M
G
C
I
AP P
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C LASS 910
F ALL 2009
I
NSTRUCTOR
: M
R
.
H.
M.
VAN
B
EMMEL
B.S
C
.
(H
ONS
), B.E
D
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L
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R EVISION 8
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S EPTEMBER 2009

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2.1 Description of Labs
There will be four labs and one computer simulation in the fall semester .
These labs will be performed independent from class time. You will work in groups of your choice that are
than four members. The data collection aspect of these labs must be performed during the 2-hour lab period offered Monday to Thursday after school. Analyses can effected in any location of convenience to you and your lab group. Below will be deadlines for the submission of the formal report for each lab experience.
. One will be returned and the other kept on file. In addition, you must supply a single sheet of paper detailing the efforts of each person in the group and it must include the signatures of all members.
Late submissions are NOT acceptable without proof of insurmountable difficulties for
of the group. Prevent this by having the report stored on more than one computer or on a web page and prepared a few days in advance.
The details will of the experiments and the project will be made clear when this document is released to the class on the first day of school. Full use of your graphing calculator, Maple, Excel and possibly some programming will be necessary to complete some of the analysis required for these labs. Here is your chance to be a scientist!
You are expected to design the procedures and analysis for each experiment. You will be marked on how well you first conform to the requirements of form and the basic academic constraints of the experiment and then on how you handle the more subtle and technical aspects. This is a measure of your scientific acumen and creativity. Yes, you can do more, but does it really contribute to the experiment? You need to weigh all of this very carefully. You will not have time to waste in your laboratory experience in university (or professional life) so find ways to check that you are on the right track before you waste a lot of time.
2.4 Marking Rubric
On the next page is a copy of the rubric that will be used to grade your formal lab reports.
Comments from Mr. van Bemmel will be copiously written on the report and a short discussion will be had with each group when the report is returned. This may have to happen outside of class depending on our schedule. Students who wish further input should make an appointment with Mr. van Bemmel at a time of mutual convenience.
Although Mr. van Bemmel will guide you and answer specific questions related to form and other aspects of a paper, he will not “go over the report” prior to handing it in. You get one chance for your mark. You are expected to read EVERY WORD of the lab manual and the course profile that pertain to submission format and use it properly.
2.4.1 Lab Notebooks

AP Physics C 910 - Lab Manual 3
F ORMAL R EPORT M ARKING R UBRIC
– L ABORATORY P APERS APC910
Lab: 1 2 3 4
Student1 : _____________________
Submit signature page on reverse
Student2 : _____________________
Student3 : _____________________ Student4 : _____________________
C ATE
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S UB C ATEGORY
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Do your graphs and tables follow the guidelines? Did you put a caption beneath each one? Are they numbered? Are they well presented? Are they necessary? Your tables should not break at the end of a page. Did you remember the index column?
Are your graphs scaled properly and with the proper format? Have you included error bars as required?
Are your equations properly presented? Are the variables defined with the expected units included? Are variables only defined one time? Are your equations numbered with the number well off to the right? Did you source them as required?
Do your margin and columns conform to the rules? Is the font properly chosen?
Are you using the correct size of paper and did you set up the first page as per the exemplar.
Does your report exceed the length rules?
Is your report free from silly computer glitches such a widows, orphans, and large gaps in the text? You must fix all of this.
Did you submit TWO identical copies? Did you print your work on BOTH sides of the paper? Did you submit a single page detailing the work of the team members and include signatures of all?
F ORM
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Have you cited any facts not fairly earned by your team? Are they cited in the proper manner described in the lab manual? Did you list all your sources? Are the sources conveyed in the proper format? Did you include at least TWO text sources
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N OTEBOOK
Is your notebook so well organized and containing enough information for me to write your formal report without other references? Your notes must be written in PEN
U
NCERTAINTY
A
BSTRACT
Have you indicated the uncertainty of your measured values? Has this been done according to the rules as stipulated in the manual? Have your uncertainties been stated in the proper format?
Is this abstract written in the proper form? Is it a fair description of this work and its accomplishments? Is it a reasonable length? Does the abstract use some of the most impressive numerical values to buttress its claims?
M ETHODOLOGY
How have you used the equipment available to you? Have you maximized the precision and possibly the accuracy of your work? Did you know that you were doing this? Did you waste time on lengthy, but not productive techniques?
Were the basic questions of the experiment answered? Were all the stated
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NALYSIS
How aggressively did the report discuss the subtle relationships? How well were numerical relationships between variables developed and explained. How creative was the work presented via written text, graphs, tables and such like.
(I really care about this folks!)
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Please sign and indicate what each person did.
S
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N
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ONTRIBUTION

AP Physics C 910 - Lab Manual 5
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SPECIAL NOTE:
I have spent some time investigating an interesting and useful experiment to perform in the Interference and Quantum Mechanics sections of our course. As of this writing, this is a work in progress. I have decided that this experiment will NOT be assigned this year.

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You must use two cans of soup. One is a consommé and the other is a cream soup. The cans must have the same-labelled mass and have the same
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These cans are to be rolled down two ramps and then on to a flat surface.
The slope must be otherwise smooth and so must be the floor. One slope is to be slight permitting the consommé can to roll further. The other must be much steeper and result in the cream soup rolling further. You may have to cover the slopes with some material to prevent the can from slipping. You may also modify the floor ramp interface to allow the can to smoothly transfer from the ramp to the floor without appreciable bouncing. (If you think this matters)
In either case, one soup can will roll further than the other. Why? I want a complete analysis of the energy that is imparted to these cans and where it goes. What is going on inside the cans? What is the reason for the variation or lack thereof in the results from the two ramps? Justify your theory with some intelligent analyses. Full uncertainty analysis is expected. Innovative techniques to obtain better results are of interest.
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Your report will follow all the constraints given in the course package.
However, it will also conform to the page limit set forth below. Using appropriate and reasoned analysis your report must answer the question as why one can rolled further (in both experiments) and discuss using mathematical models the probable situation inside the cans during both experiments as can be inferenced by motion of same.
4 pages + 1 page indicating the duties performed by each member. Please print them on BOTH sides of the paper.
Only equipment found in the school lab or reasonable contents of a student’s pencil case are permitted. Experiment data must be collected at the school using the aforementioned equipment unless express permission to the contrary has been secured. Analyses can be performed in any location.
Not later than 1200 – 02 October 2009 – Friday – No Extensions
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UBMISSION
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G ROUP S IZE
Paper ONLY. Double-sided. TWO identical copies must be submitted by the due date. Attached to one copy, include the grading/signature sheet found in this document. On it you need to indicate the aspects of the lab to which each member contributed and bears the signatures of all group members as an indication of agreement with this workload distribution.
Not more than 4 people . No gender ratio restrictions. Groups may be changed for subsequent labs.

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You will write a simulation using code in C, C# or C++ that will simulate a two dimensional collision.
This code will first verify itself solving a 2D collision that is first head on with a motionless target, then a glancing collision with a motionless target. The verification is taken from a photocopy of a worked problem or an example from a text book that will show conclusively that your program is producing comparable results
The program will then analyze the situation where the target is moving.
This is a challenging problem algebraically, but it can be done using a simulation. It is a problem that you can intrinsically understand and thus find the benefit of producing a simulation for these types of problems.
The real problem you will face here is how to model the actual events around the collision itself. We know that the materials compress for very short time span and spring back. Assume for this experiment that your collisions are elastic.
Since our laboratory equipment is limited in this area, you will use a stress ball, map out its compressive properties, and use these in your simulation.
BONUS: You may choose to include the rotation of the objects either as an initial condition and/or because of their impact for a maximum 20% bonus, but it must be done properly and with sound reasoning and most importantly as a simulation not a rendering. For clarity consider my primer on Simulations which can be found on my web page www.hmvb.org
Submission format: Your submission must include.
1. A complete listing of your code including reasonable documentation
2. Print outs of the Excel plots of the solutions generated by your program.
3. Photocopies of the sample problems you have used to verify the operation and accuracy of your program.
4. Photocopy of a 2D glancing collision with a moving target
5. No marks or consideration given for any GUI work regardless of the quality
6. A block diagram (Flow chart) of what your program is doing to produce the data.
7. Analysis of the stress ball spring constant experiment including any uncertainties. Is it linear etc? Is k a value or function?
Not enforced
Only equipment found in the school lab or reasonable contents of a student’s pencil case are permitted.
Experiment data must be collected at the school using the aforementioned equipment unless express permission to the contrary has been secured. Analyses can be performed in any location.
Translation. The analysis of the stress ball must be done at school in our lab. The rest can be done at your convenience, but the program must be transportable to school and runable there.
Not later than 1200 – 16 October 2009 – Friday – No Extensions
As described above. Single copies only - - - This time. S
UBMISSION
T YPE
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Not more than 4 people . No gender ratio restrictions. Groups may be changed for subsequent labs.

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You are to investigate the effects that bob mass and the length of a pendulum have on its period. This is to be done at various release angles and the effect the release angle has on the pendulum’s period must be modelled.
The differential equation for the motion of the pendulum must be derived and the constants measured. For small values of theta, the DE can be simplified using the small angle equation. You must, however, be prepared to defend what range you consider a small angle and how this estimation affects the overall precision of your work. You are also expected to empirically model the effects of large values of theta on the period. Thus your final expression will be something like Period(theta, Length) = Ideal
Period(length) + Period Perturbation (theta, length). CAUTION: Observe that the square root of small g is essentially equal to Pi. Do not ignore this!
You are also expected to let your pendulum swing for an extended period to determine the damping coefficient involved. You should predict what value for this coefficient is expected due in part to air resistance and compare it to what is measured.
4 pages + 1 page explaining the duties of each team member. Please print them on BOTH sides of the paper.
Pendulum should be set in a V to ensure motion in only two dimensions.
Any equipment in the school inventory not in current use by a teacher or the typical items found in a student’s pencil case. Data collection must occur within the school proper using the aforementioned equipment unless special permission has been granted by the instructor.
Not later than 1200 – 30 October 2009 – Friday
S UBMISSION T YPE
G
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S
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Paper ONLY. Double-sided. TWO identical copies must be submitted by the due date. Attached to one copy, include the grading/signature sheet found in this document. On it you need to indicate the aspects of the lab to which each member contributed and bears the signatures of all group members as an indication of agreement with this workload distribution.
Not more than 4 people. No gender ratio restrictions. Groups may be changed for subsequent labs.

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You will construct two separate circuits and analyze each of them as required below.
Circuit 1: Resistor network – Connect a bridge resistor network and then predict using KCL and KVL the voltages and currents of each segment.
Then measure the same and verify these values. Account for any discrepancies. Full use of uncertainty analysis is required. Caution: It helps to choose resistors that have prime numbers or your linear system can be more easily dependant making the theoretical solution harder to find. Also, do not select resistors for the different branches of your circuit that differ by more than 1 order of magnitude as this will make your uncertainty analysis difficult.
Circuit 2: RC Circuit . You will construct a RC circuit and then observe the charging and discharging curves. You will have to choose values for R and C that can be read with the typical operational window of the I-books.
These can be determined by appropriate attention to the theory of this type of electrical circuit.
HINT: In addition, the capacitor when nearing full charge will behave like a very large resistance. These phenomena will cause your voltmeter to give erroneous reading when in parallel to the capacitor. Part of your methodology will be to devise a work around to this issue and explain it in your paper
Circuit 3: Oscilloscope Familiarization You will connect the oscilloscope to the AC signal generator and obtain a waveform. From this you will measure the wave characteristics on the screen of the scope. The frequency counter can then be used to verify the frequency. You are expected to image the waveform from the screen of the scope. The TI-8x’s, I-books are not permitted on this segment as you are expected to learn the use and operation of an oscilloscope. You must use the analog scopes for this exercise. The digital scope is NOT to be used for this segment unless express permission from your instructor is given.
Your report will follow all the constraints given in the course package.
However, it will conform to the page limit set forth below. The resistance of the CBL will begin to affect the readings you get from the voltage probe. You will have to sort this out.
You are expected to discuss the symmetry or lack thereof of the RC profiles.
Your report must indicate if your research confirms or challenges the accepted situation.
4 pages + 1 page indicating the duties performed by each member. Please print your work on BOTH sides of the paper.
You may use digital and / or analog voltmeters. You may also use I-books
/ TI8x / CBL voltmeters if you wish and the equipment is available. You must use Kirchoff’s work to solve these circuits. Thevenin and Norton

10 v. Bemmel
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YPE equivalents are not permitted in this analysis . You may however, show how these theorems conform to the work you have done, but your analysis cannot be justified exclusively by Norton or Thevenin Theorems.
Not later than 1200 – 23 November 2009 – Monday
Paper ONLY. Double-sided. TWO identical copies must be submitted by the due date. Attached to one copy, include the grading/signature sheet found in this document. On it you need to indicate the aspects of the lab to which each member contributed and bears the signatures of all group members as an indication of agreement with this workload distribution.
Not more than 4 people. No gender ratio restrictions. Groups may be changed for subsequent labs.
Note: There is only ONE unique solution to the KVL circuit in part 1. You have to be sure that the equations you choose are not linearly dependant. This can be checked when you set up your matrix by taking the determinant.

AP Physics C 910 - Lab Manual 11
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Circuit 1: RC Phase shifting You will reconstruct the series RC circuit that was used during experiment #3. Measure whatever parameters you deem necessary with whatever equipment the school can provide to measure the reactance of the capacitor and the phase shift it generates between the current and the voltage waveforms. Research the topic of Lissajous figures and measure them for this circuit. Does the data from this observation compare well with other data collected above. What is the common use of this technique? Choose your R and C values carefully to encourage a sensible phase shift of current and voltage (You are permitted to alter the parameters of both R, C and f to obtain a reasonable Lissajous
Figure. However, you are still expected to show what the phase shift would have been with the components from your Lab 3 experiment. If the phase shift of these is acceptable then fine otherwise predict and show that it is small and then choose new components to complete this part of the experiment). Your theoretical knowledge should guide you here. The values of these components have to be carefully chosen to permit impedance matching. You should research this before entering the lab. The results of this computation should also be included in your analysis.
Circuit 2: CLR Circuit.
Now connect a CLR circuit with components whose impedance with match the output of the function generator and predict the natural frequency of this circuit. (Show the reasoning here in your report please.) Make a plot of frequency amplitude v. frequency and see if your resonance point is in fact the natural frequency. Some analysis of your curve should be effected to obtain the mathematically sound maxima here.
Circuit 3: Transformer Using the coils and magnetic cores provided by the school make a rudimentary transformer. Starting with a low frequency of 20 Hz increase the frequency of the input voltage until the output voltage drops off considerably. It should be much higher. Why does this happen? Where does all the energy go?
Circuit 4: Solenoid Using the hall effect probe and DC power source of a low enough voltage to keep the current in the coil at a safe level (ie. 1.5 V) measure the
B field inside the solenoid and also along it longitudinal axis. Compare the values you obtained with those predicted by the theory describing your circuit. Consider using the Helmholtz coils for this
Extension : Energize a second solenoid whose B field is similar, but not necessarily exactly the same as the first one. Place the second solenoid proximate to the first one at an arbitrary angle well of the axis. Compute the theoretical B field in
R 3 as it is distorted by the two solenoids. NOTE: Proper solutions to this challenging aspect can earn up to 110% on this paper. However, papers that do not meaningfully undertake this aspect will not receive a grade in excess of
90%.

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Your report will follow all the constraints given in the course package.
However, it will conform to the page limit set forth below. The resistance of the
CBL will begin to affect the readings you get from the voltage probe. You will have to sort this out.
The directional ability of the Hall effect probe is a problem. This is exacerbated by the local magnetic fields in the room. Part of the challenge is to sort out this problem. To complete the extension described above you would have to carefully locate the probe’s tip around the solenoid in 3D. This apparatus would be your own design. (Course work primarily deals with the fields along the longitudinal axis of the solenoid)
Your report must indicate if your research confirms or challenges the accepted situation. Consider sourcing the Biot-Savart Primer on my web page.
If attempting the bonus you can submit 5 pages + 1 page indicating the duties performed by each member.
If not attempting the bonus then the page limit is the usual 4 pages.
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Oscilloscopes must be used for the AC section of this work. The remainder can be effected using any equipment in the school. The positioning tool that might be used for the extension cannot be professional in origin or expensive and thus readily obtainable or constructed by the team members from everyday materials.
Not later than 0900 – 18 December 2009 - Friday
(NO extension will be granted through the holidays because of the project)
Paper ONLY. Double-sided. TWO identical copies must be submitted by the due date. Attached to one copy, include the grading/signature sheet found in this document. On it you need to indicate the aspects of the lab to which each member contributed and bears the signatures of all group members as an indication of agreement with this workload distribution.
Not more than 4 people. No gender ratio restrictions. G
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Note: This is a challenging experiment. It is quite possible that the theoretical material will not be covered in time. This is a common problem at university and so you will have to prepare for this carefully and manage your time with great care.

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At the entry to the final examination for this course
(NO extension will be granted through the holidays because of the project)
Paper ONLY. TWO identical copies must be submitted by the due date. Include a single sheet of paper indicating the aspects of the lab to which each member contributed and bears the signatures of all group members as an indication of agreement with this workload distribution.
Not more than 4 people. No gender ratio restrictions.

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AP Physics C 910 - Lab Manual 15
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ROSPECTUS
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FRIDAY
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You are required to construct a device that conforms to the following.
Using mechanical and electronic means, subject to the restrictions in this assignment construct a device that can obtain the value of the local magnetic field in 3 dimensions. The project will be marked for its ability to accomplish this task and the accuracy obtained. The display should be a digital readout and not a simple mechanical gauge. This display should have three significant digits. A selector can be used to obtain the readings for each cardinal direction, permitting the construction of a single LED type display. The cycling of the display through the 3 axes can also be automated electrically if you prefer.
The unit would be required to produce an accurate result within 5 seconds of a change of the B field.
Originality is stressed in the design of this project. If your work is found to conform in a major way to an existing design you marks for this aspect will not be as impressive.
Engineers design things and technicians build them. Therefore, it will be your burden to
. Your group will be held accountable for not only the quality and originality of your design, but also for how well it conforms to your final project. Your outline will contain the following aspects
1.
A description of the design of the device with explanations of why this design is optimal and conforms to the laws of physics etc. A proper blueprint type diagram showing the mechanical dimensions and structure of the device. You must give details of where you sourced your ideas. I will check this. I expect some creativity and originality here not a simple copy of an Internet project.
2.
A wiring diagram of the device using established techniques and symbols
3.
An overall set of procedures to construct and test this device. Tolerances and expected performances during construction should be included.
4.
A production schedule and a system to monitor same that can be produced upon demand.
5.
A budget whose total cannot exceed $150 CDN (Fair market value charged for any gifts of material).
6.
A pamphlet created in a quasi-professional manner that would accompany this project that would be used for marketing purposes. Do be careful about the claims you make, you will be held accountable!
You must cite any sources that you have consulted where the design of this device is not your own. Failing to do so will result in forfeit of the grade for that design.

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Your final report to be submitted on demonstration day must include.
R
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1.
An operations manual
DUE ON DEMO DAY IN
2.
All testing data presented in an intelligent format
3.
Explanations of where the final product exceeds the specifications (any of them) in the prospectus and why this had to occur.
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Prospectus: None
Final Report: None
However, you will be docked if these reports contain a lot of “padding”.
You may use basic stock materials, such as dowel or metal rods etc. for the mechanical aspects, however the expectation is that you fabricate the device as much as possible.
The electronic aspect restricts you only in the prohibition of interfacing with a computer, using microcontrollers and other small computers. Your display device
MUST be of your own design/construction. Hooking it up to a simple voltmeter would be an unsatisfactory choice. This would also apply to buying some type of device box that connects to a computer. You are expected to do this the hard way.
You are NOT permitted to use weight sensing devices such as load cells or piezoelectric devices. Nor are strain gauges permitted.
You have a budget of $150.00 CDN total for this project This includes any
“donations”. The limit is “fair market value” for the items you use in your project
.
They are understaffed and your safety is an insurmountable issue. The construction of this device will largely have to occur outside of the building. If you have intractable problems with this aspect come and see me.
If you are unsure about the legality of a given part ASK ME FIRST.
Project Prospectus: 0900 – 01 December 08 - Monday
Project demo and report: 09 January 09 – Friday
Reports: Paper ONLY. TWO identical copies must be submitted by the due date.

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4 people. No gender ratio restrictions.
17

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Student1 : _____________________
Student3 : _____________________
Student2 : _____________________
Student4 : _____________________
F ORMAL R EPORT M ARKING R UBRIC
– P ROJECT
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If the device works DURING the demo you will get full marks here. If you can document (i.e. video or some other evidence) that it did work, but something bad happened on demonstration day then you will earn at least 8 marks. Beyond that, it will be the teacher’s judgement as to how close you were to getting it operational. By working the device should at least give readings that are in the same direction as the (in)decrease of the load and proportional to the stimulus
If you have begun your data display system, but it is not operational, you cannot earn more than 3 marks here. If you have not begun constructing this and have only the design then you will receive zero for this section.
For the rest of the marks you system would have to have some form of calibration in that when it displays some level this has physical meaning and that you have modelled and can be used to infer the mass. Hex/Octal readouts are allowed, but will not receive the highest marks.
Specifically how well did the finished device correspond to that specified in the prospectus? This goes right down to dimensions and electronic part specifications etc.
1.
All form rules enforced here (Operating Manual format)
2.
Is the production schedule reasonable?
3.
Did this group produce an up to date production status when asked?
1.
How professional is the Operating Manual?
2.
How professional is the Marketing Pamphlet?
3.
How complete is the testing and how well is this information presented?
4.
How accurate is the budget and did it fall under the limit?
1.
Was the device constructed to perform for some time or is it some kind of lash up?
2.
Was there effort dedicated to make the device appealing, NOT necessarily by coloration,. But in the quality of its manufacture etc.
How original was your design. How properly did it use the available laws of physics to effect its aim. How efficient is this unit supposed to be?
Utterly superb projects may receive grades in excess of 100%, but only when the resulting performance greatly exceeds the above standards. No mark will exceed 110%.
You are reminded that this is an AP part of the course and any marks here will be adjusted.
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This project will reward planning and originality along with performance. It is a challenge and I suggest that you get right at it.
Good luck!

AP Physics C 910 - Lab Manual 19
2D C OLLISION S IMULATION M ARKING R UBRIC
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Lab: 1 2 3 4
Student1 : _____________________
Submit signature page on reverse
Student2 : _____________________
Student3 : _____________________ Student4 : _____________________
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