Lab Report Sample

Republic of the Philippines
BATANGAS STATE UNIVERSITY

The National Engineering University
Alangilan Campus
Golden Country Homes, Alangilan Batangas City, Batangas, Philippines 4200
Tel Nos.: (+63 43) 425-0139 local 2121 / 2221
E-mail Address: [email protected] | Website Address: http://www.batstate-u.edu.ph
College of Engineering – Department of Petroleum Engineering
I. INTRODUCTION
As there are further developments in technology and automation, we encounter more

devices that use magnets. On computers and electronics, there are speakers inside the
televisions and computers which electronic signals are converted into sound waves using a
wire coil and magnet. On health and medicine, there are medical devices, such as magnetic
resonance imaging machines, contain magnets. MRIs create a clear, detailed image of the
bones, organs, and other tissue inside the body using strong magnetic fields that produce a
radio signal that resembles radar. In a day, we come into touch with magnets numerous times
(Chandler, 2018).
A magnetic field is produced by electromagnets using electricity. Electric motors and

power generators both depend on electromagnets as major components. An electromagnet's
magnetic field can range in strength from being comparatively mild to being extremely strong.
The fundamental idea behind an electromagnet is that a weak magnetic field is produced when
an electric current flows through a wire. Concentric magnetic circles are created by the
magnetic field surrounding a straight wire (Ma Wen Jie, 2017). Machines and devices that
operate like electromagnets differ significantly from natural magnets because they can modify
the strength of their magnetic fields due to electrically generated magnetic fields. It can adjust
the field strength of an electromagnet by varying its four components, namely the quantity of
loops, the metal core's size, the battery current, and the wire size (Thompson, 2018).
Electrical current flowing through wires creates magnetic fields because magnetic
fields form anytime charges are in motion. Depending on the current flowing through an
electrical wire and the distance it travels, the field describes the potential strength and direction
of a magnetic pull. Around wires, magnetic field lines create concentric circles. The "right-
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hand rule" can be used to establish which way these fields are oriented (Hussain Ather, 2020).
Through a series of experiments, such as the measurement of magnetic field strength and
the analysis of magnetic field lines, we will analyze the characteristics and behavior of
magnetic fields in this lab report. We intend to learn more about magnetism and magnetic
fields, as well as their uses in numerous scientific and technical domains, by conducting these
experiments and evaluating the outcomes.
II. OBJECTIVES
The laboratory experiment has the following objectives:
1. To determine the direction of magnetic lines of magnetic field.
2. To distinguish the differences of magnetic field between like and unlike
poles.
3. To determine the effects of electricity on magnetism.
4. To determine the effect of length and wrap of wire as a coil to
magnetism.
5. To identify the connection of Electricity on Machines.
6. To understand how magnetism affects AC and DC machinery.

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III. MATERIALS
MATERIALS PICTURE QUANTITY
LONG NOSE
PLIERS
1
ELECTRICAL
1
TAPE
THIN SOLID
COPPER WIRE
1 (4 meter)
(#20 wire, 0.812 mm)

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THICK SOLID
COPPER WIRE
1 (4 meter)
(#14 wire, 1.628 mm)
3 INCH NAIL
1
4 INCH NAIL
1
5 INCH NAIL
1

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9V BATTERY
1
D BATTERY
1
SAFETY PINS
30
BAR MAGNET
2

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IRON WITH
SAND RESIDUALS
2 oz
FINE-GRAINED
2 oz
IRON DUST
IRON RESIDUALS
2 oz
FROM THE LATHE
MACHINE
LONG BOND
PAPER
20

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CLEAR PLASTIC
(ACETATE)
(TABLE 1. MATERIALS USED IN THE EXPERIMENT)

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IV. EXPERIMENTAL PROCEDURE

A. Analysis on Magnetic Field Lines
Process: Iron residuals from the lathe machine
Step 1 Step 2
The students gathered and prepared all Due to the irregular sizes and shapes of
the materials needed in the experiment the iron from the lathe machine, the
such as the long bond papers, acetate, students had to pound the residuals
two bar magnets and the iron residuals into finer grains so as to attain a better
from the lathe machine. result from the experiment.
Step 3
Step 4
The students started the group’s
After setting up the area to be assessment by placing a bar magnet on
observed, the students lightly sprinkled the top of a long bond paper, and the
iron filings all over the acetate and acetate on the top of the bar magnet.
discerned what had happened.
Step 5 Step 6
The students then restart the This time, they used two bar magnets
experiment by setting up another parallel to each other with a distance
condition to be observed. ranging from 3 – 5 inches.

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Step 8
The students then proceed by Step 7
rearranging the position of the bar They observe the magnetic field lines
magnets. This time they placed them by gently distributing the iron filings
as a straight one line with both north on the top of the acetate.
poles facing each other.
Step 10
Step 9
Repeating the process again, the
They gently distributed the iron filings
students rearranged the position of the
on the top of the acetate and observe
bar magnet in which opposite poles
the new pattern of the magnetic field
were facing each other with 1-1.5
lines.
inches distance.
Step 11
Step 12
As they sprinkled the iron filings on
Meeting up all the conditions, the
the top of the acetate, they were able to
students cleaned the area that they used
observe new pattern of the magnetic
after the experiment.
field lines.
(FIGURE 1.1. IRON RESIDUALS FROM THE LATHE MACHINE)

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Process: Iron with Sand Residuals
Step 1
Step 2
The students gathered and prepared all
Due to the abundant amount of rocks
the materials needed in the experiment
and sand, the students had to filter the
such as the long bond papers, acetate,
residuals twice to acquire a finer iron
two bar magnets and the iron with sand
grains, so as to attain a better result
residuals taken from a construction site
from the experiment.
inside the university.
Step 4 Step 3
The students prepared the area to be The students started the group’s
observed, gently sprinkled filtered iron assessment by placing a bar magnet on
filings over the acetate, and then the top of a long bond paper, and the
determined what had occurred. acetate on the top of the bar magnet.
Step 5 Step 6
The students then restart the This time, they used two bar magnets
experiment by setting up another parallel to each other with a distance
condition to be observed. ranging from 3 – 5 inches.

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Step 8 Step 7
The students then proceed on to They observe the magnetic field lines
rearrange the bar magnet’s positions. by gently distributing the filtered iron
The north poles were positioned facing filings on the top of the acetate.
each other this time, in a straight line.
Step 9 Step 10
They gently distributed the filtered The students went through the process
iron filings on the top of the acetate again, moving the bar magnets position
and observe the new pattern of the in which opposite poles were facing
magnetic field lines. each other with 1-1.5 inches distance.
Step 11
Step 12
As they sprinkled the iron filings on
The students cleaned the area they
the top of the acetate, they were able to
utilized for the experiment after
observe new pattern of the magnetic
meeting all the requirements.
field lines.
(FIGURE 1.2. IRON WITH SAND RESIDUALS)

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Process: Fine Grained-Iron Dust
Step 1 Step 2
The students gathered and prepared all In order to begin the group assessment,
the materials needed in the experiment the students placed the bar magnet on
such as the long bond papers, acetate, top of the long bond paper and the
two bar magnets and the fine-grained acetate on top of the bar magnet.
iron dust that was prepared.
Step 3
Step 4
The students first set up the
The experiment is then restarted by the
observation area, then they carefully
students by establishing a new
sprinkled fine grained iron dust over
observational condition.
the acetate to see what had happened.
Step 5 Step 6
This time, they used two bar magnets They observe the magnetic field lines
parallel to each other with a distance by gently distributing the fine-grained
ranging from 3 – 5 inches. iron dust on the top of the acetate.

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Step 7
Step 8
The students then proceed by
They gently distributed the fine-
rearranging the position of the bar
grained iron dust on the top of the
magnets. This time they placed them
acetate and observe the new pattern of
as a straight one line with both north
the magnetic field lines.
poles facing each other.
Step 9
Step 10
The students went through the process
As they sprinkled the fine-grained iron
again and repositioned the bar magnet
dust on the top of the acetate, they
to ensure that the two poles faced one
were able to observe new pattern of the
another and were separated by 1-1.5
magnetic field lines.
inches.
Step 11
After the experiment, the students
made sure to meet all the requirements
by cleaning the area they used.
(FIGURE 1.3. FINE GRAINED-IRON DUST)

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B. Measurement of Magnetic Field Strength
Procedure for THICK wire (#14 wire, 1.628 mm)
Part 1
1. The students prepared the materials such as 5-inch nail, solid copper wire (#14 wire,
1.628 mm), D, Battery, 9V Battery, and several metal safety pins.
2. The students stripped off all the insulation of the copper wire.
3. The students wrapped the nails with thick copper wire at 4-inch height with
approximately 30 turns. Afterwards, they place the coil in the middle of the nail.
They made sure to give allowance at either end of the wire to fit and connect the
batteries.
4. After the 3rd process, they connected the contact points of either side of the D
battery to the two allocated allowance of the copper wire.
5. To test their magnetism, the students scattered the metal safety pins onto the table.
After scattering, they dip the nail into the metal safety pins and raise it up to attract
it.
6. After dipping, they counted the number of safety pins attached to the nail.
7. With the experiment done, they recorded the data.
8. To test the effect of copper wire turns in the experiment, they repeat the previous
steps with the variations of the wrapping height of 3-inch 22 turns and 2-inch 20
turns.
9. To test the effect of power in the experiment, they repeat all steps by changing the
battery to 9V battery.
Part 2
1. The students prepared the materials such as 5-inch nail, 4-inch nail, 3-inch nail,
solid copper wire (#14 wire, 1.628 mm), D, Battery, 9V Battery, and several metal
safety pins.

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batteries.
it.
8. To test the effect of power in the experiment, they repeated all steps by changing
the battery to 9V battery and they observed the difference.
Procedure for THIN wire (#20 wire, 0.812 mm)
Part 1
1. The students prepared the materials such as 5-inch nail, solid copper wire (#20 wire,
0.812 mm), D, Battery, 9V Battery, and several metal safety pins.
batteries.
it.

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steps with the variations of the wrapping height of 3-inch 22 turns and 2-inch 20
turns.
Part 2
solid copper wire (#20 wire, 0.812 mm), D, Battery, 9V Battery, and several metal
safety pins.
batteries.
it.

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Procedure for COMBINED THICK AND THIN wire
Part 1
1. The students prepared the materials such as 5-inch nail, solid thick copper wire (#14
wire, 1.628 mm), solid thin copper wire (#20 wire, 0.812 mm) D Battery, 9V
Battery, and several metal safety pins.
3. The students wrapped the 5-inch nail with both thick and thin copper wire combined
at 4-inch height with approximately 30 turns each, resulting in a total of 60 turns.
Afterwards, they place the coil in the middle of the nail. They made sure to give
allowance at either end of the wire to fit and connect the batteries.
it.
steps with the variations of the wrapping height of 3-inch with 22 turns each wire,
resulting in a total of 44 turns, and 2-inch with 20 turns each wire resulting in a
total of 40 turns.
Part 2
solid thick copper wire (#14 wire, 1.628 mm), solid thin copper wire (#20 wire,
0.812 mm), D Battery, 9V Battery, and several metal safety pins.
3. The students wrapped the nails with both thick and thin copper wire combined at
2-inch height with approximately 20 turns each, resulting in a total of 40 turns per

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nails. Afterwards, they place the coil in the middle of the nail. They made sure to
give allowance at either end of the wire to fit and connect the batteries.
it.

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V. CONCLUSION
After the conducted experiment, the group was able to identify appropriate observations
and necessary data to answer specific objectives of the laboratory. The group found out that the
direction of magnetic field lines varies according to the pole of the bar magnet. Through the
patterns showed as the iron dust attracts and repels, the magnetic field line points away from North
pole and goes directly towards the South pole in a single bar magnet. Because the North pole of
one piece of iron is oriented to reject the North pole of another piece and attract its South pole,
tiny pieces of iron, such as iron filings, align to generate a precise map of field lines. The lines
always go from the north pole to the south pole in any magnetic field (Helmenstine, 2019).
As the group accomplished the second experiment, they were able to conclude that electric
current generates magnetism. The electromagnetic force causes two related phenomena, such as
electricity and magnetism. They combine to create electromagnetism. Electric charge movement
is induced by a magnetic field and results in an electric current (Helmenstine, 2019). As current
comes from the battery, the nail was able to attract the safety pins, depending on the parameters
employed in the experiment. As the current source increases, the magnetic field strength increases.
In comparison between the first and second trial, the group concluded as the height of copper wire
wrap increases, the magnetic field strength decreases in the first trial. While on the second trial,
the height of copper wire wrap increases, the magnetic field strength also increases. Although the
spacing between the wound coils is an error that cannot be corrected, it may have been minimized
by utilizing a wire with a lower diameter (thickness) (Sahil Jain et al, 2020). When measuring the
height of nail, as the height increases, the magnetic field strength also increases. It is the same data
for both first and second trial. In comparison between the first and second trial of measuring the
magnetic field strength with regards to number of turns, the first trial was concluded by the group

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that as number of turns increases, the lower amount of safety pins it attracts or the weaker magnetic
field strength it gets. On the other hand, the second trial showed the opposite as number of turns
increases, the higher amount of safety pins it attracts or the stronger magnetic field strength it gets.
The field will get stronger as more loops you add. The field will get weaker as more loops you
eliminate (Thompson, 2018).
Electricity is related to Machines as it includes motor and generators. A generator produces
electrical energy from mechanical energy input, whereas an electric motor turns the electrical
energy supplied to it as input into mechanical energy output. The current from the voltage source
going through the windings of wires in an electric motor causes the magnetism to occur. In
operating AC machinery, the stator coils are supplied with an alternating current that forces them
to create a rotating magnetic field. (RMF). In contrast, a permanent magnet or a group of coils
produce a non-rotating magnetic field in DC machinery. The armature coils get all the electricity,
which causes them to rotate. The polarity of magnetism affect AC and DC machinery as magnetic
poles could be permanent or induced.
For better experience of the laboratory experiment, it is suggested to use an automatic
voltage regulator to have a constant voltage level when measuring the magnetic field strength. It
is because the D battery and 9v battery can be easily drained and not reliable for obtaining accurate
results.

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VI. REFERENCES
CHANDLER, F. (2018, MARCH 13). USES OF MAGNETS IN DAILY LIFE

https://sciencing.com/uses-magnets-daily-life-8056272.html
M. W. (2017, APRIL 25). SIMPLE EXPLANATION OF ELECTROMAGNETS

https://sciencing.com/simple-explanation-electromagnets-6382350.html
THOMPSON, J. (2018, APRIL 16). FOUR FACTORS AFFECTING ELECTROMAGNETS

https://sciencing.com/four-factors-affecting-electromagnets-8114009.html
ATHER, S. H. (2020, DECEMBER 28). HOW DO MAGNETIC FIELDS WORK?

https://sciencing.com/magnetic-fields-work-4682419.html
HELMENSTINE, A. M. (2019, DECEMBER 2). THE SCIENCE OF MAGNETIC FIELD LINES

https://www.thoughtco.com/magnetic-field-lines-4172630
HELMENSTINE, A. M. (2022, DECEMBER 2). THE RELATIONSHIP BETWEEN ELECTRICITY

AND MAGNETISM
https://www.thoughtco.com/introduction-electricity-and-magnetism-
4172372#:~:text=Key%20Takeaways%3A%20Electricity%20and%20Magnetism&text=Together%2C%
20they%20form%20electromagnetism.,are%20perpendicular%20to%20one%20another.
JAIN, S. (2020). INVESTIGATION OF A MAGNET FALLING THROUGH A COPPER TUBE

https://iopscience.iop.org/article/10.1088/1757-899X/810/1/012042/pdf

Alangilan Campus
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Republic of the Philippines

BATANGAS STATE UNIVERSITY

College of Engineering – Department of Petroleum Engineering

As there are further developments in technology and automation, we encounter more

A magnetic field is produced by electromagnets using electricity. Electric motors and

Leading Innovations, Transforming Lives, Building the Nation

College of Engineering – Department of Petroleum Engineering

Leading Innovations, Transforming Lives, Building the Nation

College of Engineering – Department of Petroleum Engineering

MATERIALS PICTURE QUANTITY

Leading Innovations, Transforming Lives, Building the Nation

College of Engineering – Department of Petroleum Engineering

Leading Innovations, Transforming Lives, Building the Nation

College of Engineering – Department of Petroleum Engineering

Leading Innovations, Transforming Lives, Building the Nation

College of Engineering – Department of Petroleum Engineering

Leading Innovations, Transforming Lives, Building the Nation

College of Engineering – Department of Petroleum Engineering

(TABLE 1. MATERIALS USED IN THE EXPERIMENT)

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College of Engineering – Department of Petroleum Engineering

IV. EXPERIMENTAL PROCEDURE

Process: Iron residuals from the lathe machine

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College of Engineering – Department of Petroleum Engineering

(FIGURE 1.1. IRON RESIDUALS FROM THE LATHE MACHINE)

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College of Engineering – Department of Petroleum Engineering

Process: Iron with Sand Residuals

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College of Engineering – Department of Petroleum Engineering

(FIGURE 1.2. IRON WITH SAND RESIDUALS)

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College of Engineering – Department of Petroleum Engineering

Process: Fine Grained-Iron Dust

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College of Engineering – Department of Petroleum Engineering

(FIGURE 1.3. FINE GRAINED-IRON DUST)

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College of Engineering – Department of Petroleum Engineering

B. Measurement of Magnetic Field Strength

Procedure for THICK wire (#14 wire, 1.628 mm)

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College of Engineering – Department of Petroleum Engineering

Procedure for THIN wire (#20 wire, 0.812 mm)

Leading Innovations, Transforming Lives, Building the Nation

College of Engineering – Department of Petroleum Engineering

Leading Innovations, Transforming Lives, Building the Nation

College of Engineering – Department of Petroleum Engineering

Procedure for COMBINED THICK AND THIN wire

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College of Engineering – Department of Petroleum Engineering

Leading Innovations, Transforming Lives, Building the Nation

College of Engineering – Department of Petroleum Engineering

Leading Innovations, Transforming Lives, Building the Nation

College of Engineering – Department of Petroleum Engineering

Leading Innovations, Transforming Lives, Building the Nation

College of Engineering – Department of Petroleum Engineering