ISLE%labs%for%Physics%9%

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1 ISLElabsforPhysics9 The$inspiration$for$these$labs$comes$from$the$PAER$group$at$Rutgers$$! General!Information:!! $ There$are$3$types$of$Investigative$Science$Learning$Environment$(ISLE)$labs:$observation$experiments,$ testing$experiments,$and$application$experiments.$$$ $$ Observation$experiments$are$intended$for$students$to$learn$skills$such$as$changing$one$variable$at$a$time,$ clearly$recording$and$representing$observations,$and$making$accurate$observations$without$mixing$them$ with$explanations.$$this$is$the$first$step$of$the$experimental$cycle,$and$allows$you$to$observe$phenomena,$ look$for$patterns$in$data,$and$start$to$devise$explanations$(once$observations$are$carefully$completed).$ $ The$next$step,$once$explanations$have$been$devised,$is$to$do$testing$experiments,$which$is$an$independent$ test$students$design$that$will$test$a$hypothesis$based&on$a$specific$explanation$or$rule.$$this$helps$you$ practice$the$skill$of$making$predictions$about$the$outcome$of$an$experiment$based$on$an$ explanation/rule/relationship.$$for$a$testing$experiment,$you$can t$just$do$the$experiment$and$record$what$ happens$ $they$must$have$a$predicted$outcome$based$on$some$explanation$ $and$if$the$outcome$of$the$ experiment$agrees$with$the$prediction$it$gives$confidence$that$the$explanation$may$be$correct,$but$if$it$ disagrees,$then$you$know$the$explanation$is$incorrect.$$in$order$to$make$this$judgment,$you$also$need$to$ apply$basic$uncertainty$calculations.$$$(a$guide$for$understanding$uncertainty$is$included$in$this$packet.)$ $ The$third$type$of$experiment$is$the$application$experiment,$where$you$apply$some$ explanation/rule/relationship$that$you$have$tested$enough$that$you$think$it$is$ good,$and$you$apply$it$to$ understand$a$new$situation.$$some$application$experiments$require$that$you$determine$some$unknown$ quantity$multiple$ways$ $in$order$to$determine$if$the$methods$are$consistent,$it$is$necessary$to$apply$basic$ uncertainty$analysis.$ $ By$performing$this$sequence$of$experiments,$it$is$possible$to$explore$and$devise$a$physics$relationship,$test$ it,$and$when$you$are$convinced$it$is$good,$apply$it$to$understand$a$new$situation$ $providing$you$with$a$ complete$understanding$of$the$basic$physics$relationships$(equations).$$by$designing$your$own$ experiments,$it$gives$you$creative$control,$and$assures$that$you$understand$the$steps$that$you$perform,$as$ they$are$done$by$your$conscious$choice,$and$not$by$following$instructions$or$ playing$around. $ $ Lab!write2ups:!! $ $There$is$one$lab$writePup$per$group,$each$group$member$must$put$their$name$at$the$top$of$the$writePup$in$ order$to$obtain$credit.$$since$the$isle$labs$are$labs$you$design$yourself,$and$are$intended$to$help$you$learn$ specific$skills$such$as$justifying$your$conclusions,$comparing$results,$and$understanding$how$uncertainty$ comes$into$play,$it$is$important$that$you$explain$your$work$carefully$in$the$form$of$a$lab$writepup.$$the$lab$ writepup$is$done$in&the&lab,$there$is$nothing$for$you$to$do$after$the$lab$period.$$the$writepup$is$not$formal,$ but$does$need$to$be$clear.$$your$lab$may$have$specific$questions$for$you$to$answer,$or$specific$statements$of$ tasks$to$complete,$in$which$case$you$need$to$answer$and$document$those$things$in$your$writepup.$$the$lab$ will$include$a$general$set$of$bullet$points$that$always$need$to$be$addressed$within$your$writepup.$$those$ general$bullet$points$are$specific$to$the$type$of$experiment:$observation,$testing,$or$application.$abide$by$ the$bullet$guidelines$as$closely$as$possible,$and$by$all$means$read$ahead$and/or$make$preliminary$tests$of$ the$equipment$if$it$helps$to$abide$by$them.$however,$if$something$you$do$or$observe$seems$more$ appropriately$addressed$in$a$different$bullet,$it$is$okay.$just$don't$skip$anything.$ $

2 Do$not$make$the$mistake$of$writing$too$much$in$your$lab$reports.$$Your$information$does$not$need$to$be$ presented$in$paragraph$form,$or$often,$even$in$complete$sentences.$$you$can$use$equations$instead$of$trying$ to$write$the$math$out$in$words.$$your$reports$should$have$a$few$sentences$or$bullet$points,$equations$ and/or$diagrams$where$appropriate.$$you$should$address$the$required$points$succinctly$and$clearly.$$your$ reports$should$not$be$lengthy$or$wordy.$$this$is$good$practice$in$science$writing$and$will$also$save$both$you$ and$the$grader$valuable$time.$$! Grading:!! $ If$you$do$not$pass$the$lab,$you$do$not$pass$the$course.$$Your$TA$will$grade$your$lab$writePup$based$on$some$ subset$of$the$items$you$are$asked$to$include.$$each$item$will$be$graded$out$of$a$possible$of$3$points.$$0$points$ means$the$item$is$not$included$in$the$report.$$1$point$means$the$item$is$included,$but$incompletely,$or$ incorrectly.$$2$points$means$the$item$is$included,$but$with$some$small$mistake,$or$it$isn t$completely$ explained.$$3$points$means$it$is$correct$and$complete.$$roughly$5p9$items$will$be$chosen$for$grading$each$ week.$there$is$a$set$of$ rubrics $for$you$and$for$the$ta$to$use$to$evaluate$your$work.$$you$are$strongly$ encouraged$to$check$your$writepup$with$the$rubrics$while$you$are$doing$the$lab.$$they$are$not$just$used$for$ grading,$but$are$also$intended$to$help$you$fully$understand$the$skills$you$are$to$develop$and$demonstrate,$ and$to$help$you$assess$and$improve$the$quality$of$your$work.$you$ta$will$further$discuss$grading$policies.$! Conclusion:!! $ Lab$is$not$for$testing$your$knowledge,$but$is$a$place$for$developing$it.$$Take$advantage$of$the$time$to$explore$ the$physics$relationships$to$your$own$satisfaction,$make$sure$your$work$makes$sense$to$you,$and$use$your$ TA$as$a$resource$to$make$sure$you$leave$the$lab$with$a$good$understanding$of$the$material.$ $

3 EXPERIMENTAL UNCERTAINTIES!"# $&'()*+#,-*./(/&# )*.# 01# 21*'-314# 15*)/+&6# 7.1# )*.# ".+&# 8."9# (/'# :*+-1# 9(/# *# )13/*(.# 3*.;1# "<# -.)13/*(./&6# =('# <*)/# )*.# 01# 15$31''14# (.# /1# '/*.4*34# <"32# X ±!X6# =('# 15$31''1'# /1# 15$13(21./13>'#?-4;21./#/*/#/1#@/3-1@#:*+-1#"<#X#+(1'#01/911.#X -!X#*.4#X +!X6## Uncertainties of measurements 1. Instrumental uncertainties A:13&#21*'-3(.;#(.'/3-21./#*'#*.#(.131./#-.)13/*(./&#/*/#('#41/132(.14#0&#/1#precision of the instrument. B'-*++&#/('#:*+-1#('#/*81.#*'#*#*+<#"<#/1#'2*++1'/#(.)3121./#"<#/1#(.'/3-21./#')*+16#=*/#('#C6D#2(++(21/13#('# $31)('(".#"<#*#3-+13E#C6D#'1)#('#$31)('(".#"<#*#9*/)1'#1/)6# F.'/3-21./*+# -.)13/*(./(1'# *31# /1# 1*'(1'/# ".1# /"# 1'/(2*/1E# 0-/# -.<"3/-.*/1+&#/1&#*31#."/#/1#".+&#'"-3)1#"<#/1#-.)13/*(./&#(.#&"-3# 21*'-314#:*+-16# G"-#2-'/#01#*#:13&#'8(++<-+#*.4#+-)8&#15$13(21./*+('/#/"#;1/#3(4#"<<#*++# "/13#'"-3)1'#*.4#/"#*:1#/1#21*'-3121./#-.)13/*(./&#1,-*+#/"#/1# (.'/3-21./*+#".16# 2. Random uncertainties# H"21/(21'#91.#&"-#21*'-31#/1#'*21#,-*./(/&#&"-#)*.#;1/#4(<<131./#31'-+/'#1*)#/(21#&"-#21*'-31#(/6#=*/# *$$1.'# 01)*-'1# 4(<<131./# (.)"./3"++*0+1# <*)/"3'# *<<1)/# &"-3#31'-+/'#3*.4"2+&6#=('#/&$1#"<#-.)13/*(./&E# random uncertainty,#)*.#01#1'/(2*/14#".+&#0&#31$1*/(.;#/1#'*21#21*'-3121./#'1:13*+#/(21'6#i"3#15*2$+1#(<# &"-#21*'-31#/1#4('/*.)1#*/#9()#)*..".0*++#(/'#/1#;3"-.4E#&"-#)"-+4#;1/#4(<<131./#4('/*.)1'#1:13&#/(21# &"-#31$1*/#/1#'*21#15$13(21./6#I"3#15*2$+1E#'*&#&"-#/""8#/311#21*'-3121./'#*.4#"0/*(.14#DC#2E#DJ#2E#*.4# KL# 21/13'6# ="# 1'/(2*/1# /1# absolute value of the random uncertainty &"-# <(3'/# <(.4# /1# *:13*;1# "<# &"-3# 21*'-3121./'M# X "#$DC2#N#!"DJ2#N#!"KL2O#P#Q#"#DC#26# G"-#/1.#estimate approximately "9#2-)#/1#:*+-1'#*31#'$31*4#9(/#31'$1)/#/"#/('#*:13*;1#R#(.#/('#)*'1# 91#*:1#*#'$31*4#"<#*0"-/#!X#S#J#26#=*/#('E#"-3#21*'-3121./#"<#/1#4('/*.)1#9*'## X S#DC#2##J#26# # T#U V"'/#)*..".0*++'#9(++#;1/#(./"#/1# 3*.;1#<3"2#X-!X#/"#X+!X.# C# U # =-'#2-+/($+1#/3(*+'#*++"9#&"-#/"#<(.4#/1#*:13*;1#:*+-1#*.4#/"#1'/(2*/1#/1#-.)13/*(./&#3*.;16# # J

4 3. Effect of assumptions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omparison uncertainties E4*.(#* 1-,* 2($1-')<* &+,* #)2,-&1')&',"* ')* &+,* ;10#,"* (4* &:(* 5#1)&'&',"* &+,)* 3.* 1)10.@')<* &+,* 13"(0#&,* #)2,-&1')&.* -1)<,"*.(#* 21))(&* &,00* :+'2+* (4* &+,* $,1"#-,$,)&"* '"* $(-,* 122#-1&,* 3,21#",* &+,* #)'&"* (4* &+,* $,1"#-,/*5#1)&'&',"*1-,*/'44,-,)&6*A(:*21)*:,*/,2'/,*&+,)*:+'2+*5#1)&'&.*+1"*1*01-<,-*#)2,-&1')&.H*A,-,*:,* ),,/*&(*2($1-,*relative uncertainties9*&+,*-1&'(*(4*&+,*absolute*#)2,-&1')&.*1)/*&+,*5#1)&'&.*'&",04*!x / X6*?+'"*$1.*3,*,8-,"",/*1"*1*4-12&'()*(-*1"*1*,-2,)&1<,*3.*$#0&'0.')<*&+,*-1&'(*3.*BIIJ6***?+,*"'@,"*(4*&+,*2'-20,"*1&*&+,*'2&#-,*1-,*/,&,-$'),/* :'&+*/'44,-,)&*122#-12.6**?+,* 13"(0#&,* "'@,* (4* &+,* "(4&*,/<,* KL* #)'&"M* '"* &+,* "1$,* 4(-* 3(&+* 30#,* 2'-20,"6* A(:,;,-* &+,* 01-<,* 30#,* 2'-20,* KLI* #)'&"M* 0((N"* "+1-,-* &+1)* &+,* "$100* (),* KOI#)'&"M6*?+1&* +1,)"* 3,21#",* :,* 2($1-,* relative #)2,-&1')&',"9* :+'2+* 1-,* BIJ* 4(-* &+,* 01-<,* 2'-20,*1)/*OIJ*4(-*&+,*"$100*(),6* Note: Common sense and good judgment must be used in representing the uncertainties*when stating a result. Consider a temperature measurement with a thermometer known to be reliable to ± 0.5 degree Celsius. Would it make sense to say that this causes a 0.5 uncertainty in measuring the boiling point of water (100 degrees) but a whopping 10 in the measurement of cold water at a temperature of 5 degrees? Of course not! (And what if the temperatures were expressed in degrees Kelvin? That would seem to reduce the relative uncertainty to insignificance!). However in most calorimetry tasks value of interest is not temperature itself but only the change of the temperature or the temperature difference. * D

5 Reducing uncertainties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still >6?$ /E$!"#$ relative uncertainty +5$ 103.$ '#&/3.#'#5,$ 08$,"#$,+'#$ +5,#.4&)$ +/$ By measuring the time for a longer time period, you have managed to reduce the uncertainty in your time measurement by a factor of 5! $ L8$ -03./#$ 103$ /"03)2$ 50,$ 80.9#,$ &703,$,"#$ /$ *&1$ 08$.#23-+59$.#)&,+4#$ 35-#.,&+5,+#/$ 71$ '+5+'+M+59$ &7/0)3,#$ 35-#.,&+5,1$ *+,"$ 7#,,#.$ 2#/+95;$ 2#-.#&/+59$ #88#-,$ 08$ &//3'(,+05/$ 0.$ +5-.#&/+59$,"#$ &--3.&-1$ 08$ +5/,.3'#5,$+8$+,$+/$(0//+7)#6$ Uncertainty in calculated value =,$ +/$ +'(0.,&5,$,0$ #/,+'&,#$ 2&,&$ 35-#.,&+5,+#/$ 7#-&3/#$ 35-#.,&+5,+#/$ (.0(&9&,#$,".039"$,"#$ -&)-3)&,+05/$,0$ (.023-#$35-#.,&+5,1$+5$.#/3),/6$ N05/+2#.$ 50*$,"#$ 80))0*+59$ #&'()#6$ :3((0/#$ 103$ <50*$,"#$ &4#.&9#$ '&//$ 08$ 05#$ &(()#$ m *+,","#$ 35-#.,&+5,1 #m. =8$103$*&5,$50*$,0$-&)-3)&,#$,"#$'&//$08$,"#$7&/<#,$08$,"#$@>>$&(()#/$103$*+))$9#,$,"#$4&)3#$M ± #M =$@>>m =,$'#&5/$,"&,$relative$35-#.,&+5,1$08$-&)-3)&,#2$4&)3#$M$.#'&+5/$,"#$/&'#$&/$,"#$.#)&,+4#$35-#.,&+5,1$08$,"#$/+59)#$'#&/3.#2$(&.&'#,#.$m #M / M$G$#m / m6 =8$103$"&4#$'0.#$,"&5$05#$'#&/3.#2$(&.&'#,#.;$#/,+'&,+59$35-#.,&+5,1$08$,"#$.#/3),$'&1$7#$'0.#$-0'()+-&,#26$ O0*#4#.;$ +8$ 05#$ 08$ 103.$ /03.-#/$ 08$ 35-#.,&+5,1$ +/$ much larger$,"&5$,"#$ 0,"#./$ H-0'(&.+59$ relative$ 35-#.,&+5,+#/EJ$,"#5$103$-&5$5#9)#-,$0,"#.$/03.-#/$&52$3/#$,"#$weakest link rule. $ Weakest link rule!"#$(#.-#5,$35-#.,&+5,1$+5$,"#$-&)-3)&,#2$4&)3#$08$/0'#$p3&5,+,1$+/$&,$)#&/,$&/$9.#&,$&/$,"#$9.#&,#/,$(#.-#5,&9#$ Q/,+'&,#$,"#$absolute uncertainty +5$#&-"$'#&/3.#2$P3&5,+,1$3/#2$,0$8+52$-&)-3)&,#2$P3&5,+,16$ D6 N&)-3)&,#$,"#$relative percentage uncertainty +5$#&-"$'#&/3.#2$P3&5,+,16$$ R6 S+-<$03,$,"#$)&.9#/,$(#.-#5,&9#$35-#.,&+5,16$!"+/$*+))$7#$,"#$(#.-#5,$35-#.,&+5,1$+5$103.$-&)-3)&,#2$ P3&5,+,16$ Comparable uncertainties =5$-&/#$103$"&4#$'#&/3.#2$4&)3#/$*+,"$-0'(&.&7)#$35-#.,&+5,+#/$,"#$.3)#/$&.#$'0.#$-0'()+-&,#2F$,"#1$2#(#52$ 05$,"#$,1(#$08$,"#$'&,"#'&,+-&)$.#)&,+05/"+($103$3/#$80.$-&)-3)&,+056$=5$,"#$'0/,$8.#P3#5,$-&/#$08$'3),+()1+59$,*0$ 4&)3#/$,"#+.$.#)&,+4#$ 35-#.,&+5,+#/$ &226$ L5#$ 08$,"#$ -05/#P3#5-#/$ 08$,"+/$.3)#$+/$,"&,$,"#$.&+/+59$,0$,"#$ /#-052$ (0*#.$ 2037)#/$,"#$.#)&,+4#$ 35-#.,&+5,1$ &52$,"#$.&+/+59$,0$,"#$,"+.2$ (0*#.$,.+()#/$ +,.$!"3/;$ +5$,"#$ $ R

6 !"#$&!'#()*!+',-!'.!&#,/*!'012!.,#/1,3'/1',-!'2#&20&#,!4'*)&0$!')5',-!'(#6!(#&&'7/&&'(!',-.!!',/$!6'&#.8!.',-!1',-!'.!&#,/*!'012!.,#/1,3'/1',-!'$!#60.!4'.#4/069' Why do you need to know uncertainty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±!X #14 Y ±!Y' )*!.&#' 3)0' 2#1' 2&#/$',-!' *#&0!6' X' #14' Y',-!' 6#$!' 7/,-/1' 3)0.'!"!./$!1,#&' 012!.,#/1,39' Summary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

7 Ability to design and conduct an observational experiment Scientific Ability Missing Inadequate Needs some improvement Adequate Is able to identify the phenomenon to be investigated Is able to design a reliable experiment that investigates the phenomenon Is able to decide what is to be measured and identify independent and dependent variables Is able to use available equipment to make measurements Is able to describe what is observed without trying to explain, both in words and by means of a picture of the experimental set-up. Is able to identify the shortcomings in an experimental design and suggest improvements No mention is made of the phenomenon to be investigated. The experiment does not investigate the phenomenon. The chosen measurements will not produce data that can be used to achieve the goals of the experiment. At least one of the chosen measurements cannot be made with the available equipment. No description is mentioned. No attempt is made to identify any shortcomings of the experimental design. An attempt is made to identify the phenomenon to be investigated but is described in a confusing manner. The experiment involves the phenomenon but due to the nature of the design it is likely the data will not contain any interesting patterns. The chosen measurements will produce data that can be used at best to partially achieve the goals of the experiment. All chosen measurements can be made, but no details are given about how it is done. A description is mentioned but it is incomplete. No picture is present. Or, most of the observations are mentioned in the context of prior knowledge. An attempt is made to identify shortcomings, but they are described vaguely and no suggestions for improvements are made. The phenomenon to be investigated is described but there are minor omissions or vague details. The experiment investigates the phenomenon and it is likely the data will contain interesting patterns, but due to the nature of the design some features of the patterns will not be observable. The chosen measurements will produce data that can be used to achieve the goals of the experiment. However, independent and dependent variables are not clearly distinguished. All chosen measurements can be made, but the details of how it is done are vague or incomplete. A description exists, but it is mixed up with explanations or other elements of the experiment. A labeled picture is present. Or some observations are mentioned in the context of prior knowledge. Some shortcomings are identified and some improvements are suggested, but not all aspects of the design are considered. The phenomenon to be investigated is clearly stated. The experiment investigates the phenomenon and there is a high likelihood the data will contain interesting patterns. All features of the patterns have a high likelihood of being observable. The chosen measurements will produce data that can be used to achieve the goals of the experiment. Independent and dependent variables are clearly distinguished. All chosen measurements can be made and all details of how it is done are clearly provided. Clearly describes what happens in the experiments both verbally and by means of a labeled picture. All major shortcomings of the experiment are identified and specific suggestions for improvement are made Is able to construct a mathematical (if applicable) relationship that represents a trend in data Is able to devise an explanation for an observed relationship Is able to identify the assumptions made in devising the explanation Ability to construct, modify, and apply relationships or explanations No attempt is made to construct a relationship that represents a trend in the data. No attempt is made to explain the observed relationship. No attempt is made to identify any assumptions. An attempt is made, but the relationship does not represent the trend. An explanation is made but it is vague, not testable, or contradicts the observations. An attempt is made to identify assumptions, but most are missing, described vaguely, or incorrect. The relationship represents the trend but no analysis of how well it agrees with the data is included (if applicable), or some features of the relationship are missing. An explanation is made and is based on simplifying the phenomenon but uses flawed reasoning. Most assumptions are correctly identified. The relationship represents the trend accurately and completely and an analysis of how well it agrees with the data is included (if applicable). A reasonable explanation is made and is based on simplifying the phenomenon. All assumptions are correctly identified. Rubric B

8 Ability to design and conduct a testing experiment (testing an idea/hypothesis/explanation or mathematical relation) Scientific Ability Missing Inadequate Needs some improvement Adequate Is able to identify the hypothesis to be tested Is able to design a reliable experiment that tests the hypothesis Is able to distinguish between a hypothesis and a prediction Is able to make a reasonable prediction based on a hypothesis Is able to identify the assumptions made in making the prediction Is able to determine specifically the way in which assumptions might affect the prediction Is able to decide whether the prediction and the outcome agree/disagree Is able to make a reasonable judgment about the hypothesis Is able to revise the hypothesis when necessary No mention is made of a hypothesis. The experiment does not test the hypothesis. No prediction is made. The experiment is not treated as a testing experiment. No attempt to make a prediction is made. No attempt is made to identify any assumptions. No attempt is made to determine the effects of assumptions. No mention of whether the prediction and outcome agree/disagree. No judgment is made about the hypothesis. A revision is necessary but none is made. An attempt is made to identify the hypothesis to be tested but is described in a confusing manner. The experiment tests the hypothesis, but due to the nature of the design it is likely the data will lead to an incorrect judgment. A prediction is made but it is identical to the hypothesis. A prediction is made that is distinct from the hypothesis but is not based on it. An attempt is made to identify assumptions, but the assumptions are irrelevant or are confused with the hypothesis. The effects of assumptions are mentioned but are described vaguely. A decision about the agreement/disagreement is made but is not consistent with the outcome of the experiment. A judgment is made but is not consistent with the outcome of the experiment. A revision is made but the new hypothesis is not consistent with the results of the experiment. The hypothesis to be tested is described but there are minor omissions or vague details. The experiment tests the hypothesis, but due to the nature of the design there is a moderate chance the data will lead to an inconclusive judgment. A prediction is made and is distinct from the hypothesis but does not describe the outcome of the designed experiment. A prediction is made that follows from the hypothesis but does not incorporate assumptions Relevant assumptions are identified but are not significant for making the prediction. The effects of assumptions are determined, but no attempt is made to validate them. A reasonable decision about the agreement/disagreement is made but experimental uncertainty is not taken into account. A judgment is made and is consistent with the outcome of the experiment but assumptions are not taken into account. A revision is made and is consistent with the results of the experiment but other relevant evidence is not taken into account. The hypothesis is clearly stated. The experiment tests the hypothesis and has a high likelihood of producing data that will lead to a conclusive judgment. A prediction is made, is distinct from the hypothesis, and describes the outcome of the designed experiment A prediction is made that follows from the hypothesis and incorporates assumptions. All assumptions are correctly identified. The effects of the assumptions are determined and the assumptions are validated. A reasonable decision about the agreement/disagreement is made and experimental uncertainty is taken into account. A reasonable judgment is made and assumptions are taken into account. A revision is made and is consistent with all relevant evidence. Rubric C

9 Ability to design and conduct an application experiment Scientific Ability Missing Inadequate Needs some improvement Adequate Is able to identify the problem to be solved Is able to design a reliable experiment that solves the problem Is able to use available equipment to make measurements Is able to make a judgment about the results of the experiment Is able to evaluate the results by means of an independent method Is able to identify the shortcomings in an experimental design and suggest specific improvements Is able to choose a productive mathematical procedure for solving the experimental problem Is able to identify the assumptions made in using the mathematical procedure Is able to determine specifically the way in which assumptions might affect the results No mention is made of the problem to be solved. The experiment does not solve the problem. At least one of the chosen measurements cannot be made with the available equipment. No discussion is presented about the results of the experiment No attempt is made to evaluate the consistency of the result using an independent method. No attempt is made to identify any shortcomings of the experimental design. An attempt is made to identify the problem to be solved but it is described in a confusing manner. The experiment attempts to solve the problem but due to the nature of the design the data will not lead to a reliable solution. All of the chosen measurements can be made, but no details are given about how it is done. A judgment is made about the results, but it is not reasonable or coherent. A second independent method is used to evaluate the results. However there is little or no discussion about the differences in the results due to the two methods. An attempt is made to identify shortcomings, but they are described vaguely and no specific suggestions for improvements are made. The problem to be solved is described but there are minor omissions or vague details. The experiment attempts to solve the problem but due to the nature of the design there is a moderate chance the data will not lead to a reliable solution. All of the chosen measurements can be made, but the details about how they are done are vague or incomplete. An acceptable judgment is made about the result, but the reasoning is flawed or incomplete. A second independent method is used to evaluate the results. Some discussion about the differences in the results is present, but there is little or no discussion of the possible reasons for the differences. Some shortcomings are identified and some improvements are suggested, but not all aspects of the design are considered. Ability to construct, modify, and apply relationships or explanations Mathematical procedure is either missing, or the equations written down are irrelevant to the design. No attempt is made to identify any assumptions. No attempt is made to determine the effects of assumptions. A mathematical procedure is described, but it is incomplete, due to which the final answer cannot be calculated. An attempt is made to identify assumptions, but most are missing, described vaguely, or incorrect. An attempt is made to determine the effects of some assumptions, but most are missing, described vaguely, or incorrect. Correct and complete mathematical procedure is described but an error is made in the calculations. Most assumptions are correctly identified. The effects of most assumptions are determined correctly, though a few contain errors, inconsistencies, or omissions. The problem to be solved is clearly stated. The experiment solves the problem and has a high likelihood of producing data that will lead to a reliable solution. All of the chosen measurements can be made and all details about how they are done are provided and clear. An acceptable judgment is made about the result, with clear reasoning. The effects of assumptions and experimental uncertainties are considered. A second independent method is used to evaluate the results. The discrepancy between the results of the two methods, and possible reasons are discussed. A percentage difference is calculated in quantitative problems. All major shortcomings of the experiment are identified and specific suggestions for improvement are made. Mathematical procedure is fully consistent with the design. All quantities are calculated correctly. Final answer is meaningful. All assumptions are correctly identified. The effects of all assumptions are correctly determined. Rubric D

10

11 Physics'9B'Lab'1:'Wave'Motion' Mostrelevanttextreferences:Secs I.'Observation'Experiment:'Reflection'of'Waves'on'a'Slinky' Somebulletshaveaparentheticalindicator,forexample(O2),whichreferstoObservation experimentability2intheguidelinesyouhaveforobservational,testing,andapplication experiments.allbullets,whethersodesignatedornot,mustbeaddressedinyourlab write4up,andarandomsubsetwillbegraded.don t&forget&this;&it&applies&to&all&labs&this& quarter.& Designexperimentstodeterminequalitativelywhathappenstothephaseofatransverse waveonaslinkyasitisreflectedfromdifferentboundaries.youmayterminateoneendof theslinkydifferentways,suchasconnectingitdirectlytoafixedpointortosome interveningmedium.youhaveaslinky,lengthofyellowstring,lengthofchain,andan objecttodeliveraquick,sharpdisplacement(agoodwaytogenerateatransversepulseon aslinky,thoughsometimesjustajerkofthehandsdoeswell).please&be&careful&with&the& slinky.&if&you&stress&it&severely&or&tangle&it,&it&will&be&ruined.&also,&connect&other&things&to&the& slinky&only&at&the&ends,&not&at&the&individual&coils.& Includethefollowinginyourreport: a. (O2)Deviseandwriteanoutlineofproceduresyouwilluse. b. Drawlabeleddiagramsofyourdesigns. Performtheexperiments. c. (O5)Recordyourobservationsinanappropriateformat.Drawpicturesoftheincoming andreflectedpulseforeachoftheboundariesyouuse. d. Describeanddiscussanybehavioralpatternsyoufound. e. (O6)Whatarethepossiblesourcesofexperimentaluncertainty?Howcouldyou minimizethem? ' II.'Application'Experiment:'Speed'of'a'pulse'on'a'cord' Allbulletsmustbeaddressedinyourlabwrite4up,andarandomsubsetwillbegraded. Designexperimentstodeterminethespeedofapulseonacordusingtwoindependent methods.youhaveabalance,ruler,stopwatch,whitecord,pulley,andweights.asyou begintheexperiment,learnhowtogenerateapulseonthecord;itbehavesdifferently fromaslinky. Foreachexperiment,includethefollowinginyourreport:

12 a. (A2)Deviseandwriteanoutlineofaproceduretodeterminethespeed.Includea sketchwhereappropriate. b. (A7)Describethemathematicalprocedureyouwilluse. c. Decidewhatphysicalquantitiesdescribingthecordaffectthepropertiesofthewave. Thencomeupwithideasonhowtodeterminethesequantities.Notethatthecordcan stretch(whyisthisimportant?). d. (A8,A9)Listtheassumptionsareyoumaking.Explainhoweachassumptioncould affecttheoutcome.bespecific;thatis,willthespeeddeterminedfromonemethodbe lessthanorgreaterthanthatdeterminedbytheothermethodduetoanyassumption youaremaking. e. Whatarethesourcesofexperimentaluncertainty?Howcouldyouminimizethe uncertainties? Performtheexperiments. f. Recordyourobservationsinanappropriateformat.Includeexperimentaluncertainties whenyourecorddata. g. Whatistheresultofyourexperiment?Usetheweakestlinkruletodeterminethe uncertaintyintheoutcome. h. (A5)Whenfinishedwithbothexperiments,comparethetwovaluesyouobtained. Decideifthesevaluesaredifferentornot.Iftheyaredifferent,discusspossiblereasons forthedifference(thinkoftheeffectsofyourassumptions). i. (A6)Listimportantshortcomingsofthisexperiment(recalltheassumptionsyou made).suggestpossiblewaystoimprovetheprocedure.ifyouperformexperiments incorporatingyourimprovements,whatwastheoutcome?

13 Physics'9B'Lab'2:'Standing'Waves' Mostrelevanttextreferences:Secs ,16.142, I.'Testing'Experiment:'Standing'Waves'on'a'String' Allbulletsmustbeaddressedinyourlabwrite4up,andarandomsubsetwillbegraded. Youaregivenastring(whosemassremainsunknown),andanoscillator/signalgenerator setinitiallyat25hz.useoutput1onthepascobox,andthecomputercontrolfileis StandingString.Theoscillatorshouldbebetween15and25cmfromthehook.The string sotherendpassesoverapulleyatroughlythemiddleofthetableandhasweights youcanvary(don texceed2kg).yourtaskistogeneratetwostandingwavesonthestring; onemusthaveawavelengtheitherhalfordoublethatoftheother.youmustpredictthe massofthehangingweightsneededtodothis.thefirstmassyouhangisarbitrary,and onceit sinplace,you llvarythefrequencyandperhapstheoscillator slocationonly enoughtoestablishyourfirstwavelength.thenyouwillneedtofindwhatmasstohangin ordertogetthesecondwavelength.afteryouhavemadeaprediction,performthe experimentandcompareoutcomewithprediction. Includethefollowinginyourreport: a. (T1)Identifythehypothesis(rule)tobetested. b. (T2)Designareliableexperimentthatteststhehypothesisincludingabriefdescription ofyourprocedure. c. Constructsketchesofstandingwavesonastringoffixedlengthforthefirsttwo wavelengths. d. Determinearelationshipbetweenthewavelengthandthehangingmass.Which parametersdoyouknow,whichwillyouneedtodetermine? e. Chooseaninitialmassandfindtheinitialwavelengthexperimentally.(Afteradjusting frequencyand/oroscillatorlocationenoughtoestablishthestandingwave,don t changethem!) f. Devisethemathematicalprocedurethatyouwillusetomakeyourpredictionfor findingotherstandingwaves. g. (T4)Makeapredictionabouttheoutcomeoftheexperimentbasedonthehypothesis. h. (T5)Identifytheassumptionsmadeinmakingtheprediction.Whatassumptionsabout theobjects,interactions,andprocessesdoyouneedtomaketosolvetheproblem? i. (T6)Determinespecificallyinwhichwayassumptionsmightaffecttheprediction. j. Whatareexperimentaluncertaintiesinthisexperiment? Performtheexperiment. k. Recordtheoutcomeofyourexperiment. l. (T7)Decidewhetherthepredictionandtheoutcomeagree/disagree. m. Decidewhetheryourassumptionsandexperimentaluncertaintiescanaccountforany discrepancybetweenthepredictedandmeasuredvalue.

14 n. (T8)Makeareasonablejudgmentaboutthehypothesisbasedonyourexperimental outcomes,theassumptionsyoumade,andtheestimateduncertainty. ' ' II.'Application'Experiment:'Speed'of'Sound'in'a'Solid' Allbulletsmustbeaddressedinyourlabwrite4up,andarandomsubsetwillbegraded. Designanexperimentbasedonstandingwavestodeterminethespeedofsoundinan aluminumrod.youhaveanaluminumrod,asmallweighttostrikeitwith,ameterstick,a soundsensorfeedingintoacomputerandmakingaplotofwaveamplitudeversus frequency(thefileis Everywhere ),and,ofcourse,yourownhands,onwhichtosupport therodatselectedplacesthatmightbebest.youshouldbaseyourvalueonmorethanone standingwavefrequency.note:ifyoustoprecordingonthecomputer,theimageitlast displayedispreserved.also,it sprobablybesttostriketherodonitsend,notitsside (creatinglongitudinalratherthantransversewaves).& Includethefollowinginyourreport: a. (A1)Identifytheproblemtobesolved. b. (A2&A3)Designareliableexperimentthatsolvestheproblem.Includeandsketches whereappropriate. c. (A7)Describethemathematicalproceduresyouwilluse. d. (A8)Identifytheassumptionsmadeinusingthemathematicalprocedure. e. Whatarethepossiblesourcesofexperimentaluncertainty?Howcouldyouminimize them? Performtheexperiment. f. Recordtheoutcomeofyourexperiment. g. (A4)Makeajudgmentabouttheresultsofyourexperiment.Also,isyourvalue plausiblebasedonindependentconsiderations? h. (A6)Identifyanyshortcomingsintheexperimentandsuggestspecificimprovements.

15 Physics'9B'Lab'3:'Sound' Mostrelevanttextreferences:Chapter16. I.'Testing'Experiment:'Standing'Waves'in'Air' Allbulletsmustbeaddressedinyourlabwrite4up,andarandomsubsetwillbegraded. Findandinvestigatethefundamentalandthefirst2harmonicsforstandingwavesinan air4filledtube.youhaveaspeaker,tube,meterstickandtape,andasignalgenerator (Output1)controlledby,andsoundsensoroutputdisplayedvia,thecomputerfile Listening2StandingWaves.Pleasekeepthevolumeaslowaspossible,soallstationscan hearthesoundintheirtube(andtopreserveyourlabinstructor ssanity).infact,you ll findthatwhileyouadjustthefrequency,youcanlowerthesignalgeneratoramplitude muchmorethanyoumightthinkandstillhearwhatisimportant.assumethetextbook valueforthespeedofsound. Includethefollowinginyourreport: a. (T1)Identifythehypothesis(rule)tobetested. b. (T2)Designareliableexperimentthatteststhehypothesisincludingabriefdescription ofyourprocedure. c. Determinefromthephysicalsetupifeachendofthetubeisanodeorananti4nodeof displacementoftheairmolecules,andexplainyourreasoning. d. Constructsketchesofstandingwavesinthetubeforthefirstfourstandingwaves. e. Mathematicallydeterminethecorrespondingfrequenciesofthefirstthreestanding waves. f. (T4)Makeapredictionaboutwheretofindthenodesbasedonthemathematical applicationofthehypothesis. g. (T5)Identifytheassumptionsmadeinmakingtheprediction.Whatassumptionsabout theobjects,interactions,andprocessesyouneedtomaketosolvetheproblem? h. (T6)Determinespecificallyinwhichwayassumptionsmightaffecttheprediction. i. Whatareexperimentaluncertaintiesinthisexperiment? Performtheexperiment. j. Recordtheoutcomeofyourexperiment. k. Explainhowthecomputerplotrelatestotheoscillatorymotionoftheairmolecules. (Forinstance,doesitregisterdisplacement,orpressure?Consultyourtextifneeded.) l. (T7)Decidewhetherthepredictionandtheoutcomeagree/disagree. m. Decidewhetheryourassumptionsandexperimentaluncertaintiescanaccountforany discrepancybetweenthepredictedandmeasuredvalue. n. (T8)Makeareasonablejudgmentaboutthehypothesisbasedonyourexperimental outcomes,theassumptionsyoumade,andtheestimateduncertainty. '

16 ' ' II.'Testing'Experiment:'Beats' Allbulletsmustbeaddressedinyourlabwrite4up,andarandomsubsetwillbegraded. Designanexperimenttotest,foravarietyofcases,thefamousrelationshipbetweenthe beatfrequencyyouperceiveandthetwofrequenciesthatcombinetoproducethis perception.youhavetwospeakers,andtwosignalgeneratorswhoseoutputs Outputs1& 2 andtheirsumareplottedbyacomputerviathefile Beats.Youalsohaveyourears andawallclock.&note:ifyoustoprecordingonthecomputer,theimageitlastdisplayedis preserved. Includethefollowinginyourreport: a. (T1)Identifythehypothesis(rule)tobetested. b. (T2)Designareliableexperimentthatteststhehypothesis,includingabriefdescription ofyourprocedure. c. (T4)Makeapredictionabouttheoutcomeoftheexperimentbasedonthehypothesis. d. (T5)Identifytheassumptionsmadeinmakingtheprediction. e. Whatareexperimentaluncertaintiesinthisexperiment? Performtheexperiment. f. Recordtheoutcomeofyourexperiment. g. (T7)Decidewhetherthepredictionandtheoutcomeagree/disagree. h. (T8)Makeareasonablejudgmentaboutthehypothesisbasedonyourexperimental outcomes,andtheassumptionsanduncertaintiesyouidentified.

17 Physics'9B'Lab'4:'Waves'and'Interference' Mostrelevanttextreferences:Chapter35. I.'Testing'Experiment:'DoubleLslit'Interference' Allbulletsmustbeaddressedinyourlabwrite4up,andarandomsubsetwillbegraded. Thegoalofthisactivityistotestwhethertherelationshipbetweentheseparationoftwo slits,theirdistancetothescreenandtheinterferencepatternonthescreenisapplicableto agivensystemofslits.youhavealaser,varioustypesofdouble4slits(askyourtaifyou needhelpsortingtheseout),andaruler.youdon tneedtofollowthefulltestingrubricfor thefollowingexperiment;simplygivecarefulresponsestoeachofthebulletpointsbelow. IMPORTANTNOTES: (1)Donotlookdirectlyintothelaserbeam!Itcoulddamageyoureyes!Becontentto observethebeamstrikingawallorotherobject. (2)Becarefulwhenhandlingorworkingnearthelaser,asitisdelicate. (3)Donotaimitatanyone,andevenwhensimplyswivelingitaround,placeyourhadin frontofittoensurethatitdoesn tshineinanyoneelse seyes.don tplaywiththelaser! Includethefollowinginyourreport: a. Chooseonedouble4slitandsetupthelasersuchthatyouobtainaninterferencepattern onthewallorboard.thinkwhatobservationsyoushouldrecordinordertomake predictionsinpartsbandc.recordthisinformationinanappropriateformat. b. Useyourknowledgeaboutdoubleslitinterferencetopredictqualitativelywhatwill happentothepatterniftheseparationbetweentheslitsandwall/boardisincreased (ordecreased).chooseaseparationthatisfarther(closer),andrecordyourprediction. Thenperformtheexperimentandrecordyourobservations.Discusswhetherthe experimentaloutcomesupportedyourprediction. c. Useyourknowledgeaboutdoubleslitinterferencetopredictqualitativelywhatwill happentothepatterniftheseparationbetweentheslitsisdifferent.chooseasystemof slitswithadifferentseparation,andrecordyourprediction.thenperformthe experimentandrecordyourobservations.compareyourpredictionandthe experimentaloutcome. d. Forpartc,whataspectofthepatternchangedwhenyouchangedtheslitseparation? Whataspectofthepatternstayedthesame?Explain. II.'Application'Experiment:'Finding'a'Wavelength' Allbulletsmustbeaddressedinyourlabwrite4up,andarandomsubsetwillbegraded.

18 Designatleasttwoindependentexperimentstodeterminethewavelengthofamicrowave source.youhaveamicrowavesource,microwavedetector,abarrierwithdifferentregions, andagoniometertomeasureangles.(toavoidover4rangingthedetector,pleaseusethe largestmetermultipliersettingthatallowsyoutoseewhatyou redoing.nevertheless,if youare&seeingnothingatanyangle,dogotoasmallermultiplier.)oneofyourexperiments shouldinvolvesettingupastanding&wave. Includethefollowinginyourreport: a. (A2&A3)Designexperimentstosolvetheproblemanddiscusshowyouwillusethe availableequipmenttomakemeasurements. b. (A7)Describethemathematicalproceduresyouwilluse. c. (A8,A9)Listtheassumptionsareyoumaking.Explainhoweachcouldaffectthe outcome. d. Whatarethesourcesofexperimentaluncertainty?Howcouldyouminimizethe uncertainties? Performtheexperiments. e. Recordtheoutcomeofyourexperimentsinanappropriateformat. f. (A4)Makeajudgmentabouttheresultsofyourexperiments. g. (A5)Comparethetwovaluesyouobtained,keepingyouruncertaintiesinmind.Ifthey aredifferent,discusspossiblereasonsforthedifference. h. (A6)Listimportantshortcomingsofthisexperiment.Suggestpossiblewaystoimprove theprocedure.

19 Physics'9B'Lab'5:'Diffraction' Mostrelevanttextreferences:Chapter36. I.'Application'Experiment:'Width'of'a'Hair' Allbulletsmustbeaddressedinyourlabwrite4up,andarandomsubsetwillbegraded. Designtwoindependentexperimentstodeterminethethicknessofastrandofhumanhair (noothermammals,please).oneofthemethodsmustinvolveideasaboutdiffraction(you maywishtolookup Babinet sprinciple ).Youhavea633nmlaser,atapemeasure,tape, andacomparatorabletotrackmovementdownto10 45 m.askyoulabinstructorifyou needhelpwiththecomparator.(avoidbacklashbyturningthehandleconsistentlyinonly onedirection.) Includethefollowinginyourreport: a. (A1)Identifytheproblemtobesolved. b. (A2&A3)Designtworeliableexperimentsthatsolvetheproblemanddiscusshowyou willusetheavailableequipmenttomakethemeasurements. c. Drawandlabelappropriatelysketchesofyourexperimentaldesigns. d. (A7)Chooseaproductivemathematicalprocedureforsolvingtheproblem. e. (A8)Identifytheassumptionsmadeinusingthemathematicalprocedure. f. (A9)Determinespecificallythewayinwhichassumptionsmightaffecttheresults. g. Whatarethepossiblesourcesofexperimentaluncertainty?Howcouldyouminimize them? Performtheexperiments. h. Recordtheoutcomeofyourexperiments. i. (A4)Makeajudgmentabouttheresultsofyourexperiments. j. (A5)Evaluateyourresultsbycomparingthetwoindependentmethods.Useyour uncertaintytomakeanexplicitcomparisonofthetwovaluesyouobtained. k. Whatarepossiblereasonsforthedifference? l. Whichexperimentdoyoufeelwasmoreaccurateandwhy? m. (A6)Identifyshortcomingsintheexperimentsandsuggestspecificimprovements. II.'Application'Experiment:'CD'Groove'Spacing' Allbulletsmustbeaddressedinyourlabwrite4up,andarandomsubsetwillbegraded. DesignanexperimenttodeterminethegroovespacingonaCD.Youhavea633nmlaser,a CD,andatapemeasure.

20 Includethefollowinginyourreport: a. (A1)Identifytheproblemtobesolved. b. (A2&A3)Designareliableexperimentthatsolvestheproblemanddiscusshowyouwill usetheavailableequipmenttomakethemeasurements. c. Drawandlabelappropriatelyasketchofyourexperimentaldesign. d. (A7)Chooseaproductivemathematicalprocedureforsolvingtheproblem. e. (A8)Identifytheassumptionsmadeinusingthemathematicalprocedure. f. Whatarethepossiblesourcesofexperimentaluncertainty?Howcouldyouminimize them? Performtheexperiment. g. Recordtheoutcomeofyourexperiment. h. (A4)Makeajudgmentabouttheresultsofyourexperiment.Also,isyourvalue plausiblebasedonindependentconsiderations? i. j. Doesthecharacterofyourintensitypatternsuggestthatthenumberofsources/slits contributingtoitisfairlysmall,orfairlylarge?explain.also,canyouciteexperimental data/findingsotherthanthecharacterofthepatternitselfthatwouldtendtoagree? (A6)Identifyanyshortcomingsintheexperimentandsuggestspecificimprovements.

21 Physics'9B'Lab'6:'Geometrical'Optics' Mostrelevanttextreferences:Chapters33&34. I.'Background'Information:'Parallax' Parallaxhelpsuswithdepthperception.Ifyoumoveyourheadfromsidetoside,objects alignedwon tstaythatwayunlessthey rethesamedistanceaway.insomepartsofthelab, themethodofparallaxcanbeindispensibletojudgerelativedistances.ifyouhaveany doubts,takeaturnontheparallaxmachine(bluetube) asyoumoveyourheadsideto side,thesinglenailonthetop(bottom)remainsalignedwithonlyoneofthebottom(top) nails.ifyouneedhelp,consultyourta. ' II.'Application'Experiment:'Refractive'Index' Allbulletsmustbeaddressedinyourlabwrite4up,andarandomsubsetwillbegraded. DesignanexperimentusingSnell slawtodeterminetherefractiveindexofaplastic.it shouldinvolvealigningtwopinsinthefoamboardbetweenyouandtheplasticwith imagesoftwootherpinsonthefarsideoftheplastic,andtracinglight scorresponding pathonpaperyouplaceonthefoamboardundertheplasticblock.youhaveaplastic block,paper,pins(youshouldhaveatleast446),aprotractor,aruler,andfoamboard. Please&be&careful&with&the&plastic&blocks& &they&scratch&easily&and&would&not&fare&well&if& dropped! Includethefollowinginyourreport: a. (A1)Identifytheproblemtobesolved. b. (A2)Designareliableexperimentthatsolvestheproblem. c. Drawalabeleddiagramofyourdesign. d. (A7)Chooseaproductivemathematicalprocedureforsolvingtheproblem. e. Whatarethepossiblesourcesofexperimentaluncertainty?Howcouldyouminimize them? Performtheexperiments. f. Recordtheoutcomeofyourexperiment. g. (A4)Makeajudgmentabouttheresultsofyourexperiment,keepingyouruncertainties inmind.dothevaluesseemreasonable(justifythisassertion)? h. (A6)Identifytheshortcomingsintheexperimentandsuggestspecificimprovements. III.'Testing'Experiment:'Apparent'Depth' Allbulletsmustbeaddressedinyourlabwrite4up,andarandomsubsetwillbegraded.

22 Usingtheindexofrefractionyoufoundabove,predicttheapparentdepthofapinplaced directlyagainsttheblockonthesideoppositeyou,andtestitwithyourexperimental setup.youhavethesameequipment. Includethefollowinginyourreport: a. (T1)Identifythehypothesis(rule)tobetested. b. (T2)Designareliableexperimentthatteststhehypothesisincludingabriefdescription ofyourprocedure. c. Drawalabeledsketchofyourexperimentalsetup. d. (T4)Makeapredictionabouttheoutcomeoftheexperimentbasedonthehypothesis. e. (T5)Identifytheassumptionsmadeinmakingtheprediction.Whatassumptionsabout theobjects,interactions,andprocessesyouneedtomaketosolvetheproblem? f. (T6)Determinespecificallyinwhichwayassumptionsmightaffecttheprediction. g. Whatareexperimentaluncertaintiesinthisexperiment? Performtheexperiment h. Recordtheoutcomeofyourexperiment. i. (T7)Decidewhetherthepredictionandtheoutcomeagree/disagree.Decidewhether yourassumptionsandexperimentaluncertaintiescanaccountforanydiscrepancy j. betweenthepredictedandmeasuredvalue. (T8)Makeareasonablejudgmentaboutthehypothesisbasedonyourexperimental outcomes,theassumptionsyoumade,andtheestimateduncertainty. IV.'Testing'Experiment:'The'ThinLLens'Equation' Allbulletsmustbeaddressedinyourlabwrite4up,andarandomsubsetwillbegraded. Designanexperimenttotestthethinlensequationforvariousobjectdistances.Atleast onedistanceshouldbechosentogiveavirtualimage,whoselocationrelativetoapencil,or finger,orotherhandyobject,canbejudgedbyparallax.youhaveconverginglenses,alight source,anobjectslide,ascreen,andanopticalbenchwherethingscanbemounted. Includethefollowinginyourreport: a. (T1)Identifythehypothesis(rule)tobetested. b. (T2)Designareliableexperimentthatteststhehypothesisincludingabriefdescription ofyourprocedure. c. (T4)Makeapredictionabouttheoutcomeoftheexperimentbasedonthehypothesis. d. (T5)Identifytheassumptionsmadeinmakingtheprediction. e. Whatarethepossiblesourcesofexperimentaluncertainty?Howcouldyouminimize them?

23 Performtheexperiment. f. Recordtheoutcomeofyourexperimentinanappropriatemanner. g. (T7)Decidewhetherthepredictionandtheoutcomeagree/disagree. h. Decidewhetheryourassumptionsandexperimentaluncertaintiescanaccountforany discrepancybetweenthepredictedandmeasuredvalue. i. (T8)Makeareasonablejudgmentaboutthehypothesisbasedonyourexperimental outcomes,theassumptionsyoumade,andtheestimateduncertainty.

24 Physics'9B'Lab'7:'Heat' Mostrelevanttextreferences:Chapter17. I.'Application'Experiment:'Specific'Heat' Designtwoindependentexperimentstodeterminethespecificheatofthegivenobjectthat ismadeofanunknownmaterial.youhaveasampleofunknownspecificheat,water,a thermometer,ice4water,aheatingpot,adewar(okay,reallyjustthreenestedfoamcups, butstillaprettywellinsulatedcontainer),abalance,graduatedcylinder,andmiscellaneous foamcups,papertowels,tongs,andotherhardware.byallmeans,lookupknown propertiesofwater.also,evenifyouhaven tdoneitregularlybefore,todaymightbeavery gooddaytoconsiderrepeatingyourvariousexperimentstojudgetheirreliabilityand merits probablyatleast3trialsperexperimentwouldbeadvisable.note:pleasedon t pokeholesinthefoamcups. Includethefollowinginyourreport: a. (A2&A3)Designatleasttworeliableexperimentsthatsolvetheproblemanddiscuss howyouwillusetheavailableequipmenttomakethemeasurements. b. (A7)Chooseaproductivemathematicalprocedureforsolvingtheproblem. c. (A8)Identifytheassumptionsmadeinusingthemathematicalprocedure. d. (A9)Determinespecificallythewayinwhichassumptionsmightaffecttheresults. e. Whatarethepossiblesourcesofexperimentaluncertainty?Howcouldyouminimize them? Performtheexperiments. f. Recordtheoutcomeofyourexperimentsinanappropriatemanner. g. (A4)Makeajudgmentabouttheresultsofyourexperiments. h. (A5)Evaluateyourresultsbycomparingthetwoindependentmethods.Useyour uncertaintytomakeanexplicitcomparisonofthetwovaluesyouobtained. i. Whatarepossiblereasonsforthedifference? j. Whichexperimentdoyoufeelwasmoreaccurateandwhy? k. (A6)Identifyshortcomingsintheexperimentsandsuggestspecificimprovements.