├── .gitignore ├── in-class-problems ├── ball-in-field.png ├── lab-2-coulmbs.png ├── simp_circuit.png ├── lec-6-potential-1.png ├── lec-6-potential-2.png ├── lec-5-potential-points.png ├── field-and-velocity-force.png ├── lec-13-capacitor-combo-charges.md ├── lec-16-resistor-network-simple.md ├── lec-14-capacitor-combo-charge-pot.md ├── lec-6-field-from-potentials.md ├── lec-2-coulombs-law.md ├── lec-12-capacitor-fun.md ├── lec-15-resistor-intro.md ├── lec-24-resistor-network-simple.md ├── lec-7-energy-plates-field.md ├── lec-11-capcitor-intro.md ├── lec-5-potential-of-points.md ├── lec-1-charges-policies.md ├── lec-3-electric-field.md └── lab-II-pith-balls.svg ├── .gitmodules ├── lab-manual ├── copyright_info.tex ├── index.md ├── README.md ├── lab-X-lenses.md ├── lab-IX-refraction.md ├── lab-I-charge.md ├── lab-XI-spectra.md ├── Makefile ├── lab-II-coulombs-law.md ├── C-level-to-sapling.md ├── lab-IV-capacitors-energy.md ├── lab-VII-magnetism.md ├── lab-III-potential.md ├── lab-VIII-induction.md ├── lab-VI-resistor-networks.md ├── lab-V-resistance-current-voltage.md └── lab-II-pith-balls.svg ├── README.md ├── phys161-sched.csv └── LICENSE.txt /.gitignore: -------------------------------------------------------------------------------- 1 | lab-manual/generated 2 | untracked 3 | -------------------------------------------------------------------------------- /in-class-problems/ball-in-field.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/mwcraig/algebra-based-intro-II/master/in-class-problems/ball-in-field.png -------------------------------------------------------------------------------- /in-class-problems/lab-2-coulmbs.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/mwcraig/algebra-based-intro-II/master/in-class-problems/lab-2-coulmbs.png -------------------------------------------------------------------------------- /in-class-problems/simp_circuit.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/mwcraig/algebra-based-intro-II/master/in-class-problems/simp_circuit.png -------------------------------------------------------------------------------- /in-class-problems/lec-6-potential-1.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/mwcraig/algebra-based-intro-II/master/in-class-problems/lec-6-potential-1.png -------------------------------------------------------------------------------- /in-class-problems/lec-6-potential-2.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/mwcraig/algebra-based-intro-II/master/in-class-problems/lec-6-potential-2.png -------------------------------------------------------------------------------- /in-class-problems/lec-5-potential-points.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/mwcraig/algebra-based-intro-II/master/in-class-problems/lec-5-potential-points.png -------------------------------------------------------------------------------- /in-class-problems/field-and-velocity-force.png: -------------------------------------------------------------------------------- https://raw.githubusercontent.com/mwcraig/algebra-based-intro-II/master/in-class-problems/field-and-velocity-force.png -------------------------------------------------------------------------------- /.gitmodules: -------------------------------------------------------------------------------- 1 | [submodule "lab-instructors-guide"] 2 | path = lab-instructors-guide 3 | url=https://github.com/mwcraig/algebra-based-intro-II-lab-instructor-guide.git 4 | -------------------------------------------------------------------------------- /lab-manual/copyright_info.tex: -------------------------------------------------------------------------------- 1 | \usepackage{fancyhdr} 2 | \pagestyle{fancy} 3 | \lhead{Physics 161, Spring 2015} 4 | \chead{} 5 | \rhead{Page \thepage} 6 | \lfoot{\footnotesize © 2010--2015 J. Buncher, M. Craig, S. Lindaas, S. Schultz, L. Winkler} 7 | \cfoot{} 8 | \rfoot{} 9 | \renewcommand{\headrulewidth}{0pt} 10 | -------------------------------------------------------------------------------- /lab-manual/index.md: -------------------------------------------------------------------------------- 1 | lab-I-charge.md 2 | lab-II-coulombs-law.md 3 | lab-III-potential.md 4 | lab-IV-capacitors-energy.md 5 | lab-V-resistance-current-voltage.md 6 | lab-VI-resistor-networks.md 7 | lab-VII-magnetism.md 8 | lab-VIII-induction.md 9 | lab-IX-refraction.md 10 | lab-X-lenses.md 11 | lab-XI-spectra.md 12 | -------------------------------------------------------------------------------- /README.md: -------------------------------------------------------------------------------- 1 | # License 2 | 3 | [![CC license: BY-NC-SA](https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png)](http://creativecommons.org/licenses/by-nc-sa/4.0/) 4 | 5 | This work is licensed under a [Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License](http://creativecommons.org/licenses/by-nc-sa/4.0/). 6 | -------------------------------------------------------------------------------- /in-class-problems/lec-13-capacitor-combo-charges.md: -------------------------------------------------------------------------------- 1 | #### in-lecture problem 10 2 | 3 | + New idea: 4 | + None, just a new arrangement of old ideas. 5 | 6 | **There are problems on both sides.** 7 | 8 | # Problem 9 | 10 | 1. Consider two capacitors in series, one 5$\mu$C, the other 15$\mu$C, connected in series to a battery of voltage 220V. What is the charge on each capacitor? 11 | -------------------------------------------------------------------------------- /in-class-problems/lec-16-resistor-network-simple.md: -------------------------------------------------------------------------------- 1 | #### in-lecture problem 13 2 | 3 | + New idea: 4 | + None, more practice with resistors, current, voltage 5 | 6 | **There are not problems on both sides. Only this side. The other side should be blank (unless you wrote on it).** 7 | 8 | # Problem 9 | 10 | 1. Find the current through each resistor in the circuit below. 11 | 12 | ![Simple circuit](simp_circuit.png) 13 | -------------------------------------------------------------------------------- /in-class-problems/lec-14-capacitor-combo-charge-pot.md: -------------------------------------------------------------------------------- 1 | #### in-lecture problem 11 2 | 3 | + New idea: 4 | + None, more practice with multiple capacitors. 5 | 6 | **There are problems on both sides.** 7 | 8 | # Problem 9 | 10 | 1. Consider the network of capacitors shown below. The potential difference from a to b is 75V. Find the potential difference across and charge of each capacitor when the system is in equilibrium. 11 | -------------------------------------------------------------------------------- /in-class-problems/lec-6-field-from-potentials.md: -------------------------------------------------------------------------------- 1 | #### in-lecture problem 5 2 | 3 | + New idea: 4 | + Electric field can be calculated from electric potential. 5 | + Electrostatic potential energy can be calculated from charge and potential. 6 | + New equations: 7 | + $|\vec{E}| = |\Delta V/\Delta x|$, direction is from higher to lower potential. 8 | 9 | # Problem 10 | 11 | [FRKT 17.49] Calculate the electric field at each of the four points in the two pictures below. 12 | 13 | ![Two points in linear potential](lec-6-potential-1.png) 14 | ![Two points in potential that is not linear](lec-6-potential-2.png) 15 | 16 | At which point do you think the estimate of the field is the *least* accurate? Why? 17 | -------------------------------------------------------------------------------- /in-class-problems/lec-2-coulombs-law.md: -------------------------------------------------------------------------------- 1 | #### in-lecture problem 2 2 | 3 | # Instructions 4 | 5 | 1. Break into groups of **THREE**. 6 | 3. Work **with** your group. 7 | 4. The questions today are qualitative (no numbers, just words). 8 | 9 | New equation: Coulomb's Law: 10 | 11 | $$ 12 | |\vec{F}| = k\frac{|q_1| |q_2|}{r^2}$, $k=8.99\times 10^9$Nm$^2$/C$^2. 13 | $$ 14 | 15 | # Problem 16 | 17 | A mass with charge $q_1=3.7$nC hangs from a thin thread. It is near a second charge whose charge is unknown. If the diameter of each ball is $D=0.9$cm, the distance $d=5$cm, the angle $\theta=30^\circ$ and the mass of the ball is 0.5 grams, what are the sign and magnitude of the charge $q_2$? 18 | 19 | ![lab-2-coulmbs.png](lab-2-coulmbs.png)\ 20 | -------------------------------------------------------------------------------- /lab-manual/README.md: -------------------------------------------------------------------------------- 1 | # Labs 2 | 3 | + [lab-I-charge.md](lab-I-charge.md) 4 | + [lab-II-coulombs-law.md](lab-II-coulombs-law.md) 5 | + [lab-III-potential.md](lab-III-potential.md) 6 | 7 | # To make PDF copies of the labs 8 | 9 | 1. Download/clone this repository to your computer. 10 | 2. Change to the directory `lab-manual`. 11 | 3. In a terminal, do one or more of these depending on what you want: 12 | + `make all` to generate PDF of each individual lab and the manual of all labs (including a table of contents). 13 | + `make manual` to generate PDF of just the manual. 14 | + `make lab-I-charge.pdf` to generate PDF of individual labs. 15 | 4. All generated PDFs will be put in a directory called `generated`. That directory is ignored by the git repository. 16 | -------------------------------------------------------------------------------- /in-class-problems/lec-12-capacitor-fun.md: -------------------------------------------------------------------------------- 1 | #### in-lecture problem 9 2 | 3 | + New idea: 4 | + Capacitors in a circuit can be treated as equivalent to a single capacitor. 5 | + Placing a material other than air between the plates of a capacitor increases its capacitance. 6 | + New equations: 7 | + $C_{equiv}$ (write in details yourself...) 8 | + $C=\kappa C_{air}$ 9 | 10 | **There are problems on both sides.** 11 | 12 | # Problem 13 | 14 | 1. What is the equivalent capacitance of the combination of capacitors on the screen? 15 | 16 | 17 | \eject 18 | 19 | 2. A parallel plate capacitor has plates that are 1cm by 2cm and are separated by a distance of 1mm by a piece of paper. What is the capacitance of this capacitor? Paper has a dielectric constant of $\kappa=2.7$. 20 | -------------------------------------------------------------------------------- /in-class-problems/lec-15-resistor-intro.md: -------------------------------------------------------------------------------- 1 | #### in-lecture problem 12 2 | 3 | + New idea: 4 | + Resistors can be in series or parallel like capacitors. 5 | + The formulae for combining resistors are different than the formulae for combining capacitors. 6 | + New equations: 7 | * Resistors **IN SERIES:** $R_{eq}=R_1 + R_2$. 8 | * Resistors **IN PARALLEL:** $1/R_{eq} = 1/R_1 + 1/R_2$. 9 | 10 | **There are not problems on both sides. Only this side. The other side should be blank (unless you wrote on it).** 11 | 12 | # Problem 13 | 14 | 1. You have a 18$\Omega$ and a 6$\Omega$ resistor. 15 | a. If you connect the two resistors **in series**, what is the equivalent resistance? 16 | b. If you connect the two resistors **in parallel**, what is the equivalent resistance? 17 | -------------------------------------------------------------------------------- /in-class-problems/lec-24-resistor-network-simple.md: -------------------------------------------------------------------------------- 1 | #### in-lecture problem 14 2 | 3 | + New idea: 4 | + A magnetic field exerts a force on a moving charge. 5 | + The direction of the force is perpendicular to both the field and the direction of motion. 6 | + New equations: 7 | * $|F|=|q|vB\sin\theta$ 8 | 9 | **Turn this over if you don't have enough problems in your life.** 10 | 11 | # Problem 12 | 13 | 1. Determine the directions of the magnetic forces that act on positive charges moving in the magnetic fields as shown in 14 | 15 | ![Field and velocity](field-and-velocity-force.png) 16 | 17 | \eject 18 | 19 | 2. An electron is moving with a speed of 18 m/s in a direction parallel to a uniform magnetic field of 2.0 T. What are the magnitude and direction of the magnetic force on the electron? 20 | -------------------------------------------------------------------------------- /in-class-problems/lec-7-energy-plates-field.md: -------------------------------------------------------------------------------- 1 | #### in-lecture problem 6 2 | 3 | + New idea: 4 | + Electrostatic potential energy can be calculated from charge and potential. 5 | + New equations: 6 | + $\Delta U= q\Delta V$ 7 | 8 | **There are problems on both sides.** 9 | 10 | # Problem 11 | 12 | 1. A lightning bolt transfers 20 C of charge to Earth through an average potential difference of 30 MV. How much energy is dissipated in the bolt? 13 | 14 | \eject 15 | 16 | 2. A potential difference exists between the inner and outer surfaces of the membrane of a cell. The inner sur- face is negative relative to the outer surface. If $1.5 \times 10^{-20}$ J of work is required to eject a positive sodium ion (Na$^+$) from the interior of the cell, what is the potential difference between the inner and outer surfaces of the cell? 17 | -------------------------------------------------------------------------------- /in-class-problems/lec-11-capcitor-intro.md: -------------------------------------------------------------------------------- 1 | #### in-lecture problem 8 2 | 3 | + New idea: 4 | + A capacitor stores energy by holding charge. 5 | + New equations: 6 | + $Q=CV$ 7 | + $U = QV/2$ 8 | 9 | **There are problems on both sides.** 10 | 11 | # Problem 12 | 13 | 1. There are two other ways the energy stored by a capacitor is commonly written. One is $U=Q^2/(2C)$. Find the other way; in that one only $C$ and $V$ are in the formula for $U$. 14 | 15 | \eject 16 | 17 | 2. A defibrillator containing a 20.0 $\mu$F capacitor is used to shock the heart of a patient by holding it to the patient’s chest. Just prior to discharging, the capacitor has a voltage of 10.0 kV across its plates. 18 | 3. How much energy is released into the patient, assuming no energy losses? 19 | 4. What is the charge on the capacitor just before it discharges? 20 | -------------------------------------------------------------------------------- /in-class-problems/lec-5-potential-of-points.md: -------------------------------------------------------------------------------- 1 | #### in-lecture problem 4 2 | 3 | + New idea: 4 | + A charge makes an electric *potential* which in turn creates an electric field. Electric potential is measured in Volts, abbreviated "V". 5 | + A second charge brought near the one making the electric potential will have electric potential energy and feel a force. 6 | + New equations: 7 | + Electrostatic potential a distance $d$ from a point charge $q$ (note no absolute values): 8 | $$ 9 | V = k\frac{q}{d}. 10 | $$ 11 | + Electrostatic potential energy of the pair of charges when a second charge, $q_2$ is brought near $q$: 12 | $$ 13 | U = q_2 V. 14 | $$ 15 | 16 | 17 | # Problem 18 | 19 | [FRKT 17.47] Calculate the electric potential at the origin O due to the point charges in the figure below. 20 | 21 | ![Four point charges on coordinate grid](lec-5-potential-points.png) 22 | -------------------------------------------------------------------------------- /in-class-problems/lec-1-charges-policies.md: -------------------------------------------------------------------------------- 1 | #### in-lecture problem 1 2 | 3 | # Instructions 4 | 5 | 1. Break into groups of **THREE**. 6 | 3. Work **with** your group. 7 | 4. The questions today are qualitative (no numbers, just words). 8 | 9 | # Problems 10 | 11 | 1. If the balloon in the demo at front has negative charge, is the fur that rubbed it now charged? What sign is that charge? How do you know? 12 | 13 | 14 | \vspace{2in} 15 | 16 | 17 | 18 | 19 | 2. Is the wall charged? How do you know? 20 | 21 | 22 | \vspace{2in} 23 | 24 | 25 | 26 | 27 | 28 | # Questions about course policies 29 | 30 | 1. Use of electronic devices in lecture: should we have a policy? If yes, what should it be? Why? 31 | 32 | 33 | 34 | 35 | \vspace{2in} 36 | 37 | 38 | 2. Pre-lab due day/time is currently Monday, 8PM, so that there is time to review responses before lab the next day. Should it be later, like 11:55PM? Stay the same? Doesn't matter? Why? 39 | 40 | \vspace{2in} 41 | 42 | -------------------------------------------------------------------------------- /in-class-problems/lec-3-electric-field.md: -------------------------------------------------------------------------------- 1 | #### in-lecture problem 3 2 | 3 | + New idea: A charge makes an electric field and that electric field can exert a force on other charges. The unit of electric field is N/C (Newtons per Coulomb). 4 | + A positive charge makes an electric field that points away form the charge. A negative charge makes an electric field that points towards the charge. 5 | + New equation: Electric field, $\vec{E}$ of a point charge with charge $q$ a distance $d$ from the point charge: 6 | 7 | $$ 8 | |\vec{E}| = k\frac{|q|}{d^2}. 9 | $$ 10 | 11 | 12 | # Problem 13 | 14 | A charge $q_1$ equal to 0.600 $\mu C$ is at the origin, and a second charge $q_2$ equal to 0.800 $\mu C$ is on the x axis at 0.05 meters away. As usual, unless told otherwise *assume these charges do not move and are held in place by some structure not mentioned in the problem*. (a) Find the electric field at a point halfway between them. (b) What force (magnitude and direction) would a third charge, whose charge was $q_3=+0.2\mu C$? 15 | -------------------------------------------------------------------------------- /lab-manual/lab-X-lenses.md: -------------------------------------------------------------------------------- 1 | # Lenses 2 | 3 | ### Equipment 4 | 5 | - Light boxes with power supply and various optics 6 | - Optical bench, with assorted mounts and optics (pinhole and lenses) 7 | 8 | ## Basic Lab (B-Level) 9 | 10 | - Determine the focal length of two different converging lens, and 11 | compare with stated value. 12 | - Set up an object, and determine the position of the image as the 13 | object distance from the lens is varied. 14 | - Graph the image location versus the object location, and compare 15 | the resulting function to what is expected. 16 | - Determine the focal length of a diverging lens and compare to the stated 17 | value. *Hint:* you will need to use a converging lens along with it. 18 | 19 | ## Advanced/Extended Lab Ideas (A-Level) 20 | 21 | - Use two lenses to construct a telescope. Compare the performance of 22 | your telescope to what you expect. 23 | - Explore the physics of the eye, and find a way to test your 24 | eyesight. 25 | - Investigate optical illusions and construct one 26 | - Propose **and carry out** an experiment on something you are curious 27 | about (get your lab instructor’s approval first ) 28 | -------------------------------------------------------------------------------- /lab-manual/lab-IX-refraction.md: -------------------------------------------------------------------------------- 1 | # Snell’s Law (refraction) 2 | 3 | ### Additional Equipment 4 | 5 | - Light boxes with power supply and various optics 6 | 7 | ## Conceptual (C-Level) DONE BEFORE LAB IN SAPLING 8 | 9 | ## Basic Lab (B-Level) 10 | 11 | Using Snell’s Law, determine the index of refraction for one of the 12 | plastic objects. 13 | 14 | - Any object is fine to use. You just need to find a procedure to 15 | measure the angle of incidence and the angle of refraction. 16 | - Make an appropriate plot of your angular data and use a linear fit 17 | to find the index of refraction. 18 | 19 | *Note: The half-moon object simplifies the procedure.* 20 | 21 | Beware of stray light rays! The height of the light ray from the light 22 | box (the slit height) is greater than the height of the plastic objects. 23 | You will always see an unrefracted ray illuminate the top of these 24 | objects. If it bothers you use tape to reduce the slit height. 25 | 26 | ## Advanced/Extended Lab Ideas (A-Level) 27 | 28 | Choose your own topic to investigate. The topics below are only meant as 29 | possible suggestions. 30 | 31 | - Determine and demonstrate the critical angle for a plastic object. 32 | - Propose **and carry out** an experiment on something you are curious 33 | about (get your lab instructor’s approval first ) 34 | -------------------------------------------------------------------------------- /lab-manual/lab-I-charge.md: -------------------------------------------------------------------------------- 1 | # Lab 1: CONDUCTORS & INSULATORS 2 | 3 | ### Equipment 4 | 5 | - Tape 6 | - Various rods and scraps of fur and assorted fabrics 7 | - Coffee can “ice pail”, with small can and glass beaker or jar 8 | - Vernier charge sensor (four set up per room) 9 | 10 | ## Conceptual (C-Level) -- do before lab in Sapling (link in D2L). 11 | 12 | ## Basic Lab (B-Level) 13 | 14 | In this lab your writeup will be primarily writing. You should address the items below, supporting those answers with the observations you make during the lab. If you want to include a drawing to illustrate your reasoning you can, but you do not need to. 15 | 16 | - Construct a few pairs of B/T tape pieces (instructions in the pre-lab on sapling), then describe the interactions between 17 | - A pair of T pieces 18 | - A pair of B pieces 19 | - A B piece and a T piece 20 | - Based on your observations, how many kinds of charge are there? How do you know? 21 | - Hold a B piece near an *uncharged* object, describe what happens and why. Be sure to verify using one of the charge sensors set up in the room that the uncharged object really is uncharged. 22 | - Measure the charge of a B tape and a T tape with charge sensor and compare them. 23 | 24 | ## Advanced/Extended Lab Ideas (A-Level) Choose ONE 25 | 26 | There is no A-level for this lab (but you will get 10 points for it anyway). 27 | -------------------------------------------------------------------------------- /phys161-sched.csv: -------------------------------------------------------------------------------- 1 | **Week of**,**Monday**,**Tuesday**,**Wednesday**,**Thursday**,**Friday** 12-Jan,Ch 1: Sec 2; Ch 16: Sec 1&2,Pre-tests,Ch 16: Sec 3 & 4,Lab 1: Charge,Ch 16: Sec 4 & 5 19-Jan,**NO CLASS**,Lab 2: Coulomb's Law/conductors?,Ch 16: Sec 5,Lab 2 cont,Ch 17: Sec 1 & 2 26-Jan,Ch 17: Sec 3,Lab 3: Potential and field,Ch 17: Sec 4,Lab 3 cont,Ch 17: Sec 4 2-Feb,Ch 17: Sec 5,Review,Catch-up,*Exam 1*,Ch 17: Sec 6 9-Feb,Ch 17: Sec 8,Lab 4: Capacitors,Ch 18: Sec 1-3,Lab 4 cont,Ch 18: Sec 4 16-Feb,Ch 18: Sec 7,Lab 5: Capacitor charge/discharge,Ch 18: Sec 5,Lab 5 cont,Ch 18: Sec 5 23-Feb,Ch 18: Sec 5,Lab 6: Resistor networks,Ch 18: Sec 6,Lab 6 cont,Ch 18: Sec 6 2-Mar,Ch 19: Sec 1-3,Review,Catch-up,*Exam 2*,Ch 19: Sec 4 9-Mar,Ch 19: Sec 5,Lab 7: Magnetism,Ch 19: Sec 6,Lab 7 cont,Ch 19: Sec 7 16-Mar,**NO CLASS**,**NO CLASS**,**NO CLASS**,**NO CLASS**,**NO CLASS** 23-Mar,Ch 19: Sec 8,Lab 8: induction,Ch 20: Sec 1,Lab 8 cont,Ch 20: Sec 2 30-Mar,Ch 20: Sec 3,Snow day make up,Ch 23: Sec 1 & 2,Snow day make up,**NO CLASS** 6-Apr,**NO CLASS**,Lab 9: refraction,Ch 23: Sec 2,Lab 9 cont,Ch 23: Sec 3 13-Apr,Ch 24: 1 & 2,** Student Academic Conference **,Catch-up,*Exam 3*,Ch 24: Sec 3 & 4 20-Apr,Ch 24: Sec 4& 5,Lab 10: lenses,Ch 24: Sec 6,Lab 10 cont,Ch 24: Sec 7 27-Apr,Ch 22: Sec 1 & 2,Lab 12: spectra,Ch 27: Selected topics,Lab 12 cont,Ch 27: Selected topics 4-May,Catch-up,Post-tests/evals,**STUDY DAY**,, 11-May,"**FINAL May 11, 9AM**",,,, -------------------------------------------------------------------------------- /lab-manual/lab-XI-spectra.md: -------------------------------------------------------------------------------- 1 | # Light Spectra 2 | 3 | ### Additional Equipment 4 | 5 | - Spectrometers 6 | - Various light sources 7 | 8 | ## Basic Lab (B-Level) 9 | 10 | - Calculate the wavelengths of the emissions lines of hydrogen that are in the 11 | visible spectrum. 12 | 13 | - Using the spectrometer, graph the hydrogen spectrum and compare the wavelengths 14 | of the emission lines you observe to the wavelengths you observe. Include some 15 | estimate of the uncertainty in your measured value. 16 | 17 | - Using the spectrometer, graph the spectra from three different 18 | spectral tubes [He, Ne, Hg]. Compare the 19 | 20 | - Determine the expected spectra and compare with your results. 21 | Use the diffraction glasses to help you. *Note*: Consider 22 | referencing other sources for information on spectral lines. 23 | 24 | **Please do not change which tube is in which holder.** The holders operate at 25 | high voltage and the tubes are very fragile. Instead, rotate between the stations set up for each gas. 26 | 27 | ## Advanced/Extended Lab Ideas (A-Level) 28 | 29 | CHoose *ONE* topic to investigate. 30 | 31 | - Graph the spectra from other light sources. 32 | - Incandescent light bulb (try dimming it), candle, fluorescent 33 | light bulb 34 | - Graph absorption and/or transmission spectra for different 35 | solutions. 36 | - Chloroplasts or a concentration of creamer in water. 37 | - Propose *and carry out* an experiment of your choice. 38 | -------------------------------------------------------------------------------- /lab-manual/Makefile: -------------------------------------------------------------------------------- 1 | # Short Makefile primer: 2 | # $* -- basename of matching file (i.e. the % in a pattern) 3 | # $< -- first dependency in a rule 4 | # $@ -- name of target 5 | 6 | SOURCES := $(wildcard lab*.md) 7 | GENERATED := $(SOURCES:.md=.pdf) 8 | GEN_DIR := 'generated' 9 | DROPBOX := '/Users/mcraig/Dropbox/MSUM/Classes/PHYS160L' 10 | 11 | %.pdf: %.md copyright_info.tex 12 | # Generate a timestamp for inclusion in the header. 13 | $(shell echo '\\rfoot{\\footnotesize generated '$(shell date "+%m/%d/%Y %H:%M")'}' >> timestamp.tex) 14 | pandoc -o $*.tex -H copyright_info.tex -H timestamp.tex $< 15 | # Put output in a temporary directory to reduce clutter 16 | mkdir -p tmp 17 | mkdir -p $(GEN_DIR) 18 | pdflatex -output-directory=tmp $*.tex 19 | pdflatex -output-directory=tmp $*.tex 20 | pdflatex -output-directory=tmp $*.tex 21 | # Automatically pre-pend the number of this lab in the sequence 22 | # it is in this semester. 23 | $(eval LABNUM := $(shell grep -n $< index.md | cut -f1 -d: | xargs printf "%02d")) 24 | echo $(LABNUM) 25 | mv tmp/$@ $(GEN_DIR)/$(LABNUM)-$@ 26 | # Remove the clutter. 27 | rm -rf tmp $*.tex timestamp.tex 28 | 29 | manual: index.md 30 | $(shell echo '\eject' > eject.md) 31 | pandoc --toc --toc-depth=1 -o manual.pdf eject.md $(shell cat index.md) 32 | rm eject.md 33 | mv manual.pdf $(GEN_DIR) 34 | 35 | manual_word: index.md 36 | $(shell echo '\eject' > eject.md) 37 | pandoc --toc --toc-depth=1 --reference-docx=manual-template.docx -o manual.docx eject.md $(shell cat index.md) 38 | rm eject.md 39 | mv manual.docx $(GEN_DIR) 40 | 41 | all: $(GENERATED) 42 | 43 | publish: 44 | cp $(GEN_DIR)/* $(DROPBOX) 45 | -------------------------------------------------------------------------------- /lab-manual/lab-II-coulombs-law.md: -------------------------------------------------------------------------------- 1 | # Lab 2: ELECTRIC FIELD & FORCE (COULOMB’S LAW) 2 | 3 | ### Equipment 4 | 5 | - Pith balls 6 | - rods and fur 7 | - Vernier charge sensors (4 per room) 8 | - Metal coffee can/jar combination (4 per room) 9 | - Smartphone or tablet (for taking a picture of charged spheres hanging) 10 | - ruler 11 | 12 | ## Conceptual (C-Level) DONE BEFORE LAB IN SAPLING 13 | 14 | ![lab-II-pith-balls.png](lab-II-pith-balls.png). 15 | 16 | 17 | ## Basic Lab (B-Level) 18 | 19 | Your goal in this part of the lab is to measure the force constant, $k$, in 20 | Coulomb's law. 21 | 22 | + Work out a relationship between $k$ and the things can measure in this lab: $\tan\theta$, distance between the spheres, mass of one sphere, charge on one sphere. 23 | + Use one of the white rods rubbed with fur to charged the two pith balls. 24 | + Measure the distances you need from a picture you take of your spheres instead of trying to use a ruler directly. Include this picture in your lab write-up. 25 | + Use a charge sensor to measure the charge on both balls together. Use a logical argument (or the charge sensor) to work out how much charge is on *each* sphere. The spheres are conductors. 26 | + Calculate $k$; choose one of the things you measured that affects $k$ and use it to estimate an uncertainty in $k$. 27 | + Enter your result at the web site written on the board. 28 | 29 | 30 | ## Advanced/Extended Lab Ideas (A-Level) 31 | 32 | Note: An advanced lab includes a quantitative component with error analysis. The exact question(s) explored is your choice but it should relate to the basic lab. 33 | 34 | - Combine the class data at the web site on the board into a single measurement of $k$. Use the standard deviation of measured values to estimate the error. 35 | - Measure the displacement of the small hanging sphere as a function 36 | of distance from the large one, and compare the resulting function 37 | to that expected from Coulomb’s Law. 38 | - Explain how the electrophorous works. 39 | - Propose **and carry out** a different electrostatic experiment. 40 | -------------------------------------------------------------------------------- /lab-manual/C-level-to-sapling.md: -------------------------------------------------------------------------------- 1 | 2 | # Lenses 3 | 4 | ### Equipment 5 | 6 | - Light boxes with power supply and various optics 7 | - Optical bench, with assorted mounts and optics (pinhole and lenses) 8 | 9 | ## Conceptual (C-Level) DONE BEFORE LAB 10 | 11 | Explore image formation and refractive lenses. 12 | 13 | 14 | 15 | 16 | 17 | SEE DELETED RAY TRACING WORKSHEET 18 | 19 | Complete the ray tracing worksheet. Trace the rays to determine the 20 | image location for an object in the following situations: 21 | 22 | - Converging lens (inside and outside the focal point) 23 | 24 | - Diverging lens (inside and outside the focal point) 25 | 26 | How would your ray tracing change if the lens material had a smaller 27 | index of refraction than the medium in which it was placed? (for 28 | instance, an air lens placed in water) 29 | 30 | *Explorations (in lab)*: 31 | 32 | - Form an image of an object on a screen with a lens. What happens to 33 | the image when you cover the top half of the lens? 34 | 35 | ------ 36 | 37 | # Lab 12: LIGHT SPECTRA 38 | 39 | ### Additional Equipment 40 | 41 | - Photometers, spectrometers, gratings 42 | 43 | - Various light sources 44 | 45 | - Light boxes and color filters 46 | 47 | ## Conceptual (C-Level) 48 | 49 | Given an ideal point source of light that radiates in all directions 50 | determine what shape you expect the irradiance as a function of radial 51 | distance to look like. As a reminder, take a look at the simulation: 52 | http://www.demonstrations.wolfram.com/InverseSquareLaws/ 53 | 54 | Graph the “ideal” spectrum (intensity as a function of λ and *f* ) for 55 | the following: 56 | 57 | - A blue object 58 | 59 | 60 | 61 | - A red object 62 | 63 | - A yellow object 64 | 65 | *Explorations*: Put on the 66 | diffraction glasses (also called “fireworks glasses”) and observe 67 | different light sources. What do you notice? 68 | -------------------------------------------------------------------------------- /lab-manual/lab-IV-capacitors-energy.md: -------------------------------------------------------------------------------- 1 | 2 | # Lab 4: Defibrillator I: Electrical Energy and Capacitors 3 | 4 | ### Equipment 5 | 6 | - Digital multimeter 7 | - voltage probe 8 | - 1 Farad capacitor, battery eliminator, light bulb and holder, 9 | Christmas lights, hand generator, alligator clips, knife switch 10 | 11 | ### Conceptual (C-Level) DONE BEFORE LAB 12 | 13 | ### Basic Lab (B-Level) 14 | 15 | - Connect the 1-Farad capacitor to the hand generator. Crank a bit, 16 | stop (remove your hand from the handle) and explain what you 17 | observe. 18 | - Connect the hand generator to a battery eliminator **set at 3V**. Describe the behavior of the generator. 19 | - How is a capacitor different from a battery (or battery eliminator)? 20 | - Put the generator away. Make a circuit with a light bulb in series with the capacitor 21 | and battery eliminator **set at 5V** and 22 | describe how the brightness of the bulb changes with time when you turn on the battery eliminator. Explain why the brightness changes the way it does. 23 | - After the bulb's brightness stops changing, disconnect the battery eliminator from the circuit and make a circuit with just the capacitor and the bulb, observe what happens and describe it. Explain why the bulb doesn't stay brightly lit. 24 | - Try connecting the bulb to the battery eliminator **set at 5V**. Why does the bulb behave differently when connected to the capacitor than when it is connected to the battery eliminator? 25 | - Repeat for the light bulb and capacitor in parallel. Describe what you observe and explain why it happens. 26 | - Does the order of the light bulb and capacitor matter? Does the 27 | arrangement (parallel vs series) matter? 28 | 29 | ### Advanced Lab Ideas (A-level) Choose ONE 30 | 31 | + Repeat the parts of the B-level with the light bulb, capacitor and battery eliminator in series, but replace the single with two capacitors: 32 | * In series 33 | * In parallel 34 | and describe and explain the differences you see. 35 | + Measure the capacitance by using a voltage meter to measure the voltage as a function of time for a circuit with a capacitor, a resistor, and the battery eliminator, fitting the appropriate curve, and calculating the capacitance from it. Your LA will help you measure the resistance of your light bulb. 36 | + Propose **and carry out** an experiment on something you are curious 37 | about (get your lab instructor’s approval first) 38 | -------------------------------------------------------------------------------- /lab-manual/lab-VII-magnetism.md: -------------------------------------------------------------------------------- 1 | # Lab 7: Magnetic fields 2 | 3 | ### Additional Equipment 4 | 5 | - DMM and battery eliminator 6 | - Solenoid 7 | - Cow magnet 8 | 9 | ## Conceptual (C-Level) DONE BEFORE LAB 10 | 11 | ## Basic Lab (B-Level) 12 | 13 | In this lab you will measure the relationship between the current in a solenoid and the magnetic field produced inside the solenoid, and map out the shape of the magnetic field outside the solenoid. 14 | 15 | ### Field inside solenoid 16 | 17 | + Use the battery eliminator to provide potential/current. Start on the lowest voltage setting. 18 | + Use a DMM to measure the current; be sure to set up the DMM correctly and add it to the circuit correctly to measure current. 19 | + Use the magnetic field sensor, set to the 6mT range, to measure the magnetic field. 20 | + Record current and field readings for several battery eliminator voltages; include an estimated uncertainty in the magnetic field reading. 21 | + In a new LoggerPro file, plot magnetic field vs current and comment on whether it is consistent with the expected relationship , $B=\mu_0 n I$. 22 | 23 | ### Field outside solenoid 24 | 25 | + Use a compass to measure the direction of the magnetic field of the solenoid outside the solution (note: be careful that you are simply measuring the Earth's magnetic field). 26 | + Measure the strength of the field at a few points outside the solenoid and comment its size compared to the size of the field inside the solenoid. 27 | 28 | ## Advanced/Extended Lab Ideas (A-Level) 29 | 30 | Choose **ONE** of the topics below to investigate. 31 | 32 | + Measure $n$ for your solenoid (calipers/rulers are available to help with that) and compare to the value you get from fitting your data from the B-level. 33 | + Measure how the magnetic field of the solenoid outside the solenoid depends on distance if you move along the axis of the solenoid. Measure your distance from the **center** of the solenoid to measuring tip of the magnetic field sensor. Fit a power law to your data and compare the power you get to the expected value (3). 34 | + Measure the magnetic field of a cow magnet outside the magnet depends on distance if you move along the axis of the solenoid. Measure your distance from the **center** of the solenoid to measuring tip of the magnetic field sensor. Fit a power law to your data and compare the power you get to the expected value (3). 35 | + Measure the magnetic field of the Earth using either a solenoid and compass or the magnetic field sensor. NOTE: you need to be sure you are orienting the compass or sensor correctly to measure the full magnetic field of the Earth! 36 | + Build a simple speaker. 37 | + Propose **and carry out** an experiment on something related to current and magnetic field that you are curious about. *Get your lab instructor's approval before beginning.* 38 | -------------------------------------------------------------------------------- /lab-manual/lab-III-potential.md: -------------------------------------------------------------------------------- 1 | # Lab 3: POTENTIALS 2 | 3 | ### Additional Equipment 4 | 5 | - Extra DC voltage source (battery eliminator) 6 | - Water, tray and various conductors and non-conductors 7 | - Grid paper marked the same way as the sheets of paper under the trays. 8 | 9 | ![Parallel plates (top) and dipole (bottom)](lab-III-configurations.png) 10 | 11 | ## Basic Lab (B-Level) 12 | *This simulation will be helpful in understanding what the equipotential lines and field should look like:* 13 | [http://phet.colorado.edu/sims/charges-and-fields/charges-and-fields_en.html](http://phet.colorado.edu/sims/charges-and-fields/charges-and-fields_en.html) 14 | 15 | ### Part 1 16 | 17 | You will experimentally determine the E-field for the 18 | parallel plate configuration above by mapping out the equipotential lines. 19 | 20 | - Secure the conducting plates *before* putting water in the tray. 21 | - You need just enough water to cover the bottom of the tray. 22 | - Ground one conductor (black) and connect the other conductor to +6 volts (red). 23 | - On one of your sheets of grid paper, map out equipotential lines. Make 24 | equipotential lines for at least 5 different voltages. 25 | - Compute the magnitude of the electric field at the points shown on the 26 | board. 27 | - Explain the direction of the electric field either in terms of 28 | forces or in terms of energy. (“What does a positive charge want to 29 | do when placed in that field, what about a negative charge?”) 30 | - How does the E-field change if you ground one conductor and 31 | connect +12 volts to the other conductor? Explain why it changes that way. 32 | - How does the E-field change if you use the same voltage on each 33 | conductor? Explain why it changes that way. 34 | 35 | ### Part 2 36 | 37 | Go to one of the electric dipole setups. An electric dipole (a positive and an 38 | equal but opposite negative charge) is a crude model of your heart. A simple 39 | heart monitor measures the electric potential of your heart with a voltmeter 40 | similar to the multimeter you are using in lab today. 41 | 42 | In your heart the positive and negative direction changes as your heart beats, 43 | so a heart monitor is really measuring the *change* in potential polarity 44 | (sign of the charges) changes. 45 | 46 | Your goal in this part is to pick two points, one for the black lead from the 47 | multimeter and one for the red lead, that will give the biggest *change* in 48 | voltage when you switch which point is positive and which is negative. There 49 | is more than one correct answer here. To keep this a little realistic, you 50 | cannot place the leads between the charge -- that would be like putting your 51 | heart monitor *inside* your heart! 52 | 53 | ## Advanced/Extended Lab Ideas (A-Level) Choose ONE 54 | 55 | Choose your own topic to investigate. The topic below is only meant as 56 | possible suggestions. 57 | 58 | - Choose one of the other conductor arrangements on the course web site, 59 | map the equipotentials, and draw the electric field. 60 | - Propose **and carry out** an experiment on something you are curious 61 | about (get your lab instructor’s approval first ) 62 | -------------------------------------------------------------------------------- /lab-manual/lab-VIII-induction.md: -------------------------------------------------------------------------------- 1 | # Lab 8: Induction 2 | 3 | ### Additional Equipment 4 | 5 | - DMM, oscilloscope, function generator and step-down transformers. 6 | - Solenoid, magnets, battery eliminator and connectors (BNC, banana 7 | and alligator) 8 | - Inductive brake, inductive wand with gap magnet. St. Louis motors. 9 | - Demo apparatus: jumping ring and conductive pipe with rare-earth 10 | magnet 11 | 12 | ## Conceptual (C-Level) DONE BEFORE LAB 13 | 14 | Students will be asked questions about: 15 | 16 | + How to move a magnet to induce a current (using PhET simulation). 17 | + How to set up the function generator for part 2 of the B-level. 18 | 19 | ## Basic Lab (B-Level) 20 | 21 | You will be measuring time-varying voltage signals. 22 | 23 | - Your goal in this part is to explain, in terms of Farady's Law, the voltage probe reading you observe when moving a cow magnet into or out of a small solenoid, like you used in the magnetic field lab. You should take data on at least four cases, ideally all in the same collection run (you can extend the amount of time LoggerPro collects data if you need to): insert the magnet quickly; remove the magnet quickly; insert the magnet slowly; remove the magnet slowly. Your write-up should focus on explaining, using Faraday's Law, how the amplitude and sign of the voltage pulse is related to the way you were using the magnet. 24 | - *Work with another group on this part.* Get one of the very large 4,000 turn solenoids and place your small solenoid inside it. Connect the voltage probe to the *large* solenoid and connect the *small* solenoid to a function generator. The function generator will generate an AC current in the small solenoid. 25 | - *Before you try the experiment,* predict what the voltage-time graph will look like when the frequency generator is set to 1Hz. *Check your reasoning with a Learning Assistant or instructor before proceeding.* 26 | - In a single data collection run on LoggerPro, measure the potential difference in the large solenoid at three different frequencies on the function generator: 1Hz, 2Hz, 5Hz. *Note: You will not be able to get these frequencies exactly, but should, with some practice, be able to get within 0.01Hz of these frequencies.* **Your write-up should:** 27 | - explain, using Faraday's Law, why the observed signal changes the way it does as you change the frequency; 28 | - compare, including uncertainty, the observed increase in voltage when you change from 1Hz to 5Hz with the increase expected from Faraday's 29 | 30 | 31 | ## Advanced/Extended Lab Ideas (A-Level) 32 | 33 | Choose **ONE** of the topics below to *carry out*, investigate and explain. Your write-up should include a very detailed explanation the effect you observe. 34 | 35 | - There are two different aluminum wands that may be mounted on a 36 | rotary motion sensor. Mount each one and let it swing between the 37 | poles of the mounted magnet pair. Explain why the solid plate slows down, then explain why the slitted plate doesn't. 38 | - Drop a strong magnet down a conductive pipe, then drop the same magnet down a non-conducting pipe **(make sure you have something soft under the pipe for the magnet to land on).** Explain why the magnet moves slowly through the conducting pipe. 39 | - Propose your own idea *(get instructor approval before you begin)*. 40 | -------------------------------------------------------------------------------- /lab-manual/lab-VI-resistor-networks.md: -------------------------------------------------------------------------------- 1 | # Lab 6: Defibrillators III: Current through the chest 2 | 3 | ### Additional Equipment 4 | 5 | - DMM and battery eliminator 6 | - Resistors, cables, alligator clips 7 | 8 | ## Conceptual (C-Level) DONE BEFORE LAB 9 | 10 | ## Basic Lab (B-Level) 11 | 12 | In defibrillation, two metal contacts (the paddles) are placed in contact with the skin of a patient. A large voltage is applied for a short time, which causes a large current to flow through the patient's chest, in an attempt to restart the person's heart.[^1] 13 | 14 | A defibrillator is essentially a capacitor, electrically, and when connected to a patient forms an RC circuit (i.e. circuit with a resistor and capacitor. In this lab we are focusing on the "R" part: the patient, modeled as a resistor. 15 | 16 | When current passes from paddle to the other it goes through several steps: 17 | 18 | 1. Positive paddle through skin to interior of chest. 19 | 2. Through the chest, some of which goes through the heart. For the purposes of this lab we will think of this current as taking one of two paths: through the heart or not through the heart. 20 | 3. From the chest through the skin to the negative paddle. 21 | 22 | Your goal in this lab is to set up a circuit of resistors to model this current flow. The resistors you are using are representative of the resistances in a human chest, but the voltage we will apply, 5V, is 1000 times smaller than the voltage in a defibrillator, so the currents we measure will be 1,000 times smaller.[^2] 23 | 24 | **Your assignment in the B-level part of this lab is to calculate and then measure the current flowing through the resistor in your circuit that represents the heart and to calculate the current that would flow the heart of a real patient whose overall resistance matched your circuit's resistance.** 25 | 26 | A good lab report should address all of these points: 27 | 28 | + Describe the circuit you are using to represent the patient and justify your model (i.e. what are you doing and why). 29 | + Resistance values for the resistors you use. Like real people, the resistors you are using are not identical, and do not have the same resistance as each other. 30 | + Calculation of the current you expect to go through the "heart" given the applied voltage and the measured value of the resistances of the resistors you use. 31 | + Measured value of the current through the "heart" and calculation of the value that would be obtained if your "patient" was connected to a real defibrillator at 5kV. 32 | 33 | 34 | ## Advanced/Extended Lab Ideas (A-Level) 35 | 36 | Choose **ONE** of the topics below to investigate. 37 | 38 | - Calculate the power dissipated in the skin, chest, and heart. 39 | - Propose **and carry out** an experiment on something related to voltage, current, and resistance or defibrillation that you are curious about. *Get your lab instructor's approval before beginning.* 40 | 41 | [^1]: Well, sort of. A defibrillator's name comes from fibrillation, a condition in which the muscles in the heart's ventricles are contracting in an uncoordinated way. So the heart hasn't stopped, technically, it has simply become incapable of pumping blood. A defibrillator passes a large enough current through the heart to actually briefly stop it (or at least depolarize it), after which it often starts beating the right way. 42 | 43 | [^2]: Which is a good thing, of course, or we'd need a real defibrillator if you accidentally touched the wrong wires. 44 | -------------------------------------------------------------------------------- /lab-manual/lab-V-resistance-current-voltage.md: -------------------------------------------------------------------------------- 1 | # Lab 5: Defibrillators II: Current, voltage, resistance 2 | 3 | ### Additional Equipment 4 | 5 | - DMM and battery eliminator 6 | - Christmas bulb 7 | - Resistor (50-80$\Omega$) 8 | - 56$\Omega$ resistor, light bulb and holder, appropriate cables 9 | - Computer with voltage probes 10 | 11 | ## Conceptual (C-Level) DONE BEFORE LAB 12 | 13 | 14 | ## Basic Lab (B-Level) 15 | 16 | Your goal in the B-level is to measure how the current through a circuit element changes as you change the voltage applied to the element, and from that learn how the element's resistance changes with voltage (if it does change at all). 17 | 18 | The two "elements" you will look at are a Christmas light and a resistor. 19 | 20 | + Use the DMM as an ammeter to measure the current flowing through the circuit, and the voltage probe to measure the actual voltage output of the battery eliminator. 21 | * The labeled voltage on the battery eliminator will be inaccurate when you connect the bulb, and may be inaccurate for the resistor, so it is important to actually measure the voltage it produces. 22 | + For the Christmas light, measure $I$ and $V$ for all potential settings on the battery eliminator, *starting at the lowest setting.* The bulb may burn out when you reach the highest setting, so make sure you start at the lowest setting and record both current and voltage. 23 | + Add manual columns for the voltages and currents you measured, and create a calculated column for resistance. 24 | + For the Christmas light, does resistance change significantly with voltage? Your answer should include a graph of resistance vs voltage. 25 | + Also graph voltage versus current. Is a *proportional* (not linear) fit a good fit? What about a curved line (either parabolic or exponential)? 26 | + Repeat your measurements for a resistor and answer the same question: does the resistance change significantly with voltage? 27 | + Finally, look at the web page below, which includes a graph showing how the resistance of a human changes with applied voltage. Which of the two elements you looked at in lab, the light or the resistor, is a more accurate model of the human body? [Note: *neither* is a great model, but one is better than the other.] 28 | * [http://eng-electric.blogspot.com/2012/06/grounding-course-lesson2-effect-of.html](http://eng-electric.blogspot.com/2012/06/grounding-course-lesson2-effect-of.html) 29 | 30 | ## Advanced/Extended Lab Ideas (A-Level) 31 | 32 | Choose **ONE** of the topics below to investigate. The list below is only meant as 33 | possible suggestions. 34 | 35 | - Connect two resistors to a battery eliminator in series, and measure: 36 | + The potential difference across the pair of resistors. 37 | + The potential difference across each individual resistor. 38 | + The current through each resistor. 39 | + The current coming from the battery eliminator. 40 | + Summarize the relationship between the potential difference across the battery eliminator and the difference across the resistors, and the relationship for current. 41 | - Connect two resistors to a battery eliminator in parallel, and measure: 42 | + The potential difference across the pair of resistors. 43 | + The potential difference across each individual resistor. 44 | + The current through each resistor. 45 | + The current coming from the battery eliminator. 46 | + Summarize the relationship between the potential difference across the battery eliminator and the difference across the resistors, and the relationship for current. 47 | - Propose **and carry out** an experiment on something related to voltage, current, and resistance that you are curious about. *Get your lab instructor's approval before beginning.* 48 | 49 | -------------------------------------------------------------------------------- /in-class-problems/lab-II-pith-balls.svg: -------------------------------------------------------------------------------- 1 | 2 | 3 | 4 | 20 | 42 | 51 | 52 | 54 | 61 | 67 | 68 | 75 | 81 | 82 | 85 | 89 | 90 | 99 | 100 | 102 | 103 | 105 | image/svg+xml 106 | 108 | 109 | 110 | 111 | 112 | 117 | 120 | 125 | 135 | 136 | 141 | 153 | 158 | 175 | 187 | 192 | d 203 | 213 | 215 | q 227 | 1 238 | 239 | 242 | q 254 | 2 265 | 266 | 272 | D 283 | 284 | 285 | -------------------------------------------------------------------------------- /lab-manual/lab-II-pith-balls.svg: -------------------------------------------------------------------------------- 1 | 2 | 3 | 4 | 20 | 42 | 51 | 52 | 54 | 61 | 67 | 68 | 75 | 81 | 82 | 85 | 89 | 90 | 99 | 100 | 102 | 103 | 105 | image/svg+xml 106 | 108 | 109 | 110 | 111 | 112 | 117 | 120 | 125 | 135 | 136 | 144 | 149 | 161 | 166 | 183 | 195 | h 206 | 211 | r 222 | 227 | 228 | 229 | -------------------------------------------------------------------------------- /LICENSE.txt: -------------------------------------------------------------------------------- 1 | Attribution-NonCommercial-ShareAlike 4.0 International 2 | 3 | ======================================================================= 4 | 5 | Creative Commons Corporation ("Creative Commons") is not a law firm and 6 | does not provide legal services or legal advice. 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