5
(◦ C) (Ω) (Ω) (Ω) (Ω) (Ω)
34
Table 5.1: Temperature coefficient of resistivity for selected materials.
Conductor α (/◦ C)
Copper 4.29×10−3
Iron 6.41×10−3
Nickel 6.00×10−3
Platinum 3.93×10−3
Mercury 0.89×10−3
Chromel 0.58×10−3
Nichrome 0.40×10−3
5.3 Report
1. Examine your data and identify the metals, the thermistor, the carbon resistor, and the alloy.
2. For the two metal resistors and the alloy use Eq. (5.1) to determine the thermal coefficient
of resistance, α. Plot normalized resistance, RT /R0 , versus T and from the slope of the
straight line drawn through the experimental points find α. I recommend that you use Excel
or another software and a fitting routine to determine the slope. R0 is the value of the
resistance at room temperature. Identify the metals by comparing the obtained results with
the values in Table 5.1.
3. For the thermistor plot a graph of ln(RT /R0 ) versus 1/T − 1/T0 and find the slope of the
straight line, which is the value of β in Eq. 5.2.
4. For the carbon resistor plot R vs. T and determine the maximum temperature for which the
resistance is approximately the same as at room temperature.
5. In the discussion section explain how you identified the materials and estimated the experi-
mental errors. Estimate the precision of the constants α and β.
6. In the introduction use a collision model between electrons and nuclei to explain why resistance
of pure metals increases with increasing temperature.
35
Lab 6
Transformer
6.1 Introduction
In this experiment you will study electrical characteristics of transformers. In early nineteenth
century Oersted discovered that magnetic field always surrounds a current-carrying conductor.
Later M. Faraday demonstrated that a change in magnetic flux, Φ, generates an electromotive
force, ε:
dΦ
ε=− . (6.1)
dt
The negative sign is in recognition of Lenzs law.
An iron-core transformer, Fig. 6.1, is an important device used in alternating current (AC)
circuits, which involve these two discoveries. A transformer allows efficiently increase or decrease
the line voltage. In its simplest form, the AC transformer consists of two coils of wire wound up
around a core of iron as illustrated in Fig. 6.1.
The core directs the magnetic flux produced by alternating current in the first coil, called the
primary, the other coil, called the secondary coil. The core has also another function. It can
increase the magnitude of the magnetic flux. The changing flux through the secondary coil induces
an alternating electromotive force of the same frequency on its terminals. Thus, electrical power
may be transmitted. The efficiency of commercial transformers is usually better than 90%. For the
sake of simplicity, we will first focus on an ideal transformer, which, by definition, has an efficiency
of 100%. Later, we will consider energy losses in actual transformers.
6.1.1 Ideal transformers

When the magnetic flux through a coil of N turns changes at the rate dΦ/dt, the induced electro-
motive force ε is given by
dΦ
ε = −N . (6.2)
dt
Thus, the voltage across the primary is expressed by
dΦ
εp = −Np . (6.3)
dt
36
Figure 6.1: Schematics of an ideal transformer. Np and Ns are numbers of turns in the
primary and secondary coils, respectively.
Since it is an ideal transformer, all magnetic filed lines are remain within the iron core and the
induced electromotive force in the secondary coil can be expressed as
dΦ
εs = −Ns . (6.4)
dt
Often, instead of the electromotive force, we use the effective voltage V which is related to the
electromotive force √
V = 2ε (6.5)
Solving Eq. (6.3) for dΦ/dt and substituting the result in Eq. (6.4), gives
Vs Ns
= . (6.6)
Vp Np
When the primary coil has fewer turns than the secondary, the voltage across the terminals of the
secondary coil will be greater than the primary voltage by the ratio Ns /Np . Such a transformer is
called a step-up transformer. When the number of turns in the secondary coil is less than in the
primary, the secondary voltage is reduced and such a transformer is called a step-down transformer.
The ideal transformer has zero power loss, that is, the power input in the primary, Vp Ip cos θp , (θ
is the phase angle between V and I) must be equal the power output in the secondary, Vs Is cos θs .
Since θp = θs , for the ideal transformer
Vp Ip = Vs Is . (6.7)
Combining Eq. (6.6) and Eq. (6.7) we find

Ns
Ip = Is . (6.8)
Np
37
This equation states that the current ratio is inversely proportional to the turn ratio of the coils.
In welding operations, when heat is generated by high currents and for the safety reasons, the asso-
ciated voltage is small, the step-down transformers are used. The step-up transformers are used at
the generators to produce high voltages for efficient transmission of power. Step-down transformers
are used at the other end of the transmission line to reduce the voltage to the convenient level.
6.1.2 Energy losses in transformers

Efficiency of a transformer is defined as a ratio of the output power to the input power. In
commercial transformers the efficiency is usually better than 90%. The power losses in transformers
are primarily due to loss of the flux, eddy currents, magnetization and demagnetization of the core,
and resistance heating in the coils, and the change in the phase angle, θs .
To reduce the eddy currents the core is built from laminated and insulated sheets of the metal.
The resistance of thin sheets of metal is increased and resistance of the core prevents the buildup of
large eddy currents. To reduce heat losses in the coils they are built from metals of small resistance.
Magnetization and demagnetization of the core requires energy. It is often called the hysteresis loss.
To minimize this loss special metal alloys are used, usually silicon steel. Flux leakage is typically
caused by breaks between elements of the core. To minimize these losses the cores are made from
a single piece of a metal. In the experiment, the core is made of two parts, the U-shape core and
the yoke.
6.2 Procedure
Assemble a transformer using two coils, one with 1000 turns and the other with 500 turns. Place
the iron core in the shape of letter U into both coils and attach the iron yoke, with the bare side
inward, to both ends of the U-core. Mount the transformer onto the breadboard and connect the
primary coil to the power supply.
6.2.1 Transformer characteristics with no load on the secondary

1. Connect the terminals of the secondary coil to a voltmeter. Make sure that the AC
voltage and the range up to 20 volts are selected. Connect another voltmeter to
the terminals of the primary of the transformer. Increase the voltage of the power
source and record both the primary and the secondary voltages in the table below.
Transformer measurements — no load on secondary.

Vp Vs Vs /Vp
(V) (V)
38
2. Repeat the measurements with the coils exchanged and record the results below. In your
report compare quotients Vs /Vp and Ns /Np .
Transformer measurements — no load on secondary with coils exchanged.

Vp Vs Vs /Vp
(V) (V)
3. Turn the power off and remove the yoke from the transformer, but leave the U-core inside.
Repeat the last measurement for one arrangement of coils. Record the results in the table
below.
Transformer with no yoke.

Vp Vs Vs /Vp
(V) (V)
6.2.2 Transformer characteristics with a load on the secondary

1. Using the 500 turn coil as a secondary connect the circuit as diagrammed in Fig. 6.2 (top).
Use 1.0 Ω resistor. Remember to connect the ammeters in series and voltmeters in parallel as
shown in Fig. 6.2 (bottom). The digital ammeters must be connected to ports COM and 20 A
and the knob must be set to measure AC current. Select the 20 A range. These are sensitive
instruments, please be careful how you connect them. Ask the lab instructor to check your
setup. Increase the voltage output of the power supply and record primary and secondary
voltages and currents. Record data in the table below. Calculate the input power and the
output power of the transformer and then its efficiency Pp /Ps .
Transformer with a load on the secondary.
39
Vp Ip Vs Is Vs /Vp Is /Ip
(V) (A) (V) (A)
2. (20484 only) Remove the 1.0 Ω resistor and leave the secondary open. It will correspond to
an infinite resistance in the secondary. The input power corresponds to the power lost in the
transformer due to hysteresis. Please read more about magnetic hysteresis in your textbook.
3. (20484 only) Set the input potential to about 20 V. Record the current in the primary. Next,
short-circuit the secondary coil. The current is now limited by the impedance of the coil. To
operate at the same input current as in the open-circuit test you will need to reduce the input
voltage. The low voltage and the low current in the primary generate very low magnetic field
and losses due to hysteresis can be ignored. The power that you find for the short-circuited
transformer represents the Joule power lost due to resistance in the winding.
6.3 Report
In the report include the following:
1. Explain the nature of eddy currents.
2. Compare quotients Vs /Vp and Ns /Np . Are these ratios similar?
3. Compare the values Is /Ip with the ratio of the turns, Ns /Np . Are these quotients similar?
4. Why is the efficiency of the transformer so low? The commercial transformers have efficiency
better than 90%. Suggest how to improve the efficiency in the experiment.
40
Figure 6.2: Experimental setup for lab 10. The schematics (top) and a photograph (bottom)
of the experimental setup to measure input and output power. The voltmeter to measure potential
across the resistor is optional.
41
Lab 7
AC Circuits and Electrical Resonance
7.1 Introduction
Consider an AC circuit containing a resistor, an inductor, and a capacitor connected in series, as
seen in Fig. 7.1 (left). Remember that the same current flows through all three elements. Since the
current is common to all elements, we will take it as a reference, and will measure voltages across
the resistor, the capacitor and the inductor with respect to the current. It is convenient to present
the results in the form of a graph in which the horizontal axis represents the current, see Fig. 7.1
(right). The voltage across the resistor is given by Ohm’s law
VR = IR (7.1)
and is in phase with the current. Thus, VR is displayed on the x-axis. The voltage across the
inductor,
VL = ωLI (7.2)
leads the current by 90◦ , and it will be presented along the positive y-axis. The voltage across the
capacitor,
I
VC = (7.3)
ωC
lags the current by 90◦ , and is also presented on the vertical axis.
To obtain the resultant voltage, ε, we need to add voltages VR , VL , and VC as vectors. The
vector addition is illustrated in Fig. 7.1 (right). Because the vectors VR and VC or VL form a right
triangle, ε may be found from
ε2 = VR2 + (VL − VC )2 . (7.4)
Substituting Eqs. (7.1)–(7.3) into Eq. (7.4), leads to
s
1 2

ε = I R2 + ωL − = IZ, (7.5)
ωC
p
where Z = R2 + (ωL − 1/ωC)2 , and is called the impedance of the circuit. The phase difference
between the current, I, and the line voltage, ε, is given by
1
ωL − ωC
tan φ = . (7.6)
R
42
Figure 7.1: AC circuits. For an AC circuit containing a resistor, an inductor and a capacitor in
series (left), the voltages across the three components are represented in a phase diagram (right).
From Eq. (7.6) it is seen that for ωL = 1/ωC the phase difference, φ, is zero and the impedance,
Z, equals R. This condition
1
ωL = (7.7)
ωC
is called resonance, and it can be reached by changing any of the quantities ω, C, or L. In this
experiment, to reach resonance, you will change only C, while ω and L remain fixed. When the Z
equals R, the current is maximum and the circuit is said to be in resonance.
In this experiment you will find the resonance by changing the capacitance of the system. The
frequency ω is determined by the power supply, in this case it is 120π /s. ω measured in radians
per second, and is related to the frequency f = 60 Hz, measured in cycles per second as ω = 2πf .
To find the resonance (remember the condition ωL = 1/ωC) you also need to know the values of L
and C. Therefore, the experiment is divided into two parts, first, you will find inductance L, and
second you will determine the value of C that leads to the resonance.
7.2 Procedure
The RLC circuit was built and installed inside a box with a transparent plastic cover so you can
see all the connections inside, (Fig. 7.2). In addition there are several binding posts, which enable
voltage measurements between different elements. Do not touch metal parts of the posts
with your hands. To measure the voltage use special leads provided.
7.2.1 Finding the inductance

1. DISCONNECT THE POWER CORD.
2. Insert the plug into J2 and connect the leads to binding posts P4 and P5 on the box.
3. Set all capacitor switches to the open position.
4. Set the selector switch to the P (primary) position.
43
Figure 7.2: RLC circuit. Experimental setup of the RLC circuit with an ammeter attached.
5. Plug in the power cord and measure the voltage (remember to set the voltmeter to ACV)
between P1 and P4. If this voltage is about 115 V, proceed to step 6. If it is not, disconnect
power cord and reverse the connection to P4 and P5. Plug in power cord and measure the
voltage between P1 and P4. If this voltage is not 115 V±10 V, ask for assistance before
proceeding to step 6.
6. Measure the following voltages:
• VL , voltage across the inductor, between posts P1 and P5.

• VR , voltage across the resistor, between P4 and P5.
• ε, line or input voltage, between P1 and P4.
7. Record the value of the resistor R, this value is marked on the plastic cover.
8. The actual phase diagram for the experimental circuit may differ from the theoretical diagram
shown in Fig. 7.1 (right). This discrepancy is caused by the resistance of the wire, which was
used to make an inductor. An inductor is a solenoid with many windings and the total length
of the wire may be hundreds of meters. Also the wire used is typically very thin, which
may result in a significant ohmic resistance of the inductor. Therefore, we need to find the
resistance of the inductor, we will use symbol RL to denote this value. Construct a vector
diagram of the voltages as follows. Take the voltage VR as a reference. Remember that this
voltage is in phase with the current and draw vector, VR , on a horizontal line as shown in
Fig. 7.3.
Use a suitable scale. Using A as a center, draw an arc of length VL , and with the origin as a
center, draw an arc of length ε. The intersection P, of these two arcs determines the vector
diagram of the circuit. Drop a perpendicular from P onto the horizontal axis. The interval
PB, which is perpendicular to the horizontal axis, represents the voltage due to the pure
inductance. Remember that the voltage due to inductance is perpendicular to the voltage
across the resistor. The interval OB represents the voltage due to the total resistance of the
circuit, the resistors R and RL . Since OA is the voltage across the resistor R, the interval
44
Figure 7.3: Real phase diagram. The actual phase diagram differs from the ideal case because
of the resistance of the inductor.
AB represents the voltage due to the resistance of the inductor, RL .
(AB) = IRL . (7.8)
Since I = VR /R,
RL = R(AB)/VR . (7.9)
The interval PB represents the voltage due to the inductance, L, of the inductor
(P B) = IωL (7.10)
and
ωL = R(P B)/VR . (7.11)
9. DISCONNECT THE POWER CORD. Remove the plug from J2 and set the selector switch
to the S position. With the digital meter set to ohms, measure the resistance of the inductor,
P1 and P3. You measured directly the ohmic resistance of the inductor, RL . In the report,
in the discussion section, explain why a value lower than that obtained above is obtained in
this direct current measurement.
7.2.2 Finding the resonance

1. DISCONNECT TBE POWER CORD.
2. Set the selector switch to the S position.
3. Insert the plug in J2 and connect the leads to the ammeter, as in Fig. 7.2. Set switch on the
ammeter to the 50 mA position.
4. Plug in the power cord. Measure and record the current on the ammeter, the line voltage, ε,
between posts P2 and P3, the voltage across the capacitors, VC , across P1 and P2, and the
voltage across the inductance, VL , between P1 and P3, for various values of capacitance. By
closing the switches you can get different values of resultant capacitance. The capacitors are
connected in parallel and to find the resultant capacitance just add the values of individual
45
capacitances printed on the box. Start from zero and increase C in steps of 0.1 µF. You
will observe that with increasing C the current increases, reaches the maximum, and then
decreases. Near the maximum change the step to 0.05 µF and even to 0.02 µF. These
additional points will enable better characteristics of the maximum, and thus the resonance
conditions.
5. Graph the current, I, the line voltage, ε, the voltage across the capacitor, VC , and the voltage
across the inductor VL as a function of capacitance, C, (on the horizontal axis). You will
need 10 to 20 points to make good quality graphs.
7.3 Report
In this experiment graphs are very important, and all conclusions should be based on the analysis
of the graphs. Two quantitative checks of the theory are possible. The maximum current occurs
when ωL = 1/ωC, or when
1
C= 2 . (7.12)
ω L
We will call this value the resonance capacitance and denote it as Cres . Remember that ω = 2πf .
Using f = 60 Hz, the frequency of the current and the value of the inductance, L, determined
in section 2.1, calculate Cres and compare to the experimental value obtained from the graph.
According to Eq. (7.5) the maximum value of the current is when Z = R.
ε
Imax = (7.13)
RT
where RT is the total resistance of the circuit. Taking into account the small resistance of the
ammeter, RT is given by
RT = RL + RM (7.14)
where RM is the resistance of the meter (measured with an ohmmeter) and RL the resistance of
the inductor obtained in section 2.1 (also measured with the ohmmeter). Calculate the maximum
value of the current and compare with the value obtained in the experiment. In the introduction
discuss applications of the series combinations of R, L and C. Also, explain what the electrical
resonance is.
46
Lab 8
Measurement of the Mass of an

Electron
8.1 Introduction
An electron travelling with a speed, v, perpendicular to a uniform magnetic field, B, will experience
a force, F , with a magnitude,
F = evB, (8.1)
where e is the charge of the electron. The direction of the force is perpendicular to the plane defined
by the direction of v and B. The force is always perpendicular to the direction of motion of the
electron. The electron moves in a circular path of radius r, with the magnetic force supplying the
centripetal force. That is
v2
F = evB = Fc = m , (8.2)
r
where m is the mass of the electron. Solving for v, we have
eBr
v= . (8.3)
m
The electron speed v is acquired by accelerating the electron through a potential difference,
1
eV = mv 2 . (8.4)
2
Substituting for v we find
e2 B 2 r2

1
eV = m (8.5)
2 m2
which reduces to
e 2V
= 2 2. (8.6)
m B r
Hence, by knowing or measuring e, V , B, and r, the mass of the electron can be computed.
47
Figure 8.1: Experimental setup. Schematic of the connections between the power supply, heater
and coils.
8.2 Procedure
The apparatus used in this experiment consists of a cathode tube, Helmholtz coils, two power
supplies and an ammeter. The cathode ray tube is filled with hydrogen gas at low pressure of about
0.01 mm Hg. In some tubes, hydrogen gas is replaced by mercury vapor. Electrons collide with
hydrogen, ionize them, and when atoms recombine with stray electrons, the characteristic green
light is emitted. The emission occurs only at the points where ionization took place; therefore, a
beam of electrons is visible as a luminous streak in a dark room.
The tube used in the experiment has been designed in such a way that the radius of the circular
path of the electron beam can be conveniently measured. The electrons are emitted by the indirectly
heated cathode, and are accelerated by the applied potential V between the filament and the anode.
The cathode and the anode are constructed in such a way that only a narrow beam is allowed to
pass the anode. Outside the anode, the electron beam moves with constant speed. When the beam
is inside a magnetic field, it will move along the circle with a diameter given by Eq. (8.2).
A pair of Helmholtz coils produce an almost uniform magnetic field near the center of the coils
which can be given by
8µ0 N I
B= √ , (8.7)
125a
where B is the magnetic field in teslas, N is the number of turns of wire in each coil, I is the current
through the coils in amperes, and a is the mean radius of each coil in meters, which is equal to the
distance between the coils. In the Helmholtz coils used in the experiment the number of turns is
130 and the radius is 15 cm.
1. Connect the heater and the anode of the vacuum tube to the high voltage power supply. The
heater should be connected to a 6 V terminal. The anode voltage should be between 150 and
300 V. The coils have their own power supply with the voltage set to 12 V. Check the wiring
(Fig. 8.1) and if you have any questions, ask the assistant for help.
2. Turn on the power. As soon as the cathode starts to glow, increase the anode voltage so that
the beam will be as sharp as possible. Do not increase the potential above 300 V.
48
3. Turn on the power supply of the Helmholtz coils. Select a value of the current in the coils;
it should be between 0.5 and 2 A. Compute the magnetic field. Measure the diameter of
the circular beam and record the current in the coils and the accelerating potential between
the anode and the cathode. Increase the accelerating potential and record the beam radius.
Repeat this procedure for 4 different accelerating potentials. To reduce the experimental
error, read the beam diameter several times. Record your results in the following table.
Experiment 9 measurements.
Coil current B Anode voltage Radius of circle e/m m
(A) (T) (V) (m) (C/kg) (kg)
4. Repeat the above procedure with a different value of the coil current. You should have at
least 10 different readings for different combinations of experimental parameters. From Eq.
(8.6) find the e/m ratio and then calculate the mass of the electron, assuming that its charge
is known and equals e = 1.602 × 10−19 C.
5. Since you have at least 10 experimental data points for m you can determine the mean value,
< m >, and the standard deviation, ∆m. The mean value and standard deviation are defined
as
P
n mn
<m> = (8.8)
sPN
2
n (mn − < m >)
∆m = , (8.9)
N −1
where mn are the measured values, n is the running number which varies from 1 to N , and N
is the total number of points. Within the error, the mean value should be equal the expected
textbook value, if not, discuss any discrepancy.
49
8.3 Report
Calculate the mean value of mass and estimate the error. In the report, discuss the following topics:
1. The e/m ratio can also be found from the method used by Thompson. Explain the principle
difference between each method.
2. Discuss the effect of the earth’s magnetic field on the result of this experiment. Could you
correct this effect? How?
3. Compute the velocities of electrons for all accelerating voltages used.
4. (For 20481 and 20484) Use the Biot-Savart law to derive Eq. (8.7) for the magnetic field.
Find the change in B as you move a distance r from the center between the coils.
50
Lab 9
Magnetic Force on a
Current-Carrying Conductor
9.1 Introduction
Solenoid is constructed by winding wire in a helical coil around a cylinder. The windings are very
close to each other and usually consist of many layers. When a current is carried by the wire,
a magnetic field of unique properties is generated by the solenoid. If the length of a solenoid is
large compared with its diameter, the magnetic field created inside the solenoid is very uniform
and parallel to the axis. The magnetic field outside the solenoid is very small and decays quickly
with the distance. The magnitude of the magnetic field in the center of the solenoid is proportional
to the number of turns per unit length of the solenoid, n, and to the magnitude of the current, I
B = µ0 nI, (9.1)
where µ0 = 4π × 10−7 Wb/Am. For solenoids that are not very long, we use a more accurate
formulae for the magnetic field,
L/2
B = µ0 nI , (9.2)
[(L/2)2 + R2 ]1/2
where L is the length and R is the radius of the solenoid.
When a wire carrying a current is placed in an uniform magnetic field a force is exerted on the
wire. This force depends on the magnitude of the current, I, the length of the wire, d, and on the
relative orientation of the wire with regard to the magnetic field, B, and can be written as
F~ = I d~ × B,
~ (9.3)
where × denotes the cross product of vectors d~ and B.

~ When the wire is perpendicular to the
magnetic field Eq. (9.3) simplifies to
F = IdB. (9.4)
The direction of the force F is given by the right hand rule. Thus, if the force F is known the
magnetic field can be found from
F
B= . (9.5)
Id
51
Figure 9.1: Experimental setup. A schematic (left) and a photograph (right) of the experimental
setup. You may use different equipment or use terminals A and B to get power, but the schematics
will remain unchanged.
9.2 Procedure
1. The air core solenoid is made of enameled copper wire wound on a phenolic core. The ends
of the wire are brought out to the brass binding posts on the rigid end plates. The solenoid
is about 15 cm long and its interior diameter is about 5 cm. There are five layers of turns.
Measure and record the length of the loop current perpendicular to the field, the length, L,
and radius, R, of the solenoid as well as the number of turns per unit length.
2. Place the loop with pivot wires inside the solenoid and make sure that it can freely oscillate
on support brackets attached to the end plate of the solenoid. If necessary adjust the balance
by stretching or bending the hook attached to the plastic beam. Make sure that the loop is
in the horizontal position before turning the current on. Use a T-shaped aluminum block to
make sure that the beam is in the horizontal position.
3. Connect the solenoid to the ammeter, AS , and the DC terminal of the power supply, as
shown in Fig. 9.1. Some power supplies are equipped with ammeters and then you do not
need additional meter. Alternatively, connect the solenoid to an ammeter, a variac and to
the terminal A on your workbench.
4. Connect the loop to the ammeter, AL , and to the power supply as shown in Fig. 9.1. Use
only the DC output. Alternatively, connect the solenoid to an ammeter, a variac and to the
terminal B on your workbench. If both ammeters do not indicate any current make sure that
the power is on and ask the TA check your circuit.
5. You may adjust the current by rotating the voltage knob on the front panel of the power
supply (or a brush of the variac). Do not increase the current above 5 A. Set both
the solenoid and the loop currents to zero to see that the plastic beam is balanced. Increase
both currents to about 2 A and the end of the beam close to you should move upward. If it
52
Figure 9.2: Beam in a solenoid. The beam is the horizontal position because the two forces,
magnetic and due to gravity are equal but pointed in opposite directions. The broken arrow shows
the direction of the magnetic field generated by current flowing through the solenoid.
moved downward you will have to reverse the direction of the current in either the solenoid or
the loop by switching the wires. When the loop current is turned on the balance is changed
because the force F given by Eq. (9.4) is exerted on the loop, see Fig. 9.2. Note that only the
part of the loop, which is perpendicular to the magnetic field produces this force. The currents
flowing through the two conductive strips parallel to the symmetry axis of the solenoid do
not interact with the magnetic field and can be ignored. The plastic beam has the length
adjusted in such a way that the end of the beam with the conductive strip is right in the
center of the solenoid, where the magnetic field can be precisely determined from Eq. (9.5).
6. With the solenoid current set to 2 A adjust the loop current to achieve balance for each of the
weights provided. The weights are in the form of short wires that can be hang on the hook
at the end of the beam. Repeat the measurements for the solenoid currents of 3, 4 and 5 A.
If you cannot increase the current to the desired value, you may have to adjust the current
limit by rotating the current knob on the front panel of the power supply. Write your data
in the table below.
Number F = mg IL IS Magnetic field

of wires B = F/IL d
(N) (A) (A) (N/Am)
1 2
1 3
1 4
1 5
2 2
2 3
2 4
2 5
3 2
3 3
3 4
3 5
7. The goal of this experiment is to find the magnetic field. Compute the magnetic field for each
set of data in Table 1. Find the average values of B (as the ordinate) for the different loop
53
currents, IL , and plot these values versus the solenoid current (as the abscissa). Calculate the
deviations of the mean values and mark them as vertical bars on your graph. Plot a straight
line through the points on the graph in such a way that it will pass through the error bars.
Compare the slope of the graph with the value obtained from Eq. (9.2). The slope should be
given by µ0 n(L/2)/[(L/2)2 + R2 ]1/2 . Compare both results and discuss discrepancies.
9.3 Report
Course 20481: In the introduction start with the Biot-Savart law and derive Eqs. (9.1) and (9.2).
Course 10161: In your report answer the following questions:
1. When the loop is placed inside the solenoid and direction of the current is reversed, the plastic
beam will move in the opposite direction. Explain.
2. Two parallel conductors with currents flowing in the same direction attract each other. In the
solenoid the wire windings may be treated as parallel loops, and the coil should be compressed.
Is this effect important and if yes, estimate it for your experimental setup.
3. Could you use a permanent magnet to do this experiment? Explain.
54
Lab 10
Microwave Optics
10.1 Introduction
Optical phenomena may be studied at microwave frequencies. Using a three centimeter microwave
wavelength transforms the scale of the experiment. Microns become centimeters and variables that
are obscured by the small scale of traditional optics experiments are easily seen and manipulated.
The microwave system is composed of a microwave transmitter, a detector, a goniometer, a rotating
table and other accessories.
The Gunn diode transmitter provides 15 mW of coherent, linearly polarized microwave output
at a wavelength of 2.9 cm. The unit consists of a Gunn diode in a 10.5 GHz resonant cavity, a
microwave horn to direct the output and an 18 cm stand to reduce table reflections. The output
is linearly polarized along the axis of the diode and the attached horn radiates a strong beam of
microwave radiation centered along the axis of the horn.
Caution: The output power is well within standard safety levels. Nevertheless, one should
never look directly into the microwave horn at close range when the transmitter is on. Under some
circumstances, microwaves can interfere with electronic medical devices. If you use a pacemaker,
or other electronic medical devices, check with your doctor to be certain that low power microwave
at a frequency of 10.5 GHz will not interfere with its operation.
The microwave receiver provides a meter reading that is proportional to the intensity of the
incident signal. A microwave horn, identical to that of the transmitter, collects the microwave
signal and channels it to a diode in a 10.5 GHz resonant cavity. The diode responds only to a
component of a microwave signal that is polarized along the diode axis. Therefore, before taking
the measurements adjust the polarization angles of both the transmitter and the receiver to the
same orientation. The intensity selection settings (30X, 10X, 3X and 1X) are the values by which
you must multiple the meter reading to normalize your measurements. That is, 30X means that
you must multiple the meter reading by 30 to get the same value you would get if you measured
the same signal with the intensity selection set to 1X. Of course, this is true only if you do not
change the position of the VARIABLE SENSITIVITY knob between measurements.
10.2 Procedure
In this experiment you will study reflection and polarization of microwaves, and measure the wave-
length by generating a standing wave.
55
Figure 10.1: Reflection of microwaves. Angles of incidence and reflection are measured relative
to a line normal to the plane of the reflector.
10.2.1 Reflection
1. Arrange the equipment as shown in Fig. 10.1, with the transmitter on the fixed end of the
goniometer. Be sure that the transmitter and receiver are adjusted to the same polarity. Turn
the receiver intensity selection switch to 30X.
2. The angle between the incident wave from the transmitter and the line normal to the reflector
is the angle of incidence (see Fig. 10.1). Adjust the rotating holder so that the angle of
incidence equals 45 degrees. Without moving the transmitter or the reflector rotate the
movable arm of the goniometer until the meter reading is a maximum. The angle between
the axis of the receiver and a line normal to the plane of the reflector is called the angle of
reflection. Measure and record the angle of reflection for each of the angles of incidence shown
in the table below. (At some angles the receiver will detect not only the reflected wave but
also the wave coming directly from the transmitter giving misleading results. Determine the
angles for which this is true.)
Measuring the angle of reflection.

Metal reflector Plastic reflector
Angle of incidence Angle of reflection Angle of reflection
20◦
30◦
40◦
50◦
60◦
70◦
80◦
90◦
56
Figure 10.2: Polarization. The electric vector of polarized waves remains aligned with the diode
(left). The receiver diode will only detect the component of the incident field that is aligned with
it (right).
3. Replace the metal reflector with the partial reflector made of plastic and repeat the measure-
ments.
10.2.2 Polarization
The microwave radiation from the transmitter is linearly polarized along the axis of the diode; that
is, as the radiation propagates through space, its electric vector remains aligned with the axis of
the diode. If the transmitter diode is aligned vertically the microwave radiation is also polarized
vertically, as shown in Fig. 10.2 (left). If the detector diode were at an angle to the transmitter
diode, as shown in Fig. 10.2 (right), it would only detect the component of the incident electric
field that was aligned along that axis.
1. In this part of the experiment you will investigate how a polarizer can be used to alter
the polarization of microwave radiation. Place the detector opposite to the transmitter.
Loosen the hand screw on the back of the receiver and rotate the receiver in increments of 10
degrees until you reach 180 degrees. At each position record the meter reading. Record your
measurements in the table below.
Polarization measurements
Angle of receiver Meter reading Angle of receiver Meter reading
0◦ 10◦
20◦ 30◦
40◦ 50◦
60◦ 70◦
80◦ 90◦
100◦ 110◦
120◦ 130◦
140◦ 150◦
160◦ 170◦
180◦
57
Figure 10.3: Polarization measurements. A polarizer is placed between the transmitter and
the receiver.
2. Set up the equipment as shown in Fig. 10.3, and reset the angle of rotation of the receiver for
vertical polarization. With the slits of the polarizer aligned horizontally, find the orientation
of the receiver for which the meter will show the minimum deflection.
3. Repeat this measurement with the slits aligned at about 22.5, 45, 67.5 and 90 degrees with
respect to the horizontal.
10.2.3 Standing waves

When two waves meet in space, they superimpose, so that the total electric field at any point is
the sum of the electric fields of two waves at that point. If the two waves have the same frequency,
and are travelling in the opposite directions, a standing wave is formed. The points where the
fields of two waves cancel are called nodes; points where the oscillations are at maximum are called
antinodes. The distance between two adjacent nodes (or antinodes) in the standing wave is exactly
1/2λ where λ is the wavelength of the radiation. In this part of the experiment you will measure
the wavelength of microwaves generated by the transmitter.
1. Set up the transmitter and the receiver on the goniometer as close together as possible and
adjust the receiver controls to get a full scale meter reading. Slowly move the receiver away
from the transmitter. You should notice that beam intensity decreases with the increasing
distance, but you should also be able to notice fluctuations in the meter reading. These
fluctuations are due to radiation reflected from the receiver. The microwave horns are not
perfect collectors of microwave radiation. Instead, they act as partial reflectors, so that the
radiation from the transmitter is reflected back and forth between the two horns, diminishing
in amplitude at each pass. If the distance between the transmitter and receiver diodes is equal
to nλ/2, where n is an integer, then all the multiply-reflected waves entering the receiving
horn will be in phase with the primary emitted wave. When this occurs, the meter reading will
58
be a maximum. Therefore, the distance between two adjacent positions where a maximum
will be seen is λ/2.
2. Slide the receiver one or two centimeter along the goniometer arm to obtain a maximum meter
reading. Record the initial position of the receiver on the metric scale of the goniometer.
While watching the meter, slide the receiver away from the transmitter, until the receiver has
passed through at least 10 positions at which you see a minimum meter reading, and return
to a position where the reading is a maximum. Record the new position of the receiver. Use
the data to calculate the wavelength of the microwave radiation. Repeat the procedure and
recalculate the wavelength. Use the formula
v = λν (10.1)
to calculate the velocity of microwave propagation in air. ν is the frequency of the microwave
radiation used in the experiment, 10.5 GHz.
ATTENTION: If you decide to use Excel remember that its trig functions work only in radians
and angles measured in degrees must be converted first to radians.
10.3 Report
In the report answer the following questions:
1. What relationship holds between the angle of incidence and the angle of reflection? Does this
relationship hold for all angles of incidence?
2. In determining the angle of reflection, you measured the angle at which a maximum meter
reading was found. Can you explain why some of the wave was reflected into different angles?
How does it affect your answer to question 1?
3. How does reflection affect the intensity of microwave? Is all the energy of the wave that
strikes the reflector reflected? What has happened to the missing energy?
4. Graph the data from the polarization measurements. If the meter reading, M , were propor-
tional to the component of the electric field, E, along its axis, then the meter reading would
be given by the relationship M = M0 cos θ is the maximum reading of the meter. If the
intensity of a wave is proportional to the square of the electric field (e.g.; I = kE 2 ), then
the meter reading would be given by M = M0 cos2 θ. Plot both functions (cos θ and cos2 θ)
on the same graph as your experimental data and discuss the relationship between the meter
reading and the polarization and magnitude of the incident microwave.
5. Explain how the polarizer affects the incident microwave.
6. Estimate the error of your speed of light measurement. Compare calculated speed of light
with the textbook value and discuss possible sources of error.
59
Lab 11
Spherical Lenses
11.1 Introduction
Similar to spherical mirrors, the characteristics of the images formed by spherical lenses can be
determined graphically or analytically. The rays for the graphical method are illustrated in the ray
diagrams in Fig. 11.1. The ray that passes through the center is not deviated. The parallel ray, is
refracted so that it passes through the focal point on transmission through the lens. The ray that
goes through the focal point is refracted by the lens and continues parallel to the optic axis. In the
case of a concave lens, the ray appears to have passed through the focal point on the object side of
the lens. If the image is formed on the side of the lens opposite to that of the object, it is real and
can be observed on the screen. However, if the image is formed on the object side of the lens, it is
virtual.
The lens equation, which applies only to thin lenses, for analytically determining the image, is
identical to that for spherical mirrors. The sign convention for the focal length, f , is positive (+)
for convex or converging lenses and negative (-) for concave or diverging lenses.
1 1 1
+ = , (11.1)
do di f
where do is the distance between the object and the lens, di the distance between the image and
the lens, and f , the distance between the lens and the focal point F , is the focal length.
Magnification, M , is defined as the image height, hi , divided by the object height, ho , and it is
related to the distances do and di as follows
hi di
M= =− . (11.2)
ho do
M can be negative indicating an inverted image.
11.2 Procedure
On the table top you will find an optical bench with the metric scale to measure positions of
elements mounted on the bench. The light source, the screen, and two adjustable lens holders can
slide along the bench when you squeeze tabs at the bases of those elements. Below are descriptions
of four experiments. The TA will select two or three experiments to be completed by the students.
60
Figure 11.1: Ray diagram. A ray diagram showing the three principle rays going through a
converging lens.
lens
Figure 11.2: Measuring focal length. The optical bench with the light source, lens and screen
is used for measuring the focal length of the lens.
11.2.1 Converging lens

In this part, you will determine the focal length of a lens provided by the TA by measuring several
pairs of object and image distances and plotting 1/do versus 1/di .
1. Place the light source and the screen on the optics bench 1 m apart with the light source’s
crossed arrow object toward the screen. Place the lens between them, see Fig. 11.2.
2. Starting with the lens close to the screen, slide the lens away from the screen to a position
where a clear image of the crossed-arrow object is formed on the screen. Measure the image
distance and the object distance. Record these measurements (and all measurements from
the following steps) in the table below.
Focal length measurements
61
Figure 11.3: Magnification measurement. You can use any of the reference lines to measure
object or image sizes.
Distance from do di 1/do 1/di Image size Object size

source to screen
100 cm
90 cm
80 cm
70 cm
60 cm
50 cm
3. Measure the object size and the image size for this position of the lens.
4. Without moving the screen or the light source, move the lens to a second position where the
image is in focus. Measure the image distance and the object distance.
5. Measure the object size and image size for this position also. Note that you will not see the
entire crossed-arrow pattern. Instead, measure the image and object sizes as the distance
between two index marks on the pattern (see Fig. 11.3 for example).
6. Repeat steps 2 and 4 with light source to screen distances of 90, 80, 70, 60, and 50 cm. For
each light source-to-screen distance, find two lens positions where clear images are formed.
62
Figure 11.4: Telescope. A telescope consists of two converging lenses that magnify the object.
Figure 11.5: Telescope setup.
11.2.2 Telescope
A telescope consists of two converging lenses, as shown in Fig. 11.4. In this setup you will use
100 mm and 200 mm lenses. The magnification of the two lens system is equal to the product of
the magnifications of the individual lenses

d1i d2i
M = M 1 M2 = − − . (11.3)
d1o d2o
1. Tape the paper grid pattern to the screen. It will serve as an object. The +200 mm lens is
the objective lens while the +100 mm lens is the eyepiece. Place the screen and the lenses
near the opposite ends of the optical bench, as shown in Fig. 11.5
2. Put your eye close to the eyepiece lens and look through both lenses at the grid pattern on
the screen. Move the objective lens to bring the image into focus.
3. In this step, you will adjust your telescope to make the image occur in the same place as the
object. To do this, you will look at both image and object at the same time and judge their
relative positions by moving your head side to side. If the image and object are not in the
63
Figure 11.6: Parallax. Image lines are shifted relative to the object lines.
same place, then they will appear to move relative to each other. This effect is known as
parallax. Open both eyes. Look with one eye through the lenses at the image and with the
other eye past the lenses at the object (see Fig. 11.5 (bottom)). The lines of the image (solid
lines shown in Fig. 11.6) will be superimposed on the lines of the object (shown as dotted
lines in Fig. 11.6). Move your head left and right or up and down by about a centimeter. As
you move your head, the lines of the image may move relative to the lines of the object due
to the parallax. Adjust the eyepiece lens to eliminate parallax. Do not move the objective
lens. When there is no parallax, the lines in the center of the lens appear to be stuck to the
object lines.
4. Record the positions of the lenses and the screen in the table below. Measure do1 , the distance
from the object (paper pattern on screen) to the objective lens. Determine di2 , the distance
from the eyepiece lens to the image. Since the image is in the plane of the object, this is
equal to the distance between the eyepiece lens and the object (screen). Remember that the
image distance for a virtual image is negative.
64
Figure 11.7: Diverging lens. The diverging lens produces virtual images.
Telescope measurements.
Position of the objective lens
Position of the eyepiece lens
Position of the screen
Observed magnification
do1
di2
di1
do2
Calculated magnification
Percent difference
5. Estimate the magnification of the telescope by counting the number of object squares that lie
along one side of one image square. To do this, you must view the image through the telescope
with one eye while looking at the object with the other eye. Remember that magnification is
negative for an inverted image. Record the observed magnifications in the table.
11.2.3 Diverging lens

In this experiment, you will study virtual images formed by a diverging lens. A virtual image
cannot be viewed on a screen. It forms where the backwards extensions of diverging rays cross.
You can see a virtual image by looking at it through a lens or mirror. Like all images, a virtual
image formed by a lens or mirror can serve as the object of another lens or mirror.
1. Place the -150 mm lens on the bench at the 30 cm mark.
2. Place the light source at the 10 cm mark with the crossed-arrow object toward the lens.
3. Record the object distance do1 , the distance between the light source and the lens.
4. Look through the lens toward the light source, see Fig. 11.7. Describe the image. Is it upright
or inverted? Does it appear to be larger or smaller than the object?
5. Place the +200 mm lens on the bench anywhere between the 50 cm and 80 cm marks. Record
the position.
65
source -150 mm lens +200 mm lens
30 cm 30 to 80 cm Adjust to
Figure 11.8: Diverging lens setup. Use of a converging lens in conjunction with a diverging lens
will produce a real image.
6. Place the viewing screen behind the positive lens (see Fig. 11.8). Slide the screen to a position
where a clear image is formed on it. Record the position. The real image that you see on
the screen is formed by the positive lens with the virtual image (formed by the negative
lens) acting as the object. In the following steps, you will discover the location of the virtual
image by replacing it with the light source. Remove the negative lens from the bench. What
happens to the image on the screen? Slide the light source to a new position so that a clear
image is formed on the screen. (Do not move the positive lens or the screen.) Write the bench
position of the light source. Adjust to focus the image. Please note that the position of the
light source is identical to the position of the virtual image.
11.3 Report
In your report, discuss the following:
1. Converging lens:
a. Plot 1/do versus 1/di . Find the best linear fit, y = b + mx. The y-intercept gives directly
the 1/f value. The x-intercept also gives the 1/f value. Compare the two values of f and
calculate the average focal length. Are these two values equal? If they are not, what might
account for the variation?
b. Calculate magnification M from Eq. (11.2). Compare the ABSOLUTE vales of M for the
two locations of the lens.
c. Is the image formed by the lens upright or inverted? Is the image real or virtual? How do
you know?
d. Explain why, for a given screen-to-object distance, there are two lens positions where a
clear image forms.
e. By looking at the image, how can you tell that the magnification is negative?
2. Telescope:
a. Calculate di1 using do1 and the focal length of the objective lens in Eq. (11.1).
b. Calculate do2 by subtracting di1 from the distance between the lenses.
c. Calculate the magnification using Eq. (11.3). Calculate the percent difference between the
calculated magnification and the observed value.
66
d. Is the image inverted or upright? Is the image that you see through the telescope real or
virtual?
3. Diverging lens:
a. Calculate the virtual image distance di1 (the distance between the negative lens and the
virtual image). Remember that it is a negative.
b. Calculate the magnification. Is M positive or negative? How does this relate to the
appearance of the image?
c. How do you know that the current position of the light source is identical to the position
of the virtual image when the negative lens was on the bench?
67
Lab 12
Reflection and Refraction
12.1 Introduction
12.1.1 Reflection
When light strikes the surface of a material, some of the light is reflected. The reflection of light
rays from a plane surface like a glass plate or a plane mirror is described by the law of reflection:
“The angle of reflection is equal to the angle of incidence”, or
θi = θr . (12.1)
These angles are measured from a line perpendicular or normal to the reflecting surface at the point
of incidence, Fig. 12.1 (left).
12.1.2 Refraction
When light passes from one medium into an optically different medium at an angle other than
normal to the surface, it is “bent” or undergoes a change in direction, as show in Fig. 12.1 (right).
This is due to the different velocities of light in the different media. For θ1 , the angle of incidence,
and θ2 , the angle of refraction, we have
v1 t
sin θ1 = (12.2)
d
v2 t
sin θ2 =
d
or
sin θ1 v1 t
= = n12 , (12.3)
sin θ2 v2 t
where the ratio of velocities is called the relative index of refraction. For light travelling initially
in a vacuum, the relative index of refraction is called the absolute index of refraction or simply the
index of refraction, and
c
n= , (12.4)
v
where c is speed of light in a vacuum and v the speed of light in the medium. Snell’s Law can then
be written
n1 sin θ1 = n2 sin θ2 , (12.5)
where n1 and n2 are the indices of refraction of medium 1 and 2, respectively.
68
Figure 12.1: Reflection and refraction. When light strikes a material, some of the light is
reflected (left) and some is refracted (right).
12.2 Procedure
You will do three different experiments, listed below as A, B, and C. You may use a photometer
and the fibre optic probe (recommended) or use your eye to detect maximum intensity of light.
The laser or an incandescent light source can also be used in all three methods. When the laser is
used no aperture mask is then needed. If you decide to use the laser, do not look into the beam.
Observe reflected and transmitted light using a piece of paper. Detect the position of the laser
beam using a light detector and fibre optics.
12.2.1 Angles of Incidence and Reflection

1. Position the incandescent light source on the left end of the optical bench, and place the
angular translator about 25 cm from the end of the light source housing (or the laser). Make
sure the 0◦ and 180◦ marks lie on a line parallel to the bench. Finally adjust the rotating
table so that the scored lines run perpendicular and parallel to the bench.
2. Attach the aperture mask to the standard component carrier and place it between the light
source and angular translator so that the mask is d centimeters from the center of the trans-
lator. The distance d (about 6.5 cm) is the measured distance from the center of the angular
translator to the first analyzer holder on the movable arm (See Fig. 12.2).
3. Center the viewing screen on the special component carrier (a shorter magnetic holder) de-
signed for use with the angular translator. Place the assembly on the rotating table of the
translator so that the front surface of the viewing screen coincides with the scored line on the
table, which runs perpendicular to the optical bench.
4. Now switch on the light and adjust the aperture mask’s position (don’t move the component
carrier), until the entire image is on the viewing screen. With the aid of the millimeter scale
marked on the screen, center the image horizontally.
69
Figure 12.2: Experimental setup. The aperture mask should be placed between the light source
and angular translator so that the mask and holder are equidistant from the special component
carrier.
5. Now replace the viewing screen with the flat surface mirror such that the mirror surface
coincides with the perpendicularly scored line.
6. Rotate the table a set number of degrees (for example, 30◦ ), and then move the arm until
the reflected image is centered on the aperture of the viewing arm. Record the angle which
the arm makes with the mirror. Repeat for 10 various settings of the rotating table. What is
the relation between the angle of incidence and the angle of reflection? (Angle of incidence is
the angle the incident ray makes with the normal to the reflecting surface; similarly for the
angle of reflection.)
12.2.2 Index of Refraction: Part I

1. Take a square piece of paper about 5 centimeters on a side with a millimeter scale across the
middle.
2. Using the same equipment set-up as in Experiment 1, put the paper between the glass plate
and the special component carrier on the angular translator. The magnetic surface will hold
the glass plate and paper in place. The millimeter scale should run horizontally.
3. Adjust the position of the special component carrier until the back surface of the glass plate
coincides with the perpendicularly scored line on the table.
4. With the glass plate sitting perpendicular to the bench, adjust the position of the aperture
mask so that one vertical edge of the image on the paper lines up with the scored line on the
table which is parallel to the bench. If the glass does not alter the lights’ path, the vertical
edge which was centered should remain centered although the translator’s table is rotated.
When you use the laser observe the position of the center of the beam.
5. Rotate the table and record what happens to the previously centered beam. Is the incident
ray refracted toward or away from the normal to the glass? Figure 12.3 shows how to calculate
70
Figure 12.3: Refraction by a plate. The incident beam is refracted through the glass plate. Note
that sin θ2 ≈ d/t.
Figure 12.4: Secondary reflections.
the index of refraction given the angle of rotation and the edge displacement of the image.
Using this method, a large error is introduced since the triangle formed by the refracted beam,
glass surface and the normal is not a right triangle. Since the measured value of θ2 is not
accurate the index of refraction calculated from n = sin θ1 / sin θ2 can be treated at best as a
first approximation. The method described below gives more accurate results.
6. Replace the glass plate with the acrylic plate and determine the index of refraction for acrylic.
12.2.3 Index of Refraction: Part II

1. With the glass plate perpendicular to the bench and the paper with the millimeter scale on it,
put the screen on the viewing arm. Rotate the table to a convenient angle. Light is refracted
toward the normal when passing from air to glass. Is the same true when light propagates
from glass to air? By observing the positions of the image on the viewing screen, you can see
that the refraction must be away from the normal at a glass-air interface. (See Fig. 12.4).
71
2. There should be at least two reflected images from the plate. Measure the distance between
them (i.e. between their centers). You can measure the distance between the two images
observed on the back of the plate using the paper with the millimeter scale or in the front
of the plate on the screen placed on the viewing arm. Then if D is the distance separating
them, t is the plate thickness, θ1 is angle of incidence, and θ2 is angle of refraction, we have
D
tan θ2 = . (12.6)
2t
Calculate θ2 for various θ1 . Then calculate n from n = sin θ1 / sin θ2 .
3. Repeat both methods with the acrylic plate.
12.3 Report
ATTENTION: If you decide to use Excel remember that its trig functions work only in radians
and angles measured in degrees must be converted first to radians.
Present the data in the form of a table. In the discussion answer all the questions asked in
section 2. In the introduction discuss total internal reflection and its applications.
72

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Department of Physics & Astronomy

1 Electric Field Mapping 7

3 Series and parallel networks 18

5 Temperature Coefficient of Resistivity 32

7 AC Circuits and Electrical Resonance 42

8 Measurement of the Mass of an Electron 47

9 Magnetic Force on a Current-Carrying Conductor 51

1.1 Experimental setup. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

3.1 Circuit diagram symbols. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

4.1 Schematic of a four point probe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

5.1 Temperature dependence of resistance. . . . . . . . . . . . . . . . . . . . . . . . . . . 33

6.1 Schematics of an ideal transformer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

8.1 Experimental setup. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

9.1 Experimental setup. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

10.1 Reflection of microwaves. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

11.1 Ray diagram. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

12.1 Reflection and refraction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Electric Field Mapping

1.2.1 Equipotentials between parallel lines

1. What is the electric field inside the capacitor?

2. What is the electric field outside the capacitor? Is it constant?

Figure 1.3: Simulation of an electric field during a thunderstorm.

1.2.3 Clouds and a house during a thunderstorm.

2.2.1 Resistor color code

Table 2.2: Resistance measurements

Table 2.3: Resistors in series measurements

2.2.2 Resistors in series

2.2.3 Resistors in parallel

Table 2.4: Resistors in parallel measurements

2.2.4 Ohm’s law

Table 2.5: Ohm’s law measurements

• when it is practical to connect resistances in series and when in parallel.

• which meter is a better one?

Series and parallel networks

Not Connected Connected

3.2.4 Series and parallel combinations

Bulbs in series measurements

Bulbs in series and parallel measurements

Batteries in series and parallel measurements

Voltage across two batteries

Figure 4.2: Temperature dependence of resistance of a superconductor.

4. Explain the difference between a superconductor, a semiconductor, and a resistor.

Temperature Coefficient of Resistivity

RT = R0 [1 + α(T − T0 )], (5.1)

Figure 5.2: Temperature dependence of resistance. Temperature dependence of resistance

Resistance versus temperature measurements.

6.1.1 Ideal transformers

Combining Eq. (6.6) and Eq. (6.7) we find

6.1.2 Energy losses in transformers

6.2.1 Transformer characteristics with no load on the secondary

Transformer measurements — no load on secondary.

Transformer measurements — no load on secondary with coils exchanged.

Transformer with no yoke.

6.2.2 Transformer characteristics with a load on the secondary

Transformer with a load on the secondary.

1. Explain the nature of eddy currents.

2. Compare quotients Vs /Vp and Ns /Np . Are these ratios similar?