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John Sanders

Jules Lee
Bradley Carnegie
Anthony Rodrigues
Lab 4
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Corrections:

Exercise III, Question B:


In order to get a complete understanding for each independent variable of our experiment,
we will isolating each one to understand its impact on the system. In order to do this, we have
defined default values to keep each variable constant while another is being varied. These values
are as follows:
Intensity​: 50%
Wavelength​: 400 nm
Metal Type of Target​: Sodium
Emf​: 5V

In doing this, we’re able to understand its relation to all other variables without a bias and with
all constants consistent.

Exercise III, Question E:


In the photoelectric effect, light falls on a material emitting electrons called photo
electrons. This is attributed to the transfer of energy from light to electrons. Based on our
findings in this investigation, we can infer that the rate at which electrons exit the material is
based on the current running through the circuit and the wavelength of the light. This is due to
the fact that the charge on the opposing electrode serves as a source for attraction. Although it
doesn’t affect the speed of which the electrons move, the intensity has an impact as it defines the
amount of electrons that have enough energy to be released from the surface. Also, we found that
lighter metals produce a less energetic light. Therefore, the electrons flow at a slower rate within
the current. Ultimately, these are our findings within the realm of the photoelectric effect.

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Policy on Resubmission: We encourage you to re-submit all labs. The re-submit will be due one
week from the time your lab is returned to you. This lab’s re-submit will be due Wednesday April
3. I will note why you are losing points by referring to the rubrics and/or providing written
feedback. This format should allow everyone to do very well in this class, as long as they are
willing to put in the effort required to re-submit. Also, this means you should not worry too much
if your grade is lower than you thought it would be the first time around. ​Please
make all
changes above this block of text, do not alter the original submission.
Pre-lab grading: 10/10
Lab Grading:
7 Rubric based checks (3 pts. ea.)
B9: 3/3
B5: 3/3
F1: 1/3
B3: 3/3
B7: 3/3
F2: 2/3
C8: 3/3
Effort: 10/10
Miscellaneous: 3/3
How this fits into scientific investigation: 3/3
Why did we do this lab: 3/3
Total: 37/40
Exercise I: Electroscopes
Part I
A. As the positively charged rod approaches the circular disc at the top
of the system, the negative charges in the electroscope will all rise to
the top circular piece as they’re attracted to the charged rod.
Because of this, the leads closer to the leaf will be almost solely be
positively charged as shown in the diagram to the right. Due to the
general shape of the electroscope, both sides will push the leaf
counterclockwise.

B. The exact same reaction as shown in question A will happen only


this time reversed. As the negatively charged rod approaches the
electroscope towards the top, the positive charges in the
electroscope will all rise to the top circular piece as they’re attracted
to the negatively charged rod. Because of this, the leads closer to
the leaf will be almost solely be negatively charged as shown in the
diagram to the right. Due to the general shape of the electroscope,
both sides will push the leaf counterclockwise.
C. The leaf returns to its original position after the rod is removed because no charge was
transferred between the rod and the rest of the system. Only charges internal to the
system move when a charged rod is brought near, so when the rod is removed, it returns
to equilibrium.

D. If the rods had different magnitudes of charge, then the leaf would simply have a
proportionally different angular displacement. For example, if the charge has a lower
magnitude, then the leaf would rotate less.
Part II
A. Initially bringing the charged rod towards the electroscope induced rotation in the leaf as
previously done. Then touching the rod to the top of the electroscope and removing it
keeps the leaf in the rotated position. From here he touches the electroscope and the
leaf returns to the neutral position

B. The leaf remains deflected since the charged rod reaches equilibrium with the top of the
electroscope while the charge remains in the bottom of the electroscope with the leaf.
Now removing the rod does not allow the bottom charges to return to equilibrium with the
top therefore the leaf remains deflected.
C. The leaf goes to vertical when touched because the charges move to the body in order
to equilibrate. We must suggest the the human body is conductive and is grounded in
order for this to happen.

Exercise II: A Curious New Phenomenon


A. In the first experiment, the rod is rubbed so that it becomes negatively charged and is
used to charge the electroscope. The electroscope remains charged, and then an
incandescent light bulb is introduced. It seems that the light bulb causes a small
oscillatory effect on the leaf. Next the blacklight is introduced, and causes the
electroscope to slowly lose its charge. The experiment is repeated but instead uses a
positively charged rod. It seems that both the light bulb and the blacklight cause a small
oscillatory effect on the leaf.
B. The energy of light is directly correlated to the frequency. Because of this, the frequency
of the light needs to be high enough for the photons to have high enough energy to
transfer electrons. Because of this, the normal light has too low of a frequency to cause
any actual transfer. The black light’s frequency was high enough to cause negative
particles to leave the electroscope. This does not hold for positive charges as the
positively charged section will hold onto the electrons tighter.

Exercise III: The Photoelectric Effect


A.

B. (placeholder)
C.

Independent Dependent Variable Relation


Variable

Intensity Current / Electrons emitted by the metal As intensity increases,


current increases as well

Wavelength Current / Electrons emitted by the metal Produce more current with
and color of light a shorter wavelength until
a certain wavelength, and
the current will decrease

Metal Type Current / Electrons emitted by the metal Lighter metals produce
current with less energetic
light

EMF Current / Electrons emitted by the metal EMF only will reduce
current if it is negative to
the direction of induced
current. Otherwise it is
inconsequential.

D. The light causes electrons to leave the left plate due to the photoelectric effect. The rate
at which electrons leave is dependent on the intensity of the light and the frequency of
the light that hits the plate. It also depends on the type of material the plates are made
of.
E. In the photoelectric effect, light falls on a material emitting electrons called photo
electrons. This is attributed to the transfer of energy from light to electrons. When
intensity changes, kinetic energy in the electrons increases/ decreases, causing them to
travel at a faster/slower velocity through the material. Based on our findings in this
investigation, we can infer that the rate at which electrons exit the material is based on
the intensity of light that hits the material. Also, we found that lighter metals produce a
less energetic light. Therefore, the electrons flow at a slower rate within the current.
Ultimately, these are our findings within the realm of the photoelectric effect.
Exercise IV
A. Light is the easiest way to visualize the effects we see of EM waves.
- Amplitude can directly be correlated the brightness of light (ie. intensity); with a
higher intensity a brighter light will be seen and likewise with a lower intensity, a
dimmer light will be seen.

- Frequency and wavelength can be used to calculate the other. They correlate,
therefore they have the same effect on light. Frequency (or wavelength)
determines the respective color on the electromagnetic spectrum

- Depending on whether or not we’re considering quantum mechanics, Energy can


be dependent on both amplitude or frequency. For the scope of this class, it is
mostly defined off of amplitude. The intensity of light defines how much energy is
in the system, and is directly proportional to the square of the amplitude.
However, energy can also be defined by frequency multiplied by planck’s
constant.
B. If the wavelength of light is long and the intensity very high, then according to the EM
wave model of light, it should exhibit the photoelectric effect as it has a lot of energy.
However, in reality it does not exhibit the photoelectric effect.
C. If the wavelength of light is short and the intensity very small, then according to the EM
wave model of light, it should not exhibit the photoelectric effect as it has little intensity.
However, in reality it does exhibit the photoelectric effect.
D. The EM wave model of light does not predict the photoelectric effect, it predicts the
opposite. In both situation in parts B and C, the predictions made about the photoelectric
effect do not hold, thus there must be a different model of light the would accurately
predict the photoelectric effect.
E. A possible next step is to create an experiment that confirms the particle properties of
light.
Exercise V: Why did we do this lab?

1. Summarize: I​ n our investigation with photoelectric effect, light falls on a material emitting
electrons called photo electrons. This is attributed to the transfer of energy from light to
electrons. The energy of light is directly correlated to the frequency. Because of this, the
frequency of the light needs to be high enough for the photons to have high enough
energy to transfer electrons. When intensity changes, kinetic energy in the electrons
increases/ decreases, causing them to travel at a faster/slower velocity through the
material. Based on our findings in this investigation, we can infer that the rate at which
electrons exit the material is based on the intensity of light that hits the material. Also, we
found that lighter metals produce a less energetic light. Therefore, the electrons flow at a
slower rate within the current.
2. Reflect:
a. The goal of a testing experiment is to attempt to disprove a hypothesis by
designing an experiment that seeks to find inconsistencies.
b. We are able to tell if the outcome is or is not consistent with the prediction if the
experimental outcome lies within a statistically significant margin of error through
multiple experimentation cycles.
c. We judge the hypothesis being tested by seeing if the outcomes are consistent
with the predictions, if they are then the hypothesis typically supported. If they are
not then typically the hypothesis is disproven or needs to be modified. Otherwise
the experiment may have simply proven inconclusive.
d. No, the EM wave model is still very useful, but it is required that we need more
information or another theory as to why the wave model does not hold in the
photoelectric effect.

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