Basic Physics II Evidences - DrJJ - UiTM

Evidences for ClassroomInnovations,Learning Gains &Teaching-LearningMaterials1. Thermodynamics Innovations PeFaLecCourse code : CMT251 & CMT4082. PhilosophyCourse code : FSG5003. Basic Physics IICourse code : PHY4074. Scholarship of Teaching & Learning“The great aim of education is not knowledge, butaction”- Herbert Spencer -

asic physics IICourse Code : pHY407“The important thing is not to stopquestioning”- Albert Einstein -

website&syllabus

Dr JJ or Dr Jaafar Jantan Homepagehttp://drjj.uitm.edu.my/DRJJ/itmclass/phy407.htmlPage 1 of 1013/05/2011Home FSG500 PHY407 CHECK YOUR CARRY MARKS JAN10-APR10 Lesson Outcomes Lesson PlanSelamat Datang (Welcome) to PHYSICS II PHY407 WebpageApplied Sciences Education Research Group (ASERG)Faculty of Applied Sciences (FSG)Universiti Teknologi MARA (UiTM)40450 Shah Alam, Selangor, MALAYSIA"The strongest arguments prove nothing so long as the conclusions are not verified by experience. Experimental science is the queen of sciences and thegoal of all speculation." - Roger Bacon"I do not know what I may appear to the world, but to myself I seem to have been only a boy playing on the sea-shore, and diverting myself in nowand then finding a smoother pebble or a prettier shell than ordinary, whilst the great ocean of truth lay all undiscovered before me". - Isaac Newton"Science is what you know. Philosophy is what you don't know".- Bertrand RussellANNOUNCEMENT: FOR SEM JAN-APR 2011, LABS & LECTURES ARE TOGETHER IN A WORKSHOP SCHEDULED FOR MONDAYS FROM 2PM-7PM. WEDS ARE RESERVED FOR REPLACEMENT CLASSES IF NEED BEOUR CLASS WILL EMPLOY LEVEL 3 TEACHING, ENGAGING YOU VIA ACTIVE LEARNING IN ORDER TO CONSTRUCTIVELY ALIGN THETLAs WITH THE COURSE LEARNING OUTCOMESBasic Physics II PHY407 Materials (Algebra-Based)Download IHMC Concept map Lesson Outcomes PHY407 PHY407-Syllabus-2011 Download PHeT Full Install The Physics Classroom WebsiteMagnetic Force SimulationWebpageGuideline Lab Exam (pdf) LabExam Rubrics (pdf) Peer assessment Template & Rubrics (xlsx)PHY407: Course Objectives Weekly Planner (pdf) Assessment References Lectures Sample Problems/Quiz/Test T2-1 T2-2 Test2-020409-Key T3 Test3-020409-Key SageDictionary Unit-ConverterHome FSG500 PHY407 TOPBut just call meTertiary EducationAssociate Professor Dr. Jaafar Jantana.k.a. Dr. J.J.Born June 21st, 1961 in Malacca, WestMalaysia.High Schools:St. David's High School, Bukit Bahru ('74-'76)Sekolah Menengah Sains Melaka (Sek.Menengah Muzaffar Syah), Air Keroh ('77-'78)Sek. Dato' Abdul Razak, Seremban ('79)Kansas State University, ManhattanKansas ('80-85; '91-94)Temenggong Ibrahim Teacher's College,Johor Bahru ('86).Present & Past Position:Vice-Chairman, Asian Physics Education Network(ASPEN), UNESCO (2007 - present)Chairman, Asian Physics Education Network(ASPEN), Malaysia (SKUM-MOSTI) (2007 -present)Chair, Outcome-Based Education (OBE), FSG,UiTM (Jan 2007-Dec 2010)OBTL consultant and Facilitator (OBE curriclumdesign, OBTLA & constructive alignment) (2007 -present)Certified Coach (Heart of Coaching by AKEPT-MOHE-Crane Consultant) (June 2010 - present)Faculty Member, Physics Dept., Faculty ofApplied Sciences,UiTM, Shah Alam, Selangor,MALAYSIA ('87 - present).

Dr JJ or Dr Jaafar Jantan Homepagehttp://drjj.uitm.edu.my/DRJJ/itmclass/phy407.htmlPage 2 of 1013/05/2011Google SearchHome FSG500 PHY407 TOPKeywords:UiTM, FSG, interactive engagement in learning thermodynamics, industrial chemistry, applied chemistry, teaching portfolio for Dr. J.J., Course Outline, PeerFacilitating Learning-Cycle Instruction, Collaborative Learning, Specific Operational Objectives, Facilitators NotesHome FSG500 PHY407 TOPAcademic QualificationKelulusan AkademikPh.D., Physics Education Kansas St University, Manhattan, Kansas, USA (supervised by Prof. Dean Zollman) Dec 1994M.Sc., Condensed MatterPhysicsKansas St University, Manhattan, Kansas, USAThesis: "Magnetic Phase Transitions in Gadolinium-Rich Magnetic Glasses"Dec 1985B.Sc., Physics Kansas St University, Manhattan, Kansas, USA May 1983SPLI, Teaching Certificate Temenggong Ibrahim Teacher Training College, Johor Bahru Johor, West Malaysia Dec 1986Home FSG500 PHY407 TOPFor further information, please contact:Untuk maklumat lanjut, sila hubungi:Phone: 6-03-5544-4593 (Direct); 6-019-355-1621 (H/P)Fax: 6-03-5544-4562E-mail: phy407@gmail.com ; drjjlanita@hotmail.comand copy to drjjlanita@yahoo.com or jjnita@salam.uitm.edu.myHome FSG500 PHY407 TOPCourse Objectives:

Dr JJ or Dr Jaafar Jantan Homepagehttp://drjj.uitm.edu.my/DRJJ/itmclass/phy407.htmlPage 3 of 1013/05/2011Lecture/Discussion: 2 hours/weekLaboratory:3 hours/weekThis course interactively engage students in the cognitive and the psychomotor (science) domain in areas of electrostatics, electricity,magnetism, light and atomic physics. It begins by discussing the presence of charges in matter, its conservation and discrete properties andways that materials can be charged followed by the concept of electric field and how charges interact with each other and the dynamics ofthe charges under the influence of electrical forces. These dynamics are further probed through the concepts of electric flux, electricpotential, work done, electrical energy, electrical power, capacitors, electric current, resistance and resistivity. The laws governing theelectrical phenomena including Coulomb’s Law, Ohm;s Law and Kirchoff’s Laws are introduced and used to help discuss the electricalphenomena. In addition, the magnetic phenomena and the effect of magnetic field on charges are introduced. Then the dynamics ofcharges and the production of magnetic field by moving charges are introduced leading to the induced electromotive force in a coil and itsapplications to magnetic energy, inductors, motors, generators and its significance and applications to alternating current. The lawsinvolved such as Ampere’s Law, Faraday’s Law and Lenz’s Law are introduced to help understand magnetic phenomena. Quantummechanics is introduced through the particle properties of electromagnetic wave and the wave properties of particles by introducing theblack body radiation, the photoelectric effect, the Heisenberg uncertainty principle and the Compton effect. Finally, atomic physics throughthe nature of atom associated with photons such as the atomic models and the x-ray will be introduced and discussed. In addition, thecourse will allow students to develop their science skills through a series of laboratories (by involving the use of common scientific devicesand/or computer simulation) which incorporates investigating natural phenomena and obtain some form of laws or theory.This is a THREE credit-hour course (SLT=120 hours) and will address MOHE Learning Outcomes LO1 (Knowledge & Understanding), LO2(Practical Skills) and LO5 (Teamwork) . On successful completion of this course, YOU will be able to:1. CLO1: Explain the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of thequalitative, visual and quantitative approach. (LO1-C2).2. CLO2: Observe, plan, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity.(LO2-P3).3. CLO3: Collaborate with team members in team-related assessment tasks. (LO5-TS3).Specifically, students will be able to: (download the more detail lesson outcomes outlined for each topic)1. Use the concept map in defining and relating concepts in areas of electrostatics, electricity and magnetism.2. State, define and relate the concepts in electrostatics followed by identifying and explaining different types of chargingprocess for any given material matter using diagrams and simple numerical approach.3. Draw, explain, write the strength and determine the electric field around a charged particle and a configuration ofcharged particle and the electric forces experienced by or exerted upon any charged particle or any configuration ofcharged particles.4. Write, explain and obtain the electric potential and electric potential energy on any charged particle or any configurationof charged particles and apply it to capacitors connected in series or parallel.5. Identify and distinguish the high and low potential points in a simple and complex circuit and state and use Ohm’s lawand Kirchoff’s Laws to determine algebraically and numerically, the current flowing in any series and/or parallel circuits.6. Draw and write the strength of the magnetic field produced by different types of magnets and state, use and explain thefirst right hand rule in determining magnetic forces acting on charged particles and /or current-carrying conductors suchas a long straight wire.7. Identify, draw, write and use the algebraic representation to determine the resultant magnetic field produced by currentcarryingconductors such as long straight wires and wire loops by using the second right-hand rule.8. State and use Faraday’s and Lenz’s Laws and its algebraic representations to determine the induced electromotiveforce and the induced current in wire loops and how this is applied in physical devices such as inductors and theassociated energy stored in the inductor.9. Observe, predict, test predictions via either simulations or using physical instruments, and report on the investigationprocess in areas of electrostatics, electricity and magnetism.10. Work effectively in a team.Course Objectives Weekly Planner (pdf) Assessment References Lectures Sample Problems/Quiz/Test3.0 LESSON PLANCourse Planning PHY407-Physics for Material TechnologistLesson Outcomes (pdf)Problems-Chap20NOTE: BRING YOUR LAPTOPS FOR ALL CLASS SESSIONSWeek SLT (Total 122)Face-2-Face +Contents

Dr JJ or Dr Jaafar Jantan Homepagehttp://drjj.uitm.edu.my/DRJJ/itmclass/phy407.htmlPage 4 of 1013/05/2011IndependentIntroduction to the courseKNOWING YOU KNOWING MEWrite a composition about yourself containing theinformation listed below and email it to phy407@gmail.com1. Your vision, mission, your family background, yourcurrent academic standing (CGPA)2. Name the course (name the course in the fieldyou are in, for example, phy430 if you are inphysics) you learn most and the course youlearn least so far.1 1+23. Then provide justification why you are learningleast and why you are learning most for thecourses that you named above. Explain, how youwould change the teaching & learning methods ifyou were to teach the class.4. Write also your expectations for this course,PHY407 and explain how you are going toaccomplish that expectation.Email to phy407@gmail.com with a message title'your name' & 'date sent' (example of your messagetitle: Jaafar Jantan-070709).Save your word file with'your name' & 'date sent' (example: Jaafar Jantan-070709.doc)Diagnostics and Learning SkillsConceptual Survey in Electricity & MagnetismLearning Styles & Views on Science (physics)Concept MappingExample: Focus Question: Apakah Jejaka Tampan?Exercise Focus Question: What is Electrical Charging?Example: What is a Wave? Description Concepts CMAP2 4+6Reading materials relevant to our study of Electrostatics, Electricityand Magnetism can be found at The Physics Classroom website.You MUST Read the sections that are relevant to our topics of theweek before you come to class and compare the content to thecontent in your textbook.Pre Lab Activity Simulation. Get this simulation (You will be quizzedat the beginning of the lab hour.)Download the Balloons & Static Electricity from PhETWebsite-HOME.Download Full InstallDownload the Concept Map lecture pdf.Download IHMC CmapToolsDownload Lecture 1: Pithball (pdf)Download Lab #1 and fill in the predictions before coming to the lab.Lab #1Electrostatics: Charges and charging3 5+5atoms, electrons and protonscharges, charged objectscharge conservation and quantizationconductors and insulatorscharging by contact, charging by inductiontribo-electric seriesAssignment #1: CMAP and/or selected problems at end of chapter

Dr JJ or Dr Jaafar Jantan Homepagehttp://drjj.uitm.edu.my/DRJJ/itmclass/phy407.htmlPage 5 of 1013/05/2011Download Lab #2 and fill in the predictions before coming to the labDownload Lab #2 EXCEL template.YOU MUST RUN THE 3 LAB (SIMULATIONS) BEFORE COMING TOLAB #2. WE WILL USE THE LAB TIME FOR DISCUSSING YOURMETHOD AND YOUR RESULTSElectric Field Hockey(JAVA-run online), Electric Field Hockey( JAVAsaveto desktop), Vector Addition (FLASH-run online) and Charges andFields (FLASH-run online) or go the PhET Website-HOME.DownloadFull InstallTo save to your desktop, right click your mouse and "Save target As"Lab #1-RevisitElectrostatics: Charges and chargingatoms, electrons and protonscharges, charged objectscharge conservation and quantizationconductors and insulatorscharging by contact, charging by inductiontribo-electric series4 5+3Assignment #1: CMAP and/or selected problems at end of chapterDownload Lab #2 and fill in the predictions before coming to the labDownload Lab #2 EXCEL template.YOU MUST RUN THE 3 LAB (SIMULATIONS) BEFORE COMING TOLAB #2. WE WILL USE THE LAB TIME FOR DISCUSSING YOURMETHOD AND YOUR RESULTSElectric Field Hockey(JAVA-run online), Electric Field Hockey( JAVAsaveto desktop), Vector Addition (FLASH-run online) and Charges andFields (FLASH-run online) or go the PhET Website-HOME.DownloadFull InstallTo save to your desktop, right click your mouse and "Save target As"Lab #2Quiz 1Electrostatics: Electric Forces Electric Fieldselectric force and Coulomb's lawelectric fieldelectric field linesthe electric field of a parallel-plate capacitor5 5+4Assignment #2: CMAP and/or selected problems at end of chapterDownload Lab #3 and fill in the predictions before coming to the lab.Download Lab #3 EXCEL template.YOU MUST RUN THE 3 LAB (SIMULATIONS) BEFORE COMING TOLAB #3. WE WILL USE THE LAB TIME FOR DISCUSSING YOURMETHOD AND YOUR RESULTSElectric Field Hockey(JAVA-run online), Electric Field Hockey( JAVAsaveto desktop), Vector Addition (FLASH-run online) and Charges andFields (FLASH-run online) or go the PhET Website-HOME.DownloadFull InstallTo save to your desktop, right click your mouse and "Save target As"Lab # 3Quiz 2YOU MUST RUN THE 3 LAB (SIMULATIONS) BEFORE COMING TOLAB #4. WE WILL USE THE LAB TIME FOR DISCUSSING YOURMETHOD AND YOUR RESULTS

Dr JJ or Dr Jaafar Jantan Homepagehttp://drjj.uitm.edu.my/DRJJ/itmclass/phy407.htmlPage 6 of 1013/05/2011Electric Potential Energy,Electrical potential and capacitancepotential energythe electric potential differencethe electric potential difference of point charges6 5+4capacitors and dielectricscapacitors in series and in parallelDownload Lab # 4 and fill in the predictions before coming to the lab.MAKE SURE YOU RUN THE PhET CIRCUIT CONSTRUCTION(DC ONLY) SIMULATION BEFORE THE LAB DAY AND BE SURETO DO THE PREDICTION FIRSTDownload these pdf lectures7 Mid-Term BreakLab #4Test 1Resistance, resistivity and Ohm's Lawelectromagnetic force and currentOhm's Law8 5+6resistance and resistivityelectric powerAssignment #3: CMAP and/or selected problems at end ofchapterDownload Lab # 5 and fill in the predictions before coming to thelab.Lab # 5Quiz 3Electric circuits & Kirchoff’s Lawsseries and parallel wiring9 5+4circuits wired partially in series and partially in parallelinternal resistanceKirchhoff’s lawsthe measurement of current and voltageAssignment #4: CMAP and/or selected problems at end of chapterDownload Lab # 6 and fill in the predictions before coming to the lab.Lab # 6Quiz 4Magnetic Forces and Magnetic Fields magnetic field

Dr JJ or Dr Jaafar Jantan Homepagehttp://drjj.uitm.edu.my/DRJJ/itmclass/phy407.htmlPage 7 of 1013/05/2011force on moving chargesmotion of charged particles in B fieldsmass spectrometerforce on a current-carrying conductor in a magnetic fieldAssignment #5: CMAP and/or selected problems at end of chapterDownload Lab # 7 and fill in the predictions before coming to the lab.10 5+4(In lab 7, the new Magnetic Sumulation H website when answeringquestions at the end is:http://homepages.ius.edu/kforinas/physlets/magnetism/magnetH.htmlLearn about Physics( very good portal)http://www.physicsclassroom.comhttp://www3.interscience.wiley.com:8100/legacy/college/halliday/0471320005/simulations6e/Lab # 711 5+3Force on a current in a magnetic field the torque on a current-carrying coilmagnetic fields produced by currents Ampere's lawTest 2Electromagnetic Induction: Faraday's and Lenz's Law12 5+6induced emf and induced currentmotional emfmagnetic fluxinductanceFaraday's Law of electromagnetic inductionAssignment #5: CMAP and/or selected problems at end of chapterElectromagnetic Induction: Faraday's and Lenz's Law13 5+3Len's Lawthe electric generatormutual inductance and self-inductancetransformersAssignment #6: CMAP and/or selected problems at end of chapterQuiz 5Electromagnetic Induction: Faraday's and Lenz's Law14 5+4Len's Lawthe electric generatormutual inductance and self-inductancetransformersAssignment #6: CMAP and/or selected problems at end of chapter15 Study Week16 2+6 FINAL EXAMINATIONNOTES: Public Holidays:

Dr JJ or Dr Jaafar Jantan Homepagehttp://drjj.uitm.edu.my/DRJJ/itmclass/phy407.htmlPage 8 of 1013/05/2011"What we have to learn to do, we learn by doing." -AristotleCourse Objectives Lesson Plan (pdf) Assessment References Lectures Sample Problems/Quiz/TestHome FSG500 PHY407 TOPAssessmentThis class involves both formative and summative assessment. Get Table of Specs for the finalsFormative:Formative assessments are meant to identify students’ initial beliefs and this is first done during the first week through a diagnostic devicecalled the Conceptual Survey in Electricity & Magnetism (CSEM). Solutions of quiz are discussed after every quiz and its recommendedthat you participate in that discussion. The quizzes are meant to diagnose and rectify your learning problems. Consistent assessment isdone through class discussions and peer discussions before, during and after each class which will help identify weaknesses the studentsare facing. Remedy to those problems are done during class sessions. I may employ a retest of the same test in helping you achieve theintended learning outcomes and course outcomes but of course you will receive only a minized portion of the marks. Nonetheless, it willhelp you in learning and in passing the course. In fact, you MUST know by heart what are the lesson outcomes you are to achieve in everylesson before you attend class and be able to state and explain it to me and to your peers whenever your names are called in class.Summative:Before January 2011Assessment MethodsProportionPODS (Labs) 6 lab reports = 10%Quizzes4x2.5=10%Tests 3x3 = 30%Final exam 50%Beginning Jan 2011Continuous Assessment (Formative & Summative)CLO1: Cognitive Assessment TasksCLO2: Practical Skills Assessment TasksFormative: 2 Concept MapsFormative: QuizzesSummative: Tests 2x10%=20%Summative: Assignment 10%Formative: 3 Lab JournalsSummative: 2 Lab Journals 10%Summative: Lab Performance Exam (skill 10%, reporting10%)CLO3: Team work30%30%10%CLO1: Final exam 30%Course Objectives Lesson Plan (pdf) Assessment References Lectures Sample Problems/Quiz/TestHome FSG500 PHY407 TOPReferencesTEXTBOOKPhysics by Cutnell & Johnson 7 th edition (algebra based)., John Wiley &Sons, Inc. bundled with WileyPlus

Dr JJ or Dr Jaafar Jantan Homepagehttp://drjj.uitm.edu.my/DRJJ/itmclass/phy407.htmlPage 9 of 1013/05/2011REFERENCE BOOKFundamental of Physics by Halliday, Resnick, Walker;6 th or 7 th Ed., John Wiley & Sons, Inc.Simulation Software (download free on internet: http://phet.colorado.edu/new/get_phet/index.php PHET Physics Education Technology,Univ. of Colorado, Boulder)Other websites include1. The Physics Classroom,2. http://www3.interscience.wiley.com:8100/legacy/college/halliday/0471320005/simulations6e/ and3. IHMC CmapToolsTEACHING AND LEARNING METHODSThis class will use the constructivist rather than the behaviorist approach of learning. It aims to develop deep learning (deep understandingand life-long retention) and minimize on surface learning (memorization). This course will employ a combination of interactive lecture andcooperative learning technique, a form of active learning method utilizing the Prediction-Observation-Discussion-Synthesis (PODS)Learning Cycle. Volumes of research in science learning have concluded that students employing active-learning not only have significantlybetter understanding and retention of the subject matter but also will be able to solve problems involving numerical calculations with betterapproach and more exact solution.Hence, conceptual knowledge will be strongly stressed especially during peer group discussions before getting involved with end -ofchapterexercises. Problems requiring numerical results can easily be solved with full confidence ONLY if students have sound scientificreasoning abilities encompassing all the ideas and concepts. For this reason, peer discussions (cooperative learning) will be used alongwith concept maps and reading summaries before a formal interactive lecture (reinforcement) is given.In addition, other teaching and learning tools such as tools to identify learning styles, initial beliefs (common-sense beliefs ormisconceptions) about electricity and magnetism, will be used to probe cognitive skill readiness of the students (metacognition).Furthermore, digitized lectures, samples of solutions to end-of-chapter problems, simulations and other teaching and learning tools will bemade available on the internet for students to view, download, print and share with their peers. Information and Communication Tools (ICT)will be fully incorporated in developing students’ understanding in the subject matter and as part of life-long learning in becomingknowledgeable and autonomous workers (k-workers) in the information age.Home FSG500 PHY407 TOPLecturesLecture 1-chap18: pithball-pdf (for Lecture 2-1 Chap18pdf (for printing)Lecture 2-2 Chap18 pdf (forChap24&26-DrJJ - 2 slides: 6Chap18-Cutnell Chap21-Cutnell Chap22-Cutnellprinting)printing)slidesChap27&29-DrJJ - 2 slides: 6Lecture 1-pithball-pps (shows animation)Lecture 2-1 Chap18-forces-pps Chap19-Cutnell Chap21a-DrJJ Chap22-DrJJslidesLecture 2-2 Chap18-forces-pps Chap20-Cutnell Chap21b-DrJJ Chap30-DrJJ - 2 slides: 6 slidesCourse Objectives Lesson Plan (pdf) Assessment References Lectures Sample Problems/Quiz/TestHome FSG500 PHY407 TOPCutnell's 7th edition-sample problems solved/KEY to Quizzes & TestsSample of Solved Problems With Reasoning KEY to quizzes & TestsChap 18 Chap 21 Quiz 1 Test 1Chap 19 Chap 22 Quiz 2 Test 2 Test2-020409-KeyChap 20 Your MARKS NOW Test 3 Test3-020409-KeyFinals Oct2006Finals Oct2006keyCourse Objectives Lesson Plan (pdf) Assessment References Lectures Sample Problems/Quiz/TestHome FSG500 PHY407 TOP

UNIVERSITI TEKNOLOGI MARACOURSE INFORMATIONConfidentialCode: PHY407Course: Physics IILevel: DegreeCredit Unit : 3Contact Hour/SLT : F2F-(5hrs-workshop)Part : 2Course Status: CorePrerequisite: NoneCourse Outcomes : Upon completion of this course, students will be able to:1. Explain the concepts, laws and theories in electrostatics,electricity and magnetism using either or a combination ofthe qualitative, visual and quantitative approach. (LO1-C2)2. Observe, predict, conduct and discuss results of scientificinvestigations in areas of electrostatics and electricity.(LO2-P3)3. Collaborate with team members in team-relatedassessment tasks. (LO5-TS3)Course Description: This course will interactively engage students cognitively andscientifically in areas of electrostatics, electricity, magnetism,atomic physics and modern physics. Students will defineconcepts, state and explain laws and theories, makepredictions as to the possible outcome of an event, performinvestigations via simulations and laboratory exercises andverbally and in writing, discuss the results and relationshipswith peers and facilitators The designated lecture session isused to discuss results of investigations leading to its relationto the existing laws, principles or theories. Lecture sessionsemploy a mixture of lectures and active learning (self andpeer discussions). The outcomes shall be assessed through aNama Fakulti / Pusat Pengajian: Fakulti Sains Gunaan Tahun: 2009Nama Program:Ijazah Sarjana Muda Sains (Kepujian) Teknologi Bahan© Hak Cipta Universiti Teknologi MARAFSG-1

variety of tools which include the traditional paperexamination, concept maps, inventories (CSEM), informalinterviews and classroom engagement.Syllabus Content 1.0 Introduction: Diagnostics and Learning Skills1.1 Learning Styles & Views on Science.1.2 Conceptual Survey in Electricity & Magnetism.1.3 Concept Mapping.2.0 Electrostatics2.1 Charged objects and electric (Coulomb’s) force.2.2 Properties of conductors and insulators.2.3 Charging by contact, induction and friction.Lab 1:PHET simulation “Balloons & Static Electricity”Lab Investigation: “Introduction to Static Electricity”.3.0 Electrostatics3.1 Coulomb’s Law.3.2 Electric Field.3.3 Electrical field lines.3.4 Electrical field in conductors.Lab 2:PHET simulationi. “Electric Field Hockey,ii. “Vector-Math”iii. “Charges and Fields”.Lab Investigation: “Electrical Force & Electrical Field”.4.0 Electric Potential Energy, Electric Potential andCapacitance4.1 Potential energy4.2 Electric potential difference4.3 Electric potential difference created by point charges4.4 Capacitors and dielectrics4.5 Capacitors in series and parallel4.6 RC circuits4.7 Charged objects and electric forceLab 3:Nama Fakulti / Pusat Pengajian: Fakulti Sains Gunaan Tahun: 2009Nama Program:Ijazah Sarjana Muda Sains (Kepujian) Teknologi Bahan© Hak Cipta Universiti Teknologi MARAFSG-2

PHET simulationi. “Electric Field Hockey,ii. “Charges and Fields”.Lab Investigation: “Introduction to Electric Potential”.5.0 Resistance, Resistivity & Ohm’s Law5.1 Electromotive force and current5.2 Ohm’s law5.3 Resistance and resistivity5.4 Electric power5.5 Series and parallel wiring5.6 Circuits wired partially in series and partially inparallelLab 4:Lab Investigation: “Capacitors, Capacitance, Series &Parallel Circuit”.6.0 Electric Circuits & Kirchoff’s Laws6.1 internal resistance6.2 Kirchhoff’s laws6.3 the measurement of current and voltageLab 5:PHET simulation: “Circuit Construction Kit (DC Only)”Lab Investigation: “Batteries & Bulbs: Voltage, Current &Resistance”.7.0 Magnetic Field & Magnetic Forces7.1 Magnetic field lines of permanent magnets.7.2 Magnetic force that a magnetic field exerts onmoving charges.7.3 Motion of a charged particle in a magnetic field.7.4 Motion of charges in magnetic & electric fields.7.5 Mass spectrometer & velocity selectors.7.6 Force on a current-carrying conductor in a magneticfield.Lab 6:PHET simulation: “Circuit Construction Kit (DC Only)”Lab Investigation: “Resistance, Ohm’s Law & Kirchoff’sLaw”.Nama Fakulti / Pusat Pengajian: Fakulti Sains Gunaan Tahun: 2009Nama Program:Ijazah Sarjana Muda Sains (Kepujian) Teknologi Bahan© Hak Cipta Universiti Teknologi MARAFSG-3

8.0 Magnetic force on current-carrying conductors &magnetic field produced by current-carrying conductors8.1 Torque on a current-carrying coil.8.2 Electric motors.8.3 Magnetic fields infinitely long wire.8.4 Magnetic field produced at the centre of circularwires.8.5 Magnetic field of solenoids.8.6 Force between current-carrying wires.Lab 7:PHET simulation: “Faraday’s Electromagnetic Lab”Lab Investigation: “Magnetic Field & MagneticForce on Electric Charges”.9.0 Electromagnetic Induction9.1 Magnetic flux9.2 Faraday’s Law of electromagnetic induction9.3 Motional emf9.4 Lenz’s Law of electromagnetic Induction10.0 Electric Generators, Inductors and Transformers10.1 Induced current in coils moving in magnetic field.10.2 Electric generators.10.3 Self and Mutual Inductance10.4 Transformers.Instructional Strategy:Active LearningInstructional Methods:Workshop, interactivelecture, labs andCooperative groupdiscussion:Predict → Observe → Do → Synthesize (PODS) Cyclei. Scientific investigation via simulations and laboratoriesexperiences.ii. Active engagement via lecture-discussion & cooperativegroup discussion.iii. Critical assessment of findings.iv. Synthesising of results with existing laws, theories andprinciples.Nama Fakulti / Pusat Pengajian: Fakulti Sains Gunaan Tahun: 2009Nama Program:Ijazah Sarjana Muda Sains (Kepujian) Teknologi Bahan© Hak Cipta Universiti Teknologi MARAFSG-4

Assessment : Continuous Assessment (Formative &Summative):CLO1: Cognitive Assessment Tasks• Formative: 2 Concept Maps• Formative: Quizzes• Summative: Two tests 2x10%=20%• Summative: Assignment 10%CLO2: Practical Skills Assessment Tasks• Formative: 3 Lab Journals• Summative: 2 Lab Journals 10%• Summative: Lab Performance Exam (skill 10%,CLO3: Team workCLO1: Final examreporting 10%)• Lab reports 2x5%=10%30%30%70%10%30%Recommended Text (ifany)References: Physics by Cutnell & Johnson 7 th edition (algebra based);John Wiley &Sons, Inc.: Fundamental of Physics by Halliday, Resnick, Walker;6 th or 7 thEd., John Wiley &Sons, Inc.Nama Fakulti / Pusat Pengajian: Fakulti Sains Gunaan Tahun: 2009Nama Program:Ijazah Sarjana Muda Sains (Kepujian) Teknologi Bahan© Hak Cipta Universiti Teknologi MARAFSG-5

COURSE OUTCOMES.COURSE CODEPHY407CENTRE OFSTUDYFACULTY OF APPLIED SCIENCESCOURSE NAME PHYSICS II PREPARED BY ASSOC .PROF. DR. JAAFAR JANTANCREDIT HOURS 3 DATE 15 th MAY 2009COURSE OUTCOMESLO1PO1LO2PO2LO2PO3PROGRAMME OUTCOMESLO3PO4LO4PO5LO4PO6LO5PO7LO6PO8LO7PO9LO8PO10LO9PO11Teaching & LearningActivitiesAssessmentTasks1. Explain the concepts,laws and theories inelectrostatics,electricity andmagnetism using eitheror a combination of thequalitative, visual andquantitative approach.(LO1-C22. Observe, predict,conduct and discussresults of scientific3 a. IndependentLearning (pre-classreadingb. Lecture-discussionc. Simulationsd. Active learning (self& peer dialogue)e. Modelling3 3 a. IndependentLearning (pre-classreading• DiagnosticTest (CSEM)• FormativeTasks:(ConceptMapping, Quiz,• SummativeTasks: Tests,Final Exam)• Lab Journal• LabExaminationNama Fakulti / PusatPengajian:Nama Program:Fakulti Sains Gunaan Tahun: 2009Ijazah Sarjana Muda (Kepujian) Teknologi Bahan© Hak Cipta Universiti Teknologi MARA1

COURSE OUTCOMESLO1PO1LO2PO2LO2PO3PROGRAMME OUTCOMESLO3PO4LO4PO5LO4PO6LO5PO7LO6PO8LO7PO9LO8PO10LO9PO11Teaching & LearningActivitiesAssessmentTasksinvestigations in areasof electrostatics andelectricity. (LO2-P3)b. Active learning (self& peer dialogue)c. Simulationsd. Lab investigations3. Collaborate with teammembers in teamrelatedassessmenttasks. (LO5-TS3)3a. Active learning (self& peer dialogue) inlab & classroomb. Discussion• Assignment• LabPresentationProgram Outcomes:PO1 (LO1) Able to analyze problems by applying knowledge and understanding of laws, theories and principles of scienceand mathematics.PO2 (LO2) Able to safely prepare sample, operate and use laboratory equipments.PO3 (LO2, LO3) Able to identify problems, design an experiment, process, interpret and analyze experimental data.PO4 (LO3) Able to apply the scientific reasoning in solving authentic problems.PO5 (LO4) Able to verbally express and articulate scientific ideas effectively.PO6 (LO4) Able to express and articulate scientific ideas in written form.PO7 (LO5) Able to effectively work in a multidisciplinary team.PO8 (LO6) Able to apply values, ethics, morality and professionalism in their scientific pursuit.PO9 (LO7) Able to manage information and engage in life-long learning.PO10 (LO8) Able to apply managerial and entrepreneurial skills.PO11 (LO9) Able to demonstrate leadership skills.Nama Fakulti / PusatPengajian:Nama Program:Fakulti Sains Gunaan Tahun: 2009Ijazah Sarjana Muda (Kepujian) Teknologi Bahan© Hak Cipta Universiti Teknologi MARA2

TOPIC LEARNING OUTCOMES REMARKS HOUR1.0 ELECTROSTATICS At the end of this topic, students will be able to: 101.1 Coulomb’s law a) Explain the concepts of electrons, protons, charged objects, chargedup, gaining charge, losing charge, charging by contact, charging byinduction, grounding, charge quantization, charge conservation,conductors and insulators..b) Describe the motion of point charges when placed near anothercharged object.c) Relate the motion of charges to a force and state Coulomb’s Law.d) Explain, qualitatively, how the direction and the strength of thisforce changes with magnitude of the charges and the distancebetween the charges.e) Draw a force diagram to a system of point charges and obtain thedirection and magnitude of the resultant force acting on a pointcharge due to the presence of other point charges.‣ Relate the motion to Newton’s 2nd law ofmotion and to the concept of motion.r q1q2F = k2‣ r where the electric constant19 Nk = = 9.0 × 102 24 πεC m0‣ 2 point charges along the x-axes, along they-axes and 3 charges that forms a rightangledtriangle.2Physics Lesson Outcomes-Electricity & Magnetismhttp://drjj.uitm.edu.my; HP:+60-19-355-1621Page 1 of 12Prepared by Assoc. Prof. Dr. Jaafar Jantan aka Dr. JJEmail: jjnita@salam.uitm.edu.my; drjjlanita@hotmail.com

lesson learning outcomes

TOPIC LEARNING OUTCOMES REMARKS HOUR1.2 Electric field a) State qualitative meaning of an electric field2b) Write the electric field strength produced by a point charge andexplain qualitatively how the field strength and direction changeswhen measured at different places.c) Sketch the electric field lines produced by an isolated point charge,by two positive or two negative point charges, by a pair of positivenegativecharge and for a point charge placed between a uniformlychargedparallel plates.d) Obtain numerically and show pictorially the electric field strengthand direction for a point charge, for a system of two charges and fora system of three charges.e) Explain the effect of the electric field on a positive test charge placedat midpoint between a pair of positive or negative charges and apair of positive-negative charge.r qE = k2‣ r . Note also the direction.‣ Indicate the change of strength (fieldintensity) by varying the length of the fieldlines.‣ Draw the field lines for a system of 2positive charges, 2 negative charges and apair of positive- negative charge.‣ Numerically determine the field intensity onthe right, on the left and at midpoints alongthe line of a pair of positive charges and apair of positive-negative charge.r r q0q‣ F = q0E= k .2r2.0 ELECTRICPOTENTIALAt the end of this topic, the student will be able to: 2Physics Lesson Outcomes-Electricity & Magnetismhttp://drjj.uitm.edu.my; HP:+60-19-355-1621Page 2 of 12Prepared by Assoc. Prof. Dr. Jaafar Jantan aka Dr. JJEmail: jjnita@salam.uitm.edu.my; drjjlanita@hotmail.com

TOPIC LEARNING OUTCOMES REMARKS HOUR2.1 Electric Potential& EquipotentialSurfacesa) Define electric potential and an equipotential surface.b) Sketch equipotential lines for an isolated positive charge, for anisolated negative charge, for a pair of positive-positive charge, for apair of positive-negative charge and for a parallel-plate capacitorc) Write the strength and numerically obtain the potential for anisolated charge.d) Write the strength and numerically obtain the potential to the right,to the left and at midpoints for a pair of positive-positive charge andfor a pair of positive-negative charge.e) Write, explain and numerically obtain the field strength in the areabetween a uniformly-charged parallel-plate capacitors.f) Explain, qualitatively, the electric potential energy gain or lostwhen a positive point charge is moved in an electric field.‣ Electric potential as the amount of workdone in moving a point charge from faraway (infinity) to some point A in anelectric field (compare to moving a mass ina gravitational field).WBAV∞−VA = −VA=q0.‣ Equipotential surface as a surface where Vis a constant.‣ For a point charge,q0EqV = r = k r =2q rVE =‣ d0qkr‣ Explain the work energy relationW = U − U = −qVAB B A 02Physics Lesson Outcomes-Electricity & Magnetismhttp://drjj.uitm.edu.my; HP:+60-19-355-1621Page 3 of 12Prepared by Assoc. Prof. Dr. Jaafar Jantan aka Dr. JJEmail: jjnita@salam.uitm.edu.my; drjjlanita@hotmail.com

TOPIC LEARNING OUTCOMES REMARKS HOUR3.0 CAPACITOR ANDDIELECTRICSAt the end of this topic, the student will be able to: 33.1 Capacitance and energyof capacitorsa) Define capacitance and state the purpose of a capacitor.b) Explain, qualitatively and algebraically, the factors affectingthe capacitance of a parallel plate capacitor and the changesin the capacitance when the geometrical dimensions arechanged.c) Numerically determine the capacitance of parallel platecapacitors and the changes in the capacitance when thegeometrical dimensions are changed.d) Qualitatively, algebraically and numerically explain andobtain the changes in energy stored by a parallel-platecapacitor when the charging source and/or the geometricaldimensions are changed.‣ Capacitance as a measure thecharge on the capacitor per unitQvoltage, C =V‣ Air-filled capacitorε0A‣ C0= , C = ε r C od‣ Table of dielectric constant‣ Other types of capacitors are notdiscussed.21 2 1 1 Q‣ U = CV = QV =2 2 2 C13.2 Capacitors in series andparallel combination4.0 ELECTRIC CURRENT ANDDIRECT-CURRENTCIRCUITSa) Draw a schematic diagram for capacitors connected in seriesand capacitors connected in parallel.b) Obtain the mathematical formulation for effectivecapacitances for capacitors connected in series and connectedin parallel.c) Calculate the effective capacitances of capacitors in series,capacitors in parallel and capacitors in series-parallelcombination.‣ Limit to five capacitors.‣ Use the constant potentialdifference for a parallel circuitand constant current in seriescircuit to obtain effectivecapacitance.‣ Parallel: C = C1 + C2+ .. + C51 1 1 1‣ Series: = + + ... +d) Determine the voltage, the charge stored and the energystored on each capacitor in a series, in parallel and inconnected in series-parallel combination.At the end of this topic, the student will be able to: 10CC1C2C52Physics Lesson Outcomes-Electricity & Magnetismhttp://drjj.uitm.edu.my; HP:+60-19-355-1621Page 4 of 12Prepared by Assoc. Prof. Dr. Jaafar Jantan aka Dr. JJEmail: jjnita@salam.uitm.edu.my; drjjlanita@hotmail.com

TOPIC LEARNING OUTCOMES REMARKS HOUR4.1 Ohm’s law and Resistivity a) Define electric current.b) Explain the relationship between current flow, electric fieldand potential difference between two points in a circuit.c) Define electromotive force (emf) of a battery and explain itsrole to current flow in a circuit.d) Draw an equivalent circuit to represent a battery with emf εand internal resistance r and explain its effect to the currentflowing in circuit.e) State and mathematically write Ohm’s law.f) State and explain the relationship between the resistance of awire to its physical dimensions and to its resistivity.g) Explain the concept of potential drop across a resistor in asimple circuit.ΔQ‣ I = ,Δt‣ V=IRdQI =dt‣ R =ρlA‣ Introduce conductivity as theinverse of resistivity1‣ σ =ρ‣ Simple circuit is limited to onlyone load (bulb or resistor)‣ V = ξ − Ir34.2 Electrical energy andpowera) Define electrical power and explain joule heating in aresistor.b) Determine the dissipative power and energy loss in a simplecircuit.‣ Include2P = I R and2VP =Rfor power.‣ Emphasize on V as potentialdifference across resistors.‣ P = VI and Energy ≡ VIt1Physics Lesson Outcomes-Electricity & Magnetismhttp://drjj.uitm.edu.my; HP:+60-19-355-1621Page 5 of 12Prepared by Assoc. Prof. Dr. Jaafar Jantan aka Dr. JJEmail: jjnita@salam.uitm.edu.my; drjjlanita@hotmail.com

TOPIC LEARNING OUTCOMES REMARKS HOUR4.3 Resistors in series andparallela) Draw a circuit diagram for resistors in series and resistors inparallel.b) Obtain the mathematical formulation for effective resistancesfor resistors connected in series and resistors connected inparallel.c) Calculate the effective resistance of resistors in series,resistors in parallel and resistors in series-parallelcombination.d) Determine the voltage and the current on each resistorconnected in series, connected in parallel and connected in aseries-parallel combination.4.4 Kirchhoff’s Laws a) State Kirchoff’s current and voltage laws and write themathematical representation for both laws.b) Label the high and low potential points across resistors andbatteries for a given current direction in a loop.c) Write Kirchhoff’s laws applied to a two-loop circuit.‣ Limit to four resistors.‣ Use Ohm’s Law.‣ Use the constant potentialdifference for a parallel circuitand constant current in seriescircuit to obtain the effectiveresistance.‣ Limit to a maximum of only 3resistors in series and 3 resistorsin parallel for the combinationcircuit.Σ V = ΣV, Σ Iin= ΣIout‣drop rise‣ Limit to a maximum of only 3resistors and 2 batteries in eachloop.‣ Specify the current beforelabelling the high and lowpotential ends.‣ Maximum of two closed circuitloops.335.0 MAGNETIC FIELD At the end of this topic, the student will be able to: 9Physics Lesson Outcomes-Electricity & Magnetismhttp://drjj.uitm.edu.my; HP:+60-19-355-1621Page 6 of 12Prepared by Assoc. Prof. Dr. Jaafar Jantan aka Dr. JJEmail: jjnita@salam.uitm.edu.my; drjjlanita@hotmail.com

TOPIC LEARNING OUTCOMES REMARKS HOUR5.1 Permanent magnets andmagnetic forcea) Sketch the magnetic field lines produced by permanentmagnets.‣ Bar magnet and horse-shoemagnets2b) Describe the relationship between a magnet’s poles and thefield lines produced.c) Describe the effect of magnetic field on static and movingelectric charges.d) Write the strength and determine the direction of magneticforce acting on moving charges by using the First Right HandRule.e) Use the First Right Hand Rule to obtain direction of motion,direction of magnetic field or the magnetic force wheneverany two of the quantities are known.‣ Use tiny compasses to representB field lines and to showdirection of the field. Brieflydescribe the Earth as a giantmagnet. Briefly mention thecommon units used for fieldstrength and some typical valuesof B.‣ Only moving charges withvelocity perpendicular to orhaving the velocity componentwhich is perpendicular to thefield will experience a magneticforce. F = qvBsinθvB. NONEED to introduce crossproduct. Use either the first righthand rule (thumb along velocity,other fingers along B then thepalm will show force acting on a+ve charge) or any other easy-toremember rules to determinedirection of the force.Physics Lesson Outcomes-Electricity & Magnetismhttp://drjj.uitm.edu.my; HP:+60-19-355-1621Page 7 of 12Prepared by Assoc. Prof. Dr. Jaafar Jantan aka Dr. JJEmail: jjnita@salam.uitm.edu.my; drjjlanita@hotmail.com

TOPIC LEARNING OUTCOMES REMARKS HOUR5.2 Magnetic field produced bycurrent-carrying conductora) Determine the direction of magnetic field produced bycurrent-carrying conductor.b) Sketch the field lines produced by a long current-carryingconductor and by a circular wire.Use the 2 nd Right Hand Rule(corkscrew) to determine direction ofB r for both the long wire and circularwire.3c) Write and numerically determine the strength (intensity) ofthe field produced by a long wire as a function of the currentcarried by the wire and distance from the wire.μ0I‣ B = for a long straight2πrwired) Write and numerically determine the strength (intensity) ofthe field produced at the centre of a circular wire.e) Draw the magnetic field lines and label the North-South polesfor a solenoid.μ I‣ B = 0at the centre of a2rcircular wire of radius R.f) Write and numerically determine the strength (intensity) ofthe field produced along the centre of a solenoid.‣ B = μ0nIfor a solenoid withN turns per meter of the wire.Physics Lesson Outcomes-Electricity & Magnetismhttp://drjj.uitm.edu.my; HP:+60-19-355-1621Page 8 of 12Prepared by Assoc. Prof. Dr. Jaafar Jantan aka Dr. JJEmail: jjnita@salam.uitm.edu.my; drjjlanita@hotmail.com

TOPIC LEARNING OUTCOMES REMARKS HOUR5.3 Magnetic Force on amoving charged particleand on a current-carryingconductor.a) Determine the magnitude and direction of force acting on acharged particle moving near a current-carrying conductor.b) Determine the magnitude and direction of the force actingbetween two parallel current-carrying conductors andbetween two wires carrying current in opposite directions.c) Determine the direction of the force acting between twoparallel circular wires carrying current in the same directionsand two parallel circular wires carrying current in theopposite directions.d) Compute the force per unit length on two adjacent parallelcurrent-carrying conductors‣ Use the 1 st Right Hand Rule.F = qvBsinθ‣ Force between two parallelwires:F = qvBsin θvB= ILBsinθIB.You need to first determine theB field produced by each wire(using the corkscrew rule) beforeapplying the 1 st Right HandRule.‣ Determine the poles for thecircular wires beforedetermining the direction offorces between two parallelcoils.‣ Assume wires of same lengths L,F μ0I2then = I1 B = I1L 2πdvB35.4 Torque on a coil a) Determine the force directions on the sides of a rectangularcoil with surface area A and carrying current I placed in amagnetic field B.b) Describe the effect of the magnetic force on the coil,qualitatively and pictorially.c) List and explain the factors affecting speed of rotation for arectangular coil of surface area A, carrying current I placed ina magnetic field B.‣ Use results from section 13.3‣ Show the force directions andthe direction of rotation for bothsides and how that changes whencurrent direction or fielddirection is reversed.‣ Area, field strength, number ofturns and the current26.0 ELECTROMAGNETICINDUCTIONAt the end of this topic, the student will be able to: 4Physics Lesson Outcomes-Electricity & Magnetismhttp://drjj.uitm.edu.my; HP:+60-19-355-1621Page 9 of 12Prepared by Assoc. Prof. Dr. Jaafar Jantan aka Dr. JJEmail: jjnita@salam.uitm.edu.my; drjjlanita@hotmail.com

TOPIC LEARNING OUTCOMES REMARKS HOUR6.1 Magnetic Flux andFaraday’s Lawa) Define magnetic flux and explain the factors that will changemagnetic flux,b) Qualitatively and diagrammatically describe what happens ina conducting wire coil when a bar magnet is moved towardsor away from the coil.c) State Faraday’s law and mathematically write the law.d) Use Faraday’s law to qualitatively explain the maximuminduced current and hence the emf in a conducting wire coilconnected in series with a resistor.e) Qualitatively explain the relationship between inducedvoltage (emf) and the induced current.f) Calculate the induced emf in a single coil and in coils with Nturns for changes in B field strength and for changes in thearea of the coil.‣ Flux governed by product of themagnetic field (its perpendicularcomponent) strength passingthrough the surface of a coil andthe area of the coil..Φ = BA cosΘ. Limit to fieldlines that are perpendicular tosurface.‣ Emphasize on the magnet’spolarity and its direction ofmotion as the determining factorin describing the direction ofinduced current.ΔΦ‣ emf = −N(inducedΔtvoltage)‣ Example of changes in B onlyand changes in A only.3g) Determine the imaginary poles for the induced magnetic fieldfor magnets moving into and away from a conducting wirecoil.‣ Use the imaginary poles for theinduced B field to decidedirection of induced I and thehigh and low potential ends ofthe resistor.Physics Lesson Outcomes-Electricity & Magnetismhttp://drjj.uitm.edu.my; HP:+60-19-355-1621Page 10 of 12Prepared by Assoc. Prof. Dr. Jaafar Jantan aka Dr. JJEmail: jjnita@salam.uitm.edu.my; drjjlanita@hotmail.com

TOPIC LEARNING OUTCOMES REMARKS HOUR6.2 Lenz’s Law a) State Lenz’s law and describe how the law is used to explainpart (g)of section 6.1, the direction of the induced current andhence the induced emf.ΔΦ Δ(cosΘ)2‣ emf = −N= NABΔtΔt6.3 Electric Generators,Inductors & Transformersb) Apply Lenz’s Law to determine the direction of the inducedcurrent and the induced emf in a coil being rotated betweenpoles of a permanent magnet and to explain the sinusoidalbehaviour of the induced emf and induced current.c) Apply Faraday’s Law to obtain the magnitude of the inducedemf for a coil rotating between the poles of a permanentmagnet and use Ohm’s Law to determine the induced currentin the coil.a) Qualitatively compare and contrast the induction mechanismin an electric generator and an electric motor.b) Quantitatively compare and contrast self inductance andmutual inductance on coils carrying current which is timedependentc) Determine the induced emf in inductors from a current-timegraph and obtain the energy stored by the inductor.d) Qualitatively and quantitatively explain the mechanism of astep-up and a step-down AC transformer.‣ Show that for mutual1inductance:ΔΦ ΔIpemf = −N= MΔtΔt‣ Show that for selfinductance:ΔΦ ΔIemf = −N= LΔtΔt‣ Energy stored is1 Energy= LI22‣ Discuss the flux change betweenthe primary & secondary coilbeing the same since it sharesΔΦthe same core: emfs= −Ns,ΔtΔΦemfp= −Np; emf s = emf pΔtemfpNpVpNp= or =emf N V NssssPhysics Lesson Outcomes-Electricity & Magnetismhttp://drjj.uitm.edu.my; HP:+60-19-355-1621Page 11 of 12Prepared by Assoc. Prof. Dr. Jaafar Jantan aka Dr. JJEmail: jjnita@salam.uitm.edu.my; drjjlanita@hotmail.com

students ratings, knowing&testimonial

iLearn - SuFO - Analysis Report :: [i-learn] ::http://i-learn.uitm.edu.my/leo/2009/print_analysis0209.php?ttype=course&cid=PHY4...Page 1 of 318/05/2011LaporanPenilaianPensyarahLecturersEvaluationOnlineKod Kursus (Course Code) : PHY407 JAAFAR BIN JANTAN (DR)JumlahRespon (TotalRespondents):14July -Nov2009Kumpulan (Group) : ASB2XNo.Item PenilaianSangatSangatAgakPurataAgak Tidak Tidak Tidak PurataSetuju Setuju Setuju Setuju Setuju SetujuMata(6) (5) (4) (3) (2) (1)Bahagian A: Persepsi saya tentang kursus iniPart A : My Perception on this course1234Saya berminat dengan kursus ini.I am interested in this course.Saya sentiasa hadir ke sesisyarahan/makmal/studio/klinikal/kerja lapangan untukkursus ini.I am always present during alllecture/tutorial/studio/clinical/fieldwork sessions for thiscourse.Saya sentiasa bersedia untuk setiap sesisyarahan/makmal/studio/klinikal/kerja lapangan untukkursus ini.I am always prepared for alllecture/tutorial/studio/clinical/fieldwork sessions for thiscourse.Saya menjangka untuk mendapat gred A bagi kursus ini.I expect to get an A grade for this course.6 1 6 1 0 0 81 4.864 5 5 0 0 0 82.17 4.936 2 6 0 0 0 83.33 54 3 6 1 0 0 78.5 4.71JUMLAH PURATA: 81.25 4.88Bahagian B: Tentang pensyarah kursus iniPart B : About the lecturer of this course567891011Pensyarah menerangkan dengan jelas tentang hasil kursusdan hasil pembelajaran kepada pelajar.The lecturer provide a clear expalanation about the courseoutcomes as well the learning outcomes to the students.Pensyarah menerangkan cara penilaian kursus dengan jelaskepada pelajar.The lectuer clearly explains to the students the evaluationprocedure for this course.Pensyarah memaklumkan perancangan pengajaran kepadapelajar.The lectuer informs the students about the teaching plan forthis course.Pensyarah mengendalikan sesisyarahan/tutorial/makmal/studio/kerja lapangan mengikutperancangan pengajaran.The lectuer conductslecture/tutorial/laboratory/studio/fieldwork sessions based onthe teaching plan for this course.Pensyarah mematuhi waktu pengajaran yang dijadualkan.The lectuer observes the scheduled teaching hours for thiscourse.Pensyarah menggantikan setiap sesisyarahan/tutorial/makmal/studio/kerja lapangan yangditangguhkan.The lectuer replaces everylecture/tutorial/laboratory/studio/field work sessions whichhas been postponed.Pensyarah mengambil beat tentang kehadiran pelajar.The lectuer is concerned about students' attendance.Pensyarah menggunakan Bahasa Inggeris sebagai bahasa7 2 4 1 0 0 84.5 5.076 2 6 0 0 0 83.33 54 4 6 0 0 0 81 4.865 4 4 1 0 0 82.17 4.934 4 5 1 0 0 79.83 4.797 2 5 0 0 0 85.67 5.145 7 2 0 0 0 86.83 5.21

iLearn - SuFO - Analysis Report :: [i-learn] ::http://i-learn.uitm.edu.my/leo/2009/print_analysis0209.php?ttype=course&cid=PHY4...Page 2 of 318/05/2011121314151617181920212223242526pengantar semasa kuliah (jika berkaitan).The lectuer uses English language during lectures (whereapplicable).Pensyarah sentiasa bersedia untuk setiap sesipertemuan/pengajaan.The lectuer is always prepared for every meeting/lecture.Pensyarah berusaha untuk membantu pelajar memahamipelajaran.The lectuer makes an effort to help students understand thelessons.Pensyarah menggunakan/mencadangkan bahanpengajaran/pembelajaran/rujukan yang sesuai.The lectuer uses/suggests suitable teaching aids/references.Pensyarah menggunakan kaedah penyampaian yang sesuaidan berkesan.The lectuer uses effective and appropriate teachingtechniques.Pensyarah menggalakkan pelajar mengemukakan pendapatdan bertanyakan soalan.The lectuer encourages the students to give opinions and askquestions.Pensyarah bersedia memberi bimbingan akademik di luarsesi rasmi pertemuan.The lectuer is prepared to provide academic guidance outsideclass hours.Pensyarah memberi ujian/penilaian/tugasan yang sesuaidengan hasil pembelajaran dan hasil kursus.The lectuer gives tests/evaluation/assignment in line with thelearning and course outcomes.Pensyarah memaklumkan setiap hasil penilaian kepadapelajar.The lectuer informs every assessment result to the students.Pensyarah berpakaian kemas dan sopan.The lectuer is appriately attired.Pensyarah membincangkan isu-isu yang relevan denganbidang semasa sesi pertemuan rasmi.The lectuer discusses relevant issues pertaining to the courseduring lectures.Pensyarah mudah dihubungi untuk perbincangan.The lectuer is easily contactable for discussions.Pensyarah berinteraksi dengan pelajar di dalam dan di luarsesi pertemuan rasmi dengan baik.The lectuer interacts well with the students at all times.Pensyarah memberi motivasi kepada pelajar.The lectuer motivates the students.Secara keseluruhannya, saya berpuas hati denganpengajaran pensyarah ini.In general, I am satisfied with the lecturer's teaching.12 0 2 0 0 0 95.17 5.714 4 5 1 0 0 79.83 4.797 1 5 1 0 0 83.33 56 1 6 1 0 0 81 4.866 2 6 0 0 0 83.33 56 4 4 0 0 0 85.67 5.145 5 4 0 0 0 84.5 5.075 5 4 0 0 0 84.5 5.076 2 5 1 0 0 82.17 4.935 4 4 1 0 0 82.17 4.936 3 4 1 0 0 83.33 56 3 5 0 0 0 84.5 5.076 4 4 0 0 0 85.67 5.146 4 4 0 0 0 85.67 5.147 2 5 0 0 0 85.67 5.14JUMLAH PURATA: 84.14 5.05Bahagian C: Tentang prasarana kursus ini(Part C : About the infrastructure of this course)27282930Kelengkapan ruang kondusif untuk pembelajaran danpengajaran.The space is condusive for teaching and learning.Kelengkapan dan peralatan pengajaran bagi kursus inimencukupi dan berfungsi.The teaching and learning equipment for the course issufficient and functional.Kemudahan dan kelengkapan makmal/bengkel/studio/kerjalapangan bagi kursus ini mencukupi dan berfungsi (jikaberkaitan).The facilities and laboratory/workshop/studio fieldworkequipment for this course are sufficient and functional (ifapplicable).Secara keseluruhannya, saya berpuas hati dengan kualitiruang pengajaran dan pembelajaran yang disediakan.In general, I am satisfied with the quality of the teaching andlearning space provided.5 4 4 1 0 0 82.17 4.935 1 5 0 0 0 83.33 55 1 4 1 0 0 81.83 4.914 2 4 1 0 0 80.33 4.82

iLearn - SuFO - Analysis Report :: [i-learn] ::http://i-learn.uitm.edu.my/leo/2009/print_analysis0209.php?ttype=course&cid=PHY4...Page 3 of 318/05/2011JUMLAH PURATA : 81.91 4.92JUMLAH PURATA KESELURUHAN : 82.43 4.95Date: Wednesday 18 May 2011

iLearn - SuFO - Analysis Report :: [i-learn] ::http://i-learn.uitm.edu.my/leo/2011/print_analysis0111.php?ttype=course&cid=PHY4...Page 1 of 218/05/2011LaporanPenilaianPensyarahStudentFeedbackOnlineKod Kursus (Course Code) : PHY407 JAAFAR BIN JANTAN (DR)JumlahRespon (TotalRespondents):18DIS -APR2011Kumpulan (Group) : ASB2XNo.Item PenilaianSangatSangatPurataTidak Tidak PurataSetuju Setuju Setuju SetujuMata(4) (3) (2) (1)Bahagian A: Persepsi saya tentang kursus iniPart A : My Perception on this course123Saya berminat dengan kursus ini.I am interested in this course.Saya sentiasa hadir ke sesi syarahan/makmal/studio/kerja lapangan untukkursus ini.I am always present during all lecture/tutorial/studio/fieldwork sessions forthis course.Saya sentiasa bersedia untuk setiap sesisyarahan/tutorial/makmal/studio/kerja lapangan untuk kursus ini.I am always prepared for every lecture/tutorial/laboratory/studio/fieldworksessions for this course.9 8 1 0 86 3.4414 3 1 0 93 3.729 7 2 0 84.75 3.39JUMLAH PURATA: 87.92 3.52Bahagian B: Tentang pensyarah kursus iniPart B : About the lecturer of this course4567891011Pensyarah memaklumkan perancangan pengajaran/skema kerja kepadapelajar.The lecturer informs the students about the teaching plan/scheme of workfor this course.Pensyarah menerangkan dengan jelas tentang hasil kursus danpembelajaran kepada pelajar.The lecturer provides a clear explanation about the course outcomes andthe learning outcomes to the students.Pensyarah menerangkan cara penilaian kursus dengan jelas kepada pelajar.The lecturer clearly explains to the students the assessment procedure forthis course.Pensyarah mengendalikan sesisyarahan/tutorial/makmal/studio/klinikal/kerja lapangan mengikutperancangan pengajaran.The lecturer conducts lecture/tutorial/laboratory/studio/clinical/fieldworksessions based on the teaching plan for this course.Pensyarah mematuhi waktu pengajaran yang dijadualkan.The lecturer observes the scheduled teaching hours for this course.Pensyarah menggantikan setiap sesisyarahan/tutorial/makmal/studio/klinikal/kerja lapangan yangditangguhkan.(Sekiranya pensyarah tidak pernah menangguhkan kelas, sila abaikansoalan ini.)The lecturer replaces every lecture/tutorial/laboratory/studio/clinical/fieldwork sessions which has been postponed.(If lecturer never postpones lecture, do not answer this question)Pensyarah mengambil berat tentang kehadiran pelajar.The lecturer is concerned about students' attendance.Pensyarah menggunakan Bahasa Inggeris sebagai bahasa pengantarsemasa kuliah(kecuali kursus CTU dan Bahasa Ketiga).The lecturer uses English language during lectures (except CTU and ThirdLanguage courses).11 6 1 0 89 3.569 7 2 0 84.75 3.3911 4 3 0 86 3.4412 4 2 0 89 3.569 6 3 0 83.25 3.3311 6 1 0 89 3.5615 2 1 0 94.5 3.7815 3 0 0 95.75 3.83Pensyarah sentiasa bersedia untuk setiap sesi pertemuan/pengajaran.

iLearn - SuFO - Analysis Report :: [i-learn] ::http://i-learn.uitm.edu.my/leo/2011/print_analysis0111.php?ttype=course&cid=PHY4...Page 2 of 218/05/201112 The lecturer is always prepared for every meeting/lecture. 14 3 1 0 93 3.721314151617181920212223Pensyarah berusaha untuk membantu pelajar memahami pelajaran.The lecturer makes effort to help students understand the lessons.Pensyarah menggunakan bahan pengajaran/pembelajaran/rujukan yangsesuai.The lecturer uses suitable teaching aids/references.Pensyarah menggunakan kaedah penyampaian yang sesuai dan berkesan.The lecturer uses effective and appropriate teaching techniques.Pensyarah menggalakkan pelajar bertanya soalan dan mengemukakanpendapat.The lecturer encourages the students to ask questions and give opinions.Pensyarah bersedia memberi bimbingan akademik kepada pelajar.The lecturer is prepared to provide academic guidance to students.Pensyarah memberi ujian/penilaian/tugasan yang sesuai dengan hasilpembelajaran dan hasil kursus.The lecturer gives tests/evaluation/assignments in line with the learningand course outcomes.Pensyarah memaklumkan setiap hasil penilaian kepada pelajar.The lecturer informs every assessment results to the students.Pensyarah berpakaian kemas dan sopan.The lecturer is appropriately attired.Pensyarah membincangkan isu-isu yang relevan dengan bidang semasa sesipertemuan rasmi.The lecturer discusses relevant issues pertaining to the course duringlectures.Pensyarah mudah dihubungi untuk perbincangan.The lecturer is easily contactable for discussions.Secara keseluruhannya, saya berpuas hati dengan pengajaran pensyarahini.In general, I am satisfied with the lecturer's teaching.12 4 2 0 89 3.5612 6 0 0 91.75 3.6711 6 1 0 89 3.5615 3 0 0 95.75 3.8311 6 1 0 89 3.5611 4 3 0 86 3.4410 6 2 0 86 3.4414 4 0 0 94.5 3.7811 6 1 0 89 3.5613 4 1 0 91.75 3.679 6 2 1 82 3.28JUMLAH PURATA: 89.4 3.58Bahagian C: Tentang prasarana kursus ini(Part C : About the infrastructure of this course)2425Kelengkapan ruang kondusif untuk pembelajaran dan pengajaran.The space is conducive for teaching and learning.Kelengkapan dan peralatan pengajaran bagi kursus ini mencukupi danberfungsi.The teaching and learning equipment for the course is sufficient andfunctional.13 5 0 0 93 3.7212 6 0 0 91.75 3.67JUMLAH PURATA : 92.38 3.7JUMLAH PURATA KESELURUHAN : 89.9 3.6Date: Wednesday 18 May 2011

AAN 2010 (Pengajaran) nomination. DR JJ, FSG, UiTMKNOWING YOU KNOWING MEHello Dr Jaafar Jantan, my name is Nur Syazwani Amira bt Rosly. I was born in TanahMerah, Kelantan but I stay in Muar, Johor. I am 22 years old. My father worked as ateacher at Sekolah Kebangsaan Sawahring and my mother also worked as a teacherat Sekolah Kebangsaan Rawang. I have 4 siblings and I am the first member in myfamily. My first younger sister study at Queensland University of Technology (QUT),Brisbane, Australia in Quantity Surveyor course. My second younger sister study atSekolah Menengah Sains Muar (SAMURA) and the last one study at the school in myvillage. In UiTM, I was studied materials science and I love this course because itgives me a lot of information about material that have in this world although thiscourse is quite tough. My vision is wanted to be expert in materials especially fornon-destructive testing (NDT). My mission for the PHY 407 subject is to get the goodresult and understand all the theory of electrostatic, electricity and electromagnet.Other than that, I want to feel that this subject was so fun and make me interested tothis subject more and more again. My missions for being here as the materialsscience student is want to get a first degree and become a real materials expert. Thesubject I was learning for most is strength of material because this subject is a verytough subject and need to understand more. The subject I was learning for least isBEL 422. My expectation for this subject is to make me apply all the topic that I learnin the future or in my carrier.Email: jjnita@salam.uitm.edu.my; HP: +60193551621 http://drjj.uitm.edu.my Page 1 of 5

AAN 2010 (Pengajaran) nomination. DR JJ, FSG, UiTMFAZIATUL FARHANA BINTI MD NOR, 2009445376 - my vision is to get first classdegree when im graduate from UITM,SHAH ALAM.while my missionsion is ..im frommiddle class family,i live at kota damansara together with my family. My dad name isMd Nor bin Ab Salam, my mother’s name is Jamenah Binti Abu Aman. I have sucha small family...my dad, my mom, my brother and i..my current academic standingis(CGPA) ONLY 3.34.I love to study mathematics at most because the way my lecturer teach me can makeme understand what i have to learn and what is important for me to focus. I alsounderstand whatever she talking about eventhough im sitting at the back. Thesubject that i study least is MST 452, that is materials science technology,instrumental analysis..this is because i don’t know nothing about the subject at all.. mylecturer didn’t give us much time to copy her lecture notes.also,her notes is totally likean essay.. im totally not understand what is she talking about even im sitting in fronther..because her voice volume is too low..Also.when im doing my first experiment inthis subject,i don’t know how to use the machine and how to identify that themachine was give us the actual results.until now, we cannot finish our firstexperiment..If im a lecturer for that class, i will use the more interesting way to teachmy student,for example, i will use the power point to show my student what is theobjective of the instrument, what is the use of that object and what to focus for..i willnot let my student lost in my class..i will spread out my notes first before im teachingfor that chapter. This is to ensure that my student understand what im going to teachand to do during my class. The most important thing is i will be like a friend tothem ,more friendly and not letting they afraid of me..so that they could ask mewhatever or which part is not very clear to them..My expectation for this course , PHY407 is i want to master all the concept that ilearn in this subject and also i want to get A in my final exam. to accomplish myexpectation, i must study hard to understand the concept also give 100% myconcentration in every class i attend. In addition for improve my understanding, imust do a lot of exercise.Email: jjnita@salam.uitm.edu.my; HP: +60193551621 http://drjj.uitm.edu.my Page 2 of 5

AAN 2010 (Pengajaran) nomination. DR JJ, FSG, UiTMRESUMENAME : SITI MURNIRAH BT MOHD HASSANID.NO : 2007135873NICKNAME : MUNMISSION : To accomplish my ambitions to get the higher knowledgewith not only by its title but understand the all important thingsthat I’ve learn in my way to get a better life.VISSION : To achieve my parent’s expectation, contribute my skills touniversity, company, the country and our nation without anyhesitation and with full of love and high credibility.CURRENT CGPA : 3.08Subject that I learn most : ChemistryReasons: My favorite subject because chemistry includes anything thathappening in our daily lifeSubject that I learn least : PhysicsReasons: I think it is because I’m not having the ability to understandphysics like others. I cannot reach the imagination that’shappen in physics very well.Email: jjnita@salam.uitm.edu.my; HP: +60193551621 http://drjj.uitm.edu.my Page 3 of 5

AAN 2010 (Pengajaran) nomination. DR JJ, FSG, UiTMName: tunku mohd hafiz bin tunku kamaruzamanCommercial name: pok ku@hafizStudent ID: 2007128567Semester: 5Programmed: bachelor of Science (Hons.) material technology (AS230)PHY407: ASB2XAssalmualaikum DrJJ.My name is tunku mohd hafiz. U can call me whatever u like such as pokku@hafiz@ku. I am 24 years old and was born on 6 December 1986. I was pureklantanese and live at kampong Ipoh, Tanah Merah. I have a great farther name,tunku kamaruzaman bin raja mat. He was 49 years old and work as businessman. Heis currently running his business at port klang. Every great man has great womenbeside him. So that is my mother her name is Hasnah binti Othman. She was 48years old and she works as a teacher. I have 5 siblings within me. I was second in mysibling. I have one brother and three sisters after me. Before I continue study in UitmI study at Politeknik Kota Bharu taking Diploma in automotive engineering. My missionis to work and get involved in industry oil and gas. I have really great vision I want tobe the most successful and great welding inspector that can help to generate theeconomy of my beloved country Malaysia. My CGPA is 2.55 and hope I can achieve3.0 after I graduate.The course that I most learned is PHY501 (physic and technology of non-destructivematerial), MST552 (composite material), MST551 (metal and alloy), MST512(Ceramic material), MST513 (polymeric material), MAT538 (applied mathematics) andMST554 (material processing). There are also got some courses that I’ve learnedleast such as MST452 (analysis of basic instrumental) CSC426 (computerprogramming), MST452 (analysis of basic instrumental) and CHM431 (physicalchemistry).I interested to study the courses that listed above because the courses are not socomplicated and easy to understand. Otherwise the teaching process by lecturer isvery clear. While other courses I least to study because the courses are difficult tounderstand and need more help by the lecturer such as more explanations andexposures. If I as a lecturer, I will explain more only on the important topics for thesubjects and relate to the reality. I will make sure that all of the students get what Iwant to share with them. I will test them by writing or two ways communication in theclass.My expectation for this course is more issues that we will discuss. The issues areexactly up to date and very important to our future in the field of science. Toaccomplish my expectation is I must get more information of the issues that arerelated to our study by various ways and share to the other students in the class. ByEmail: jjnita@salam.uitm.edu.my; HP: +60193551621 http://drjj.uitm.edu.my Page 4 of 5

AAN 2010 (Pengajaran) nomination. DR JJ, FSG, UiTMthis way, I exactly will get a good result in this course. That’s all.Email: jjnita@salam.uitm.edu.my; HP: +60193551621 http://drjj.uitm.edu.my Page 5 of 5

http://drjj.uitm.edu.myAnugerah Akademik Negara 2010-DrJJCourse Taken: Philosophy of Science an Basic Physics II. Semester: 2009- 2010.16 January 2011My Testimonial of Associate Professor Dr Jaafar Jantan’s Teaching. 15 th January 2010I have known Associate Professor Dr. Jaafar Jantan for 1 year as lecturers of physicII and philosophy of science courses. At all times I have found him to be aninnovative lecturer based on his presentation and his interactive class engagement.He also is the person who is reliable, hard-working, conscientious and caring to hisstudent. He makes me changed a lot and gives all his philosophy of sciencestudent’s opportunities to take a challenge in a debate session for the first time.Furthermore increase our communication skills.- Mohd Razali bin Sohot , PHY 407(2010), FSG 500(2010). Cell: +60173706927Associate Professor Dr. Jaafar Jantan is the person who is very creative. He used avariety of technologies that are currently available to deliver education. Thattechnologies include the use of the Internet based for online lecture notes,newsgroups for collaborative discussions and class announcements, e-mailcorrespondence between students and him, interactive simulation over the Internetfor remote participation in classes and discussions, and virtual reality for exploringthree dimensional scenes.- Muhammad Syazuan bin Nor, PHY 407(2010). Cell: +0193451833Associate Professor Dr. Jaafar Jantan makes me become a critical thinker. I havechanged a lot after taking of his two courses. Basically I have improved mycommunication skills where else in a philosophy of science classes, the studentencourage to communicate to him for at least three times a week. Bycommunicate to him intelligently is a great way to form a new vocabulary or toimprove upon my own speaking skills. Besides that, I have also improved myonline based skills. He used many online resources such as virtual simulation ashis teaching system. He is the best lecturer and I can say he is also a goodcounselor that makes me and the whole class changes a lot to become very activein the class.-Mohd Taufik bin Mamat PHY 407(2010), FSG 500(2010). Cell: +60177664940Page 8 of 9

http://drjj.uitm.edu.myAnugerah Akademik Negara 2010-DrJJName: Nor Kamilah Kamarudin Email: Kamiey Kamarudin ID/Number: 2010201502 Cell: +60174334063Course: PHY 406 (Jul 2010 - Oct 2010)Title: Testimonial on Associate Prof. Dr. Jaafar JantanBased on my experience as one of his student during my first semester, I personally felt that his methodof teaching is little bit differ from other lecturers. On that time, I was wondering what kind of teachingskills he tries to teach and also what will I get during his teaching session. Fortunately I realize that hechanged me a lot in my study method. I became more self reliable person. I no longer depend totally onlecturer but try myself to pull my own socks. Besides, he teaches me how to work in group. I do a lot ofdiscussion with my group members. If I have difficulty in understanding certain topic we will discuss it inclass with our group members and he will guide us through solving the problems.He also varies his methods of teaching in order to makes his students gain knowledge from various ofsources such as using Phet application, The Physic Classroom, Microsoft Excel, and etc. Other than that,he also introduced the OBE among his student. The reason why he did that because he wants to knowhis students’ knowledge before and after learning on certain topic. This to ensure his students gainsomething (information) throughout learning process. I noticed that most of his students are totallychanged after having class sessions with him especially my classmates. We became more motivated andaware, diligent, determination, our soft skills also improved. We are now able to talk in front of the classeven in the lecture hall.Not to forget about journal book despite of laboratory report. I have found that during finishing thisjournal book, we are able to think out of the box. Last but not least, I am lucky for having him as mylecturer because I am able to learn a lot from expertise lecturer and not many person can have such agood and unique lecturer just like him.Page 9 of 9

AAN 2010 (Pengajaran) nomination. DR JJ, FSG, UiTMthis way, I exactly will get a good result in this course. That’s all.Email: jjnita@salam.uitm.edu.my; HP: +60193551621 http://drjj.uitm.edu.my Page 5 of 5

summative assessment, solvedproblems&course grades

CONFIDENTIAL2AS/APR 2008/PHY407PART A (120 MARKS)QUESTION 1(30 marks)© Hak Cipta Universiti Teknologi MARA CONFIDENTIAL

CONFIDENTIAL3AS/APR 2008/PHY407QUESTION 2a)BC 1 =6 µFAC 3 =5 µFC 2 =4 µF12 V+-CC 4 =10 µFDi) The capacitors in parallel adds up: C12 C1 C2 6 F 4 F 10 FThe capacitors in series now includes C 12 , C 3 and C 4 :1 1 1 1 1 1 1 1 2 1 4 . Then theC1234 C12C3C410F5 F10F10F10Fcapacitors can now be replaced by a single capacitor by taking the inverse:10 5C 1234 F F 2.5 F4 2ii) Since capacitance is the ratio of charge for every volt of potential across the plates,qC , then, the total charge stored in the single capacitor C 1234 isV5q CV F 12V 30 C2iii) Since the charges will flow from the battery through a single circuit then the potential dropq 30Cacross point AB must be VABV1V2 3VC 10Fthe charge stored in C 2 is:q 2122 C2V 4 F 3V 12 C(9+2+5=16 marks)b) Figure 3 shows an arrangement of resistors connected together in a circuit with a 12-voltbattery. For the following questions, leave your answers in the form of fractions. DO NOTCONVERT YOUR ANSWERS TO DECIMAL.© Hak Cipta Universiti Teknologi MARA CONFIDENTIAL

CONFIDENTIAL4AS/APR 2008/PHY407R 1 =4 R 3 =4 BAR 2 =4 +-12 VCR 4 =6 Figure 3Di) The resistors in parallel adds up toresistors can be replaced by a single resistor by taking the inverse:The total resistance is then the sum of the resistors in series:R1234 R12 R3 R4 2 4 6 12. Then the current I is:V 12VI 1 AR 12ii) Since the current I is the same from point A to point D, thenSince V1 V2VAB1R121R11R21 1 1 1 2 . Then the4 4 4 4 VAB12R 124 2 .2 IR 1 A2 2VVAB2 V , then the current through R 2 is, I 2 0.5 AR 4 2(9+5=14 marks)© Hak Cipta Universiti Teknologi MARA CONFIDENTIAL

CONFIDENTIAL5AS/APR 2008/PHY407QUESTION 3a)SNS0IB 2rNField at center of wire isB 0I2R(2+3+4=9 marks)b)F+qvrIIr/2-qvr/2I+qvFIr/2r/2IIr/2AUsing the 2 nd RHR, theB field on the left of thewire is into the plane ofpaperwith intensity0IB .2rThen using 1 st RHR,Force is to the right.qv0 IF qvB 2r+q attracted towardswire.Using the 2 nd RHR, the B fieldto the right of the left wire isinto the planewith intensity0IB .rThe B field to the left of theright wire is out of the planeof paper with intensity0IB .rHence the sum of B fieldbetween the wires is zero.Then no forceis exerted on the charge and itmoves in a straight lineB field along A due to wire is out of theplane0Iwith intensity B .rThe B field along A due to lower side ofloop is into the plane0Iwith intensity B .rThe B field along A due to upper side ofloop is out of the plane0Iwith intensity B .2rThe B field due to the vertical sides arezero along line A. So, the total B field0Ialong A is B 2rout of the plane.Hence the force exerted on the charge is© Hak Cipta Universiti Teknologi MARA CONFIDENTIAL

CONFIDENTIAL6AS/APR 2008/PHY407qv0 IF qvB 2rand pointing downwards.(4+7+10=21 marks)QUESTION 4a) i) Faraday’s Law of electromagnetic induction states that emf will be induced in a coilwhenever there is a change in the magnetic flux through the coil and the induced emfis proportional to the number of turns in the coil and the flux change in a second.ii) Lenz’s Law of induced current or induced emf (voltage) states that the inducedcurrent is in a direction so as to induce a magnetic field in order to oppose the fluxchange in the coil. If the flux is decreasing such as the south pole of a bar magnet isleaving the coil, then the induced magnetic field must be in such away to attract andprevent the south pole of the bar magnet from leaving. Hence the induced currentand emf must follow this induced magnetic field.(4+4=8 marks)b) For each of the configuration in Figure 6, use Lenz’s Law to indicate the polarity of theinduced magnetic field, the induced emf and the induced current.NSSNSNSNNII+-I-SS+ACsourceNearby Coilconnected to aresistorRIN(3+3+2=8 marks)c) i) Self-inductance is the induction of current and emf in a coil whenever there is achange in the current of that particular coil and not due to flux change from othersources.Mutual inductance is the induction of current and emf in a coil due to flux changescaused by another coil nearby.© Hak Cipta Universiti Teknologi MARA CONFIDENTIAL

CONFIDENTIAL7AS/APR 2008/PHY407ii)A transformer operates based on Faraday’s Law. The emf or V p on the primary coilNpp pcan be written as; V p Np.ttNss sThe induced emf in the secondary coil is; Vs Ns. But the fluxttchange in one second in the primary and the secondary coil is the same; s p . Hence if we take the ratios of the secondary coil emf to the primarytt s NVssN scoil emf; tVsN . So, sV pp N p V p N p N pt(5+9=14 marks)© Hak Cipta Universiti Teknologi MARA CONFIDENTIAL

CONFIDENTIAL8AS/APR 2008/PHY407PART B (90 MARKS)QUESTION 1a)+qr+q +q1 marks each for the fieldand for the equipotentialsurfaceb) i)2 marks for the field for eachcharge and 2 marks for theequipotential surface for eachBefore processTotal charge is+6q+0q-10q = -4q1 mark each for the field and forthe equipotential surface(2+4+2=8 marks)A+6qB0qC-10qii)Before processTotal charge is+6q-0q-10q = -4qBefore end of process 1Charge on A is 0q andCharge on C is -4qAfter process 1Total charge is-2q+0-2q = -4qA+6qC-10qA0qC-4qA-2qC-2q© Hak Cipta Universiti Teknologi MARA CONFIDENTIAL

CONFIDENTIAL9AS/APR 2008/PHY407iii)Before process 2Total charge is-2q+0-2q = -4qAfter process 2Total charge is-2q-q-q = -4qB0qC-2qB-qC-qiv)Before process 3Total charge is-2q-q-q = -4qAfter process 3Total charge is-1.5q-1.5q-q = -4qA-2qB-qA-1.5qB-1.5q(1+5+4+4=14 marks)c)i) ii) Use trigonometry to obtain the horizontal andYvertical distance of position O to the charges. ysin 45 .r-q rSo, y r sin 45 2rE -ve xcos45 .r45 r+qOXSo, x r cos45 2E +vekqiv) The electric potential at point O is:iii) E 2rkqV .So intensity of E due to the +ve charge,rkq kq 2kqkq kq kq 2E V22 2 x r/ 2 rx r / 2 rand E due to –ve charge;© Hak Cipta Universiti Teknologi MARA CONFIDENTIAL

CONFIDENTIAL10AS/APR 2008/PHY407Ekq ykq2kq2 2r/ 2 r .2The total E at O is:E E -veE2 E22 2kq 2 r 2 2kq 2 r 2kq 2ErDirection: tan 1E 2kq 2 r EE +ve 2So 45Hence the E field is East 45 degrees North.kq22rkq kq kq 2V .y r / 2 rV V Vkq 2 kq 2V 0r rv) If a charge +q is placed at position O, it willexperience a force22kq kqF 2 2 822r rin the same direction as the field E.(2+4+9+6+2=23 marks)© Hak Cipta Universiti Teknologi MARA CONFIDENTIAL

CONFIDENTIAL11AS/APR 2008/PHY407QUESTION 2a) Figure 9 show the experimental radiation intensity from ablack body.i) A black body is a system that absorbs all radiationincident on it.ii) The diagram shows the black body radiation intensityas a function of the body’s temperature. The radiationbecome more visible and intense at a discrete(particular) wavelength for a particular temperature.The higher the temperature, the more intense theradiation and it occurs at a lower wavelength.iii) Classical view of light treats it as continuous and itsenergy does not depend on its wavelength. Planck’squantum approach suggests that energy of lightradiation depends on its wavelength and it thisenergy is discrete and not continuous.(1+4+4=9 marks)b) i) The photoelectric effect is emission of photoelectrons from a metal surface whenirradiated with light with frequency (wavelength) higher (lower) than the threshold(cutoff) frequency (wavelength).(5 marks)ii)Light is irradiated on a metal plate in avacuum tube.If frequency of the light exceeds thethreshold frequency, photoelectrons areemitted.An ammeter connected to the circuitmeasures the photocurrent produced.(9 marks)iii)iv)Results of the experiment: Photocurrent only observed when thefrequency of irradiated light exceeds athreshold frequency. The light intensity only increases thenumber of photons . Different metal plates have differentthreshold frequency.(3 marks)Quantum physics: light is particle-like packets of energy knowas photons, each with energy, E=hf. each photon has enough energy to releaseone electron from the metal surface if f>f 0 . Increasing the intensity increases thenumber of photons Different metal has different energyrequired to release the surface electrons,hence different threshold frequency.(5 marks)(5+9+3+5=22 marks)© Hak Cipta Universiti Teknologi MARA CONFIDENTIAL

CONFIDENTIAL12AS/APR 2008/PHY407c) Briefly, explain the following:i) Electron-volt is the kinetic energy that an electron acquires when accelerated by apotential of 1-volt.ii) Bohr’s atomic model explains that in a hydrogen atom, each electron moves in a circularorbit which is centered on the nucleus, the necessary centripetal force being provided bythe electrostatic force of attraction between the positively charged nucleus and thenegatively charged electron.The electrons move only in allowed radius (states) and its energy depends on the radius.Each orbit or states has discrete energy and electron can jump only between the allowedstates.Optional:It jumps to a higher state if it absorbs energy equal to the difference in energy betweenthe two states.It jumps down to a lower state by radiating photon of energy equal to the differencebetween the two states.iii) DeBroglie wavelength is the wave aspect of a particle and is the wavelength of a particle.That wavelength is inversely proportional to the particle’s momentum.iv) Bremsstrahlung X-ray is the braking radiation and is the radiation produced by electronswhen they are decelerated by the metal plates.(3+6+3+2=14 marks)END OF QUESTION PAPER© Hak Cipta Universiti Teknologi MARA CONFIDENTIAL

Physics PHY407 Page 1 of 2 Semester Dec08 – Apr09NAME: _________________________________KP ITM: ________________TEST 2 –– Set 2- April 2 nd 2009Answer ALL questions ON the paper provided to you. DO NOT USE ADDITIONALPAPERS.QUESTION 1 (32 marks)a) Figure 1 shows an arrangement of resistors connected together. Obtain the(total) resistance for the circuit shown in Figure 1.AB2 Ω6 Ω 1 Ω4 Ω 3 Ω 2Ω3 ΩFigure 1(10 marks)b) Given the circuit below with switches S 1 , S 2 and S 3 thrown down;BS 1A 1D+DC supply 2 = 5 V-F+S 2S 3DC supply 1 = 10 VR 2 = 10 ΩA2R 3 = 5 ΩA3A-R 1 = 1 ΩCI 1 I 3I 2i) Label the ‘+’ and ‘–‘ signs at the ends of each resistor to indicate the high andlow potential.ii) At junction D, apply Kirchoff’s current law.iii) Apply Kirchoff’s voltage laws for loop BDCAB and for loop DFECDrespectively using point B and D as your reference points.iv) Use results of part (ii) and (iii) to determine the currents I 1 , I 2 , and I 3 registeredby ammeters A 1 , A 2 and A 3 . Show ALL your work.E(3+3+6+8=20 marks)Test 2-set2 Lecturer: Dr. JJ 04/21/09

Physics PHY407 Page 2 of 2 Semester Dec08 – Apr09QUESTION 2 (38 marks)a) i) Draw the magnetic field lines in each of the configuration shown in Figure 3.ii) For the long wire in Fig 3(ii), write the strength of the magnetic field andindicate the field direction halfway between the wires (let the separation be adistance a between the wires) due to the left wire and due to the wire on theright respectively.iii) For the wire loop in Fig 3(iii), label the magnet’s polarity and write the fieldintensity (strength) at the center of the wire loop.SNR3(i)Permanent Magnet3(ii)Top view of 2 long wirescarrying current IFigure 33(iii)A wire loop of radius Rcarrying current I(9 marks)b) For each of the configuration in Figure 4, draw the direction and write the magneticfield strength produced by each of the magnetic field source along the line of motionof the charged particle. Then determine the total magnetic field (direction andstrength) along that line of motion. Finally, obtain the strength and the direction of themagnetic force exerted on the moving charge in terms of the charge q, the speed v,the current I and the distance r.+qvrI-qvr/43r/42aaArv4(i)Charge +q passing near along wire carrying current I.4(ii)Charge -q passing inbetween wires carryingcurrent I in opposingdirections.Figure 4-q4(iii)Charge -q passing inbetween a wire loop carryingcurrent I and a long wirecarrying current I.(19 marks)STAY COOL AND DO NOT COPYTest 2-set2 Lecturer: Dr. JJ 04/21/09

Test 2- key PHY407 BASIC PHYSICS II Semester Dec08-Apr09http://drjj.uitm.edu.mydrjjlanita@yahoo.com; jjnita@salam.uitm.edu.myPrepared by Assoc. Prof. Dr. JJ, AppliedSciences, UiTM Shah Alam.Page 1 of 5

Test 2- key PHY407 BASIC PHYSICS II Semester Dec08-Apr09http://drjj.uitm.edu.mydrjjlanita@yahoo.com; jjnita@salam.uitm.edu.myPrepared by Assoc. Prof. Dr. JJ, AppliedSciences, UiTM Shah Alam.Page 2 of 5

Test 2- key PHY407 BASIC PHYSICS II Semester Dec08-Apr09http://drjj.uitm.edu.mydrjjlanita@yahoo.com; jjnita@salam.uitm.edu.myPrepared by Assoc. Prof. Dr. JJ, AppliedSciences, UiTM Shah Alam.Page 3 of 5

Test 2- key PHY407 BASIC PHYSICS II Semester Dec08-Apr09http://drjj.uitm.edu.mydrjjlanita@yahoo.com; jjnita@salam.uitm.edu.myPrepared by Assoc. Prof. Dr. JJ, AppliedSciences, UiTM Shah Alam.Page 4 of 5

Test 2- key PHY407 BASIC PHYSICS II Semester Dec08-Apr09http://drjj.uitm.edu.mydrjjlanita@yahoo.com; jjnita@salam.uitm.edu.myPrepared by Assoc. Prof. Dr. JJ, AppliedSciences, UiTM Shah Alam.Page 5 of 5

Samples of conceptual and analytical/numerical questions from chap19, C&J, 7ESamples of solutions to conceptual problems from chapter19 Cutnell & Johnson 7E2. A positive point charge and a negative point charge have equal magnitudes. One charge isfixed to one corner of a square, and the other is fixed to another corner. On which cornersshould the charges be placed, so that the same potential exists at the empty corners? Giveyour reasoning.2. REASONING AND SOLUTION The potential at a point in space that is a distance rfrom a point charge q is given by Equation 19.6: V = kq/ r. When more than one pointcharge is present, the total potential at any location is the algebraic sum of the individualpotentials created by each charge at that location.A positive point charge and a negativepoint charge have equal magnitudes. Oneof the charges is fixed to one corner of asquare. If the other charge is placedopposite to the first charge along theq = +QLdiagonal of the square, then each charge LLwill be the same distance L from theempty corners. The potential at each ofthe empty corners will beq = – QLk( + Q) k( −Q)V = + = 0L LTherefore, if the potential at each empty corner is to be the same, then the charges mustbe placed at diagonally opposite corners as shown in the figure.4. What point charges, all having the same magnitude, would you place at the corners of asquare (one charge per corner), so that both the electric field and the electric potential(assuming a zero reference value at infinity) are zero at the center of the square? Account forthe fact that the charge distribution gives rise to both a zero field and a zero potential.4. REASONING AND SOLUTION Fourpoint charges of equal magnitude areplaced at the corners of a square as shownin the figure at the right.The electric field at the center of thesquare is the vector sum of the electricfield at the center due to each of thecharges individually. The potential at theq q12center of the square is equal to the algebraic sum of the potentials at the center due toeach of the charges individually.All four charges are equidistant from the center (a distance r in the figure). If twodiagonal charges have the same magnitude and sign, then the electric field at the centerdue to these two charges have equal magnitude and opposite directions. Their resultantis, therefore, zero. Thus, the electric field at the center will be zero if each diagonal pairof charges has the same magnitude and sign.q 4rrrrq 3Compiled by DrJJ Page 1 of 9 8/17/2006

Samples of conceptual and analytical/numerical questions from chap19, C&J, 7EIf a diagonal pair of charges has the same magnitude and sign, they will give rise to anon-zero potential at the center. Thus, the potential due to one diagonal pair of chargesmust cancel the potential due to the other diagonal pair of charges. This will be the caseif the two pairs of diagonal charges have opposite signs.Thus, both the electric field and the electric potential will be zero at the center of thesquare if all four charges have the same magnitude, q 1and q 3have the same sign, and q 2and q 4have the same sign, which is opposite to the signs of q 1and q 3.__________________________________________________________________________________________7. An electric potential energy exists when two protons are separated by a certain distance.Does the electric potential energy in crease, decrease, or remain the same when (a) bothprotons are replaced by electrons, and (b) only one of the protons is replaced by an electron?Justify your answers.7. REASONING AND SOLUTION An electric potential energy exists when two protonsare separated by a certain distance. It is equal to the work that must be done by anexternal agent to assemble the configuration. Suppose that we imagine assembling thesystem, one particle at a time. If there are no other charges in the region, there are noexisting electric fields; therefore, no work is required to put the first proton in place.That proton, however, gives rise to an electric field that fills the region. Its magnitude at2a distance r from the proton is given by Equation 18.3, E = ke / r , where +e is themagnitude of the charge on the proton. Since the region contains an electric field due tothe first proton, there also exists an electric potential, and the external agent must dowork to place the second proton at a distance d from the first proton. The electricpotential energy of the final configuration is equal to the work that must be done to bringthe second proton from infinity and place it at a distance d from the first proton. Theelectric potential at a distance d from the first proton is Vproton =+ ke/d (Equation19.6). According to Equation 19.3, the electric potential energy of the finalconfiguration is thereforekeEPE = Vproton( + e)=+da. If both protons are replaced by electrons, similar arguments apply. However, sincethe electron carries a negative charge (–e), the electric potential at a distance d from thefirst electron is Velectron =− ke/d . The electric potential energy of the final configurationis now given by2EPEelectron( ) ke ke= V − e =− ( − e)=+d dTherefore, if both protons are replaced by electrons, the electric potential energy remainsthe same.b. When only one of the protons is replaced by an electron, we find that2⎛EPEproton( ) ke ⎞ ke= V − e = ⎜+ ⎟ ( − e)=−⎝ d ⎠ d2Compiled by DrJJ Page 2 of 9 8/17/2006

Samples of conceptual and analytical/numerical questions from chap19, C&J, 7EThus, when only one of the protons is replaced by an electron, the electric potentialenergy decreases from + ke2 / d to − ke2 / d .__________________________________________________________________________________________16. A proton and an electron are released from rest at the midpoint between the plates of acharged parallel plate capacitor. Except for these particles, nothing else is between the plates.Ignore the attraction between the proton and the electron, and decide which particle strikes acapacitor plate first. Why?16. REASONING AND SOLUTION Since both particles are released from rest, theirinitial kinetic energies are zero. They both have electric potential energy by virtue oftheir respective positions in the electric field between the plates. Since the particles areoppositely charged, they move in opposite directions toward opposite plates of thecapacitor. As they move toward the plates, the particles gain kinetic energy and losepotential energy. Using (EPE) 0and (EPE) fto denote the initial and final electricpotential energies of the particle, respectively, we find from energy conservation that2( EPE) =1m v + ( EPE)The final speed of each particle is given by0 2 particle ffvf=( ) − ( )2⎡⎣EPE EPEm0 fparticle⎤⎦Since both particles travel through the same distance between the plates of the capacitor,the change in the electric potential energy is the same for both particles. Since the massof the electron is smaller than the mass of the proton, the final speed of the electron willbe greater than that of the proton. Therefore, the electron travels faster than the proton asthe particles move toward the respective plates. The electron, therefore, strikes thecapacitor plate first.__________________________________________________________________________________________CHAPTER 19 Electric Potential Energy And TheElectric PotentialSamples of solutions to Problems from chapter 19 Cutnell& Johnson 7E4. A particle has a charge of and moves from point A to point B, a distance of 0.20 m.The particle experiences a constant electric force, and its motion is along the line of action ofthe force. The difference between the particle’s electric potential energy at A and B is. (a) Find the magnitude and direction of the electric forcethat acts on the particle. (b) Find the magnitude and direction of the electric field that theparticle experiences.Compiled by DrJJ Page 3 of 9 8/17/2006

Samples of conceptual and analytical/numerical questions from chap19, C&J, 7E4. REASONING Equation 19.1 indicates that the work done by the electric force as theparticle moves from point A to point B is W AB= EPE A– EPE B. For motion through adistance s along the line of action of a constant force of magnitude F, the work is givenby Equation 6.1 as either +Fs (if the force and the displacement have the same direction)or –Fs (if the force and the displacement have opposite directions). Here, EPE A– EPE Bis given to be positive, so we can conclude that the work is W AB= +Fs and that the forcepoints in the direction of the motion from point A to point B. The electric field is givenby Equation 18.2 as E = F/q 0, where q 0is the charge.SOLUTION a. Using Equation 19.1 and the fact that W AB= +Fs, we findW=+ Fs = EPE −EPEAB A B−4EPEA− EPEB9.0×10 J−3F = = = 4.5×10 Ns 0.20 mAs discussed in the reasoning, the direction of the force is from A toward B .b. From Equation 18.2, we find that the electric field has a magnitude of−3F 4.5×10 N3E = = = 3.0×10 N/Cq−61.5×10 C0The direction is the same as that of the force on the positive charge, namelyfrom A toward B .___________________________________________________________________________9. The potential at location A is 452 V. A positively charged particle is released there fromrest and arrives at location B with a speed v B . The potential at location C is 791 V, and whenreleased from rest from this spot, the particle arrives at B with twice the speed it previouslyhad, or 2v B . Find the potential at B9. REASONING The only force acting on the moving charge is the conservative electricforce. Therefore, the total energy of the charge remains constant. Applying the principleof conservation of energy between locations A and B, we obtain1 2 1 2mvA + EPE2 A= mv2 B+ EPEBSince the charged particle starts from rest, v A= 0 . The difference in potential energiesis related to the difference in potentials by Equation 19.4, EPEB− EPEA= qV (B− VA).Thus, we have1 2qV ( − V ) = mv(1)A B 2 BSimilarly, applying the conservation of energy between locations C and B givesCompiled by DrJJ Page 4 of 9 8/17/2006

Samples of conceptual and analytical/numerical questions from chap19, C&J, 7E1C B 2 BDividing Equation (1) by Equation (2) yieldsVA– VB1VC– V =B4This expression can be solved for VB.2qV ( − V ) = m (2 v )(2)SOLUTION Solving for VB, we find that4 VA– VC4(452 V)–791 VVB= = = 339 V3 3___________________________________________________________________________11. Two charges A and B are fixed in place, at different distances from a certain spot. At thisspot the potentials due to the two charges are equal. Charge A is 0.18 m from the spot, whilecharge B is 0.43 m from it. Find the ratio q B /q A of the charges.11. REASONING The potential of each charge q at a distance r away is given by Equation19.6 as V = kq/r. By applying this expression to each charge, we will be able to find thedesired ratio, because the distances are given for each charge.SOLUTION According to Equation 19.6, the potentials of each charge areVAkqAkq= and VB=rrABBSince we know that V A= V B, it follows thatkqA kqB qB rB0.43 m= or = = = 2.4rA rB qA rA0.18 m___________________________________________________________________________16. The drawing shows six point charges arranged in a rectangle. The value of q is ,and the distance d is 0.13 m. Find the total electric potential at location P, which is at thecenter of the rectangle.Compiled by DrJJ Page 5 of 9 8/17/2006

Samples of conceptual and analytical/numerical questions from chap19, C&J, 7E16. REASONING The electric potential at a distance r from a point charge q is given byEquation 19.6 as V = kq/r. The total electric potential at location P due to the six pointcharges is the algebraic sum of the individual potentials.+7.0q +3.0q +5.0qddddPdd−5.0q −3.0q +7.0qSOLUTION Starting at the upper left corner of the rectangle, we proceed clockwiseand add up the six contributions to the total electric potential at P (see the drawing):V( + 7.0 ) ( + 3.0 ) ( + 5.0 ) ( + 7.0 ) ( −3.0 ) ( −5.0)k q k q k q k q k q k q= + + + + +ddd + ⎜ ⎟ 2 d + ⎜ ⎟ d + ⎜ ⎟ 2 d + ⎜ ⎟⎝ 2⎠ ⎝ 2⎠ ⎝ 2⎠ ⎝ 2⎠=k2 2 2 22 ⎛d ⎞ 2 ⎛d ⎞ 2 ⎛d ⎞ 2 ⎛d⎞( + 14.0q)d2⎛d⎞+ ⎜ ⎟⎝ 2 ⎠2Substituting q = 9.0 × 10 −6 C and d = 0.13 m gives⎛29 N⋅m ⎞6⎜8.99× 102 ⎟ + 14.0 9.0×10 Ck( + 14.0q)C6V = =⎝ ⎠= + 7.8×10 V2 22 ⎛d⎞ 2 ⎛0.13 m ⎞d + ⎜ ⎟ ( 0.13 m)+ ⎜ ⎟⎝ 2⎠ ⎝ 2 ⎠___________________________________________________________________________−( )( )37. The membrane that surrounds a certain type of living cell has a surface area ofand a thickness of. Assume that the membrane behaves like aparallel plate capacitor and has a dielectric constant of 5.0. (a) The potential on the outersurface of the membrane is +60.0 mV greater than that on the inside surface. How muchcharge resides on the outer surface? (b) If the charge in part (a) is due to K + ions (charge +e),how many such ions are present on the outer surface?37. SSM REASONING The charge that resides on the outer surface of the cellmembrane is q = CV , according to Equation 19.8. Before we can use this expression,however, we must first determine the capacitance of the membrane. If we assume thatthe cell membrane behaves like a parallel plate capacitor filled with a dielectric,Equation 19.10 (C =κ ε 0A / d ) applies as well.SOLUTION The capacitance of the cell membrane isCompiled by DrJJ Page 6 of 9 8/17/2006

Samples of conceptual and analytical/numerical questions from chap19, C&J, 7E–12 –9 2κε0A(5.0)(8.85× 10 F/m)(5.0×10 m )–11C = = = 2.2×10 Fd–81.0×10 ma. The charge on the outer surface of the membrane is, therefore,–11 –3 –12q = CV = (2.2× 10 F)(60.0× 10 V)= 1.3×10 C+b. If the charge in part (a) is due to K ions with charge +e (e = 1.6 × 10 −19 C), thenumber of ions present on the outer surface of the membrane isNumber of 1.3×10 C6+ = = 8.1×10K ions −191.6×10 C___________________________________________________________________________42. Two capacitors are identical, except that one is empty and the other is filled with adielectric (k = 4.50). The empty capacitor is connected to a 12.0-V battery. What must be thepotential difference across the plates of the capacitor filled with a dielectric such that it storesthe same amount of electrical energy as the empty capacitor?42. REASONING The energy used to charge up a capacitor is stored in the capacitor aselectrical energy. The energy stored depends on the capacitance C of the capacitor and2the potential difference V between its plates; Energy = CV (Equation 19.11b).Inserting a dielectric between the plates of a capacitor increases its capacitance by afactor of κ, where κ is the dielectric constant of the material. We will use these twopieces of information to find the potential difference across the plates of the capacitorfilled with the dielectric.SOLUTION The energy stored in the empty capacitor is Energy = CV2 0 0, where C 0isits capacitance and V 0is the potential difference between its plates. Similarly, the energy2stored in the capacitor filled with the dielectric is Energy = CV , where C is itscapacitance and V is the potential difference between its plates. Since the two energiesare equal,−121 2 1 2CV2 0 0= CV2Since C = κC 0(see Equation 19.10 and the discussion that follows), we have( κ )1 2 1 22 CV 0 0=2C 0VSolving for the potential difference V, givesV0 12.0 VV = = = 5.66 Vκ 4.50121212Compiled by DrJJ Page 7 of 9 8/17/2006

Samples of conceptual and analytical/numerical questions from chap19, C&J, 7E___________________________________________________________________________59. The potential difference between the plates of a capacitor is 175 V. Midway between theplates, a proton and an electron are released. The electron is released from rest. The proton isprojected perpendicularly toward the negative plate with an initial speed. The proton strikesthe negative plate at the same instant that the electron strikes the positive plate. Ignore theattraction between the two particles, and find the initial speed of the proton.59. REASONING If we assume that the motion of the proton and the electron is horizontalin the +x direction, the motion of the proton is determined by Equation 2.8,x 1 2= vt 0+ at p, where x is the distance traveled by the proton, v0is its initial speed, andp2a is its acceleration. If the distance between the capacitor places is d, then this relationbecomes1 12 0 2 pd = v t + a t , or20 p2d = 2v t+ a t(1)We can solve Equation (1) for the initial speed v 0of the proton, but, first, we mustdetermine the time t and the acceleration apof the proton . Since the proton strikes thenegative plate at the same instant the electron strikes the positive plate, we can use themotion of the electron to determine the time t.For the electron,1 12d 2 e2= a t , where we have taken into account the fact that the electronis released from rest. Solving this expression for t we have t = d/ae. Substitutingthis expression into Equation (1), we haved ⎛ap⎞d = 2 v0+⎜ da ⎜ea ⎟⎝ e ⎠(2)The accelerations can be found by noting that the magnitudes of the forces on theelectron and proton are equal, since these particles have the same magnitude of charge.The force on the electron is F = eE = eV / d , and the acceleration of the electron is,therefore,Newton's second law requires that mae e= map p, so thatae= F eVm= m d(3)aapeepeme= (4)mCombining Equations (2), (3) and (4) leads to the following expression for v 0, the initialspeed of the proton:Compiled by DrJJ Page 8 of 9 8/17/2006

Samples of conceptual and analytical/numerical questions from chap19, C&J, 7Ev0=1 ⎛ m1–2 ⎜ m⎝ep⎞⎟⎠eVmeSOLUTION Substituting values into the expression above, we find–31 –191 ⎛ 9.11× 10 kg ⎞ (1.60×10 C)(175 V)6v0 = 1– 2.77 10 m/s2 ⎜–27 = ×–311.67 10 kg ⎟⎝ × ⎠ 9.11×10 kg___________________________________________________________________________Compiled by DrJJ Page 9 of 9 8/17/2006

AS 230TOTAL MARKS AND GRADES FOR PHYSICS II PHY407SEMESTER Jul09-Nov09RESULTS FOR Physics Elec. & MagnetismNORM NORM2PHY407, Jul09-Nov0910% 10% 97 32 83 10% 10% 10% 30% 50% 210 50% 100% 100% 100%Bil. KP UiTM NAMA Lab Quiz Test1 Test2 Test3 Test1 Test2 Test3 Tests Accum. Final/210 Final SUM Total Total21 2008402614 Ahmad Qamar Bin Md Razali 8.0 6.7 35 10 3 3.6 3.1 0.4 7 22 73 17 39 46 502 2008402638 Aisyah Bt Nor Hasnan 8.0 5.6 63 17 41 6.5 5.3 4.9 17 30 144 34 65 74 743 2007124527 Badrul Hisham Bin Abdullah @ Awang 8.0 4.6 13 12 4 1.3 3.8 0.5 6 18 82 20 38 44 444 2007297028 Hennah Binti Abdul Hatta 8.0 3.2 15 10 10 1.5 3.1 1.2 6 17 105 25 42 49 505 2009208554 Husni Bin Rustam 8.0 2.5 10 8 1 1.0 2.5 0.1 4 14 47 11 25 31 316 2008400382 Md Irhadi Bin Mohamad 8.0 4.6 46 16 19 4.7 5.0 2.3 12 25 62 15 39 46 507 2007137121 Mohd Afiq Bin Azmi 8.0 6.1 35 12 26 3.6 3.8 3.1 10 25 95 23 47 55 558 2007124521 Mohd Sulaiman Bin Mohamad Daud 8.0 5.6 21 14 7 2.2 4.4 0.8 7 21 76 18 39 46 509 2008400378 Mohd Taufik Bin Mamat 8.0 8.1 18 11 14 1.9 3.4 1.7 7 23 81 19 42 49 5010 2008402636 Muhamad Taufiq Bin A. Jalil 8.0 4.7 7 8 10 0.7 2.5 1.2 4 17 71 17 34 40 4011 2007280666 Nur Huda Bt Shamsuddin 8.0 5.7 46 12 9 4.7 3.8 1.1 10 23 81 19 43 50 5012 2009805228 Nurshariha Binti Abdul Rahman 8.0 4.3 9 9 12 0.9 2.8 1.4 5 17 80 19 37 43 4313 2007135873 Siti Murnirah Binti Mohamed Hassan 8.0 3.8 16 10 47 1.6 3.1 5.7 10 22 81 19 42 48 5014 2007280654 Siti Shakirah Bt Mohamed 8.0 4.2 26 9 20 2.7 2.8 2.4 8 20 99 24 44 51 5115 2006837180 Siti Sufia Binti Misrom 8.0 7.3 54 10 47 5.6 3.1 5.7 14 30 123 29 59 68 6816 2009227796 Suhana Binti Jawaris 8.0 2.3 35 14 40 3.6 4.4 4.8 13 23 80 19 42 49 5017 2009640854 Syazwani Binti Hassan 8.0 4.6 8 10 14 0.8 3.1 1.7 6 18 75 18 36 42 4218 2007128563 Yusriatie Farahanie Binti Roslan 8.0 4.7 60 6 22 6.2 1.9 2.7 11 23 113 27 50 58 5819 2009647334 Zalena Bt. Saem 8.0 5.6 60 16 45 6.2 5.0 5.4 17 30 101 24 54 62 62Highest Highest 8.0 8.1 63.0 17.0 47.0 6.5 5.3 5.7 16.7 30.3 144.0 34.3 65 74 74Lowest Lowest 8.0 2.3 7.0 6.0 1.0 0.7 1.9 0.1 3.7 14.2 47.0 11.2 25 31 31Mean Mean 8.0 4.9 30.4 11.3 20.6 3.1 3.5 2.5 9.1 22.1 87.8 20.9 43 50 51Std. Dev. Standard Deviation 0.0 1.5 19.5 3.0 15.8 2.0 0.9 1.9 4.0 4.6 22.5 5.4 9 10 10Median Median 8.0 4.7 26.0 10.0 14.0 2.7 3.1 1.7 7.9 22.2 81.0 19.3 42 49 50# of stud. >50% No. of students above 50% 19.0 15.0 4.0 3.0 3.0 6.0 5.0 5.0 3.0 5.0 4.0 4.0 4 7 14SUBMITTED BY DR. JJ11/20/2009 11:46 AM

AS 230TOTAL MARKS AND GRADES FOR PHYSICS II PHY407SEMESTER Jul09-Nov09RESULTS FOR Physics Elec. & MagnetismPHY407, Jul09-Nov09Bil. KP UiTM NAMA1 2008402614 Ahmad Qamar Bin Md Razali2 2008402638 Aisyah Bt Nor Hasnan3 2007124527 Badrul Hisham Bin Abdullah @ Awang4 2007297028 Hennah Binti Abdul Hatta5 2009208554 Husni Bin Rustam6 2008400382 Md Irhadi Bin Mohamad7 2007137121 Mohd Afiq Bin Azmi8 2007124521 Mohd Sulaiman Bin Mohamad Daud9 2008400378 Mohd Taufik Bin Mamat10 2008402636 Muhamad Taufiq Bin A. Jalil11 2007280666 Nur Huda Bt Shamsuddin12 2009805228 Nurshariha Binti Abdul Rahman13 2007135873 Siti Murnirah Binti Mohamed Hassan14 2007280654 Siti Shakirah Bt Mohamed15 2006837180 Siti Sufia Binti Misrom16 2009227796 Suhana Binti Jawaris17 2009640854 Syazwani Binti Hassan18 2007128563 Yusriatie Farahanie Binti Roslan19 2009647334 Zalena Bt. SaemM3Grade GPA SUMMARY CountC 2.00 Limits Interval Grades AllB+ 3.33 89.5 90-100 A+ 0D+ 1.33 79.5 80-89 A 0C 1.67 74.5 75-79 A- 0E 0.67 69.5 70-74 B+ 1C 1.33 64.5 65-69 B 1C+ 2.33 59.5 60-64 B- 1C 1.33 54.5 55-59 C+ 2C 1.67 49.5 50-54 C 9D 1.00 46.5 47-49 C- 0C 2.00 43.5 44-46 D+ 1D 1.00 39.5 40-43 D 3C 1.67 29.5 30-39 E 1C 2.00 0 0-29 F/X/W 0B 3.00 SUM 19C 1.67D 1.00C+ 2.33B- 2.67HighestHighest 3.33LowestLowest 0.67MeanMean C 1.79Std. Dev.Standard Deviation 0.71MedianMedian 1.67# of stud. >50% No. of students above 50% 8.00SUBMITTED BY DR. JJ11/20/2009 11:46 AM

AS 230 Material TechSEMESTER Jul09 - Nov09Grades & Results for PHY407 Academic Year July 09- Nov 09Interval M3Grades for PHY407: PHYSICS II, Material TechLimits Interval Grades Freq (all) AS230. Dec08-Apr09Pass 37%89.5 90-100 A+ 0 Fail 63%79.5 80-89 A 01674.5 75-79 A- 069.5 70-74 B+ 164.5 65-69 B 159.5 60-64 B- 154.5 55-59 C+ 249.5 50-54 C 246.5 47-49 C- 443.5 44-46 D+ 439.5 40-43 D 329.5 30-39 E 10 0-29 F 0SUM 19Freq14121086420A+ A A- B+ B B- C+ C C- D+ D E FAll N=19SUBMITTED BY DR. JJ 11/20/2009

phet simulations, lab activities&lecture notes

22/01/2011 New Sims - PhET SimulationsCreated 10/27/10. The most up-to-date version is available online.HomeSimulationsNew SimsPhysicsBiologyChemistryEarth ScienceMathCutting Edge ResearchBy Grade LevelAll SimsTranslated SimsFor TeachersHow to Run SimulationsTroubleshootingFor TranslatorsDonateResearchAbout PhETSimulations > New SimsSwitch to IndexBuild An Atom Collision Lab Acid-Base SolutionsDensity Neuron Forces and MotionPrincipal SponsorsThe William and FloraHewlett FoundationRamp: Forces andMotionReactants, Productsand LeftoversNatural SelectionMakes grants to address themost serious social andenvironmental problemsfacing society, w here riskcapital, responsibly invested,may make a difference overtime.National ScienceFoundationGene Machine: TheLac OperonLadybug Motion 2DAtomic InteractionsAn independent federalagency created byCongress in 1950 to promotethe progress of science.Excellence Center ofScience and MathematicsEducation at King SaudUniversityCalculus GrapherBeta DecayRadioactive DatingGameKing SaudUniversityseeks to become a leader ineducational andtechnological innovation,scientific discovery andcreativity through fosteringan atmosphere of intellectualinspiration and partnershipGravity Force Lab Alpha Decay States of MatterC:/Program Files (x86)/PhET/…/new.html 1/2

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Material SciencePHY407Introduction to Static ElectricityUniversiti Teknologi MARAFakulti Sains GunaanPHY407: A Physical Science ActivityName:____________________________________Lab #:__________OutcomesUpon completion of the activity, students will be able to:• Describe the difference between electrically charged and uncharged objects and howthey interact.• Describe and explain the interaction between electrically like charges and oppositecharges;• Describe and explain the two ways to electrically charge an uncharged objects.Background InformationPhenomenon such as hair raising, pieces of paper being attracted, balloons stuck to a walland water running down from a tap being bent when a comb rubbed onto a sweater isbrought near it, are common daily events that are observed. These phenomena are justsome of the events that require investigations as to how and why they happen, what are thequantities involved and how intense the push or pull will be. The discovery of an electronwith a mass of 9.1x10 -31 kg (a mass that is far too small for us to encounter on a daily basis),and a proton with a mass 1,000 times bigger than the mass of an electron, led the scienctificcommunity to better understand many of the interactions that occurred between objectsespecially in the phenomena described earlier. Scientists are able to associate thesecharges to chemical and physical interactions at the micro and macro level and one of theinvestigations at the macro level pertains to how objects acquire and exchange electricalcharge. Normally, objects around us such wood, brick wall, balloons, and sweaters areelectrically neutral which means that the number of positive charges and negative chargesare equal (the object is electrically balanced) in the object. Often times the object will gain orlose electrons and hence making it negatively charged or positively charged. The area ofphysics that study the charge transfer and its interaction is known as electrostatics. Thesimplest way to charge an object is by rubbing it. Today, we will be charging balloons byrubbing them with a piece of cloth such as wool. We will put a dot on the balloon so weremember where it was rubbed. We can rub it with a lot of things to make it charged, forexample hair is good at charging objects. But it messes up your hair if you rub things on yourhead. This is why we use a piece of wool such as socks and sweaters. The question(problem statement) we are trying is answer is “How are balloons which are rubbed bydifferent material going to behave when brought near other balloons or other materials.” Youwill be making a number of observations and read about physical properties of matter beforeyou form your hypothesis or make predictions about the behaviour of balloons.Created by Dr. JJ, FSG, UiTM Shah Alam Page 1 of 6

Material SciencePHY407Pre-lab activity (Do these before coming to lab. You will be quizzed at thebeginning of the lab)Visit the Physics Education Technology (PhET) at Boulder Colorado(http://phet.colorado.edu/new/get_phet/simlauncher.php) and download the “Ballons andStatic Electricity” simulation. Alternatively, you may download it from my website(http://drjj.uitm.edu.my/DRJJ/itmclass/phy407.html). Experiment with the balloons by rubbingit on the brick wall or the sweater and observe and record what happens to the charges onthe balloon, the sweater and the wall. In addition, observe and record what happens to thecharges on the wall if the charged balloon is brought near it and when the balloon isreleased. Charge up the balloon even more and repeat the above procedure..Student ActivityStudent Activity #1: Can objects which are not rubbed with other materials (neutral oruncharged objects) pull (attract) or push (repel) objects that arerubbed (non-neutral or charged) with other materials?Materials• 1 balloon• Thread• Small pieces of paper• Water faucet• Wall: concrete, metal, plastic• Wool cloth or a piece of silkInvestigation 1Activity 1.1• Blow up the balloon as big as possible and tie off the end. Using a marker penput a dot on one side of the balloon. This dot lets you know which area yourubbed. Record your predictions first before you perform the activity and recordyour observations in Table 1.1.Prediction 1.1:What happened to the balloon in the following instances?ActionsNear the pieces ofpaper?Table 1.1Write your predictions hereWrite your observationshereNear running water froma faucet?Created by Dr. JJ, FSG, UiTM Shah Alam Page 2 of 6

Material SciencePHY407ActionsWrite your predictions hereWrite your observationshereNear the wall?Near any wall (wood,concrete, plastic…)?Near your hair?Created by Dr. JJ, FSG, UiTM Shah Alam Page 3 of 6

Material SciencePHY407Activity 1.2• Rub the balloon with the wool at the dot that you had initially marked.Prediction 1.2:What happened when you put the charged part of the balloon (thedot);[Record your predictions first before recording your observations inTable 1.2]Table 1.2Actions Write your predictions here Write your observation hereNear the pieces ofpaper?Near running water froma faucet?Near the wall?Near any wall (wood,concrete, plastic…)?Near your hair?Questions1. What happened when you place the unmarked side of the balloon near the paper?Was it any different for the side of the balloon with the dot?2. Could you get the balloon to stick on all of the different types of walls? How about thepart of the balloon with the dot?3. Did the part of the balloon with the dot attract the water? Away from the dot?4. From these experiments, what can you say about how charged objects affect regularneutral (uncharged) objects like paper, walls, and water?Created by Dr. JJ, FSG, UiTM Shah Alam Page 4 of 6

Material SciencePHY4075. Why did we pick less heavy things like paper in our test rather than something heavylike a pen or a pencil?6. After all of your observations, do you know now whether charged objects can attractneutral objects?Student Activity #2 - The Balloon ElectroscopeMaterials1. 2 identical balloons2. Thread3. Wool cloth, silk cloth, or piece of fake fur4. Water sprayer per 2 groupsActivity 2.11. Blow-up the balloons as big as possible, tie the ends in a knot, and tie thread to theends of each balloon.2. Tie the balloons together using the thread so the balloons are about 80 cm apart.3. Have one person hold the uncharged balloons by the thread and move the balloonstogether. Record observation.Prediction 2.1:What happened when the uncharged balloons, hold by the thread, aremoved closer together. Record your predictions first before youperform the activity and record your observations in Table 2.1.Table 2.1Actions Write your prediction here Write your observation hereHold the unchargedballoons by the threadand move them closerCreated by Dr. JJ, FSG, UiTM Shah Alam Page 5 of 6

Material SciencePHY407Activity 2.2• Rub each balloon all over with the wool as best as possible. Move one balloonnear the other but do not allow them to touch. How do they react with each other?Prediction 2.2:What happened when the charged balloons, hold by the thread, aremoved closer together?While the balloons are repelling each other, gently mist the balloonswith water.Record your predictions first before you perform the activity andrecord your observations in Table 2.2.Table 2.2Actions Write your predictions here Write your observation hereHold the chargedballoons by the threadand move them closerWhile the balloonsare repelling eachother, have thestudents gently mistthe balloons withwater.Questions1. Why did the balloons repel each other after they were rubbed all over with the wool?2. What would have happened if we rubbed one side of the balloons instead of all over?3. Why did the balloons fall back towards each other after they were sprayed withwater?4. What effect does damp weather have on electrical charges?5. During which time of the year would it be best to do experiments using staticelectricity?Created by Dr. JJ, FSG, UiTM Shah Alam Page 6 of 6

Material Science PHY407 Lab #2Universiti Teknologi MARAFakulti Sains GunaanIntroduction to Static ElectricityPHY407: A Physical Science ActivityName:____________________________ HP: ____________________ Lab # 2:The goal of today’s activity is to explore and identify the relationship between charges, theelectrical field created by those charges and the electrical forces the charges exert on othercharges.At the end of the activity, students will be able to:1. Draw the electric force diagram exerted by one point charge onto another anddescribe the motion of charges in the presence of another point charge.2. Describe how the strength of the force changes when the distance between thecharges is varied.3. Describe and produce a model for the electrical force in terms of the strength anddirection that are acting between point charges.4. Add and subtract forces vectorially and obtain the resultant force acting on a chargedparticle.5. Describe and draw the electric field patterns created by a point charge.6. Determine the strength of the electric field surrounding a point charge.7. Produce a model for the electric field produced by point charges.8. Describe and draw the electric field patterns surrounding two like point charges andtwo unlike point charges.Background InformationOur last investigation explored the methods of charging a neutral object by either friction(recall the rubbing of balloons with wool), contact (touching rubber or glass rod to aconducting sphere) or by induction (by polarization of the charges and grounding the sidefarthest from the charges source). We also explored the interaction between charged objectsand observed that unlike charges attract each other and like charges repel each other.Our investigation today will explore the actual cause of the interaction and the strength ofthat interaction. In addition, we will also explore, describe and obtain the vector nature ofboth the non-contact electrical forces (push or pull) and the invisible electric field whichinitiated that force. Since a force and a field line can be represented by an arrow { } toshow the direction and its length to represent its strength, in today’s activity, you will bedrawing many arrows and compare the lengths of the arrows surrounding a charged particle.In addition, you will also be adding and subtracting these arrows numerically to obtain thesum or the resultant strength in either the horizontal (the x-axis) or the vertical (y-axis)direction. The direction will employ the use of trigonometry with inclination angle {θ} or {ϕ}while Pythagoras theorem will be employed to obtain the resultant length or strength of theelectric .fields and electric forces. The problem we are investigating in the activities today ishow and what are the mechanisms that influence the dynamics of charged particles.Created by Dr. JJ, FSG, UiTM Shah Alam Page 1 of 17 Last updated 17 th Jan 2010

Material Science PHY407 Lab #2Investigation 1-Electrical (coulomb) forceStudent ActivityPrediction 1.1:Each of the positive charges in Figure 1.1 have the same strength (amount of charge) andare separated from the positive puck (also of the same strength) by a distance of 2.5 cm.Predict, by drawing the direction and strength of the force exerted by the charge on the puck.Draw the line, , on the puck to indicate the force. Then predict and draw the direction ofmotion of the puck if it is allowed to move. (Note: Indicate the strength of the forces bydrawing different lengths, short lines { } mean smaller force and long lines { } meanstronger force). [ALL predictions are to be done on the prediction sheet on page 13onwards.]Table 1.1: Predicted and observed lines of forces and direction of motion for thepositive puckDraw your predicted forceDraw your observed forces1puck1puckFig 1.1a Fig 1.1aDraw the predicted direction of motion forthe puck and state your reasons.Draw the observed direction of motion for thepuck.22puckpuckFig 1.1b Fig 1.1bDraw the predicted direction of motion forthe puck and state your reasons.Draw the observed direction of motion for thepuck.Created by Dr. JJ, FSG, UiTM Shah Alam Page 2 of 17 Last updated 17 th Jan 2010

Material Science PHY407 Lab #2Draw your predicted forceDraw your observed force33puckpuckFig 1.1c Fig 1.1cDraw the predicted direction of motion forthe puck and state your reasons.Draw the observed direction of motion for thepuck.4puck4puckFig 1.1d Fig 1.1dDraw the predicted direction of motion forthe puck and state your reasons.Draw the observed direction of motion for thepuck.Created by Dr. JJ, FSG, UiTM Shah Alam Page 3 of 17 Last updated 17 th Jan 2010

Material Science PHY407 Lab #2Draw your predicted forceDraw your observed force3 214puck3 214puckFig 1.1e Fig 1.1eDraw the predicted direction of motion forthe puck and state your reasons.Draw the observed direction of motion for thepuck.Each of the positive charges in Figure 1.1f have the same strength (amount of charge) andare separated from the positive puck (also of the same strength) by a distance of 1 cm, 2cm, 3 cm and 4 cm respectively. Predict, by drawing the direction and strength of the forceexerted by the charge on the puck. Draw the line, , on the puck to indicate the force.Then predict and draw the direction of motion of the puck if it is allowed to move. (Note:Indicate the strength of the forces by drawing different lengths, short lines { } mean smallerforce and long lines { } mean stronger force)Draw your predicted forcesDraw your observed forcespuckpuck44Fig 1.1f Fig 1.1fCreated by Dr. JJ, FSG, UiTM Shah Alam Page 4 of 17 Last updated 17 th Jan 2010

Material Science PHY407 Lab #2Draw the predicted direction of motion forthe puck and state your reasons.Draw the observed direction of motion for thepuck.Activity 1.1:Configure the charge you see in Figure 1.1a using the PhET simulation (Electric FieldHockey). Choose the Practice option, and click on the buttons Trace and Puck is Positiveoptions. Bring a positive charge into position charge 1 placed 1 cm to the left of the puck.Use a ruler to measure the length of the force line (these lengths only represent thecomparative strength of the force and not the actual magnitude of the force) on the puck. [Irecommend that you print out a graph paper on a transparency and place the transparencyon the screen. Then you don’t need to use a ruler.] Then start adding charge 2, 3 and 4, allat a distance of 1 cm from the puck as shown in Fig 1b through Fig 1e. For each case, drawthe observed force lines and the initial direction of motion of the puck. [You need to click onSTART to move the puck and the RESET button to repeat or reset the simulation. DO NOTpress the CLEAR button until you complete part (e).Draw the observed lines of force and the initial direction of the puck in Table 1.1. In addition,record the length of the force line (strength of the force) in Table 1.2.TABLE 1.2: Electric force on a charged puck with 4 chargesplaced 1 cm surrounding itr, cmL representsstrength of force 1 1 1 1L, cmConfigure the charge you see in Figure 1.1f. Start moving the puck from 1 cm below thepuck in increments of 0.2 cm until the charge is 4 cm below the puck. Record yourmeasurements of L in Table 1.3. Reproduce the tables below in EXCEL so that you can dothe analysis shown. [You may download the EXCEL template I had developed.]TABLE 1.3: Electric force, inverse of charge separation, ratios of forces and square ofdistances on a charged puck with a charge moving away from itr, cm L, cm 1/r, m -1 1/r 2 , m -2 L n+1 /L n (r n /r n+1 ) 2100120140160180200220240260280300Created by Dr. JJ, FSG, UiTM Shah Alam Page 5 of 17 Last updated 17 th Jan 2010

Material Science PHY407 Lab #2Questionsr, cm L, cm 1/r, m -1 1/r 2 , m -2 L n+1 /L n (r n /r n+1 ) 23203403603804001. How is your prediction in the drawing for the force direction and strength of the forcedifferent from your observation?2. Is there a relationship between the strength of the force and the distance separatingthe charge and the puck? What relationship do you observe?• Use Microsoft Excel to plot a graph of L vs. r, L vs. 1/r, L vs. 1/r 2 and L n+1 /L nvs. (r n /r n+1 ) 2 . Explain the relationship represented. Based on the results andthe graphs, suggest a mathematical model (write a math formula to representthe relationship) for the electric force as a function of the distance separating2 charges.3. How does the time for the puck to travel a distance of, say, 20 cm, affected by thelength of the force line?4. How would the strength of the force vary if the quantity of charge is increased ordecreased? What is the relationship between F and the amount of charge? [ThePHeT simulation may not be able to show this relationship but you are encouraged totry out simulations from The Physics Classroom website or any other relevantwebsites.]Investigation 2 - Sum of forcesPrediction 2.1:Draw the forces acting on the charge at the center. The separation between the charge atthe center and the other two charges are equal (1 cm). Then draw your prediction for thedirection of motion of the charge at the center when it is allowed to move. [When you run thesimulation, draw the observation for both the lines of forces and the direction of motion.]Table 2.1: Predicted and observed lines of force and direction of motion for the puckPredictionObservationCase1Case2Fig 2.1a Fig 2.1aFig 2.1b Fig 2.1bCreated by Dr. JJ, FSG, UiTM Shah Alam Page 6 of 17 Last updated 17 th Jan 2010

Material Science PHY407 Lab #2Activity 2.1:Configure the charges as in Figure 2.1a followed by charges in Figure 2.1b using the PhETsimulation ( Electric Field Hockey). Draw the forces you observed acting on the charge in themiddle of the configuration (the puck or hockey ball). Then draw the direction of motion youobserved.Prediction 2.2:1. Draw your prediction of the horizontal component for the force pulling or pushing aparticle due north along the positive y-axis and the vertical component for the forcepulling or pushing the same particle due west along the negative x-axis shown in Figure2.2a. The, draw your prediction for the resultant force in Fig 2.2a2. Draw your prediction of the horizontal and vertical components for each of the forcesshown in Figure 2.2b. Then draw the prediction for the sum of the horizontal and the sumof the vertical forces. Finally, draw your prediction for the resultant force in Fig 2.2b.Case1PredictionObservationCase2Fig 2.2a Fig 2.2aFig 2.2b Fig 2.2bActivity 2.2:Configure the forces in Figure 2.2a followed by the forces in Figure 2.2b using the PhETsimulation (from the PHET-Vector-Math). Then reveal the horizontal and vertical forces foreach of the force in Figure 2.2 by clicking on the button style 1 or style 2. Record the anglesbetween the components and the individual force. Then reveal the sum of the forces alongthe horizontal and along the vertical. Finally reveal the resultant force for each case.Compare these to your predictions.Questions1. Does a force pointing along the x-axis have any vertical component?2. Does a force pointing along the y-axis have a horizontal component?3. If a force is not acting along the horizontal or vertical direction, what should you do tothe force if you need to determine a resultant force if there is more than 1 force actingon a particle?4. How do you find the horizontal and vertical components for each force respectively?Created by Dr. JJ, FSG, UiTM Shah Alam Page 7 of 17 Last updated 17 th Jan 2010

Material Science PHY407 Lab #25. How do you determine the total horizontal and the total vertical components of theresultant force?6. Will specifying the strength alone be sufficient to describe the resultant force? If not,what else is required and how would you do it?7. What can you conclude about the initial motion of the charged particle that issubjected to the total force in the activities above?Investigation 3-Electric fieldsPrediction 3.1:Draw the electric field lines (represented by { } to indicate smaller field and longer lines{ } to indicate stronger field) around the charged particle at the center of the grid foreach of the cases in Figure 3.1.Case1PredictionObservationCase2Figure 3.1a Figure 3.1aCase3Figure 3.1b Figure 3.1bCase4Figure 3.1c Figure 3.1cFigure 3.1d Figure 3.1dActivity 3.1:Configure the charges in the PhET simulation (Charges-and-Field). Draw the field lines youobserved for each of the cases in Figure 3.1.Created by Dr. JJ, FSG, UiTM Shah Alam Page 8 of 17 Last updated 17 th Jan 2010

Material Science PHY407 Lab #2Questions1. How is your prediction different from your observation for each of the case?2. Is there a region of space where the field is zero in Figure 3.1c and Figure 3.1d?Explain your answer.3. What would happen to a test charge +q if it is placeda. near the charge in Figure 3.1a?b. Near the charge in Figure 3.1b?c. Equidistantly placed between the charges in Figure 3.1c?d. Equidistantly placed between the charges in Figure 3.1d?4. How would this field be associated with the force in Activity 1 and 2? Write down therelationship.Prediction 3.2:Predict how the strength of the electric field changes at a radius of 20 cm when there is only1 charge, when the charge is doubled and when the charge is tripled Then repeat yourprediction at radii of 40 cm, 60 cm, 80 cm and 100 cm around the charged particle. Note that1 small box represents 10 cm.Figure 3.2aCreated by Dr. JJ, FSG, UiTM Shah Alam Page 9 of 17 Last updated 17 th Jan 2010

Material Science PHY407 Lab #2Activity 3.2:Figure 3.2bConfigure the charge for the case shown in Figure 3.2a using the PhET simulation (Chargesand-field).Use the electric field sensors to measure the electric field strength at each of theradii 20 cm until 200 cm in increments of 10 cm. Record the values (you will need to take theaverage readings) in Table 3.2. In addition, calculate the following quantities: 1/r, (1/r) 2 , theratios E n+1 /E n , and (r n /r n+1 ) 2 .TABLE 3.2.1: Electric field around charge qr, cm E, V/m 1/r, m -1 1/r 2 , m -2 E n+1 /E n (r n /r n+1 ) 22030405060708090100110120130140150160170180190200Created by Dr. JJ, FSG, UiTM Shah Alam Page 10 of 17 Last updated 17 th Jan 2010

Material Science PHY407 Lab #2Now observe the electric field strength at the various locations when another charge isadded at the same position as the initial charge.TABLE 3.2.2: Electric field around charge 2qr, cm E, V/m 1/r, m -1 1/r 2 , m -2 E n+1 /E n (r n /r n+1 ) 22030405060708090100110120130140150160170180190200TABLE 3.2.2: Electric field around charge 3qr, cm E, V/m 1/r, m -1 1/r 2 , m -2 E n+1 /E n (r n /r n+1 ) 22030405060708090100110120130140150160170180190200Created by Dr. JJ, FSG, UiTM Shah Alam Page 11 of 17 Last updated 17 th Jan 2010

Material Science PHY407 Lab #2Questions1. How was your prediction compare to the data you collected?2. Is there a relationship between the electric field strength and the position from thecharge producing it? [Enter your data into EXCEL. Try taking the ratios of E (E n+1 /E n ,…., E 9 /E 8 until E 2 /E 1 ) and compare to the ratios of square of the position ((r n /r n+1 ) 2 , ,…., (r 8 /r 9 ) 2 , until (r 1 /r 2 ) 2 ,]. What relationship do you observe? Sketch a graph of E vs.r, E vs. 1/r, E vs. 1/r 2 and E n+1 /E n vs. (r n /r n+1 ) 2 for the charge q. Explain therelationship represented. Based on the results and the graphs, how would E bemathematically modeled as a function of distance measured from the charge?3. How would the field strength vary if the charge producing it is increased ordecreased? What is the relationship between E and the amount of charge?Created by Dr. JJ, FSG, UiTM Shah Alam Page 12 of 17 Last updated 17 th Jan 2010

Material Science PHY407 Lab #2Predictions Worksheet for Lab #2Electrical Forces, Adding Forces and Electrical FieldDraw your predicted forces1puckFig 1.1aDraw the predicted direction of motion for the puck and state your reasons.2puckFig 1.1bDraw the predicted direction of motion for the puck and state your reasons.Created by Dr. JJ, FSG, UiTM Shah Alam Page 13 of 17 Last updated 17 th Jan 2010

Material Science PHY407 Lab #23Draw your predicted forcepuckFig 1.1cDraw the predicted direction of motion for the puck and state your reasons.4puckFig 1.1dDraw the predicted direction of motion for the puck and state your reasons.Created by Dr. JJ, FSG, UiTM Shah Alam Page 14 of 17 Last updated 17 th Jan 2010

Material Science PHY407 Lab #2Draw your predicted force3 214puckFig 1.1eDraw the predicted direction of motion for the puck and state your reasons.puck4Fig 1.1fDraw the predicted direction of motion for the puck and state your reasons.Created by Dr. JJ, FSG, UiTM Shah Alam Page 15 of 17 Last updated 17 th Jan 2010

Material Science PHY407 Lab #2Prediction 2Case1Prediction 2.1 Prediction 2.2Case2Fig 2.1a Fig 2.2aFig 2.1bFig 2.2bCreated by Dr. JJ, FSG, UiTM Shah Alam Page 16 of 17 Last updated 17 th Jan 2010

Material Science PHY407 Lab #2Case1Prediction 3.1Case2Figure 3.1aCase3Figure 3.1bCase4Figure 3.1cFigure 3.1dPrediction 3.2Created by Dr. JJ, FSG, UiTM Shah Alam Page 17 of 17 Last updated 17 th Jan 2010

Material SciencePHY407Universiti Teknologi MARAFakulti Sains GunaanBatteries and Bulbs: Voltage,Current and ResistancePHY407: A Physical Science ActivityName:____________________________ HP: ____________________ Lab # 5:Objective:Today’s activity explores and investigates properties such as current, potential drop and thebrightness of light bulbs when batteries or bulbs are connected in series and parallel.At the end of the activity, students will be able to:• Use a multimeter to determine the electromotive force of dry cells connected in seriesand in parallel.• Connect a simple direct current (DC) circuit and light up a light bulb using a dry cell,wires and a switch.• Connect a multimeter or an ammeter in a circuit and measure current for a series andfor a parallel circuit.• Connect a more complex circuit, identify and relate brightness of bulbs, current andpotential drops when bulbs are connected in series.• Identify and relate brightness of bulbs, current and potential drops when bulbs areconnected in parallel.• Obtain, explain and describe the relationship between bulb intensity, current, voltageresistance and power in a series and in a parallel circuit.Background InformationBackground:Conductors are materials that allow excess electrons to move easily within thematerial when subjected to an electric field. The existence of electric field is then associatedwith electrical potential energy and hence potential difference which is the ratio of the workdone on a test charge (in bringing the charge from one point in space to another) to themagnitude of the test charge. Charges which move, do so in the presence of electric field ordue to potential difference or voltage between points in a material. The charges can comefrom many sources but the most common source is the battery. A battery is the source ofelectromotive force (EMF), a maximum voltage between the terminals of a battery. This emfis the main agent to cause charge to move in a circuit.When charges move or flow in a circuit, the rate of its flow is called electric current.Hence the current I, is the amount of charge in Coulomb, that pass through an imaginary∆qsurface in one second. The average current is I = , measured in units of Ampere (A). So,∆tone ampere represents the flow of one coulomb of charge (can you determine the number ofelectrons involved?) through a conductor within a period of one second. Another commonunit is the milliampere (mA) or 10 -3 A. In a circuit, the direction of current flow is chosen to bethe opposite of the electron flow. Hence, since the negative terminal of a battery isnegatively charged (negative potential) compared to the positive terminal, then current willflow beginning from the positive terminal of a battery and ending at the negative terminal ofCreated by Dr. JJ, FSG, UiTM Shah Alam Page 1 of 7 3/3/2010

Material SciencePHY407the battery if there are conducting wires between the terminals. Often, a load or a resistor isplaced between the terminals. If the resistor is a bulb, the bulb may light up when currentflows through it. The strength to resist the flow of current in a resistor is called resistance, R,measured in units of Ohms (Ω) and its value depends only on the geometry of the resistoritself such as the type of conductor (element), its length and its surface area. Resistors ordevices which have a linear relationship between voltage and current obey Ohm’s Law.Current in a circuit can be measured by using an ammeter which must be connectedby breaking up a point in the circuit. This type of connection is usually referred to as a seriesconnection. In addition, since charges (electrons) move between points in a circuit under theinfluence of the battery’s emf, then potential difference exist between points in the circuit.This potential difference, (measured in volts (V)), can be measured by using a voltmeter andis done by touching the probes of the voltmeter across the points of interest in the circuit.This type of connection is referred to as parallel connection. Light bulbs in a circuit light upwith different brightness depending on the average power it consumes. For any device, itsaverage power is the product of the current through it and the voltage across it, P = IV . Thehigher the intensity (brightness) of a bulb, the higher is the average power.Student ActivityInvestigation 1-Lighting a Bulb(DO YOUR PREDICTION BEFORE STARTING THE ACTIVITIES)Prediction 1.1: (Batteries shown in the figure below are each 1.5 V battery)i) What will the voltmeter reading be if the probes are connected between pointsA and B? Will it change if the probe of the voltmeter is reversed?ii) Would the reading change if the probes are placed between points B and C,and between A and C?iii) What would the reading be if the positive terminals are connected together inan antiseries connectionActivity 1.1: (You MUST run the PhET (Circuit Construction Kit (DC only)) simulation firstbefore attempting to do the following activities in the lab. Set the batteryvoltage to 1.5 V)Observe the batteries and identify the positive and negative terminal. Using amultimeter with the dial set at DC, place the probes at points A and B respectively foreach of the case above and record the reading. You may need to change the dial onthe meter to get the best reading.Created by Dr. JJ, FSG, UiTM Shah Alam Page 2 of 7 3/3/2010

Material SciencePHY407Repeat the above for points B and C and points A and C. Then reverse the probesstarting with points B and A, C and B, and C and A. Record you reading and tabulatethe data.PhETPointsV, voltsSeriesV, voltsParallelV, voltsAntiseriesPointsreversedV, voltsSeriesV, voltsParallelV, voltsAntiseriesV ABV BAV BCV CBV ACV CAPointsLabV, voltsSeriesV, voltsParallelV, voltsAntiseriesPointsreversedV, voltsSeriesV, voltsParallelV, voltsAntiseriesV ABV BAV BCV CBV ACV CAQuestions1. What happens to the voltage when batteries are connected in series, in parallel andin antiseries respectively?Prediction 1.2: (The battery shown in the figure below has an emf of 6 V.)i) Will the bulb in the figure light up if the polarity is reversed?ii) What happens when the bulb in the figure below is unscrewed a bit?iii) Do you think that the potential difference across the terminals of the bulb isthe same as across the terminals of the battery?BAiv) What happens to the brightness of the first bulb when another bulb is addedin series? How will the brightness change if the third bulb is added?v) What happens to the current in the circuit for the case in part (iv)?vi) What happens to the voltage across the bulbs for the case in part (iv)?Activity 1.2: (You MUST run the PhET (Circuit Construction Kit (DC only)) simulation (usethe lifelike mode) first before attempting to do the following activities in thelab. Set the battery voltage to 6 V and the resistance for each bulb at 5.0 Ω)i) Using the battery holder, the bulb and 2 wires, wire up the simple circuitabove. It is best for you to also have a switch in the circuit. Observe whathappens to the bulb when the switch is thrown down, when the bulb isunscrewed a little and when the battery terminals are reversed. Write downyour observation.Created by Dr. JJ, FSG, UiTM Shah Alam Page 3 of 7 3/3/2010

Material SciencePHY407ii)Using a multimeter, record the potential difference (voltage) across thebattery terminals followed by the voltage across the bulb’s contact points.Points V PhET , volts V lab , voltsV battV bulbiii) Connect an ammeter tomeasure the current that flowsthrough the circuit. Record yourreading. Note that an ammeterMUST be connected in serieswith the bulb (You must breakthe circuit connection in order foryou to insert the ammeter).BAmAiv) Add another bulb in the circuit,observe the brightness of thebulbs and repeat steps (ii) and(iii).v) Add yet another bulb in thecircuit, observe the brightness ofthe bulbs and repeat steps (ii)and (iii).BBattery 6 VS 1AV bulb-1V bulb-2V bulb-3PhETVBrightness ABBulbs in SeriesV V V VBulb 1 none noneBulb 1 + Bulb 2noneBulb 1 + Bulb 2 +Bulb 3LABVBrightness AB V bulb-1 V bulb-2 V bulb-3Bulbs in SeriesV V V VBulb 1 none noneBulb 1 + Bulb 2noneBulb 1 + Bulb 2 +Bulb 3AI ABAI ABAPowerWattsPowerWattsv) Unscrew any bulb and observe what happens to the bulbs and to the currentin the circuit. Record your observation.Questions1. What causes the bulb to light up when the switch is thrown down?2. Why did the bulb go off when it is unscrewed from the holder?3. Did it matter if the polarity of the bulb is reversed? Why or why not?4. Why is the voltage the same when measured across the battery or across thebulb for a single circuit?5. What is the physical meaning of the current reading on the ammeter?6. What happens to the brightness of the first bulb, the voltage across it and thecurrent in the circuit when a second bulb is added in series to the circuit?Created by Dr. JJ, FSG, UiTM Shah Alam Page 4 of 7 3/3/2010

Material SciencePHY4077. What happens to the brightness of the first bulb, the voltage across it and thecurrent in the circuit when a third bulb is added in series to the circuit?8. Can you propose a model on how the brightness of the bulbs change as thenumber of bulbs are increased or decreased in a series circuit?9. Is there a relationship between the number of bulbs and the current in acircuit?10. How can this brightness model be related to the electrical power?11. What happens to the current in the circuit when any one of the bulbs isunscrewed? Explain.Investigation 2 - Bulbs in ParallelPrediction 2.1: (The battery shown in the figure below is a 1.5 V battery)i) Will all the bulbs in the parallel circuit have the same brightness?ii) What will the voltmeter reading be if the probes are connected between pointsA and B and between C and D respectively for the bulbs connected iniii)parallel?S 1Would the BADFHchange if thevoltage readingS 2S 3S 4probes areplaced across theterminals of theR 1R 2R 3second bulb(between E andF), and acrossthe terminals ofthe third bulb A(between G andH)?CEGiv) Would you consider the contact points at point B, D, F and point H to be anequipotential point?v) Will the current going through the circuit the same as the current through thefirst bulb, the second bulb or the third bulb?vi) What will happen to the brightness if one bulb is unscrewed, if 2 bulbs areunscrewed? What happens to the current in the circuit?Battery 1.5 VA1A2A3Activity 2.1: (You MUST run the PhET (Circuit Construction Kit (DC only)) simulation firstbefore attempting to do the following activities in the lab. Set the batteryvoltage to 1.5 V and the resistance for each bulb at 1.0 Ω)i) Connect the bulbs in parallel as shown in the figure but start with 2 bulbsfollowed by three bulbs. Observe the brightness of the bulbs as more bulbsare added in parallel. Then, using a multimeter with the dial set on DC mode,measure the voltage across the battery, V AB , the voltage across the first bulb,V CD , the voltage across the second bulb, V EF , and the voltage across the thirdbulb, V GH . Record your reading.Created by Dr. JJ, FSG, UiTM Shah Alam Page 5 of 7 3/3/2010

Material SciencePHY407PhETBulbs in parallelV ABVV CDVV EFVV GHVBulb 1 none noneBulb 1 + Bulb 2noneBulb 1 + Bulb 2+ bulb 3LABBulbs in parallelV ABVV CDVV EFVV GHVBulb 1 none noneBulb 1 + Bulb 2noneBulb 1 + Bulb 2+ bulb 3ii)Now place an ammeter between points B and D. Record your reading. Thenplace an ammeter between points C and D and also between points E and Fand between G and H. Record your reading.PhETBulbs in parallelI BDA A A ABulb 1 none none noneBulb 1 + Bulb 2noneBulb 1 + Bulb 2 +bulb 3LABI AB I CD I EF I GHBulbs in parallel A A A ABulb 1 none none noneBulb 1 + Bulb 2noneBulb 1 + Bulb 2 +bulb 3I CDI EFI GHPowerWattsPowerWattsiii)iv)Unscrew the first bulb Observe the brightness of the remaining bulbs andwrite your observation. Then record all the ammeter readings.Unscrew the second bulb leaving only the third bulb in the circuit. Observe thebrightness of the remaining bulb and write your observation. Then record allthe ammeter readings.PhETBulbs in parallelBulb 1 unscrewedBulbs 1 & 2 unscrewedLABBulb 1 unscrewedBulbs 1 & 2 unscrewedI BDAI ABAI CDAI CDAI EFAI EFAI GHAI GHAPowerWattsPowerWattsQuestions1. What happens to the brightness of the first bulb and the current through itwhen a second bulb is added in parallel to the circuit? What about the power?2. What happens to the brightness of the first bulb and the current through itwhen a third bulb is added in parallel to the circuit? What about its power?3. Is there a relationship between the number of bulbs and the total current in acircuit?Created by Dr. JJ, FSG, UiTM Shah Alam Page 6 of 7 3/3/2010

Material SciencePHY4074. Can you propose a model on how the brightness of the bulbs change as thenumber of bulbs are increased or decreased in a parallel circuit? What abouta model for the power?5. What happens to the current in the circuit when any one of the bulbs isunscrewed? What about its power?6. What happens to the total voltage and the voltages across the bulbs as morebulbs are added?7. What happens to the total current as more bulbs are added?8. What happens to the total power as more bulbs are added?Created by Dr. JJ, FSG, UiTM Shah Alam Page 7 of 7 3/3/2010

Electricity Lecture SeriesCharges & ChargingApplied Sciences Education Research Group(ASERG)Faculty of Applied SciencesUniversiti Teknologi MARAemail: drjjlanita@hotmail.com; drjjlanita@yahoo.comhttp://drjj.uitm.edu.my; +60193551621Electric ChargesAt the end of this unit, you will be able to:1. Explain the gravitational forces acting on anyobject.2. Mathematically represent the gravitational forceand describe its impact on physical events.3. Describe existence of electrical charges in matterits magnitude, mass and its quantizationproperty.4. Sketch and explain the charging by friction,contact and induction diagrammatically andapply charge conservation in the chargingprocess.Copyright Assoc. Prof. Dr. JaafarJantan a.k.a. Dr JJ, FSG, UiTM ShahAlam, Malaysia 1

GRAVITATIONAL FORCESGalileo Science: Allobjects regardless ofsize, shape or mass willfall at the same rateNewton extended theprinciple: UniversalGravitational Law: Allobject will attract eachother with force inverselyproportional to square ofdistance→F21m m∝r2 12→F 21 = Gm m2 12rATOMIC STRUCTURECopyright Assoc. Prof. Dr. JaafarJantan a.k.a. Dr JJ, FSG, UiTM ShahAlam, Malaysia 2

Electric ChargesMatter: made up of atomsand moleculesAtom: made up of nucleus,protons and electronsCharged object:imbalance number ofelectrons & protonsPositively chargedNegatively chargedConductors: charges canmove freelyInsulators: charges cannotmove freelyElectric ChargesMatter: made up of atomsand moleculesAtom: made up of nucleus,protons and electronsCharged object: imbalancenumber of electrons &protonsPositively charged: –ve+veConductors: charges canmove freelyInsulators: charges cannotmove freelyCopyright Assoc. Prof. Dr. JaafarJantan a.k.a. Dr JJ, FSG, UiTM ShahAlam, Malaysia 3

18.1 The Origin of ElectricityCutnell & Johnson 7EThe electrical nature ofmatter is inherentin atomic structure.m pm n= 1.673×10= 1.675×10−27−27kgkgm e= 9.11×10−31kge = 1.60×10−19CcoulombsElectric ChargesCharge quantization:charges exist in multiples ofan elementary charge, thecharge of an electronq = Ne =e , 2 e,..where N are the number ofelectrons & the elementarycharge e ise =1.6 x 10 -19 CNumber of charges in 1C??N=q/e =1 C/1.6 x 10 -19 CN = 6.25 x 10 18N12510Q (x10 -19 C)1.6=e3.2=2e80=5e16=10eCopyright Assoc. Prof. Dr. JaafarJantan a.k.a. Dr JJ, FSG, UiTM ShahAlam, Malaysia 4

Charges, charging, electrical force & dischargingMatterConductorInsulatorAtomChargesElectronProtonPositiveNegativeAttractRepelNeutralChargedDischargedConductionInductionFrictionContactGroundLightningForcedistanceHighestelectronaffinityRubbingwool torubbercausedrubber tohaveexcesselectronswhich weretransferredfrom rubberCharging by FrictionCopyright Assoc. Prof. Dr. JaafarJantan a.k.a. Dr JJ, FSG, UiTM ShahAlam, Malaysia 5

Charges, charging, electrical force & dischargingCharging by contactBringing the rod near thepithball causes polarization(separation of charges)Copyright Assoc. Prof. Dr. JaafarJantan a.k.a. Dr JJ, FSG, UiTM ShahAlam, Malaysia 6

Charging by contactBringing the rod near thepithball causes polarization(separation of charges).Charging by contactBringing the rod near the pithball causespolarization (separation of charges). Touching therod will allow electrons to “flow” to the rod. Therod remains positively charged since the numberof electrons transferred is far too small toneutralize the positive chargesCopyright Assoc. Prof. Dr. JaafarJantan a.k.a. Dr JJ, FSG, UiTM ShahAlam, Malaysia 7

Charging by contactThe pithball is now repelled since itis positively charged after losingelectrons to the rod via contactCharging by contactWhen the rod is pulled further away, thecharges on the pithball redistributes evenly.The repulsion between the rod and ball issmaller because the rod is far away.Copyright Assoc. Prof. Dr. JaafarJantan a.k.a. Dr JJ, FSG, UiTM ShahAlam, Malaysia 8

Charging by contactThe pithball is now neutralized bygrounding (pathway to transfer electronsto the positively charged pithball) it withmy finger.Charging by contactPithball is polarized (separation of charges) whenthe rod is brought nearer. The electron on thepithball is being repelled by the negativelycharged rod.Copyright Assoc. Prof. Dr. JaafarJantan a.k.a. Dr JJ, FSG, UiTM ShahAlam, Malaysia 9

Charging by contactPithball is polarized (separation of charges) even morewhen the rod is brought nearer. The electrons on thepithball are being repelled by the negatively charged rod.Charging by contactPithball is polarized (separation of charges) even morewhen the rod is brought nearer. The electrons on thepithball are being repelled by the negatively charged rod.Copyright Assoc. Prof. Dr. JaafarJantan a.k.a. Dr JJ, FSG, UiTM ShahAlam, Malaysia 10

Charging by contactElectrons move from the rod to the side of the pithballwhich is being touched making the pithball has excesselectrons. The rod remains negatively charged becauseit only lost a small number of electronsCharging by contactSince the rod and the pithball are both negativelycharged, the pithball is being repelled strongly.Copyright Assoc. Prof. Dr. JaafarJantan a.k.a. Dr JJ, FSG, UiTM ShahAlam, Malaysia 11

Charging by contactThe repulsion is getting smaller when the rod I pulledfarther away. At the same time, the electrons on thepithball begin to distribute evenly throughout the ball.Charging by contactThe ball is being grounded (leaking off the electrons toearth ie finger) to neutralize the pithball.Copyright Assoc. Prof. Dr. JaafarJantan a.k.a. Dr JJ, FSG, UiTM ShahAlam, Malaysia 12

18.4 Charging by ContactCutnell & Johnson 7EElectrons aretransferred tothe neutralconductingsphere whenthe sphere istouched bythe negativelycharged rod.Charging by contact.18.4 Charging by InductionCutnell & Johnson 7ECharging by induction is a 3-stage process:1. Bring a charged rod near the sphere to cause polarization of thechargesCharging by induction.2. Ground the side of the sphere which is furthest from the chargingsource.3. Remove the charging sourceCopyright Assoc. Prof. Dr. JaafarJantan a.k.a. Dr JJ, FSG, UiTM ShahAlam, Malaysia 13

Charging by Induction:1. Bring negativelycharged rod near thesphere2. Ground the sphereto remove theelectrons3. Sphere is positivelychargedAnimation sourcefrom: “The MultimediaPhysics Studio”website and ThePhET websiteCharging by Induction: Two Neutral conductingspheres1. Bring negativelycharged balloonsnear the sphere2. Pull the secondsphere afterelectrons havemigrated to thesecond sphere.3. Sphere 1 ispositively chargedand sphere 2 isnegatively chargedCopyright Assoc. Prof. Dr. JaafarJantan a.k.a. Dr JJ, FSG, UiTM ShahAlam, Malaysia 14

18.2 Charged Objects and the Electric ForceCutnell & Johnson 7ELAW OF CONSERVATION OF ELECTRIC CHARGEDuring any process, the net electric charge of an isolated systemremains constant (is conserved). Total number of negative charges(electrons) and positive charges (protons) must be equalConsider the fur and rod together as a system. Since the systemis uncharged initially, then the total charge must be zero beforeand after rubbing. Hence if rod acquires 6e due to rubbing(friction), then the fur must have lost 6e, the total charge for thefur-rod is zero.18.2 Charged Objects and the Electric ForceCutnell & Johnson 7ELAW OF CONSERVATION OF ELECTRIC CHARGEDuring any process, the net electric charge of an isolated systemremains constant (is conserved). Total number of negative charges(electrons) and positive charges (protons) must be equalCopyright Assoc. Prof. Dr. JaafarJantan a.k.a. Dr JJ, FSG, UiTM ShahAlam, Malaysia 15

18.2 Charged Objects and the Electric ForceCutnell & Johnson 7ELAW OF CONSERVATION OF ELECTRIC CHARGEDuring any process, the net electric charge of an isolated systemremains constant (is conserved). Total number of negative charges(electrons) and positive charges (protons) must be equalCharge ConservationA5qB-3qC3qShown are conducting sphereseach of charges 5q, -3q and 5qWhat is the total charge on thespheres?Sphere A touches sphere B andthen separated.What is the total charge after theprocess above, the charge on eachindividual sphere?A5qB-3qA2qB0qAqBqCopyright Assoc. Prof. Dr. JaafarJantan a.k.a. Dr JJ, FSG, UiTM ShahAlam, Malaysia 16

Charge ConservationAqBqC3qShown are conducting sphereseach of charges 5q, -3q and 5qWhat is the total charge on thespheres?Sphere B touches sphere C andthen separated.What is the total charge after theprocess above, the charge on eachindividual sphere?BqC3qB2qC2qCopyright Assoc. Prof. Dr. JaafarJantan a.k.a. Dr JJ, FSG, UiTM ShahAlam, Malaysia 17

1/22/2011Electricity Lecture SeriesElectric Force &Electric FieldApplied Sciences Education Research Group(ASERG)Faculty of Applied Sciencesemail:Universiti drjjlanita@hotmail.comTeknologi jjnita@salam.uitm.edu.my;MARAhttp://www3.uitm.edu.my/staff/drjj/Copyright DR JJ,FSG, UiTM 1Charges, charging, electrical force & dischargingCopyright DR JJ,FSG, UiTM 2Copyright DR JJ,FSG, UiTM; Jan08 1

1/22/2011Charges, charging, electrical force & dischargingCopyright DR JJ,FSG, UiTM 3Charge ConservationA5qB-3qC3qShown are conducting sphereseach of charges 5q, -3q and 5qWhat is the total charge on thespheres?Sphere A touches sphere B andthen separated.After the process above, what is thetotal charge & the charge on eachindividual sphere?A5qB-3qA2qB0qAqBqCopyright DR JJ,FSG, UiTM 4Copyright DR JJ,FSG, UiTM; Jan08 2

1/22/2011Charge ConservationAqBqC3qShown are conducting sphereseach of charges 5q, -3q and 5qWhat is the total charge on thespheres?Sphere B touches sphere C andthen separated.After the process above, what is thetotal charge & the charge on eachindividual sphere?BqC3qB2qC2qCopyright DR JJ,FSG, UiTM 5Charge ConservationA7qB-3qC-4qShown are conducting sphereseach of charges 7q, -3q and -4qWhat is the total charge on thespheres?Sphere A touches sphere B andthen separated.After the process above, what is thetotal charge & the charge on eachindividual sphere?A7qB-3qA4qB0qA2qB2qCopyright DR JJ,FSG, UiTM 6Copyright DR JJ,FSG, UiTM; Jan08 3

1/22/2011Charge ConservationA2qB2qC-4qShown are conducting sphereseach of charges 2q, 2q and -4qWhat is the total charge on thespheres?Sphere B touches sphere C andthen separated.After the process above, what is thetotal charge & the charge on eachindividual sphere?B2qC-4qB0qC-2qA-qB-qCopyright DR JJ,FSG, UiTM 7PHY407Lecture 2:Electrical force & Electrical FieldWhy do things fall to the ground???EThe gravitational fieldsurrounding a clump ofmass such as the earth.On earth, the gravitationalfield is g=F/m twhere m tisthe objects’s mass.Objects don’t fall, but are attractedto the center of the earth due to hepresence of gravitational field, gCopyright DR JJ,FSG, UiTM 8Copyright DR JJ,FSG, UiTM; Jan08 4

1/22/2011PHY407Lecture 2:Electrical force & Electrical FieldWhy do things fall to the ground???The gravitational fields of the earthand moon superpose. Note how thefields cancel at one point, and howthere is no boundary between theinterpenetrating fields surroundingthe two bodiesECopyright DR JJ,FSG, UiTM 9PHY407Lecture 2: IntroductionREFERENCE: http://phet.colorado.edu/web-pages/simulations-base.htmlActivity 1-Electrical (Coulomb) Force2.1 Electrons fallinginto protonReference: Physics2000-force2.2 Forces onchargesReference: PHETelectric field hockeyActivity 2-Resultant ForceActivity 3-Electric Field2.3 Addition offorces: PHETvector addition2.4 Electric fieldReference: PHETcharges & fieldCopyright DR JJ,FSG, UiTM 10Copyright DR JJ,FSG, UiTM; Jan08 5

1/22/2011PHY407Lecture 2: IntroductionActivity 1-Electrical (Coulomb) Force+• Electrons move towards proton• Far electrons feel small pull, hencesmall initial acceleration• As the electrons accelerate and getcloser, the pull gets stronger.• Near electrons feel strong pull,hence big initial acceleration.• Electrons feel the pull because theyare in an electric field created bythe protonCopyright DR JJ,FSG, UiTM 11PHY407Lecture 2: IntroductionActivity 1-Electrical (Coulomb) Force• Electrons move away from negative particle• Far electrons feel small push, hence smallinitial acceleration• As the electrons accelerate and get further,the push gets weaker.• Near electrons feel strong push, hence biginitial acceleration.• Electrons feel the push because they are inan electric field created by the negativeparticle_Copyright DR JJ,FSG, UiTM 12Copyright DR JJ,FSG, UiTM; Jan08 6

1/22/2011PHY407Lecture 2: IntroductionActivity 1-Electrical (Coulomb) Force on central electron• Right electron push centralelectron to the left.• Left electron push central electronto the right.• Top electron push central electronto the bottom.• Bottom electron push centralelectron to the top.Copyright DR JJ,FSG, UiTM 13PHY407Lecture 2: IntroductionActivity 1-Electrical (Coulomb) Force• Right electron pull central proton tothe right.• Left electron pull central proton tothe left.• Top electron pull central proton tothe top.• Bottom electron pull proton to thebottom.Copyright DR JJ,FSG, UiTM 14Copyright DR JJ,FSG, UiTM; Jan08 7

1/22/2011PHY407Lecture 2: IntroductionActivity 1-Electrical (Coulomb) Force• Right electron pushes centralelectron to the left.• Left electron pushes centralelectron to the right with a smallerforce than the electron on the right.• Top electron pushes centralelectron to the bottom with thesame force that the left electronexerts on the central electron.• Top left corner electron pushescentral electron to the bottom rightcorner.Copyright DR JJ,FSG, UiTM 15PHY407Lecture 2: IntroductionActivity 1-Electrical (Coulomb) Force• Right electron pulls the proton tothe right.• Left electron pulls the proton tothe left with a smaller force thanthe electron on the right.• Top electron pulls the proton upwith the same force that the leftelectron exerts on the centralelectron.• Top left corner electron pulls theproton to the top left corner.Copyright DR JJ,FSG, UiTM 16Copyright DR JJ,FSG, UiTM; Jan08 8

1/22/2011Activity 2-Resultant ForcePHY407Lecture 2: IntroductionPULLING of PROTON• Sum of force to the right (+ve) isequal to the sum of the force tothe left (-ve).• Sum of force to the top (+ve) isequal to the sum of the force tothe bottom (-ve).• Top electron push centralelectron to the bottom.• Bottom electron push centralelectron to the top.Copyright DR JJ,FSG, UiTM 17Activity 2-Resultant ForcePHY407Lecture 2: IntroductionPUSHING of ELECTRON• Sum of force to the right (+ve) isequal to the sum of the force to theleft (-ve).• Sum of force to the top (+ve) isequal to the sum of the force to thebottom (-ve).Copyright DR JJ,FSG, UiTM 18Copyright DR JJ,FSG, UiTM; Jan08 9

1/22/2011PHY407Lecture 2: IntroductionActivity 2-Resultant Force• Break the forces into its x and ycomponents. Use trigonometry to find thevalues.• Then add up all the +ve & the –ve xcomponents to get the sum of forcesalong the x.• Add up all the +ve & the –ve ycomponents to get the sum of forcesalong the y.• Use Pythagoras theorem to determine themagnitude of the resultant force.• Use trigonometry to find the directionφ22xF = F + FFytan Φ =Fx2yCopyright DR JJ,FSG, UiTM 19PHY407Lecture 2: IntroductionActivity 1-Electrical (Coulomb) Force• Right electron pulls the proton tothe right.• Left electron pulls the proton tothe left with a smaller force thanthe electron on the right.• Top electron pulls the proton upwith the same force that the leftelectron exerts on the centralelectron.• Top left corner electron pulls theproton to the top left corner.Copyright DR JJ,FSG, UiTM 20Copyright DR JJ,FSG, UiTM; Jan08 10

concept maps&formative tasks

conceptual survey onelectricity&magnetism (CSEM) diagnosticassessment tool

Which the following graphs correctly show the time dependence of thevoltmeter reading?Conceptual Survey inElectricity & Magnetism (CSEM)DO NOT WRITE ON THIS QUESTION PAPERANSWER ON THE ANSWER SHEET PROVIDEDTIME: 45 MINUTESDeveloped byMaloney, O’Kuma, Hieggelke & Van Heuvelen; 2000Modified, graphics redraw& typeset by:THE ENDAssoc. Prof. Dr. Jaafar Jantanaka Dr. J.J.Applied Science Education Research Group(ASERG)Faculty of Applied SciencesUniversiti Teknologi MARA40450 Shah Alam, Selangor, MALAYSIAhttp://drjj.uitm.edu.my16Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, FSG, UiTM, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:http://drjj.uitm.edu.myPrepared by Dr. J.J.Applied Sciences Education ResearchGroup, UiTM, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:http://drjj.uitm.edu.my

Conceptual Survey inElectricity & Magnetism (CSEM)Multiple Choice VersionDirections to Students:This is a test of your understanding in electrostaticsand magnetism. Indicate, on the answer sheet the bestanswer you choose for each question by making ONLYONE dark mark. In addition, mark also the CRI(Certainty Response Index) for each response you giveto indicate your certainty for the answer you choose. Ifyou do not fully understand what is being asked in anitem, please ask the test administrator for clarification.Which one of the following diagrams best describe the charge distributionon the surface of the metal bar?(a)++++-------- +32. Figure 24 shows a variable power supply connected to coil 1 and toan ammeter. The time dependence of the ammeter reading is shownby the graph in the figure. A nearby coil, coil 2 is connected to avoltmeter.++++ ++++--- ---+++ +(b) (c) (d)(e)+--++-- -- -DO NOT OPEN THIS BOOKLET UNTIL YOU ARETOLD TO DO SODeveloped & Original Graphics by:Maloney, O’Kuma, Hieggelke & Van Heuvelen; 2000Typestting & Graphics Redraw by Dr. Jaafar Jantan; 2008D. Maloney, T. O'Kuma, C. Hieggelke, and A. Van Heuvelen. Surveying students'conceptual knowledge of electricity and magnetism". Am. J. Phys. 69,S12 (2001)Figure 242Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, FSG, UiTM, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:http://www2.uitm.edu.my/drjj/15Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, UiTM, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:http://www2.uitm.edu.my/drjj/

29. Which of the figures in Figure 21 will the light bulb be glowing?(a) I, III, IV (b) I, IV (c) I, II, IV (d) IV(e) None of these30. A very long straight wire carries a large steady current i. A rectangularmetal loop, in the same plane as a wire, move with velocity v inthe directions shown in Figure 22. Which loop will have an inducedcurrent?IIIiviv1. A hollow metal sphere is electrically neutral (no excess charge). Asmall amount of negative charge is suddenly placed at one point onthis metal sphere. If we check on this excess negative charge a fewseconds later we will find one of the following possibilities:(a) All of the excess charge remains right around P.(b) The excess charge has distributed itself evenly over the outsidesurface of the sphere.(c) The excess charge is evenly distributed over the inside and outsidesurface.(d) Most of the charge is still at P, but some will have spread over thesphere(e) There will be no excess charge left.2. A hollow sphere made out of electrically insulating material is electricallyneutral (no excess charge). A small amount of negative charge issuddenly placed at one point P on the outside of this sphere. If wecheck on this excess negative charge a few seconds later we will findone of the following possibilities:IIIiFigure 22v(a) only I and II(b) only I and III(c) only II and III(d) all of the above(e) none of the above(a) All of the excess charge remains right around P.(b) The excess charge has distributed itself evenly over the outsidesurface of the sphere.(c) The excess charge is evenly distributed over the inside and outsidesurface.(d) Most of the charge is still at P, but some will have spread over thesphere(e) There will be no excess charge left.31. A neutral metal bar is moving at constant velocity v to the rightthrough a region where there is a uniform magnetic field pointing outof the page as shown in Figure 23. The magnetic field is producedby some large coils which are not shown on the diagram.vFor questions 3 -5:Two small objects shown in Figure 1 each having a net charge of +Q exert aforce of magnitude F on each other.FF+Q +QFigure 1We replace one of the objects with another object with net charge of +4Q asshown in Figure 2.v+QFigure 2+4Qv3. The original magnitude of the force on the +Q charge was F. What isthe magnitude of the force on the +Q now?Figure 23B out of page(a) 16F (b) 4F (c) F (d) F/4 (e) other14Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, FSG, UiTM, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:http://drjj.uitm.edu.my3Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, UiTM, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:http://drjj.uitm.edu.my

4. What is the magnitude of the force on the +4Q now?(a) 16F (b) 4F (c) F (d) F/4 (e) other28. Two identical loops of the wire carry identical current i. The loops arelocated as shown in Figure 20. Which arrow best represent the directionof the magnetic field at the point P midway between the loops?Next we move the +Q and +4Q charges to be 3 times as far apart as theywere before as shown in Figure 3.:i(a) (b)(c)+QFigure 3+4QP(d) (e) Zero5. What is the magnitude of the force on the +4Q now?i(a) F/9 (b) F/3 (c) 4F/9 (d) 4F/3 (e) other6. Which of the arrows is in the direction of the net force on charge Bshown in Figure 4?Figure 20-1 +1A B+1CFigure 4(a) (b) (c)(d) (e) None of theseThe four separate figures in Figure 21 involve a cylindrical magnet and atiny light bulb connected to the ends of a loop of cooper wire. These figuresare to be used to answer Question 29. The plane of the wire loop isperpendicular to the reference axis. The states of motion of the magnetand of the loop of wire are indicated in the diagram. (Speed will be representedby v and CCW represents counter clockwise7. Figure 5 shows a particle (labeled B) which has a net electric charge of+1 unit. Several centimeters to the left is another particle (labeled A)which has a net charge of -2 units. Choose the pair of force vectors(the arrows) that correctly compare the electric force on A (caused byB) with the electric force on B (caused by A).-2 units +1 unitAFigure 5B(a)(b)(c)Force on A Force on B Force on A Force on B(d)(e)Figure 214Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, FSG, UiTM, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:http://drjj.uitm.edu.my13Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, UiTM, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:http://drjj.uitm.edu.my

26. Figure 18 shows a wire with a large electric current i (●) coming outof the paper. In what direction would the magnetic field be at positionA and at position B respectively?AFigure 18Bi out(a)(c)A B A B(e) None of these27. A positive-charged particle (+q) is at rest in the plane between twofixed bar magnets, as shown in Figure 19. The magnet on the left isthree times as strong as the magnet on the right. Which choice belowbest represents the resultant MAGNETIC force exerted by themagnets on the charge?(a) (b) (c)(d)(e) Zero+qFigure 19(b)(d)S N S N8. In Figure 6a below, positive charges q 2 and q 3 exert on charge q 1 a netelectric force that points along the +x axis. If a positive charge Q isadded at (b, 0) as shown in Figure 6b, what will happen to the force onq 1 ? (All charges are fixed at their locations.)(a)(b)(c)q 1No change in the size of the net force since Q is on the x-axis.The size of the net force will change but not the direction.The net force will decrease and the direction may change becauseof the interaction between Q and the positive charge q 2 andq 3.Y+q 2+q 3Figure 6a(d) The net force will increase and the direction may change becauseof the interaction between Q and the positive charge q 2 and q 3 .(e) Cannot determine without knowing the magnitude of q 1 and/or Q.9. In Figure 7a, the electric field at point P is directed upward along the y-axis. If a negative charge –Q is added at a point along the y-axis asshown in Figure 7b, what happens to the field at P? (All charges arefixed in position)beforeafterYY-q -qXXq 1Y+q 2+q 3Figure 6b-Q-q -q+Q(b, 0)XXPPFigure 7aFigure 7b12Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, FSG, UiTM, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:http://drjj.uitm.edu.my5Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, UiTM, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:http://drjj.uitm.edu.my

(a) Nothing since –Q is on the y-axis.(b) The strength will increase because Q is negative.(c) The strength will decrease and the direction may change becauseof the interactions between Q and the two negative q’s.(d) The strength will increase and the direction may change becauseof the interactions between Q and the two negative q’s.(e) Cannot determine without knowing the force that Q exerts on thetwo negative q’s.FOR QUESTIONS 10-11A positive charge is placed at rest at the center of a region of space in whichthere is a uniform, three-dimensional electric field. (A uniform field is onewhose strength and direction are the same at all points within the region)10. When the positive charge is released from rest in the uniform electricfield, what will its subsequent motion be?(a) It will move at constant speed.(b) It will move at constant velocity.(c) It will move at constant acceleration.(d) It will move with a linearly changing acceleration(e) It will remain at rest in its initial position.11. What happens to the electric potential energy of the positive charge,after the charge is released from rest in the uniform electric field?(a) It will remain constant because the electric field is uniform.(b) It will remain constant because the charge remains at rest.(c) It will increase because the charge will move in the direction of theelectric field.(d) It will decrease because the charge will move in the opposite directionof the electric field.(e) It will decrease because the charge will move in the direction ofthe electric field.12. A positive charge might be placed at one of two different locations in aregion where there is a uniform electric field, as shown below in Figure8. How do the electricforces on the charge atposition 1 and 2 compare?(a) Force on the charge isgreater at 1.1 2(b) Force on the charge isgreater at 2.(c) Force at both positions is zero. Figure 8(d) Force at both positions is the samebut not zero.(e) Force at both positions has the same magnitude but is in oppositedirections.24. Figure 16 shows two parallelwires I and II that arenear each other carryingcurrents i and 3i respectively,both in the samedirection. Compare theforces that the two wiresexert on each other.iFigure 163iIII(a) Wire I exerts astrong force on wire II than wire II exerts on wire I.(b) Wire II exerts a strong force on wire I than wire I exerts on wireII.(c) The wires exert equal magnitude attractive forces on eachother.(d) The wires exert equal magnitude repulsive forces on eachother.(e) The wires exert no forces on each other.25. The three figures shown in Figure 17 represent positively chargedparticles moving in the same uniform magnetic field. The field isdirected from left to right. All of the particles have the same chargeand the same speed v. Rank these situations according to the magnitudesof the forces exerted by the field on the moving charge, fromgreatest to least.v(a) I=II=III(b) III>I>IIMagnetic(c) II>I>IIIField(d) I>II>III(e) III>II>IvIIMagneticFieldIFigure 17IIIvMagneticField6Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, FSG, UiTM, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:http://drjj.uitm.edu.my11Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, UiTM, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:http:/drjj.uitm.edu.my

21. What happens to a positive charge that is placed at rest in a uniformmagnetic field? (A uniform field is one whose strength and directionare the same at all points.)(a)(b)(c)(d)(e)It moves with a constant velocity since the force has a constantmagnitude.It moves with a constant acceleration since the force has aconstant magnitudeIt moves in a circle at a constant speed since the force is alwaysperpendicular to the velocity.It accelerates in a circle since the force always perpendicular tothe velocity.It remains at rest since the force and the initial velocity are zero.22. Figure 14 shows an electron moving horizontally towardsscreena screen. The electron moves along the paththat is shown because of a magnetic force caused bya magnetic field. In whatdirection does that magneticfield point?-qB?(a) Towards thetop of the page(b) Towards thebottom of the page v(c) Into the pageFigure 14(d) Out of the page(e) The magnetic field is in the direction of the curved path.23. Wire 1 has a large current i flowing out of the page (●), as shown inFigure 15. Wire 2 has a large i flowing into the page (X). In whatdirection does the magnetic field point at position P?Wire 1PWire 2X13. Figure 9 shows a hollow conducting metal sphere which was giveninitially an evenly distributed positive (+) charge on its surface. Then apositive charge +Q was brought up near the sphere as shown. What isthe direction of the electric field at the center of the sphere after thepositive charge +Q is brought up near the sphere?Figure 9+Q(a)(b)(c)(d)(e)LeftRightUpDownZero field14. Figure 10 shows an electric charge q located at the center of a hollowuncharged conducting metal sphere. Outside the sphere is a secondcharge Q. Both charges are positive. Choose the description below thatdescribes the net electrical forces on each charge in this situation.(a) Both charges experience thesame net force directed awayfrom each other.(b) No net force is experienced byeither charge.+q+Q(c) There is no force on Q but a netforce on q.Figure 10(d) There is no force on q but a net force on Q.(e) Both charges experience a net force but they are different fromeach other.USE THE FOLLOWING ELECTRIC FIELD DIAGRAM FOR QUESTION 1515. What is the direction of the electric force on a negative charge at pointP in Figure 11?i outFigure 15i in(a) (b) (c) (d) (e) None of theaboveFigure 1110Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, FSG, UiTM, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:http://drjj.uitm.edu.my7Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, UiTM, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:http://drjj.uitm.edu.my

(a) (b) (c)(d)(e) The force is zero16. An electron is placed at a position on the X-axis where the electricpotential is at that position is +10V. Which idea below best describesthe future motion of the electron?(a) The electron will move left (-x) since it is negatively charged.(b) The electron will move right (+x) since it is negatively charged.(c) The electron will move left (-x) since the potential is positive.(d) The electron will move right (+x) since the potential is positive.(e) The motion cannot be predicated with the information given.FOR QUESTION 17-19In Figure 12 , the dotted lines show the equipotential lines of electric fields.(A charge moving along a line of equal potential would have a constant electricpotential energy.) A charged object is moved directly from point A to B.The charge on the object is +1µC.17. How is the amount of work needed to move this charge compare forthese three cases?ABAB(a) Most work required in I.(b) Most work required in II.(c) Most work required in III.(d) I and II required the same amount of work but less than III.(e) All three would require the same amount of work.18. How does the magnitude of the electric field at B compare for thesethree cases?(a) I>III>II(b) I>II>III(c) III>I>II(d) II>I>III(e) I=II=III19. For case III what is the direction of the electric force exerted by the fieldon the +1µC charged object when at A and when at B?(a) left at A and left at B(b) right at A and right at B(c) left at A and right at B(d) right at A and left at B(e) no electric force at either20. Figure 13 shows a positively-charged proton first placed at rest at positionI and then later at position II in a region whose electric potential(voltage) is described by the equipotential lines. Which set of arrows inthe table below best described the relative magnitudes and directionsof the electric force exerted on the proton when at position I or at positionII?10V20V30VI40V50V10V20V30VII40V50VForceat IForceat II01V2VPotential3V4V5V(a)AB(b)(c)III20V30VIIIFigure 1240V50V(d)(e) 0 0Equipotential linesFigure 138Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, FSG, UiTM, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:http:/drjj.uitm.edu.my9Prepared by Dr. J.J.Applied Sciences Education ResearchGroup, UiTM, Shah AlamCall: 03-55444593; H/P:019-355-1621Email: drjjlanita@hotmail.comWeb:http://drjj.uitm.edu.my

Inventori Konsep Elektrik dan KemagnetanSubject # ___Arahan:Sila jawab semua soalan dengan menandakan 'X' atau nilai yangdiminta di dalam kotak disediakan. Isikan maklumat yang diminta padaruang yang disediakan.1. NAMA:2. KP UiTM / KP IPT:3. Universiti/Fakulti:4. Program:5. Semester:6. Umur:7. Jantina:8. Keturunan:1 Lelaki2 Perempuan1 Melayu2 Lain-lain (nyatakan)9. Nyatakan jenis sekolah yang dihadiri sewaktu di tingkatan 5.1 Sekolah berasrama penuh.2 Sekolah bantuan kerajaan di kawasan bandar.3 Sekolah bantuan kerajaan di kawasan luar bandar.4 Lain-lain (nyatakan)10. Tahap pendidikan terakhir.1 SPM2 Matrikulasi3 STPM4 Diploma5 Sarjana Muda6 Lain-lain (nyatakan)11. Nyatakan gred matapelajaran fizik/kimia/biology yang diperolehi.STPM 1 Gred Fizik Kimia BiologyMatrikulasi 2 Gred Fizik Kimia BiologySPM 3 Gred Fizik Kimia Biology12. Nyatakan CGPA semasa yang diperolehi pada peringkat sarjana muda/matrikulasi/diploma.1 3.00 - 4.002 2.50 - 2.993 2.00 - 2.494 Bawah 2.0013. Berikan nama pensyarah fizik yang mengajar anda untuk semester:a. Pra-universitib. Semester 1c. Semester 2Terima kasih di atas kerjasama yang anda berikan.SELAMAT BERJAYAhttp://drjj.uitm.edu.myDisediakan oleh Dr. J.J.App. Sciences Education Research GroupFSG, UiTM, Shah AlamCall 03-5544-4593; H/P: 019-355-1621email: drjjlanita@hotmail.comjjnita@salam.uitm.edu.my

KERTAS JAWAPAN OBJEKTIF untuk UJIAN CSEM16/04/2010NO. KP UiTM / IPT: FAKULTI: PROG.: SEMESTER:Hitamkan jawapan anda dengan menggunakan pensil 2B. Pastikan hanya SATU jawapan sahaja ditandakan untuk setiap soalan.Pada kotak bersebelahan pilihan =E=, turus CRI, isikan dengan nilai antara 1-5.Gunakan nilai 0 jika anda langsung tak tahu.5=Sangat Pasti; 4=Pasti; 3=Hampir Pasti; 2=Tak Pasti; 1=Agak-agak sahaja; 0=Langsung tak tahu.Inventori Konsep dalam Elektrik & Kemagnetan (CSEM)CRI1 = A = = B = = C = = D = = E = 17 = A = = B = = C = = D = = E =2 = A = = B = = C = = D = = E = 18 = A = = B = = C = = D = = E =3 = A = = B = = C = = D = = E = 19 = A = = B = = C = = D = = E =4 = A = = B = = C = = D = = E = 20 = A = = B = = C = = D = = E =5 = A = = B = = C = = D = = E = 21 = A = = B = = C = = D = = E =6 = A = = B = = C = = D = = E = 22 = A = = B = = C = = D = = E =7 = A = = B = = C = = D = = E = 23 = A = = B = = C = = D = = E =8 = A = = B = = C = = D = = E = 24 = A = = B = = C = = D = = E =9 = A = = B = = C = = D = = E = 25 = A = = B = = C = = D = = E =10 = A = = B = = C = = D = = E = 26 = A = = B = = C = = D = = E =11 = A = = B = = C = = D = = E = 27 = A = = B = = C = = D = = E =12 = A = = B = = C = = D = = E = 28 = A = = B = = C = = D = = E =13 = A = = B = = C = = D = = E = 29 = A = = B = = C = = D = = E =14 = A = = B = = C = = D = = E = 30 = A = = B = = C = = D = = E =15 = A = = B = = C = = D = = E = 31 = A = = B = = C = = D = = E =16 = A = = B = = C = = D = = E = 32 = A = = B = = C = = D = = E =CRIhttp:/drjj.uitm.edu.myPrepared by: DR. JJ, Applied Sciences Education Research Group, FSG, UiTM, Shah AlamCall: 03-5544-4593 or 019-355-1621email: drjjlanita@hotmail.com; jjnita@salam.uitm.edu.my

PercentageCSEM (98

PercentageComparing the CSEM scores (Q1 - 10) for the Pretest(98

PercentageComparing the CSEM scores (Q21 - 30) for the Pretest(98

PercentageComparing the CSEM scores (Q11 - 20) for the Pretest(98

PercentageCSEM (16

PercentageComparing the CSEM scores (Q1 - 10) for the Pretest(16

PercentageComparing the CSEM scores (Q11 - 20) for the Pretest(16

PercentageComparing the CSEM scores (Q21 - 30) for the Pretest(16