111Equation Chapter 1 Section 1 HANOI UNIVERSITY OF

SCIENCE AND TECHNOLOGY

SCHOOL OF ENGINEERING OF PHYSICS
-----    -----

General Physics 2
PROJECT NAME: Labortory report

Instructor: Nguyễn Xuân Chiến

Đặng Đức Dũng
Student: Nguyễn Quốc Hưng
Student ID: 20217001
Class: 723657
 Hà Nội, 2022

Đồ án môn học
 211Equation Chapter 1 Section 1 HANOI UNIVERSITY OF
SCIENCE AND TECHNOLOGY
SCHOOL OF ENGINEERING OF PHYSICS
-----    -----

General Physics 2
PROJECT NAME: Labortory report

Instructor: Nguyễn Xuân Chiến

Đặng Đức Dũng
Student: Nguyễn Quốc Hưng
Student ID: 20217001
Class: 723657

Đồ án môn học
Hà Nội, 2022
 EXPERIMENT REPORT 1
MEASUREMENT OF RESISTANCE, CAPACITENCE, INDUCTANCE
AND RESONANT FREQUENCIES OF RLC USING OSCILLOSCOPE

I. Experiment Motivation:
- Understand the typical circuit
- Learn how to use electrical equipment including oscilloscope and function
generator
- Improving experimental skill

II.THEORETICAL BACKGROUND

1. RLC circuit

An RLC circuit (also known as a resonant circuit or a tuned circuit) is a

typical one consisting of a resistor (R), an inductor (L), and a capacitor (C),
connected in series or in parallel (figure 1).
R R

  C
E L E L

C
Figure 1. Series (left) and parallel (right) RLC circuit

RLC circuits have many applications particularly for oscillating circuits and
in radio and communication engineering. Every RLC circuit consists of two
components: a power source and resonator. Likewise, there are two types of
resonators – series LC and parallel LC. The expressions for the bandwidth in
the series and parallel configuration are inverses of each other. This is
particularly useful for determining whether a series or parallel configuration
is to be used for a particular circuit design. However, in circuit analysis,
usually the reciprocal of the latter two variables is used to characterize the
system instead. They are known as the resonant frequency and the damping
Đồ án môn học
factor (or the Q factor) respectively.
The undamped resonance or natural frequency of an LC circuit (in radians
per second) is given by:

For applications in oscillator circuits, it is generally desirable to make the

damping factor as small as possible, or equivalently, to increase the quality
factor (Q) as much as possible. In practice, this requires decreasing the
resistance R in the circuit to as small as physically possible for a series
circuit, and increasing R to as large a value as possible for a parallel circuit.
In this case, the RLC circuit becomes a good approximation to an ideal LC
circuit.
In this experiment, the RLC circuit will be investigated by an oscilloscope.
Using this equipment we can determine the resistance of a resistor, capacity
of a capacitor, and inductivity of a coil as well as the resonant frequency of a
series and a parallel RLC circuit.
II.Experiment Result:
1.Resistance Measurement:
Trial f (Hz) R0 (Ω)
1 500 1300
2 1500 2200
3 2000 2200

2.Capacitance Measurement:
Trial f (Hz) R0 (Ω)
1 1000 251
2 1500 170
3 2000 130

3.Inductance Measurement
Trial f (Hz) R0 (Ω)
1 10000 230
2 20000 460
3 30000 700

4.Determination of Resonant Frequency:

Trial Series RLC (Hz) Parallel RLC (Hz)
1 1050 1030
2 1049 1040
3 1051 1040

III. Data Analysis:

1.Resistance Measurement:
We have R X =R0
3
1
R x = ∑ R xi=1.90 ×103 ( Ω )
3 i=1

Đồ án môn học 8
ΔRx =0.00 ( Ω )

Hence:
3
R X =( 1.90 ± 0.00 ) × 10 ( Ω )

2.Capacitence Measurement:
1 1
Z x= =R0 ⇒ C X =
2 πf C X 2 πf R0

C 1=6.34 ×10−7 ( F )
−7
C 2=6.24 ×10 ( F )

C 3=6.12 ×10−7 ( F )
3
1
C x = ∑ C xi=6.23 ×10−7 ( F )
3 i=1

√
3
1
Δ C X= ∑ ¿ ¿ ¿ ¿
3 i=1

Hence:
−7
C X = ( 6.23± 0.09 ) ×10 ( F )

3.Inductance Measurement:
R0
Z L =2 πf . L X =R 0 ⇒ L X =
2 πf
−3
L1=3.66 ×10 ( H )
−3
L2=3.66 ×10 ( H )
−3
L3=3.71 ×10 ( H )
3
1
L X = ∑ L Xi =3.68 ×10−3 ( H )
3 i=1

√
3
1
Δ L X = ∑ ( L Xi −L X ) =0.02 ×10 ( H )
2 −3
3 i=1

Hence:
−3
L X =( 3.68 ±0.02 ) ×10 ( H )
 4.Determination of Resonant Frequency:
a. Series RLC Circuit:

3
1
f X= ∑ f xi=1050 ( Hz )
3 i=1

√
3
1
Δ f X = ∑ ( f Xi −f X ) =1 ( Hz )
2
3 i=1

Hence:
f X− Series=1050 ± 1 ( Hz )

b./Parallel RLC Circuit:

3
1
f X= ∑ f xi=1037 ( Hz )
3 i=1

√
3
1
Δ f X = ∑ ( f Xi −f X ) =5 ( Hz )
2
3 i=1

Hence:
f X−¿ =1037 ±5 ( Hz )

c./Theoretical Result and Conclusion

1
f X= =3324 ( Hz )
2 π √ LX CX

Đồ án môn học 10
 √( )( )
2 2
−1 Δ LX −1 ΔC X
Δ f X =f X . + . =26 ( Hz )
2 LX 2 CX

Hence:
f X−Theoretical =3324 ±25 ( Hz )
Such result has the approximation error of 7.3%, which is reasonable for an
approximation
 We can see that:
The theoretical result of resonant frequency is approximately equal to the
directly measured results. We can see that the RLC circuit (with properly
small resistance) becomes a good approximation to an ideal LC circuit.
 Experiment Report 2

MEASUREMENT OF MAGNETIC FIELD

INSIDE A SOLENOID WITH FINITE LENGTH

I. EXPERIMENT MOTIVATION

- Investigate the magnetic field at a position along the axis of solenoid

- Investigate the relationship between the magnetic field and the current through the
solenoid

II. Experimental Procedure

There are three measurements you should make.

a)Investigation of the magnetic field at the positions along the axis of solenoid -
B(x)
1. Place the axial probe so that one end of solenoid is corresponding to the
position 0 of the linear rule attached with the probe.
2. Set the voltage of power supply to 3 V.
3. Turn on the solenoid power supply and Teslameter. Record the initial value
of current shown on ammeter and magnetic field shown on Teslameter.
4. Measure the relationship B(x) by slowly moving the axial probe every 1 cm
between 0 to 30cm.
Make a data table (denoted table 1) then record the corresponding values of
position x and magnetic field shown on Teslameter in it.

b) Measurement of the relationship between the magnetic field and the

current through the solenoid - B(I)
1. Place and fix the axial probe at the center of the coil (corresponding to the
position of x = 15 cm).
Đồ án môn học 12
 2. Measure the relationship B(I) for several values of power supply from 3V up
to 12V. Make a data table (denoted table 2) then record the values of current I
shown on Ampermeter and magnetic field shown on Tesla-meter in this table
corresponding to the different positions.

C) Comparison of experimental and theoretical magnetic field

1. Varying the rheostat so that the value of current shown on ammeter is 0.4 A,
then fix this current.
2. Make a data table (denoted table 3) then record the values of the magnetic
field shown on Tesla-meter in this table corresponding to the different positions
axial probe at 0 cm, 15cm and 30cm in it.

III. EXPERIMENT RESULTS

1. Investigation of the magnetic field at the position along the axis of solenoid –
B(x)

I = 0.2 (A)
x (cm) B (mT) x (cm) B (mT) x (cm) B (mT)
1 0.76 11 1.01 21 1.00
2 0.87 12 1.01 22 1.00
3 0.93 13 1.01 23 1.00
4 0.96 14 1.01 24 0.99
5 0.98 15 1.01 25 0.98
6 0.99 16 1.01 26 0.97
7 1.00 17 1.01 27 0.94
8 1.00 18 1.01 28 0.89
9 1.00 19 1.01 29 0.79
10 1.00 20 1.01 30 0.55
2.Measurement of the relationship betweenthe magnetic field and the current
through the solenoid – B(I)

x = 15 (cm)
I (A) B (mT)
0.20 1.02
0.25 1.24
0.30 1.42
0.35 1.65
0.40 1.88
0.45 2.11
0.50 2.40
0.55 2.66
0.60 2.84

3.Comparison of experimental and theoretical magnetic field

I = 0.4 (A)
x (cm) B (mT)
0 0.9
15 1.91
30 1.04

Đồ án môn học 14
III.DATA ANALYSIS
1. Relationship between the magnetic field and the position of the probe
inside the solenoid

B(mT)

1.2

0.8

0.6

0.4

0.2

0
0 5 10 15 20 25 30 x (cm) 35

Comment: The graph show that the magnetic field inside a solenoid depends on
the position of the probe inside. The magnitude of the magnetic field increase from
x=1to x=7, and then stable until x=23, then decrease with exact the same pace as it
increase. The graph is symmetric around the point x=15 (cm)
 2. Relationship between the magnetic field and the applied voltage

B (mT)
3

2.5

1.5

0.5

0
0.15 0.2 0.25 0.3 0.35 0.4 0.45 0.5 0.55 0.6 I (A)

Comment: The graph shows that the magnitude of the magnetic field and the
ampere has a linear relationship. But in this case, the resistance is unchanged, so the
current also has linear relationship with the ampere. So, we can see that relationship
between the magnetic field and the applied current is also linear

3. Comparison of experimental and theoretical magnetic field

We have:
μ μ
B= 0 r I 0 n0 ( cos γ 1−cos γ 2 )
2

In this case, μ0 =1
Đồ án môn học 16
 N 750
n 0= = =2500
L 300 ×10−3

I 0=I √ 2=0.4 √ 2=0.566 ( A )

x
cos γ 1=
√ R + x2
2

−L−x
cos γ 2=
√ R +( L−x )
2 2

D 40.3
R= = =20.2 ( mm )
2 2

+) x=0 ( cm ) :cos γ 1=0 ; cos γ 2 =−0.998

μ0 μ r
B= I n ( cos γ 1−cos γ 2 )
2 0 0
−6
1.256× 10
¿ × 0.566 ×2500 × ( 0+ 0.998 )=0.89 ( T )
2

+) x=15 ( cm ) : cos γ 1=0.991 ; cos γ 2=−0.991

μ0 μ r
B= I n ( cos γ 1−cos γ 2 )
2 0 0

1.256× 10−6
¿ × 0.566 ×2500 × ( 0.991+ 0.991 )=1.76 ( T )
2

+) x=30 ( cm ) :cos γ 1=0.998 ; cos γ 2=0

μ0 μ r
B= I n ( cos γ 1−cos γ 2 )
2 0 0
−6
1.256× 10
¿ × 0.566 ×2500 × ( 0.998−0 ) =0.89 ( T )
2

Comparison between theoretical values and experimental values

x (cm) Btheoretical (mT) Bexperimental (mT)
0 0.89 0.9
 15 1.76 1.91
30 0.89 1.04
The result from the experiment is approximately close the theoretical values.
The difference is due to the instrumental and environmental uncertainty.

Đồ án môn học 18
 Experimental Report 3
INDUCTOR AND FREE OSCILLATION IN RLC CIRCUIT
I. Experiment Motivations

- Understanding the current across an inductor-resistor and RLC circuit.

- Calculating the energy of the oscillation RLC circuit.

II. Experimental result

Part 1: Resistance and Inductance of the coil
a. Without core

VS = 1.00 (V)
I0 = 0.18 (A)
Slope value S = 794

The resistance of the coil:

V S 1.00
R L= = =5.56 ( Ω )
I O 0.18
Coil
inductance :
 VS 1.00 −3
LW / O= = =7.41 ×10 ( H )
I O × S 0.17 × 794

b. With core

VS = 1.00 (V)
I0 = 0.17 (A)
Slope value S = 149

The resistance of the coil :

V S 1.00
R L= = =5.88 ( Ω )
I O 0.17
Coil
inductance :
Đồ án môn học 20
 VS 1.00 −3
LW = = =39.5 ×10 ( H )
I O × S 0.17 ×149

Explain: After putting the core inside the coil, the coil’s inductance is significantly
increase (from 7.41 mH to 39.5 mH). This phenomenon occurred because the
core has higher permeability than the air, so magnetic field can be
transferred through the core easier, thus the coil inductance increase.
Part 2: Free oscillation of the RLC circuit
a. Frequency
The current in RLC circuit:

T = 0.0017 (s)
1.00
L W / O= (H)
0.17 ×794

C=10 ×10−6 ( F )
The frequency based on the graph:
1 1
f measured = = =588.23 ( Hz )
T 0.0017

The frequency based on theoretical calculation:

1 1
f prediction= = =584.73 ( Hz )
2 π √ LW / O C
2π
√ 1.00
0.17 ×794
×10 ×10
−6

Comparison:

Δ f =f prediction −f measured =584.73−588.23=−3.50 ( Hz )

b. Energy

The total energy in RLC circuit:

1 2 1 2
U =U c + U L = C V + L I
2 2

Comment:
Đồ án môn học 22
 - After stopping the electric power, the energy of the circuit does not
decrease rapidly to zero, it reduces to zero over a short period of time.
- The energy oscillations of the coil and the capacitor are damped
oscillations.
Explain:
- The energy of the circuit loses by the heat of the resistor at rate i2 R
- The graph of total energy is steepest at the time that the magnetic energy
reaches a local maximum because in these times, the current through the
coil is the highest, and the loss of energy is mainly due to the resistance of
the coil ( ΔQ=i 2 R ).
 Experimental Report 4
VERIFICATION OF FARADAY’S LAW OF
ELETROMAGNETIC INDUCTION

I/ Experiment Motivations
- Verify Faraday’s law of electromagnetic induction

II/ Background
Michael Faraday was one of the first scientists to show that electricity can be
produced from magnetism. The essence of his discovery is described in the following
statement:
A changing magnetic field in the presence of a conductor induces a voltage in the
conductor. For example, if a coil of wire is near a magnet, and the magnetic field
of the magnet somehow changes, there will be a voltage across the coil of wire as
a result. How do you change the magnetic field of a magnet? Can the magnetic
field be turned on and off like a light bulb? The answer is ‘no’ (at least for
permanent magnets). However, you can change the magnetic field in the presence
of the coil of wire by moving the magnet relative to the coil, or moving the coil
relative to the magnet. Because electricity is induced by a changing magnetic field,
this process is called electromagnetic induction. It’s the concept behind the electric
generator (and countless other electrical devices). Faraday discovered several
factors that determine how much voltage is induced. One is the strength of the
magnetic field. A second is how fast the magnetic field changes. Another factor is
the number of turns (loops) of wire that are in the coil.

III/ Procedure
3.1 Preview Use a Voltage sensor to measure the voltage across a coil of wire as
a bar magnet moves through the coil of wire. Use the Science Workshop 750
and Data Studio to record and display the voltage. Examine the graph of voltage
versus time to determine the amount of voltage. Compare the voltage for coils
that have different numbers of turns of wire.
3.2 Science Workshop Setup 1. Turn on Computer and then the Science
Workshop 750 2. Set Data studio. The file is set to measure voltage 100 times per
second (100 Hz). 3. Plug a Voltage sensor into chanel A of Science Workshop
750.
Đồ án môn học 24
3.3 Equipment Setup 1. Set up the coil that has the least number of turns of wire
so that you can drop a bar magnet vertically through the center of the coil. 2.
Connect the Voltage sensor to the
coil terminals. 3. Place a protective pad or cushion underneath the coil to catch the
bar magnet after it falls through the coil. (Be careful to leave enough room under
the coil so the magnet can fall completely through the coil before it reaches the
pad or cushion).

IV/ Experimental

result 1)1200 turn coil

R = 12 (Ω); L = 12 (mH)
Pole Voltage Peak Voltage Peak
1 2
North -0.300 0.208
South -0.226 0.268
North- -0.811 0.710
South
North- -0.908 -0.776
North
South- -0.663 1.106
South
Graph

North
Đồ án môn học 26
 South

North-south
Đồ án môn học 28
North- North

South-South
2)150 turn coil
R = 0.4 (Ω); L = 1 (mH)
Pole Voltage Peak Voltage Peak
1 2
North -0.046 0.035
South -0.029 0.042
North- -0.104 0.096
South
North- -0.129 0.105
North
South- -0.096 0.169
South
Graph

North

Đồ án môn học 30
 South

North-South
Đồ án môn học 32
North-North
 South-South

V/Comment and Explanation

Faraday’s Law of Electromagnetic Induction:

A voltage is induced in a circuit whenever relative motion exists between a

conductor and a magnetic field and that the magnitude of this voltage is
proportional to the rate of change of the flux

So, we have:

+) Comparison between the first voltage peak and second voltage peak:

-The two voltage peak has opposite sign corresponding to the direction of the
magnetic field line’s rate and direction of change. According to Faraday’s Law,
the induced electromotive force acts in the direction that opposes the change in
magnetic flux.

-Also, the magnitude of second voltage peak is greater than that of the first
peak.This can be explained by the motion of the magnet bar. When the magnet
is released to fall through the coil, its motion is free fall. Therefore, the velocity
of the bottom pole when it falls through the coil is larger than that of the top
pole. This means the change in magnetic field increases in time, and according
to the Faraday’s Law above, this result in the greater magnitude of the second
peak.

+) The shape of the graph

-Both graphs are approximately symmetric about the point when

(rate of change of the magnetic field flux equals zero). This can be
explained by Faraday’s law, which states that the induced voltage through
the wire induces a current that creates a magnetic flux in the direction
opposing the change in flux, and the fact that the magnetic field line going
in/out the north and the south pole of the magnet are exactly the same.
Đồ án môn học 34
+) Comparison between two coil

-The maximum voltage for the coil with more turns is higher than the one
with fewer turn, because the magnitude of voltage is proportional to the
number of turns in the coil, as shown in the equation:
 Experimental Report 5
INVESTIGATION OF TRANSMISSION OF
ELECTROMAGNETIC WAVE (MICROWAVE)

Objective
Evaluation of both qualitative and quantitative results of transmitting and
receiving
microwave.
1. INTRODUCTION TO THE EXPERIMENT AND INSTRUMENTS
Microwaves are radio waves belonging to electro-magnetic (EM) ones whose
wavelengths are conveniently measured in small numbers of centimeters
corresponding to the radio spectrum ranges across frequencies of roughly 1.0
gigahertz (GHz) to 30 GHz. The small wavelength of microwaves allows
conveniently-sized antennas to direct them in narrow beams, which can be
pointed directly at the receiving antenna.
Microwave radio transmission is commonly used:
- in point-to-point communication systems on the surface of the Earth, in
satellite
communications, and in deep space radio communications;
- for radars, radio navigation systems, sensor systems, and radio astronomy.

In this experiment, the transmission and receive of electro-magnetic (EM)

waves, actually
microwave will be investigated qualitatively and quantitatively. The
components and equipment included allow for various experiments to be
performed. A narrow beam of electro-magnetic waves with wavelength in the
cm range (microwaves) in the form of square signal is generated by the control
unit that can be output by a transmitter and picked up using the accessories such
as horn antenna or the sensor probe. The modulation of the receiver signal can
be rendered audible by means of an internal speaker and the intensity of the
signal can also be controlled.
2. EXPERIMENTAL PROCEDURE
1. Investigation of straight-line propagation of microwaves
2. Investigation of penetration of microwaves

36
3. Investigation of screening and absorption of microwaves
4. Investigation of reflection of microwaves
5. Investigation of refraction of microwaves
6. Investigation of diffraction of microwaves
7. Investigation of interference of microwaves
8. Investigation of polarization of microwaves

3. EXPERIMENTAL RESULT
1. Investigation of straight-line propagation of microwaves
Observation:
Distance from Voltage (V)
transmission
to plate holder (mm)
455 1,836
441 1,940
430 1,957
423 1,979
412 1,982

 When the receiver is align with the rail (the transmitter and receiver are
facing each other), the volt-meter shows the maximum value.
 When the receiver move far from the rail (in a plane perpendicular to the
rail), the value of volt-meter decreases.

Conclusion:
 Microwave propagates best in straight line.
2. Investigation of penetration of microwaves

Observation:

37
 With the absorption plate V = 1,375
Without the absorption V = 1,494
plate

 When a dry absorption plate (electrical insulator) is put between

transmitter and receiver, the volt-meter slightly decrease

Conclusion:
● Microwave can penetrate through the dry absorption plate.
● Not all of the microwave will penetrate through the dry absorption plate,
a part of them will be absorbed by the absorption plate.

3. Investigation of screening and absorption of microwaves

Observation:
With the reflection plate V = 0,024
With the absorption plate V = 1,494
Without both of them V = 1,659

 When a reflection plate (electrical conductor) is put between transmitter

and receiver, the volt-meter shows a value that very small compared to
the value when the absorb plate is absent. In this case, the volt-meter
show a value approximate 0 (0.01).
Conclusion:
 Most of microwave will not go through the reflection plate.

4. Investigation of reflection of microwaves

Observation:
Reflector angle (o) Incidence angle
(o)

38
 30 55
40 78
50 102
60 122

 When the arrow is the bisector of 2 rails (the reflector angle is equal to
the incidence angle), the volt-meter shows maximum value.

Conclusion:
 Microwave reflects best when perpendicular bisector of the reflection
plate is the bisector of an angle created by the transmitter and
receiver.
 When the microwave reflects, the angle of incidence equals the angle of
reflection.

5. Investigation of refraction of microwaves

Observation:
 When the angle is 80o , the volt-meter shows the maximum value (V =
1,997).
 Asturning the receiver to different angle, the value of volt-meter
decreases.

Conclusion:
 Microwave refracts best with angle of 80 o
6. Investigation of diffraction of microwaves
Observation:
Angle (o) Signal
155 0,164
138 0,084

 When the single slit plane is put in the rail, the value on the volt metter
increase

39
  When the plate is between the probe and the transmitter, the value on the
volt meter í approximate 0. When the probe í moved on the horizontal
plane, the value slightly increase
Conclusion:
 Microwaves has diffraction properties.

7. Investigation of interference of microwaves

Observation:
 When the probe is moved parallel to the plate, the value on the volt meter
is oscillating. Number of maxima = 3
Conclusion:
 Microwave has property of interference.

8. Investigation of polarization of microwaves

Observation:
 When the grating is aligned horizontally, the value on the volt meter is
slightly decreasing
 When the grating is aligned vertically, the value on the volt meter is
approx. zero
 When the grating is aligned at 45 o, the value on the volt meter is higher
than vertical case, but lower than horizontal case
Conclusion:
 When we put a polarization grating between transmitter and receiver, the
microwave (electromagnetic) will be polarized as shown in fig 1.

Because the vertical wave is electric wave, and the receiver’s signal we
receiver is Voltage. Therefore:

40
  With vertical polarization grating, only the vertical wave can go through.
The receiver’s signal is big.
 With horizontal polarization grating, only the horizontal wave can go
through. The receiver’s signal is very small (approximate to 0).
 With 45o inclined polarization grating, a part of vertical wave and
horizontal wave can go through. The receiver’s signal is smaller than
when we use vertical polarization grating and bigger than when we use
horizontal polarization grating.

9. Determining wavelength of standing waves

f x1 (mm) x2 (mm) x = x1 - x2

1 260 241 19

2 220 202 18

3 193 172 21
3
1
x= ∑ x i=19,33(mm)
3 i=1

√
3

∑ (x ¿¿ i−x )2
i=1
∆ x= =1,25( mm)¿
3
λ=2 × x=2 ×19,33=38,66(mm)

∆ λ=∆ x=1,25(mm)

Hence

λ=λ ± ∆ λ=38,66 ± 1,25(mm)

Frequency of the microwave:

41
 8
c 3 × 10 9
f= = =7,77 × 10 ( Hz )
λ 38,6 ×10−3

∆ f =f
√( λ )( )
∆ λ 2 ∆c 2
+
c
=0,26 ×109 ( Hz)

Hence
f =f ± ∆ f =(7,77 ± 0,26)×10 9 ( Hz )

Experimental Report 6

42
 DETERMINATION OF SPECIFIC HEAT RATIO OF AIR
BASED ON CLEMENT DESORME'S METHOD
I. EXPERIMENT MOTIVATION

To determine the specific heat ratio γ=Cp /Cv for air.

II. EXPERIMENT PROCEDURE

• Set up the equipment as shown in the diagram in Fig.1.

• Make a Data Table consisting of 5 columns.
• Add air to the flask by pumping using the rubber ball. Close the clamp
and measure the height difference in the manometer H. Waite a while
(about 5 min) until the temperature inside and outside of the flask is equal,
then record this value in the second column of the
data table.
• Open another clamp to let the air out of the flask. In
this step observe carefully the level of two water
columns, when they have the same height then must
close the clamp at once.
• Allow the system to warm up until the manometer
indicates no further change in pressure. Read and
record the positions of water level in pipes – l1 and l2
shown by the manometer as well as the height
difference h in the third, fourth and fifth column in the
data table, repectively.
• Repeat these steps for a total of 10 times and record
the corresponding values of H, h1, h2 and Δh in the
same data table as suggested above
Note: the value of H should be kept constant during experiment.

43
 III. EXPERIMENTAL RESULTS

1. Measurement result:

H = 245mm
Trial L1 (mm) L2 (mm) h = L2 – L1
1 197 262 65
2 198 262 64
3 200 261 61
4 199 261 62
5 200 261 61
6 199 266 61
7 200 262 52
8 200 263 63
9 198 260 62
10 199 262 63
10
1
h= ∑ h =62.4(mm)
10 i=1 i
L1=199 L2=¿ 262

The uncertain of h

√
10

Δh= ∑ (hi ¿−h)2 1.28(mm)

i=1
=¿ ¿
10

Hence

h=h ± ∆ h=62.4 ±1.28

2. Calculation

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 H
- The formula: γ = H−h
262
γ= =1.31
262−62.4
Since H is const, therefore :

√( )
2
∆h
∆ γ =γ =0.03
h

Hence:

γ=γ ± ∆ γ=1.31 ± 0.03

- Theoretically, we can calculate the specific heat ratio of air by using the
i+2
formula γ= i where i=5is the Degree of Freedom (DOF) of ideal gas (in
this case it is air). So we get:

i+2 5+ 2
γ= = =1.40
i 5

- The experiment result is a bit different from the theoretical result due to
instrumental uncertainty, observational uncertainty and environmental
uncertainty.

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