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Anticipated Lab Schedule Plan

Week of	Laboratory
Jan.08	Lab 1: Electric Charge & Force
Jan.15	No Lab - Cold Tue. & Snow Fri.
Jan.22	Lab 2: Electric Field & Potential
Jan.29	Lab 3: Current & Charge on Capacitors
Feb.05	Lab 4: Current & Voltage for Resistors
Feb.12	Lab 5: Magnets, Field & Force
Feb.19	Lab 6: Magnetic Change & Induced Voltage
Feb.26	Lab 7: AC Reactance & Phase
Mar.04	Lab Exam 1: , about Labs 1 - 5
Mar.11	Lab 8: Light Reflection & Refraction
Mar.18	No Lab - Spring Break !
Mar.25	Lab 9: Focused Images & Magnification Lab 10: Microscope & Telescope ??
Apr.01	Lab 11: Light Diffraction & Interference
Apr.08	Lab 12: Hydrogen Wavelengths & Energy Levels ; Last Wthdraw Fri!
Apr.15	Lab Exam 2 , about Labs 6 - 12

Comments applicable to all Phy.204 Labs:

A. Workbook explanations should first be written by each student individually, not consulting with others
. . . only after everyone is done, then compare your answers
. . . discuss (argue politely) until all reach consensus of correctness − you do not need to agree on "best wording"!
B. Lab Manual Questions and analysis (calculator punching − spread-sheets for Tables & Graphs)
      forms the bulk of the Lab Report Packet that you turn in at the start of the next Lab meeting time.
. . . put the Manual pages in order, then any extra spreadsheet or graph pages you've printed, and staple them
C. Every Lab Report needs a "Discussion & Conclusions" essay ... were the objectives (page 1) met? how well?
    a   how the key quantities (that the lab investigated) are supposed to be related to one another (e.g, the "Law")
    b   whether those relationships were , or were not , shown by your measurements and analysis (i.e, was it true?)
    c   how close the theory prediction came to the experimental measurement
      ... that is, how does theory compare to experiment (divide to compare; how close to "1"?)
    d   were there "special circumstances" that might modify the expected relationship (i.e, why wasn't it exactly right?)
    +   what measurements were probably low precision, low accuracy, low repeatability?
      ... How uncertain (%) were the worst ones? ... does this explain "c" (↑) ?
    −   (always optional) specific constructive comments about the lab ... re: clarity, difficulty, duration, fun-ness, rewarding
      . . . then STOP . . . don't B__S__ just to fill the page !

Treat Lab Manual Questions , and Conclusion Essays , as opportunities to practice using Physics vocabulary correctly!

We will practice , to gain expertise with 4 tools:

• words (some common American phrases are misleading/ambiguous)
• diagrams (items & labels; quantities as vectors & components)
• graphs (line slopes & areas relate axis quantities ... symbols & units)
• equations (definitions at first, cause→effect begins week 6)

• Attract = a behavior in which the subject applies a Force to the object, pointing toward the subject
  Repel = a behavior in which the subject applies a Force to the object, pointing away from the subject
• Electric Charge , symbol Q or q for charge quantity ; property (feature) that a material obtains when its neutral condition has lost or gained electron(s)
• Electrons = low-mass constituents which occupy an atom's Volume ;     symbol   e⁻ , which indicates its negative electric charge
  especially the outer-most ones that shift to polarize the atom or transfer to conduct current
• Positive Ion (core) = atomic nucleus [protons + neutrons] surrounded by the inner electrons which are not mobile (to polarize or conduct)
      symbol (generic) X⁺ⁿ , where n indicates how many electron are not included relative to the neutral atom
• Charge Transfer = a process which moves electrons or ions from one item to a different item
      the two items' surfaces must be usually be in close proximity to transfer charge - so is referred to as "contact"
• Charge Separation = a process which removes some mobile electrons from one side of a conductor and deposits some on the other side
      the result has (+) ion cores opposite the (−) electrons , as if those few electrons moved the whole way
• Conductor =
• Insulator =
• Neutralize =