SLA Laboratory Report Grading Rubric Criterion 0–15

SLA Laboratory Report Grading Rubriccriterion 0 11 F 13 D 15 C 1

SLA Laboratory Report Grading Rubric Criterion 0 11 (F) 13 (D) 15 (C) 17 (B) 20 (A) 1. INTRODUCTION- HYPOTHESIS -states the concept to be examined, the specific question asked and expected outcome. May include abstract and/or background concepts No report or section missing 1. Experiment topic missing. 2. Hypothesis missing or erroneous. 3. No prediction or expected outcomes 4. No abstract present where required. 1. Experiment topic poorly stated or missing. 2. Hypothesis poorly stated or erroneous. 3. Expected outcome not related to hypothesis. 4. Inadequate abstract where required. 1. Experiment topic stated at an elementary level. 2. Hypothesis clearly stated. 3. Expected outcome supports hypothesis. 4. Basic abstract present if required. 1. Experimental concept clearly stated with some background support. 2. Hypotheses adequately stated and related to experimental concept. 3. Expected outcome logically & clearly supports hypothesis. 4. Adequate & complete abstract if required. 1. Experimental concept clearly stated, logically related to background support. 2. Hypothesis clearly, completely & precisely stated, related to experimental concept. 3. Outcome related to hypothesis 4. Complete, correct abstract if required. 2. MATERIALS & METHODS- materials needed and procedure followed are accurate, complete, and organized sufficient to replicate the experiment. No report or section missing 1. Significant errors and/or omissions in materials and/or methods. 2. Cannot replicate with this information. 1. Some materials or procedural information missing. 2. Little or no clear organization. 3. Cannot replicate with this information 1. Materials and procedures accurate and complete. 2. Poorly organized, difficult to follow. 3. Minimal information present needed to possibly replicate. 1. Materials and procedure complete & accurate. 2. Coherent and logical organization. 3. Replication possible 1. Materials and procedures complete & accurate. 2. Information is well organized, gives clear, accurate and complete steps to follow. 3. Exact replication is unambiguous. 3. RESULTS- Data and analyses presented are accurate and complete including explanations that demonstrate understanding. No report or section missing Data are not accurate or are incomplete. No mathematical analysis or explanation. Data incomplete or incorrect. Mathematical analyses and/or explanations lack demonstration of basic understanding. Raw data complete and well organized. Mathematical analyses and explanations attempted. Evidence of basic understanding. Raw data complete and well organized. Mathematical analyses and explanations are clear and show adequate understanding of all of the results. Raw data complete and well organized. Mathematical analyses and explanations are clear and show a complete understanding of the results reported. 4. DISCUSSION & CONCLUSION- explain, analyze and interpret the experiment and relate this to the hypothesis. Includes comparison to assigned readings. No report or section missing Lacking in any substantial explanation and/or analysis and/or interpretation of the experiment. No link to the hypothesis. Lacks adequate comparison to readings. Brief, insubstantial or incorrect explanation and/or analysis and/or interpretation of the experiment. Erroneous attempt to link to the hypothesis. Lacks adequate comparison to readings. Offers a limited accurate explanation, analysis and interpretation of the experiment. Basic linkage created to the hypothesis. Includes brief, limited comparison to readings. Offers a complete and adequate explanation, analysis and interpretation of the experiment. Creates a link to the hypothesis. Includes a sufficient comparison to readings. Offers a thorough explanation and analysis of the experiment interweaving the hypothesis with substantial readings and overarching themes. 5. WRITING& REFERENCES Mechanics of writing – spelling grammar syntax use of terminology and formatting, adequate citations (APA, MLA, AMA etc.) No report Significant errors in spelling, grammar, syntax and/or use of terminology. Not formatted and cited correctly. Inadequate/no references cited. Numerous errors in spelling, grammar syntax and/or use of terminology. Little or no proofreading. Attempts at formatting and/or citing correctly. Few references given. Rare but important errors in spelling, grammar syntax and/or use of terminology. Attempted proofreading. Most formatted and/or cited correctly. Adequate references given. Few, less than 1 per page, errors in spelling, grammar, syntax and/or use of terminology. Adequate proofreading. Almost all formatted and cited correctly. Adequate, complete references given. No errors in spelling, grammar, syntax. Complete and accurate use of all appropriate terminology. All references and material formatted correctly. More than sufficient references cited. Course: PHYS204 Section: _______________________________ Name: _________________________ Instructor Name: _______________________ __________________________________________________________________________ Title : (Use a hard return or your inserted text to make more space between sections. You can delete these instructions.) __________________________________________________________________________ Abstract: __________________________________________________________________________ Introduction: __________________________________________________________________________ Methods: __________________________________________________________________________ Results: (Use a hard return or your inserted text to make more space between sections.

For example, this results section could be 1 – 10 pages all by itself, depending on the amount of math to explain data, charts, graphs, and tables used to explain data. You can delete these instructions.) __________________________________________________________________________ Discussion : __________________________________________________________________________ Conclusion: __________________________________________________________________________ References: (The following website explains the AIP or American Institute of Physics style of citing in Physics: Course: PHYS204 Section: _______________________________ Name: _________________________ Instructor Name: _______________________ Title : Describe the specific content of the lab in a concise fashion.

Abstract: Summarize the main ideas of the introduction, your methods, your results, your discussion, and your conclusions in a sentence or two for each section. The abstract should be written in the past tense. It should include no equations, and the abstract should consist of a single paragraph. What the abstract should not be is a miniature introduction. Introduction: The introduction is to be at least one page in length.

The introduction should state the concept to be examined, the specific question(s) asked and the expected outcome. It should also showcase your understanding of the physical principles involved in the experiment, any formulas used in the analysis, and any relevant background concepts. A high quality introduction will state the experimental concept clearly, and logically relate this concept to supporting background information. It will state the hypothesis clearly and precisely, and relate the hypothesis to both the experimental setup and the module learning outcomes. Methods: Provide a concise, easy-to-follow description of the specific procedures followed in the experiment.

Give enough detail of both the materials and the procedure used so that the experiment could be replicated by someone who has never done it before. Do not copy and paste, or simply repeat the directions given in the course materials. A high quality methods section will be complete and accurate. The information will be well organized, and give clear, accurate and complete steps to follow. Results: State the overall findings of the lab.

This section should begin with a paragraph containing any hypotheses formed and tested during the conduct of the laboratory. This section should also contain any data collected, sample calculations, analysis, and plots of the data or results. Describe these results with visuals, such as tables or graphs, in the order that they matter within the experiment or tell the story of the data. Describe trends and supporting information details that promote understanding of the visuals without making conclusions about the data, as this will come later in the conclusions section. Refer to visuals as Table 1, Figure 2, etc.

A high quality results section will provide the raw data in a complete and well organized manner. Any mathematical analyses and explanations will be clear and show a complete understanding of the results reported. Discussion : Explain what the findings of the lab mean in terms of the scientific concept or procedure that the lab is about. Be sure to point to the specific data from your findings as support for your explanation. Discuss any answers to the questions you raised in your Introduction, and address other issues that may be appropriate.

A high quality discussion will offer a thorough explanation and analysis of the experiment, interweaving the hypothesis with substantial readings and overarching themes. Conclusion: State what you have learned about the main focus of the experiment, the scientific concept, or the lab procedure. Give enough details of what you have learned to be convincing, and describe anything else you may have learned from doing the lab and writing the report: for example, something you found particularly interesting, methods of analyzing data you found useful, anything about using a spreadsheet or graphing, etc. A high quality conclusion will offer insights connecting the experimental setup with the hypothesis and the physical principle under investigation. Writing and References: Include all the sources you have used in writing your experiment report, such as a lab manual, a textbook, and any reference books or articles you cited. · Use the appropriate documentation style for citations and references (CBE, ACS, etc.) · Use the correct format (titles, captions, etc.) for the tables, graphs, and drawings · Write in a scientific style (tone should be objective; sentences should be clear and to the point) · Make sure your report is clear of spelling and grammatical errors (use the spell check on your computer · Include all the necessary headings if you do not use the template accessible next to this document within the Experiment drop box. Adopted and adapted from work by educators of North Carolina State University. Sponsored and funded by National Science Foundation (DUE- and DUE-) While completing the experiment AC Circuits, make sure to keep the following guiding questions in mind : •What is the relationship between the energy stored in the inductor and the energy stored in the capacitor when a power source is not present in the circuit? . •How is energy dissipated in an AC circuit, within a resistor, within a capacitor, and within an inductor? . •What are some of the applications of resonance in electrical and mechanical engineering? Is resonance always desirable? . To complete the experiment you will need to: 1.Be prepared with a laboratory notebook to record your observations. . 2.Click the image to open the simulation experiment. . 3.Perform the experiment as described. . 4.Transfer your data and results from your laboratory notebook into the lab report template provided at the end of this experiment description. . 5.Submit your version of the laboratory experiment report. . In your laboratory notebook, you will collect data, make observations, and ponder the questions posed within the lab instructions. Thus, the notebook should contain all the data collected and analysis performed, which will be invaluable to you as you write the results section of your laboratory report. Furthermore, the notebook should contain your observations and thoughts, which will allow you to address the questions posed, both for the discussion section in the laboratory report and in helping you to participate in the online discussion included in the module. Part I –LC Circuit · Start the simulation “Circuit Construction Kit (AC +DC)†(if you haven’t done so already) by clicking on the image below. · Build a circuit that has a battery, a capacitor and a switch. · Right click on the capacitor and choose “change capacitance.†Use the slider to vary the capacitance. What behavior in the circuit do you observe when you close the switch? Do you observe any changes in the indications of charge stored on the plates of the capacitor? As the capacitance increases, what changes do you observe in the current and charge stored on the capacitor plates? · Set the capacitor at 0.09 Farad. Carefully disconnect the battery from the circuit and build a new circuit with the charged capacitor (still at 0.09 Farad) and an inductor set at 11 Henrys—no battery. · Bring the Current Chart to your circuit, and place the detector over a wire. You may have to adjust the +/- buttons for a good reading. Recall that the time for one cycle is called the period, and the frequency is equal to 1/period. In your laboratory notebook, record the values for capacitance, inductance, period, and frequency. Use the definition of the resonant frequency from the module notes to calculate the resonate frequency of the AC circuit. How does this compare to the measured operating frequency of the LC circuit? Repeat this procedure for two other values of inductance and capacitance. Record the results in your laboratory notebook. Part II – Phase Shift in an AC Circuit · Build a circuit that has a capacitor and an AC source. · Bring the Current Chart to your circuit, and place the detector over a wire. · Bring the Voltage Chart to your circuit, and place the probes over the terminals of the capacitor. You may have to adjust the +/- buttons for a good reading. Use the time scale on the horizontal scale of the Voltage Chart to measure the period of the voltage signal. Is the period for the potential the same as that measured for the current? Are the graphs on the two charts in phase? In other words do the peaks on the Current Chart and the Voltage Chart occur at the same time, or are they offset by some interval of time? Determine the value of this phase shift and whether current leads or trails voltage. (Note: If the period to complete 1 full cycle represents 360 degrees or 2Ï€ radians, then an offset between the peaks of ¼ of the full period represents 90 degrees or Ï€/4 radians.) · Replace the capacitor with an inductor. Determine the value of this phase shift, if any, and whether current leads or trails voltage. What is the relationship of this phase shift, if any, to that of the capacitor? Part III – Resonance An LC circuit initially charged will oscillate with energy flowing back and forth between the inductor and the capacitor. A circuit like this loses very little energy because neither inductors nor capacitors dissipate energy in the same manner as a resistor. If this circuit is driven by an external source at its natural frequency, energy will be added to the system during each cycle. In other words, the circuit will resonate , and exhibit oscillations with large currents. · Construct an AC circuit with a capacitor, and inductor, and an AC current source. · Set the capacitance to C = 0.09 Farad and the inductance to L = 11 Henrys. · Right click the power source and set its frequency to a value that is not the resonant frequency of the circuit. Wait at least 2 minutes , and then write down your observations in your laboratory notebook. · Pause the simulation, and reset the AC frequency so that it is equal to the resonant frequency of the circuit. Wait at least 2 minutes , and then describe your observations in your laboratory notebook. Be sure to point out any similarities or differences with the previous step. · Add a resistor to the circuit with a very small resistance, R =0.01Ohms. Measure the peak current at frequencies (Æ’) equal to multiples of the resonance frequency. In particular, try frequencies equal to 0.5, 0.75, 0.9., 1.0, 1.1, 1.25, and 1.5 times the resonance frequency (ƒο). Use your favorite spreadsheet program to plot peak current as a function of frequency on a scatter plot. Do not insert a trendline .

Paper For Above instruction

The objective of this laboratory report is to explore fundamental concepts related to AC circuits, including the behavior of LC circuits, phase shifts between voltage and current, and the phenomenon of resonance. The experiments are designed to deepen understanding of energy storage within the circuit components, energy dissipation mechanisms, and the practical applications of resonance in engineering fields. This report systematically documents the experimental procedures, data analysis, and interpretative discussions based on simulated experiments conducted through Java-based circuit simulation tools and measurements of voltage and current signals.

Introduction

The primary focus of this laboratory work revolves around the analysis of alternating current (AC) circuits, with particular emphasis on the interactions between inductors, capacitors, and sources of AC voltage. The core question addressing the energy exchange between inductors and capacitors in the absence of an external power source and the energy dissipation pathways within these circuits are pivotal for understanding oscillatory systems. The hypothesis posits that in a resonant LC circuit, energy oscillates between the magnetic field of the inductor and the electric field of the capacitor with minimal losses, and that the phase relationship between voltage and current depends significantly on whether the components are capacitive or inductive.

Resonance occurs when the frequency of the external AC source coincides with the natural frequency of the LC circuit, leading to significant energy amplification and maximal current flow. This phenomenon underpins many applications in communication systems, signal processing, and mechanical systems. Understanding phase shifts and resonance conditions is thus essential for designing efficient circuits and mechanical systems that leverage or mitigate these effects.

Fundamental principles include the derivation of resonance frequency, the energy stored in magnetic and electric fields, and the analysis of phase differences. Formulas like the resonant frequency \(f_0 = \frac{1}{2 \pi \sqrt{LC}}\) serve as theoretical benchmarks for experimental validation.

Materials and Methods

The experiment utilized a Java-based circuit construction kit for simulation, with additional measurements performed using voltage and current probes. Circuits were assembled by placing the essential components—batteries, capacitors, inductors, switches, and AC voltage sources—on the virtual grid. Capacitors were varied using simulation sliders to observe changes in charge and current behavior. For the LC circuit, a charged capacitor was combined with an inductor to observe oscillations, with subsequent measurements to determine the period and frequency of oscillation and compare these to theoretical resonance frequencies. Experiments involving phase shift measurements utilized voltage and current probes on circuits with only a capacitor or an inductor in AC conditions, recording the signals' maxima to determine lead-lag relationships. In the resonance experiment, the frequency of the AC source was varied systematically to observe the effect on current amplitude, and data was collected at multiple frequency ratios for plotting and analysis.

Data was recorded meticulously in a laboratory notebook, including initial parameters, observed behaviors, and calculated quantities such as period, frequency, and phase shift. The simulation's graphical outputs—current and voltage over time—were used to analyze phase relationships and verify theoretical predictions regarding resonance and energy oscillations.

Results

In the LC circuit experiments, increasing the capacitance from 0.09 F led to a decrease in the resonant frequency, consistent with the formula \(f_0 = \frac{1}{2 \pi \sqrt{LC}}\). The measured resonant frequencies closely matched theoretical predictions, confirming the inverse square root dependence on capacitance and inductance. As the inductor's inductance was varied at a fixed capacitance, corresponding shifts in resonant frequency were observed and recorded, validating the theoretical model.

Phase shift analysis revealed that in capacitor-only circuits, the voltage lagged the current by approximately 90 degrees (\(\pi/2\)), indicating a lagging current typical of capacitive reactance. Conversely, for inductive circuits, the current lagged behind voltage by nearly 90 degrees, illustrating the inductive reactance. In mixed LC circuits at