Basic Physics II Evidences

Evidences for Classroom Innovations, Learning Gains & Teaching-Learning Materials 1. Thermodynamics Innovations PeFaLec Course code : CMT251 & CMT408 2. Philosophy Course code : FSG500 3. Basic Physics II Course code : PHY407 4. Scholarship of Teaching & Learning

“The great aim of education is not knowledge, but action” - Herbert Spencer -

basic physics II Course Code : pHY407 “The important thing is not to stop questioning” - Albert Einstein -

website & syllabus

Dr JJ or Dr Jaafar Jantan Homepage

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CHECK YOUR CARRY MARKS JAN10-APR10

Lesson Outcomes

Lesson Plan

Selamat Datang (Welcome) to PHYSICS II PHY407 Webpage Applied Sciences Education Research Group (ASERG) Faculty of Applied Sciences (FSG) Universiti Teknologi MARA (UiTM) 40450 Shah Alam, Selangor, MALAYSIA "The strongest arguments prove nothing so long as the conclusions are not verified by experience. Experimental science is the queen of sciences and the goal of all speculation." - Roger Bacon "I do not know what I may appear to the world, but to myself I seem to have been only a boy playing on the sea-shore, and diverting myself in now and then finding a smoother pebble or a prettier shell than ordinary, whilst the great ocean of truth lay all undiscovered before me". - Isaac Newton "Science is what you know. Philosophy is what you don't know".- Bertrand Russell ANNOUNCEMENT: FOR SEM JAN-APR 2011, LABS & LECTURES ARE TOGETHER IN A WORKSHOP SCHEDULED FOR MONDAYS FROM 2 PM-7PM. WEDS ARE RESERVED FOR REPLACEMENT CLASSES IF NEED BE OUR CLASS WILL EMPLOY LEVEL 3 TEACHING, ENGAGING YOU VIA ACTIVE LEARNING IN ORDER TO CONSTRUCTIVELY ALIGN THE TLAs WITH THE COURSE LEARNING OUTCOMES

Basic Physics II PHY407 Materials (Algebra-Based)

Download IHMC Concept map Lesson Outcomes PHY407

PHY407-Syllabus-2011

Download PHeT Full Install

Magnetic Force Simulation Webpage

LabExam Rubrics (pdf)

Peer assessment Template & Rubrics (xlsx)

PHY407: Course Objectives

Guideline Lab Exam (pdf)

Weekly Planner (pdf)

Assessment

References

Lectures

Sample Problems/Quiz/Test

The Physics Classroom Website

T2-1

T2-2

Test2-020409-Key

T3

Test3-020409-Key

Sage

Dictionary Unit-Converter

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But just call me Tertiary Education

Associate Professor Dr. Jaafar Jantan a.k.a. Dr. J.J.

Present & Past Position:

Born June 21st, 1961 in Malacca, West Malaysia.

High Schools:

St. David's High School, Bukit Bahru ('74'76) Sekolah Menengah Sains Melaka (Sek. Menengah Muzaffar Syah), Air Keroh ('77'78) Sek. Dato' Abdul Razak, Seremban ('79)

http://drjj.uitm.edu.my/DRJJ/itmclass/phy407.html

Kansas State University, Manhattan Kansas ('80-85; '91-94) Temenggong Ibrahim Teacher's College, Johor Bahru ('86).

Vice-Chairman, Asian Physics Education Network (ASPEN), UNESCO (2007 - present) Chairman, Asian Physics Education Network (ASPEN), Malaysia (SKUM-MOSTI) (2007 present) Chair, Outcome-Based Education (OBE), FSG, UiTM (Jan 2007-Dec 2010) OBTL consultant and Facilitator (OBE curriclum design, OBTLA & constructive alignment) (2007 present) Certified Coach (Heart of Coaching by AKEPTMOHE-Crane Consultant) (June 2010 - present) Faculty Member, Physics Dept., Faculty of Applied Sciences,UiTM, Shah Alam, Selangor, MALAYSIA ('87 - present).

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Keywords: UiTM, FSG, interactive engagement in learning thermodynamics, industrial chemistry, applied chemistry, teaching portfolio for Dr. J.J., Course Outline, Peer Facilitating Learning-Cycle Instruction, Collaborative Learning, Specific Operational Objectives, Facilitators Notes

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Academic Qualification Kelulusan Akademik Ph.D., Physics Education

Kansas St University, Manhattan, Kansas, USA (supervised by Prof. Dean Zollman)

Dec 1994

M.Sc., Condensed Matter Physics

Kansas St University, Manhattan, Kansas, USA Thesis: "Magnetic Phase Transitions in Gadolinium-Rich Magnetic Glasses"

Dec 1985

B.Sc., Physics

Kansas St University, Manhattan, Kansas, USA

May 1983

SPLI, Teaching Certificate

Temenggong Ibrahim Teacher Training College, Johor Bahru Johor, West Malaysia

Dec 1986

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For further information, please contact: Untuk maklumat lanjut, sila hubungi: Phone: 6-03-5544-4593 (Direct); Fax: 6-03-5544-4562

6-019-355-1621 (H/P)

E-mail: [email protected] ; [email protected]

and copy to [email protected] or [email protected]

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Course Objectives:


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Lecture/Discussion: Laboratory:

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2 hours/week 3 hours/week

This course interactively engage students in the cognitive and the psychomotor (science) domain in areas of electrostatics, electricity, magnetism, light and atomic physics. It begins by discussing the presence of charges in matter, its conservation and discrete properties and ways that materials can be charged followed by the concept of electric field and how charges interact with each other and the dynamics of the charges under the influence of electrical forces. These dynamics are further probed through the concepts of electric flux, electric potential, work done, electrical energy, electrical power, capacitors, electric current, resistance and resistivity. The laws governing the electrical phenomena including Coulomb’s Law, Ohm;s Law and Kirchoff’s Laws are introduced and used to help discuss the electrical phenomena. In addition, the magnetic phenomena and the effect of magnetic field on charges are introduced. Then the dynamics of charges and the production of magnetic field by moving charges are introduced leading to the induced electromotive force in a coil and its applications to magnetic energy, inductors, motors, generators and its significance and applications to alternating current. The laws involved such as Ampere’s Law, Faraday’s Law and Lenz’s Law are introduced to help understand magnetic phenomena. Quantum mechanics is introduced through the particle properties of electromagnetic wave and the wave properties of particles by introducing the black body radiation, the photoelectric effect, the Heisenberg uncertainty principle and the Compton effect. Finally, atomic physics through the nature of atom associated with photons such as the atomic models and the x-ray will be introduced and discussed. In addition, the course will allow students to develop their science skills through a series of laboratories (by involving the use of common scientific devices and/or computer simulation) which incorporates investigating natural phenomena and obtain some form of laws or theory.

This is a THREE credit-hour course (SLT=120 hours) and will address MOHE Learning Outcomes LO1 (Knowledge & Understanding), LO2 (Practical Skills) and LO5 (Teamwork) . On successful completion of this course, YOU will be able to:

1. CLO1: Explain the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2).

2. CLO2: Observe, plan, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3).

3. CLO3: Collaborate with team members in team-related assessment tasks. (LO5-TS3).

Specifically, students will be able to: (download the more detail lesson outcomes outlined for each topic)

1. Use the concept map in defining and relating concepts in areas of electrostatics, electricity and magnetism. 2. State, define and relate the concepts in electrostatics followed by identifying and explaining different types of charging process for any given material matter using diagrams and simple numerical approach.

3. Draw, explain, write the strength and determine the electric field around a charged particle and a configuration of charged particle and the electric forces experienced by or exerted upon any charged particle or any configuration of charged particles.

4. Write, explain and obtain the electric potential and electric potential energy on any charged particle or any configuration of charged particles and apply it to capacitors connected in series or parallel.

5. Identify and distinguish the high and low potential points in a simple and complex circuit and state and use Ohm’s law and Kirchoff’s Laws to determine algebraically and numerically, the current flowing in any series and/or parallel circuits.

6. Draw and write the strength of the magnetic field produced by different types of magnets and state, use and explain the first right hand rule in determining magnetic forces acting on charged particles and /or current-carrying conductors such as a long straight wire.

7. Identify, draw, write and use the algebraic representation to determine the resultant magnetic field produced by currentcarrying conductors such as long straight wires and wire loops by using the second right-hand rule.

8. State and use Faraday’s and Lenz’s Laws and its algebraic representations to determine the induced electromotive force and the induced current in wire loops and how this is applied in physical devices such as inductors and the associated energy stored in the inductor.

9. Observe, predict, test predictions via either simulations or using physical instruments, and report on the investigation process in areas of electrostatics, electricity and magnetism.

10. Work effectively in a team.

Course Objectives

3.0

Weekly Planner (pdf)

Assessment

References

Lectures


LESSON PLAN

Course Planning PHY407-Physics for Material Technologist Lesson Outcomes (pdf)

Problems-Chap20

NOTE: BRING YOUR LAPTOPS FOR ALL CLASS SESSIONS Week

SLT (Total 122) Face-2-Face +

Contents


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Independent Introduction to the course

KNOWING YOU KNOWING ME Write a composition about yourself containing the information listed below and email it to [email protected] 1. Your vision, mission, your family background, your current academic standing (CGPA) 2. Name the course (name the course in the field you are in, for example, phy430 if you are in physics) you learn most and the course you learn least so far. 1

3. Then provide justification why you are learning least and why you are learning most for the courses that you named above. Explain, how you would change the teaching & learning methods if you were to teach the class.

1+2

4. Write also your expectations for this course, PHY407 and explain how you are going to accomplish that expectation.

Email to [email protected] with a message title 'your name' & 'date sent' (example of your message title: Jaafar Jantan-070709).Save your word file with 'your name' & 'date sent' (example: Jaafar Jantan070709.doc)

Diagnostics and Learning Skills

Conceptual Survey in Electricity & Magnetism

Learning Styles & Views on Science (physics)

Concept Mapping

Example: Focus Question: Apakah Jejaka Tampan? Exercise Focus Question: What is Electrical Charging? Example: What is a Wave?

2

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Description

Concepts

CMAP

Reading materials relevant to our study of Electrostatics, Electricity and Magnetism can be found at The Physics Classroom website. You MUST Read the sections that are relevant to our topics of the week before you come to class and compare the content to the content in your textbook. Pre Lab Activity Simulation. Get this simulation (You will be quizzed at the beginning of the lab hour.) Download the Balloons & Static Electricity from PhET Website-HOME.Download Full Install Download the Concept Map lecture pdf. Download IHMC CmapTools Download Lecture 1: Pithball (pdf) Download Lab #1 and fill in the predictions before coming to the lab.

Lab #1 Electrostatics: Charges and charging

3

atoms, electrons and protons

charges, charged objects

charge conservation and quantization

conductors and insulators

charging by contact, charging by induction

tribo-electric series

5+5

Assignment #1: CMAP and/or selected problems at end of chapter


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Download Lab #2 and fill in the predictions before coming to the lab Download Lab #2 EXCEL template. YOU MUST RUN THE 3 LAB (SIMULATIONS) BEFORE COMING TO LAB #2. WE WILL USE THE LAB TIME FOR DISCUSSING YOUR METHOD AND YOUR RESULTS Electric Field Hockey(JAVA-run online), Electric Field Hockey( JAVAsave to desktop), Vector Addition (FLASH-run online) and Charges and Fields (FLASH-run online) or go the PhET Website-HOME.Download Full Install To save to your desktop, right click your mouse and "Save target As"

Lab #1-Revisit Electrostatics: Charges and charging

4

5+3

atoms, electrons and protons

charges, charged objects

charge conservation and quantization

conductors and insulators

charging by contact, charging by induction

tribo-electric series

Assignment #1: CMAP and/or selected problems at end of chapter Download Lab #2 and fill in the predictions before coming to the lab Download Lab #2 EXCEL template. YOU MUST RUN THE 3 LAB (SIMULATIONS) BEFORE COMING TO LAB #2. WE WILL USE THE LAB TIME FOR DISCUSSING YOUR METHOD AND YOUR RESULTS Electric Field Hockey(JAVA-run online), Electric Field Hockey( JAVAsave to desktop), Vector Addition (FLASH-run online) and Charges and Fields (FLASH-run online) or go the PhET Website-HOME.Download Full Install To save to your desktop, right click your mouse and "Save target As"

Lab #2 Quiz 1 Electrostatics: Electric Forces Electric Fields

electric force and Coulomb's law

electric field

electric field lines

the electric field of a parallel-plate capacitor

Assignment #2: CMAP and/or selected problems at end of chapter 5

5+4 Download Lab #3 and fill in the predictions before coming to the lab. Download Lab #3 EXCEL template. YOU MUST RUN THE 3 LAB (SIMULATIONS) BEFORE COMING TO LAB #3. WE WILL USE THE LAB TIME FOR DISCUSSING YOUR METHOD AND YOUR RESULTS Electric Field Hockey(JAVA-run online), Electric Field Hockey( JAVAsave to desktop), Vector Addition (FLASH-run online) and Charges and Fields (FLASH-run online) or go the PhET Website-HOME.Download Full Install To save to your desktop, right click your mouse and "Save target As"

Lab # 3 Quiz 2 YOU MUST RUN THE 3 LAB (SIMULATIONS) BEFORE COMING TO LAB #4. WE WILL USE THE LAB TIME FOR DISCUSSING YOUR METHOD AND YOUR RESULTS


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Electric Potential Energy,

6

5+4

Electrical potential and capacitance

potential energy

the electric potential difference

the electric potential difference of point charges

capacitors and dielectrics

capacitors in series and in parallel

Download Lab # 4 and fill in the predictions before coming to the lab.

MAKE SURE YOU RUN THE PhET CIRCUIT CONSTRUCTION (DC ONLY) SIMULATION BEFORE THE LAB DAY AND BE SURE TO DO THE PREDICTION FIRST Download these pdf lectures

7

Mid-Term Break Lab #4 Test 1 Resistance, resistivity and Ohm's Law

8

5+6

electromagnetic force and current

Ohm's Law

resistance and resistivity

electric power Assignment #3: CMAP and/or selected problems at end of chapter

Download Lab # 5 and fill in the predictions before coming to the lab.

Lab # 5 Quiz 3 Electric circuits & Kirchoff’s Laws

9

5+4

series and parallel wiring

circuits wired partially in series and partially in parallel

internal resistance

Kirchhoff’s laws

the measurement of current and voltage

Assignment #4: CMAP and/or selected problems at end of chapter Download Lab # 6 and fill in the predictions before coming to the lab.

Lab # 6 Quiz 4 Magnetic Forces and Magnetic Fields

magnetic field


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force on moving charges

motion of charged particles in B fields

mass spectrometer

force on a current-carrying conductor in a magnetic field

Assignment #5: CMAP and/or selected problems at end of chapter Download Lab # 7 and fill in the predictions before coming to the lab. 10

5+4

(In lab 7, the new Magnetic Sumulation H website when answering questions at the end is: http://homepages.ius.edu/kforinas/physlets/magnetism/magnetH.html Learn about Physics( very good portal) http://www.physicsclassroom.com http://www3.interscience.wiley.com:8100/legacy/college/halliday/0471320005/simulations6e/

Lab # 7

Force on a current in a magnetic field 11

5+3

the torque on a current-carrying coil

magnetic fields produced by currents

Ampere's law

Test 2

Electromagnetic Induction: Faraday's and Lenz's Law

12

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induced emf and induced current motional emf magnetic flux inductance Faraday's Law of electromagnetic induction


Electromagnetic Induction: Faraday's and Lenz's Law

13

Len's Law

the electric generator

mutual inductance and self-inductance

transformers

5+3


Quiz 5 Electromagnetic Induction: Faraday's and Lenz's Law

14

Len's Law

the electric generator

mutual inductance and self-inductance

transformers

5+4


Study Week

15 16

2+6

FINAL EXAMINATION

NOTES: Public Holidays:


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"What we have to learn to do, we learn by doing." -Aristotle Course Objectives

Lesson Plan (pdf)

Assessment

References

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Lectures


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Assessment This class involves both formative and summative assessment. Get Table of Specs for the finals Formative: Formative assessments are meant to identify students’ initial beliefs and this is first done during the first week through a diagnostic device called the Conceptual Survey in Electricity & Magnetism (CSEM). Solutions of quiz are discussed after every quiz and its recommended that you participate in that discussion. The quizzes are meant to diagnose and rectify your learning problems. Consistent assessment is done through class discussions and peer discussions before, during and after each class which will help identify weaknesses the students are facing. Remedy to those problems are done during class sessions. I may employ a retest of the same test in helping you achieve the intended learning outcomes and course outcomes but of course you will receive only a minized portion of the marks. Nonetheless, it will help you in learning and in passing the course. In fact, you MUST know by heart what are the lesson outcomes you are to achieve in every lesson before you attend class and be able to state and explain it to me and to your peers whenever your names are called in class.

Summative: Before January 2011 Assessment Methods Proportion PODS (Labs) 6 lab reports = 10% Quizzes 4x2.5=10% Tests 3x3 = 30% Final exam 50%

Beginning Jan 2011 Continuous Assessment (Formative & Summative) CLO1: Cognitive Assessment Tasks

30%

Formative: 2 Concept Maps Formative: Quizzes Summative: Tests 2x10%=20% Summative: Assignment 10% CLO2: Practical Skills Assessment Tasks

30%

Formative: 3 Lab Journals Summative: 2 Lab Journals 10% Summative: Lab Performance Exam (skill 10%, reporting 10%) CLO3: Team work

10%

CLO1: Final exam

Course Objectives

Lesson Plan (pdf)

30%

Assessment

References

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Lectures


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References

TEXTBOOK Physics by Cutnell & Johnson 7th edition (algebra based)., John Wiley &Sons, Inc. bundled with WileyPlus


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REFERENCE BOOK Fundamental of Physics by Halliday, Resnick, Walker;6th or 7th Ed., John Wiley & Sons, Inc. Simulation Software (download free on internet: http://phet.colorado.edu/new/get_phet/index.php PHET Physics Education Technology, Univ. of Colorado, Boulder) Other websites include

1. The Physics Classroom, 2. http://www3.interscience.wiley.com:8100/legacy/college/halliday/0471320005/simulations6e/ and 3. IHMC CmapTools

TEACHING AND LEARNING METHODS This class will use the constructivist rather than the behaviorist approach of learning. It aims to develop deep learning (deep understanding and life-long retention) and minimize on surface learning (memorization). This course will employ a combination of interactive lecture and cooperative learning technique, a form of active learning method utilizing the Prediction-Observation-Discussion-Synthesis (PODS) Learning Cycle. Volumes of research in science learning have concluded that students employing active-learning not only have significantly better understanding and retention of the subject matter but also will be able to solve problems involving numerical calculations with better approach and more exact solution. Hence, conceptual knowledge will be strongly stressed especially during peer group discussions before getting involved with end -ofchapter exercises. Problems requiring numerical results can easily be solved with full confidence ONLY if students have sound scientific reasoning abilities encompassing all the ideas and concepts. For this reason, peer discussions (cooperative learning) will be used along with concept maps and reading summaries before a formal interactive lecture (reinforcement) is given. In addition, other teaching and learning tools such as tools to identify learning styles, initial beliefs (common-sense beliefs or misconceptions) about electricity and magnetism, will be used to probe cognitive skill readiness of the students (metacognition). Furthermore, digitized lectures, samples of solutions to end-of-chapter problems, simulations and other teaching and learning tools will be made available on the internet for students to view, download, print and share with their peers. Information and Communication Tools (ICT) will be fully incorporated in developing students’ understanding in the subject matter and as part of life-long learning in becoming knowledgeable and autonomous workers (k-workers) in the information age.

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Lectures

Lecture 1-chap18: pithball-pdf (for printing)

Lecture 2-1 Chap18pdf (for printing)Lecture 2-2 Chap18 pdf (for printing)

Chap18-Cutnell Chap21-Cutnell Chap22-Cutnell

Lecture 1-pithball-pps (shows animation)Lecture 2-1 Chap18-forces-pps

Chap19-Cutnell Chap21a-DrJJ

Lecture 2-2 Chap18-forces-pps

Chap20-Cutnell Chap21b-DrJJ

Course Objectives

Lesson Plan (pdf)

Assessment

References

Lectures

Chap22-DrJJ

Chap24&26-DrJJ - 2 slides: 6 slides Chap27&29-DrJJ - 2 slides: 6 slides Chap30-DrJJ - 2 slides: 6 slides


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Cutnell's 7th edition-sample problems solved/KEY to Quizzes & Tests

Sample of Solved Problems With Reasoning

KEY to quizzes & Tests

Chap 18

Chap 21

Quiz 1

Test 1

Chap 19

Chap 22

Quiz 2

Test 2

Test2-020409-Key

Your MARKS NOW

Test 3

Test3-020409-Key

Finals Oct2006

Finals Oct2006key

Chap 20

Course Objectives

Lesson Plan (pdf)

Assessment


References

Lectures

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13/05/2011

UNIVERSITI TEKNOLOGI MARA COURSE INFORMATION Confidential Code

: PHY407

Course

: Physics II

Level

: Degree

Credit Unit

: 3

Contact Hour/SLT

: F2F-(5hrs-workshop)

Part

: 2

Course Status

: Core

Prerequisite

: None

Course Outcomes

: Upon completion of this course, students will be able to: 1. Explain the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2) 2. Observe, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity. (LO2-P3) 3. Collaborate with team members assessment tasks. (LO5-TS3)

Course Description

in

team-related

: This course will interactively engage students cognitively and scientifically in areas of electrostatics, electricity, magnetism, atomic physics and modern physics. Students will define concepts, state and explain laws and theories, make predictions as to the possible outcome of an event, perform investigations via simulations and laboratory exercises and verbally and in writing, discuss the results and relationships with peers and facilitators The designated lecture session is used to discuss results of investigations leading to its relation to the existing laws, principles or theories. Lecture sessions employ a mixture of lectures and active learning (self and peer discussions). The outcomes shall be assessed through a

Nama Fakulti / Pusat Pengajian:

Fakulti Sains Gunaan

Nama Program:

Ijazah Sarjana Muda Sains (Kepujian) Teknologi Bahan

© Hak Cipta Universiti Teknologi MARA

FSG-1

Tahun:

2009

variety of tools which include the traditional paper examination, concept maps, inventories (CSEM), informal interviews and classroom engagement.

Syllabus Content

1.0 Introduction: Diagnostics and Learning Skills 1.1 Learning Styles & Views on Science. 1.2 Conceptual Survey in Electricity & Magnetism. 1.3 Concept Mapping. 2.0 Electrostatics 2.1 Charged objects and electric (Coulomb’s) force. 2.2 Properties of conductors and insulators. 2.3 Charging by contact, induction and friction. Lab 1: PHET simulation “Balloons & Static Electricity” Lab Investigation: “Introduction to Static Electricity”. 3.0 Electrostatics 3.1 Coulomb’s Law. 3.2 Electric Field. 3.3 Electrical field lines. 3.4 Electrical field in conductors. Lab 2: PHET simulation i. “Electric Field Hockey, ii. “Vector-Math” iii. “Charges and Fields”. Lab Investigation: “Electrical Force & Electrical Field”. 4.0

Electric Potential Energy, Electric Potential and Capacitance 4.1 Potential energy 4.2 Electric potential difference 4.3 Electric potential difference created by point charges 4.4 Capacitors and dielectrics 4.5 Capacitors in series and parallel 4.6 RC circuits 4.7 Charged objects and electric force Lab 3:



Nama Program:



FSG-2

Tahun:

2009

PHET simulation i. “Electric Field Hockey, ii. “Charges and Fields”. Lab Investigation: “Introduction to Electric Potential”.

5.0 Resistance, Resistivity & Ohm’s Law 5.1 Electromotive force and current 5.2 Ohm’s law 5.3 Resistance and resistivity 5.4 Electric power 5.5 Series and parallel wiring 5.6 Circuits wired partially in series and partially in parallel Lab 4: Lab Investigation: “Capacitors, Capacitance, Series & Parallel Circuit”. 6.0 Electric Circuits & Kirchoff’s Laws 6.1 internal resistance 6.2 Kirchhoff’s laws 6.3 the measurement of current and voltage Lab 5: PHET simulation: “Circuit Construction Kit (DC Only)” Lab Investigation: “Batteries & Bulbs: Voltage, Current & Resistance”. 7.0 Magnetic Field & Magnetic Forces 7.1 Magnetic field lines of permanent magnets. 7.2 Magnetic force that a magnetic field exerts on moving charges. 7.3 Motion of a charged particle in a magnetic field. 7.4 Motion of charges in magnetic & electric fields. 7.5 Mass spectrometer & velocity selectors. 7.6 Force on a current-carrying conductor in a magnetic field. Lab 6: PHET simulation: “Circuit Construction Kit (DC Only)” Lab Investigation: “Resistance, Ohm’s Law & Kirchoff’s Law”.



Nama Program:



FSG-3

Tahun:

2009

8.0

Magnetic force on current-carrying conductors & magnetic field produced by current-carrying conductors 8.1 Torque on a current-carrying coil. 8.2 Electric motors. 8.3 Magnetic fields infinitely long wire. 8.4 Magnetic field produced at the centre of circular wires. 8.5 Magnetic field of solenoids. 8.6 Force between current-carrying wires. Lab 7: PHET simulation: “Faraday’s Electromagnetic Lab” Lab Investigation: “Magnetic Field & Magnetic Force on Electric Charges”.

9.0 Electromagnetic Induction 9.1 Magnetic flux 9.2 Faraday’s Law of electromagnetic induction 9.3 Motional emf 9.4 Lenz’s Law of electromagnetic Induction 10.0 Electric Generators, Inductors and Transformers 10.1 Induced current in coils moving in magnetic field. 10.2 Electric generators. 10.3 Self and Mutual Inductance 10.4 Transformers.

Instructional Strategy: Active Learning Instructional Methods: Workshop, interactive lecture, labs and Cooperative group discussion

Predict → Observe → Do → Synthesize (PODS) Cycle i. Scientific investigation via simulations and laboratories : experiences. ii. Active engagement via lecture-discussion & cooperative group discussion. iii. Critical assessment of findings. iv. Synthesising of results with existing laws, theories and principles.



Nama Program:



FSG-4

Tahun:

2009

Assessment

:

Continuous Assessment (Formative & Summative): CLO1: Cognitive Assessment Tasks  Formative: 2 Concept Maps  Formative: Quizzes  Summative: Two tests 2x10%=20%  Summative: Assignment 10% CLO2: Practical Skills Assessment Tasks  Formative: 3 Lab Journals  Summative: 2 Lab Journals 10%  Summative: Lab Performance Exam (skill 10%,

70% 30%

30%

reporting 10%)

 Lab reports 2x5%=10% CLO3: Team work

CLO1: Final exam

Recommended Text (if any) References

10% 30%

: Physics by Cutnell & Johnson 7th edition (algebra based); John Wiley &Sons, Inc. : Fundamental of Physics by Halliday, Resnick, Walker;6th or 7th Ed., John Wiley &Sons, Inc.



Nama Program:



FSG-5

Tahun:

2009

COURSE OUTCOMES. COURSE CODE

PHY407

CENTRE OF STUDY

FACULTY OF APPLIED SCIENCES

COURSE NAME

PHYSICS II

PREPARED BY

ASSOC .PROF. DR. JAAFAR JANTAN

CREDIT HOURS

3

DATE

15th MAY 2009

PROGRAMME OUTCOMES COURSE OUTCOMES

LO 1 PO 1

1. Explain the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the qualitative, visual and quantitative approach. (LO1-C2

3

LO 2 PO 2

3

2. Observe, predict, conduct and discuss results of scientific

LO 2 PO 3

LO 3 PO 4

LO 4 PO 5

LO 4 PO 6

LO 5 PO 7

LO 6 PO 8

3



Nama Program:

Ijazah Sarjana Muda (Kepujian) Teknologi Bahan

LO 7 PO 9

LO 8 PO 10

Teaching & Learning Activities

Assessment Tasks

a. Independent Learning (pre-class reading b. Lecture-discussion c. Simulations d. Active learning (self & peer dialogue) e. Modelling

 Diagnostic Test (CSEM)  Formative Tasks: (Concept Mapping, Quiz,  Summative Tasks: Tests, Final Exam)

a. Independent Learning (pre-class reading

 Lab Journal  Lab Examination

LO 9 PO 11

Tahun:

© Hak Cipta Universiti Teknologi MARA 1

2009

Teaching & Learning Activities

PROGRAMME OUTCOMES COURSE OUTCOMES

LO 1 PO 1

LO 2 PO 2

LO 2 PO 3

LO 3 PO 4

LO 4 PO 5

LO 4 PO 6

LO 5 PO 7

LO 6 PO 8

LO 7 PO 9

LO 8 PO 10

LO 9 PO 11

investigations in areas of electrostatics and electricity. (LO2-P3)

b. Active learning (self & peer dialogue) c. Simulations d. Lab investigations

3. Collaborate with team members in teamrelated assessment tasks. (LO5-TS3)

a. Active learning (self & peer dialogue) in lab & classroom b. Discussion

3

Assessment Tasks

 Assignment  Lab Presentation

Program Outcomes: PO1 (LO1) Able to analyze problems by applying knowledge and understanding of laws, theories and principles of science and mathematics. PO2 (LO2) Able to safely prepare sample, operate and use laboratory equipments. PO3 (LO2, LO3) Able to identify problems, design an experiment, process, interpret and analyze experimental data. PO4 (LO3) Able to apply the scientific reasoning in solving authentic problems. PO5 (LO4) Able to verbally express and articulate scientific ideas effectively. PO6 (LO4) Able to express and articulate scientific ideas in written form. PO7 (LO5) Able to effectively work in a multidisciplinary team. PO8 (LO6) Able to apply values, ethics, morality and professionalism in their scientific pursuit. PO9 (LO7) Able to manage information and engage in life-long learning. PO10 (LO8) Able to apply managerial and entrepreneurial skills. PO11 (LO9) Able to demonstrate leadership skills. Nama Fakulti / Pusat Pengajian:


Nama Program:

Ijazah Sarjana Muda (Kepujian) Teknologi Bahan

Tahun:

© Hak Cipta Universiti Teknologi MARA 2

2009

TOPIC 1.0 ELECTROSTATICS 1.1

LEARNING OUTCOMES

REMARKS

HOUR

At the end of this topic, students will be able to:

Coulomb’s law

a)

Explain the concepts of electrons, protons, charged objects, charged up, gaining charge, losing charge, charging by contact, charging by induction, grounding, charge quantization, charge conservation, conductors and insulators.

. b) Describe the motion of point charges when placed near another charged object. c)

Relate the motion of charges to a force and state Coulomb’s Law.

d) Explain, qualitatively, how the direction and the strength of this force changes with magnitude of the charges and the distance between the charges. e)

10

Draw a force diagram to a system of point charges and obtain the direction and magnitude of the resultant force acting on a point charge due to the presence of other point charges.

Physics Lesson Outcomes-Electricity & Magnetism http://drjj.uitm.edu.my; HP:+60-19-355-1621

Page 1 of 12

2

¾ Relate the motion to Newton’s 2nd law of motion and to the concept of motion. ¾

r qq F = k 1 22 r where the electric constant 1 N k= = 9.0 × 10 9 2 2 4πε 0 C m

¾ 2 point charges along the x-axes, along the y-axes and 3 charges that forms a rightangled triangle.

Prepared by Assoc. Prof. Dr. Jaafar Jantan aka Dr. JJ Email: [email protected]; [email protected]

lesson learning outcomes

TOPIC 1.2 Electric field

LEARNING OUTCOMES a)

Sketch the electric field lines produced by an isolated point charge, by two positive or two negative point charges, by a pair of positivenegative charge and for a point charge placed between a uniformlycharged parallel plates.

d) Obtain numerically and show pictorially the electric field strength and direction for a point charge, for a system of two charges and for a system of three charges. e) Explain the effect of the electric field on a positive test charge placed at midpoint between a pair of positive or negative charges and a pair of positive-negative charge.

2

¾

r q E=k 2 r . Note also the direction.

¾ Indicate the change of strength (field intensity) by varying the length of the field lines. ¾ Draw the field lines for a system of 2 positive charges, 2 negative charges and a pair of positive- negative charge. ¾ Numerically determine the field intensity on the right, on the left and at midpoints along the line of a pair of positive charges and a pair of positive-negative charge. ¾

2.0 ELECTRIC POTENTIAL

HOUR

State qualitative meaning of an electric field

b) Write the electric field strength produced by a point charge and explain qualitatively how the field strength and direction changes when measured at different places. c)

REMARKS

r r qq F = q 0 E = k 02 . r

At the end of this topic, the student will be able to:


Page 2 of 12

2


TOPIC 2.1 Electric Potential & Equipotential Surfaces


Define electric potential and an equipotential surface.

b) Sketch equipotential lines for an isolated positive charge, for an isolated negative charge, for a pair of positive-positive charge, for a pair of positive-negative charge and for a parallel-plate capacitor c) Write the strength and numerically obtain the potential for an isolated charge. d) Write the strength and numerically obtain the potential to the right, to the left and at midpoints for a pair of positive-positive charge and for a pair of positive-negative charge. e)

Write, explain and numerically obtain the field strength in the area between a uniformly-charged parallel-plate capacitors.

f)

Explain, qualitatively, the electric potential energy gain or lost when a positive point charge is moved in an electric field.


Page 3 of 12

REMARKS

HOUR

¾ Electric potential as the amount of work done in moving a point charge from far away (infinity) to some point A in an electric field (compare to moving a mass in a gravitational field).

2

V∞ − V A = −V A =

WBA q0 .

¾ Equipotential surface as a surface where V is a constant. ¾ For a point charge, q E q q V = 0 r=k 2 r=k q0 r r V E= d ¾ ¾ Explain the work energy relation W AB = U B − U A = −q 0V


TOPIC 3.0

CAPACITOR AND DIELECTRICS 3.1 Capacitance and energy of capacitors

LEARNING OUTCOMES At the end of this topic, the student will be able to:

a)

Define capacitance and state the purpose of a capacitor.

b)

Explain, qualitatively and algebraically, the factors affecting the capacitance of a parallel plate capacitor and the changes in the capacitance when the geometrical dimensions are changed.

c)

d)

3.2 Capacitors in series and parallel combination

REMARKS

Numerically determine the capacitance of parallel plate capacitors and the changes in the capacitance when the geometrical dimensions are changed. Qualitatively, algebraically and numerically explain and obtain the changes in energy stored by a parallel-plate capacitor when the charging source and/or the geometrical dimensions are changed.

a)

Draw a schematic diagram for capacitors connected in series and capacitors connected in parallel.

b)

Obtain the mathematical formulation for effective capacitances for capacitors connected in series and connected in parallel.

c)

Calculate the effective capacitances of capacitors in series, capacitors in parallel and capacitors in series-parallel combination.

3 ¾

Capacitance as a measure the charge on the capacitor per unit voltage, C =

Q V

¾

Air-filled capacitor

¾

C0 =

¾

Table of dielectric constant

¾

Other types of capacitors are not discussed.

¾

U=

¾

Limit to five capacitors.

¾

¾

Use the constant potential difference for a parallel circuit and constant current in series circuit to obtain effective capacitance. Parallel: C = C1 + C 2 + .. + C 5

¾

Series:

ε0 A d

1

, C = εrCo

1 1 1 Q2 CV 2 = QV = 2 2 2 C 2

1 1 1 1 = + + ... + C C1 C 2 C5

d)

4.0 ELECTRIC CURRENT AND DIRECT-CURRENT CIRCUITS

Determine the voltage, the charge stored and the energy stored on each capacitor in a series, in parallel and in connected in series-parallel combination. At the end of this topic, the student will be able to:

HOUR


Page 4 of 12

10


TOPIC 4.1 Ohm’s law and Resistivity


Define electric current.

b) Explain the relationship between current flow, electric field and potential difference between two points in a circuit. c)

Define electromotive force (emf) of a battery and explain its role to current flow in a circuit.

d) Draw an equivalent circuit to represent a battery with emf ε and internal resistance r and explain its effect to the current flowing in circuit. e) f)

REMARKS

dQ ΔQ , I = Δt dt

3

¾

I=

¾

V=IR

¾

R=

¾

Introduce conductivity as the inverse of resistivity

¾

σ=

¾

Simple circuit is limited to only one load (bulb or resistor)

State and mathematically write Ohm’s law. State and explain the relationship between the resistance of a wire to its physical dimensions and to its resistivity.

HOUR

ρl A 1

ρ

¾

V = ξ − Ir

Define electrical power and explain joule heating in a resistor.

¾

Include P = I 2 R and P =

Determine the dissipative power and energy loss in a simple circuit.

¾

g) Explain the concept of potential drop across a resistor in a simple circuit. 4.2 Electrical energy and power

a)

b)

¾


Page 5 of 12

V2 R

1

for power. Emphasize on V as potential difference across resistors. P = VI and Energy ≡ VIt


TOPIC 4.3 Resistors in series and parallel


Draw a circuit diagram for resistors in series and resistors in parallel.

b) Obtain the mathematical formulation for effective resistances for resistors connected in series and resistors connected in parallel. c)

4.4 Kirchhoff’s Laws

Calculate the effective resistance of resistors in series, resistors in parallel and resistors in series-parallel combination.

d) Determine the voltage and the current on each resistor connected in series, connected in parallel and connected in a series-parallel combination. a) State Kirchoff’s current and voltage laws and write the mathematical representation for both laws. b)

c)

Label the high and low potential points across resistors and batteries for a given current direction in a loop.

REMARKS ¾

Limit to four resistors.

¾ ¾

Use Ohm’s Law. Use the constant potential difference for a parallel circuit and constant current in series circuit to obtain the effective resistance. Limit to a maximum of only 3 resistors in series and 3 resistors in parallel for the combination circuit.

¾

¾

ΣVdrop = ΣVrise , ΣI in = ΣI out

¾

Limit to a maximum of only 3 resistors and 2 batteries in each loop. Specify the current before labelling the high and low potential ends. Maximum of two closed circuit loops.

¾

Write Kirchhoff’s laws applied to a two-loop circuit. ¾

5.0 MAGNETIC FIELD



Page 6 of 12

HOUR 3

3

9


TOPIC 5.1 Permanent magnets magnetic force

LEARNING OUTCOMES and

REMARKS

HOUR

Sketch the magnetic field lines produced by permanent magnets.

¾

Bar magnet magnets

b) Describe the relationship between a magnet’s poles and the field lines produced.

¾

Use tiny compasses to represent B field lines and to show direction of the field. Briefly describe the Earth as a giant magnet. Briefly mention the common units used for field strength and some typical values of B. Only moving charges with velocity perpendicular to or having the velocity component which is perpendicular to the field will experience a magnetic force. F = qvB sin θ vB . NO NEED to introduce cross product. Use either the first right hand rule (thumb along velocity, other fingers along B then the palm will show force acting on a +ve charge) or any other easy-to remember rules to determine direction of the force.

a)

c)

Describe the effect of magnetic field on static and moving electric charges.

d)

Write the strength and determine the direction of magnetic force acting on moving charges by using the First Right Hand Rule.

e)

Use the First Right Hand Rule to obtain direction of motion, direction of magnetic field or the magnetic force whenever any two of the quantities are known.


Page 7 of 12

¾

and

horse-shoe

2


TOPIC 5.2 Magnetic field produced by current-carrying conductor

LEARNING OUTCOMES

REMARKS

HOUR

Determine the direction of magnetic field produced by current-carrying conductor.

Use the 2nd Right Hand Rule (corkscrew) to determine direction of

3

b)

Sketch the field lines produced by a long current-carrying conductor and by a circular wire.

wire.

c)

Write and numerically determine the strength (intensity) of the field produced by a long wire as a function of the current carried by the wire and distance from the wire.

¾

a)

d)

Write and numerically determine the strength (intensity) of the field produced at the centre of a circular wire.

e)

Draw the magnetic field lines and label the North-South poles for a solenoid.

f)

Write and numerically determine the strength (intensity) of the field produced along the centre of a solenoid.

r B for both the long wire and circular B=

μ0 I for a long straight 2πr

wire

¾

B=

μ0 I 2r

at the centre of a

circular wire of radius R.

¾

B = μ 0 nI for a solenoid with N turns per meter of the wire.


Page 8 of 12


TOPIC 5.3 Magnetic Force on a moving charged particle and on a current-carrying conductor.

LEARNING OUTCOMES

REMARKS

a)

Determine the magnitude and direction of force acting on a charged particle moving near a current-carrying conductor.

¾

Use the 1st Right Hand Rule.

b)

Determine the magnitude and direction of the force acting between two parallel current-carrying conductors and between two wires carrying current in opposite directions.

¾

Force between wires:

c)

Determine the direction of the force acting between two parallel circular wires carrying current in the same directions and two parallel circular wires carrying current in the opposite directions.

d)

Compute the force per unit length on two adjacent parallel current-carrying conductors

F = qvB sin θ vB

6.0

ELECTROMAGNETIC INDUCTION

Determine the force directions on the sides of a rectangular coil with surface area A and carrying current I placed in a magnetic field B.

b)

Describe the effect of the magnetic force on the coil, qualitatively and pictorially.

c)

List and explain the factors affecting speed of rotation for a rectangular coil of surface area A, carrying current I placed in a magnetic field B.



Page 9 of 12

parallel

¾

You need to first determine the B field produced by each wire (using the corkscrew rule) before applying the 1st Right Hand Rule. Determine the poles for the circular wires before determining the direction of forces between two parallel coils. Assume wires of same lengths L, then

a)

two

3

F = qvB sin θ vB = ILB sin θ IB .

¾

5.4 Torque on a coil

HOUR

μ I F = I1 B = I1 0 2 L 2πd

¾

Use results from section 13.3

¾

Show the force directions and the direction of rotation for both sides and how that changes when current direction or field direction is reversed.

¾

Area, field strength, number of turns and the current

2

4


TOPIC 6.1 Magnetic Flux and Faraday’s Law

LEARNING OUTCOMES

REMARKS

HOUR

¾ Flux governed by product of the magnetic field (its perpendicular component) strength passing through the surface of a coil and the area of the coil.. Φ = BA cos Θ . Limit to field lines that are perpendicular to surface. ¾ Emphasize on the magnet’s polarity and its direction of motion as the determining factor in describing the direction of induced current.

3

a)

Define magnetic flux and explain the factors that will change magnetic flux,

b)

Qualitatively and diagrammatically describe what happens in a conducting wire coil when a bar magnet is moved towards or away from the coil.

c)

State Faraday’s law and mathematically write the law.

d)

Use Faraday’s law to qualitatively explain the maximum induced current and hence the emf in a conducting wire coil connected in series with a resistor.

e)

Qualitatively explain the relationship between induced voltage (emf) and the induced current.

¾

f)

Calculate the induced emf in a single coil and in coils with N turns for changes in B field strength and for changes in the area of the coil.

voltage) ¾ Example of changes in B only and changes in A only.

g)

Determine the imaginary poles for the induced magnetic field for magnets moving into and away from a conducting wire coil.


Page 10 of 12

emf = − N

ΔΦ (induced Δt

¾ Use the imaginary poles for the induced B field to decide direction of induced I and the high and low potential ends of the resistor.


TOPIC 6.2 Lenz’s Law


State Lenz’s law and describe how the law is used to explain part (g)of section 6.1, the direction of the induced current and hence the induced emf.

REMARKS ¾

emf = − N

HOUR

ΔΦ Δ(cosΘ) = NAB Δt Δt

2

b) Apply Lenz’s Law to determine the direction of the induced current and the induced emf in a coil being rotated between poles of a permanent magnet and to explain the sinusoidal behaviour of the induced emf and induced current.

6.3 Electric Generators, Inductors & Transformers

c)

Apply Faraday’s Law to obtain the magnitude of the induced emf for a coil rotating between the poles of a permanent magnet and use Ohm’s Law to determine the induced current in the coil.

a)

Qualitatively compare and contrast the induction mechanism in an electric generator and an electric motor.

b) Quantitatively compare and contrast self inductance and mutual inductance on coils carrying current which is timedependent c)

Determine the induced emf in inductors from a current-time graph and obtain the energy stored by the inductor.

¾ Show that for mutual inductance:

emf = − N

1

ΔI p ΔΦ =M Δt Δt

¾ Show that for self inductance:

emf = − N

ΔΦ ΔI =L Δt Δt

¾ Energy stored is d) Qualitatively and quantitatively explain the mechanism of a step-up and a step-down AC transformer.

1 Energy= LI 2 2 ¾ Discuss the flux change between the primary & secondary coil being the same since it shares the same core: emfs = − N s

ΔΦ , Δt

ΔΦ ; emfs = emfp Δt emf p N p Vp N p = = or emfs N s Vs N s

emf p = − N p


Page 11 of 12


students ratings, knowing & testimonial

iLearn - SuFO - Analysis Report :: [i-learn] ::

Page 1 of 3

Lecturers Evaluation Online

Laporan Penilaian Pensyarah Kod Kursus (Course Code)

: PHY407

Kumpulan (Group)

: ASB2X

: 14

July Nov 2009

Jumlah Respon (Total Respondents)

JAAFAR BIN JANTAN (DR)

Sangat Agak Purata Agak Tidak Tidak Tidak Purata Setuju SetujuSetujuSetujuSetuju Setuju Mata (6) (1) (5) (4) (3) (2)

Sangat No.

Item Penilaian

Bahagian A: Persepsi saya tentang kursus ini Part A : My Perception on this course 1

Saya berminat dengan kursus ini. I am interested in this course.

6

1

6

1

0

0

81

4.86

Saya sentiasa hadir ke sesi syarahan/makmal/studio/klinikal/kerja lapangan untuk kursus ini. 2 I am always present during all lecture/tutorial/studio/clinical/fieldwork sessions for this course.

4

5

5

0

0

0

82.17

4.93

Saya sentiasa bersedia untuk setiap sesi syarahan/makmal/studio/klinikal/kerja lapangan untuk kursus ini. 3 I am always prepared for all lecture/tutorial/studio/clinical/fieldwork sessions for this course.

6

2

6

0

0

0

83.33

5

4

3

6

1

0

0

78.5

4.71

81.25

4.88

4

Saya menjangka untuk mendapat gred A bagi kursus ini. I expect to get an A grade for this course. JUMLAH PURATA:

Bahagian B: Tentang pensyarah kursus ini Part B : About the lecturer of this course

5

Pensyarah menerangkan dengan jelas tentang hasil kursus dan hasil pembelajaran kepada pelajar. The lecturer provide a clear expalanation about the course outcomes as well the learning outcomes to the students.

7

2

4

1

0

0

84.5

5.07

Pensyarah menerangkan cara penilaian kursus dengan jelas kepada pelajar. 6 The lectuer clearly explains to the students the evaluation procedure for this course.

6

2

6

0

0

0

83.33

5

Pensyarah memaklumkan perancangan pengajaran kepada pelajar. 7 The lectuer informs the students about the teaching plan for this course.

4

4

6

0

0

0

81

4.86

Pensyarah mengendalikan sesi syarahan/tutorial/makmal/studio/kerja lapangan mengikut perancangan pengajaran. 8 The lectuer conducts lecture/tutorial/laboratory/studio/fieldwork sessions based on the teaching plan for this course.

5

4

4

1

0

0

82.17

4.93

Pensyarah mematuhi waktu pengajaran yang dijadualkan. 9 The lectuer observes the scheduled teaching hours for this course.

4

4

5

1

0

0

79.83

4.79

Pensyarah menggantikan setiap sesi syarahan/tutorial/makmal/studio/kerja lapangan yang ditangguhkan. 10 The lectuer replaces every lecture/tutorial/laboratory/studio/field work sessions which has been postponed.

7

2

5

0

0

0

85.67

5.14

Pensyarah mengambil beat tentang kehadiran pelajar. 11 The lectuer is concerned about students' attendance.

5

7

2

0

0

0

86.83

5.21

Pensyarah menggunakan Bahasa Inggeris sebagai bahasa

http://i-learn.uitm.edu.my/leo/2009/print_analysis0209.php?ttype=course&cid=PHY4... 18/05/2011


Page 2 of 3

pengantar semasa kuliah (jika berkaitan). The lectuer uses English language during lectures (where 12 applicable).

12

0

2

0

0

0

95.17

5.71

Pensyarah sentiasa bersedia untuk setiap sesi pertemuan/pengajaan. 13 The lectuer is always prepared for every meeting/lecture.

4

4

5

1

0

0

79.83

4.79

Pensyarah berusaha untuk membantu pelajar memahami pelajaran. 14 The lectuer makes an effort to help students understand the lessons.

7

1

5

1

0

0

83.33

5

Pensyarah menggunakan/mencadangkan bahan pengajaran/pembelajaran/rujukan yang sesuai. The lectuer uses/suggests suitable teaching aids/references.

6

1

6

1

0

0

81

4.86

Pensyarah menggunakan kaedah penyampaian yang sesuai dan berkesan. 16 The lectuer uses effective and appropriate teaching techniques.

6

2

6

0

0

0

83.33

5

Pensyarah menggalakkan pelajar mengemukakan pendapat dan bertanyakan soalan. 17 The lectuer encourages the students to give opinions and ask questions.

6

4

4

0

0

0

85.67

5.14

Pensyarah bersedia memberi bimbingan akademik di luar sesi rasmi pertemuan. 18 The lectuer is prepared to provide academic guidance outside class hours.

5

5

4

0

0

0

84.5

5.07

Pensyarah memberi ujian/penilaian/tugasan yang sesuai dengan hasil pembelajaran dan hasil kursus. The lectuer gives tests/evaluation/assignment in line with the learning and course outcomes.

5

5

4

0

0

0

84.5

5.07

6

2

5

1

0

0

82.17

4.93

15

19

Pensyarah memaklumkan setiap hasil penilaian kepada 20 pelajar. The lectuer informs every assessment result to the students. 21

Pensyarah berpakaian kemas dan sopan. The lectuer is appriately attired.

5

4

4

1

0

0

82.17

4.93

22

Pensyarah membincangkan isu-isu yang relevan dengan bidang semasa sesi pertemuan rasmi. The lectuer discusses relevant issues pertaining to the course during lectures.

6

3

4

1

0

0

83.33

5

23

Pensyarah mudah dihubungi untuk perbincangan. The lectuer is easily contactable for discussions.

6

3

5

0

0

0

84.5

5.07

6

4

4

0

0

0

85.67

5.14

6

4

4

0

0

0

85.67

5.14

7

2

5

0

0

0

85.67

5.14

84.14

5.05

Pensyarah berinteraksi dengan pelajar di dalam dan di luar 24 sesi pertemuan rasmi dengan baik. The lectuer interacts well with the students at all times. 25

Pensyarah memberi motivasi kepada pelajar. The lectuer motivates the students.

Secara keseluruhannya, saya berpuas hati dengan 26 pengajaran pensyarah ini. In general, I am satisfied with the lecturer's teaching. JUMLAH PURATA: Bahagian C: Tentang prasarana kursus ini (Part C : About the infrastructure of this course) Kelengkapan ruang kondusif untuk pembelajaran dan 27 pengajaran. The space is condusive for teaching and learning.

28

Kelengkapan dan peralatan pengajaran bagi kursus ini mencukupi dan berfungsi. The teaching and learning equipment for the course is sufficient and functional.

Kemudahan dan kelengkapan makmal/bengkel/studio/kerja lapangan bagi kursus ini mencukupi dan berfungsi (jika berkaitan). 29 The facilities and laboratory/workshop/studio fieldwork equipment for this course are sufficient and functional (if applicable).

30

Secara keseluruhannya, saya berpuas hati dengan kualiti ruang pengajaran dan pembelajaran yang disediakan. In general, I am satisfied with the quality of the teaching and learning space provided.

5

4

4

1

0

0

82.17

4.93

5

1

5

0

0

0

83.33

5

5

1

4

1

0

0

81.83

4.91

4

2

4

1

0

0

80.33

4.82



Page 3 of 3

JUMLAH PURATA :

81.91

4.92

JUMLAH PURATA KESELURUHAN :

82.43

4.95

Date: Wednesday 18 May 2011



Page 1 of 2

Student Feedback Online

Laporan Penilaian Pensyarah Kod Kursus (Course Code)

: PHY407

Kumpulan (Group)

: ASB2X

: 18

DIS APR 2011

Jumlah Respon (Total Respondents)

JAAFAR BIN JANTAN (DR)

Sangat Sangat No.

Item Penilaian

Purata Tidak Tidak Purata Setuju SetujuSetuju Setuju Mata (4) (1) (3) (2)

Bahagian A: Persepsi saya tentang kursus ini Part A : My Perception on this course 1

Saya berminat dengan kursus ini. I am interested in this course.

Saya sentiasa hadir ke sesi syarahan/makmal/studio/kerja lapangan untuk kursus ini. 2 I am always present during all lecture/tutorial/studio/fieldwork sessions for this course.

3

Saya sentiasa bersedia untuk setiap sesi syarahan/tutorial/makmal/studio/kerja lapangan untuk kursus ini. I am always prepared for every lecture/tutorial/laboratory/studio/fieldwork sessions for this course.

9

8

1

0

86

3.44

14

3

1

0

93

3.72

9

7

2

0

84.75

3.39

87.92

3.52

JUMLAH PURATA: Bahagian B: Tentang pensyarah kursus ini Part B : About the lecturer of this course Pensyarah memaklumkan perancangan pengajaran/skema kerja kepada pelajar. 4 The lecturer informs the students about the teaching plan/scheme of work for this course.

5

Pensyarah menerangkan dengan jelas tentang hasil kursus dan pembelajaran kepada pelajar. The lecturer provides a clear explanation about the course outcomes and the learning outcomes to the students.

11

6

1

0

89

3.56

9

7

2

0

84.75

3.39

11

4

3

0

86

3.44

12

4

2

0

89

3.56

9

6

3

0

83.25

3.33

11

6

1

0

89

3.56

Pensyarah menerangkan cara penilaian kursus dengan jelas kepada pelajar. 6

The lecturer clearly explains to the students the assessment procedure for this course.

Pensyarah mengendalikan sesi syarahan/tutorial/makmal/studio/klinikal/kerja lapangan mengikut 7 perancangan pengajaran. The lecturer conducts lecture/tutorial/laboratory/studio/clinical/fieldwork sessions based on the teaching plan for this course. 8

Pensyarah mematuhi waktu pengajaran yang dijadualkan. The lecturer observes the scheduled teaching hours for this course.

Pensyarah menggantikan setiap sesi syarahan/tutorial/makmal/studio/klinikal/kerja lapangan yang ditangguhkan. (Sekiranya pensyarah tidak pernah menangguhkan kelas, sila abaikan 9 soalan ini.) The lecturer replaces every lecture/tutorial/laboratory/studio/clinical/field work sessions which has been postponed. (If lecturer never postpones lecture, do not answer this question) 10

Pensyarah mengambil berat tentang kehadiran pelajar. The lecturer is concerned about students' attendance.

15

2

1

0

94.5

3.78

11

Pensyarah menggunakan Bahasa Inggeris sebagai bahasa pengantar semasa kuliah(kecuali kursus CTU dan Bahasa Ketiga). The lecturer uses English language during lectures (except CTU and Third Language courses).

15

3

0

0

95.75

3.83

Pensyarah sentiasa bersedia untuk setiap sesi pertemuan/pengajaran.



12 The lecturer is always prepared for every meeting/lecture.

Page 2 of 2

14

3

1

0

93

3.72

Pensyarah berusaha untuk membantu pelajar memahami pelajaran. The lecturer makes effort to help students understand the lessons.

12

4

2

0

89

3.56

Pensyarah menggunakan bahan pengajaran/pembelajaran/rujukan yang 14 sesuai. The lecturer uses suitable teaching aids/references.

12

6

0

0

91.75

3.67

11

6

1

0

89

3.56

15

3

0

0

95.75

3.83

13

15

Pensyarah menggunakan kaedah penyampaian yang sesuai dan berkesan. The lecturer uses effective and appropriate teaching techniques.

Pensyarah menggalakkan pelajar bertanya soalan dan mengemukakan 16 pendapat. The lecturer encourages the students to ask questions and give opinions. 17

Pensyarah bersedia memberi bimbingan akademik kepada pelajar. The lecturer is prepared to provide academic guidance to students.

11

6

1

0

89

3.56

18

Pensyarah memberi ujian/penilaian/tugasan yang sesuai dengan hasil pembelajaran dan hasil kursus. The lecturer gives tests/evaluation/assignments in line with the learning and course outcomes.

11

4

3

0

86

3.44

19

Pensyarah memaklumkan setiap hasil penilaian kepada pelajar. The lecturer informs every assessment results to the students.

10

6

2

0

86

3.44

20

Pensyarah berpakaian kemas dan sopan. The lecturer is appropriately attired.

14

4

0

0

94.5

3.78

21

Pensyarah membincangkan isu-isu yang relevan dengan bidang semasa sesi pertemuan rasmi. The lecturer discusses relevant issues pertaining to the course during lectures.

11

6

1

0

89

3.56

22

Pensyarah mudah dihubungi untuk perbincangan. The lecturer is easily contactable for discussions.

13

4

1

0

91.75

3.67

9

6

2

1

82

3.28

89.4

3.58

Secara keseluruhannya, saya berpuas hati dengan pengajaran pensyarah 23 ini. In general, I am satisfied with the lecturer's teaching.

JUMLAH PURATA: Bahagian C: Tentang prasarana kursus ini (Part C : About the infrastructure of this course) 24

Kelengkapan ruang kondusif untuk pembelajaran dan pengajaran. The space is conducive for teaching and learning.

13

5

0

0

93

3.72

25

Kelengkapan dan peralatan pengajaran bagi kursus ini mencukupi dan berfungsi. The teaching and learning equipment for the course is sufficient and functional.

12

6

0

0

91.75

3.67

JUMLAH PURATA :

92.38

3.7

JUMLAH PURATA KESELURUHAN :

89.9

3.6

Date: Wednesday 18 May 2011


AAN 2010 (Pengajaran) nomination. DR JJ, FSG, UiTM

KNOWING YOU KNOWING ME

Hello Dr Jaafar Jantan, my name is Nur Syazwani Amira bt Rosly. I was born in Tanah Merah, Kelantan but I stay in Muar, Johor. I am 22 years old. My father worked as a teacher at Sekolah Kebangsaan Sawahring and my mother also worked as a teacher at Sekolah Kebangsaan Rawang. I have 4 siblings and I am the first member in my family. My first younger sister study at Queensland University of Technology (QUT), Brisbane, Australia in Quantity Surveyor course. My second younger sister study at Sekolah Menengah Sains Muar (SAMURA) and the last one study at the school in my village. In UiTM, I was studied materials science and I love this course because it gives me a lot of information about material that have in this world although this course is quite tough. My vision is wanted to be expert in materials especially for non-destructive testing (NDT). My mission for the PHY 407 subject is to get the good result and understand all the theory of electrostatic, electricity and electromagnet. Other than that, I want to feel that this subject was so fun and make me interested to this subject more and more again. My missions for being here as the materials science student is want to get a first degree and become a real materials expert. The subject I was learning for most is strength of material because this subject is a very tough subject and need to understand more. The subject I was learning for least is BEL 422. My expectation for this subject is to make me apply all the topic that I learn in the future or in my carrier.

Email: [email protected]; HP: +60193551621

http://drjj.uitm.edu.my

Page 1 of 5


FAZIATUL FARHANA BINTI MD NOR, 2009445376 - my vision is to get first class degree when im graduate from UITM,SHAH ALAM.while my missionsion is ..im from middle class family,i live at kota damansara together with my family. My dad name is Md Nor bin Ab Salam, my mother’s name is Jamenah Binti Abu Aman. I have such a small family...my dad, my mom, my brother and i..my current academic standing is(CGPA) ONLY 3.34. I love to study mathematics at most because the way my lecturer teach me can make me understand what i have to learn and what is important for me to focus. I also understand whatever she talking about eventhough im sitting at the back. The subject that i study least is MST 452, that is materials science technology, instrumental analysis..this is because i don’t know nothing about the subject at all.. my lecturer didn’t give us much time to copy her lecture notes.also,her notes is totally like an essay.. im totally not understand what is she talking about even im sitting in front her..because her voice volume is too low..Also.when im doing my first experiment in this subject,i don’t know how to use the machine and how to identify that the machine was give us the actual results.until now, we cannot finish our first experiment..If im a lecturer for that class, i will use the more interesting way to teach my student,for example, i will use the power point to show my student what is the objective of the instrument, what is the use of that object and what to focus for..i will not let my student lost in my class..i will spread out my notes first before im teaching for that chapter. This is to ensure that my student understand what im going to teach and to do during my class. The most important thing is i will be like a friend to them ,more friendly and not letting they afraid of me..so that they could ask me whatever or which part is not very clear to them.. My expectation for this course , PHY407 is i want to master all the concept that i learn in this subject and also i want to get A in my final exam. to accomplish my expectation, i must study hard to understand the concept also give 100% my concentration in every class i attend. In addition for improve my understanding, i must do a lot of exercise.



Page 2 of 5


RESUME

NAME : ID.NO : NICKNAME :

SITI MURNIRAH BT MOHD HASSAN 2007135873 MUN

MISSION

VISSION

CURRENT CGPA

: To accomplish my ambitions to get the higher knowledge with not only by its title but understand the all important things that I’ve learn in my way to get a better life. : To achieve my parent’s expectation, contribute my skills to university, company, the country and our nation without any hesitation and with full of love and high credibility. :

3.08

Subject that I learn most : Chemistry Reasons : My favorite subject because chemistry includes anything that happening in our daily life Subject that I learn least : Physics Reasons : I think it is because I’m not having the ability to understand physics like others. I cannot reach the imagination that’s happen in physics very well.



Page 3 of 5


Name: tunku mohd hafiz bin tunku kamaruzaman Commercial name: pok ku@hafiz Student ID: 2007128567 Semester: 5 Programmed: bachelor of Science (Hons.) material technology (AS230) PHY407: ASB2X Assalmualaikum DrJJ. My name is tunku mohd hafiz. U can call me whatever u like such as pok ku@hafiz@ku. I am 24 years old and was born on 6 December 1986. I was pure klantanese and live at kampong Ipoh, Tanah Merah. I have a great farther name, tunku kamaruzaman bin raja mat. He was 49 years old and work as businessman. He is currently running his business at port klang. Every great man has great women beside him. So that is my mother her name is Hasnah binti Othman. She was 48 years old and she works as a teacher. I have 5 siblings within me. I was second in my sibling. I have one brother and three sisters after me. Before I continue study in Uitm I study at Politeknik Kota Bharu taking Diploma in automotive engineering. My mission is to work and get involved in industry oil and gas. I have really great vision I want to be the most successful and great welding inspector that can help to generate the economy of my beloved country Malaysia. My CGPA is 2.55 and hope I can achieve 3.0 after I graduate. The course that I most learned is PHY501 (physic and technology of non-destructive material), MST552 (composite material), MST551 (metal and alloy), MST512 (Ceramic material), MST513 (polymeric material), MAT538 (applied mathematics) and MST554 (material processing). There are also got some courses that I’ve learned least such as MST452 (analysis of basic instrumental) CSC426 (computer programming), MST452 (analysis of basic instrumental) and CHM431 (physical chemistry). I interested to study the courses that listed above because the courses are not so complicated and easy to understand. Otherwise the teaching process by lecturer is very clear. While other courses I least to study because the courses are difficult to understand and need more help by the lecturer such as more explanations and exposures. If I as a lecturer, I will explain more only on the important topics for the subjects and relate to the reality. I will make sure that all of the students get what I want to share with them. I will test them by writing or two ways communication in the class. My expectation for this course is more issues that we will discuss. The issues are exactly up to date and very important to our future in the field of science. To accomplish my expectation is I must get more information of the issues that are related to our study by various ways and share to the other students in the class. By



Page 4 of 5


this way, I exactly will get a good result in this course. That’s all.



Page 5 of 5


Anugerah Akademik Negara 2010-DrJJ

Course Taken: Philosophy of Science an Basic Physics II. Semester: 2009- 2010.

My Testimonial of Associate Professor Dr Jaafar Jantan’s Teaching. 15th January 2010 16 January 2011 I have known Associate Professor Dr. Jaafar Jantan for 1 year as lecturers of physic II and philosophy of science courses. At all times I have found him to be an innovative lecturer based on his presentation and his interactive class engagement. He also is the person who is reliable, hard-working, conscientious and caring to his student. He makes me changed a lot and gives all his philosophy of science student’s opportunities to take a challenge in a debate session for the first time. Furthermore increase our communication skills. - Mohd Razali bin Sohot , PHY 407(2010), FSG 500(2010). Cell: +60173706927

Associate Professor Dr. Jaafar Jantan is the person who is very creative. He used a variety of technologies that are currently available to deliver education. That technologies include the use of the Internet based for online lecture notes, newsgroups for collaborative discussions and class announcements, e-mail correspondence between students and him, interactive simulation over the Internet for remote participation in classes and discussions, and virtual reality for exploring three dimensional scenes. - Muhammad Syazuan bin Nor, PHY 407(2010). Cell: +0193451833

Associate Professor Dr. Jaafar Jantan makes me become a critical thinker. I have changed a lot after taking of his two courses. Basically I have improved my communication skills where else in a philosophy of science classes, the student encourage to communicate to him for at least three times a week. By communicate to him intelligently is a great way to form a new vocabulary or to improve upon my own speaking skills. Besides that, I have also improved my online based skills. He used many online resources such as virtual simulation as his teaching system. He is the best lecturer and I can say he is also a good counselor that makes me and the whole class changes a lot to become very active in the class. -Mohd Taufik bin Mamat PHY 407(2010), FSG 500(2010). Cell: +60177664940

Page 8 of 9


Anugerah Akademik Negara 2010-DrJJ

Name: Nor Kamilah Kamarudin Email: Kamiey Kamarudin ID/Number: 2010201502 Cell: +60174334063 Course: PHY 406 (Jul 2010 - Oct 2010)

Title: Testimonial on Associate Prof. Dr. Jaafar Jantan Based on my experience as one of his student during my first semester, I personally felt that his method of teaching is little bit differ from other lecturers. On that time, I was wondering what kind of teaching skills he tries to teach and also what will I get during his teaching session. Fortunately I realize that he changed me a lot in my study method. I became more self reliable person. I no longer depend totally on lecturer but try myself to pull my own socks. Besides, he teaches me how to work in group. I do a lot of discussion with my group members. If I have difficulty in understanding certain topic we will discuss it in class with our group members and he will guide us through solving the problems. He also varies his methods of teaching in order to makes his students gain knowledge from various of sources such as using Phet application, The Physic Classroom, Microsoft Excel, and etc. Other than that, he also introduced the OBE among his student. The reason why he did that because he wants to know his students’ knowledge before and after learning on certain topic. This to ensure his students gain something (information) throughout learning process. I noticed that most of his students are totally changed after having class sessions with him especially my classmates. We became more motivated and aware, diligent, determination, our soft skills also improved. We are now able to talk in front of the class even in the lecture hall. Not to forget about journal book despite of laboratory report. I have found that during finishing this journal book, we are able to think out of the box. Last but not least, I am lucky for having him as my lecturer because I am able to learn a lot from expertise lecturer and not many person can have such a good and unique lecturer just like him.

Page 9 of 9


this way, I exactly will get a good result in this course. That’s all.



Page 5 of 5

summative assessment, solved problems & course grades

CONFIDENTIAL

2

AS/APR 2008/PHY407

PART A (120 MARKS) QUESTION 1

(30 marks)


CONFIDENTIAL

CONFIDENTIAL

3

AS/APR 2008/PHY407

QUESTION 2 a)

B

C1=6 µF

A

C3=5 µF

+ C2=4 µF

C

i)

12 V

C4=10 µF

-

D

The capacitors in parallel adds up: C12  C1  C2  6 F  4 F  10 F The capacitors in series now includes C12, C3 and C4:

1 C1234



1 1 1 1 1 1 1 2 1 4 . Then the        C12 C 3 C 4 10 F 5 F 10 F 10 F 10 F

capacitors can now be replaced by a single capacitor by taking the inverse:

C1234  ii)

10 5 F  F  2.5 F 4 2

Since capacitance is the ratio of charge for every volt of potential across the plates,

q , then, the total charge stored in the single capacitor C1234 is V 5 q  CV  F  12 V  30 C 2

C

iii) Since the charges will flow from the battery through a single circuit then the potential drop

q 30 C   3V C12 10 F the charge stored in C2 is: q2  C2V2  4 F  3 V  12 C across point AB must be V AB  V1  V2 

(9+2+5=16 marks) b)

Figure 3 shows an arrangement of resistors connected together in a circuit with a 12-volt battery. For the following questions, leave your answers in the form of fractions. DO NOT CONVERT YOUR ANSWERS TO DECIMAL.


CONFIDENTIAL

CONFIDENTIAL

4

AS/APR 2008/PHY407

R1 =4  R3 =4 

A

B +

R2 =4 

12 V

-

C

R4 =6 

D Figure 3

i)

1 1 1 1 1 11 2 . Then the       R12 R1 R2 4  4  4  4  4 resistors can be replaced by a single resistor by taking the inverse: R12    2  . 2 The resistors in parallel adds up to

The total resistance is then the sum of the resistors in series:

R1234  R12  R3  R4  2   4   6   12  . Then the current I is: V 12 V I  1 A R 12  ii)

Since the current I is the same from point A to point D, then V AB  IR12  1 A  2   2 V Since V1  V2  V AB , then the current through R2 is, I 2 

V AB 2 V   0.5 A R2 4 (9+5=14 marks)


CONFIDENTIAL

CONFIDENTIAL

5

AS/APR 2008/PHY407

QUESTION 3 a)

S N

S

B

0 I 2r

N Field at center of wire is B 

0 I 2R

(2+3+4=9 marks) b)

+q

-q

r/2

I v F

v I

r I nd

Using the 2 RHR, the B field on the left of the wire is into the plane of paper with intensity

 I B 0 . 2r

st

Then using 1 RHR, Force is to the right.

qv 0 I F  qvB  2r

+q attracted towards wire.

r/2

r/2

+q

I r/2

v

r/2 F

A I

I nd

Using the 2 RHR, the B field to the right of the left wire is into the plane with intensity

B field along A due to wire is out of the plane

B

The B field along A due to lower side of loop is into the plane

0 I . r

The B field to the left of the right wire is out of the plane of paper with intensity

 I B 0 . r

Hence the sum of B field between the wires is zero. Then no force is exerted on the charge and it moves in a straight line

with intensity B 

with intensity B 

0 I . r 0 I . r

The B field along A due to upper side of loop is out of the plane with intensity B 

0 I . 2r

The B field due to the vertical sides are zero along line A. So, the total B field along A is B 

0 I 2r

out of the plane. Hence the force exerted on the charge is © Hak Cipta Universiti Teknologi MARA

CONFIDENTIAL

CONFIDENTIAL

6

AS/APR 2008/PHY407

F  qvB 

qv 0 I 2r

and pointing downwards. (4+7+10=21 marks) QUESTION 4 a)

i) ii)

b)

Faraday’s Law of electromagnetic induction states that emf will be induced in a coil whenever there is a change in the magnetic flux through the coil and the induced emf is proportional to the number of turns in the coil and the flux change in a second. Lenz’s Law of induced current or induced emf (voltage) states that the induced current is in a direction so as to induce a magnetic field in order to oppose the flux change in the coil. If the flux is decreasing such as the south pole of a bar magnet is leaving the coil, then the induced magnetic field must be in such away to attract and prevent the south pole of the bar magnet from leaving. Hence the induced current and emf must follow this induced magnetic field. (4+4=8 marks)

For each of the configuration in Figure 6, use Lenz’s Law to indicate the polarity of the induced magnetic field, the induced emf and the induced current.

N N

S S

I

S

N

N

S

N

-

I

S

I

-

S

+ + AC source

Nearby Coil connected to a resistor

R

I

N

(3+3+2=8 marks) c)

i)

Self-inductance is the induction of current and emf in a coil whenever there is a change in the current of that particular coil and not due to flux change from other sources. Mutual inductance is the induction of current and emf in a coil due to flux changes caused by another coil nearby.


CONFIDENTIAL

CONFIDENTIAL

ii)

7

AS/APR 2008/PHY407

A transformer operates based on Faraday’s Law. The emf or Vp on the primary coil can be written as; V p  

N p p  t

 N p

 p t

.

The induced emf in the secondary coil is; Vs  

N s s   s . But the flux  N s t t

change in one second in the primary and the secondary coil is the same;

 s  p . Hence if we take the ratios of the secondary coil emf to the primary  t t  s  Ns Vs t  N s . So, Vs  N s coil emf;   p N p Vp N p Vp  Np

t (5+9=14 marks)


CONFIDENTIAL

CONFIDENTIAL

8

AS/APR 2008/PHY407

PART B (90 MARKS) QUESTION 1 a)

r

+q

+q 1 marks each for the field and for the equipotential surface

+q

2 marks for the field for each charge and 2 marks for the equipotential surface for each

1 mark each for the field and for the equipotential surface (2+4+2=8 marks)

b)

i) Before process Total charge is +6q+0q-10q = -4q

A +6q

B 0q

C

-10q

ii) Before process Total charge is +6q-0q-10q = -4q

A +6q

C -10q


Before end of process 1 Charge on A is 0q and Charge on C is -4q

A 0q

C -4q

After process 1 Total charge is -2q+0-2q = -4q

A -2q

C -2q

CONFIDENTIAL

CONFIDENTIAL

9

AS/APR 2008/PHY407

iii) Before process 2 Total charge is -2q+0-2q = -4q

B 0q

After process 2 Total charge is -2q-q-q = -4q

C -2q

B -q

C -q

iv) Before process 3 Total charge is -2q-q-q = -4q

A -2q

After process 3 Total charge is -1.5q-1.5q-q = -4q

B

A -1.5q

-q

B -1.5q

(1+5+4+4=14 marks) c) i)

ii) Use trigonometry to obtain the horizontal and vertical distance of position O to the charges.

Y

sin 45  -q r

So, y  r sin 45  

E -ve

cos 45 

45 +q

O

X

2



r 2

iv) The electric potential at point O is:

kq r2

So intensity of E due to the +ve charge,

E 

r

x . r

So, x  r cos 45 

E+ve

iii) E 

y . r

kq kq  2 x r/ 2





2



2kq r2

kq . r kq kq kq 2 V    x r/ 2 r

V

and E due to –ve charge; © Hak Cipta Universiti Teknologi MARA

CONFIDENTIAL

CONFIDENTIAL

E 

kq kq  2 y r/ 2



10



2



2kq . r2

kq kq kq 2 .   y r r/ 2 V  V  V V  

The total E at O is: 2

2

kq  2kq   2kq  2 2 E  E  E   2    2   2 2 2 r  r   r  E -ve

AS/APR 2008/PHY407

E

V

v) If a charge +q is placed at position O, it will experience a force

F



E+ve

kq 2 kq 2  0 r r

kq 2 kq 2 2 2  r2 r2

8

in the same direction as the field E.

 2 kq   2  E  r  1 Direction: tan    E   2 kq   2   r   So   45 Hence the E field is East 45 degrees North.

(2+4+9+6+2=23 marks)


CONFIDENTIAL

CONFIDENTIAL

11

AS/APR 2008/PHY407

QUESTION 2 a) Figure 9 show the experimental radiation intensity from a black body. i) A black body is a system that absorbs all radiation incident on it. ii) The diagram shows the black body radiation intensity as a function of the body’s temperature. The radiation become more visible and intense at a discrete (particular) wavelength for a particular temperature. The higher the temperature, the more intense the radiation and it occurs at a lower wavelength. iii) Classical view of light treats it as continuous and its energy does not depend on its wavelength. Planck’s quantum approach suggests that energy of light radiation depends on its wavelength and it this energy is discrete and not continuous. (1+4+4=9 marks) b)

i)

The photoelectric effect is emission of photoelectrons from a metal surface when irradiated with light with frequency (wavelength) higher (lower) than the threshold (cutoff) frequency (wavelength). (5 marks)

ii)

  

iii)

Light is irradiated on a metal plate in a vacuum tube. If frequency of the light exceeds the threshold frequency, photoelectrons are emitted. An ammeter connected to the circuit measures the photocurrent produced. (9 marks)

Results of the experiment:  Photocurrent only observed when the frequency of irradiated light exceeds a threshold frequency.  The light intensity only increases the number of photons .  Different metal plates have different threshold frequency. (3 marks) iv) Quantum physics:  light is particle-like packets of energy know as photons,  each with energy, E=hf.  each photon has enough energy to release one electron from the metal surface if f>f0.  Increasing the intensity increases the number of photons  Different metal has different energy required to release the surface electrons, hence different threshold frequency. (5 marks)

(5+9+3+5=22 marks)


CONFIDENTIAL

CONFIDENTIAL

c)

12

AS/APR 2008/PHY407

Briefly, explain the following: i) Electron-volt is the kinetic energy that an electron acquires when accelerated by a potential of 1-volt. ii)

Bohr’s atomic model explains that in a hydrogen atom, each electron moves in a circular orbit which is centered on the nucleus, the necessary centripetal force being provided by the electrostatic force of attraction between the positively charged nucleus and the negatively charged electron. The electrons move only in allowed radius (states) and its energy depends on the radius. Each orbit or states has discrete energy and electron can jump only between the allowed states. Optional: It jumps to a higher state if it absorbs energy equal to the difference in energy between the two states. It jumps down to a lower state by radiating photon of energy equal to the difference between the two states.

iii) DeBroglie wavelength is the wave aspect of a particle and is the wavelength of a particle. That wavelength is inversely proportional to the particle’s momentum. iv) Bremsstrahlung X-ray is the braking radiation and is the radiation produced by electrons when they are decelerated by the metal plates. (3+6+3+2=14 marks)

END OF QUESTION PAPER


CONFIDENTIAL

Physics PHY407

Page 1 of 2

Semester Dec08 – Apr09

NAME: _________________________________

KP ITM: ________________

TEST 2 –– Set 2- April 2nd 2009 Answer ALL questions ON the paper provided to you. DO NOT USE ADDITIONAL PAPERS. QUESTION 1 (32 marks) a)

Figure 1 shows an arrangement of resistors connected together. Obtain the (total) resistance for the circuit shown in Figure 1. A 2Ω

1Ω

6Ω 3Ω

4Ω

2Ω 3Ω

B

Figure 1 (10 marks) b)

Given the circuit below with switches S1, S2 and S3 thrown down; S1

D

DC supply 1 = 10 V

A3

A2

I1

iv)

R3= 5 Ω

R1= 1 Ω

A

F

S3

R2 = 10 Ω

-

ii) iii)

DC supply 2 = 5 V -

S2

+

i)

+

A1

B

I2 C

I3

E

Label the ‘+’ and ‘–‘ signs at the ends of each resistor to indicate the high and low potential. At junction D, apply Kirchoff’s current law. Apply Kirchoff’s voltage laws for loop BDCAB and for loop DFECD respectively using point B and D as your reference points. Use results of part (ii) and (iii) to determine the currents I1, I2, and I3 registered by ammeters A1, A2 and A3. Show ALL your work. (3+3+6+8=20 marks)

Test 2-set2

Lecturer: Dr. JJ

04/21/09

Physics PHY407

Page 2 of 2

Semester Dec08 – Apr09

QUESTION 2 (38 marks) a)

i) ii)

Draw the magnetic field lines in each of the configuration shown in Figure 3. For the long wire in Fig 3(ii), write the strength of the magnetic field and indicate the field direction halfway between the wires (let the separation be a distance a between the wires) due to the left wire and due to the wire on the right respectively. For the wire loop in Fig 3(iii), label the magnet’s polarity and write the field intensity (strength) at the center of the wire loop.

iii)

S

R

N

3(i) Permanent Magnet

3(ii) Top view of 2 long wires carrying current I Figure 3

3(iii) A wire loop of radius R carrying current I (9 marks)

b) For each of the configuration in Figure 4, draw the direction and write the magnetic field strength produced by each of the magnetic field source along the line of motion of the charged particle. Then determine the total magnetic field (direction and strength) along that line of motion. Finally, obtain the strength and the direction of the magnetic force exerted on the moving charge in terms of the charge q, the speed v, the current I and the distance r.

+q v

r I

A r

r/4

-q

v

a 3r/4

2a

v -q 4(i) Charge +q passing near a long wire carrying current I.

4(ii) Charge -q passing in between wires carrying current I in opposing directions. Figure 4

4(iii) Charge -q passing in between a wire loop carrying current I and a long wire carrying current I. (19 marks)

STAY COOL AND DO NOT COPY Test 2-set2

Lecturer: Dr. JJ

04/21/09

Test 2- key

PHY407 BASIC PHYSICS II

http://drjj.uitm.edu.my [email protected]; [email protected]

Semester Dec08-Apr09

Prepared by Assoc. Prof. Dr. JJ, Applied Sciences, UiTM Shah Alam.

Page 1 of 5

Test 2- key





Page 2 of 5

Test 2- key





Page 3 of 5

Test 2- key





Page 4 of 5

Test 2- key





Page 5 of 5

Samples of conceptual and analytical/numerical questions from chap19, C&J, 7E

Samples of solutions to conceptual problems from chapter 19 Cutnell & Johnson 7E 2. A positive point charge and a negative point charge have equal magnitudes. One charge is fixed to one corner of a square, and the other is fixed to another corner. On which corners should the charges be placed, so that the same potential exists at the empty corners? Give your reasoning. 2.

REASONING AND SOLUTION The potential at a point in space that is a distance r from a point charge q is given by Equation 19.6: V = kq / r . When more than one point charge is present, the total potential at any location is the algebraic sum of the individual potentials created by each charge at that location. A positive point charge and a negative point charge have equal magnitudes. One L q = +Q of the charges is fixed to one corner of a square. If the other charge is placed opposite to the first charge along the diagonal of the square, then each charge L L will be the same distance L from the empty corners. The potential at each of the empty corners will be q = –Q L k ( + Q ) k ( −Q ) V= + =0 L L Therefore, if the potential at each empty corner is to be the same, then the charges must be placed at diagonally opposite corners as shown in the figure.

4. What point charges, all having the same magnitude, would you place at the corners of a square (one charge per corner), so that both the electric field and the electric potential (assuming a zero reference value at infinity) are zero at the center of the square? Account for the fact that the charge distribution gives rise to both a zero field and a zero potential. 4.

REASONING AND SOLUTION Four q q 2 1 point charges of equal magnitude are placed at the corners of a square as shown r r in the figure at the right. The electric field at the center of the r r square is the vector sum of the electric field at the center due to each of the q q 4 3 charges individually. The potential at the center of the square is equal to the algebraic sum of the potentials at the center due to each of the charges individually. All four charges are equidistant from the center (a distance r in the figure). If two diagonal charges have the same magnitude and sign, then the electric field at the center due to these two charges have equal magnitude and opposite directions. Their resultant is, therefore, zero. Thus, the electric field at the center will be zero if each diagonal pair of charges has the same magnitude and sign.

Compiled by DrJJ

Page 1 of 9

8/17/2006


If a diagonal pair of charges has the same magnitude and sign, they will give rise to a non-zero potential at the center. Thus, the potential due to one diagonal pair of charges must cancel the potential due to the other diagonal pair of charges. This will be the case if the two pairs of diagonal charges have opposite signs. Thus, both the electric field and the electric potential will be zero at the center of the square if all four charges have the same magnitude, q1 and q3 have the same sign, and q2 and q4 have the same sign, which is opposite to the signs of q1 and q3. __________________________________________________________________________________________

7. An electric potential energy exists when two protons are separated by a certain distance. Does the electric potential energy in crease, decrease, or remain the same when (a) both protons are replaced by electrons, and (b) only one of the protons is replaced by an electron? Justify your answers. 7.

REASONING AND SOLUTION An electric potential energy exists when two protons are separated by a certain distance. It is equal to the work that must be done by an external agent to assemble the configuration. Suppose that we imagine assembling the system, one particle at a time. If there are no other charges in the region, there are no existing electric fields; therefore, no work is required to put the first proton in place. That proton, however, gives rise to an electric field that fills the region. Its magnitude at a distance r from the proton is given by Equation 18.3, E = ke / r 2 , where +e is the magnitude of the charge on the proton. Since the region contains an electric field due to the first proton, there also exists an electric potential, and the external agent must do work to place the second proton at a distance d from the first proton. The electric potential energy of the final configuration is equal to the work that must be done to bring the second proton from infinity and place it at a distance d from the first proton. The electric potential at a distance d from the first proton is Vproton = + ke / d (Equation 19.6). According to Equation 19.3, the electric potential energy of the final configuration is therefore

EPE = Vproton (+e) = +

ke2 d

a. If both protons are replaced by electrons, similar arguments apply. However, since the electron carries a negative charge (–e), the electric potential at a distance d from the first electron is Velectron = −ke / d . The electric potential energy of the final configuration is now given by

EPE = Velectron (−e) = −

ke ke 2 ( − e) = + d d

Therefore, if both protons are replaced by electrons, the electric potential energy remains the same. b. When only one of the protons is replaced by an electron, we find that ke 2 ⎛ ke ⎞ EPE = Vproton (−e) = ⎜ + ⎟ (−e) = − d ⎝ d ⎠ Compiled by DrJJ

Page 2 of 9

8/17/2006


Thus, when only one of the protons is replaced by an electron, the electric potential energy decreases from + ke 2 / d to − ke 2 / d . __________________________________________________________________________________________

16. A proton and an electron are released from rest at the midpoint between the plates of a charged parallel plate capacitor. Except for these particles, nothing else is between the plates. Ignore the attraction between the proton and the electron, and decide which particle strikes a capacitor plate first. Why? 16. REASONING AND SOLUTION Since both particles are released from rest, their initial kinetic energies are zero. They both have electric potential energy by virtue of their respective positions in the electric field between the plates. Since the particles are oppositely charged, they move in opposite directions toward opposite plates of the capacitor. As they move toward the plates, the particles gain kinetic energy and lose potential energy. Using (EPE)0 and (EPE)f to denote the initial and final electric potential energies of the particle, respectively, we find from energy conservation that

( EPE )0 = 12 mparticlevf2 + ( EPE )f The final speed of each particle is given by

vf =

2 ⎡⎣( EPE )0 − ( EPE )f ⎤⎦ mparticle

Since both particles travel through the same distance between the plates of the capacitor, the change in the electric potential energy is the same for both particles. Since the mass of the electron is smaller than the mass of the proton, the final speed of the electron will be greater than that of the proton. Therefore, the electron travels faster than the proton as the particles move toward the respective plates. The electron, therefore, strikes the capacitor plate first. __________________________________________________________________________________________

CHAPTER 19 Electric Potential Energy And The

Electric Potential Samples of solutions to Problems from chapter 19 Cutnell & Johnson 7E 4. A particle has a charge of and moves from point A to point B, a distance of 0.20 m. The particle experiences a constant electric force, and its motion is along the line of action of the force. The difference between the particle’s electric potential energy at A and B is . (a) Find the magnitude and direction of the electric force that acts on the particle. (b) Find the magnitude and direction of the electric field that the particle experiences. Compiled by DrJJ

Page 3 of 9

8/17/2006


4.

REASONING Equation 19.1 indicates that the work done by the electric force as the particle moves from point A to point B is WAB = EPEA – EPEB. For motion through a distance s along the line of action of a constant force of magnitude F, the work is given by Equation 6.1 as either +Fs (if the force and the displacement have the same direction) or –Fs (if the force and the displacement have opposite directions). Here, EPEA – EPEB is given to be positive, so we can conclude that the work is WAB = +Fs and that the force points in the direction of the motion from point A to point B. The electric field is given by Equation 18.2 as E = F/q0, where q0 is the charge. SOLUTION a. Using Equation 19.1 and the fact that WAB = +Fs, we find WAB = + Fs = EPE A − EPE B F=

EPE A − EPE B s

=

9.0 ×10−4 J = 4.5 × 10−3 N 0.20 m

As discussed in the reasoning, the direction of the force is from A toward B . b. From Equation 18.2, we find that the electric field has a magnitude of E=

F 4.5 ×10−3 N = = 3.0 × 103 N/C q0 1.5 × 10−6 C

The direction is the same as that of the force on the positive charge, namely from A toward B . ___________________________________________________________________________

9. The potential at location A is 452 V. A positively charged particle is released there from rest and arrives at location B with a speed vB. The potential at location C is 791 V, and when released from rest from this spot, the particle arrives at B with twice the speed it previously had, or 2vB. Find the potential at B 9.

REASONING The only force acting on the moving charge is the conservative electric force. Therefore, the total energy of the charge remains constant. Applying the principle of conservation of energy between locations A and B, we obtain 1 mv 2 A 2

+ EPE A = 12 mvB2 + EPE B

Since the charged particle starts from rest, vA = 0 . The difference in potential energies is related to the difference in potentials by Equation 19.4, EPE B − EPE A = q (VB − VA ) . Thus, we have q (VA − VB ) = 12 mvB2

(1)

Similarly, applying the conservation of energy between locations C and B gives

Compiled by DrJJ

Page 4 of 9

8/17/2006


q (VC − VB ) = 12 m(2vB ) 2

(2)

Dividing Equation (1) by Equation (2) yields VA – VB VC – VB

=

1 4

This expression can be solved for VB .

SOLUTION Solving for VB , we find that 4VA – VC

4(452 V)–791 V = 339 V 3 3 ___________________________________________________________________________ VB =

=

11. Two charges A and B are fixed in place, at different distances from a certain spot. At this spot the potentials due to the two charges are equal. Charge A is 0.18 m from the spot, while charge B is 0.43 m from it. Find the ratio qB/qA of the charges. 11. REASONING The potential of each charge q at a distance r away is given by Equation 19.6 as V = kq/r. By applying this expression to each charge, we will be able to find the desired ratio, because the distances are given for each charge.

SOLUTION According to Equation 19.6, the potentials of each charge are VA =

kqA rA

VB =

and

kqB rB

Since we know that VA = VB, it follows that kqA

kqB

qB

rB

0.43 m = 2.4 rA rB qA rA 0.18 m ___________________________________________________________________________ =

or

=

=

16. The drawing shows six point charges arranged in a rectangle. The value of q is , and the distance d is 0.13 m. Find the total electric potential at location P, which is at the center of the rectangle.

Compiled by DrJJ

Page 5 of 9

8/17/2006


16. REASONING The electric potential at a distance r from a point charge q is given by Equation 19.6 as V = kq / r . The total electric potential at location P due to the six point charges is the algebraic sum of the individual potentials. +7.0q

+5.0q

+3.0q d

d

d

d P d

d −5.0q

−3.0q

+7.0q

SOLUTION Starting at the upper left corner of the rectangle, we proceed clockwise and add up the six contributions to the total electric potential at P (see the drawing):

V=

k ( +7.0q ) ⎛d ⎞ d2 +⎜ ⎟ ⎝2⎠

=

2

+

k ( +3.0q ) k ( +5.0q ) k ( +7.0q ) k ( −3.0q ) k ( −5.0q ) + + + + d d 2 2 2 2 ⎛d ⎞ 2 ⎛d⎞ 2 ⎛d⎞ d d d + + + 2 2 ⎜ ⎟ ⎜ ⎟ ⎜ ⎟ ⎝2⎠ ⎝2⎠ ⎝2⎠

k ( +14.0q ) ⎛d ⎞ d +⎜ ⎟ ⎝2⎠

2

2

Substituting q = 9.0 × 10

−6

C and d = 0.13 m gives

2 ⎛ 9 N⋅m ⎞ 8.99 10 × +14.0 ) 9.0 × 10−6 C ⎜ 2 ⎟( k ( +14.0q ) C ⎠ V= =⎝ = +7.8 × 106 V 2 2 0.13 m ⎞ ⎛d ⎞ d2 +⎜ ⎟ ( 0.13 m )2 + ⎛⎜ ⎟ ⎝2⎠ ⎝ 2 ⎠ ___________________________________________________________________________

(

)

37. The membrane that surrounds a certain type of living cell has a surface area of and a thickness of . Assume that the membrane behaves like a parallel plate capacitor and has a dielectric constant of 5.0. (a) The potential on the outer surface of the membrane is +60.0 mV greater than that on the inside surface. How much charge resides on the outer surface? (b) If the charge in part (a) is due to K+ ions (charge +e), how many such ions are present on the outer surface? 37. SSM REASONING The charge that resides on the outer surface of the cell membrane is q = CV , according to Equation 19.8. Before we can use this expression, however, we must first determine the capacitance of the membrane. If we assume that the cell membrane behaves like a parallel plate capacitor filled with a dielectric, Equation 19.10 ( C = κ ε 0 A / d ) applies as well. SOLUTION The capacitance of the cell membrane is Compiled by DrJJ

Page 6 of 9

8/17/2006


C=

κε 0 A d

=

(5.0)(8.85 × 10 –12 F/m)(5.0 × 10 –9 m 2 ) = 2.2 × 10 –11 F –8 1.0 × 10 m

a. The charge on the outer surface of the membrane is, therefore, q = CV = (2.2 ×10 –11 F)(60.0 × 10 –3 V)= 1.3 × 10 –12 C b. If the charge in part (a) is due to K + ions with charge +e (e = 1.6 × 10−19 C), the number of ions present on the outer surface of the membrane is Number of 1.3 × 10− 12 C = = 8.1× 106 − 19 K + ions 1.6 × 10 C ___________________________________________________________________________

42. Two capacitors are identical, except that one is empty and the other is filled with a dielectric (k = 4.50). The empty capacitor is connected to a 12.0-V battery. What must be the potential difference across the plates of the capacitor filled with a dielectric such that it stores the same amount of electrical energy as the empty capacitor? 42. REASONING The energy used to charge up a capacitor is stored in the capacitor as electrical energy. The energy stored depends on the capacitance C of the capacitor and the potential difference V between its plates; Energy = 12 CV 2 (Equation 19.11b). Inserting a dielectric between the plates of a capacitor increases its capacitance by a factor of κ, where κ is the dielectric constant of the material. We will use these two pieces of information to find the potential difference across the plates of the capacitor filled with the dielectric.

SOLUTION The energy stored in the empty capacitor is Energy = 12 C0V02 , where C0 is its capacitance and V0 is the potential difference between its plates. Similarly, the energy stored in the capacitor filled with the dielectric is Energy =

1 CV 2 , 2

where C is its

capacitance and V is the potential difference between its plates. Since the two energies are equal, 1C V2 2 0 0

= 12 CV 2

Since C = κC0 (see Equation 19.10 and the discussion that follows), we have 1C V2 2 0 0

=

1 2

(κ C0 )V 2

Solving for the potential difference V, gives

V=

Compiled by DrJJ

V0

κ

=

12.0 V = 5.66 V 4.50 Page 7 of 9

8/17/2006


___________________________________________________________________________

59. The potential difference between the plates of a capacitor is 175 V. Midway between the plates, a proton and an electron are released. The electron is released from rest. The proton is projected perpendicularly toward the negative plate with an initial speed. The proton strikes the negative plate at the same instant that the electron strikes the positive plate. Ignore the attraction between the two particles, and find the initial speed of the proton. 59. REASONING If we assume that the motion of the proton and the electron is horizontal in the +x direction, the motion of the proton is determined by Equation 2.8, x = v0t + 12 apt 2 , where x is the distance traveled by the proton, v0 is its initial speed, and

ap is its acceleration. If the distance between the capacitor places is d, then this relation becomes

1d 2

= v0t + 12 apt 2 , or d = 2v0t + apt 2

(1)

We can solve Equation (1) for the initial speed v0 of the proton, but, first, we must determine the time t and the acceleration ap of the proton . Since the proton strikes the negative plate at the same instant the electron strikes the positive plate, we can use the motion of the electron to determine the time t. For the electron,

1d 2

= 12 aet 2 , where we have taken into account the fact that the electron

is released from rest.

Solving this expression for t we have t = d / ae . Substituting

this expression into Equation (1), we have

d = 2v0

d ⎛ ap ⎞ +⎜ ⎟ d ae ⎜⎝ ae ⎟⎠

(2)

The accelerations can be found by noting that the magnitudes of the forces on the electron and proton are equal, since these particles have the same magnitude of charge. The force on the electron is F = eE = eV / d , and the acceleration of the electron is, therefore, ae =

F eV = me me d

(3)

Newton's second law requires that me ae = mp ap , so that

ap ae

=

me mp

(4)

Combining Equations (2), (3) and (4) leads to the following expression for v0, the initial speed of the proton:

Compiled by DrJJ

Page 8 of 9

8/17/2006


v0 =

1 ⎛ me ⎞ eV ⎜1– ⎟ 2 ⎜ mp ⎟ me ⎝ ⎠

SOLUTION Substituting values into the expression above, we find 1 ⎛ 9.11× 10 –31 kg ⎞ (1.60 ×10 –19C)(175 V) = 2.77 ×106 m/s ⎜ 1– ⎟ –31 2 ⎜⎝ 1.67 ×10 –27 kg ⎟⎠ 9.11× 10 kg ___________________________________________________________________________ v0 =

Compiled by DrJJ

Page 9 of 9

8/17/2006

AS 230

SEMESTER Jul09-Nov09

TOTAL MARKS AND GRADES FOR PHYSICS II PHY407 RESULTS FOR Physics Elec. & Magnetism PHY407, Jul09-Nov09 Bil. KP UiTM NAMA 1 2008402614 Ahmad Qamar Bin Md Razali

NORM NORM2 10% 10% 97 32 83 10% 10% 10% 30% 50% 210 50% 100% 100% 100% Lab Quiz Test1 Test2 Test3 Test1 Test2 Test3 Tests Accum. Final/210 Final SUM Total Total2 8.0 6.7 35 10 3 3.6 3.1 0.4 7 22 73 17 39 46 50

2 3 4 5 6 7 8 9 10 11 12 13 14

2008402638 Aisyah Bt Nor Hasnan 2007124527 Badrul Hisham Bin Abdullah @ Awang 2007297028 Hennah Binti Abdul Hatta 2009208554 Husni Bin Rustam 2008400382 Md Irhadi Bin Mohamad 2007137121 Mohd Afiq Bin Azmi 2007124521 Mohd Sulaiman Bin Mohamad Daud 2008400378 Mohd Taufik Bin Mamat 2008402636 Muhamad Taufiq Bin A. Jalil 2007280666 Nur Huda Bt Shamsuddin 2009805228 Nurshariha Binti Abdul Rahman 2007135873 Siti Murnirah Binti Mohamed Hassan 2007280654 Siti Shakirah Bt Mohamed

8.0 8.0 8.0 8.0 8.0 8.0 8.0 8.0 8.0 8.0 8.0 8.0 8.0

5.6 4.6 3.2 2.5 4.6 6.1 5.6 8.1 4.7 5.7 4.3 3.8 4.2

63 13 15 10 46 35 21 18 7 46 9 16 26

17 12 10 8 16 12 14 11 8 12 9 10 9

41 4 10 1 19 26 7 14 10 9 12 47 20

6.5 1.3 1.5 1.0 4.7 3.6 2.2 1.9 0.7 4.7 0.9 1.6 2.7

5.3 3.8 3.1 2.5 5.0 3.8 4.4 3.4 2.5 3.8 2.8 3.1 2.8

4.9 0.5 1.2 0.1 2.3 3.1 0.8 1.7 1.2 1.1 1.4 5.7 2.4

17 6 6 4 12 10 7 7 4 10 5 10 8

30 18 17 14 25 25 21 23 17 23 17 22 20

144 82 105 47 62 95 76 81 71 81 80 81 99

34 20 25 11 15 23 18 19 17 19 19 19 24

65 38 42 25 39 47 39 42 34 43 37 42 44

74 44 49 31 46 55 46 49 40 50 43 48 51

74 44 50 31 50 55 50 50 40 50 43 50 51

15 16 17 18 19

2006837180 Siti Sufia Binti Misrom 2009227796 Suhana Binti Jawaris 2009640854 Syazwani Binti Hassan 2007128563 Yusriatie Farahanie Binti Roslan 2009647334 Zalena Bt. Saem

8.0 8.0 8.0 8.0 8.0

7.3 2.3 4.6 4.7 5.6

54 35 8 60 60

10 14 10 6 16

47 40 14 22 45

5.6 3.6 0.8 6.2 6.2

3.1 4.4 3.1 1.9 5.0

5.7 4.8 1.7 2.7 5.4

14 13 6 11 17

30 23 18 23 30

123 80 75 113 101

29 19 18 27 24

59 42 36 50 54

68 49 42 58 62

68 50 42 58 62

8.0 8.0 8.0 0.0 8.0 19.0

8.1 2.3 4.9 1.5 4.7 15.0

63.0 7.0 30.4 19.5 26.0 4.0

17.0 6.0 11.3 3.0 10.0 3.0

47.0 1.0 20.6 15.8 14.0 3.0

6.5 0.7 3.1 2.0 2.7 6.0

5.3 1.9 3.5 0.9 3.1 5.0

5.7 0.1 2.5 1.9 1.7 5.0

16.7 3.7 9.1 4.0 7.9 3.0

30.3 14.2 22.1 4.6 22.2 5.0

144.0 47.0 87.8 22.5 81.0 4.0

34.3 11.2 20.9 5.4 19.3 4.0

65 25 43 9 42 4

74 31 50 10 49 7

74 31 51 10 50 14

Highest Lowest Mean Std. Dev. Median # of stud. >50%

Highest Lowest Mean Standard Deviation Median No. of students above 50%

SUBMITTED BY DR. JJ

11/20/2009 11:46 AM

AS 230

SEMESTER Jul09-Nov09

TOTAL MARKS AND GRADES FOR PHYSICS II PHY407 RESULTS FOR Physics Elec. & Magnetism PHY407, Jul09-Nov09 Bil. KP UiTM NAMA 1 2008402614 Ahmad Qamar Bin Md Razali

M3 Grade GPA C 2.00

2 3 4 5 6 7 8 9 10 11 12 13 14

2008402638 Aisyah Bt Nor Hasnan 2007124527 Badrul Hisham Bin Abdullah @ Awang 2007297028 Hennah Binti Abdul Hatta 2009208554 Husni Bin Rustam 2008400382 Md Irhadi Bin Mohamad 2007137121 Mohd Afiq Bin Azmi 2007124521 Mohd Sulaiman Bin Mohamad Daud 2008400378 Mohd Taufik Bin Mamat 2008402636 Muhamad Taufiq Bin A. Jalil 2007280666 Nur Huda Bt Shamsuddin 2009805228 Nurshariha Binti Abdul Rahman 2007135873 Siti Murnirah Binti Mohamed Hassan 2007280654 Siti Shakirah Bt Mohamed

B+ D+ C E C C+ C C D C D C C

3.33 1.33 1.67 0.67 1.33 2.33 1.33 1.67 1.00 2.00 1.00 1.67 2.00

15 16 17 18 19

2006837180 Siti Sufia Binti Misrom 2009227796 Suhana Binti Jawaris 2009640854 Syazwani Binti Hassan 2007128563 Yusriatie Farahanie Binti Roslan 2009647334 Zalena Bt. Saem

B C D C+ B-

3.00 1.67 1.00 2.33 2.67

Highest Lowest Mean Std. Dev. Median # of stud. >50%

Highest Lowest Mean C Standard Deviation Median No. of students above 50%

SUBMITTED BY DR. JJ

SUMMARY Count Limits Interval Grades All 89.5 79.5 74.5 69.5 64.5 59.5 54.5 49.5 46.5 43.5 39.5 29.5 0

90-100 80-89 75-79 70-74 65-69 60-64 55-59 50-54 47-49 44-46 40-43 30-39 0-29

A+ A AB+ B BC+ C CD+ D E F/X/W SUM

0 0 0 1 1 1 2 9 0 1 3 1 0 19

3.33 0.67 1.79 0.71 1.67 8.00

11/20/2009 11:46 AM

AS 230 Material Tech

SEMESTER Jul09 - Nov09

Grades & Results for PHY407 Academic Year July 09 - Nov 09 Interval M3 Interval 89.5 90-100

Grades A+

Grades for PHY407: PHYSICS II, Material Tech AS230. Dec08-Apr09

Freq (all) 0

79.5 80-89

A

0

74.5 75-79

A-

0

14

69.5 70-74

B+

1

12

64.5 65-69

B

1

59.5 60-64

B-

1

54.5 55-59

C+

2

49.5 50-54

C

2

6

46.5 47-49

C-

4

4

43.5 44-46

D+

4

39.5 40-43

D

3

29.5 30-39

E

1

F

0

0 0-29

SUM

Pass

37%

Fail

63%

16

10

Freq

Limits

8

2 0 A+ A

A- B+ B

B- C+ C

C- D+ D

E

F

All N=19

19

SUBMITTED BY DR. JJ

11/20/2009

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22/01/2011

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Material Science

PHY407

Introduction to Static Electricity Universiti Teknologi MARA Fakulti Sains Gunaan

PHY407: A Physical Science Activity

Name:____________________________________

Lab #:__________

Outcomes Upon completion of the activity, students will be able to: • • •

Describe the difference between electrically charged and uncharged objects and how they interact. Describe and explain the interaction between electrically like charges and opposite charges; Describe and explain the two ways to electrically charge an uncharged objects.

Background Information Phenomenon such as hair raising, pieces of paper being attracted, balloons stuck to a wall and water running down from a tap being bent when a comb rubbed onto a sweater is brought near it, are common daily events that are observed. These phenomena are just some of the events that require investigations as to how and why they happen, what are the quantities involved and how intense the push or pull will be. The discovery of an electron with a mass of 9.1x10-31 kg (a mass that is far too small for us to encounter on a daily basis), and a proton with a mass 1,000 times bigger than the mass of an electron, led the scienctific community to better understand many of the interactions that occurred between objects especially in the phenomena described earlier. Scientists are able to associate these charges to chemical and physical interactions at the micro and macro level and one of the investigations at the macro level pertains to how objects acquire and exchange electrical charge. Normally, objects around us such wood, brick wall, balloons, and sweaters are electrically neutral which means that the number of positive charges and negative charges are equal (the object is electrically balanced) in the object. Often times the object will gain or lose electrons and hence making it negatively charged or positively charged. The area of physics that study the charge transfer and its interaction is known as electrostatics. The simplest way to charge an object is by rubbing it. Today, we will be charging balloons by rubbing them with a piece of cloth such as wool. We will put a dot on the balloon so we remember where it was rubbed. We can rub it with a lot of things to make it charged, for example hair is good at charging objects. But it messes up your hair if you rub things on your head. This is why we use a piece of wool such as socks and sweaters. The question (problem statement) we are trying is answer is “How are balloons which are rubbed by different material going to behave when brought near other balloons or other materials.” You will be making a number of observations and read about physical properties of matter before you form your hypothesis or make predictions about the behaviour of balloons.

Created by Dr. JJ, FSG, UiTM Shah Alam

Page 1 of 6

Material Science

PHY407

Pre-lab activity (Do these before coming to lab. You will be quizzed at the beginning of the lab) Visit the Physics Education Technology (PhET) at Boulder Colorado (http://phet.colorado.edu/new/get_phet/simlauncher.php) and download the “Ballons and Static Electricity” simulation. Alternatively, you may download it from my website (http://drjj.uitm.edu.my/DRJJ/itmclass/phy407.html). Experiment with the balloons by rubbing it on the brick wall or the sweater and observe and record what happens to the charges on the balloon, the sweater and the wall. In addition, observe and record what happens to the charges on the wall if the charged balloon is brought near it and when the balloon is released. Charge up the balloon even more and repeat the above procedure.

. Student Activity Student Activity #1: Can objects which are not rubbed with other materials (neutral or uncharged objects) pull (attract) or push (repel) objects that are rubbed (non-neutral or charged) with other materials? Materials • • • • • •

1 balloon Thread Small pieces of paper Water faucet Wall: concrete, metal, plastic Wool cloth or a piece of silk

Investigation 1 Activity 1.1 •

Blow up the balloon as big as possible and tie off the end. Using a marker pen put a dot on one side of the balloon. This dot lets you know which area you rubbed. Record your predictions first before you perform the activity and record your observations in Table 1.1.

Prediction 1.1:

What happened to the balloon in the following instances? Table 1.1

Actions

Write your predictions here

Near the pieces of paper?

Near running water from a faucet?


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Write your observations here

Material Science

PHY407

Actions


Near the wall?

Near any wall (wood, concrete, plastic…)?

Near your hair?


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Write your observations here

Material Science

PHY407

Activity 1.2 •

Rub the balloon with the wool at the dot that you had initially marked.

Prediction 1.2:

What happened when you put the charged part of the balloon (the dot); [Record your predictions first before recording your observations in Table 1.2] Table 1.2

Actions


Write your observation here

Near the pieces of paper?

Near running water from a faucet?

Near the wall?

Near any wall (wood, concrete, plastic…)?

Near your hair?

Questions 1. What happened when you place the unmarked side of the balloon near the paper? Was it any different for the side of the balloon with the dot? 2. Could you get the balloon to stick on all of the different types of walls? How about the part of the balloon with the dot? 3. Did the part of the balloon with the dot attract the water? Away from the dot? 4. From these experiments, what can you say about how charged objects affect regular neutral (uncharged) objects like paper, walls, and water? Created by Dr. JJ, FSG, UiTM Shah Alam

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PHY407

5. Why did we pick less heavy things like paper in our test rather than something heavy like a pen or a pencil? 6. After all of your observations, do you know now whether charged objects can attract neutral objects?

Student Activity #2 - The Balloon Electroscope Materials 1. 2. 3. 4.

2 identical balloons Thread Wool cloth, silk cloth, or piece of fake fur Water sprayer per 2 groups

Activity 2.1 1. Blow-up the balloons as big as possible, tie the ends in a knot, and tie thread to the ends of each balloon. 2. Tie the balloons together using the thread so the balloons are about 80 cm apart. 3. Have one person hold the uncharged balloons by the thread and move the balloons together. Record observation. Prediction 2.1:

What happened when the uncharged balloons, hold by the thread, are moved closer together. Record your predictions first before you perform the activity and record your observations in Table 2.1. Table 2.1

Actions

Write your prediction here

Hold the uncharged balloons by the thread and move them closer


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Material Science

PHY407

Activity 2.2 Rub each balloon all over with the wool as best as possible. Move one balloon near the other but do not allow them to touch. How do they react with each other?

•

Prediction 2.2:

What happened when the charged balloons, hold by the thread, are moved closer together? While the balloons are repelling each other, gently mist the balloons with water. Record your predictions first before you perform the activity and record your observations in Table 2.2. Table 2.2

Actions



Hold the charged balloons by the thread and move them closer

While the balloons are repelling each other, have the students gently mist the balloons with water.

Questions 1. Why did the balloons repel each other after they were rubbed all over with the wool? 2. What would have happened if we rubbed one side of the balloons instead of all over? 3. Why did the balloons fall back towards each other after they were sprayed with water? 4. What effect does damp weather have on electrical charges? 5. During which time of the year would it be best to do experiments using static electricity?


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Lab #2

Introduction to Static Electricity Universiti Teknologi MARA Fakulti Sains Gunaan


Name:____________________________

HP: ____________________

Lab # 2:

The goal of today’s activity is to explore and identify the relationship between charges, the electrical field created by those charges and the electrical forces the charges exert on other charges. At the end of the activity, students will be able to: 1. Draw the electric force diagram exerted by one point charge onto another and

describe the motion of charges in the presence of another point charge. 2. Describe how the strength of the force changes when the distance between the

charges is varied. 3. Describe and produce a model for the electrical force in terms of the strength and 4. 5. 6. 7. 8.

direction that are acting between point charges. Add and subtract forces vectorially and obtain the resultant force acting on a charged particle. Describe and draw the electric field patterns created by a point charge. Determine the strength of the electric field surrounding a point charge. Produce a model for the electric field produced by point charges. Describe and draw the electric field patterns surrounding two like point charges and two unlike point charges.

Background Information Our last investigation explored the methods of charging a neutral object by either friction (recall the rubbing of balloons with wool), contact (touching rubber or glass rod to a conducting sphere) or by induction (by polarization of the charges and grounding the side farthest from the charges source). We also explored the interaction between charged objects and observed that unlike charges attract each other and like charges repel each other. Our investigation today will explore the actual cause of the interaction and the strength of that interaction. In addition, we will also explore, describe and obtain the vector nature of both the non-contact electrical forces (push or pull) and the invisible electric field which initiated that force. Since a force and a field line can be represented by an arrow { } to show the direction and its length to represent its strength, in today’s activity, you will be drawing many arrows and compare the lengths of the arrows surrounding a charged particle. In addition, you will also be adding and subtracting these arrows numerically to obtain the sum or the resultant strength in either the horizontal (the x-axis) or the vertical (y-axis) direction. The direction will employ the use of trigonometry with inclination angle {θ} or {ϕ} while Pythagoras theorem will be employed to obtain the resultant length or strength of the electric .fields and electric forces. The problem we are investigating in the activities today is how and what are the mechanisms that influence the dynamics of charged particles.


Page 1 of 17

Last updated 17th Jan 2010

Material Science

PHY407

Lab #2

Student Activity Investigation 1-Electrical (coulomb) force Prediction 1.1: Each of the positive charges in Figure 1.1 have the same strength (amount of charge) and are separated from the positive puck (also of the same strength) by a distance of 2.5 cm. Predict, by drawing the direction and strength of the force exerted by the charge on the puck. Draw the line, , on the puck to indicate the force. Then predict and draw the direction of motion of the puck if it is allowed to move. (Note: Indicate the strength of the forces by drawing different lengths, short lines { } mean smaller force and long lines { } mean stronger force). [ALL predictions are to be done on the prediction sheet on page 13 onwards.] Table 1.1: Predicted and observed lines of forces and direction of motion for the positive puck Draw your predicted force Draw your observed forces 1

1 puck

puck

Fig 1.1a

Fig 1.1a

Draw the predicted direction of motion for the puck and state your reasons.

Draw the observed direction of motion for the puck.

2

2

puck

puck

Fig 1.1b

Fig 1.1b




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Material Science

PHY407

Draw your predicted force

Lab #2

Draw your observed force

3

3 puck

puck

Fig 1.1c

Fig 1.1c



4

puck

4

puck

Fig 1.1d

Fig 1.1d




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Material Science

PHY407


Lab #2

Draw your observed force

3 1

2

3 1

2

4

puck

4

puck

Fig 1.1e

Fig 1.1e



Each of the positive charges in Figure 1.1f have the same strength (amount of charge) and are separated from the positive puck (also of the same strength) by a distance of 1 cm, 2 cm, 3 cm and 4 cm respectively. Predict, by drawing the direction and strength of the force exerted by the charge on the puck. Draw the line, , on the puck to indicate the force. Then predict and draw the direction of motion of the puck if it is allowed to move. (Note: Indicate the strength of the forces by drawing different lengths, short lines { } mean smaller force and long lines { } mean stronger force) Draw your predicted forces

Draw your observed forces

puck

puck

4

4

Fig 1.1f

Fig 1.1f


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Material Science

PHY407


Lab #2


Activity 1.1: Configure the charge you see in Figure 1.1a using the PhET simulation (Electric Field Hockey). Choose the Practice option, and click on the buttons Trace and Puck is Positive options. Bring a positive charge into position charge 1 placed 1 cm to the left of the puck. Use a ruler to measure the length of the force line (these lengths only represent the comparative strength of the force and not the actual magnitude of the force) on the puck. [I recommend that you print out a graph paper on a transparency and place the transparency on the screen. Then you don’t need to use a ruler.] Then start adding charge 2, 3 and 4, all at a distance of 1 cm from the puck as shown in Fig 1b through Fig 1e. For each case, draw the observed force lines and the initial direction of motion of the puck. [You need to click on START to move the puck and the RESET button to repeat or reset the simulation. DO NOT press the CLEAR button until you complete part (e). Draw the observed lines of force and the initial direction of the puck in Table 1.1. In addition, record the length of the force line (strength of the force) in Table 1.2. TABLE 1.2: Electric force on a charged puck with 4 charges placed 1 cm surrounding it r, cm L represents strength of force 1 1 1 1 L, cm Configure the charge you see in Figure 1.1f. Start moving the puck from 1 cm below the puck in increments of 0.2 cm until the charge is 4 cm below the puck. Record your measurements of L in Table 1.3. Reproduce the tables below in EXCEL so that you can do the analysis shown. [You may download the EXCEL template I had developed.] TABLE 1.3: Electric force, inverse of charge separation, ratios of forces and square of distances on a charged puck with a charge moving away from it r, cm 100 120 140 160 180 200 220 240 260 280 300

L, cm


1/r, m-1

Page 5 of 17

1/r2, m-2

Ln+1/Ln

(rn/rn+1)2


Material Science

PHY407

r, cm 320 340 360 380 400

L, cm

1/r, m-1

Lab #2

1/r2, m-2

Ln+1/Ln

(rn/rn+1)2

Questions 1. How is your prediction in the drawing for the force direction and strength of the force different from your observation? 2. Is there a relationship between the strength of the force and the distance separating the charge and the puck? What relationship do you observe? • Use Microsoft Excel to plot a graph of L vs. r, L vs. 1/r, L vs. 1/r2 and Ln+1/Ln vs. (rn/rn+1)2. Explain the relationship represented. Based on the results and the graphs, suggest a mathematical model (write a math formula to represent the relationship) for the electric force as a function of the distance separating 2 charges. 3. How does the time for the puck to travel a distance of, say, 20 cm, affected by the length of the force line? 4. How would the strength of the force vary if the quantity of charge is increased or decreased? What is the relationship between F and the amount of charge? [The PHeT simulation may not be able to show this relationship but you are encouraged to try out simulations from The Physics Classroom website or any other relevant websites.] Investigation 2 - Sum of forces Prediction 2.1: Draw the forces acting on the charge at the center. The separation between the charge at the center and the other two charges are equal (1 cm). Then draw your prediction for the direction of motion of the charge at the center when it is allowed to move. [When you run the simulation, draw the observation for both the lines of forces and the direction of motion.] Table 2.1: Predicted and observed lines of force and direction of motion for the puck Prediction Observation Case 1

Fig 2.1a

Fig 2.1a

Fig 2.1b

Fig 2.1b

Case 2


Page 6 of 17


Material Science

PHY407

Lab #2

Activity 2.1: Configure the charges as in Figure 2.1a followed by charges in Figure 2.1b using the PhET simulation ( Electric Field Hockey). Draw the forces you observed acting on the charge in the middle of the configuration (the puck or hockey ball). Then draw the direction of motion you observed. Prediction 2.2: 1. Draw your prediction of the horizontal component for the force pulling or pushing a particle due north along the positive y-axis and the vertical component for the force pulling or pushing the same particle due west along the negative x-axis shown in Figure 2.2a. The, draw your prediction for the resultant force in Fig 2.2a 2. Draw your prediction of the horizontal and vertical components for each of the forces shown in Figure 2.2b. Then draw the prediction for the sum of the horizontal and the sum of the vertical forces. Finally, draw your prediction for the resultant force in Fig 2.2b. Prediction

Observation

Fig 2.2a

Fig 2.2a

Fig 2.2b

Fig 2.2b

Case 1

Case 2

Activity 2.2: Configure the forces in Figure 2.2a followed by the forces in Figure 2.2b using the PhET simulation (from the PHET-Vector-Math). Then reveal the horizontal and vertical forces for each of the force in Figure 2.2 by clicking on the button style 1 or style 2. Record the angles between the components and the individual force. Then reveal the sum of the forces along the horizontal and along the vertical. Finally reveal the resultant force for each case. Compare these to your predictions. Questions 1. Does a force pointing along the x-axis have any vertical component? 2. Does a force pointing along the y-axis have a horizontal component? 3. If a force is not acting along the horizontal or vertical direction, what should you do to the force if you need to determine a resultant force if there is more than 1 force acting on a particle? 4. How do you find the horizontal and vertical components for each force respectively?


Page 7 of 17


Material Science

PHY407

Lab #2

5. How do you determine the total horizontal and the total vertical components of the resultant force? 6. Will specifying the strength alone be sufficient to describe the resultant force? If not, what else is required and how would you do it? 7. What can you conclude about the initial motion of the charged particle that is subjected to the total force in the activities above? Investigation 3-Electric fields Prediction 3.1: Draw the electric field lines (represented by { } to indicate smaller field and longer lines { } to indicate stronger field) around the charged particle at the center of the grid for each of the cases in Figure 3.1. Prediction

Observation

Figure 3.1a

Figure 3.1a

Figure 3.1b

Figure 3.1b

Figure 3.1c

Figure 3.1c

Figure 3.1d

Figure 3.1d

Case 1

Case 2

Case 3

Case 4

Activity 3.1: Configure the charges in the PhET simulation (Charges-and-Field). Draw the field lines you observed for each of the cases in Figure 3.1.


Page 8 of 17


Material Science

PHY407

Lab #2

Questions 1. How is your prediction different from your observation for each of the case? 2. Is there a region of space where the field is zero in Figure 3.1c and Figure 3.1d? Explain your answer. 3. What would happen to a test charge +q if it is placed a. near the charge in Figure 3.1a? b. Near the charge in Figure 3.1b? c. Equidistantly placed between the charges in Figure 3.1c? d. Equidistantly placed between the charges in Figure 3.1d? 4. How would this field be associated with the force in Activity 1 and 2? Write down the relationship. Prediction 3.2: Predict how the strength of the electric field changes at a radius of 20 cm when there is only 1 charge, when the charge is doubled and when the charge is tripled Then repeat your prediction at radii of 40 cm, 60 cm, 80 cm and 100 cm around the charged particle. Note that 1 small box represents 10 cm.

Figure 3.2a


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Material Science

PHY407

Lab #2

Figure 3.2b Activity 3.2: Configure the charge for the case shown in Figure 3.2a using the PhET simulation (Chargesand-field). Use the electric field sensors to measure the electric field strength at each of the radii 20 cm until 200 cm in increments of 10 cm. Record the values (you will need to take the average readings) in Table 3.2. In addition, calculate the following quantities: 1/r, (1/r)2, the ratios En+1/En, and (rn/rn+1)2. TABLE 3.2.1: Electric field around charge q r, cm

E, V/m

1/r, m-1

1/r2, m-2

En+1/En

(rn/rn+1)2

20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200


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Material Science

PHY407

Lab #2

Now observe the electric field strength at the various locations when another charge is added at the same position as the initial charge. TABLE 3.2.2: Electric field around charge 2q r, cm

E, V/m

1/r, m-1

1/r2, m-2

En+1/En

(rn/rn+1)2

20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

TABLE 3.2.2: Electric field around charge 3q r, cm

E, V/m

1/r, m-1

1/r2, m-2

En+1/En

(rn/rn+1)2

20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200


Page 11 of 17


Material Science

PHY407

Lab #2

Questions 1. How was your prediction compare to the data you collected? 2. Is there a relationship between the electric field strength and the position from the charge producing it? [Enter your data into EXCEL. Try taking the ratios of E (En+1/En, …., E9/E8 until E2/E1) and compare to the ratios of square of the position ((rn/rn+1)2, , …., (r8/r9)2, until (r1/r2)2,]. What relationship do you observe? Sketch a graph of E vs. r, E vs. 1/r, E vs. 1/r2 and En+1/En vs. (rn/rn+1)2 for the charge q. Explain the relationship represented. Based on the results and the graphs, how would E be mathematically modeled as a function of distance measured from the charge? 3. How would the field strength vary if the charge producing it is increased or decreased? What is the relationship between E and the amount of charge?


Page 12 of 17


Material Science

PHY407

Lab #2

Predictions Worksheet for Lab #2 Electrical Forces, Adding Forces and Electrical Field Draw your predicted forces 1 puck

Fig 1.1a Draw the predicted direction of motion for the puck and state your reasons.

2 puck

Fig 1.1b Draw the predicted direction of motion for the puck and state your reasons.


Page 13 of 17


Material Science

PHY407

Lab #2

Draw your predicted force 3 puck

Fig 1.1c Draw the predicted direction of motion for the puck and state your reasons.

4

puck

Fig 1.1d Draw the predicted direction of motion for the puck and state your reasons.


Page 14 of 17


Material Science

PHY407

Lab #2


3 1

2

4

puck

Fig 1.1e Draw the predicted direction of motion for the puck and state your reasons.

puck

4 Fig 1.1f Draw the predicted direction of motion for the puck and state your reasons.


Page 15 of 17


Material Science

PHY407

Lab #2

Prediction 2 Prediction 2.1

Prediction 2.2

Fig 2.1a

Fig 2.2a

Case 1

Case 2

Fig 2.1b Fig 2.2b


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Material Science

PHY407

Lab #2

Prediction 3.1 Case 1

Figure 3.1a Case 2

Figure 3.1b Case 3

Figure 3.1c Case 4

Figure 3.1d

Prediction 3.2


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Material Science

PHY407

Batteries and Bulbs: Voltage, Current and Resistance Universiti Teknologi MARA Fakulti Sains Gunaan


Name:____________________________

HP: ____________________

Lab # 5:

Objective: Today’s activity explores and investigates properties such as current, potential drop and the brightness of light bulbs when batteries or bulbs are connected in series and parallel. At the end of the activity, students will be able to: • • • • • •

Use a multimeter to determine the electromotive force of dry cells connected in series and in parallel. Connect a simple direct current (DC) circuit and light up a light bulb using a dry cell, wires and a switch. Connect a multimeter or an ammeter in a circuit and measure current for a series and for a parallel circuit. Connect a more complex circuit, identify and relate brightness of bulbs, current and potential drops when bulbs are connected in series. Identify and relate brightness of bulbs, current and potential drops when bulbs are connected in parallel. Obtain, explain and describe the relationship between bulb intensity, current, voltage resistance and power in a series and in a parallel circuit.

Background Information Background: Conductors are materials that allow excess electrons to move easily within the material when subjected to an electric field. The existence of electric field is then associated with electrical potential energy and hence potential difference which is the ratio of the work done on a test charge (in bringing the charge from one point in space to another) to the magnitude of the test charge. Charges which move, do so in the presence of electric field or due to potential difference or voltage between points in a material. The charges can come from many sources but the most common source is the battery. A battery is the source of electromotive force (EMF), a maximum voltage between the terminals of a battery. This emf is the main agent to cause charge to move in a circuit. When charges move or flow in a circuit, the rate of its flow is called electric current. Hence the current I, is the amount of charge in Coulomb, that pass through an imaginary ∆q surface in one second. The average current is I = , measured in units of Ampere (A). So, ∆t one ampere represents the flow of one coulomb of charge (can you determine the number of electrons involved?) through a conductor within a period of one second. Another common unit is the milliampere (mA) or 10-3 A. In a circuit, the direction of current flow is chosen to be the opposite of the electron flow. Hence, since the negative terminal of a battery is negatively charged (negative potential) compared to the positive terminal, then current will flow beginning from the positive terminal of a battery and ending at the negative terminal of Created by Dr. JJ, FSG, UiTM Shah Alam

Page 1 of 7

3/3/2010

Material Science

PHY407

the battery if there are conducting wires between the terminals. Often, a load or a resistor is placed between the terminals. If the resistor is a bulb, the bulb may light up when current flows through it. The strength to resist the flow of current in a resistor is called resistance, R, measured in units of Ohms (Ω) and its value depends only on the geometry of the resistor itself such as the type of conductor (element), its length and its surface area. Resistors or devices which have a linear relationship between voltage and current obey Ohm’s Law. Current in a circuit can be measured by using an ammeter which must be connected by breaking up a point in the circuit. This type of connection is usually referred to as a series connection. In addition, since charges (electrons) move between points in a circuit under the influence of the battery’s emf, then potential difference exist between points in the circuit. This potential difference, (measured in volts (V)), can be measured by using a voltmeter and is done by touching the probes of the voltmeter across the points of interest in the circuit. This type of connection is referred to as parallel connection. Light bulbs in a circuit light up with different brightness depending on the average power it consumes. For any device, its average power is the product of the current through it and the voltage across it, P = IV . The higher the intensity (brightness) of a bulb, the higher is the average power.

Student Activity Investigation 1-Lighting a Bulb (DO YOUR PREDICTION BEFORE STARTING THE ACTIVITIES) Prediction 1.1: (Batteries shown in the figure below are each 1.5 V battery) i) What will the voltmeter reading be if the probes are connected between points A and B? Will it change if the probe of the voltmeter is reversed? ii) Would the reading change if the probes are placed between points B and C, and between A and C? iii) What would the reading be if the positive terminals are connected together in an antiseries connection

Activity 1.1: (You MUST run the PhET (Circuit Construction Kit (DC only)) simulation first before attempting to do the following activities in the lab. Set the battery voltage to 1.5 V) Observe the batteries and identify the positive and negative terminal. Using a multimeter with the dial set at DC, place the probes at points A and B respectively for each of the case above and record the reading. You may need to change the dial on the meter to get the best reading.


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Repeat the above for points B and C and points A and C. Then reverse the probes starting with points B and A, C and B, and C and A. Record you reading and tabulate the data.

PhET Points VAB VBC VAC

V, volts Series

V, volts Parallel

V, volts Antiseries

Points reversed VBA VCB VCA

V, volts Series

V, volts Parallel

V, volts Antiseries

Points Lab VAB VBC VAC

V, volts Series

V, volts Parallel

V, volts Antiseries

Points reversed VBA VCB VCA

V, volts Series

V, volts Parallel

V, volts Antiseries

Questions 1. What happens to the voltage when batteries are connected in series, in parallel and in antiseries respectively? Prediction 1.2: (The battery shown in the figure below has an emf of 6 V.) i) Will the bulb in the figure light up if the polarity is reversed? ii) What happens when the bulb in the figure below is unscrewed a bit? iii) Do you think that the potential difference across the terminals of the bulb is the same as across the terminals of the battery? B

A

iv) v) vi)

What happens to the brightness of the first bulb when another bulb is added in series? How will the brightness change if the third bulb is added? What happens to the current in the circuit for the case in part (iv)? What happens to the voltage across the bulbs for the case in part (iv)?

Activity 1.2: (You MUST run the PhET (Circuit Construction Kit (DC only)) simulation (use the lifelike mode) first before attempting to do the following activities in the lab. Set the battery voltage to 6 V and the resistance for each bulb at 5.0 Ω) i)

Using the battery holder, the bulb and 2 wires, wire up the simple circuit above. It is best for you to also have a switch in the circuit. Observe what happens to the bulb when the switch is thrown down, when the bulb is unscrewed a little and when the battery terminals are reversed. Write down your observation.


Page 3 of 7

3/3/2010

Material Science

ii)

PHY407

Using a multimeter, record the potential difference (voltage) across the battery terminals followed by the voltage across the bulb’s contact points. Points

VPhET, volts

Vlab, volts

Vbatt Vbulb iii)

iv)

Add another bulb in the circuit, observe the brightness of the bulbs and repeat steps (ii) and (iii). Add yet another bulb in the circuit, observe the brightness of the bulbs and repeat steps (ii) and (iii).

B

mA

A

S1 A

B

Battery 6 V

v)

Connect an ammeter to measure the current that flows through the circuit. Record your reading. Note that an ammeter MUST be connected in series with the bulb (You must break the circuit connection in order for you to insert the ammeter).

A

PhET Bulbs in Series Bulb 1 Bulb 1 + Bulb 2 Bulb 1 + Bulb 2 + Bulb 3 LAB Bulbs in Series Bulb 1 Bulb 1 + Bulb 2 Bulb 1 + Bulb 2 + Bulb 3 v) Questions 1. 2. 3. 4. 5. 6.

Brightness

VAB V

Vbulb-1 V

Vbulb-2 V none

Vbulb-3 V none none

IAB A

Power Watts

Brightness

VAB V

Vbulb-1 V

Vbulb-2 V none

Vbulb-3 V none none

IAB A

Power Watts

Unscrew any bulb and observe what happens to the bulbs and to the current in the circuit. Record your observation. What causes the bulb to light up when the switch is thrown down? Why did the bulb go off when it is unscrewed from the holder? Did it matter if the polarity of the bulb is reversed? Why or why not? Why is the voltage the same when measured across the battery or across the bulb for a single circuit? What is the physical meaning of the current reading on the ammeter? What happens to the brightness of the first bulb, the voltage across it and the current in the circuit when a second bulb is added in series to the circuit?


Page 4 of 7

3/3/2010

Material Science

7. 8. 9. 10. 11.

PHY407

What happens to the brightness of the first bulb, the voltage across it and the current in the circuit when a third bulb is added in series to the circuit? Can you propose a model on how the brightness of the bulbs change as the number of bulbs are increased or decreased in a series circuit? Is there a relationship between the number of bulbs and the current in a circuit? How can this brightness model be related to the electrical power? What happens to the current in the circuit when any one of the bulbs is unscrewed? Explain.

Investigation 2 - Bulbs in Parallel

Battery 1.5 V

Prediction 2.1: (The battery shown in the figure below is a 1.5 V battery) i) Will all the bulbs in the parallel circuit have the same brightness? ii) What will the voltmeter reading be if the probes are connected between points A and B and between C and D respectively for the bulbs connected in parallel? S1 D F H A iii) Would the B voltage reading S2 S4 S3 change if the probes are placed across the R1 R2 R3 terminals of the second bulb (between E and F), and across the terminals of A the third bulb C G E (between G and H)? iv) Would you consider the contact points at point B, D, F and point H to be an equipotential point? v) Will the current going through the circuit the same as the current through the first bulb, the second bulb or the third bulb? vi) What will happen to the brightness if one bulb is unscrewed, if 2 bulbs are unscrewed? What happens to the current in the circuit? A3

A2

A1

Activity 2.1: (You MUST run the PhET (Circuit Construction Kit (DC only)) simulation first before attempting to do the following activities in the lab. Set the battery voltage to 1.5 V and the resistance for each bulb at 1.0 Ω) i)

Connect the bulbs in parallel as shown in the figure but start with 2 bulbs followed by three bulbs. Observe the brightness of the bulbs as more bulbs are added in parallel. Then, using a multimeter with the dial set on DC mode, measure the voltage across the battery, VAB, the voltage across the first bulb, VCD, the voltage across the second bulb, VEF, and the voltage across the third bulb, VGH. Record your reading.


Page 5 of 7

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Material Science

PHY407

PhET Bulbs in parallel Bulb 1 Bulb 1 + Bulb 2 Bulb 1 + Bulb 2 + bulb 3 LAB Bulbs in parallel Bulb 1 Bulb 1 + Bulb 2 Bulb 1 + Bulb 2 + bulb 3 ii)

iv)

VCD V

VEF V none

VGH V none none

VAB V

VCD V

VEF V none

VGH V none none

Now place an ammeter between points B and D. Record your reading. Then place an ammeter between points C and D and also between points E and F and between G and H. Record your reading.

PhET Bulbs in parallel Bulb 1 Bulb 1 + Bulb 2 Bulb 1 + Bulb 2 + bulb 3 LAB Bulbs in parallel Bulb 1 Bulb 1 + Bulb 2 Bulb 1 + Bulb 2 + bulb 3 iii)

VAB V

IBD A

ICD A none

IEF A none

IGH A none none

Power Watts

IAB A

ICD A none

IEF A none

IGH A none none

Power Watts

Unscrew the first bulb Observe the brightness of the remaining bulbs and write your observation. Then record all the ammeter readings. Unscrew the second bulb leaving only the third bulb in the circuit. Observe the brightness of the remaining bulb and write your observation. Then record all the ammeter readings.

PhET Bulbs in parallel Bulb 1 unscrewed Bulbs 1 & 2 unscrewed LAB

IBD A

ICD A

IEF A

IGH A

Power Watts

IAB A

ICD A

IEF A

IGH A

Power Watts

Bulb 1 unscrewed Bulbs 1 & 2 unscrewed

Questions 1. 2. 3.

What happens to the brightness of the first bulb and the current through it when a second bulb is added in parallel to the circuit? What about the power? What happens to the brightness of the first bulb and the current through it when a third bulb is added in parallel to the circuit? What about its power? Is there a relationship between the number of bulbs and the total current in a circuit?


Page 6 of 7

3/3/2010

Material Science

4. 5. 6. 7. 8.

PHY407

Can you propose a model on how the brightness of the bulbs change as the number of bulbs are increased or decreased in a parallel circuit? What about a model for the power? What happens to the current in the circuit when any one of the bulbs is unscrewed? What about its power? What happens to the total voltage and the voltages across the bulbs as more bulbs are added? What happens to the total current as more bulbs are added? What happens to the total power as more bulbs are added?


Page 7 of 7

3/3/2010

Electricity Lecture Series

Charges & Charging Applied Sciences Education Research Group (ASERG) Faculty of Applied Sciences Universiti Teknologi MARA email: [email protected]; [email protected]; [email protected] http://drjj.uitm.edu.my; http://drjj.uitm.edu.my; +60193551621

Electric Charges At the end of this unit, you will be able to: 1. Explain the gravitational forces acting on any object. 2. Mathematically represent the gravitational force and describe its impact on physical events. 3. Describe existence of electrical charges in matter its magnitude, mass and its quantization property. 4. Sketch and explain the charging by friction, contact and induction diagrammatically and apply charge conservation in the charging process.

Copyright Assoc. Prof. Dr. Jaafar Jantan a.k.a. Dr JJ, FSG, UiTM Shah Alam, Malaysia

1

GRAVITATIONAL FORCES Galileo Science: All objects regardless of size, shape or mass will fall at the same rate Newton extended the principle: Universal Gravitational Law: All object will attract each other with force inversely proportional to square of distance →

F 21 ∝

m2 m1 r2

→

F 21 = G

m2 m1 r2

ATOMIC STRUCTURE


2

Electric Charges Matter: Matter made up of atoms and molecules Atom: Atom made up of nucleus, protons and electrons Charged object: object imbalance number of electrons & protons Positively charged Negatively charged Conductors: Conductors charges can move freely Insulators: Insulators charges cannot move freely

Electric Charges Matter: Matter made up of atoms and molecules Atom: Atom made up of nucleus, protons and electrons Charged object: object imbalance number of electrons & protons Positively charged: –ve+ve Conductors: Conductors charges can move freely Insulators: Insulators charges cannot move freely


3

18.1 The Origin of Electricity Cutnell & Johnson 7E The electrical nature of matter is inherent in atomic structure.

m p = 1.673 × 10 −27 kg mn = 1.675 × 10 −27 kg me = 9.11×10 −31 kg

e = 1.60 ×10 −19 C coulombs

Electric Charges Charge quantization: quantization charges exist in multiples of an elementary charge, the charge of an electron

q = Ne = e , 2 e ,.. where N are the number of electrons & the elementary charge e is e =1.6 x 10-19 C Number of charges in 1 C?? N=q/e =1 C/1.6 x 10-19 C N = 6.25 x 1018


N

Q (x10-19 C)

1 2 5 10

1.6=e 3.2=2e 80=5e 16=10e

4

Charges, charging, electrical force & discharging Matter

Neutral

Conductor

Charged

Insulator

Discharged

Atom

Conduction

Charges

Induction

Electron

Friction

Proton

Contact

Positive

Ground

Negative

Lightning

Attract

Force

Repel

distance

Highest electron affinity Rubbing wool to rubber caused rubber to have excess electrons which were transferred from rubber

Charging by Friction


5

Charges, charging, electrical force & discharging

Charging by contact Bringing the rod near the pithball causes polarization (separation of charges)


6

Charging by contact Bringing the rod near the pithball causes polarization (separation of charges).

Charging by contact Bringing the rod near the pithball causes polarization (separation of charges). Touching the rod will allow electrons to “flow” to the rod. The rod remains positively charged since the number of electrons transferred is far too small to neutralize the positive charges


7

Charging by contact The pithball is now repelled since it is positively charged after losing electrons to the rod via contact

Charging by contact When the rod is pulled further away, the charges on the pithball redistributes evenly. The repulsion between the rod and ball is smaller because the rod is far away.


8

Charging by contact The pithball is now neutralized by grounding (pathway to transfer electrons to the positively charged pithball) it with my finger.

Charging by contact Pithball is polarized (separation of charges) when the rod is brought nearer. The electron on the pithball is being repelled by the negatively charged rod.


9

Charging by contact Pithball is polarized (separation of charges) even more when the rod is brought nearer. The electrons on the pithball are being repelled by the negatively charged rod.

Charging by contact Pithball is polarized (separation of charges) even more when the rod is brought nearer. The electrons on the pithball are being repelled by the negatively charged rod.


10

Charging by contact Electrons move from the rod to the side of the pithball which is being touched making the pithball has excess electrons. The rod remains negatively charged because it only lost a small number of electrons

Charging by contact Since the rod and the pithball are both negatively charged, the pithball is being repelled strongly.


11

Charging by contact The repulsion is getting smaller when the rod I pulled farther away. At the same time, the electrons on the pithball begin to distribute evenly throughout the ball.

Charging by contact The ball is being grounded (leaking off the electrons to earth ie finger) to neutralize the pithball.


12

18.4 Charging by Contact Cutnell & Johnson 7E Electrons are transferred to the neutral conducting sphere when the sphere is touched by the negatively charged rod.

Charging by contact.

18.4 Charging by Induction Cutnell & Johnson 7E Charging by induction is a 3-stage process: 1. Bring a charged rod near the sphere to cause polarization of the charges

Charging by induction. 2. Ground the side of the sphere which is furthest from the charging source. 3. Remove the charging source


13

Charging by Induction: 1. Bring negatively charged rod near the sphere 2. Ground the sphere to remove the electrons 3. Sphere is positively charged

Animation source from: “The Multimedia Physics Studio” website and The PhET website

Charging by Induction: Two Neutral conducting spheres 1. Bring negatively charged balloons near the sphere 2. Pull the second sphere after electrons have migrated to the second sphere. 3. Sphere 1 is positively charged and sphere 2 is negatively charged


14

18.2 Charged Objects and the Electric Force Cutnell & Johnson 7E

LAW OF CONSERVATION OF ELECTRIC CHARGE During any process, the net electric charge of an isolated system remains constant (is conserved). Total number of negative charges (electrons) and positive charges (protons) must be equal Consider the fur and rod together as a system. Since the system is uncharged initially, then the total charge must be zero before and after rubbing. Hence if rod acquires 6e due to rubbing (friction), then the fur must have lost 6e, the total charge for the fur-rod is zero.


LAW OF CONSERVATION OF ELECTRIC CHARGE During any process, the net electric charge of an isolated system remains constant (is conserved). Total number of negative charges (electrons) and positive charges (protons) must be equal


15


LAW OF CONSERVATION OF ELECTRIC CHARGE During any process, the net electric charge of an isolated system remains constant (is conserved). Total number of negative charges (electrons) and positive charges (protons) must be equal

Shown are conducting spheres each of charges 5q, -3q and 5q

Charge Conservation

What is the total charge on the spheres? A 5q

B -3q

C 3q

Sphere A touches sphere B and then separated. What is the total charge after the process above, the charge on each individual sphere?

A 5q

B -3q


A 2q

B 0q

A q

B q

16


Charge Conservation

What is the total charge on the spheres? A q

B q

C 3q

Sphere B touches sphere C and then separated. What is the total charge after the process above, the charge on each individual sphere?

B q

C 3q


B 2q

C 2q

17

1/22/2011

Electricity Lecture Series

Electric Force & Electric Field Applied Sciences Education Research Group (ASERG) Faculty of Applied Sciences Teknologi [email protected]; MARA email:Universiti [email protected] [email protected]; http://www3.uitm.edu.my/staff/drjj/ Copyright DR JJ,FSG, UiTM

1


Copyright DR JJ,FSG, UiTM

Copyright DR JJ,FSG, UiTM; Jan08

2

1

1/22/2011



3


Charge Conservation


B -3q

C 3q

Sphere A touches sphere B and then separated. After the process above, what is the total charge & the charge on each individual sphere?

A 5q

B -3q

A 2q

B 0q



A q

B q

4

2

1/22/2011


Charge Conservation

What is the total charge on the spheres? A q

B q

C 3q

Sphere B touches sphere C and then separated. After the process above, what is the total charge & the charge on each individual sphere?

B q

C 3q

B 2q

C 2q


5

Shown are conducting spheres each of charges 7q, -3q and -4q

Charge Conservation


B -3q

C -4q

Sphere A touches sphere B and then separated. After the process above, what is the total charge & the charge on each individual sphere?

A 7q

B -3q

A 4q

B 0q



A 2q

B 2q

6

3

1/22/2011

Shown are conducting spheres each of charges 2q, 2q and -4q

Charge Conservation


B 2q

C -4q

Sphere B touches sphere C and then separated. After the process above, what is the total charge & the charge on each individual sphere?

B 2q

C -4q

B 0q

C -2q

A -q


B -q

7

PHY407 Lecture 2:Electrical force & Electrical Field Why do things fall to the ground??? The gravitational field surrounding a clump of mass such as the earth. On earth, the gravitational field is g=F/mt where mt is the objects’s mass. E Objects don’t fall, but are attracted to the center of the earth due to he presence of gravitational field, g



8

4

1/22/2011

PHY407 Lecture 2:Electrical force & Electrical Field Why do things fall to the ground??? The gravitational fields of the earth and moon superpose. Note how the fields cancel at one point, and how there is no boundary between the interpenetrating fields surrounding the two bodies

E


9

PHY407 Lecture 2: Introduction REFERENCE: http://phet.colorado.edu/web-pages/simulations-base.html

Activity 1-Electrical (Coulomb) Force

2.1 Electrons falling into proton Reference: Physics 2000-force

2.2 Forces on charges Reference: PHET electric field hockey

Activity 2-Resultant Force

Activity 3-Electric Field

2.3 Addition of forces: PHET vector addition

2.4 Electric field Reference: PHET charges & field



10

5

1/22/2011

PHY407 Lecture 2: Introduction Activity 1-Electrical (Coulomb) Force • Electrons move towards proton • Far electrons feel small pull, hence small initial acceleration • As the electrons accelerate and get closer, the pull gets stronger. • Near electrons feel strong pull, hence big initial acceleration. • Electrons feel the pull because they are in an electric field created by the proton

+


11

PHY407 Lecture 2: Introduction Activity 1-Electrical (Coulomb) Force • Electrons move away from negative particle • Far electrons feel small push, hence small initial acceleration • As the electrons accelerate and get further, the push gets weaker. • Near electrons feel strong push, hence big initial acceleration. • Electrons feel the push because they are in an electric field created by the negative particle

_



12

6

1/22/2011

PHY407 Lecture 2: Introduction Activity 1-Electrical (Coulomb) Force on central electron

• Right electron push central electron to the left.

• Left electron push central electron to the right. • Top electron push central electron to the bottom. • Bottom electron push central electron to the top.


13

PHY407 Lecture 2: Introduction Activity 1-Electrical (Coulomb) Force • Right electron pull central proton to the right.

• Left electron pull central proton to the left. • Top electron pull central proton to the top. • Bottom electron pull proton to the bottom.



14

7

1/22/2011

PHY407 Lecture 2: Introduction Activity 1-Electrical (Coulomb) Force • Right electron pushes central electron to the left. • Left electron pushes central electron to the right with a smaller force than the electron on the right. • Top electron pushes central electron to the bottom with the same force that the left electron exerts on the central electron. • Top left corner electron pushes central electron to the bottom right corner.


15

PHY407 Lecture 2: Introduction Activity 1-Electrical (Coulomb) Force • Right electron pulls the proton to the right. • Left electron pulls the proton to the left with a smaller force than the electron on the right. • Top electron pulls the proton up with the same force that the left electron exerts on the central electron. • Top left corner electron pulls the proton to the top left corner.



16

8

1/22/2011

PHY407 Lecture 2: Introduction Activity 2-Resultant Force PULLING of PROTON • Sum of force to the right (+ve) is equal to the sum of the force to the left (-ve). • Sum of force to the top (+ve) is equal to the sum of the force to the bottom (-ve). • Top electron push central electron to the bottom. • Bottom electron push central electron to the top.


17

PHY407 Lecture 2: Introduction Activity 2-Resultant Force PUSHING of ELECTRON • Sum of force to the right (+ve) is equal to the sum of the force to the left (-ve). • Sum of force to the top (+ve) is equal to the sum of the force to the bottom (-ve).



18

9

1/22/2011

PHY407 Lecture 2: Introduction Activity 2-Resultant Force

• Break the forces into its x and y components. Use trigonometry to find the values. • Then add up all the +ve & the –ve x components to get the sum of forces along the x. • Add up all the +ve & the –ve y components to get the sum of forces along the y. • Use Pythagoras theorem to determine the magnitude of the resultant force. • Use trigonometry to find the direction 2

φ

F 2 = Fx + Fy Fy tanΦ = Fx


2

19

PHY407 Lecture 2: Introduction Activity 1-Electrical (Coulomb) Force • Right electron pulls the proton to the right. • Left electron pulls the proton to the left with a smaller force than the electron on the right. • Top electron pulls the proton up with the same force that the left electron exerts on the central electron. • Top left corner electron pulls the proton to the top left corner.



20

10

concept maps & formative tasks

conceptual survey on electricity & magnetism (CSEM) diagnostic assessment tool

Which the following graphs correctly show the time dependence of the voltmeter reading?

Conceptual Survey in Electricity & Magnetism (CSEM) DO NOT WRITE ON THIS QUESTION PAPER ANSWER ON THE ANSWER SHEET PROVIDED TIME: 45 MINUTES

Developed by Maloney, O’Kuma, Hieggelke & Van Heuvelen; 2000

Modified, graphics redraw & typeset by:

Assoc. Prof. Dr. Jaafar Jantan aka Dr. J.J.

Applied Science Education Research Group (ASERG) Faculty of Applied Sciences Universiti Teknologi MARA 40450 Shah Alam, Selangor, MALAYSIA

THE END

16

Prepared by Dr. J.J. Applied Sciences Education Research Group, FSG, UiTM, Shah Alam


Call: 03-55444593; H/P:019-355-1621 Email: [email protected] Web:http://drjj.uitm.edu.my

Prepared by Dr. J.J. Applied Sciences Education Research Group, UiTM, Shah Alam


Conceptual Survey in Electricity & Magnetism (CSEM)

Which one of the following diagrams best describe the charge distribution on the surface of the metal bar?

Multiple Choice Version

(a)

-

+

+

-

-

- + -- +

+

-

+

+

-

-

+

+

-

-

+

-

+

-

-

+

-

(c)

-

-

-

(b)

+ + +

+

Directions to Students: This is a test of your understanding in electrostatics and magnetism. Indicate, on the answer sheet the best answer you choose for each question by making ONLY ONE dark mark. In addition, mark also the CRI (Certainty Response Index) for each response you give to indicate your certainty for the answer you choose. If you do not fully understand what is being asked in an item, please ask the test administrator for clarification.

+

-

(d)

+ +

+ (e)

32. Figure 24 shows a variable power supply connected to coil 1 and to an ammeter. The time dependence of the ammeter reading is shown by the graph in the figure. A nearby coil, coil 2 is connected to a voltmeter.

DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO

Developed & Original Graphics by: Maloney, O’Kuma, Hieggelke & Van Heuvelen; 2000 Typestting & Graphics Redraw by Dr. Jaafar Jantan; 2008 Figure 24 D. Maloney, T. O'Kuma, C. Hieggelke, and A. Van Heuvelen. Surveying students' conceptual knowledge of electricity and magnetism". Am. J. Phys. 69, S12 (2001)

2


Call: 03-55444593; H/P:019-355-1621 Email: [email protected] Web:http://www2.uitm.edu.my/drjj/

15


Call: 03-55444593; H/P:019-355-1621 Email: [email protected] Web:http://www2.uitm.edu.my/drjj/

1.

29. Which of the figures in Figure 21 will the light bulb be glowing? (a) (e)

I, III, IV (b) I, IV None of these

(c) I, II, IV

(d) IV

(a) (b)

30. A very long straight wire carries a large steady current i. A rectangular metal loop, in the same plane as a wire, move with velocity v in the directions shown in Figure 22. Which loop will have an induced current? II I

(c) (d)

i

i

(e) v

2.

v

i v

(c) (d)

Figure 22

(e)

31. A neutral metal bar is moving at constant velocity v to the right through a region where there is a uniform magnetic field pointing out of the page as shown in Figure 23. The magnetic field is produced by some large coils which are not shown on the diagram.

All of the excess charge remains right around P. The excess charge has distributed itself evenly over the outside surface of the sphere. The excess charge is evenly distributed over the inside and outside surface. Most of the charge is still at P, but some will have spread over the sphere There will be no excess charge left.

A hollow sphere made out of electrically insulating material is electrically neutral (no excess charge). A small amount of negative charge is suddenly placed at one point P on the outside of this sphere. If we check on this excess negative charge a few seconds later we will find one of the following possibilities: (a) (b)

(a) only I and II (b) only I and III (c) only II and III (d) all of the above (e) none of the above

III

A hollow metal sphere is electrically neutral (no excess charge). A small amount of negative charge is suddenly placed at one point on this metal sphere. If we check on this excess negative charge a few seconds later we will find one of the following possibilities:

All of the excess charge remains right around P. The excess charge has distributed itself evenly over the outside surface of the sphere. The excess charge is evenly distributed over the inside and outside surface. Most of the charge is still at P, but some will have spread over the sphere There will be no excess charge left.

For questions 3 -5: Two small objects shown in Figure 1 each having a net charge of +Q exert a force of magnitude F on each other. F

F +Q

+Q Figure 1

v

We replace one of the objects with another object with net charge of +4Q as shown in Figure 2. +Q

v

+4Q Figure 2

3.

v Figure 23

14


B out of page Call: 03-55444593; H/P:019-355-1621 Email: [email protected] Web:http://drjj.uitm.edu.my

The original magnitude of the force on the +Q charge was F. What is the magnitude of the force on the +Q now? (a) 16F

3

(b) 4F

(c) F

(d) F/4


(e) other Call: 03-55444593; H/P:019-355-1621 Email: [email protected] Web:http://drjj.uitm.edu.my

4.

What is the magnitude of the force on the +4Q now? (a) 16F

(b) 4F

(c) F

(d) F/4

(e) other

28. Two identical loops of the wire carry identical current i. The loops are located as shown in Figure 20. Which arrow best represent the direction of the magnetic field at the point P midway between the loops? i

Next we move the +Q and +4Q charges to be 3 times as far apart as they were before as shown in Figure 3.:

+Q

(a) (d)

+4Q

Figure 3

(b)

(c) (e) Zero

P i

5.

What is the magnitude of the force on the +4Q now? (a) F/9

6.

(b) F/3

(c) 4F/9

(d) 4F/3

(e) other

Which of the arrows is in the direction of the net force on charge B shown in Figure 4? -1

+1

(a)

A

B

(d)

(b)

(c) (e) None of these

+1

Figure 20 The four separate figures in Figure 21 involve a cylindrical magnet and a tiny light bulb connected to the ends of a loop of cooper wire. These figures are to be used to answer Question 29. The plane of the wire loop is perpendicular to the reference axis. The states of motion of the magnet and of the loop of wire are indicated in the diagram. (Speed will be represented by v and CCW represents counter clockwise

C Figure 4

7.

Figure 5 shows a particle (labeled B) which has a net electric charge of +1 unit. Several centimeters to the left is another particle (labeled A) which has a net charge of -2 units. Choose the pair of force vectors (the arrows) that correctly compare the electric force on A (caused by B) with the electric force on B (caused by A). -2 units A Force on A

+1 unit B

Figure 5

Force on B

Force on A

(a)

(d)

(b)

(e)

Force on B

(c)

4

Figure 21 Prepared by Dr. J.J. Applied Sciences Education Research Group, FSG, UiTM, Shah Alam


13



26. Figure 18 shows a wire with a large electric current i (●) coming out of the paper. In what direction would the magnetic field be at position A and at position B respectively? A

B

B

A

8.

B

In Figure 6a below, positive charges q2 and q3 exert on charge q1 a net electric force that points along the +x axis. If a positive charge Q is added at (b, 0) as shown in Figure 6b, what will happen to the force on q1? (All charges are fixed at their locations.) Y

Y

(b)

(a)

+q2

A i out

(c)

(d)

+q2 +Q

X

q1

Figure 18

q1

X

(b, 0)

+q3

+q3

Figure 6a

Figure 6b

(e) None of these

27. A positive-charged particle (+q) is at rest in the plane between two fixed bar magnets, as shown in Figure 19. The magnet on the left is three times as strong as the magnet on the right. Which choice below best represents the resultant MAGNETIC force exerted by the magnets on the charge?

(a) (b) (c) (d)

+q

(e) 9.

S

N

S

N

No change in the size of the net force since Q is on the x-axis. The size of the net force will change but not the direction. The net force will decrease and the direction may change because of the interaction between Q and the positive charge q2 and q3. The net force will increase and the direction may change because of the interaction between Q and the positive charge q2 and q3. Cannot determine without knowing the magnitude of q1 and/or Q.

In Figure 7a, the electric field at point P is directed upward along the yaxis. If a negative charge –Q is added at a point along the y-axis as shown in Figure 7b, what happens to the field at P? (All charges are fixed in position) before

Figure 19

after Y

Y (a)

(b)

(d)

(e) Zero

(c) -Q -q

-q

X

P

Figure 7a 12



5


-q

-q

X

P

Figure 7b Call: 03-55444593; H/P:019-355-1621 Email: [email protected] Web:http://drjj.uitm.edu.my

(a) (b) (c) (d) (e)

Nothing since –Q is on the y-axis. The strength will increase because Q is negative. The strength will decrease and the direction may change because of the interactions between Q and the two negative q’s. The strength will increase and the direction may change because of the interactions between Q and the two negative q’s. Cannot determine without knowing the force that Q exerts on the two negative q’s.

24. Figure 16 shows two parallel wires I and II that are near each other carrying currents i and 3i respectively, both in the same direction. Compare the forces that the two wires exert on each other.

i

3i

Figure 16 I

(a)

FOR QUESTIONS 10-11 A positive charge is placed at rest at the center of a region of space in which there is a uniform, three-dimensional electric field. (A uniform field is one whose strength and direction are the same at all points within the region) 10. When the positive charge is released from rest in the uniform electric field, what will its subsequent motion be? (a) It will move at constant speed. (b) It will move at constant velocity. (c) It will move at constant acceleration. (d) It will move with a linearly changing acceleration (e) It will remain at rest in its initial position. 11. What happens to the electric potential energy of the positive charge, after the charge is released from rest in the uniform electric field? (a) It will remain constant because the electric field is uniform. (b) It will remain constant because the charge remains at rest. (c) It will increase because the charge will move in the direction of the electric field. (d) It will decrease because the charge will move in the opposite direction of the electric field. (e) It will decrease because the charge will move in the direction of the electric field.

(b) (c) (d) (e)

25. The three figures shown in Figure 17 represent positively charged particles moving in the same uniform magnetic field. The field is directed from left to right. All of the particles have the same charge and the same speed v. Rank these situations according to the magnitudes of the forces exerted by the field on the moving charge, from greatest to least. v

(a) (b) (c) (d) (e)



I=II=III III>I>II II>I>III I>II>III III>II>I

Magnetic Field

v

12. A positive charge might be placed at one of two different locations in a region where there is a uniform electric field, as shown below in Figure 8. How do the electric forces on the charge at position 1 and 2 compare? (a) Force on the charge is 1 2 greater at 1. (b) Force on the charge is greater at 2. (c) Force at both positions is zero. Figure 8 (d) Force at both positions is the same but not zero. (e) Force at both positions has the same magnitude but is in opposite directions.

6

II Wire I exerts a strong force on wire II than wire II exerts on wire I. Wire II exerts a strong force on wire I than wire I exerts on wire II. The wires exert equal magnitude attractive forces on each other. The wires exert equal magnitude repulsive forces on each other. The wires exert no forces on each other.

I

Figure 17

II

Magnetic Field v

III

11


Magnetic Field

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21. What happens to a positive charge that is placed at rest in a uniform magnetic field? (A uniform field is one whose strength and direction are the same at all points.) (a) (b) (c) (d) (e)

It moves with a constant velocity since the force has a constant magnitude. It moves with a constant acceleration since the force has a constant magnitude It moves in a circle at a constant speed since the force is always perpendicular to the velocity. It accelerates in a circle since the force always perpendicular to the velocity. It remains at rest since the force and the initial velocity are zero.

screen 22. Figure 14 shows an electron moving horizontally towards a screen. The electron moves along the path that is shown because of a magnetic force caused by a magnetic field. In what direction does that magnetic field point? B? -q (a) Towards the top of the page (b) Towards the v bottom of the page (c) Into the page Figure 14 (d) Out of the page (e) The magnetic field is in the direction of the curved path. 23. Wire 1 has a large current i flowing out of the page (●), as shown in Figure 15. Wire 2 has a large i flowing into the page (X). In what direction does the magnetic field point at position P? Wire 1

13. Figure 9 shows a hollow conducting metal sphere which was given initially an evenly distributed positive (+) charge on its surface. Then a positive charge +Q was brought up near the sphere as shown. What is the direction of the electric field at the center of the sphere after the positive charge +Q is brought up near the sphere?

+Q Figure 9

(a)

Left

(b)

Right

(c)

Up

(d)

Down

(e)

Zero field

14. Figure 10 shows an electric charge q located at the center of a hollow uncharged conducting metal sphere. Outside the sphere is a second charge Q. Both charges are positive. Choose the description below that describes the net electrical forces on each charge in this situation. (a) (b) (c) (d) (e)

Both charges experience the same net force directed away from each other. +q +Q No net force is experienced by either charge. There is no force on Q but a net Figure 10 force on q. There is no force on q but a net force on Q. Both charges experience a net force but they are different from each other.

USE THE FOLLOWING ELECTRIC FIELD DIAGRAM FOR QUESTION 15 15. What is the direction of the electric force on a negative charge at point P in Figure 11?

Wire 2

P X i out (a)

(b)

i in Figure 15 (c)

(d)

(e)

None of the above

Figure 11 10



7



(a)

(b)

(d)

(e) The force is zero

(a) (b) (c) (d) (e)

(c)

16. An electron is placed at a position on the X-axis where the electric potential is at that position is +10V. Which idea below best describes the future motion of the electron? (a) The electron will move left (-x) since it is negatively charged. (b) The electron will move right (+x) since it is negatively charged. (c) The electron will move left (-x) since the potential is positive. (d) The electron will move right (+x) since the potential is positive. (e) The motion cannot be predicated with the information given. FOR QUESTION 17-19 In Figure 12 , the dotted lines show the equipotential lines of electric fields. (A charge moving along a line of equal potential would have a constant electric potential energy.) A charged object is moved directly from point A to B. The charge on the object is +1µC. 17. How is the amount of work needed to move this charge compare for these three cases?

A 10V

30V 20V

40V

B

A

B 10V

50V

30V

18. How does the magnitude of the electric field at B compare for these three cases? (a) I>III>II (b) I>II>III (c) III>I>II (d) II>I>III (e) I=II=III 19. For case III what is the direction of the electric force exerted by the field on the +1µC charged object when at A and when at B? (a) left at A and left at B (b) right at A and right at B (c) left at A and right at B (d) right at A and left at B (e) no electric force at either 20. Figure 13 shows a positively-charged proton first placed at rest at position I and then later at position II in a region whose electric potential (voltage) is described by the equipotential lines. Which set of arrows in the table below best described the relative magnitudes and directions of the electric force exerted on the proton when at position I or at position II?

50V

Potential

40V

20V

I

Most work required in I. Most work required in II. Most work required in III. I and II required the same amount of work but less than III. All three would require the same amount of work.

II

Force at I

Force at II

0 1V

2V

3V

4V

5V

(a) (b) A 20V

B 30V

40V

II

I

(c) (d)

50V

(e)

0

0

Equipotential lines

III Figure 13 Figure 12 8


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9



Inventori Konsep Elektrik dan Kemagnetan Arahan:

Subject # ___

Sila jawab semua soalan dengan menandakan 'X' atau nilai yang diminta di dalam kotak disediakan. Isikan maklumat yang diminta pada ruang yang disediakan.

1.

NAMA:

2.

KP UiTM / KP IPT:

3.

Universiti/Fakulti:

4.

Program:

5.

Semester:

6.

Umur:

7.

Jantina: 1 Lelaki 2 Perempuan

8.

Keturunan: 1 Melayu 2 Lain-lain (nyatakan)

9.

Nyatakan jenis sekolah yang dihadiri sewaktu di tingkatan 5. 1 Sekolah berasrama penuh. 2 Sekolah bantuan kerajaan di kawasan bandar. 3 Sekolah bantuan kerajaan di kawasan luar bandar. 4 Lain-lain (nyatakan)

10.

Tahap pendidikan terakhir. 1 SPM 2 Matrikulasi 3 STPM 4 Diploma 5 Sarjana Muda 6 Lain-lain (nyatakan)

11.

Nyatakan gred matapelajaran fizik/kimia/biology yang diperolehi. STPM 1 Gred Fizik Kimia Matrikulasi 2 Gred Fizik Kimia SPM 3 Gred Fizik Kimia

Biology Biology Biology

12.

Nyatakan CGPA semasa yang diperolehi pada peringkat sarjana muda/matrikulasi/diploma. 1 3.00 - 4.00 2 2.50 - 2.99 3 2.00 - 2.49 4 Bawah 2.00

13.

Berikan nama pensyarah fizik yang mengajar anda untuk semester: a. Pra-universiti b. Semester 1 c. Semester 2

Terima kasih di atas kerjasama yang anda berikan. SELAMAT BERJAYA


Disediakan oleh Dr. J.J. App. Sciences Education Research Group FSG, UiTM, Shah Alam

Call 03-5544-4593; H/P: 019-355-1621 email: [email protected] [email protected]

16/04/2010

KERTAS JAWAPAN OBJEKTIF untuk UJIAN CSEM

NO. KP UiTM / IPT:

FAKULTI:

PROG.:

SEMESTER:

Hitamkan jawapan anda dengan menggunakan pensil 2B. Pastikan hanya SATU jawapan sahaja ditandakan untuk setiap soalan. Pada kotak bersebelahan pilihan =E=, turus CRI, isikan dengan nilai antara 1-5. Gunakan nilai 0 jika anda langsung tak tahu. 5=Sangat Pasti; 4=Pasti; 3=Hampir Pasti; 2=Tak Pasti; 1=Agak-agak sahaja; 0=Langsung tak tahu. Inventori Konsep dalam Elektrik & Kemagnetan (CSEM) CRI 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

http:/drjj.uitm.edu.my

=A= =A= =A= =A= =A= =A= =A= =A= =A= =A= =A= =A= =A= =A= =A= =A=

=B= =B= =B= =B= =B= =B= =B= =B= =B= =B= =B= =B= =B= =B= =B= =B=

=C= =C= =C= =C= =C= =C= =C= =C= =C= =C= =C= =C= =C= =C= =C= =C=

=D= =D= =D= =D= =D= =D= =D= =D= =D= =D= =D= =D= =D= =D= =D= =D=

=E= =E= =E= =E= =E= =E= =E= =E= =E= =E= =E= =E= =E= =E= =E= =E=

CRI 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

=A= =A= =A= =A= =A= =A= =A= =A= =A= =A= =A= =A= =A= =A= =A= =A=

=B= =B= =B= =B= =B= =B= =B= =B= =B= =B= =B= =B= =B= =B= =B= =B=

=C= =C= =C= =C= =C= =C= =C= =C= =C= =C= =C= =C= =C= =C= =C= =C=

Prepared by: DR. JJ, Applied Sciences Education Research Group, FSG, UiTM, Shah Alam

=D= =D= =D= =D= =D= =D= =D= =D= =D= =D= =D= =D= =D= =D= =D= =D=

=E= =E= =E= =E= =E= =E= =E= =E= =E= =E= =E= =E= =E= =E= =E= =E=

Call: 03-5544-4593 or 019-355-1621 email: [email protected]; [email protected]

CSEM (98