MATRICULATION

DIVISION

LABORATORY MANUAL
SP015 & SP025

TWELFTH EDITION
 MATRICULATION DIVISION
MINISTRY OF EDUCATION MALAYSIA

PHYSICS
LABORATORY MANUAL
SEMESTER I & II
SP015 & SP025

MINISTRY OF EDUCATION MALAYSIA

MATRICULATION PROGRAMME

TWELFTH EDITION
First Printing, 2003
Second Printing, 2004
Third Printing, 2005 (Sixth Edition)
Fourth Printing, 2006 (Seventh Edition)
Fifth Printing, 2007 (Eighth Edition)
Sixth Printing, 2011 (Ninth Edition)
Seventh Printing, 2013 (Tenth Edition)
Eighth Printing, 2018 (Eleventh Edition)
Ninth Printing, 2020 (Twelfth Edition)
Copyright © 2020 Matriculation Division
Ministry of Education Malaysia

ALL RIGHTS RESERVED. No part of this publication may be reproduced

or transmitted in any form or by any means, electronic or mechanical,
including photocopying, recording or any information storage and retrieval
system, without the prior written permission from the Director of
Matriculation Division, Ministry of Education Malaysia.

Published in Malaysia by

Matriculation Division
Ministry of Education Malaysia,
Level 6 – 7, Block E15,
Government Complex Parcel E,
Federal Government Administrative Centre,
62604 Putrajaya,
MALAYSIA.
Tel : 603-88844083
Fax : 603-88844028
Website : http://www.moe.gov.my/v/BM

Malaysia National Library

Physics Laboratory Manual
Semester I & II
SP015 & SP025
Twelfth Edition

eISBN 978-983-2604-51-8
 NATIONAL EDUCATION PHILOSOPHY

Education in Malaysia is an on-going effort towards

further developing the potential of individuals in a
holistic and integrated manner, so as to produce
individuals who are intellectually, spiritually and
physically balanced and harmonious based on a firm
belief in and devotion to God. Such an effort is
designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high
moral standards and who are responsible and capable
of achieving a high level of personal well-being as
well as being able to contribute to the betterment of
the family, society and the nation at large.

NATIONAL SCIENCE EDUCATION

PHILOSOPHY

In consonance with the National Education Philosophy,

science education in Malaysia nurtures a science and
technology culture by focusing on the development of
individuals who are competitive, dynamic, robust and
resilient and able to master scientific knowledge and
technological competency.

iii
 CONTENTS

Page

1.0 Learning Outcomes v

2.0 Guidance for Students vii

3.0 Significant Figures ix

4.0 Uncertainty in Measurement xi

Semester I

Experiment Title

1 Measurement and Uncertainty 1

2 Free Fall and Projectile Motion 4
3 Energy 10
4 Rotational Motion of A Rigid Body 17
5 Simple Harmonic Motion (SHM) 21
6 Standing Waves 24

Semester II

Experiment Title Page

1 Capacitor 27
2 Ohm’s Law 31
3 Potentiometer 34
4 Magnetic Field 37
5 Geometrical Optics 45
6 Diffraction 48

References 51

Acknowledgements 52

iv
 Physics (PST) Lab Manual

1.0 Learning Outcomes

1.1 Matriculation Science Programme Educational Objectives

Upon a year of graduation from the programme, graduates are:

i. Knowledgeable and technically competent in science

disciplines in-line with higher educational institution
requirement.

ii. Able to communicate competently and collaborate effectively in

group work to compete in higher education environment.

iii. Able to solve scientific and mathematical problems innovatively

and creatively.

iv. Able to engage in life-long learning with strong commitment to

continue the acquisition of new knowledge and skills.

1.2 Matriculation Science Programme Learning Outcomes

At the end of the programme, students should be able to:

1. Acquire knowledge of science and mathematics fundamental in

higher level education.
(PEO 1, MQF LOD 1)

2. Demonstrate manipulative skills in laboratory work.

(PEO 1, MQF LOD 2)

3. Communicate competently and collaborate effectively in group

work with skills needed for admission in higher education
institutions.
(PEO 2, MQF LOD 5)

4. Apply logical, analytical and critical thinking in scientific studies

and problem solving.
(PEO 3, MQF LOD 6)

5. Independently seek and share information related to science and

mathematics.
(PEO 4, MQF LOD 7)

Updated: 12/03/2020 v
 Physics (PST) Lab Manual

1.3 Physics 1 Course Learning Outcome

At the end of the course, student should be able to:

1. Describe basic concepts of Physics of motion, force and energy,

waves, matter and thermodynamics.
(C2, PLO 1, MQF LOD 1)

2. Demonstrate manipulative skills during experiments in

measurement and uncertainty, free fall and projectile motion,
friction, energy, rotational motion of rigid body and standing
waves in laboratory.
(P3, PLO 2, MQF LOD 2)

3. Solve problems related to Physics of motion, force and energy,

waves, matter and thermodynamics.
(C4, PLO 4, CTPS 3, MQF LOD 6)

1.4 Physics 2 Course Learning Outcome

At the end of the course, student should be able to:

1. Explain basic concepts of electric current, electronics, magnetism,
optics, quantization of light, wave properties of particles and
nuclear physics.
(C2, PLO 1, MQF LOD 1)

2. Demonstrate manipulative skills during experiments in

capacitor, electric current and direct current circuits,
magnetic field, geometrical optics and physical optics.
(P3, PLO 2, MQF LOD 2)

3. Solve problems of electric current, electronics, magnetism,

optics, quantization of light, wave properties of particles and
nuclear physics.
(C4, PLO 4, CTPS 3, MQF LOD 6)

1.5 Physics Practical Learning Outcomes

Physics experiment is to give the students a better understanding of

the concepts of physics through experiments. The aims of the
experiments in this course are to be able to:

1. introduce students to laboratory work and to equip them with the

practical skills needed to carry out experiment in the laboratory.

Updated: 12/03/2020 vi
 Physics (PST) Lab Manual

2. determine the best range of readings using appropriate measuring

devices.

3. recognise the importance of single and repeated readings in

measurement.

4. analyse and interpret experimental data in order to deduce

conclusions for the experiments.

5. make conclusions in line with the objective(s) of the experiment

which rightfully represents the experimental results.

6. verifying the correct relationships between the physical quantities

in the experiments.

7. identify the limitations and accuracy of observations and

measurements.

8. familiarise student with standard experimental techniques.

9. choose suitable apparatus and to use it correctly and carefully.

10. gain scientific trainings in observing, measuring, recording and

analysing data as well as to determine the uncertainties (errors) of
various physical quantities observed in the experiments.

11. handle apparatus, measuring instruments and materials safely and

efficiently.

12. present a good scientific report for the experiment.

13. follow instructions and procedures given in the laboratory

manual.

14. gain confidence in performing experiments.

2.0 Guidance for Students

2.1 Ethics in the laboratory

a. Follow the laboratory rules.

b. Students must be punctual for the practical session.

Students are not allowed to leave the laboratory before
the practical session ends without permission.

Updated: 12/03/2020 vii

 Physics (PST) Lab Manual

c. Co-operation between members of the group must be

encouraged so that each member can gain experience in
handling the apparatus and take part in the discussions
about the results of the experiments.

d. Record the data based on the observations and not based

on any assumptions. If the results obtained are different
from the theoretical value, state the possible reasons.

e. Get help from the lecturer or the laboratory assistant

should any problems arise during the practical session.

2.2 Preparation for experiment

2.2.1 Planning for the practical

a. Before entering the laboratory

i) Read and understand the objectives and the

theory of the experiment.

ii) Think and plan the working procedures

properly for the whole experiment. Make sure
you have appropriate table for the data.

iii) Prepare a jotter book for the data and

observations of the experiments during pre-lab
discussion.

b. Inside the laboratory

i) Check the apparatus provided and note down

the important information about the apparatus.

ii) Arrange the apparatus accordingly.

iii) Conduct the experiment carefully.

iv) Record all measurements and observations

made during the experiment.

Updated: 12/03/2020 viii

 Physics (PST) Lab Manual

2.3 Report writing

The report must be written properly and clearly in English and

explain what has been carried out in the experiment. Each
report must contain name, matriculation number, number of
experiment, title, date and practicum group.

The report must also contain the followings:

i) Objective • state clearly

ii) Theory • write concisely in your own words

• draw and label diagram if necessary

iii) Apparatus • name, range, and sensitivity, e.g

Voltmeter: 0.0 – 10.0 V
Sensitivity: ± 0.1 V

iv) Procedure • write in passive sentences about all the

steps taken during the experiment

v) Observation • data tabulation with units and

uncertainties
• data processing (plotting graph,
calculation to obtain the results of the
experiments and its uncertainties)

vi) Discussion • give comments about the experimental

results by comparing it with the
standard value
• state the source of mistake(s) or error(s)
if any as well as any precaution(s) taken
to overcome them
• answer all the questions given

vii) Conclusion • state briefly the results with reference to

the objectives of the experiment

Reminder: NO PLAGIARISM IS ALLOWED.

3.0 Significant Figures

The significant figures of a number are those digits carry meaning

contributing to its precision. Therefore, the most basic way to

Updated: 12/03/2020 ix
 Physics (PST) Lab Manual

indicate the precision of a quantity is to write it with the correct

number of significant figures.

The significant figures are all the digits that are known accurately
plus the one estimated digit. For example, we say the distance
between two towns is 200 km, that does not mean we know the
distance to be exactly 200 km. Rather, the distance is 200 km to the
nearest kilometres. If instead we say that the distance is 200.0 km
that would indicate that we know the distance to the nearest tenth of a
kilometre.

More significant figures mean greater precision.

Rules for identifying significant figures:

1. Nonzero digits are always significant.

2. Final or ending zeros written to the right of the decimal point

are significant.

3. Zeros written on either side of the decimal point for the purpose
of spacing the decimal point are not significant.

4. Zeros written between significant figures are significant.

Example:

Number of
Value Remarks
significant figures
Implies value between 0.45 and
0.5 1
0.55
Implies value between 0.4995 and
0.500 3 0.5005
Implies value between 0.0495 and
0.050 2 0.0505
Implies value between 4.95 and
5.0 2 5.05
Implies value between 1.515 and
1.52 3 1.525
Implies value between 15150 and
1.52 × 104 3 15250

Updated: 12/03/2020 x
 Physics (PST) Lab Manual

Number of
Value Remarks
significant figures
The zero may or may not be
significant. If the zero is
2 or 3 significant, the value implied is
150
(ambiguous) between 149.5 and 150.5. If the
zero is not significant, the value
implied is between 145 and 155.

4.0 Uncertainty in Measurements

No matter how careful or how accurate are the instruments, the

results of any measurements made at best are only close enough to
their true values (actual values). Obviously, this is because the
instruments have certain smallest scale by which measurement can be
made. Chances are, the true values lie within the smallest scale.
Hence, we have uncertainties in our measurements.

The uncertainty of a measurement depends on its type and how it is

done. For a quantity x with uncertainty x , the measurement should
be recorded as x  x with appropriate unit.

x
The relative uncertainty of the measurement is defined as .
x

x
and therefore its percentage of uncertainty, is given by  100% .
x

4.1 Single Reading

(a) If the reading is taken from a single point or at the end of

the scale we use:

x = 1
2
 (smallest division of the scale)

(b) If the readings are taken from two points on the scale:

x = 2     smallest division from the scale  

1
2 

(c) If the apparatus has a vernier scale:

x = 1  (smallest unit of the vernier scale)

Updated: 12/03/2020 xi
 Physics (PST) Lab Manual

4.2 Repeated Readings

For a set of n repeated measurements, the best value is the

average value, that is

 xi
n

x  i 1
n

where: n is the number of measurements taken

xi is the ith measurement value

The uncertainty is given by

 x x
n

x 
i 1

The result should be written in the form of

x  x  x

4.3 Straight Line Graphs

Straight line graphs are very useful in data analysis for many
physics experiments.
From straight line equation, that is, y  mx  c we can easily
determine the gradient m of the graph and its intercept c on the
vertical axis.

When plotting a straight line graph, the line does not necessary
passes through all the points. Therefore, it is important to
determine the uncertainties ∆m and ∆c for the gradient of the
graph and the y-interception respectively.

Method to determine ∆m and ∆c:

Consider the data obtained is as follows:

x x1 x2 x3………………..xn

y y1 y2 y3………………..yn

Updated: 12/03/2020 xii

 Physics (PST) Lab Manual

(a) Find the centroid  x , y  , where

 xi  yi
n n

x i 1
and y i 1

n n

(b) Draw the best straight line passing through the centroid
and balance.

(c) Determine the gradient of the line by drawing a triangle

using dotted lines. The gradient is given by

y2  y1
m
x2  x1

y

 (x2, y2)






c (x1, y1)

0 x

Figure A

(d) The uncertainty of the slope, ∆ can be calculated using

the following equation

∑ −
∆ =
−2 ∑ − ̅

where n is the number of readings and ̅ is the average

value of x given by

Updated: 12/03/2020 xiii

 Physics (PST) Lab Manual

1
̅=

and the estimated value of y, is given by,

= + ̂

(e) The uncertainty of the y-intercept, ∆ can be calculated

using the following equation

1 1 ̅
∆ = − +
−2 ∑ − ̅

4.4 Procedure to draw a straight line graph and to determine

its gradient with its uncertainty

(a) Choose appropriate scales to use at least 80% of the

sectional paper. Draw, label, mark the two axes, and give
the units. Avoid using scales of 3, 7, 9, and the likes or
any multiple of them. Doing so will cause difficulty in
plotting the points later on.

(b) Plot all points clearly with . At this stage you can see
the pattern of the distribution of the graph points. If there
is a point which is clearly too far-off from the rest, it is
necessary to repeat the measurement or omit it.
(c) Calculate the centroid and plot it on the graph.

Example:

Suppose a set of data is obtained as below. Graph of T2

against  is to be plotted.

 ( 0.1 cm) 10.0 20.0 30.0 40.0 50.0 60.0

T2 ( 0.01 s2) 0.33 0.80 1.31 1.61 2.01 2.26

From the data:

10.0  20.0  30.0  40.0  50.0  60.0

  35.0 cm
6

Updated: 12/03/2020 xiv

 Physics (PST) Lab Manual

0.33  0.80  1.31  1.61  2.01  2.26

T2   1.39 s 2
6

Therefore, the centroid is (35.0 cm, 1.39 s2).

(d) Draw a best straight line through the centroid and

balance. Points above the line are roughly in equal
number and positions to those below the line.
(e) Determine the gradient of the line. Draw a fairly large
right-angle triangle with part of the line as the
hypotenuse.

From the graph in Figure B, the gradient of the line is as

follows:

For the best line:

(2.10  0.00) s 2
m
(53.0  0.0) cm
 0.040 s 2 cm1

The gradient of the graph and its uncertainty should be

written as follows:

m = (0.040 ± ___) s2 cm-1

Take extra precaution so that the number of significant

figures for the gradient and its uncertainty are in
consistency.

Updated: 12/03/2020 xv
 Physics (PST) Lab Manual

Graph of T2 against 
T2 (s2)

2.4 m

2.2

2.0

1.8
Wrong best straight line
1.6

1.4

1.2

1.0
2.10 – 0.00

0.8

0.6

0.4

0.2

53.0 – 0.0
 (cm)
0 10 20 30 40 50 60

Figure B

Updated: 12/03/2020 vi
 Physics (PST) Lab Manual

4.5 Calculation of uncertainties

Rewrite the data in the form of

 − − T2 − −
10.0 -25.0 625.0 0.33 0.4 -0.070 0.0049
20.0 -15.0 225.0 0.80 0.8 0.000 0.0000
30.0 -5.0 25.0 1.31 1.2 0.110 0.0121
40.0 5.0 25.0 1.61 1.6 0.010 0.0001
50.0 15.0 225.0 2.01 2.0 0.010 0.0001
60.0 25.0 625.0 2.26 2.4 -0.140 0.0196
Ʃ=210.0 Ʃ=1750.0 Ʃ=0.0368

Where,  is the average of ,

 = = 35.0 cm

Where, is the expected value of T2

= 0.04

Calculate the uncertainty of slope, Δm

∑
∆ = ∑ ̅

.
=

= ±0.002
Then, calculate the uncertainty of y-intercept, Δc

∑ − 1 ̅
∆ = +
−2 ∑ − ̅

0.0368 1 35
∆ = +
6−2 6 1750

∆ = 0.09

Updated: 12/03/2020 vi
 Physics (PST) Lab Manual

The data given in section 4.4 was obtained from an experiment

to verify the relation between T2 and  . Theoretically, the
quantities obey the following relation,

k
T 2   
 p

where k is a natural number equals 39.48 and p is a physical

constant. Calculate p and its uncertainty.

Solution:

From the equation, we know that

k
 gradient m
p
k
p
m
39.48

0.040
 987 cm s 2

Since k is a natural number which has no uncertainties, that is

k = 0.

∆ ∆
∆ = +
.
= 0+ 987
.
= 49.35

so we write,

p = (987  49.35) cm s–2 or p = (1000  50) cm s–2

Updated: 12/03/2020 vii

PHYSICS 1
SP015
 SP015 Lab Manual

EXPERIMENT 1: MEASUREMENT AND UNCERTAINTY

Course Learning Objective: Demonstrate manipulative skills during experiments

in measurement and uncertainty, free fall and projectile motion, energy, rotational
motion of rigid body, simple harmonic motion and standing waves in laboratory.
(P3, CLO2, PLO 2, MQF LOD 2)

Learning Outcomes: At the end of this lesson, students should be able to:
i. measure length of various objects, and
ii. determine the uncertainty of length of various objects.

Student Learning Time (SLT):

Face-to-face Non face-to-face
2 hours 0

Theory:

Measuring some physical quantities is part and parcel of any physics experiment.
It is important to realise that not all measured values are exactly the same as the
actual values. This could be due to errors that we made during the measurement,
or perhaps the apparatus that we used may not be accurate or sensitive enough.
Therefore, as a rule, the uncertainty of a measurement must be taken and it has to
be recorded together with the measured value.

The uncertainty of a measurement depends on the type of measurement and how

it is done. For a quantity x with the uncertainty x, its measurement is recorded
as below:

x  x

The relative uncertainty of the measurement is defined as:

x
x

x
and therefore its percentage of uncertainty is  100% .
x

1.1 Single Reading

(a) If the reading is taken from a single point or at the end of the scale,
1
x =  (smallest division from the scale)
2

Updated: 12/03/2020 1
 SP015 Lab Manual

(b) If the readings are taken from two points on the scale,
1 
x = 2    (smallest division from the scale)
2 

(c) If the apparatus uses a vernier scale,

∆x = 1  (smallest unit from the vernier scale)

1.2 Repeated Readings

For a set of n repeated measurements of x, the best value is the average

value given by
 xi
n

x  i 1 1.1
n

where n = the number of measurements taken

x i = the i th measurement

The uncertainty is given by

 x  xi
n

x 
i 1
1.2
n

The result should be written as

x  x  x 1.3

Apparatus:

A metre rule
A vernier callipers
A micrometer screw gauge
A travelling microscope
A coin
A glass rod
A ball bearing
A capillary tube (1 cm long)

Procedure:

1. Choose the appropriate instrument for measurement of

(i) length of a laboratory manual.
(ii) diameter of a coin.

Updated: 12/03/2020 2
 SP015 Lab Manual

(iii) external diameter of a glass rod.

(iv) diameter of a ball bearing.

2. For task (i) to (iv), perform the measurement and record your results in a
suitable table for at least 5 readings. Refer to Table 1.1 as an example.
Determine the percentage of uncertainty for each set of readings.
Table 1.1
Length of the laboratory
No. |    i | (......... .)
manual,  ( .............)
1
2
3
4
5

i |    i |
n n

Average
 i 1
 ............   i 1
 ........
n n

3. Use travelling microscope to measure the internal diameter of the capillary

tube. Adjust the microscope so that the cross-hairs coincide with the left
and right edge of the internal diameter of the tube as shown in Figure 1.1.
Record dleft and dright.

dleft dright

The internal diameter, d  | d right  d left |

Figure 1.1

Determine the uncertainty and the percentage of uncertainty of the internal

diameter of the capillary tube.

Updated: 12/03/2020 3
 SP015 Lab Manual

EXPERIMENT 2: FREE FALL AND PROJECTILE MOTION

Course Learning Objective: Demonstrate manipulative skills during

experiments in measurement and uncertainty, free fall and projectile motion,
energy, rotational motion of rigid body, simple harmonic motion and standing
waves in laboratory.
(P3, CLO2, PLO 2, MQF LOD 2)

Learning Outcomes: At the end of this lesson, students should be able to:
i. determine the acceleration due to gravity, g using free fall motion
ii. determine the acceleration due to gravity, g using projectile
motion

Student Learning Time (SLT):

Face-to-face Non face-to-face
2 hours 0

Theory:

A. Free fall motion

electromagnet

clamp
steel ball

retort
stand

h timer
00.00000

trap door

Figure 2.1

Updated: 12/03/2020 4
 SP015 Lab Manual

Note: Refer to Figure 2.3 in page 22 for free fall apparatus with
separate power supply for the electromagnet.

When a body of mass m falls freely from a certain height h above the
ground, it experiences a linear motion. The body will obey the equation
of motion,

1 2
s  ut  at 2.1
2

By substituting the following into equation 2.1,

s = –h (downward displacement of the body from the falling point

to the ground)
u = 0 (the initial velocity of the body)
a = –g (the downward acceleration due to gravity)

we obtain
1 2
h gt 2.2
2

B. Projectile motion

By referring to Figure 2.2, from the law of conservation of energy, the

potential energy of a steel ball of mass m equals its kinetic energy,

1 2 1 2
mgh  mv  mv 2.3
2 5

where h is the height of the release point above the track

v is the velocity of the steel ball at the end of the track

1 2
Note: The rotational kinetic energy for solid sphere is mv .
5

The range, R of the steel ball is given by

R  vt 2.4

Updated: 12/03/2020 5
 SP015 Lab Manual

retort stand

steel ball

curved railing

h horizontal end
trajectory
path
v n

horizontal table

H
string
carbon paper
drawing paper
pendulum bob
plywood

R
Figure 2.2

Solving equations 2.3 and 2.4, we obtain

7 R2
h 2.5
10 gt 2

where t is the time taken for the steel ball from the end of the curved
track to reach the ground.

Apparatus:

A retort stand with a clamp

A timer
A metre rule
A free fall adaptor
A horizontal table
A steel ball (diameter of 1.0 cm)

Updated: 12/03/2020 6
 SP015 Lab Manual

A curved railing (Important: The lower end of the track must be horizontal.)
A piece of carbon paper
A piece of drawing paper
Cellophane tape
Plasticine
A pair of scissors or a cutter
A piece of string
A pendulum bob
A plywood

Procedure:

A. Free fall motion

1. Set up the apparatus as in Figure 2.1.

2. Switch on the circuit and attach the steel ball onto the upper
contact.

3. Adjust the height h of the electromagnet above the point of

impact.

4. Switch off the circuit and let the ball fall. Record the value of h
and t.

5. Repeat step (3) and (4) for at least eight different values of h.

6. Tabulate your data.

7. Plot a graph of h against t2.

8. Determine the value of g from the gradient of the graph.

Note: The value range of h-axis should be extended slightly

more than the height of the table.

9. Determine the value of Δg.

B. Projectile Motion

1. Set up the apparatus as in Figure 2.2.

2. Release the steel ball on the curvature railing from eight different
heights h and record the values of R.

Updated: 12/03/2020 7
 SP015 Lab Manual

3. Tabulate your data.

4. Plot a graph of h against R2.

5. Measure the height H from the edge of the railing to the landing
surface. By referring to the graph of h against t2 from experiment
A obtain the value of t2 for H using extrapolation.

6. Calculate the value of g from the h against R2 graph.

7. Determine the value of Δg.

8. Compare the value of g obtained from both experiments with the

standard value. Write your comments.

Updated: 12/03/2020 8
 SP015 Lab Manual

Set-up for free fall apparatus with separate power supply to electromagnet.

P : +ve
N : -ve
electromagnet
N1
P2

steel ball N2

retort
stand
12 V N1
H

P1
hinged
trap door
clamp
P3 P1 timer
container 00.000000

N3 N2 P2 N3 P3

Figure 2.3

Updated: 12/03/2020 9
 SP015 Lab Manual

EXPERIMENT 3(a): ENERGY

Course Learning Objective: Demonstrate manipulative skills during

experiments in measurement and uncertainty, free fall and projectile motion,
energy, rotational motion of rigid body, simple harmonic motion and standing
waves in laboratory.
(P3, CLO2, PLO 2, MQF LOD 2)

Learning Outcomes: At the end of this lesson, students should be able to

verify the law of conservation of mechanical energy.

Student Learning Time (SLT):

Face-to-face Non face-to-face
2 hours 0

Theory:

From Hooke’s law, the stretching force F of an elastic chord is proportional to

the extension x as

F = kx 3.1

where k is the elastic force constant.

The potential energy stored in the elastic chord is given by

1 2
U kx 3.2
2

If a body of mass m is attached to an elastic chord and extends the latter by x;

upon release the body will reach a maximum kinetic energy K.

1 2
K mv 3.3
2

where v is the maximum speed of the mass.

From the law of conservation of mechanical energy, this maximum kinetic

energy equals to the elastic potential energy U stored in the elastic chord, that
is

K U

Updated: 12/03/2020 10
 SP015 Lab Manual

1 2 1 2
mv  kx 3.4
2 2

Let xo be the elongation of the elastic chord when the mass m hangs freely to
it, then the elastic force constant k is given by

mg
k 3.5
xo

Substitute into equation 3.5 into equation 3.4, we obtain

g 2
v2  x 3.6
xo

Evidently, if we plot a graph of v2 against x2, we will get a straight line with a
g
gradient of .
xo
timer

00.000000

PG A
rod (detector)
PG B
trolley
s = 12 cm
cm cm elastic chord

wooden
block

hook (screw)
rail (slightly  1 cm
inclined to
compensate
friction)

PG: Photogate
Figure 3.1

Updated: 12/03/2020 11
 SP015 Lab Manual

Apparatus:

A trolley with a hook and a detector rod

A pair of photogates
A timer
A metre rule
An elastic chord
Two retort stands
A small wooden block
A rail

Procedure:

1. Set up the apparatus as in Figure 3.1. Use a wooden block to raise one
end of the rail so that the effect of friction is just compensated.

Note: The friction effect is just compensated if the trolley moves freely
without acceleration till the end of the rail when pushed
slightly.

2. Arrange the photogates (PG) A and B at a fixed distance s about 12 cm

apart from each other. Ensure that PG A is placed approximately 1 cm
from the trolley with the elastic chord unstretched.

Note: Ask your laboratory assistant to fix the screw to the rail if it
does not have one.

3. Pull the trolley to stretch the elastic chord by an elongation x within the
range of 2 cm to 5 cm. Release the trolley until it passes the two
photogates and then record the time t read by the timer.

4. Repeat step (3) two times to obtain the average value of t. Calculate the
s
speed of the trolley, v where v  .
t

5. Repeat step (4) for at least six different ascending values of x and
tabulate the results.

6. Plot a graph of v2 against x2.

7. Determine the gradient of the graph.

Updated: 12/03/2020 12
 SP015 Lab Manual

8. Hang the trolley freely onto the elastic chord and determine the
g
elongation xo of the elastic chord. Calculate the value of .
xo

g
9. Compare whether the gradient of the graph equals to the value of
xo
calculated in step (8). Does your experimental result verify the law of
conservation of mechanical energy? Write your comments.

Updated: 12/03/2020 13
 SP015 Lab Manual

EXPERIMENT 3(b): ENERGY

Course Learning Objective: Demonstrate manipulative skills during

experiments in measurement and uncertainty, free fall and projectile motion,
energy, rotational motion of rigid body, simple harmonic motion and standing
waves in laboratory.
(P3, CLO2, PLO 2, MQF LOD 2)

Learning Outcomes: At the end of this lesson, students should be able to

verify the law of conservation of energy.

Student Learning Time (SLT):

Face-to-face Non face-to-face
2 hour 0

Theory:

Consider a steel ball of mass m, initially at rest at height h vertically above a

velocity detector. By taking the position of the velocity detector as the
reference point, the potential energy is mgh and the kinetic energy of the ball
is zero. Thus the total initial energy E1 of the steel ball is given by

E1 = mgh 3.1

When the steel ball is released, it falls freely with acceleration g. At the
instance it reaches the velocity detector, the gravitational potential energy is
zero and its kinetic energy is 12 mv2. Hence the total final energy E2 of the
steel ball is given by

E2 = 1
2 mv2 3.2

According to the law of conservation of energy, in the absence of external

force the total energy of a system remains constant. In this case, the law is
verified if we demonstrate experimentally that E1 equals E2, that is,

1
2 mv2 = mgh

And we obtain

v2 = 2gh 3.3

Consequently, if a graph of v2 against h is plotted, we should obtain a straight

line curve passing through the origin with gradient equals 2g.

Updated: 12/03/2020 14
 SP015 Lab Manual

Apparatus:

A steel ball
A metre ruler
A free fall adaptor
Velocity detector (Two photogates PG A and PG B)
A timer
A retort stand

Procedure:

_
_
_
_ free fall adaptor
ruler _
steel ball
_
_
_
_
_
_
_ h
_ sandwitched photogates
_
_
(velocity detector)
_
_ PG A
_
_
s
_ PG B
_
_
timer
_
_ 00.000000
_

Figure 3.1

1. Construct a velocity detector by sandwitching photogates (PG) A and B

using binding tape. Measure the distance s between the photogates.

2. Set up the apparatus as shown in Figure 3.1.

3. Switch ON the timer and reset to zero. Set the falling distance h at
15 cm. Release the steel ball and record the time t. Repeat the process
to obtain the average time.

Updated: 12/03/2020 15
 SP015 Lab Manual

4. Repeat step (3) for h = 20, 25, 30, 35, 40, and 45 cm.

5. Tabulate your data. For each value of h calculate the velocity v using
s
v .
t

6. Plot a graph of v2 against h.

7. Use the graph to determine the value of acceleration due to gravity g

and compare the value of g with the standard value.

8. Determine the uncertainty for the value of g obtained in (7).

9. Do the results of your experiment verify the law of conservation of

energy? Write your comments.

Updated: 12/03/2020 16
 SP015 Lab Manual

EXPERIMENT 4: ROTATIONAL MOTION OF A RIGID BODY

Course Learning Objective: Demonstrate manipulative skills during

experiments in measurement and uncertainty, free fall and projectile motion,
energy, rotational motion of rigid body, simple harmonic motion and standing
waves in laboratory.
(P3, CLO2, PLO 2, MQF LOD 2)

Learning Outcomes: At the end of this lesson, students should be able to

determine the moment of inertia of a fly-wheel.

Student Learning Time (SLT):

Face-to-face Non face-to-face
2 hour 0

Theory:

mg

Figure 4.1

By referring to Figure 4.1, apply Newton’s second law for linear motion,

mg – T = ma

T = m(g – a) 4.1

and applying Newton’s second law for rotational motion,

TR –  = I 4.2

Updated: 12/03/2020 17
 SP015 Lab Manual

where a is the downward linear acceleration

 is the frictional torque (unknown)
 is the angular acceleration
T is the tension in the string
R is the radius of the axle
I is the moment of inertia of the fly-wheel

Therefore,

R  
   T    4.3
I I

R
The graph  against T is a straight line graph with gradient .
I

Moment of inertia of the fly-wheel,

R
I 4.4
gradient

1
From kinematics, s  ut  (a)t 2 (negative sign means the acceleration is
2
downward)

By substituting, s = –h and u = 0 into the equation above, we obtain

1 2
h at
2

Hence the linear acceleration,

2h
a 4.5
t2

where h s the falling distance of mass

t is the time taken for the mass to fall to the floor

Updated: 12/03/2020 18
 SP015 Lab Manual

Angular acceleration,

a
 4.6
R
Apparatus:

A fly-wheel
A stop watch
A set of slotted mass with hook (Use suitable masses for the fly-wheel to
rotate at a suitable rate)
A metre rule
A G-clamp
A piece of inelastic string to hang the mass to the fly-wheel
A piece of softboard or plywood
A vernier callipers

Procedure:

axle
fly-wheel

G-clamp R

string

slotted mass
table

softboard
Figure 4.2

1. Set up the apparatus as in Figure 4.2.

2. Measure the diameter d of the axle and calculate its radius R.

3. Record the falling slotted mass m.

Updated: 12/03/2020 19
 SP015 Lab Manual

4. Choose a fixed point at a height h above the floor. Record h.

5. Release the slotted mass from the fixed height h after the string has
been wound around the axle.

6. Record the time t for the slotted mass to reach the floor.

7. Calculate a, T and  using equations 4.5, 4.1 and 4.6 respectively.

8. Repeat steps (3) to (7) for at least six different values of m. Tabulate
your results.

9. Plot a graph of  against T.

10. Determine the gradient of the graph and calculate the moment of inertia
of the fly-wheel and its uncertainty.

11. Compare the moment of inertia to the theoretical value given by your
lecturer.

Updated: 12/03/2020 20
 SP015 Lab Manual

EXPERIMENT 5: SIMPLE HARMONIC MOTION (SHM)

Course Learning Objective: Demonstrate manipulative skills during

experiments in measurement and uncertainty, free fall and projectile motion,
energy, rotational motion of rigid body, simple harmonic motion and standing
waves in laboratory.
(P3, CLO2, PLO 2, MQF LOD 2)

Learning Outcomes: At the end of this lesson, students should be able to:
i. determine the acceleration due to gravity g using a simple
pendulum.
ii. investigate the effect of large amplitude oscillation to the
accuracy of g obtained from the experiment.

Student Learning Time (SLT):

Face-to-face Non face-to-face
2 hour 0

Theory:

An oscillation of a simple pendulum is an example of a simple harmonic

motion (SHM) if

(i) the mass of the spherical bob is a point mass

(ii) the mass of the string is negligible
(iii) amplitude of the oscillation is small (< 10)

According to the theory of SHM, the period of oscillation of a simple

pendulum T is given by

T  2 5.1

g

where  is the length of pendulum

g is the acceleration due to gravity

Rearrange equation 7.1, we obtain

4 2 
T2  5.2
g

Updated: 12/03/2020 21
 SP015 Lab Manual

4 2
Evidently, a graph of T 2 against  is a straight line of gradient equals
g

Hence from the gradient of the graph, the value of g can be calculated.

Apparatus:

A piece of string (105 cm)

A small pendulum bob
A pair of small flat pieces of wood or cork
A retort stand with a clamp
A stopwatch
A metre rule
A protractor with a hole at the centre of the semicircle
An optical pin
A pair of scissors or a cutter
A stabilizing weight or a G-clamp

Procedure:

a pair of wood or cork

optical pin

protractor

retort stand

string


weight pendulum bob

table

Figure 5.1

Updated: 12/03/2020 22
 SP015 Lab Manual

1. Set up a simple pendulum as in Figure 5.1.

2. Measure the length  of the pendulum.

3. Release the pendulum at less than 10 from the vertical in one plane
and measure the time t for 20 oscillations. Repeat the operation and
calculate the average value. Then calculate the period of oscillation T
of the pendulum.

Note: Start the stopwatch after several complete oscillations.

4. Repeat step (3) for at least six different values of length  of the
pendulum. Record the values for  and T.

5. Plot a graph of T2 against  and determine the value of g and its

uncertainty.

6. Fix the length of pendulum at 100.0 cm. Release the pendulum through
a large arc of about 70 from the vertical. Record the time t for 5
complete oscillations. Repeat the operation and calculate the average
value. Then calculate the period T of the oscillation of the simple
pendulum.

7. Calculate the acceleration due to gravity, g using equation 5.1 and the
value of  and T from step (6).

8. Compare the values of g obtained from step (5) and step (7). Does your
result differ from the standard value? Write your comments.

Updated: 12/03/2020 23
 SP015 Lab Manual

EXPERIMENT 6: STANDING WAVES

Course Learning Objective: Demonstrate manipulative skills during

experiments in measurement and uncertainty, free fall and projectile motion,
energy, rotational motion of rigid body, simple harmonic motion and standing
waves in laboratory.
(P3, CLO2, PLO 2, MQF LOD 2)

Learning Outcomes: At the end of this lesson, students should be able to:
i. To investigate standing waves formed in a stretched string.
ii. To determine the mass per unit length of the string.

Student Learning Time (SLT):

Face-to-face Non face-to-face
2 hours 0

Theory:

When a stretched string is vibrated at a frequency f, the standing waves

formed have both ends as nodes. The frequency and the tension in the string
obey the following relation

1 T
f 
2 

or T  4f 2  2 6.1

where f is the frequency

 is the length between two nodes
T is the tension in the string
 is the mass per unit length

Evidently, a graph of T against  2 is a straight line of gradient equals 4f 2 .

Hence, the value of  can be calculated.

Apparatus:

A G-clamp
A solenoid (about 100 turns) or ticker timer
An AC supply (2 – 6 V)
A metal rod (soft iron)
Two bar magnets
A magnet holder

Updated: 12/03/2020 24
 SP015 Lab Manual

A piece of string approximately 2 m long

A pulley with clamp
A wooden wedge
Set of slotted mass 2 g, 5 g, 10 g and 20 g
A metre rule
Connecting wires

Procedure:

AC supply
 

metal rod (soft iron) wooden wedge

wooden block
pulley


G-clamp
magnet bar
string
slotted
solenoid mass

Figure 6.1

1. Set up the apparatus as in Figure 6.1.

2. Connect the terminals of the solenoid to the AC power supply (2 V,

50 Hz).

Caution: Do not exceed 4 V to avoid damage to the solenoid.

3. Place the metal rod between the two bar magnets.

4. Tie one end of the string to the rod and the other to the hook of the
slotted mass. Make sure that the length of the string from the end of the
rod to the pulley is not less than 1.5 m.

Updated: 12/03/2020 25
 SP015 Lab Manual

5. Clamp the metal rod properly. Switch on the power supply. Adjust the
position of the metal rod to get maximum vibration.

6. Place the wooden wedges below the string as close as possible to the
pulley.

7. Adjust the position of the wooden wedges until a clear single loop
standing wave (fundamental mode) is observed. Record the distance 
between the wedges and total mass m (mass of the hook and the slotted
mass).

8. Add a small mass, preferably 10 g to the hook and repeat step (7) for at
least six different readings.

9. Construct a table for the values of m and . Calculate weight W where

W = mg. Note that W = T. (Explain why?)

10. Plot a graph of T against  2 .

11. Determine the gradient of the straight line graph.

12. Deduce the mass per unit length,  and its uncertainty of the string if
the frequency of the vibration is 50 Hz.

13. Weigh the mass and measure the total length of the string. Calculate the
mass per unit length of the string and compare it with the result
obtained in step (12).

Updated: 12/03/2020 26
PHYSICS 2
SP025
 SP025 Lab Manual

EXPERIMENT 1: CAPACITOR

Course Learning Objective: Demonstrate manipulative skills during

experiments in capacitor, electric current and direct current circuits, magnetic
field, geometrical optics and physical optics.
(P3, CLO 2, PLO 2, MQF LOD 2)

Learning Outcomes: At the end of this lesson, students should be able to:
i. determine the time constant of an RC circuit, and
ii. determine the capacitance of a capacitor using an RC circuit.

Student Learning Time (SLT):

Face-to-face Non face-to-face
2 hours 0

Theory:

The total charge, Q on each plate of a capacitor during the charging and
discharging processes varies with time, t as shown in Figure 1.1.

Charging Discharging
Q Q

Qo Qo

0.63Qo

0.37Qo

τ t 0 t
0 τ

Figure 1.1

During the charging process

Q = Qo (1  e -t/ ) 1.1

During the discharging process

Q = Qo e-t/ 1.2

Updated: 12/03/2020 27
 SP025 Lab Manual

where Qo is the initial amount of charge stored in a capacitor

Q is the amount of charge at time t
R is the resistance of a resistor
C is the capacitance of a capacitor
τ = RC is the time constant

During discharging, the magnitude of the current I varies with time as shown
in Figure 1.2.

I
τ
t

0.37Io

 Io

Figure 1.2

From equation 1.2, the magnitude of the discharge current is

t
I =  Ioe 
-
1.3

Evidently at time t = , the magnitude of the discharge current is 0.37Io.

Negative sign shows the current flows in opposite direction to that of the
current flows during the charging process.

Apparatus:

A DC power supply (4 – 6 V)
A switch
A DC microammeter
A stopwatch
A 100 k resistor
Connecting wires
Two capacitors labelled C1 and C2 (470 – 1000 F)

Updated: 12/03/2020 28
 SP025 Lab Manual

Procedure:

Note: Before starting or repeating this experiment, make sure that the
capacitors are fully discharged. This can be attained by short
circuiting the capacitors.

6V
S

+ -
C1
A

Figure 1.3

1. Set up the circuit as shown in Figure 1.3 with switch S opened.

2. Read the microammeter for Io with switch S closed and record Io.

3. Open switch S and short circuit the capacitor using a connecting wire
so that the capacitor is fully discharged.

4. Close switch S again to charge the capacitor so that the microammeter

reading is back to Io.

5. Simultaneously open switch S and start the stopwatch to measure the

time t of discharging process. Get at least six to eight pairs of current I
and time t readings throughout the discharging process until the current
is about 0.05Io.

6. Tabulate the values for both I and t.

7. Connect capacitor C2 to the circuit as shown in Figure 1.4.

Updated: 12/03/2020 29
 SP025 Lab Manual

S 6V

+ C1 -

+ C2 -
µA

Figure 1.4

8. Repeat steps (3) to (6) to obtain the readings of the microammeter I

and the stopwatch t. Record the readings and tabulate I and t.

9. Plot graphs of I against t and I against t using the same axes.

10. From the graphs, determine the time constants  and  of the RC
circuits.


11. Calculate the capacitance of the two circuits using equation C  .
R

Note: The result obtained for circuit in Figure 1.3 is for C1 and the
result for circuit in Figure 1.4 is the effective capacitance C
when capacitors C1 and C2 are in parallel combination.

12. Determine the value of C2.

13. Compare value from step (12) with the actual value of C2.

Updated: 12/03/2020 30
 SP025 Lab Manual

EXPERIMENT 2: OHM’S LAW

Course Learning Objective: Demonstrate manipulative skills during

experiments in capacitor, electric current and direct current circuits,
magnetic field, geometrical optics and physical optics.
(P3, CLO 2, PLO 2, MQF LOD 2)

Learning Outcomes: At the end of this lesson, students should be able to:
i. verify Ohm’s law , and
ii. determine the effective resistance of the resistors in series and
parallel combination.

Student Learning Time (SLT):

Face-to-face Non face-to-face
2 hours 0

Theory:

At constant temperature the potential difference V across a conductor is

directly proportional to the current I that flows through it. The constant of
proportionality is known as resistance of the conductor denoted by R.

Mathematically, V  I

V = IR 2.1

For resistors in series, the equivalent resistance is

R = R1 + R2 + R3 + … +Rn 2.2

For resistors in parallel, the equivalent resistance is

1 1 1 1 1
    ...  2.3
R R1 R 2 R 3 Rn

Apparatus:

A DC power supply (4 – 6 V)
Three resistors of the same resistance (27 – 100 )
A DC milliammeter
A DC ammeter (1 A)
A DC voltmeter
A variable resistor (resistance box or rheostat)
A switch

31
 SP025 Lab Manual

Connecting wires of about 50 cm long with crocodile clips

Two connecting blocks for connecting the resistors
A screw driver to loosen or tighten the connecting blocks

Procedure:

1. Determine the resistance of each resistor from their colour bands.

2. Set up the circuit as in Figure 2.1. Connect the three resistors in series.

Note: Ask your lecturer to check the circuit before switching ON the
power.

variable resistor
S

mA

R1 R2 R3

Figure 2.1

3. Change the resistance value in the variable resistor to get a minimum

reading of the milliammeter. Record the reading of the voltmeter V and
the milliammeter I.

4. Change the resistance value in the variable resistor to obtain at least

five different values of V and I. Tabulate your data.

5. Plot a graph of V against I.

6. From the graph, deduce the effective resistance of the three resistors
connected in series.

7. Compare the value obtained in step (6) with the calculated value.

8. Set up the circuit as in Figure 2.2.

32
 SP025 Lab Manual

variable resistor
S

A
R1

R2

R3

Figure 2.2

9. Repeat steps (3) to (5).

10. From the graph, deduce the effective resistance of the three resistors
connected in parallel.

11. Compare the value obtained in step (10) with the calculated value.

12. Verify Ohm’s law from the two plotted graphs.

33
 SP025 Lab Manual

EXPERIMENT 3: POTENTIOMETER

Course Learning Objective: Demonstrate manipulative skills during

experiments in capacitor, electric current and direct current circuits,
magnetic field, geometrical optics and physical optics.
(P3, CLO 2, PLO 2, MQF LOD 2)

Learning Outcomes: At the end of this lesson, students should be able to

determine the internal resistance r of a dry cell by using a potentiometer.

Student Learning Time (SLT):

Face-to-face Non face-to-face
2 hours 0

Theory:

S1 accumulator

C
A B
 jockey

dry cell
G

variable
resistor S2

Figure 3.1

Let  be the electromotive force (emf) and r the internal resistance of the dry
cell. The emf of the dry cell is balanced by the potential difference across
wire AB provided by the accumulator when the jockey is tapped at balance
point, C with S1 close and S2 open. The balance condition is indicated when
there is no deflection in the galvanometer. If  o is the length of the wire from
A to C hence,

34
 SP025 Lab Manual

  k o 3.1

where k is a constant.

With both S1 and S2 closed, the new length of wire at the balance point is
equal to . Hence,

V  k 3.2
  V  Ir 3.3
Rearrange equation 3.1, 3.2 and 3.3, we obtain

1
 r   1
o
3.4
 R

o 1
The graph against is a straight line graph and its gradient is r.
 R

Apparatus:

A potentiometer
A variable resistor (0 – 1 ) (A breadboard, six 1  resistor and jumpers)
Two switches
A jockey
A 2 V accumulator (higher than 1.8 V) or regulated power supply
A 1.5 V dry cell
A galvanometer
Connecting wires

Procedure:

1. Set up the apparatus as shown in Figure 3.1.

Important: Make sure the polarity of the batteries is connected in

right configuration. Ask your lecturer to check the circuit
before switch ON the power.

2. With S1 closed and S2 opened, determine the value of  o .

3. With both S1 and S2 closed, determine  for at least six different values
of R.

Note: Use 1  resistor in parallel combination to obtain resistance

1 , 12  , 13  , 14  , 15  and 16  as shown in Figure 3.2.

35
 SP025 Lab Manual

o 1
4. Plot a graph of against .
 R

5. From the graph, determine the internal resistance of the dry cell r.

resistor (1  each)

jumper

Figure 3.2

36
 SP025 Lab Manual

EXPERIMENT 4(a): MAGNETIC FIELD

Course Learning Objective: Demonstrate manipulative skills during

experiments in capacitor, electric current and direct current circuits, magnetic
field, geometrical optics and physical optics.
(P3, CLO 2, PLO 2, MQF LOD 2)

Learning Outcomes: At the end of this lesson, students should be able to

determine the value of the horizontal component of the earth magnetic field,

BE .

Student Learning Time (SLT):

Face-to-face Non face-to-face
2 hours 0

Theory:

The magnetic field strength B is a vector quantity so the addition of two

magnetic fields obeys the parallelogram law. For example, if BE is the

horizontal component of earth magnetic field and Bs is the magnetic field of

a solenoid which is perpendicular to BE then the resultant of the two fields

B is as shown in Figure 4.1. A compass needle is situated at the place where

the two fields meet will be aligned to the direction of the resultant field B.

Bs

B

θ 
BE
Figure 4.1

The magnetic field strength at the end of an N-turn solenoid of length  and
carries current I as shown in Figure 4.2 is given by

1   NI 
Bs   o  4.1
2  

37
 SP025 Lab Manual


Bs

Figure 4.2
From Figure 4.1,

Bs
tan θ 
BE
1 N 
o   I
tan θ 
2    4.2
BE

The gradient of graph tan  against I is

1 N
o  
2  
m 4.3
BE

Therefore,
1
o N
BE  2 4.4
m

where μo  4π 107 H m1 (permeability of free space).

Apparatus:

A 50 turn or 100 turn solenoid

A 2 V DC power supply
A DC ammeter (0 – 1 A)
A switch
Connecting wires
A rheostat
A compass

38
 SP025 Lab Manual

Procedure:


BE

solenoid B


N
θ 
Bs

I compass

rheostat

Figure 4.3

1. Place a compass at one end of the solenoid. Let the compass stay still in
N−S direction where the magnet pointer is perpendicular to the axis of
the solenoid. The north direction of the compass must be pointed to the
north.

Note: Choose a position to place your compass away from any iron
structure to avoid any influence on the alignment of the
compass needle.

2. Connect the solenoid in series with the rheostat, the ammeter, the
power supply and the switch. The ammeter must be at least 50 cm
away from the magnet. A complete set up is as in Figure 4.3.

3. Set the rheostat to its maximum value and switch on the circuit. Record
the readings of the ammeter I and the angle of deflection θ. Reduce the
resistance of rheostat to increase the current I and hence the
corresponding value of θ. Obtain at least six sets of readings. The
deflection angle should not be more than 80.

39
 SP025 Lab Manual

4. Repeat step (3) by changing the polarity of the power supply. Record
the angle θ2, pointed by the compass needle in Table 4.1.

Table 4.1

Current, I θ1 θ2 Average
No. tan θA
(……..) (……..) (……...) θA (…..)
1
2
3
4
5
6
7
8
9

5. Remove the solenoid from the clamp and measure the length of the
solenoid . Tabulate your data.

6. Plot a graph of tan θ against I.

7. Use the graph to determine BE.

8. Compare your result with the standard value.

40
 SP025 Lab Manual

EXPERIMENT 4(b): MAGNETIC FIELD

Course Learning Objective: Demonstrate manipulative skills during

experiments in capacitor, electric current and direct current circuits, magnetic
field, geometrical optics and physical optics.
(P3, CLO 2, PLO 2, MQF LOD 2)

Learning Outcomes: At the end of this lesson, students should be able to

determine the value of the horizontal component of the earth magnetic field

BE .

Student Learning Time (SLT):

Face-to-face Non face-to-face
2 hours 0

Theory:

The magnetic field strength B is a vector quantity so the addition of two

magnetic fields obeys the parallelogram law. For example, if BE is the

horizontal component of earth magnetic field and Bc is the magnetic field of
 
a coil which is perpendicular to BE then the resultant of the two fields B is
as shown in Figure 4.1. A compass needle is situated at the place where the

two fields meet will be aligned to the direction of the resultant field B.

Bc

B

θ 
BE
Figure 4.1

From Biot-Savart’s Law, the magnetic field strength of the coil at the centre
as shown in Figure 4.2 is given by

 o NI
Bc  4.1
D

41
 SP025 Lab Manual

where μo  4π 107 H m1 (permeability of free space)

I is the current in ampere
N is the number of turns in the coil
D is the diameter of the coil

I
D

 Bc

Figure 4.2

From Figure 4.1,

Bc
tan  
BE
o N
tan 
DBE 
I 4.2

The gradient of graph tan  against I

o N
m
DBE 
4.3

Therefore,
o N
BE  4.4
Dm

42
 SP025 Lab Manual

Apparatus:

Earth magnetic field measurement kit (EM-01)

Connecting wires
A DC ammeter (0 – 1 A)
A rheostat
A 2 V DC power supply

Procedure:

compass

coil

S N

EM - 01

– 10 20 30

Figure 4.3

1. Position and adjust the EM-01 until the compass needle is pointed to
the north as in Figure 4.3.

θ1

θ1 
S
θ2
N BE

EM - 01
S
– 10 20 30

A
rheostat

Figure 4.4

43
 SP025 Lab Manual

2. Set up apparatus as shown in Figure 4.4.

3. Set the rheostat to its maximum value and switch on the circuit. Record
the readings of the ammeter I and the angle of deflection θ1, pointed by
the compass needle in Table 4.1. Reduce the resistance of rheostat to
increase the current I and hence the corresponding value of θ1.
4. Adjust the rheostat to obtain at least seven values of current and
resultant angle of the compass needle. The deflection angle should not
be more than 80.

5. Repeat step (4) by changing the polarity of the power supply. Record
the angle θ2, pointed by the compass needle in Table 4.1.

Table 4.1

Diameter of coil D = (………  ………) cm

Number of turns N = 30

current, I θ1 θ2 average
No. tan θA
(……..) (……..) (……..) θA (…...)
1
2
3
4
5
6
7
8
9

6. Measure the diameter of the coil. Tabulate your data.

7. Plot a graph of tan θ against I.

8. Use the graph to determine BE.

9. Compare your result with the standard value.

44
 SP025 Lab Manual

EXPERIMENT 5: GEOMETRICAL OPTICS

Course Learning Objective: Demonstrate manipulative skills during

experiments in capacitor, electric current and direct current circuits, magnetic
field, geometrical optics and physical optics.
(P3, CLO 2, PLO 2, MQF LOD 2)

Learning Outcomes: At the end of this lesson, students should be able to

determine the focal length of a convex lens.

Student Learning Time (SLT):

Face-to-face Non face-to-face
2 hours 0

Theory:

From the lens equation,

1 1 1
  5.1
f u v

where f is the focal length

u is the object distance
v is the image distance

Multiply equation 6.1 with v,

v v
 1
f u

v
M  1 5.2
f
height of image hi v
where M    is the linear magnification.
height of object h0 u
Negative sign indicates that the image is inverted.

Hence the graph M against v is a straight line graph.

The equation also shows that M is proportional to v.

When v  2 f , M  1 .

Updated: 13/09/2017 45
 SP025 Lab Manual

Apparatus:

A convex lens
A piece of card with narrow triangle shaped slit
A screen
A light source
A metre rule
A lens holder
Plasticine

Procedure:

1. Use the convex lens to focus a distant object such as a tree outside the
laboratory on a screen. The distance between the screen and the lens is
the estimated focal length f of the lens.

cardboard with
light source narrow triangular slit screen

lens

ho hi

lens holder

u v
power supply
DC

Figure 5.1

2. Set up the apparatus as in Figure 5.1.

3. Measure and record the height ho of the triangular slit on the cardboard.
This is the height of the object for this experiment.

4. Place the object in front of the lens at a suitable distance (f < u < 2f)
and adjust the position of the screen so that a sharp real, inverted image
is projected on the screen.

5. Measure and record the object distance u, the image distance v and the
height of the sharp image hi.
hi
6. Calculate the magnification of the image M 
h0

Updated: 13/09/2017 46
 SP025 Lab Manual

7. Change the location of the object. Repeat steps (5) and (6) until six sets
of u, v and M are obtained. Tabulate your data.

8. Plot a graph of M against v.

9. Determine the focal length of the lens f from the gradient of the graph.

10. Read the image distance v from the graph when M  1 and determine
the focal length.

Updated: 13/09/2017 47
 SP025 Lab Manual

EXPERIMENT 6: DIFFRACTION

Course Learning Objective: Demonstrate manipulative skills during

experiments in capacitor, electric current and direct current circuits, magnetic
field, geometrical optics and physical optics.
(P3, CLO 2, PLO 2, MQF LOD 2)

Learning Outcomes: At the end of this lesson, students should be able to:
i. determine the wavelength of laser beam using a diffraction
grating
ii. the number of diffraction grating lines per unit length

Student Learning Time (SLT):

Face-to-face Non face-to-face
2 hour 0

Theory:

When a laser beam is incident on a diffraction grating, a diffraction pattern in

the form of a series of bright dots can be seen on the screen as shown in
Figure 6.1

2nd order

2 1st order 2
incident ray 1 1
0th order
1st order

2nd order

screen

Figure 6.1

The relationship between the angle n of the nth order and the wavelength of
laser  is

n
sin  n  6.1
d

Updated: 13/09/2017 48
 SP025 Lab Manual

where d is the distance between two consecutive lines of the diffraction

grating, known as grating spacing.

Usually, the grating spacing is specified in number of lines per meter, such as
1
N lines per meter. Hence, N  . Then
d

sin θn  Nn 6.2

By measuring the angle n for each order of diffraction n,  can be

determined.
Apparatus:

A laser pen
Two retort stands with clamps
A metre rule
A screen
Two diffraction gratings (A and B)

Note: In the experiment, make sure that

i) the incident ray is normal to the diffraction grating.
ii) the screen is parallel to the diffraction grating.

Procedure:

screen

laser pen D

diffraction
grating

Figure 6.2

1. Set up the apparatus as shown in Figure 6.2. Ensure that the laser ray is
pointed perpendicularly to the diffraction grating A.

Updated: 13/09/2017 49
 SP025 Lab Manual

2. The distance D from the diffraction grating to screen must be adjusted

so that the spacing between the spots on the screen is as far as possible
from one another. Measure and record the value of D.

Caution: A laser pen is NOT a toy. It is dangerous to look directly at

the laser beam because it may cause permanent damage to
your eyesight.

3. Measure the distance  1 ,  2 ,  3 , ... that correspond to the diffraction

order of 1, 2, 3, … where  n is the distance between spots of order n to
the centre spot.

4. Determine values of sin θn for order of n = 1, 2, 3, ... using equation

sin  n 
n
 n 2  D 2
5. Tabulate your data. Plot a graph of sin n against n.

6. From the graph, determine the wavelength of the laser beam . Note
that the value of d for grating A can be calculated using the value of N
printed on the grating.

7. Repeat steps (1) to (5) using grating B.

8. Using the value of  in step (6), calculate the number of lines per mm
of grating B.

9. Compare the value of  and N for grating B with their actual values.

Updated: 13/09/2017 50
 REFERENCES

Cutnell, J. D. Johnson, K. W. (2015). Physics (10th ed.). USA: John Wiley &
Sons, Inc.

Serway, R. A. & Jewett, J. A. (2014). Physics for Scientists and Engineers

(9th ed.). International Student Edition. USA: Brooks/Cole Cengage
Learning.

Giordano, N. J. (2013). College Physics – Reasoning & Relationships (2nd

ed.). USA: Brook/Cole Cengage Learning.

Giancoli, D. C. (2009). Physics – Principles with Application (6th ed.).

Prentice Hall.

Haliday, D. & Resnick, R. Walker, J. (2009). Fundamental of Physics,

Extended (8th ed.). Tear Walker Johs Wiley & Sons Inc.

Hewitt, P.G. (2009). Conceptual Physics (11th ed.). Addison-Wesley.

51
ACKNOWLEDGEMENTS

The Matriculation Division, Ministry of Education Malaysia wish to thank

everyone who has contributed in shaping and writing this PHYSICS
LABORATORY MANUAL (12th Edition) for the One Year Matriculation
Programme. Special thanks go to those for their many valuable suggestions
and conscientiousness in completing this manual.

Dr. Hajah Rosnarizah binti Abdul Halim

Director of Matriculation Division

Dr. Shah Jahan bin Assanarkutty

Deputy Director of Matriculation Division (Academic)

Mohd Junaidi bin Abd Aziz

Senior Principal Assistant Director

Reviewers for the 12th Edition

 Prof. Dr. Mohd. Mustamam bin Abd. Karim, Universiti Pendidikan
Sultan Idris
 Prof. Madya Dr. Abu Hassan bin Hussin, Universiti Teknologi
MARA
 Prof. Madya Dr. Azhan bin Hashim @ Ismail, Universiti Teknologi
MARA
 Prof Madya Dr. Rosnah binti Zakaria, Universiti Teknologi MARA
 Mohamed Hazri bin Ariffin, Kolej Matrikulasi Kelantan
 Marhalim bin Hashim, Kolej Matrikulasi Pulau Pinang
 Dr. Ariffin bin Abas, Kolej Matrikulasi Johor
 Nor Ezah binti Jamaluddin, Kolej Matrikulasi Pahang
 Salmah binti Othman, Kolej Matrikulasi Melaka
 Muhamad Fariq bin Che Mee, Kolej Matrikulasi Melaka
 Che Mohammad Zamri bin Bakar, Kolej Matrikulasi Perak
 Sarimah binti Kamrin, Kolej Matrikulasi Johor
 Shazrina binti Abd.Rahim, Kolej Matrikulasi Johor
 Lilis Suraini binti Mohd Ayob, Kolej Matrikulasi Selangor
 Bibi Aishah binti Roslan, Bahagian Matrikulasi KPM
 Azmajura binti Abdul Rahim @ Arifin, Bahagian Matrikulasi KPM
 Sulha binti Alias, Bahagian Matrikulasi KPM
 Aifaa binti Awang Kechik, Bahagian Matrikulasi KPM

52