EKSPERIMENT

MODULE
BASIC PHYSICS II 2021

LABORATORY OF BASIC PHYSICS

FACULTY OF ENGINEERING
HASANUDDIN UNIVERSITY
 GUIDE OF BASIC PHYSICS LABORATORY

I. PRELIMINARY
A. The purpose experiment of Basic Physics in Laboratory
• Developing the theory and the fact that the material given in lectures more
internalized and to understand.
• Checking the truth of the laws of physics and visually see some of the events
in the actual events.
• Acquire the necessary skills and skills in using and understood the usefulness
of laboratory equipment.
• Ability to analyze, create hypotheses or conclusions from the data obtained
from the experiments.
B. Experiment Steps
1. Preparation, with special attention to the purpose of the experiment,
comprehensively understand the theory and physical quantities related to the
experiment, the function of the tools and experimental nets.
2. Experiment, with due regard to environmental conditions, perform repeated
measurements, record all of the data is done, including the smallest scale.
3. Analysis, check the data consistent, make the relationship in the graph and
perform calculations correctly.
4 The authors report.

II. CONDUCT (MUST READ)

A. Home / Before Practicum:
1. Practitioner has come late after the lab begins not allowed to participate in
practicum.
2. Learn well the modules that you do in the lab.
3. Work on the preliminary task in the module in question and submit it to your
assistant before working in the lab module.
4. At the time of leaving the lab will be sure to bring the control valve, student
identification, and lab coats.
5. In Laboratory practitioner should be calm, orderly, polite, well-dressed in a
shirt or collared shirt, do not wear sandals and shall wear identification.
Prohibited food, drink, or smoke in the laboratory.
6. Practitioners not allowed to participate if they do not meet the practical
requirements:
a. Wearing identification
b. Carry identification cards practicum
7. Submit the preliminary tasks to assistants and answer the initial test before
the lab begins.
B. DURING LABORATORY
1. Practitioners can begin the experiment after preliminary tests and get
permission from the assistant Instruction to use tool
2. Practitioners should get the data by experimenting. If they fail to obtain the
data (due to equipment failure or other things), must report to the assistant
and lecturer responsible for the daily.
3. Practitioners must keep her safety, cleanliness and order laboratory
4. Special 4 for experiments using electricity, before turning on the power
supply ask the assistant if the circuit is correct.
5. If the practitioners make a faults, assistants can make a rule and sanction.
C. FINISHED EXPERIMENT
After the lab is complete, before leaving the laboratory, the practitioner must:
1. Ask a preliminary report which has been re-checked.
2. Ask the signature on the control card.
3. Cleaning the table and throw garbage.
D. OTHER PROVISIONS
1. Practicum must replace equipment damaged or lost during practicum takes
place with the same tool prior to attending next practicum.
2. The amount of practical value is 25% (1 sks) of the total value of college
3. Practicum is not a requirement to pass the course Physics II.
4. whole other rules will be explained at the time of general responsiveness
E. TIME LAB
Shift I 7:30 to 10:00 a.m
Shift II 10:00 to 12:30 p.m
Shift III 12:30 to 15:00 p.m
Shift IV 15.00 to 17.30 p.m
F. COPYRIGHT
This module was written by team of PASCO that Ann Hanks,
SeanMcKeever and Geoffrey Clarion. Edited by crew of basic physic
Laboratory.Direction of Sabaruddin Rahman, ST.,MT.,Ph.D As Responsible for
the laboratory

Gowa, 8th February 2019

Coordinator Practicum
 LIST OF CONTENTS

Chapter I : Magnetic Field on Coil

Chapter II : Transformer

Chapter III : Snell’s Law

Chapter IV : Basic Electric

Chapter V : Longitudinal And Transversal Wave

Chapter VI : Magnetic Force on Wire

 CHAPTER I

MAGNETIC FIELD ON COIL

I. Introduction
The magnetic fields of various coils are plotted versus position as the Magnetic
Field Sensor is passed through the coils, guided by a track. The position is
recorded by a string attached to the Magnetic Field Sensor that passes over the
Rotary Motion Sensor pulley to a hanging mass. It is particularly interesting to
compare the field from Helmholtz coils at the proper separation of the coil radius
to the field from coils separated at less than or more than the coil radius. The
magnetic field inside a solenoid can be examined in both the radial and axial
directions.

II. Equipment

1 Helmholtz Coil Base EM-6715

2 Field Coil (2) EM-6711
1 Primary and Secondary Coils SE-8653
1 Patch Cords (set of 5) SE-9750
1 Patch Cords (set of 5) SE-9751
1 60 cm Optics Bench OS-8541
1 Dynamics Track Mount CI-6692
1 20 g hooked mass (Hooked Mass Set) SE-8759
2 Small Base and Support Rod (2) SE-9451
2 Optics Bench Rod Clamps (2) 648-06569
1 DC Power Supply SE-9720
1 Digital multimeter SE-9786
1 Magnetic Field Sensor CI-6520A
1 Rotary motion sensor CI-6538
1 Science Workshop 500 or 750 Interface CI-6400
1 DataStudio Software CI-6870

5
III. Basic Theory

III.1 Single Coil

For a coil of wire having radius R and N turns of wire, the
magnetic field along the perpendicular axis through the center of the
coil is given by

III.2 Double Coil

For Helmholtz coils, the coil separation (d) equals the radius
(R) of the coils. This coil separation gives a uniform magnetic field
between the coils. Plugging in x = 0 gives the magnetic field at a
point on the x-axis centered between the two coils:

IV. Procedure
1. Arranging track already provided with coil and coil base buffer between track.
2. Arranging experimental tools appropriate with the experimental picture.
3. Calculate the strength of the magnetic field resulting by changing the input
voltage (0, 4, 8, 12, 16) V and record the resulting current in the table
provided.
4. Draw a graph resulting from each experiment.
5. Repeating the experiments 1 till 4 with 2 coils experiment.

6
V. Data Analysis
V.1Table

a. Single Coil
V variable x constant 15 cm
V (volt) I (ampere) B
0
4
8
12
16

b. Double Coil
V variable x constant 15 cm

Seri
V (volt) I (ampere) B
0
4
8
12
16

Paralel
V (volt) I (ampere) B
0
4
8
12
16

7
 V.2 Graph

Data studio graph

V.3 Analysis.

For analysis data, write in your lab report what and how much different with
analysis of theory and analysis of practicum/experiment. Answer the
following question in your lab report:

1. How the different between voltage single coil through the magnet and
double/two coil?

2. At Data Studio graph, what happen with voltage when the coil enter, leave
and at the center of magnet?

References

Hanks, Ann. Year.Faraday Induction (PASPORT) EX-995. PASCO: United States of

America

8
 CHAPTER II

TRANSFORMER

I. Introduction
A transformer is one of the electronic components that can change the voltage
from the input to another voltage value on the output. A transformer work by
using 2 coils and the voltage is changed by number of coils on primary and
secondary coils. The work of transformer was described by electromagnetic law,
so that would be preferred to Faraday’s law, Lenz’s law, Maxwell’s law, and
the other laws that work on this experiment. In this experiment, you would see
the work of transformer and how it works actually. The purposes of this
experiment are to verify the faraday’s law on transformer, to observe factors
which affect to output voltage and output current, and to identify the
configuration of transformer.

II. Equipment

III. Procedure

Experiment 1 : U-Shaped Core Transformer with Incremental Voltage

i. Set up the AC Power Supply and take the coils and other equipment into
the experiment rooms.
ii. Set up the coil and cores as shown in Figure 1.

9
iii. With 800-turn coil on the primary and 1600-turn on the secondary, adjust
the voltage input to 1 Volt AC.

iv. Measure the output voltage and record your results in table 2.

v. Repeat steps iii-iv for the primary coil, secondary coil, and the voltage
input is like on the table 2.

2. Experiment 2 : U-Shaped Core Transformer with Incremental Coil

i. Set up the AC Power Supply and take the coils and other equipment into
the experiment rooms.

ii. Set up the coil and cores as shown in Figure 2.

iii. With 800-turn coil on the primary and 200-turn on the secondary, adjust
the voltage input to 4 Volt AC.

iv. Measure the output voltage and record your results in table 2.

v. Repeat steps iii-iv for the primary coil, secondary coil, and the voltage
input is like on the table 2.

10
3. Experiment 3 : E-Shaped Transformer

i. Set up the AC Power Supply and take the coils and other equipment into
the experiment rooms.

ii. Set up the coil and cores as shown in Figure 3.

iii. With 800-turn coil on the primary and 200-turn on the secondary, adjust
the voltage input to 4 Volt AC.

iv. Measure the output voltage and record your results in table 3.

v. Repeat steps iii-iv for the primary coil, secondary coil, and the voltage
input is like on the table 3.

11
 IV. Analysis
1. What is relationship between the primary coil with the secondary coil by
looking at the voltage input and output?
2. What laws those work on the transformer? Explain your answer.
3. According to the input voltage, could the transformer work on DC input
voltage? Explain your answer.
4. Explain about the losses of transformer.

References

Hanks, Ann. Year.Faraday Induction (PASPORT) EX-995. PASCO: United States of

America
12
 CHAPTER III

SNELL’S LAW

I. Basic Theory
Willebrord Snellius (1580–1626), the law was first accurately described by the
scientist Ibn Sahlat the Baghdad court in 984. In the manuscript On Burning
Mirrors and Lenses, Sahl used the law to derive lens shapes that focus light with
no geometric aberrations. Snell's law states that the ratio of the sine of the angles of
incidence and refraction is equivalent to the ratio of phase velocities in the two
media, or equivalent to the reciprocal of the ratio of the indices of refraction:
sin 𝜃1 𝑣1 𝑛1
= =
𝑠𝑖𝑛𝜃2 𝑣2 𝑛2

For light crossing the boundary between two transparent materials, Snell’s Law
states n1sin θ1 = n2sin θ2 where θ1 is the angle of incidence, θ2 is the angle of
refraction, and n1 and n2 are the respective indices of refraction of the materials
(see below)

1. Experiment 1: Reversibility
a. Equipment:

• Ray Table
• D-Shaped Lens
• Light Source

b. Purpose.

In Trial 1 of this experiment, you will determine the relationship

between the angle of incidence and the angle of refraction for light passing
from air into a more optically dense medium (the acrylic of the D-shaped
lens). In Trial 2, you will determine whether the same relationship holds

13
 between the angles of incidence and refraction for light passing out of
a more optically dense medium back into air. That is to say, if the light
is traveling in the opposite direction through the lens, is the law of refraction
the same or different? By comparing the results of both trials, you will find the
answer to this question. In Figure below, notice that refraction occurs
only at the flat surface of the D-shaped lens, not at the curved surface.

c. Setup

1. Place the light source in ray-box mode on a flat tabletop. Turn the wheel
to select a single ray.

2. Put the ray table in front of the light source so the ray from the light
source crosses the exact center of the ray table.

3. Put the D-shaped lens on the ray table exactly centered in the marked
outline.

d. Record Data

Trial 1

1. Turn the ray table so the incoming ray enters the lens through the flat

surface

2. Rotate the ray table to set the angle of incidence to each of the values
listed in the first column of Table For each angle of incidence (θi1),
observe the corresponding angle of refraction (θr1) and record it in the
second column of the table.

14
 Trial 2

1. Copy all of the values in the second column to the third column of
the table. (In other words, the angles of refraction that you observe in Trial
1 will be the angles of incidence that you use in Trial 2.)

2. Turn the ray table so the incoming ray enters the lens through the curved

surface.

3. For the angles of incidence (θi2) that you wrote in the third column of the
table, observe the corresponding angles of refraction (θr2) and record them
in the fourth column

2. Experiment 2 : Snell’s Law

a. Tool
Light Source
Trapezoid from Ray Optics Kit
White paper

b. Purpose

The purpose of this experiment is to determine the index of refraction of

the acrylic trapezoid. For rays entering the trapezoid, you will measure
the angles of incidence and refraction and use Snell’s Law to calculate the index
of refraction.

c. Procedure

1. Place the light source in ray-box mode on a sheet of white paper. Turn the
wheel to select a single ray.

2. Place the trapezoid on the paper and position it so the ray passes through the
parallel sides as shown in Figure

3. Mark the position of the parallel surfaces of the trapezoid and trace
the incident and transmitted rays. Indicate the incoming and the outgoing
rays with arrows in the appropriate directions. Carefully mark where the
rays enter and leave the trapezoid.

4. Remove the trapezoid and draw a line on the paper connecting the points
where the rays entered and left the trapezoid. This line represents the ray
inside the trapezoid.

15
 5. Choose either the point where the ray enters the trapezoid or the point
where the ray leaves the trapezoid. At this point, draw the normal to the
surface.

6. Measure the angle of incidence (θi) and the angle of refraction with a
protractor. Both of these angles should be measured from the normal.
Record the angles in the first row of Table below

7. On a new sheet of paper, repeat steps 2–6 with a different angle of

incidence. Repeat these steps again with a third angle of incidence.
The first two columns of Table below should now be filled

3. Experiment 3: Prisma

a. Tool:

Light Source

Trapezoid from Ray Optics Kit

Blank white paper

b. Purpose

The purpose of this experiment is to show how a prism separates

white light into its component colors and to show that different colors
are refracted at different angles through a prism.

c. Procedure

1. Place the light source in ray-box mode on a sheet of blank white paper.

Turn the wheel to select a single white ray.

16
 2. Position the trapezoid as shown in Figure 2.2. The acute-angled end of
the trapezoid is used as a prism in this experiment. Keep the ray near the
point of the trapezoid for maximum transmission of the light.

References

Hanks, Ann. Year.Faraday Induction (PASPORT) EX-995. PASCO: United States of

America

17
 CHAPTER IV

BASIC ELECTRIC

I. Introduction
Ohm's Law deals with the relationship between voltage and current in an ideal
conductor. This relationship states that The potential difference (voltage) across
an ideal conductor is proportional to the current through it. The constant of
proportionality is called the "resistance", R. Ohm's Law is given by:

V=IR

The purpose of this lab is to experimenting with the variables that contribute to
the operation of a DC electrical circuit.

II. Equipment
– AC/DC Electronics Lab Board: Resistors and Wire Leads
– D-cell Battery
– Digital Multimeter

III. Procedure
1. Measuring resistance
1. Choose three resistors of the same value. Enter those sets of colors in
Table 4.1 below. We will refer to one as #1, another as #2 and the third
as #3.
2. Determine the coded value of your resistors. Enter the value in the
column labeled “Coded Resistance” in Table 4.1. Enter the Tolerance
value as indicated by the color of the fourth band under “Tolerance.”
3. Use the Multimeter to measure the resistance of each of your three
resistors. Enter these values in Table 4.1.
4. Determine the percentage experimental error of each resistance value
and enter it in the appropriate column.

Experimental Error = [(|Measured - Coded|) / Coded ] x 100%.

18
2. Measuring Voltage and Current in a DC electric circuit
b. Serial Circuit
1. Connect the three equal resistors that you used in Experiment 4 into
the series circuit shown below, using the springs to hold the leads of
the resistors together without bending them. Connect two wires to the
D-cell, carefully noting which wire is connected to the negative and
which is connected to the positive.
2. Now use the voltage function on the Multimeter to measure the
voltages across the individual resistors and then across the
combinations of resistors. Be careful to observe the polarity of the
leads (red is +, black is -). Record your readings below.

c. Parallel Circuit

Connect the parallel circuit below, using all three resistors. Measure
the voltage across each of the resistors and the combination, taking care
with the polarity as before.

19
 d. Serial-Parallel Circuit
Use the three unequal resistors that you used in the recent experiment to
construct the circuits shown below.

IV. Data
Serial Circuit
Resistance Voltage Current
R1 V1
R2 V2
R3 V3
I=
R12 V12
R23 V23
R123 V123
Parallel Circuit
Resistance Voltage Current
R1 V1 I1
R2 V2 I2
R3 V3 I3
R123 V123 I123
Serial-Parallel Circuit
Resistance Voltage Current

20
 Ra Va Ia
Rb Vb Ib
Rc Vc Ic
Rbc Vbc Ibc
Rabc Vabc Iabc

References

Hanks, Ann. Year.Faraday Induction (PASPORT) EX-995. PASCO: United States of

America

21
 CHAPTER V

LONGITUDINAL AND TRANSVERSAL WAVE

I. Purpose
a. Shows the stationary transverse wave on a string and longitudinal waves in
spring
b. Know the relation between wave propagation speed (v) with the rope
tension force (F).
c. Determining the rapid propagation of waves on a string.

II. Equipment

1 Mechanical Driver SF-9324 or WA-9753

1 Function Generator with Amplifier PI-9587A or PI-9598

1 Support for the non-driven end of the spring. -

1 Physics (Braided) String SE-8050

III. Basic Theory

Under the direction of vibration waves can be divided into 2 types:

1. Transverse waves, ie waves that has a vibration direction perpendicular to the

direction its propagation. Example: waves on a string, waves on the surface
of the water, light waves,

2. Longitudinal waves, ie waves that has a vibration direction in the direction

of its propagation, Example: wave in spring, sound waves

A stretched string has many natural modes of vibration (three examples are
shown below). If the string is fixed at both ends then there must be a node
(place of no amplitude) at each end and at least one anti-node (place of
maximum amplitude). It may vibrate as a single segment, in which case the
length (L)
also
vibrate in two segments with a node at each end and one node in the middle;
then the wavelength is equal to the length of the string. It may also vibrate
with a larger integer number of segments. In every case, the length of the
string equals some integer number of half wavelengths

22
 In this experiment, standing waves are set up in a stretched string by the
vibrations of an electrically-drive String Vibrator. The arrangement of
the apparatus is shown below. The tension in the string equals the weight of
the masses suspended over the pulley. You can alter the tension by changing
the masses. You can adjust the amplitude and frequency of the wave by
adjusting the output of the Sine Wave Generator, which powers the string
vibrator.

IV. Procedure
1. Hook one end of the spring through the hole in the banana
plug assembly.
2. Insert the banana plug on one end of the spring into the drive shaft of
the Mechanical Driver.
3. Suspend the other end of the spring from a ring stand or other support
such that the length of the spring is between 30 and 60 cm. (It may be
desirable to tape the loop on the end of the spring to the support so that it
does not move once resonance is attained.)
4. Connect the Mechanical Driver to a function generator capable of driving a
speaker. (The PASCO PI-9587B Digital Function Generator/Amplifier is
excellent for this purpose.)
5. Start driving the Mechanical Driver at about 10 Hz with approximately 1 mm
of amplitude and slowly increase the frequency. At various
frequencies it will be noted that certain parts of the spring seem to stand still
(nodes) while others oscillate rapidly (anti-nodes). As the frequency is
increased the number of nodes and anti-nodes will increase and the
distance between them become shorter. It may be necessary
to decrease the driving amplitude when resonant points are attained.
6. Graph the relation between the number of nodes and the
driving frequency. Change the length (thus the tension) of the spring
23
 and see if different frequencies are required for the same number of
nodes.

V. Table of Data
A. Longitudinal Wave
1. Constant Voltage :
Length of spring : 60 cm
Frequency (Hz) Antinode Speed of the wave (m/s)
30
40
50
60

2. Constant Frequency
Length of spring : 60 cm
Voltage (v) Antinode Speed of the wave (m/s)

1
2
3
4

B. Transversal Wave
1. Constant Voltage : 10 V
Length of spring : 100 cm
Frequency (Hz) Antinode Speed of the wave (m/s)
30
40
50
60

2. Constant Frequency : 50 Hz
Length of spring : 100 cm
Frequency (Hz) Antinode Speed of the wave (m/s)
30
40
50
60

Reference

Hanks, Ann. Year.Faraday Induction (PASPORT) EX-995. PASCO

24
 CHAPTER VI

MAGNETIC FORCE ON WIRE

I. INTRODUCTION
Magnets are mounted on an iron yoke and placed on a balance
(resolution of at least 0.01g). One of the conducting paths is suspended
between the magnets. The balance is used to measure the mass of the
magnets and yoke prior to any current passing through the conducting path.
Current is then passed through the conducting path, producing a force. The
change in reading on the balance can be converted to find the magnetic force
between the conductor and magnetic field.

Conductors of different length are included to measure the effect of

length on magnetic force. Magnetic field can be varied by changing the
number of magnets in the yoke. The power source is used to change the
current supplied to the conductor. The Current Balance Accessory includes
all the components needed to test the effect of angle on magnetic force.

II. THEORY
A current carrying wire in a magnetic field experiences a force that is
usually referred to as a magnetic force. The magnitude and direction of this
force depend on four variables: The magnitude and direction of the current
(I); the strength of the magnetic field (B); the length of the wire (L); and the
angle between the field and the wire (q).

This magnetic force can be described mathematically by the vector

cross product:

Fm = IL x B
Or in scalar form,

Fm = ILBsin
Using the equipment included in the Magnetic Forces on Wires
Experiment, all four variables (I, B, L, and q) can be varied while measuring
the resulting magnetic force.

25
 III. EQUIPMENT

1 Basic Current Balance SF-8607 # Current Loop Length

1 Current Balance Accessory SF-8608 SF 40 1.2 cm
1
1 Electronic Balance DJ-B6000
1 Low Voltage AC/DC Power Supply SF-9584A 1 SF 37 2.2 cm
1 Large Base and Support Rod ME-9355 1 SF 39 3.2 cm
1 Banana Plug Cord Set-Red (1 pack) SE-9750
1 SF 38 4.2 cm
1 Banana Plug Cord Set-Black(1 pack) SE-9751
1 Iron Yoke (holds magnets) - 1 SF 41 6.4 cm
1 Removable Magnets (six) -
1 SF 42 8.4 cm
1 Fixed Magnet with Yoke -
1 10-turn Rectangular Coil -

IV. SET UP

To set up the Current Balance:

1. Mount the Main Unit on a lab stand having with a rod 3/8 inch (1.1 cm)
in diameter or smaller.
2. Select a Current Loop, and plug it into the ends of the arms of the Main
Unit, with the foil extending down.
3. Place the Magnet Assembly on a balance with at least 0.01 gram
sensitivity. Position the lab stand so the horizontal portion of the
conductive foil on the Current Loop passes through the pole region of the
magnets. The Current Loop shouldn't touch the magnets.
4. Connect the power supply and ammeter as shown above.

26
V. EXPERIMENT

V.1 PROCEDURE EXPERIMENT 1 - FORCE VS. CURRENT

1. Insert between 4 – 6 magnets into the magnet holder to provide a constant

magnetic field. Enter the number of magnets used above Table 1.
2. Choose one of the current loops to use throughout the experiment and
record the length of the current loop above Table 1.
3. Setup the current balance as shown above.
4. Determine the mass of the magnet holder and magnets with no current
flowing. Record this value in the column under “Mass” in Table 1 below.
5. Turn on the power supply and set the current to 0.5 A. Determine the new
“Mass” of the magnet assembly. Record this value under “Mass” in Table
1 below.
6. Increase the current in 0.5 A increments to a maximum of 5.0 A, each time
measuring the new “mass” of the magnet assembly and recording this
value in Table 1 below.

V.1.1 ANALYSIS
# of Magnets Used:

Current Loop Used:

TABLE 1
Current “Mass”
(A) (grams)

27
1. Subtract the “Mass” value for each of the currents from the
“Mass” value for zero current to get the “Force” for each current.
2. Open the DataStudio file, Force_Current.ds
3. Enter the Current values used into the Force vs. Current table.
4. Enter the “Force” values into the Force vs. Current table.
5. Observe the shape of the Force vs. Current graph.

V.1.2 QUESTIONS
1. What relationship exists between the magnetic force and current
through the conductor?
2. What is the physical meaning of the slope of the Force vs. Current
graph?
3. What is the physical meaning of the vertical intercept of the Force
vs.
Current graph?
4. Can the vertical intercept be attributed to measurement error?
Explain.
5. Write a proportionality expression that represents the relationship
between Magnetic Force and Current.

28
V.2 PROCEDURE EXPERIMENT 2 - FORCE VS. LENGTH OF WIRE
1. Insert between 4 – 6 magnets into the magnet holder to provide a
constant magnetic field. Be sure to center the magnets in the holder.

2. Enter the number of magnets used above Table 2.

3. Choose the shortest current loop to begin the experiment.

4. Setup the current balance as shown above.

5. Determine the mass of the magnet holder and magnets with no current
flowing. Record this value above Table 2 below.
6. Turn on the power supply and set the current between 2.0 and 3.0 Amps.
Record this value above Table 2.
7. Determine the new “Mass” of the magnet assembly. Record this value
under “Mass” in Table 2 below.
8. Swing the arm of the main unit up, to raise the present current loop out
of the magnetic field gap.

29
9. Pull the current loop gently from the arms of the base unit. Replace it
with the next current loop and carefully lower the arm to reposition the
current loop in the magnetic field.
10. Repeat steps 6-8 for each of the current loops and enter the appropriate
data in Table 2
V.2.1 ANALYSIS
# of Magnets Used:
Current
Used:
“Mass”
with I = 0:

TABLE 2
Length “Mass”
(cm) (grams)

1. Subtract the “Mass” value for each of the currents from the
“Mass” value for zero current to get the “Force” for each length.
2. Open the DataStudio file, Force_ConductorLength.ds
30
 3. Enter the Lengths used into the Force vs. Length table.
4. Enter the “Force” values into the Force vs. Length table.
5. Observe the shape of the Force vs. Length graph.

V.2.2 QUESTIONS
1. What relationship exists between the magnetic force and length
of conductor in the magnetic field?
2. What is the physical meaning of the slope of the Force vs. Length
graph?
3. What is the physical meaning of the vertical intercept of the Force
vs.
Length graph?
4. Can the vertical intercept be attributed to measurement error?
Explain.
5. Write a proportionality expression that represents the relationship
between Magnetic Force and Length.

V.3 PROCEDURE EXPERIMENT 3 - FORCE VS. MAGNETIC FIELD

1. Insert one magnet into the magnet holder and center the magnet in the
holder.
2. Choose one of the current loops to use throughout the experiment and
record the length of the current loop above Table 3.
3. Setup the current balance as shown above.

4. Determine the mass of the magnet holder and magnets with no current
flowing. Record this value in the “Mass” I = 0 column in Table 3.
5. Turn on the power supply and set the current between 2.0 and 3.0 Amps.
Record this value above Table 3.
6. Determine the new “Mass” of the magnet assembly. Record this value
under “Mass” I > 0 in Table 3 below.
7. Turn off the power supply to change the current to zero.

31
8. Swing the arm of the main unit up, to raise the current loop out of the
magnetic field gap.
9. Place an additional magnet into the magnet holder aligning the like poles
of the magnets.
10. Place the holder in the back on the balance pan with the North and South
poles in the same orientation as the last measurement.
11. Lower the arm of the main unit and reposition the current loop inside the
magnetic field gap. Be certain the current loop isn’t touching the magnet
holder.
12. Determine the mass of the magnet holder and magnets with no current
flowing. Record this value in the “Mass” I = 0 column in Table 3.
13. Turn the power supply on to provide current through the loop.
14. Measure the new “Mass” of the magnet assembly and record this value
in the “Mass” I >0 column in Table 3.
15. Repeat steps 7-14 for 3, 4, 5 and 6 magnets.

V.3.1 ANALYSIS
Current Used:
Current Loop Used:

TABLE 3
“Mass” “Mass”
Magnetic Field I=0 I>0
(# of magnets) (grams) (grams)

1. Subtract the “Mass” value for each Magnetic Field from the
“Mass” value for zero current to get the “Force” for each field
strength.
2. Open the DataStudio file, Force_MagField.ds
3. Enter the Lengths used into the Force vs. Magnetic Field table.
4. Enter the “Force” values into the Force vs. Magnetic Field table.
5. Observe the shape of the Force vs. Magnetic Field graph.

V.3.2 QUESTIONS
1. What relationship exists between the Magnetic Force and
Magnetic Field?
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 2. What is the physical meaning of the slope of the Force vs.
Magnetic Field graph?
3. What is the physical meaning of the vertical intercept of the Force
vs.
Magnetic Field graph?
4. Can the vertical intercept be attributed to measurement error?
Explain.
5. Write a proportionality expression that represents the relationship
between Magnetic Force and Magnetic Field.

V.4 PROCEDURE EXPERIMENT 4 - FORCE VS. ANGLE

1. Place the smaller magnet holder from the Current Balance Accessory on
the mass tray of the balance.
2. Attach the Current Balance Accessory to the arm of the current balance
and lower the coil into the magnetic field of the magnet holder. The coil
should not be touching the magnet holder.
3. Setup the current balance as shown above.
4. Set the angle to 0º such that the coils are facing the shorter dimension of
the magnet holder (see photo below).

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5. Determine the mass of the magnet holder and magnets with no current
flowing. Record this value above Table 4.
6. Turn on the power supply and set the current between 2.0 and 3.0 Amps.
Record this value above Table 4.
7. Determine the new “Mass” of the magnet assembly. Record this value
under “Mass” I > 0 in Table 4 below.
8. Change the angle by 10º increments up to 90º, each time repeating steps
5–
7. Record the measurements in Table 4.
9. Repeat steps 5 – 7 for angles between 0º and -90º and record the
measurements in Table 4.
V.4.1 ANALYSIS
“Mass” with I = 0:
Current Used:
Current Loop Used:

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 TABLE 4

“Mass”
Angle I>0 Force
(degrees) (grams) (grams)
30
60
0
-30
-60

1. Subtract the “Mass” value for each Magnetic Field from the “Mass” value for zero
current to get the “Force” for each angle.
2. Open the DataStudio file, Force_Angle.ds
3. Enter the Angles used into the Force vs. Angle table.
4. Enter the “Force” values into the Force vs. Angle table.
5. Observe the shape of the Force vs. Angle graph.
6. Print a copy of the Force vs. Angle graph.

V.4.2 QUESTIONS
1. Describe the relationship between Magnetic Force and Angle.
2. Which trigonometric function best fits the data? Explain your
choice.
3. Draw this fit on the printout of the graph and write the
proportionality expression between Magnetic Force and Angle.

VI. FINAL ANALYSIS

1. Combine the proportionality expressions for all four experiments into
one expression. Force should be on the left side of the expression and
the other variables on the right side of the expression.
2. Write a few sentences explaining the relationship between Magnetic
Force, Length, Current, Magnetic Field and Angle.
3. How would you convert this expression into an equation?
4. What is the constant of proportionality for this equation? Explain.
5. How could such an equation be used?

REFERENCES
Geoffrey Clarion. Newton’s 2 Law. Pasco : United State Of America

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