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Jules Lee
Bradley Carnegie
Anthony Rodrigues
Lab 4
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Corrections:
In doing this, we’re able to understand its relation to all other variables without a bias and with
all constants consistent.
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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.
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.
B. (placeholder)
C.
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
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.