1lab Manual Full LATEST

Hanoi National University of Education
Faculty of Physics
---000---
Laboratory manual
For the course on Use of laboratory in physics education
Hanoi, 2018
Contents
I Law of Uniformly Accelerated Linear Motions Newton's 2nd Law ...............................................................................................4
A. Theory preparation .................................................................................................................................................................4
B. Experimental process .............................................................................................................................................................4
Enquiring about the laboratory apparatus ..........................................................................................................................4
Experimental processes ....................................................................................................................................................9
C. Assignments.........................................................................................................................................................................13
A. Theory preparation ...............................................................................................................................................................14
B. Experimental process ...........................................................................................................................................................14
Experiment 1: Investigate characteristics of free-fall motion ............................................................................................14
Experiment 2: Investigate the law of conservation of mechanical energy in the context of free fall .................................16
C. Assignments.........................................................................................................................................................................17
III Newton's Third Law Law of Momentum Conservation ..............................................................................................................18
A. Theoretical preparation ........................................................................................................................................................18
Experiment 1: Verifying Newton's third law ......................................................................................................................18
Experiment 2: Verify the law of conservation of momentum ............................................................................................20
C. Assignments.........................................................................................................................................................................21
IV The Two Principles of Force Superposition ...............................................................................................................................22
A. Theoretical preparation.........................................................................................................................................................22
Enquiring about the laboratory apparatus ........................................................................................................................22
Experiments ....................................................................................................................................................................23
C. Assignments.........................................................................................................................................................................24
V Rule of moments – Concept of torque .......................................................................................................................................25
A. Theoretical preparation ........................................................................................................................................................25
Enquiring the laboratory equipment ................................................................................................................................26
Experimental process ......................................................................................................................................................27
C. Assignments.........................................................................................................................................................................29
VII Ideal Gases Law .......................................................................................................................................................................30
Enquiring about the laboratory apparatus ........................................................................................................................30
C. Assignments.........................................................................................................................................................................32
VIII Ohm’s Law for Direct Current ...............................................................................................................................................32
A. Theory Preparation ..............................................................................................................................................................32
B. Experimental Process ..........................................................................................................................................................32
Figure out the laboratory apparatus ................................................................................................................................32
Experimental conducting .................................................................................................................................................34
C. Assignment ..........................................................................................................................................................................37
IX Magnetic Force on a Current-Carrying Conductor in a Magnetic Field and Magnetic Induction Strength (Magnetic Field
Strength) .............................................................................................................................................................................................38
A. Theory Preparation ..............................................................................................................................................................38
Enquiring about the laboratory apparatus........................................................................................................................38
Carry out experiments: ....................................................................................................................................................40
C. Assignment ..........................................................................................................................................................................41
X Electromagnetic Induction. Lenz’s Law. Self-Induction. Eddy Current ......................................................................................43
A. Theoretical Preparation ........................................................................................................................................................43
C. Assignment ..........................................................................................................................................................................48
XI Generator – Electric motor ........................................................................................................................................................49
A. Theoretical background ........................................................................................................................................................49
Experiments used for studying structural principle and operation of single-phase alternating generator, direct current
generator and direct current motor. ...........................................................................................................................................49
Experiment 1: Illustrate the operation principle of a single-phase alternating generator............................................................49
Experiment 2: Illustrate operation principle of direct current generator .....................................................................................49
Experiments which are used for studying structural principle and operation of three-phase alternating generator and
three-phase induction motor......................................................................................................................................................49
Working model of the three-phase asynchronous motor: ................................................................................................50
C. Assignment ..........................................................................................................................................................................51
XII Law of Infraction of Light Total Internal Refraction Prisms. Lens...............................................................................................52
A. THEORY PREPARATION....................................................................................................................................................52
B. EXPERIMENTAL PROCESS ...............................................................................................................................................52
Conducting the experiments ............................................................................................................................................54
C. EXERCISES.........................................................................................................................................................................55
XIII Dispersion Phenomenon Infrared Ray and Ultraviolet Ray ..................................................................................................56
A. Theoretical Background .......................................................................................................................................................56
Experiment 1: Investigate the dispersion phenomenon ...................................................................................................56
C. Assignment ..........................................................................................................................................................................58
XIV The fundamental laws of photoelectric effect .......................................................................................................................59
Experimental process ......................................................................................................................................................61
C. Assignment ..........................................................................................................................................................................64
I Law of Uniformly Accelerated Linear
Motions Newton's 2nd Law
A. Theory preparation
Read the grade-10, advanced-physics textbook, units 3, 4, 15 and the grade-10, fundamental-physics textbook, units 3,
10 to do the following assignments:
1. Indicate briefly and precisely new physics concepts which are constructed in each unit.
2. Describe briefly how the concepts might be constructed in each unit.
3. Clarify indications to define a linear motion which is a uniformly accelerated linear motion.
4. Prove that: In a uniformly accelerated linear motion with any initial velocity, differences between displacements of
the object in successive, equal time- intervals are equal.
5. In order to construct the concepts within the unit 15 of the grade-10, advanced- physics textbook and within the unit
10 of the grade-10, fundamental-physics textbook, what experiment is necessary to conduct? In which ways?
B. Experimental process
Enquiring about the laboratory apparatus

The electric vibration device
Functions of this experiment set-up
The experiment set-up allows conducting experiments about kinematics and kinetics of linear motions such as: Uniform
linear motion, uniformly accelerated linear motion, Free fall, Newton's second law, Law of momentum conservation, and Law
of mechanical-energy conservation.
Components of this experiment set-up
a) The electric vibration device (Figure 1.1) includes:
- Electric vibration device (1)
- Two 150-gram carts (2)
- Aluminum 60-cm track (3)
- Pulley (4)
- Wooden box (5) - Linear 30-cm ruler
- Soft paper tape
- Inkpot
- Two 2-m strings
- Support bar, support stand, screw for support stand
- Masses and a containing box
Figure 1.1. The experiment set-up using electric vibration device
- The experiment set-up using electric vibration device
- The electric vibration device is the most important component of the set-up, enabling to measure time and position of a
moving object automatically.
* Operational principles of the device
Under alternative voltage of 220 V, the vibrator of the device vibrates 50 times in a second (frequency of 50 Hz). So the
vibration period is 0.02 s. A pen which is firmly attached with the vibrator can slightly tough the roller when it almost reaches
boundary of vibration. The two parallel bars next to the roller are to keep the paper tape always in contact with the surface of
the roller.
As soon as the electric circuit is closed, the light is on, indicating the operation of the device. The vibration pen will
track ink spots on the paper tape, show distances which the object moves after successive, equal time interval of 0.02 s. The
device can be attached with the stand which keeps the device stable during its operation.
* How to use and maintain the device
Drop one or two ink droplets on the nib of the pen in order for the nib to have ink spread over. If the device is often
used, one additional droplet is enough.
Close the circuit to operate the device, the nib will tough on the surface on the roller. The ink trace left on the paper tape
must be visible, but not too big. It is possible to adjust (by hand) the nib up or down about 1 - 2 mm, but do not bend or move
the vibration bar.
Avoid hard shock to the vibrator and the roller. Do not adjust the vibration bar without teachers' instruction. After doing
experiment, turn off electric source and clean the roller.
- Carts
The cart has 4 wheels which can spin freely around axes with sharp end- points. The sharp end-points are in touch with
the cone-shape hole on the screw attached with the side of the cart. To this type of cart, the friction force acting wheels
during their motion is small and stable.
Avoid drop or hard shock to the cart. If the cart has not been used for long time, lubricate the end-points of axes with
grease.
- Support stand
The tool box or the aluminum track can be used as the support stand for the electric vibration device.
- Paper tape
Paper tape should be soft and thin in order to be in touch with the surface of the roller with support of the two parallel
bars and also to avoid reasonable rolling friction.
a) Common rule for experiments with the electric vibration device
- The cart is attached with an end-point of the paper tape. The other is moved through the two parallel bars and the slot
between the pen nib and the roller.
When the vibration device is operating and the cart in motion pulls the paper tape moving with it, the nib will track ink
plots on the tape which indicate positions of the cart after each successive, equal time interval of 0,02 s.
- Based on displacements of the cart in successive, equal time intervals, we are able to define characteristics of the cart's
motion, its velocity and acceleration. Therefore, the experiment set-up allows investigating experiments about
kinematics and kinetics of linear motions, law of momentum conservation, and law of mechanical-energy conservation.
The experiment set-up using the incline track and the electronic timer
Functions of the experiment set-up
The experiment set-up allows studying experiments about uniform linear motions of the steel ball on a horizontal track
or its uniformly accelerated linear motion on the incline track.
Components of the experiment set-up
a) The experiment set-up using the incline track and the electronic timer (Figure 1.2) includes:
- 1-metre track (1) and a support stand.
- U-shape support with screw to adjust the slope of the track
- o
0  90 angle-meter (2) with plumb-line
- Electromagnet (3) and a pushbutton switch (4) to keep and release the ball
- Nickel-plated, steel ball with diameter of 20 mm (5)
- Inox-steel stand, multipurpose joints.
- Electronic timer: Digital timer (6) and 2 light barriers (7, 8).
Figure 1.2. The experiment set-up using the incline track and electro the electronic timer
a) Electronic timer
- The digital timer (Figure 1.3) is a time-measuring device with two

scales: 9.999 s and 99.99 s with respect to the smallest divisions: 0.001
s and 0.01 s.
The timer is controlled by light barriers.
At the back of the timer has three input socket: A, B, and C. In the front
of the timer has: a RESET button which is to reset the shown value to
0000; a scale switch which is to select the scales: 9.999 s and 99.99 s or
Figure 1.3 Digital timer
a MODE switch which is to select how the device works.
* Input-A socket is to connect with the electromagnet or a photo-gate.
* Input-B socket is to connect with a light barrier.
* Input-C socket is to provide electric current for the electromagnet in case both input-A and input-B sockets are
used for the two light barriers.
- If the MODE switch is at position A (MODE A), there is only one operating light barrier which connects with the
input-A socket (7). The timer measures how long the light barrier is blocked.
- If the MODE switch is at position B (MODE B), there is only one operating light barrier which connects with the
input-B socket (7). The timer measures how long the light barrier is blocked. If the MODE switch is at position A
+ B, the timer measures the time for which the light barrier (7) is blocked and the sum of time for which both light
barrier (7) and (8) are blocked.
- If the MODE switch is at position AB, the timer measures the time from which the light barrier (7) starts to be
blocked to which the light barrier (8) starts to be blocked.
- If the MODE switch is at position T, the timer measures the period of oscillation.
A light barrier (Figure 1.4) includes a diode D1 emitting infrared ray and another diode D2 getting the infrared ray
from D1. There are two tiny hole on the two plates in front of diodes that allows a thin beam of infrared light traveling
straight forward from D1 from D2.
Figure 1.4.Photogate
Electric power for D1 is from the timing device. If the infrared beam between the diodes is interrupted by an object, D 2
will produce a signal which is transferred via the electric cord to the timer and controlling its operation.
The experiment set-up using the air track
The experiment set-up allows conducting experiments about kinematics and kinetics of linear motions such as: Uniform
linear motion, Accelerated linear motion, Free fall, Newton's second and third laws, and Law of momentum conservation.
The experiment set-up using the air track (Figure 1.5) includes:
Figure 1.5. The experiment set-up using
3 5
1
4
- Air track (1)
- Air supply 220V - 250W (2)
- 2 carts (3)
- Timing device: digital timer (4), two light barriers and two corresponding supporters (5), electric cords and plugs
- Accessory box (Figure 1.6) includes the following
stuffs: funnel (6); springs (7) used with carts for
mechanical oscillations; rubber cords; pulleys (8);
sticking plaster (9); elastic, steer ring (10) attached two
end-points of the air track (to avoid the clash of the cart
with the two sides or to make elastic collision between
two carts; coil of thread (11), different types of masses
and connecting screws (12); supporters (13) to adjust
the height of one end-point of the air track, the
blocking bar (14) and the blocking plate (15).
In experiments with the air track, pieces of clay
should be attached at the two end-points of the
track to avoid their clash with the cart as well as
undesired return of the cart.
a) The timing device (Figure 1.7) has 7 measuring modes:

- Timing I: using the blocking plate, measuring how long
the light barrier is blocked.
Figure 1.6. Accessories for the experiment
- Timing II: measuring the time interval between the
successive moments at which a light barrier is blocked
when the blocking plate is used. Measuring the time interval from the moment in which the first light barrier is
blocked to the moment in which the second one is blocked if the blocking bar is used.
- Collision: This mode is to measure the collision time of the two carts. In this mode, the blocking plate is used, and
shown in the screen of the timer are 4 numbers of the time-interval as soon as the following letters in quotation marks
which means:
* "P 1.1": interval between the two successive moments at which the first light barrier is blocked before the collision
* "P 1.2": interval between the two successive moments at which the first light barrier is blocked after the collision
* "P 2.1": interval between the two successive moments at which the second light barrier is blocked before the collision
* "P 2.2": interval between the two successive moments at which the second light barrier is blocked after the collision
- Acceleration: This mode is to measure acceleration of a moving object. In this mode, the blocking plate is used. The
timer will show the three-time records in sequences: the interval between the successive moments at which the first
light barrier is blocked; the interval between the successive moments at which the second light barrier is blocked, and
the interval from the moment at which the plate starts blocking the first light barrier to the moment at which it starts
blocking the second one.
- Gravity Acceleration: This mode is to measure the time-interval between it drops and it blocks the light barrier. In this
case, a light barrier is replaced by an electromagnet with a push button.
- Cycles: In this mode, the blocking bar is used. The timer measures the interval of 10 oscillating periods (21 times
which the light barrier is blocked).
- Count: In this mode, the blocking bar is used. The timer counts how many times the light barrier is blocked.
- On the front side of the timing device, there are also:
* CHANGEOVER button is to review the time measured recently (10 data).
* FUNTION button is to select one of the 7 operational modes if data is not yet collected. If data of time is collected, pressing
the button will reset the shown value to 0.000.
Experimental processes
Experiment 1. Investigate the characteristics of uniformly accelerated linear motion
There are three different ways to set up use the experiment, using 3 different devices:
Design 1: Using the electric vibration device
a) Purpose of the experiment
* Investigate how velocity of the cart moving on an incline changes over time.
Then conclude about characteristics of the motion of the cart.
* Verify the indication used to identify uniformly accelerated linear motion which is obtained from theory: s =
constant as  = constant.
* Define acceleration of the cart.
b) Experimental process
There are two methods to accelerate the cart.
Method 1:
- Attach the vibration device to the wooden box. Attach an end-point of the aluminum track to the wooden box by a
steer bar.
- o
Use a high, wooden block to support an end-point of the track and the box in order to make a slope of more than 20 .
- An end-point of the paper tape is attached with the screw on the cart. The other end-point of the tape is moved
through the slot between the pen tracker and the roller, and the tape must be in touch with the surface of the roller.
- Soak the tracker in ink. Hold the free end-point of the tape to pull the cart to the vibration device. Activate the
operation of the device and release the hand out of the tape to let to the cart move.
- Then, take the tape out of the cart. Make a table of positions and time with the successive interval of 0,1s. Plot the
graph of position vs. time.
- Calculate average velocity of the cart for equal, successive time interval of 0,1s, and then comment on the results.
- Since then, calculate the instantaneous velocity of the cart at the moments: 0,1 s; 0,2 s; 0,3 s; 0,4 s with the notice that:
To the interval t2-t1 which is short enough, instantaneous velocity at the moment t=(t1+t2)/2 is equal to the average
velocity v for such the interval. Plot the graph of instantaneous velocity vs. time, and then conclude about
characteristics of the motion of the cart.
- From the experiment results, verify the indication used to identify a uniformly accelerated linear motion which is
obtained from theory: s = constant as  = constant.
- Calculate acceleration of the cart.
- Repeat the experiment with different slopes of the incline.
Method 2:
- Hang a mass on an end-point of a string which is tough with a pulley. The other end-point of the string is attached
with the cart (Figure 1.8). Put the track in parallel with the wooden box and put the cart on the track. Use a short wooden
block to support one end-point of the track to make it slightly inclined until friction is ignorable. In that case, if we release
the cart, it still rests. If we slightly push it for very short time, it then moves with constant velocity.
- Active the cart's motion and collect, then process data as presented with the method 1.
- Repeat the experiment with different masses hanged by the string.
Figure 1.8. Accelerated motion of the cart on track

Design 2: Using the incline track and the electronic timer
a) Aims of the experiment
- 2
Illustrate a characteristic of linear, accelerated motion: s ~ t .
- Verify the criterion used to identify a linear, accelerated motion:  = constant as s = constant.
- Define acceleration of the object.
a) Experimental process
- 2
Illustrate the characteristic of linear, accelerated motion (s ~ t ) by measuring time which is needed for the object to go
through the intended distance.
- * Adjust an end-point of the track on the stand in order to make the slope of 5°-10°
- Connect the air apply to the air track. Drive screws under the air track to adjust its horizontal position. Select the mode
Timing I for the timer. Attach the blocking bar to the cart. Turn on the air supply and then slightly, quickly push the
cart on the air track. If the air track is horizontal, the durations which the blocking bar gets through each photogate are
equal.
- Select the mode A  B. The photogate (7) is connected with the input B.
- Measure the following duration t1, t2, t3 in sequences which are needed for the ball to move from the initial position to
get through the following distances: s1 = 5cm, s2= 20cm vµ s3 = 80 cm. Calculate and compare the ratio s1: s2:
2: 2: 2
s3, t1 t2 t3 , then conclude.
- Define acceleration of the ball.
- Repeat the experiment with different slopes of the track.

- Verify the criterion used to identify a linear, accelerated motion:  = constant as s = constant.
- o
Adjust the slope of the track about 5 - 10
o.
- The electromagnet is located at the longer part of the track. It is connected to the input C of the electrical timer. Select
the mode A  B for the timer.
- Put the photo gate (7) at the distance of 5 cm from the ball and the photo gate at the distance of s1 = 15 cm from the
photogate (7). And then, connect the two photo gates to inputs A, B of the timer.
- Press the button to release ball, and it rolls over through the two photo-gates. Write down the time 1 (appearing on
the timer) which it takes for the ball to move between the two photo-gates.
- Relocate the photogate (7) to the position of the photogate (8) and move the photogate (8) to the new position which is
25cm far from the photogate (7). Let the ball move from the initial position as above, and then measure the time 2
which is needed for the ball to get through this distance of 25 cm.
- Keep moving the photogate (7) to the position of the photogate (8) and move the photogate (8) to the new position
which is 35 cm far from the photogate 7. And then let the ball move again from the initial position, and measure the
time 3 which is needed for the ball to get through this distance of 35 cm.
- Compare 1, 2, 3 and calculate acceleration of the ball.
- Repeat the experiment with different slopes of the track.

Design 3: Using the air track
a) Aims of the experiment

- Illustrate a characteristic of linear, accelerated motion: s ~ t .
2
- Verify the criterion used to identify a linear, accelerated motion:  =constant as Δs = constant
- Define acceleration of the object.
b) Experimental process
- 2
Illustrate the characteristic of linear, accelerated motion (s ~ t ) by measuring time which is needed for the object to go
through the intended distance.
- Connect the air apply to the air track. Drive screws under the air track to adjust its horizontal position. Select the mode
Timing I for the timer. Attach the blocking bar to the cart. Turn on the air supply and then slightly, quickly push the
cart on the air track. If the air track is horizontal, the durations which the blocking bar gets through each photogate are
equal.
- Attach the pulley on the air track. Hang a mass on one end-point of a string. Move the other point through a small hole
on the end-point of the track, then contact with the pulley, eventually connect with the cart.
- Select the mode Timing II for the timer and use the two photo-gates to measure time for which the cart moves between
these two gates.
- Join the blocking bar to the cart and move it next to the first photogate in order when the cart starts to move, the timer
starts to count.
- Operate the air supply. Measure in sequences the time which is needed for the cart to get through the following
distances s1, s2 = 4s1, s3 = 9s1.
- Repeat the experiment with different masses hanged on the cart.
- Based on the experiment results, conclude about characteristics of linear, accelerated motions and calculate
acceleration of the cart.
- Verify the criterion used to identify a linear, accelerated motion:  = constant as
- s = constant.
- Set up the experiment as above
- Conduct the experiment as in design 2, item 2.2.2.b

Experiment 2. Verifying Newton's second law
Aims of the experiment
Verify Newton's second law in two cases:
- Acceleration of the object in motion is directly proportional to the force on it: a ~ F.
- Acceleration of objects with different masses under the same force is inversely proportional to the mass: a ~ 1/m.
Experimental process
It is possible to conduct the experiment with two different designs:
a) Design 1: Using the electric vibration device

- Verify a ~ 1/m (as F remains constant)
* The experiment is set-up as in the experiment described in section 2.1.1 (Figure 1.8).
* Minimize friction to the cart by adjusting slope of the track.
* Hang a mass on one end-point of a string which is contact with a pulley. The other end-point is attached with the
cart.
* Repeat the experiment process as described above, and calculate
acceleration a1 of the cart.
* Put a mass on the cart in order to have an object with 1.5-time or 2-time mass. Adjust slope of the track to
minimize friction again.
* Remain the same force acting on the object and repeat the experiment process to verify if the acceleration
decreases 1.5 times or 2 times.
- Verify a ~ F (as m remain constant)
* Join the vibration device to the toolbox and put the track in parallel with the toolbox.
* Put 2 masses with the same weight on the cart on the track and minimize friction on the cart by wedging the end-
point of the track.
Figure 1.9. Verify a ~ F using the vibration device
* Attach an end-point of the paper tape to the cart; set the other end-point under the tracking pen by the two
support bars.
* Take a mass from the cart and then hang it on the string which is in contact with the pulley.
* Fill ink on the tracking pen. Hold the paper tape to pull the cart close to the vibration device. Operate the device
and release the tape to let the car moving (Figure 1.9).
* Take the tape out of the cart and then displacements of the cart after each equal, successive time interval.
Calculate acceleration a1 of the object (cart + masses).
* Keep the weight of the system of cart and masses (the object) but increasing the force two times by hanging the
mass from the cart on the end-point of the string which is in contact with the pulley. Repeat the experiment process to verify if
acceleration a2 of the object increases two times.
b) Design 2: Using the air track
- Verify a ~1/m as F remains constant
* Set up and conduct experiment through the process which is described in the section 2.1.3 to define the
acceleration a1 of the object.
* Keep the force acting on the object unchanged and put some more masses on the cart in order that the weight of
the system (object) increases 2 or 1.5 times. Repeat the experiment to verify if the acceleration a2 of the system decreases 2 or
1.5 times.
- Verify a ~ F as m remains constant
* Install the pulley on the air track. Hang the mass m1 on a string which is also connected to the cart attached with
another same mass m1 (Figure 1.10). Select the mode Timing II for the timer.
* Repeat the experiment process above to define the acceleration a 3 of the object.
* Increase force acting on the object by moving a mass from the cart to the hanging end-point of the string. Repeat
the experiment to verify if the acceleration a4 is two-times more than a3.
Figure 1.10. Verify a ~ F as m remains constant using the air track and the timing device
C. Assignments
1. In regard to the design using the vibration device to verify a ~ F, why do we need to minimize friction only
one time at the beginning of the experiment? Why do not we have to do so after moving masses from the cart
to the hanging point of the string?
2. With regard to the design using the vibration device, why can we define characteristics of motion through ink
trace on the paper tape which is attached with the cart.
3. It is suggested that the mentioned experiments to verify Newton’s second law need to be conducted in the
lesson 24: Motion of the system of objects rather than in the lesson 15: Newton’s second law. What is your
opinion about the suggestion?
4. Highlight crucial notices for conducting the experiment of verifying Newton’s second law.
5. Design plans for teaching parts 1, 2, 3 of the lesson: Newton’s second law (lesson 15, grade 10, and advanced
physics textbook).
II Characteristic of Free Fall.
Law of Conservation of Mechanical

Energy.
Read the grade-10, advanced-physics textbook, units 6, 37 and the grade-10, fundamental-physics textbook, units 4, 27 to
deal with the following assignments:
1. indicate briefly and precisely new physics concepts which are constructed in each unit.
3. In order to construct the concepts, what experiment is necessary to conduct in each lesson? How?
Experiment 1: Investigate characteristics of free-fall motion

Purpose of the experiment
-
Investigate characteristics of free-fall motion.
-
Define free-fall acceleration
Experiment designs
Design 1: Using the vibration device
a) Laboratory apparatus
The experiment set-up is described in the unit 1, section 1.1.1. …
b) Experiment process
- Install the vibration device into the toolbox and adjust it for the tracking pen vibrating horizontally (Figure 2.1).
- Join the aluminum track into the toolbox, adjust it vertically, and fix it firmly by a screw.
- Join the support bar into the track.
- Set up the paper tape: the above end-point of the paper tape is clamped by a clip hanged on the support bar and the
below end-point is moved through the slots between the support bars, the tracking pen, and the surface of roller. this
endpoint is clamped by a 100-g mass as a free-fall object. Adjust the clip vertically and keep it in touch with the
surface of the roller.
- Fill the tracking pen by ink.
- Turn electricity on, wait 5 s for the device operating stably and the pen tracking clear dots on the paper tape.
- Keep the mass stable. Unclamp the above clip to release the tape to let the mass falling and pulling the tape moving
with it. The pen tracks positions of the falling object after each successive, equal time interval 0.02son the tape
- Measure displacements of the mass in each certain equal, successive time interval (perhaps 0.04 s) at accuracy up
to 0,5mm (half of the smallest scale) and calculate l. Within the accuracy level, compare l1 = l2-l1, l2 = l3-l2, l3
= l4-l3...... Then, conclude about characteristics of free-fall motion and calculate acceleration g by the formula g =
l/ .
2
- Repeat the experiment with different falling objects.
Figure 2.1. The experiment investigating free fall using the vibration device
Design 2: Using the linear track and the electronic timer

a) Laboratory apparatus
- Functions of the experiment set-up: The experiment set-up allows conducting experiments about investigating free-
fall motion and defining friction coefficient.
- Components of the experiment set-up: The experiment set-up using the linear track and the electronic timer (Figure 2.1)
 H-shape aluminum track (1)
 U-shape stand with screw (2)

 Photo-gates (3)
 Electromagnet with screws (4)
 1m linear ruler with mm scale (5)
 Plumb line
 Inox-steel stand, universal joints
 o
Plastic tool-box contains: 0  90 angle ruler with plumb line; a try square to define the initial position of the falling
object which is a 30mm height and 10mm diameter cylinder; another cylinder with diameter 30mm and height 30mm;
an aluminum box with play dough to catch the falling object, tiny bag of sand.
 Digital timer (6)
- Set up the electromagnet on the top of the vertical track and connect it to the input A of the digital timer via a switch.
- Join Put the photo-gate into the track below the magnet. Connect the photo-gate to the input B of the timer. Select the
mode A  B with the scale 9,999 s (Figure 2.1).
- Join the aluminum box into the bottom of the track to catch the falling object.
4
2 6
Figure 2.1. Investigate motion of a free-fall object using the linear track and digital timer
- Adjust screws at the bottom of the track in order to have the plumber right above the circle
hole on the aluminum box.
- Let the electromagnet attracting the object. Align the try square with the bottom of the object to define its initial
position O of the object.
- Move the photo-gate down to the position s = 50 mm far from O. Press RESET on the timer to reset the timing value
to 0.000.
- Press the switch to let the object fall. Quickly release the button before the object reaches the photo-gate. Note the
time t1 of the object.
- Move the photo-gate down to positions s = 200 mm, 450 mm or 800 mm in sequences far from O. To each distance s,
let the object fall and note the corresponding time t2, t3, t4.
- Press the switch K, turn off the electrical timer.
- Based on the collected data s – t, conclude about characteristics of motion of free fall and define free-fall acceleration
g of the object.
Experiment 2: Investigate the law of conservation of mechanical energy in the context of free fall
Aims of experiment
Verify if the sum of kinetic energy and potential energy of a free-fall object remains constant during its motion.
Experiment designs
a) Experiment apparatus
The experiment set-up using the vibration device is introduced in the section 1.1.2, unit 1.
- Set up and arrange the experiment as described in the section 1.2.1b.
- Weigh the mass m of the system including the object, the clip, and the tape.
- Select the third ink-dot on the tape as the origin to define time and potential energy. Define potential energy of the
object at the moments 0.04 s, 0.08 s, 0.12 s, 0.16 s and 0.2 s.
- Define instantaneous velocity of the object at the moments 0 s, 0.04 s, 0.08 s, 0.12 s, 0.16 s and 0.2 s by the way
described in the section 2.1.1b.
- Sum up the kinetic energy and the potential energy of the object.
Design 2: Using the linear track and the digital timer
a) Experiment apparatus
The experiment set up is described in the section 1.2.1.

- Set up the experiment as similar as investigating free fall, just slightly different. Measure how long the object blocks
the photo-gate instead of the time for which the object moves from the electromagnet to the photo-gate. To do so,
connect the electromagnet to the input C and connect the photogate to the input A of the timer. Select the mode A for
the timer.
- Operate the electromagnet to attract the object.
- Use a caliper to measure the length of the free-fall, cylinder-shape object and align the try square with the bottom of
the object to define its initial position. Select the potential origin O is the position of the central mass of the object
before it is released.
- Move the photo-gate downward s = 200 mm far from O. Press the RESET button on the timer to reset the time value
to 0,000.
- Press the switch to release the object. Record the time t1.
- Move the photo-gate downward s =200 mm, 400 mm or 600 mm in sequences far from O. To each distance s, let the
object fall and the record the corresponding time t2, t3, t4 for which the object blocks the photo-gate.
- Press the switch K, turn off the timer.

- It is possible to consider the instantaneous velocity of the object at the mentioned height approximately equal to the
average velocity of the object as it blocks the photo-gate. Define the mechanical energy at the measured height.
Assignments
1. Analyze advantages and disadvantages of the two described experiment designs to investigate free fall.
2. Design the teaching plans for parts 3, 4 of the lesson: Free fall (unit 6, grade-10 advanced-physics textbook).
3. To the experiment design described in the section 1.2.2, why can we conduct the experiment to investigate different
free-fall motions at different distances on the trace to conclude about the characteristics of a general free-fall motion?
4. To the experiment about verifying conservation of mechanical energy, should we calculate with g value from the
textbook or with the measured value of g from the experiment described in the section 1? Why?
III Newton's Third Law
of Momentum Conservation
A. Theoretical preparation
Read the grade-10, advanced-physics textbook, units 16, 31 and the grade-10, fundamental-physics textbook, units 10, 23
to do the following assignments:
1. Briefly and precisely indicate new physics concepts which are constructed in each unit.
2. Briefly describe how the concepts might be constructed in each unit.
Experiment 1: Verifying Newton's third law

Purpose
Investigate the relationship between interactive forces of two objects, and then conclude Newton's third law.
Experimental conducting
Experiment about interactive forces between two stable springs
a) Experimental apparatus
- Iron broad with standing support
- Two dynamometer (with maximum value of 5N) fixed on magnets.

b) Set-up and Procedure
- Attach the two force meters on the board, connect the two hooks.
- Pull 2 dynamometer at opposide sides
-
Figure 3.1. Interactive forces between the two stable springs
- Repeat the experiment with different positions of the force meters on the board in order to be able to conclude that the
interactive forces between the two stable springs are equal and opposite.
Experiment about interactive forces between two moving springs
- Pulley (1) is fixed.
- Two dynamometer with maximum value of 5N (2)
- Masses with the box
- Strings without streching
b) Set-up and procedure
- Hang a string on the pulley. Connect the first end-point with two dynamometers
whose hooks are attached. Connect another 4 with 4 masses. Hang 2 masses on
the below force meter and observe the dynamometer’s value (Figure 3.2).
- Change the number of masses hanging on 2 end point.
- Repeat the experiment and conclude that interactive forces between two springs in
motion are equal and opposite.
Experiment about interactive forces between two carts
- 2 Carts (1), one with a spring and the other with tiny, vertical plate of steel .
- Steel standing with two smooth tracks (2).
2
- A scale and masses.
- Linear ruler, fishing line, and cotton string
-
- Put the two carts with equal mass on the track and then connect them by a fishing
line with a loose knot.
- Use the cotton string to tie and compress the spring at the one side of the cart.
- Move 2 carts close in order to nearly stick together (Figure 3.3.).
- Mark the initial positions of the two carts.

- Burn the cotton string to make spring stretch quickly; so that two
carts interact and then move in opposite directions. As 2 carts are Figure 3.2. Interactive forces
connected by fishing line, they stop immediately together. between the two force meters
in motion
- Mark the final positions of the two carts and then determine the
displacements which the two carts moved in the same amount of time. Analyze the data to
conclude relationship betweenmagnitude and direction of interactive forces of two carts.
- Repeat the experiment with the two carts with different masses (e.g. m1 = 2m2) to conclude
Newton's third law.
2
Figure 3.3. Interactive forces between two carts
Experiment 2: Verify the law of conservation of momentum
Purpose
To verify the law of conservation of momentum in the context of inelastic collision between two
objects.
Experimental designs
The set up using the vibration device is described in the hands-on unit 1.
- Install the vibration device with the wooden box and arrange the aluminum track in parallel with the
box.
- Reduce the friction between the cart and the track by wedging one end-point of the track.
- Put the two carts with the same mass on the track. Cart 1 is connected to a soft paper tape which is
passed through the slot between the tracking pen of the vibration device and the roller. Cart 2 is 20
cm far from Cart 1.
Figure 3.4. Verify the law of conservation of momentum using the vibration device
2 1
- When Cart 1 moves and collides with Cart 2, 2 carts will be attached and move together .
Consequences of the law of conservation of momentum in this case of inelastic collision are that: the
system of two carts moving in the direction of Cart before the collision and s’=s/2 (in which s is the
displacement of Cart 1 before the collision in the duration t, and s’ is the displacement of the system
of two carts after the collision in the same duration t).
- Operate the vibration device and slightly hit Cart 1 to enable its motion. Observe what happens, and
then use the linear ruler to measure s, s’ on the paper tape to verify the mentioned consequences
(Figure 3.4).
- Repeat the experiment to verify the law of conservation of momentum in the circumstance that Cart
1 is two-times heavier or lighter than Cart 2.
Design 2: Using the air track and the digital timer
The experiment setup using the air track and the digital timer is described in the section 1.3, the
hands-on unit 1.
2 1
Figure 3.5. Verify the law of conservation of momentum using the air track and the digital timer
- Adjust the air track horizontally. Paste a piece of play dough on one edge of the track. Connect the
air tube from the air supply to the air track.
- Put two photo-gates on the track and connect them to the digital timer. Select the mode Timing I.
- Move Cart 1 with the blocking plate and the sticky plate to one edge of the track. Put Cart 1 also
with a sticky place between the two photo-gates (Figure 3.5).
- The consequences of the law of conservation of momentum in this case are that: the system of two
carts moving in the direction of Cart 1's motion before collision and t’=2t (t is the amount of
time for which the photo-gate 1 is blocked and t’ is the amount of time for which the photo-gate 2 is
blocked).
- Turn on the air supply and the digital timer. Slightly hit Cart 1 to enable its motion, observe what
happens, and read the time indicators on the timer t and t’ in sequence and then verify the mentioned
consequences.
- Repeat the experiment in the circumstance that Cart 1 is two times heavier or lighter than Cart 2.
C. Assignments
1. To investigate Newton's third law, why should we conduct three different experiments as
described?
2. Design an experiment using the air track and the digital timer to verify the law of conservation of
momentum in the context of elastic collision.
3. Design the teaching plan for

- Parts 2, 3 of the lesson: Newton's third law (Unit 16, grade-10 advanced- physics textbook).
- Part 3 of the lesson: Law of conservation of momentum (unit 31, grade-10 advanced-physics
textbook).
4. To the experiment about the collision between two carts, what do we simplify to fit the background
of grade-10 students?
IV The Two Principles of Force
Superposition
Read the grade-10, advanced-physics textbook, units 13, 28 and the grade-10, fundamental-physics textbook, units 9, 19 to
do the following assignments:

Statics experimental setup
Functions of the experimental set-up
The experiment set-up allows to conduct the direct experiments to
investigate the principles of superposition of the two concurrent forces
and two parallel forces in the same direction or the experiments to verify
these principles. It is also used to conduct experiments to investigate
conditions for the equilibrium of a rigid-body with fixed rotational
axis and formulate the new concept of moment and the principle of
moment.
Components of the experimental set-up
Statics device (Figure 4.1) includes:
- Plastic board (1) on a base
- Cylindrical dynamometer 5 N (2) which is attached to the board by

2 plastic rings with screws. It can move on slot (3) on the board.
- Screw (4) ties elastic, which can slide on horizontal slot
(5) on the board.
-
- Flat aluminum bar (6) with holes to hang masses on and hook the
dynamometer. Figure 4.1. The statics experimental setup
-
- Circular aluminum disk (7) is attached to the axle on the board.
- Pulley (8) can slide on the vertical slot (9) on the board.
- Elastics, strong cotton string, string with dowel at one end.
- Box containing masses of 50 g
- Plastic ruler, marker.
The experiment set-up for investigating force superposition

- Setting-up the experiment allows to conduct the direct experiments to investigate the principles of superposition of the two
concurrent forces and two parallel forces in the same direction or the experiments to verify these principles.
The experiment set-up investigates superposition of force (Figure4.2) includes:
- Iron board (1) is installed on a support
- 2 dynamometers 5 N (2) attached on the magnetic support
- Spring (3) attached on the magnetic support
- Aluminum bar(4) with ruler and 2 slide objects used to hang masses
- 2 springs (5) to hang aluminum bar (4)
- Aluminum bar (6) attached on the magnetic support to mark the position of aluminum bar (4) on the board.
- 2 strings with steel circles at one end.
- Box contain masses 50 g.
- Figure 4 The experiment investigating
Experiments
Experiment 1: Investigate the principle of superposition of 2 concurrent forces
Purposes
Investigate the relation between the superposition force of 2 concurrent forces and these two components in order to
conclude about the principle of superposition of 2 concurrent forces.
A B
Figure 4.4. Superposition of 2

parallel forces in the same
direction
- Tie the end-point O of the spring(or the elastic) to the magnetic support that is put on the board or screw on the horizontal
slot on the board, the other end point of the spring is fasten in the middle of a strong cotton string. The two end points are
hooked on 2 dynamometers.
- The two dynamometers acted on spring along 2 different directions, which make an arbitrary angle, let the spring be parallel
with the plane of the board and stretch to position A (Figure4.3).
- Mark the position of the projection A’ of A on the board and the direction of 2 forces ⃗⃗⃗
𝐹1 , ⃗⃗⃗⃗
𝐹2 that the 2 dynamometers acted on
spring. Read the indication on the 2 dynamometers.
- - Use a dynamometer to pull the spring until the spring is parallel with the board plane and stretch to the position A. Mark the direction
of the force 𝐹 cause by the dynamometer and read the indication in the dynamometer.
- Repeat the experiment with different force pairs ⃗⃗⃗

𝐹1 , ⃗⃗⃗⃗
𝐹2 then conclude about the principle of superposition for 2 concurrent
forces.
Experiment 2: Investigate the principle of superposition of 2 parallel forces in the same direction.
Purposes
Investigate the relation between the superposition force of two parallel forces in the same direction and these two components
in order to conclude about the principle of superposition of 2 parallel forces in the same direction.
- Hang the aluminum bar on the 2 magnetic supports by two elastics or hooking on 2 springs or2 dynamometers on the board.
- Hang 3 masses and 2 masses at points A and B, respectively, which separated 30 cm (Figure4.4). On the board, mark the
⃗⃗⃗1 ,𝑃
position of the bar and points A, B where 2 forces 𝑃 ⃗⃗⃗⃗2 act on thebar.
- Hang 5 masses on the bar and move the hanging point of masses in order to let the bar stay in the marked point. Mark on the
board the point of application of the superposition force 𝑃⃗.
- Present the 3 forces 𝑃⃗, ⃗⃗⃗
𝑃1 ⃗⃗⃗⃗⃗
, 𝑃2 on the board to see the relation between these forces 𝑃⃗, 𝑎𝑛𝑑 ⃗⃗⃗
𝑃1 ⃗⃗⃗⃗⃗
, 𝑃2
- Repeat the experiment with the different pairs of forces with⃗⃗⃗⃗⃗ ⃗⃗⃗⃗2 different point of application and magnitude in order to
𝑃1 and 𝑃
conclude about the principle of superposition of two parallel forces in the same direction.
Experiment 3: Investigate the principle of superposition of two parallel forces in the opposite direction
Purposes
Investigate the relation between the superposition of two parallel forces in the opposite direction and these two components so as
to conclude about the principle of superposition of two parallel forces in the opposite direction.
Experimental process:
- Set up and carry out the experiment similarly the case investigating the
principle of superposition of two parallel forces in the same direction. The
different things are that the distance between 2 points A and B changes from
5cm to 8cm and we change the direction of the applied force at point A by
using dynamometer or hanging masses through a fixed pulley (Figure 4.5)
- Present the forces 𝑃⃗ , ⃗⃗⃗

𝑃1 , ⃗⃗⃗⃗
𝑃2 on the board to see the relation between these
⃗
forces 𝑃 and ⃗⃗⃗ ,
𝑃1 𝑃2 ⃗⃗⃗⃗
Figure 4.5 Superposition of two parallel

- Repeat the experiment with the different pairs of forces ⃗⃗⃗𝑃1 and ⃗⃗⃗⃗
𝑃2 (different forces in the opposite direction
point of application and magnitude) in order to conclude about the principle
of superposition of two parallel forces in the opposite direction.
C. Assignments
1. Explain the reason why in the experiment to find the principle of superposition of two concurrent forces, we use the
dynamometer to measure the forces, but in the experiment of two parallel forces in the same direction, we should use the
masses to measure the forces.
2. Compose the teaching plan for
- Part 2 of the lesson: Force, superposition and analysis of force (lesson 13 - Grade 10 advanced-physics textbook).
- Parts 1, 2a lesson: The principle of superposition of two parallel forces.
3. The condition for equilibrium of an object under the effect of three parallel forces (lesson 28 - Grade 10 advanced-
physics textbook).
4. During the preparation process of experiment about the principle of superposition of two parallel forces in the opposite
direction , what order we should follow in order to find the pairs of force components and superposition forces as we
want ?
V Rule of moments – Concept of torque

Read the grade-10, advanced-physics textbook, unit 29,22; the grade-12,advanced-physics textbook, unit 2 and the grade-10,
physics textbook, unit 18, 14 to deal with the following assignments:
1. Briefly and precisely indicate new physics concepts which are constructed in each unit.
2. Briefly describe how the concepts might be constructed in each unit.
3. Re-prove the moment of inertia formulas of some homogeneous materials in figure 2.3 in the grade-12, advanced-
physics textbook.
Laboratory equipment
Experimental set-up to study about the principle of moments and
elastic force
Functionsofthe experimentalset-up
The experiment set-up allows conducting the experiments to
investigate the magnitude of elastic force and to examine the condition
of equilibrium of a rigid object with fixed axis, leading to build the
concept of torque and the principle of moments.
The experimental setup to investigate the principle of moment (Figure
5.1) includes the following parts:
- Iron board (1) attached to a base

- Plastic disk (2) has small holes on concentric circles and can
rotate around a fixed axis through the center of the disk.
- Ruler (3) attached to the disk
- Box of 50g masses
- Plumb and strings with dowel at one end.
Experimental set-up for a rigid object rotating around a fixed
vertical axis
Functionsoftheexperimentalset-up
The experimental set-up allows carrying out the experiments to

investigate the translational and rotational motion of a system of objects in order to the construct the dynamic equations of a
rigid object rotating around a fixed axis and build the concept of moment of inertia of a rigid object about an axis.
The experimental set-up (Figure 5.2) includes:
- Solid steel objects (1) with two small holes have shape of:
a) a cylinder of mass 500g, diameter 40mm
b) a cylinder of mass 500g, diameter 80mm
c) a cylinder of mass 250g, diameter 40mm
- Circular plastic disk (2) with radius of 40mm, is placed
horizontally to attach the objects through the holes and has slot
to wrap the string connecting the mass (3) through a fixed
pulley (4).
- Aluminum cylinder (5) is attached to an electromagnet (6) on
one end to hold the mass and connected to the digital timer (8)
through the switch (7).
- The ruler (9) is attached to the aluminum cylinder to measure

the displacement of the mass. The two photo gates (10) on the
aluminum cylindrical connected to the digital timer to measure
time in which the mass moves through the photo gates.
Experimental set-up for a rigid object rotating around a Figure 5.2. Experimental setup investigating
fixed horizontal axis the dynamic equations of a rigid object
Functions of the experimental set-up rotating around a fixed axis
The experimental set-up allows carrying out the
experiments to investigate the translational and rotational
motion of a system of objects in order to the construct the
dynamic equations of a rigid object rotating around a fixed axis
and build the concept of moment of inertia of a rigid object
about an axis.
The experimental set-up (Figure 5.3) includes:
- Cylindrical rigid objects with slot on them to be used as the fixed pulleys, with mass and radius are respectively: R 1 = 5cm (1),
m1 = 400g; R2 = 5cm; m2 = 800g (2); R3 = 2,5cm, m3 = 400g (3).
- Masses connected to the string wrapped around a light fixed pulley. The masses are 10g, 20g.
- Digital timer accomplished with photogate and electromagnet(4)
- Electromagnet (5)
- Ruler of 1m in length, which the smallest scale division is mm, attached to the vertical track (6)
E
C D
A
Figure 5.3. Experimental set-up for a rigid object B
rotating around a fixed horizontal axis
Experiment 1: Studying the principle of moments
(torque) and the concept of moment of force (torque)
Purpose
To investigate the condition of equilibrium for a rigid object

with a fixed axis in order to derive the principle of moments
and build the concept of moment of force (torque) about an
axis.
Using the statics experimental setup or the set-up for
studying the principle of moments and elastic force (figure
5.4)
- Tie the string with a mass at one end on some points on the
circular disk in order to conclude: when does the force act
on the disk not make the disk rotate? When does the force act on the disk make the disk rotate?
If it is the latter, in which direction does the disk rotate?
- Hang on the disk both a string with a mass at point A and a string with 2 masses at point B, and then at C, D, E respectively
and finally at point C but connect over a pulley in order to conclude about the condition of equilibrium of a rigid object about a
fixed axis (the rule of moments) and give the definition of torque.
Figure 5.4: Equilibrium of rigid body about a fixed axis
Experiment 2: Study the dynamic equation for rotational motion about a fixed axis of a rigid object and the definition
of moment of inertia.
Purpose
- To investigate the translational-rotational motion of a system in order to build the dynamic equation of a rigid object about
a fixed axis and define the moment of inertia about an axis.
- To conclude about the dependence of moment of inertia not only on mass but also on the radius of object.
a) Design 1: Using the experiment set-up for a rigid object rotating about a fixed vertical axis
- Hang a weight with mass m1=10 g on the disk on a string which is in contact with a pulley.
- Turn on timer and electromagnet which holds the weight at initial position. Put the first photo-gate next to the weight so that
when it starts to move, the timer also starts to measure time. The second photo-gate is placed at a distance of s1= 45 cm from
the first one.
- Press the button to release the object and measure the time t needed for the object to get through the distance of s.
- Calculate the torque M1 caused by the tension force T1 and angular acceleration of the object’s rotation by the following
formulas:
- Replace the weight m1 by the weight m2 = 20 g and repeat the experiment process. Calculate M2 and compare the ratios
𝑀1 𝑀2
𝑎𝑛𝑑
𝛾1 𝛾2
- Repeat the experiment with the second rigid object (disk (2) is nested with the cylinder 1b) and the third rigid object (disk
(2) is nested with the cylinder 1c) to conclude (I) for each rigid object and that I is typical for rotational inertia of an object
in its rotation about an axis. Moment of inertia depends on not only the mass of the object but also its radius.
b) Design 2: Using the experiment set-up for a rigid body object rotating about a fixed horizontal axis
- Turn on the timer and the electromagnet.
- Use the right-angle ruler to determine the bottom position of the mass. Put a photogate at the distance of s 1 = 45cm
from this position.
- Select mode A<->B for the timer.
- Switch off the electromagnet C to let the objects moving. The digital timing device will measure the duration t1 needed
for the object to get through the distance of s.
- Calculate the torque M1 caused by the tension force T1 and angular acceleration of the object’s rotation by the following
formulas:
- Replace the weight m1 by the weight m2 = 20 g and repeat the experiment process. Calculate M2 and. Compare the
ratios.
- Repeat the experiment with the second rigid object (disk (2) is nested with the cylinder 1b) and the third rigid object (disk
(2) is nested with the cylinder 1c) to conclude that (I) for each rigid object and I is typical for rotational inertia of an
object in its rotation about an axis. Moment of inertia depends not only on the mass of the object but also on its radius.
- 2
Compare the values of I of the disks ( I = mR /2) to verify the formula of moment of inertia for a solid cylinder )
C. Assignments
1. Compare and analyze the advantages and disadvantages of the two experimental designs used to study the
dynamic equation of rigid object rotating about a fixed axis
2. After that, analyze the qualitative and quantitative characteristics of the concept of torque.
VII Ideal Gases Law
Read the grade-10, advanced-physics textbook lesson 45 and the grade-10, fundamental-physics textbook lesson 29, to
do the following assignments:
3. In order to construct the concepts, what experiment is necessary to conduct? In which ways?
Laboratory apparatus
The laboratory apparatus about the Boyle’s Law and Charles’s law
The experiment set-up allows investigating the Boyle’s Law and Charles’s law
- A syringe barrel with its plunger connected to a barometer. The syringe barrel can be closed by a rubber cap and
lubricated by oil.( figure 7.1)
- 3
Another syringe barrel is kept by a support which having a ruler. The ruler has minor scale divisions marked every cm .
The laboratory apparatus using air pump about Boyle’s law 1.2.1.Functions of this experiment set-up
This laboratory apparatus is used to investigate Boyle’s law
- An amount of gas is kept in a glass cylinder (1). The upper part of the cylinder connects with manometer (3) to measure the
pressure of this gas, the lower part of the cylinder is full by color water. Water level in pipe (1) can change by air pump (4)
through another glass cylinder (2) and some rubber pipes.
- The height of the gas in cylinder (1) is determined by a ruler (5) fixed parallel with it.
The laboratory apparatus using plunger about Boyle’s law
The laboratory apparatus is used to investigate Boyle’s law
An amount of gas is kept in a syringe (1) by a manometer (4), valve (5) and plunger (2). The plunger is connected with a steel
bar which is through an axle-bearing. (Figure 7.3)
Figure 7.1 Figure 7.2
The laboratory apparatus using pressure gauge about

Charles’s law and Gay-Lussac’s law
This laboratory apparatus is used to investigate Charles’s law
and Gay-Lussac’s law
- The glass bottle is closed by a rubber top cap which is through
by a glass tube and thermometer. The glass tube has a small lock
to open to close the amount of gas inside and outside it.
- Another glass bottle (1) is attached a nickel silver (2) to change
temperature of water
- The pressure gauge including 2 glass pipes with its diameter is
4mm (the longer pipe is 1000mm length and other is 250mm).
The 2 glass pipes is connected to each other by rubber pipe (5)
occupying color water and are attached in a support.
- The support has a ruler having minor scale divisions marked
every cm.
- An electric motor is attach some blades to stir water, which helps
balance the temperature in glass bottle (1).
Figure 7.5. Apparatus using water gauge

pressure for the gases laws
The laboratory apparatus about the gases laws
C. Assignments
1. What factors does the pressure of gas depend on? Explain by using Kinetic theory of gases
2. How easy is it to see the relationship between the pressure and the volume of a fixed gas?
3. How to conduct experiment? What factor should be kept and changed? Which variables can be measured?
VIII Ohm’s Law for Direct Current

A. Theory Preparation
Read the advanced-physics textbook to do the following assignments:

1. Indicate briefly and precisely new physics concepts which need to be constructed in each unit.
3. In order to construct the concepts, what experiments are necessary to conduct? In which ways?
B. Experimental Process
Figure out the laboratory apparatus

The experimental apparatuses of Ohm’s law for direct current.
Functions of this experimental set-up
The experimental set-up is to verify the Ohm’s law with a circuit, Ohm’s law with a circuit consisting of sources and Ohm’s
law with a circuit consisting of receiver
Components of this experimental set-up
- A circuit board which is already connected at some necessary parts (figure 8.1).
- Electrical source (use 5 electrical direct sources which are 5 batteries AA with emf 1,6 V, internal resistance 𝑟 = 1,1 𝛺 and
a battery box)
- A receiver (use a rechargeable battery with emf 1.23 V, infinitesimal internal resistance and a battery board)
Figure 8.1. The experiment set- up which was remade
- 4 resistors (3 resistors with resistance 47 𝛺 and 1 resistor with 4.7 𝛺 and a resistor board)
- A rheostat (has a range value from 0 𝛺 to 100 𝛺 and allows the electric current which has the maximum value of 0.5 A to
go through).
- Electrical wires.
- 2 multimeters: 1 multimeter to be voltmeter, 1 multimeter to be ampemeter.
The experimental set-up investigates direct current.
Functions of this experimental set-up
The experiment set-up is used to do some direct experiments and practiced experiments about the direct current and current in
matters: Verify the Ohm’s law for a circuit consisting of source, determine emf and internal resistance of electrical source,
investigate the characteristics of the semiconductor rectifier diode and the transistor amplifier.
Components of this experimental set-up
- The experimental set-up about the Ohm’s law for a
direct current (figure 8.2) has components:
- Wooden box with a circuit board (1) and accessories.
- 2 multimeters DT-830B (2)
- Rheostat 20  (3).
1
- Accessories (4: themistor10 , resistor 680 , resistor
2
220 k , rectifier diode, 2 transistor npn and pnp
(ICmax = 50 mA).
- Battery 3V and batteries board (5).
- Battery 9V and battery clamp (6).
3
- Jumper wires (7).
4
6
5
7
Figure 8.2. The experiment investigates the direct current
Experimental conducting
Experiment 1: Investigate Ohm’s law
The aim of the experiment
- Verify I ~ E when (R + r) of circuit is constant.

- 1
Verify I~ R+r when E is constant.
Experiment process
- Verify I ~ E when (R + r) of circuit is constant.

- Use battery (consists of 5 batteries in series), change electromotive force of battery (while maintaining the total resistance of
the entire circuit) by change the pole of 1 and 2 batteries. Carry out the experiment 3 times (first time: 5 batteries which are
same poles; second time: 4 same poles, 1 opposite pole; third time: 3 same poles, 2 opposite poles), measure the value of E
(figure 8.3a) and corresponding value of I (figure 8.3b) then draw a conclusion.
1
Verify I~ R+r when E is constant.
In order to change the total resistance but the electromotive force still remains, connect cells in parallel and resistors in parallel
with each other. Measure the corresponding value of I, compare with theoretical values of I, and then conclude. Conduct the
experiment 3 times:
Time 1: without changing total resistance
Time 2: when reducing total resistance 2 times
Time 3: when reducing total resistance 3 times
Figure 8.4. The circuit verifies that I is inversely proportional to R+r

1
I~
R+r
Experiment 2: Test the Ohm’s law with a circuit consisting of sources
Verify the Ohm’s law with a circuit consisting of sources
Experimental methods:
a) Method 1: Use the experiment for direct current
Make a circuit like figure 8.5a, where the used source is a battery AA with emf 1,6 V, internal resistance r = 1,1 . External
circuit consists of external resistor R in series with a rheostat.
Change the value of I by changing the value of rheostat, measure the value
, r R
A B
I
V E, r
I R
A B
A
I K
V
A
Figure 8.5a. Demonstration of the circuit used Figure 8.5b. The circuit used
for testing the Ohm’s Law for testing the Ohm’s Law
of U respectively (figure 8.5b), fill in the table, and based on that table draw a graph U-I and see whether it is a linear line with
negative co-efficient or not.
b) Method 2: Use minimum devices
- Make a circuit like figure 10.2, where electric source is a battery 3V attached to a board (5), R = 10  , rheostat 20  (3).
- Move the wiper of the rheostat to increase the value of I and read the value UAB respectively (Figure 8.6).
- Write down the pairs UAB - I in the table. Based on that table draw a graph
of UAB versus I. UAB = f(I) should be a line with negative coefficient. Figure 8.6. Demonstration of the loop
used for testing the Ohm’s Law with a
Experiment 3: Ohm’s Law for circuit consisting of electric receivers circuit consisting source.
Verified Ohm’s Law for circuit consisting of electric receivers
Figure 8.7. Diagram (a) and researched circuit (b) Ohm’s Law for circuit consisting of electric receivers
- Make an electrical circuit as diagram 8.7 on electrical circuit board with source receiver is a rechargeable battery and power
source made by four batteries connected in series.
- Change the wiper's position of rheostat then read the values of electric current I and applied voltage U on both two ends AB
then write down on the table.
- Draw a graph of U-I and conclude.
Experiment 4: Determine the electromotive force and internal resistance of sources.
Determine the electromotive force and internal resistance of a source.
Experimental methods
- Method 1
* Connect circuit as fig 8.8 with appropriate scale of U and I
* First, do experiment with an old battery: Adjust rheostat at

two arbitrary positions, read the values 𝑈1-𝐼1 and 𝑈2-𝐼2.
𝑈 = 𝜀 − 𝐼1 𝑟
* Establish a system of equations { 1 Fig 8.8. Identify ε and r of battery
𝑈2 = ε − 𝐼2𝑟
Solve this system we get ε and r.
Execute all steps of experiment two times, then calculate𝐸⃗ , ΔE
and r, Δr
Then, carry out the experiment with a new battery table.
- Method 2
* Make circuit as figure 8.9.When K opens, move the of rheostat
R to position where it has maximum value.
* Close K, read and record pairs of values U-I were measured by
multifunction power meter.
* Move rheostat to other positions, read and record pairs of value
U-I on the table. Follow the table, draw graph U=f(I).
* From the graph, identify value of E (the intersection with the
vertical axis of the graph) and value of r by choosing two points
on the graph, identify value of U-I respectively and calculate r Fig8.9. Electric diagram exame
ΔU
by the formula r= ΔI (or r= tan α where the graph make with relationship U=f(I)
horizontal axis an angel of α
C. Assignment
1. Compare two experimental apparatuses

2. In each type of Ohm’s Law (all circuit, circuit consisting sources) which experiment we need to conduct? Is it to
verify or investigate? Why?
IX Magnetic Force on a Current -Carrying
Conductor in a Magnetic Field and
Magnetic Induction Magniude (Magnetic
Field Magnitude)
A. Theory Preparation
Use the advanced physics textbook grade 11, unit 27 - 28 to do the following assignments:
1. Indicate briefly and precisely new physics concepts which are constructed in each unit. Then compare with the knowledge
purpose of the lesson on grade 9, is there any development?
2. Describe briefly how the concepts might be constructed in textbook
3. What experiment is necessary to conduct? In which ways?

The apparatus
The experiment set-up allows studying experiments about magnetic force (magnitude and direction) on a current- carrying
wire in a magnetic field, electromagnetic induction, and Fu-co current
- Three coils with 100 loops, length 80 mm (1), 60mm (2), 22mm (3). The coil (3) has rotation axis and rotary protractor.
- Wooden box 390mm x 200mm x 150mm have electromagnetic 800 loops (4) with the width of magnetic slit is 40mm .The
current in the loop and the coil can be changed by the rheostat (5) and be measured by Ammeter (6).
- Balance beam with wires (4).
- Dynamometer 0.4N (5) is connected to the balance beam (6) to measure the magnetic force due to the magnetic field of the
loop acts on the current - carrying coil.
* To conduct the experiments about electromagnetic induction and Eddy Current, we need some extra apparatus:
 Permanent magnets
 Two base to create the slots and a non-slotted pendulum, a slotted pendulum and a pendulum suspension
 Two wires with the plug at the ends
Figure 9.1 Experimental
apparatuses used for
investigating magnetic
force and electromagnetic
induction
The experimental apparatus Pasco – US
The experiment set-up allows studying experiments about magnetic force (magnitude and direction) on a current - carrying
wire in a magnetic field.
The main objects:
- The electric source AC/DC supply the direct current with intensity from 0 to 5A. The buttons on the power supply to adjust
the voltage and the current .The voltmeters and the meter are displayed the voltage and the intensity supply.
Figure 9.3: Components of Figure 9.4: Digital scale

Pasco experiment
Figure 9.2: Current source displaying potential difference and current density
- Current-carrying wires (2), that need to be investigated, have length respectively SF 40 (1 cm), SF 37 (2 cm), SF 39 (3 cm),
SF 38 (4 cm) SF 41 (6 cm) and SF42 (8 cm), can be connected to metal supporter, then set on experiment sole.
- 2 permanent magnets (4) and (5) are made by connecting some U-shape magnets parallel.
- To measure magnetic forces between magnets and current-carrying wires, we use a scale with minimum division 10-2 g. We
can choose either type of following scales:
- Balance scale (4) digital scale (5). Digital scale (5) consists of following adjustable buttons:
Digital scale (Figure 9.4) has some buttons with function such as:
- ON/OFF button: to turn the scale on or off.
- UNITSW button: to adjust unit of measurement
- MODE button: to adjust measurement mode
- CAL button: to correct the scale
- TARE button: to correct value back to 0 origin
Carry out experiments:
Experiment 1: Research direction of magnetic force acting on current-carrying wire put in magnetic field.
Purpose of the experiment:
Investigate the relationship between direction of magnetic force acting on current-carrying wire put in magnetic field and
direction of current going through wire and direction of magnetic field lines.
Some experiment plans:
a) Plan 1: Using the laboratory experiment equipment to researchi magnetic force and electromagnetic induction.
-
- Plug the jack of wire frame into the right balance-beam. Connect socket of wire frame and magnet into current source.
- Turn the switches on, observe the directional movement of the coil. Based on the deflection of the ammeter needle,
determine the direction of the current in the coil. According to the direction of the arrow light (or direction of the tested
magnet), determine the direction of the magnetic field lines. Change the direction of the magnetic field lines then
change the direction of the current and observe the directional movement of the coilin order to determine the relation
between the direction, dimension of magnetic forces and the direction, dimension of the magnetic field lines.
b) Plan 2: Using the Pasco’ experiment equipment:
Figure 9.5. The layout of the measurement magnetic force acting on a current-carrying
wire
- Put the U-shaped permanent magnet on digital scale. Turn on switch (ON/OFF) so that the scale works and choose the
unit is N. Packaging which was selected landmark value is 0.
- Assemble the fiber which contains a current-carrying wire SF42 (3) with the metal supporter which was fixed on
experiment support so that the current, which is considering, lies horizontally and perpendicular to the magnetic field
lines of the supporter (Figure 9.5).
- Let the current flows through the wire under different directions, read the value on the scale, determine the dimension
and direction of the corresponding magnetic forces.
- Reassemble the experiment in case the magnetic force reverts.
Experiment 2: Research the magnitude of the magnetic force acting on the current-carrying wire in the magnetic field
which has the magnitude B
Purpose of the experiment:
Investigate the magnitude of the magnetic force acting on the current-carrying wire so as to derive the Ampere’s law and
quantitative expression of the electromagnetic induction.
Some experiment plans:
a) Plan 1: Using the laboratory equipment to research magnetic force and the electromagnetic induction.
- Fix the magnetic field which is generated due to the current run through the magnet by keeping the amperage of the
current through the electromagnet constant I = 1 A.
- Set the l1 =80 mm coil always perpendicular to the magnetic field lines. Change the amperage of current in the coil and
measure value F by dynamometers. The result shows: F ~ I when l is unchanged and 𝛼 = 90𝑜 .
- Respectively, set the l2 = 60 mm an l3 = 22 mm coil , always perpendicular to the magnetic field lines and adjust the
amperage of current flow through the coil is always I = 1 A. Measure values of F by dynamometer. The result of
experiment showed: F ~ l when I is kept unchanged and α = 90o.
- Put a wire loop, which has l3 = 22 mm, into a magnetic field of electromagnet. Keep the current of the wire loop always
be I = 1A. Change 𝛼 which is an angle between a segment of wire and the magnetic field line. Read on dynamometer
some magnetic forces acting on the wire correspondingly, we can obtain : F ~ sinα when I, l unchanged.
- Repeat the experiment with the different magnetic fields of magnet by changing the current through electromagnet. The
𝐹
result of experiment show: for each magnetic field of the magnet, the ratio 𝐼𝑙𝑠𝑖𝑛𝛼 always be a constant (B). B have
different magnitudes for different magnetic fields andrepresents magnetic field in terms of exerting force.
b) Plan 2: Using laboratory equipment Pasco

- Set-up the experiment similar with the plan 2 of experiment 1 above.
- Set the voltage output of the power supply is 2 V, turn the knob to adjust current on the power supply to increase the
current from 0 to 5 A. For each 0,5A increased, read the values of magnetic force correspondingly to the electronic
scale and record data sheet. From the data sheet, conclude the relationship between magnetic force F and current I.
Figure 9.6. Layout of experiment to investigate the dependence of F to I, l
- Alternately change the bake lite plates SF42 by the bake lite plates which consist of conducting wires with different
lengths so that all the conducting wires are still perpendicular with magnetic field lines of the magnet. Adjust the knob
to change the electric current of the source of emf in order to make sure all the current goes through conducting wires
must be 2A. Read the values of magnetic force correspondingly to electronic scale and write on data sheet. From data
sheet conclude about the relationship between magnetic force F and the length of conducting wire l.
Figure 9.7. Layout of experiment to investigate the dependence of F to α

- Change the bake lite plates by a coil, which has a scale, and change the magnet (4) by magnet (5) and adjust the tare
weight is 0 N. Adjust current in the coil is I = 2 A. Rotate a coil around the vertical axis 180 o, for each 10o record the
value of angle between conducting wire and magnetic field line α and the magnitude of magnetic force F
correspondingly on data sheet. Plot graph F versus α. From the graph, conclude the relationship between F and α.
C. Assignment
1. Compare the advantages and disadvantages of the 2 set-up of the experiment.

2. In plan 1 experiment 2, why we did not read the number on the dynamometer when the needle is deflected instead of pull
the dynamometer downward in order to make the needle go back to the equilibrium position and then we read the values?
3. Is the magnetic field of permanent magnet in plan 2 experiment 2 proportional with the number of magnet? Why?
X Electromagnetic Induction.
Lenz’s Law.
Self-Induction.
Eddy Current
A. Theoretical Preparation
Read the grade-11, advanced-physics textbook to answer these questions:

Indicate briefly and precisely new concepts which need to be constructed in two units. What are the developments
compared with the knowledge
1. About electromagnetic induction at grade 9?
2. Describe briefly how the concepts might be constructed in each unit in textbook.
In order to construct the concepts what experiments do we need to?
3. Conduct? In which ways?

The phenomenon of electromagnetic induction
Functions of the apparatus
We can set up the experiments:
- The appearance of induced current in a loop when the magnitude of magnetic field through loop changes.
- The appearance of induced current in a loop when its area S changes.
- ⃗ and the
The appearance of induced current in a loop when angle α changes, where α is the angle between the direction of 𝐵
normal 𝑛⃗to the area of the loop.
- The appearance of induced current in a loop when the current in another loop which was coiled around the same iron loop
changes. (Faraday’s experiment).
Components of experiment set-up (fig. 10.1)
- Two magnetic plates (1) consist of many closely magnets, each has
width of 100mm and length of 140mm. 1
- They are fixed vertically on a horizontal plastic support which can
rotate easily.
- Two magnetic plates are set parallel, opposite and separated by
about 70 mm away from each other to create a uniform magnetic
field.
- The magnitude of B can be changed by adding or removing some
magnets (2) from the plates. On the other hand, by rotating two 5
magnetic plates we can do experiment about the motion of magnetic 4
field with respect to the stand loop. 3
- A frame of wire (3) which is created by copper wire of 0.07mm of 6
diameter is insulating painted insultingly and wrapped by plastic
tube. There are two pairs of wire consist of 200 turns and 400 turns
respectively. 2
- The frame is deformed by a thin steel rod, which is fixed below the
frame and can move easily. Figure10.1 Experiment about
- The frame is gripped between two claws of the inox rod of 300mm electromagnetic induction.
of length (4) which is inserted into the small bearing hole (5) so it
can move in linear motion or rotational motion. The bearing is set
on the support through its large hole.
- The iron segment (6) has the shape of rectangular prism and size of 20mm x 30mm x 100mm. It is used to put into the frame
in the magnetic field between two magnetic plates in order to increase the magnetic permeability.
Laboratory apparatus about the phenomenon of self- induction
Functions of apparatus
We can set up the apparatus to do experiments to investigate the phenomenon of self- induction of opening or closing the
circuit.
Components of experiment set-up (Figure 10.2)
- The circuit about inductance phenomenon.

- Two light bulbs Đ1, Đ2 6V-3W
- Rheostat (R)
- L coil with iron core.
- Ne gas lamps with small capacity, only glows at voltage 75 V.
- Two cables with plugs at the ends, four switches K, K1, K2, and K3.
Figure 10.2. Experimental apparatus used for investigating the inductance phenomenon
Laboratory equipment about the effects of Fuco electric currents
- The equipment (Fig 10.3) consists of:

- Aluminum bar 300 mm, thin aluminum plate mounted, monolithic (1) and aluminum rods of the length 300 mm, mounted
with thin aluminum plate, is sawn into multiple grooves (2).
- Axis integrated two bearings (3) to install the aluminum rods.
- Round solid aluminum disc (4), circular aluminum plate is sawn into many grooves along the radius of the disk (5) and round
aluminum disc with ceramic magnets mounted steadily on the disc (6).
- Plastic racks (7) have more holes to mount the aluminum disk and small electric motor 9 V (8) is fastened on the price.
- Cylinder copper tube, 2000 loops of wire, diameter of 40 mm, 60 mm high (9), whose output is connected to the power plug.
- U-shaped steel core (10) are assembled from multiple
laminations insulated from each other. Steel core mounted
3
8
1 9 7
1 1
1 2 2 1 14
0
1
3 4 5
6
Fig 10.4. The appearance of induced

currents
Fig 10.3. Experiment about Eddy
current
on a plastic plate should be able to be upright.
- I-shaped steel (11) and blocks assembled from steel foil
are insulated from each other (12).
- Thermometers (13) and the experiment shelf (14).
Experiment 1: Study electromagnetic induction law and the laws of Lenz
Experimental purposes
Testing the induced current appearing on the wire frame when changing the flux through the closed circuit in different ways:
a) Option 1: Using the research laboratory equipment and power from electromagnetic induction
- Laboratory Equipment: Use research laboratory equipment and power from electromagnetic induction as described in section
1.2 Unit 9.
- The experimental procedure:
- Connect wire frame length l3 = 22mm with galvanometer proven. While putting the magnet away or into the wireframe, wire
frame will appear the induced current.
- For current flows through the electromagnet. Set wireframe plane perpendicular to the magnetic field lines of the magnet.
When changing the intensity of current passing through the electromagnet by rotating variable resistor or toggle power
switch, galvanometer needle deflects.
- Currents induced in the wire frame also appears when you turn the wireframe in the magnetic field of the magnet.
b) Option 2: Use laboratory equipment electromagnetic induction
- Laboratory Equipment: wire frame (3) is connected to the
galvanometer (7) in the first pair wire removed in two
more rounds of 200 bar (4). Connect this bar to the bearing
cage (5) and put the bearing cage to the experiments shelf
(Figure 10.4).
- The experimental procedure: Changes from coils through
the following ways and observe the appearance of induced
currents:
5
- Insert the wire frame into the magnetic domain from (1). If
wireframe move upwards, to the right or left out of the
domain of the frame so that the wire section is always 4
perpendicular to the magnetic field lines (at 0o) or always
created with the magnetic field lines a constant angle (at #
90o). 1 3 7
- Insert the wire frame between the plates so that the cross
section of the wire frame parallel to the magnetic source
plane (Figure 10.5). Append the magnet or quickly picked
up the magnetic source plane or magnets out of the region
opposite from wireframe (change magnitude magnetic
induction B in wireframe cross-section).
- Altering the permeability of the environment set by
bringing fast wireframe iron core (6) in the heart of
wireframe or quick withdrawal from heart iron core wire
Fig 10.5. The induced current appears on
frame placed in a magnetic field. the frame when the frame sent out from the
- Repeat the experiment with wire frame is connected to the
school domain
electricity meter in the line pair took out 400 loops. I
would also obtained similar experimental results but in the
case of a power line sensor, meter needle more skewed. This proves: induced electromotive rate proportional to the number
on the wire frame of the frame coils.
Experiment 2: Research the inductance

The aim
To investigate the self- inductance when switching on circuit or switching off circuit.
Experiment
The self-inductance when switching on circuit
- Connect the circuit through two wires which is connected to the AD current source 6V. Switch off the power switches K1,
K2, and switch on K3, adjust the adjustable resistor R such that the lamps Đ1, Đ2 illuminate the same intensity, then switch
off K.
- Switch off K, the lamp Đ1 connecting to coil wire L is brighter than the lamp Đ2. This show that: This circuit appears
induced current which has opposite direction to the current in circuit which power source produces.
- The self- inductance when switching off circuit
- Connect the circuit through two wires which is connected to the AD current source 6V. Switch off the power switches K2,
K3, and switch on K1. When we switch off K, there is only the lamp Đ2 brighten and the lamps Neon does not work because
the voltage of power source is lower than the rated voltage of lamp. When we switch on K to break the circuit from the power
source, the lamp Neon does not still work.
Experiment 3: Study the Foucault current (the effects)
The aim
Investigate the effects of Foucault current
Set up the experiment
* Experiment 1: Investigate the oscillation of solid aluminum sheet and slotted aluminum sheet in the air and in the
magnetic field
- Built- up the axle which has 2 ball bearings (3) and hangs some aluminum sheet (1; 2), on the axis (4)
such that these aluminum sheets are vertical and parallel together. Lift up simultaneously 2 aluminum
plates on the same small angle, then release them to oscillate in the air. The result shows that: 2
aluminum sheets oscillate and stop after the same interval time.
* Give 2 aluminum sheets inside and parallel to 2 magnetic boards. Lift up simultaneously these on the same
small angle, then release them to oscillate in magnetic field (figure 10.6). We observe that: The solid
aluminum sheet will stop later than the slotted aluminum sheet.
* Experiment 2: Investigate the rotation of one of two plates (an aluminum plate and a magnetic
plate, they are opposite) when the other rotates.
1
1
1 9
Figure 10.7The
Fig 10.6 Theoscillation
gradual of aluminum sheets and slotted aluminum sheets.
Figure10.8
rotation of slotted aluminum
sheet in a magnetic field
- M
ount, adjust the solid aluminum plate (4) and aluminum plate attaching some magnetics (5) into 2
holes on axis (7) such that they are parallel and far away 10mm. (figure 10.7)
- Connect the tram mission moving cable in the rotating axis of aluminum plate attaching some
magnetics and electrical motor (8)
- When connecting the motor to power source and turn on motor, the aluminum attaching to magnetic
rotates
- We observe: The solid aluminum plate opposite will rotate fastly follow the rotational direction of
plates which attached some magnets.
- Exchange the position of 2 aluminum plates and connect a string to the rotation axis of the solid aluminum plate and the
rotation axis of the electric engine. While the engine is operating, the aluminum plate rotates. Then, the solid aluminum
plate attached with some magnets will rotate fast in the same direction.
- Now we use the slotted aluminum plates (5) instead of the solid aluminum plate. If the solid aluminum plate with
magnets rotates with the same speed as before, then the slotted aluminum plates will rotate in the same direction but its
speed is much smaller than that of the solid plate (Fig 4.4).
* Experiment 3: Investigate the solid steel block’s warming and the insulating laminated steel block’s warming in
magnetic field.
- Put a copper coil (n=2000) in a U-shape steel core and put the I-
shape dense steel block (11)on the core (Fig 10.8)
- Let the thermometer (13) hanging on the support bar (14)
1
touches the dense steel block. Record the initial temperature.
2
- Connect the coil to the 220V-alternative voltage and wait for
5mins, record the temperature. The temperature increases.
- Use the same size insulating laminated steel block (12) instead
of the dense steel block and put it on the core so that the steel
layers are perpendicular to magnetic field lines caused by the
current (Fig 10.9). Record the initial temperature and 5-min
later temperature, we see that the temperature increases.
- If we put the insulating laminated steel block on the core so that
the steel layers are parallel with magnetic field lines caused by
the current, the temperature increases modestly after 5mins.
C. Assignment Figure 10.9 The increasing of

temperature of the steel block
1. Use mathematical transformation to explain the inductance
composed of many leaves are
phenomenon. placed perpendicular to the
2. Explain the effect of Eddy current on relative motion. magnetic field lines of the magnetic
3. After carrying out the experiments researching the electromagnetic field
induction, do we need to do these experiments again in learning
Lenz’s law? If, not, what do we need to notice when we carry out the experiments researching the electromagnetic induction?
4. Draw the shape of Eddy current in experiment 1 in section 2.3.2, then explain why we should use pointed ferromagnetic core
or let the metal oscillate in non-uniformly magnetic field.
XI Generator – Electric motor
A. Theoretical background
Read two lessons 30 and 31 in the enhanced-textbook for Physics at grade 12 and complete below requirements:
1. Formulate briefly, accurately content of new knowledge which is built up in each lesson.
2. Summarize the logic in building up those units of knowledge in each lesson.
3. To build up those units of knowledge, which experiments are executed? What kind of teaching method will be
applied for each experiment?
Experiments used for studying structural principle and operation of single-phase alternating generator, direct
current generator and direct current motor.
Experiments with models of single-phase alternating generator, direct current generator
Models of single-phase alternating generator, direct current generator
a) Function of models
Illustrate structural principle and operation of single-phase alternating
generator, direct current generator
Model’s element:
- Model of generator (China)
- Cranking generator
- Galvanometer (China)
- Electric source + connecting wire
Set-up and procedure of experiment
Experiments with model
Experiment 1: Illustrate the operation principle of a single-phase
alternating generator
- Connect coils of wire of generator with direct current source (creating

magnetic field).
- Connect two brooms with Galvanometer.
- Put two brooms so that each bar contacts with one ‘‘ear-rings’’ at the head of frame.
- Rotate the frame steadily with moderate angular velocity in order to observe movement of the galvanometer needle. Conclude
about electrical existence passing through the galvanometer G.
- Change the position of electric source and galvanometer G, rotate the frame (electromagnet now create magnetic field),
observe galvanometer needle and make some comments.
- Compare angular velocity of the frame and period of generated current.
Experiment 2: Illustrate operation principle of direct current generator
Experiments with single-phase cranking generator
Single-phase cranking generator
a) Function of generator
Illustrate the structural principle and the operation of a single-phase alternating generator, direct current generator
b) Model’s element :
Experiments with this generator
a) Experiment 1: Illustrate unchanged-property of current passing through direct current generator
b) Illustrate convertible-property of current passing through direct current generator
Experiments which are used for studying structural principle and operation of three-phase alternating generator
and three-phase induction motor
Experiments with model of three-phase alternating generator (simplify)
Model of three-phase alternating generator
a) Function of model
Experimental block is used as well as model of three-phase alternating generator, execute experiments illustrating
phases of three-phase alternating current, how to connect coils of wire of generator with external circuit into star circuit
and triangle circuit.
b) Main components:
- Stator (1) includes three copper coils with iron cores (each has
1500 turns and a diameter of 0.31mm), which are rolled around
three plastic frames (55mm x 55mm x 45mm) separated by 120o
from each other. On each coil there is a green/ yellow/red LED.
- Rotor (2) is a steel bar (90mm x 25mm x 12mm) with rare earth
magnets on each end. The rotor can rotate around a fixed axis.
- The three-phase generator model is set up on a plastic board with 1
plinth. On the board, there are star and delta circuits with 7 LEDs
and 7 jacks.
Figure11.3: The experiment of the three-

phases generator
Experiments
Experiment 1: Illustrating three-phase current’s phase
- Connect each stator output wire with one LED
- Rotate the rotor steadily, you could observe that: depending on the position of the magnet, the LEDs light up
differently, they do not light up simultaneously, yet reach their maximum brightness at different times separated by 1/3
of a period.
Experiment 2: Connecting star and delta circuits
- Connecting star circuit: connect B, C, A (on the lower row) with each other and the neutral wire; connect A, B, C (on
the upper row) with three LEDS (in star connection). Rotate the rotor to create a three-phase current and observe the
brightness of the LEDs, you can see that the LEDs light up differently, they do not light up simultaneously, yet reach
their maximum brightness at different times separated by 1/3 of a period.
- Connecting delta circuit: connect A, B, C (on the upper row) with A, B, C (on the lower row) in pairs A-A, B-B, and C-
C to obtain a source with three poles (in delta connection). Connect these three poles with three LEDs ( in delta
connection) and observe the brightness of the LEDs, you can see that the LEDs light up differently, they do not light
up simultaneously, yet reach their maximum brightness at different times separated by 1/3 of a period.
- Besides, in order to carry out the experiments with those instruments, we need to use the pottery magnets in the
electromagnetic induction experiments and a 12V DC electric source.
Working model of the three-phase asynchronous motor:

Models of the three-phase asynchronous motor
Functions of models:
- Illustrate the structure and the working of the three-phase generator and the three-phase asynchronous motor
- Investigate the relation between Ud vµ Up in star connection
Components:
- Models of three-phase generator
- Models of three-phase asynchronous motor
- Experiment instruments demonstrating working principles of the asynchronous motor.
- AC voltmeters
- AC ammeters
- Basic transformers and wires
Experiments with models
Experiment 1: Illustrate synchronous rotation
Experiment 2: Asynchronous rotation
- Figure out the structure of motor. Find out the coils of stator.
- Figure out the structure of rotor. Then specify that when the motor runs, how the electric current flows inside the rotor?
- Winding the stator coils in star circuit and connect it with generator (also connect in star). Rotate the generator and
observe direction of rotor rotation.
- Reverse the rotation of generator, observe direction of rotor rotation. Explain.
- Keep the rotation of generator, change the position of 2 in 3 phase connecting with motor with each other. Observe to the
direction of rotor rotation and explain.
- Connect the coils of generator and motor in delta connection and repeat the experiment.
- Connect the coils of generator in star circuit, motor in delta circuit and repeat the experiment.
Experiments with three-phase hand-cranked AC generator and three-phase asynchronous motor
Three-phase hand-cranked AC generator and three-phase asynchronous motor

a) Function of generator and motor
- Illustrate operating principles of three-phase AC generator and three-phase asynchronous motor.
- Investigate the relation between Ud and Up in star circuit.
b) Parts of generator and motor
Experiment with generator and motor

a) Experiment 1: Verify Ud =# 3Up when connect stator coils in star circuit.
- Figure out the structure of motor. Find out the coils of stator.
- Figure out the structure of rotor.
- Connect the stator coils in star circuit. Specify phase wires and neutral wire.
- Use AC voltmeter to measure Ud, Up. Prove 𝑈𝑑 ≈ √3𝑈𝑝.
- Connect the coils in delta circuit. Use AC voltmeter measure voltage difference between the phase wires. Observe to this
magnitude compare with Ud, Up when connect in star circuit (with the same rotation speed of rotor)
b) Experiment 2: Verify Ud=Up when connect the stator coils in delta circuit.
C. Assignment
1. Indicate the disadvantages of single-phase AC generator with armature rotates in magnetic field of magnet (the first way).
How the second way generator overcome those?
2. How do you know about ‘pole-pair’ of generator?
3. Indicate the advantages of AC current.
4. Indicate operating principle of asynchronous motor. Why we call it ‘asynchronous motor’?
5. Present how to make rotating magnetic field in asynchronous motor.
6. Prove 𝑈𝑑 = √3𝑈𝑝 when connect in star circuit.
7. Prove that when connect in star circuit, if we have three identical load then the current in neutral wire equal 0.
8. In general, when we use delta connection?
XII Law of Refraction of Light.
Internal Reflection Prism.Lenses
Total
A. THEORY PREPARATION
Read the grade – 11, advanced – physics textbook, units 7, 8 to do the following assignments:
2. Describe briefly how the concepts might be constructed in textbook.
3. In order to construct these concepts, which experiment that need to conduct in each lesson? In which ways?
B. EXPERIMENTAL PROCESS

The apparatus of geometric optics (Vietnam)
This experiment set-up is used to do some experiments which verify the law of refraction of light, total internal
reflection, path of light through optical devices (parallel slabs, prisms, converging lens, and diverging lens) and the
image properties of objects which are produced by these optical devices.
1.1.2: The Components of this experiment set-up
This experiment set-up (Fig. 12.1) includes:
3 6
4 7 10
2 5 8
Figure12.1.The experiment set-up show the examine

- Paper laminate (1) in graduated scale, 98mm in diameter
- Two lamp 12V-10W (2) connecting with condensing lens and blocking-light paper
- Optical devices: parallel slabs (3), totally reflecting prism (4), equilateral triangular prisms (5), semicircular slabs (6),
diverging lens (7), converging lens (8), Plano-convex lens (9)
- Four conducting wires which have plugs at one end.
The apparatus of geometric optics (Germany)
Function of this experiment set-up
This experiment set-up is used to do some experiments which verify the laws of light refraction, total internal reflection,
path of light through optical devices (parallel slabs, prisms, converging lens, and diverging lens) and the image
properties of objects which are produced by these optical devices.
Fig12.2. The experiment of geometric optics (Germany).

- Two lamps 12V-10W (2) with condenser and blinds with slots
- Optical devices: parallel slabs (3), prisms total reflection (4), equilateral triangular prisms (5), semicircular slabs (6),
concave lens (7), convex lens (8), Plano-convex lens (9)
2 1
6 7 8 9
10
4 5
Fig 12.3 Components of the experiment about geometric

optics
Components of this experiment set-up includes:

-
Optical tape (1) with a length of 75cm, including 5 slip
soles (2) on ice.
- Lamp (3) 12V-10W with condenser.
- Shaped slot screen number 1 (4) with frosted glass.
- A screen (5)
- The lenses: converging lenses (6), (7) and (8) with the
focal length of 25, 10 and 5 cm respectively, diverging lens
(9) with the focal length of -5cm.
- The wires with pin plugs.
Conducting the experiments Fig 12.4: Investigate the law of
Experiment 1: Study the law of light refraction light refraction
The purpose of the experiment
Investigate the relationship between the incident angle and
refracted angle to conclude the law of light refraction.
Experiment conducting
- Shine a light beam from the air to the center of the
semicircular glass (6), observe the dimension of the incident ray and the refracted ray (figure 12.4)
𝑠𝑖𝑛𝑖
- Change the incident angle in turn and the corresponding reflected angle. Calculate 𝑠𝑖𝑛𝑟 (we can calculate this ratio by
determining the opposite side correspondingly)
Experiment 2: Verify the phenomenon of total reflection

By verify the phenomenon of total reflection to determine the
definition and condition to have this phenomenon.
Shine a light beam from glass to the air. To increase the
incident angle, observe the brightness of incident rays and
reflected rays, refracted rays. Read the values of incident angle,
reflected angle and refracted angle by protractor to determine
the definition and the condition to have total reflection(Figure
12.5)
Experiment 3: Study the geometric properties of prism
- Investigate the path of light traveling through a prism
Fig 12.5 The phenomenon of total
reflection
- Investigate the variation of deviation angle following the incident angle to observe the minimum deviation angle.
- Investigate the path of light reflecting totally by prism.
- Image of a point created by prism.
- Put the prism on the circular disk. The disk can rotate around its axis. Put the edge of prism on the center of the disk.
- Turn on the light, choose a slit and adjust it to have a light beam traveling to a side of prism. Observe the path of light
through the prism and comment.
- Adjust the light beam to a side of prism until a part of the beam travels directly to screen. Determine the deviation angle
D.
- Fix the incident rays, rotate the disk to change incident angle. Observe the variation of the light emerging from the prism
to determine the position of minimum deviation. Check the formula Dmin =2i – A.
Experiment 4: Study the Study the geometric properties of lens

- Investigate the path of light traveling through converging lens and diverging lens
- Investigate the properties of image of a real object produced by lenses.
Using the apparatus of geometric optics
- Put the object, lens and screen in one optical bracket. Adjust the system to get a clear image on the screen.
- Change the distance from object A to lens to study the image properties of a real object through a lens in several cases:
+ The object is in the distance from focal point F to optical center O of the lens (0<d≤ 𝑓)
+ The object is in the distance from focal point F to the position which is 2f from O. ( 𝑓 < 𝑑 ≤ 2𝑓)
+The object is in the distance from 2f-from-O position to infinity (2𝑓 < 𝑑)
- Comment and conclude about the relationship between the distance from object to lens and image properties and the
magnitude of image.
C. EXERCISES
1. State the definitions of relative refractive index, absolute refractive index and their meanings
2. According to the result of experiment measuring i and r, how should we do to instruct student get the relationship
between sin i and sin r?
3. Compare the phenomenon of normal reflection with the phenomenon of total reflection
4. State the characteristics of path of light through prism and the formula calculating the deviation angle D.
5. State the image properties produced by converging lens
6. Write a lesson plan of lesson 44: the phenomenon of light refraction, advanced physics textbook 11.
7. Write a lesson plan of lesson 45: the phenomenon of total reflection, advanced physics textbook 11.
8. Write a lesson plan of lesson 48: Thin lenses, advanced physics textbook 11.
56 Experiments in High School Physics
XIII Dispersion Phenomenon

InfraredRays and Ultra-violet Rays
A. Theoretical Background
Investigate §35, §40 gifted Physics textbook to answer the questions:

1. State in a short and exact way the knowledge needed to build in two lessons. Compare with the targets in teaching about
induction phenomenon learned in grade 9, are there any development?
2. Summary logically in constructing the knowledge in the textbook.
3. To construct these knowledge, which experiments do we need to do? In which form?
Experiment 1: Investigate the dispersion phenomenon

Aims of experiments
- Verify the dispersion phenomenon through prism
- Identify the existence of infrared ray and ultraviolet ray in the spectrum of white light.
Plan
Plan 1: Use performing experimental equipment to investigate the dispersion phenomenon and identify the infrared ray
and the ultraviolet ray.
a) The function of the equipment
The equipment is used in doing the experiments investigating the dispersion of white light through prism, the properties of
monochromatic beam, the superposition of monochromatic beams into white light and identifying the existence of infrared
ray and ultraviolet ray in the spectrum of white light.
b) Parts of equipment
Performing experimental equipment (Figure 7.7) including the below parts:
- Bulb erecting the white light 12V - 21W (1) having magnetic support to stick on the steek optical board (2) with the size of
80cm x 45cm, having supports. Bulb is connected directly to a source 12 V(3).
- Two equilateral triangle prism (4, 5) with magnetic support.
- Bind with thin slit 1,5mm (6) to separate the monochromatic beams in the spectrum of white light.
- Screen (7) to take the image.
- Radiative recording head (8) is an optical resistor connected to a cell lµ pin 1,5V, with magnetic support.
7
3
6
1 4 5
56
Dispersion Phenomenon 57
c) Procedures InfraredRays and Ultra-violet Rays
Figure13.1. Equipment to investigate the dispersion and identify infrared ray and ultraviolet
ray
* Experiment 1: Verify the dispersion phenomenon of white light through prism.

- Stick bulb (1) on the optical board and connect it to source 12V. Adjust the bulb to ensure the beam through internal lens
of convergent bulb on the screen (7) perpendicular to optical board.
- Stick prism (4) on optical board in front of the bulb with the distance of about 5 cm.
- Stick screen (7) on optical board, with the distance of 80 cm to the prism, to ensure the spectrum clear on the screen.
* Experiment 2: Verify the properties of monochromatic beam
- Fix the position of the bulb and the prism. Set the bind with thin slit on the board, behind the prism (4) about 65 cm.
Adjust the position of prism and bind to receive clear spectrum of white light on the blind
- Set prism (5) on the board, behind the blind (6) and errected with the prism (4).
- Move the slit to each bright colored band of spectrum respectively, and move the prism (5) for each monochromatic
bright colored band pass through it. When moving the screen (7) placed behind this prism about 15cm so that catch the
emerging beam out of the prism on the screen, we will see: each monochromatic bright colored band is only deviated
when passing through the prism, without discoloration.
* Experiment 3:
Investigate the
combination of
57
Figure 13.2: The experiment of light dispersion

monochromatic beams into white light
- Fix the position of the lamb, the prism (4) is placed next to the lamb and the screen is placed behind the prism. Adjust
the positions of prism and lamb to obtain the sharp spectrum of light on the screen. Lift the screen out of the board.
- Move the prism (5) placed on the board so that two prisms are in opposite, their bottoms are always in parallel and the
bright multi-colored band obtained from prism (4) to pass through prism (5). When placing the screen after the prism (5)
about 45 cm them the emerging beam out of the prism (5) what was caught on the screen will be white light band.
Plan 2: Using the laboratory equipment of optical performances from Germany
Experiment 2: Study about infrared rays, ultraviolet rays
a. Experimental goals:
Investigate the existence of infrared rays, ultraviolet rays
b. Experimental Procedures:
- Attach the lamb (1) on the optical board and connect to the power source of 12V. Adjust the lamb so that the
image of the filament be perpendicular with the board.
- Attach the prism (4) on the optical board just be in front of the lamb.
- Catch the spectrum band of white light into the radiation receiver (8) connected to galvanometer.
- Move the receiver inside the region of visible light, outside the region of visible light and observe the needle of the
galvanometer, we will see:
- when moving the receiver out of the region of red light, the needle of the galvanometer still has quite large
deviation comparing to moving the receiver inside the region of visible light. This proves that the existence of
invisible radiation (infrared rays).
- When moving the receiver out of the region of violet light, deviation angle of the needle of the galvanometer is
considerably reduced, but it’s still larger than when we turn off the lamb. This proves that the existence of
invisible radiation be near violet rays (ultraviolet rays).
Figure 13.3: Detect the existence of infrared rays, ultraviolet rays
C. Assignment
1. Why do we need carry out three above experiments when teaching about the phenomenon of dispersion of light?
2. Preparing the process of teaching lesson 35 “the phenomenon of dispersion of light
58
59
XIV The fundamental laws of photoelectric

effect
Read the grade-12, advanced-physics textbook lesson 43 and 44 to do the following assignments:
1. Indicate briefly and precisely new physics concepts which are constructed in two lessons.
2. Describe briefly how the concepts might be constructed in the textbook
3. In order to construct the concepts, what experiments are necessary? In which ways?

The laboratory apparatus about the photoelectric effect
Function of the experiment set- up
The experiment set-up allows investigating the condition that photoelectric emission occurs, the relationship between
photoelectric current and the potential on photoelectric cell, and the relationship between the photoelectric current and
intensity of incident radiation.
Components of the experiment set-up (Figure 14.1)
- Photoelectric cell with cathode is covered by photosensitive

substance Sb-Ce, is put into a box (1) which has only an
aperture for light travel
- The light from a bulb 220V-32W go throw the aperture of the
box. The intensity of light can be changed by potentiometers
(3)
- Base box include the DC power 0-100V/100mA that can be
changed the magnitude by potentiometers (6).
- The aperture (1) of the box can set a dark plastic, red filter,
green filter, blue filter.
- Digital multimeter (4) and (5) to measure the current and the
59
potential difference across the photoelectric cell
60
The fundamental laws of photoelectric effect 61
The laboratory apparatus about the fundamental laws of the photoelectric effect
Functions of the experiment set- up

Fig 14.2.The laboratory apparatus about the fundamental laws of the photoelectric effect (Leybold)

Experiment 1: Investigating the condition that the photoelectric effect occurs
Purpose
To investigate the condition that the photoelectric occurs
a) Using the laboratory about the photoelectric effect
- Put the dark plastic into the aperture (1) so that the photoelectric cell is not shined by the bulb
- Connect the digital multimeter (5) at DCV 200V and the other one (4) at DCA 2mA to the photoelectric cell in order to
measure the potential UAK and the current I.
- Twist the voltmeter (6) to increase the potential difference UAK from 0 to about 90V then the digital multimeter (4)
always shows at 0 (the current I = 0). It means although there exists the electric field between anode and cathode of the
cell (caused by the UAK), There is no current in the cell. However, if remove the dark plastic, the light go through the
aperture to the photoelectric cell then there exists the current in the circuit (Fig.14.3)
Figure 14.3. Investigating the photoelectric effect
61
- Install in turn the red, green and blue filters into the slot of box (1). Let the light(2) shine to the photocell and increase
UAK from 0 to 90V, notice that: there is no current in the photocell when shining the red light, but there exists current in
the photocell as shining the green and blue light (need to choose the mode DCA 100mA for current measurement).
Therefore, the photoelectric effect only occurs when the incident light has appropriate wavelength 𝜆 (𝜆 ≤ 𝜆0).
b) Using the experimental apparatus with LEDs
Install the circuit similarly as above, but using button instead of color filters to create the monochromatic lights that
shine on the photocell. We notice that the green and blue incident light create the photoelectric current while the red light
does not.
c) Using the experimental apparatus investigating the laws of photoelectric effect (leybold)
- Shine the white light on the window of the lighting device.
- Adjust the screws in order to create the continuous spectrum on the screen.
- Connect the coaxial cable to the current amplifier.
- Turn the screw to adjust the position of the photocell (showed by a black line on the screen) in order to receive light
from the long-wavelength color band to short-wavelength band, we notice that the photoelectric current only exists as the
incident light has its wavelength larger than 560 nm.
Experiment 2: Studying the dependence of the photoelectric current intensity on the potential difference across the
photocell.
Purposes
To investigate the dependence of the photoelectric current intensity on the potential difference across the photocell, then plot
the Volt-Ampere characteristic of the photocell.
a. Using the apparatus investigating the photoelectric effect (TT)
- Create data table, plot the volt – ampere characteristic of the photocell. The table and the graph 𝐼 = 𝑓(𝑈𝐴𝐾 ) show that: if
UAK ≥ Ul then I is unchanged
- I = Isa (saturated photoelectric current).
- Apply on the anode and cathode of the photocell a negative voltage U (U AK<0) by connecting the anode to the negative
pole, the cathode to the positive pole of the source. By increasing U we notice that: when U reached the value Us
(stopping potential), I = 0.
- Let the light (2) shine directly, without color filter, on the photocell and increase UAK from 0 to 90V, each time increase
about 2V – 5V. Record the pairs of values I-U.
b) Using the apparatus with LEDs

Carrying out the experiment similarly as above but with light from LEDs, we also obtain the similar results.
c) Using the apparatus investigating the laws of the photoelectric effect (Leybold)
Experiment 3: Studying the dependence of the saturated photoelectric current on the intensity of the incident light.
Purposes
To investigate the dependence of the saturated photoelectric current on the intensity of the incident light.
a. Using the apparatus investigating the photoelectric effect (TT)
Repeat the steps as in 2.2.2.a) but with larger intensity of the incident light, notice that: the volt–ampere characteristic has
the same form, but the photoelectric current intensity is larger.
b) Using the apparatus investigating the laws of the photoelectric effect (Leybold)
Experiment 4: Determine the Planck constant
Purposes
Measure the Planck constant
a) Using the apparatus with LEDs
- To carry out this experiment we need more 5 sets of LED with high power creating the monochromatic lights with the
wavelengths of: 665 nm; 630 nm; 590 nm; 535 nm and 470 nm (figure 14.5). The maximum power of each LED is
normalized and has the same value.
62
The fundamental laws of photoelectric effect 63
Fig 14.4: The apparatus about the Fig 14.5. The high power LEDs
photoelectric effect
- Carry out this experiment similarly to measure the stopping potential Uh of the photoelectric cell according to the
wavelength λ of the LED and record the data.
- Plot the graph U- λ and determine the slope of the graph hence find the Planck constant, the speed of light, the electric
charge of electron.
63
c) Using the apparatus studying the laws of the photoelectric effect( Leybold)
- Measurements are carried out based on the principle diagram in Fig 14.6. In this case, measuring U corresponding to
the characteristic wavelengths of spectrum lines of Hg through a capacitor C is to charge electrostatically by the emitted
photoelectric electrons.
Figure 14.6. The principle diagram Figure 14.7. The principle

measuring the Planck constant by diagram measuring U across the
amplifying potential signal. capacitor.
- The signal amplifier to measure photoelectric voltage is set as: charges from the photoelectric electrons will be charged
into capacitor C. However, these charges are too small to directly measure the potential of capacitor by normal voltage.
So, we use an electronic circuit to amplify the signal to make sure that the charge through capacitor is not discharged all
over voltmeter ( Fig 14.7)
- Connect the coaxial cable to the signal amplifier and let the light of characteristic spectral lines of the mercury shine in
turn on the projector on photoelectric cells.
Corresponding to a wavelength, perform the
following steps: press the switch in 30s to discharge
the capacitor and start to wait for the capacitor
charging until the value of voltmeter does not
increase any more. This is the value of U
corresponding to the exciting wavelength (Fig 14.8).
- Plot the graph U- λ and determine the slope of the
graph, then find the Planck constant, the speed of
light, the electric charge electron.
C. Assignment
1. 1. What is the drawback of using the apparatus

investigating the photoelectric effect to carry out the
experiment about occurring condition of this effect?
2. Explain the experimental results by using the
quantum theory of light.
Fig 14.8: The laboratory apparatus measuring
the Planck’s constant without cover
64
65
65

1lab Manual Full LATEST

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

1lab Manual Full LATEST

Uploaded by

Copyright:

Available Formats

Hanoi National University of Education

2. Describe briefly how the concepts might be constructed in each unit.

Enquiring about the laboratory apparatus

- The experiment set-up using electric vibration device

* Operational principles of the device

* How to use and maintain the device

a) Common rule for experiments with the electric vibration device

- 1-metre track (1) and a support stand.

- U-shape support with screw to adjust the slope of the track

- The digital timer (Figure 1.3) is a time-measuring device with two

a) The timing device (Figure 1.7) has 7 measuring modes:

Then conclude about characteristics of the motion of the cart.

* Define acceleration of the cart.

- Repeat the experiment with different slopes of the incline.

Figure 1.8. Accelerated motion of the cart on track

- Define acceleration of the ball.

- Repeat the experiment with different slopes of the track.

- Compare 1, 2, 3 and calculate acceleration of the ball.

- Repeat the experiment with different slopes of the track.

a) Aims of the experiment

- Set up the experiment as above

- Conduct the experiment as in design 2, item 2.2.2.b

a) Design 1: Using the electric vibration device

Figure 1.9. Verify a ~ F using the vibration device

Law of Conservation of Mechanical

Experiment 1: Investigate characteristics of free-fall motion

- Join the support bar into the track.

- Repeat the experiment with different falling objects.

Design 2: Using the linear track and the electronic timer

 H-shape aluminum track (1)

 U-shape stand with screw (2)

- Set up and arrange the experiment as described in the section 1.2.1b.

The experiment set up is described in the section 1.2.1.

- Press the switch K, turn off the timer.

2. Briefly describe how the concepts might be constructed in each unit.

Experiment 1: Verifying Newton's third law

- Two dynamometer (with maximum value of 5N) fixed on magnets.

Figure 3.1. Interactive forces between the two stable springs

- Move 2 carts close in order to nearly stick together (Figure 3.3.).

- Mark the initial positions of the two carts.

3. Design the teaching plan for

Enquiring about the laboratory apparatus

- Cylindrical dynamometer 5 N (2) which is attached to the board by

- Elastics, strong cotton string, string with dowel at one end.

- Box containing masses of 50 g

- Plastic ruler, marker.

The experiment set-up for investigating force superposition

The experiment set-up investigates superposition of force (Figure4.2) includes:

- Iron board (1) is installed on a support

- 2 dynamometers 5 N (2) attached on the magnetic support

- Spring (3) attached on the magnetic support

- 2 springs (5) to hang aluminum bar (4)

Figure 4.4. Superposition of 2

- Repeat the experiment with different force pairs ⃗⃗⃗

- Present the forces 𝑃⃗ , ⃗⃗⃗

Figure 4.5 Superposition of two parallel

V Rule of moments – Concept of torque

- Iron board (1) attached to a base

The experimental set-up allows carrying out the experiments to

- The ruler (9) is attached to the aluminum cylinder to measure

To investigate the condition of equilibrium for a rigid object

Figure 7.1 Figure 7.2

The laboratory apparatus using pressure gauge about