Physics Laboratory Manual (312)
Senior Secondary CoursePhysics Laboratory Manual (312)Course CoordinatorDr. Alok Kumar GuptaNATIONAL INSTITUTE OF OPEN SCHOOLING(An autonomous organisation under MHRD, Govt. of India)A-24-25, Institutional Area, Sector-62, NOIDA-201309 (U.P.)Website: www.nios.ac.in, Toll Free No. 18001809393
ADVISORY COMMITTEEDr. Sitansu S. JenaChairmanNIOS, NOIDA (UP)Dr. Kuldeep AgarwalDirector (Academic)NIOS, NOIDA (UP)Dr. Rachna BhatiaAssistant Director (Academic)NIOS, NOIDA (UP)CURRICULUMCOMMITTEECHAIRMANProf. C. K. GhoshDirector, National Centre for Innovationsin Distance Education (NCIDE)IGNOU, DelhiMEMBERSri Puran ChandJoint Secretary, COBSENew Delhi-110034Former Joint Commissioner,KVSProf. B. K. SharmaRetd Professor (Physics),DESM, NCERT, New DelhiSri R. P. SharmaEducation Officer (Retd.),CBSE, New Delhi-110002Sri Kanhaiya LalPrincipal (Retd)Dir. of EducationDelhiDr. P. K. MukherjeeAssociate Professor (Physics)Desh Bandhu College,New DelhiLate Sri Sher SinghPrincipal,Navyug School, Lodhi RoadDelhi-110003Sri Jayavir SinghPGT (Physics)Holy Cross School,Najafgarh Delhi-110043Dr. K. B. ThapaAssistant Professor, UIET,CSJM University, KanpurProf. R. R. YadavDepartment of Physics,University of Allahabad,Allahabad-211002Prof. A. K. JhaDepartment of Physics,College of CommercePatna - 800016Prof. V. P. SrivastavaRetd Professor (Physics),DESM, NCERT, New DelhiProf. Balak DasDepartment of Physics,University of Lucknow,Lucknow - 226007Dr. Alok Kumar GuptaAcademic Officer,National Institute of Open Schooling,NOIDALESSON WRITERS AND EDITORSProf. C. K. GhoshDirector, National Centre forInnovations in Distance Education(NCIDE), IGNOU, DelhiDr. P. K. MukherjeeAssociate Professor (Physics)Desh Bandhu College, New DelhiLate Sri Sher SinghPrincipal,Navyug School, Lodhi RoadDelhi-110003Sri R. S. DassRetd. Vice PrincipalBRMVB Sr. Sec. School,Lajpat Nagar Delhi-110024Sri D. C. PandeyAssistant Director (Retd.)Dir. of Education, DelhiSri Kanhaiya LalPrincipal (Retd)Dir. of EducationDelhiProf. V. P. SrivastavaRetd Professor (Physics),DESM, NCERT, New DelhiDr. Alok Kumar GuptaAcademic Officer,NIOS, NOIDACOURSE COORDINATORDr. Alok Kumar GuptaAcademic Officer, (Physics)NIOS, NOIDA (U.P.)GRAPHIC ILLUSTRATORSSri Krishna GraphicsC-90, West Vinod NagarDelhi-110092
Chairman’s MessageDear learner,As the needs of the society in general, and some groups in particular, keep on changingwith time, the methods and techniques required for fulfilling those aspirations alsohave to be modified accordingly. Education is an instrument of change. The right typeof education at right time can bring about positivity in the outlook of society, attitudinalchanges to face the new/fresh challenges and the courage to face difficult situations.This can be very effectively achieved by regular periodic curriculum renewal. A staticcurriculum does not serve any purpose, as it does not cater to the current needs andaspirations of the individual and society.For this purpose only, educationists from all over the country come together at regularintervals to deliberate on the issues of changes needed and required. As an outcomeof such deliberations, the National Curriculum Framework (NCF 2005) came out,which spells out in detail the type of education desirable/needed at various levels ofeducation - primary, elementary, secondary or senior secondary.Keeping this framework and other national and societal concerns in mind, we havecurrently revised the curriculum of Physics course at Senior Secondary level, as perthe Common Core Curriculum provided by National Council of Educational Researchand Training (NCERT) and the Council of Boards of School Education in India (COBSE)making it current and need based. Textual material production is an integral andessential part of all NIOS programmes offered through open and distance learningsystem. Therefore, we have taken special care to make the learning material userfriendly, interesting and attractive for you.I would like to thank all the eminent persons involved in making this materialinteresting and relevant to your needs. I hope you will find it appealing and absorbing.On behalf of National Institute of Open Schooling, I wish you all a bright andsuccessful future.(Dr. S. S. Jena)Chairman, NIOS
A Note From the DirectorDear Learner,Welcome!The Academic Department at the National Institute of Open Schooling tries to bringyou new programmes, in accordance with your needs and requirements. After makinga comprehensive study, we found that our curriculum is more functional related tolife situations and simple. The task now was to make it more effective and useful foryou. We invited leading educationists of the country and under their guidance, wehave been able to revise and update the curriculum in the subject of Physics.At the same time, we have also removed old, outdated information and added new,relevant things and tried to make the learning material attractive and appealing foryou.I hope you will find the new material interesting and exciting with lots of activities todo. Any suggestions for further improvement are welcome.Let me wish you all a happy and successful future.(Dr. Kuldeep Agarwal)Director (Academic)National Institute of Open Schooling
A Word With YouDear Learner,I hope you must be enjoying studying Physics from NIOS study material. Like anyother branch of science, in Physics too you search for scientific truth by verifying thefacts. Hence, learning by doing has an important role in especially in Physics. TheNIOS Physics curriculum at Senior Secondary stage is designed to encouragedevelopment of such skills in order to make learning effective. Therefore, lots ofactivities have been incorporated even in the study material of Physics course. InBook I of Physics you will find a list of experiments in the end. Some of these experimentsare indeed very simple and you will be able to perform them even on your own. Butfor others, you may require some guidance. In this Physics laboratory manual wehave tried to incorporate all the required guidelines to perform the experiments. thisbook is in addition to three core books help you which cover the theory portion of thecurriculum.There are three sections in this laboratory manual. In the beginning of each section, afew pages of introduciton have been given which disucss the importance and meaningof practical work in Physics, safety measures and precautions to be taken while in thelaboratory, and the way you should maintain the Record Book. Each experiment inthe manual has detailed instructions about how to perform the experiment and hasobservation tables in which you can record your data. Before starting an experiment,read the instructions given in the laboratory manual carefully and recored theobservations in the tables honestly.I am sure, at the end of each experiment, you may like to assess your understandingabout that experiment. For this purpose, a few questions have been given. For yourconvenience, the answers to these questions are also provided at the end of the manualin the appendix. Though the manual has the scope of recording your observations inthe tables, you are required to maintain a record book as per the instructions given,as it carries weightage in the practical examination also. In case you have any doubtsor problems while performing the experiments or otherwise, feel free to ask yourPhysics Teacher or write to us.We hope you will enjoy doing experiments. Wishing you all the success.(Dr. Alok Kumar Gupta)Course Coordinator, PhysicsE-mail: aophy@nios.ac.in
ContentsS. No.Name of the ExperimentPage No.Group AIntroduction11.To determine the internal diameter and depth of a cylinderical container (liketin can, calorimeter) using a vernier callipers and find its capacity. Verify theresult using a graduated cylinder.202.To determine the diameter of a given wire using a screw gauge.263.To determine the radius of curvature of a concave mirror using a spherometer.4.To find the time period of a simple pendulum for small amplitudes and drawthe graph of length of the pendulum against square of the time period. Use thegraph to find the length of the second’s pendulum.30355.To find the weight of a given body using law of parallelogram of vectors.396.To study the Newton’s law of cooling by plotting a graph between cooling timeand temperature, difference between calorimeter and surroundings.447.To determine the specific heat of a solid using the method of mixtures.8.To measure extensions in the length of a helical spring with increasing load.Find the spring constant of the spring extension graph.9.To find the time required to empty a burette, filled with water, to ½ of itsvolume, to ¼ of its volume, to 1/8 of its volume and so on. Then plot a graphbetween volume of water in the burette and time and thus study at each stagethat the fractional rate of flow is same (analogy to radio-active decay).495357Group BIntroduction10. To determine the wavelength of sound produced (i) in an air column, (ii) thevelocity of sound in air at room temperature using a resonance column and atuning fork.626511. To compare the frequencies of two tuning forks by finding first and secondresonance positions in a resonance tube.7012. To establish graphically the relation between the tension and length of a stringof a sonometer vibrating in its fundamental mode resonating with a given tuningfork. Use the graph to determine the mass per unit length of the string.73
13. To find the value of v for different values of u in case of a concave mirror andfind its focal length (f) by plotting graph between 1/u and 1/v.771andu8214. To find the focal length (f) of a convex lens by plotting graph between1.v15. To find the focal length of a convex mirror using a convex lens.8716. Determine the focal length of a concave lens by combining it with a suitableconvex lens.9117. To draw a graph between the angle of incidence (i) and angle of deviation (D)for a glass prism and to determine the refractive index of the glass of theprism using this graph.9618. To compare the refractive indices of two transparent liquids using a concavemirror and a single pin.10019. To set up an astronomical telescope and find its magnifying power.105Group CIntroduction11220. To verify the law of combination (series and parallel) of resistances usingammeter – voltmeter method and coils of known resistances.11621. To compare the e.m.f.’s of two given primary cells by using a potentiometer.12022. To determine the specific resistance of the material of two given wires using ametre bridge.12423. To determine the internal resistance of a primary cell using a potentiometer.13924. To determine the inductance and resistance of a given coil (inductor) using asuitable series resistance and an AC voltmeter.13525. To study decay of current in a R.C. circuit while charging the capacitor, usinga galvanometer and find the time constant of the circuit.14026. To draw the characteristic curve of a forward biased pn junction diode and todetermine the static and dynamic resistance of the diode.14627. To draw the characteristics of an npn transistor in common emitter mode.From the characteristics find out (i) the current gain (β) of the transistor and(ii) the voltage gain AV with a load resistances of 1k Ω.15228. To draw the lines of force due to a bar magnet keep (i) N-pole pointing tonorth (ii) N-pole pointing to South. Locate the neutral points.15829. To determine the internal resistance of a moving coil galvanometer by halfdeflection method, and to convert it into a volt meter of a given range, say (03V), and verify it.163Appendix168Answers to Check your Understanding
Physics Laboratory ManualINTRODUCTIONNotesLike any other science subject, physics is a subject which can be learnt betterby doing. In fact, the experiments form an integral part of the physics course atsenior secondary stage.A.1 THE OBJECTIVES OF PRACTICAL PHYSICSWe may start by asking "What are the objectives of laboratory work; why doit?" Laboratory work may serve to: demonstrate the principles covered in your study material in physics; provide familiarity with apparatus and enable them to handle the instrumentsand apparatus with purpose; learn how to do science experiments; develop an attitude of perfection in practical tasks.Seeing something demonstrated in practice is often a great help in understandingit. For example, intuitively one may feel that if a pendulum oscillates with 1 amplitude and then with 20 amplitude, the time period in the latter case will bemuch larger — if not 20 times, at least 2 or 3 times. For Galileo it was a greatfascination when he discovered, using his heart beats as a clock, that time perioddoes not change with amplitude and this lead to development of pendulum clocks.The second objective is perhaps more important. In any practical course youhandle a number of instruments. In your later career you may be involved inscientific research, or in an industry. No practical course at senior secondarystage, or even at university stage, can include all instruments that different studentsmay later use in such careers. A practical course trying to familiarise you with toomany instruments will be boring and too heavy. Through a few instruments, apractical course prepares you to use instruments in general. There is a certainattitude of mind that a researcher or technician should adopt while handling anyinstrument, and this is what the course tries to instil, besides some basic skills.This is the attitude of perfection - an attitude of trying to know in fine details howthe instrument in hand works, how to handle it properly and then making genuineeffort to handle it properly with all the relevant precautions. In the context ofIndian industry, now poised to compete internationally, the importance of thisobjective can not be underestimated.PHYSICS1
Physics Laboratory ManualNotesPadagogically the third objective is, perhaps, the most important. Practical workdone honestly and properly trains you to be a good experimenter. It trains you inthe scientific method – the method of systematic experimentation to seek newknowledge. It is not only important for the researcher, but also for every one else.We all face many situations in everyday life when we have to seek informationthrough, what in everyday life is called ‘trial and error’.A.2 THE FORMAT OF THIS MANUALThe experiments are presented in this manual in the form of self-instructionalmaterial in the following format:1)Aim: It defines the scope of the experiment.2)Objectives: The objectives of an experiment give you an idea about theskills or the knowledge that you are expected to develop after performingthat experiment.3)What you should know?: It highlights the concepts and backgroundknowledge related to the experiment, which you must understand in orderto do the experiment in a meaningful way.4)Material required: It gives an exhaustive list of apparatus and other materialrequired to perform the experiment.5)How to set up and perform the experiment?: The steps are given in asequential manner for setting up the apparatus and performing the,experiment. The precautions, wherever necessary, are incorporated whiledescribing various steps.6)What to observe?: A proper format of recording the observations, issuggested in each experiment.7)Analysis of data: How to analyse your data, is suggested in each experiment;Quite frequently, it is combined with the previous heading, at serial number6.8)Result: It is the outcome of the observations and supports the aim set in thebeginning.9)Sources of error: Since all the experiments in physics involve measurements,your attention; is drawn in each experiment to major pitfalls specific to thatexperiment, if any, which may cause error in your measurements.10) Check your understanding: At the end of each experiment, a few questionshave been incorporated to consolidate what has been done and to checkyour own understanding about it.2PHYSICS
Physics Laboratory ManualBefore starting any experiment, you are advised to go through the detailedinstructions given under it and plan your work accordingly. In case of any doubt,consult your tutor and get the clarification needed.NotesA. 3 EXPERIMENTAL ERRORSLook at the following table which summarises a few results of the determinationof an accurate value for the speed of light — and incidentally it can tell a lot aboutexperimental errors.DateInvestigatorObserved speed (c) km/s1875Cornu299990 20041880Michelson299910 5051883Newcomb299860 3051883Michelson299850 6051926Michelson299796 46The best value in 1982 299792.4590 0.0008Significant figures10These results tell us that:(a) no experiment gives the 100% correct value of a measurement.(b) scientists aim to get closer and closer to the exact value.(c) experimenters have to make a reasonable assessment of the accuracy of theirexperiment.No meaning can be attached to the result of an experiment unless some estimateof the possible error is given. This means that all the figures given in the answershould be meaningfulThe number of significant figures in a result are all those figures which are reliableand one last figures which is unreliable. Thus Cornu in 1875 could give only foursignificant figures. Probable error of his experiment being 200, the 4th digit isunreliable. Again, Michelson in 1883 could only give five significant figures in hisresult, because he estimated his error as 60 km s-1. In 1926, after spending over50 years in measuring the speed of light, he could increase only one significantfigure to his result – such a magnitude of effort is needed in making yourmeasurements more accurate.A.3.1 Different Kinds of ErrorsWe may consider errors of an experiment in the following two categories:1) Systematic errors: These are errors of an experiment which will produce aresult which is always wrong in the same direction. It can be an instrumentalPHYSICS3
Physics Laboratory ManualNoteserror, e.g. an old wooden scale has expanded by moisture and gives result ofmeasuring length which is always too small. It could be due to an error ofadjustment or setting of an instrument, or due to a simplified design ofexperiment meant for conveying a concept quickly in which this error hasbeen neglected as insignificant. Even a particular observer may have a tendency– a certain habit by which he tends to measure always too high a reading orvice-versa.2) Random errors: These are errors in an experiment due to which the result ofmeasurement pan be either more, or less, than the true value, e.g. parallaxerror in reading a scale - a limitation of the instrument as well as of the observer.In observing temperature by a thermometer, thickness of the thermometermay cause the error of -parallax and error may be there in measurement if oneobserver keeps his line of sight within 50 of the direction accuratelyperpendicular to scale (Fig. 5) and another within 20 of it. Due to randomerrors in repeat measurements the results are found to vary over a small range.Referring to figure l(a) if there is no systematic error, the results are spreadaround the true result (of course you never know it exactly). If there exists asystematic error, results of repeat measurements are spread away from thetrue result (Fig. 1b).(a) True Value(b) True ValueFig 1: Set of results (a) without systematic error and (b) with a systematic error.Here, it is convenient to make a distinction between the words accurate andprecise in the context of errors. A result is said to be accurate if it is relativelyfree from systematic errors, and precise if the random errors are small. In practice,however, a more accurate experiment is generally more precise too.You should make the habit of making at least three repeat observations of thesame measurement and then finding their mean. In doing so positive and negativerandom errors tend to cancel each other. This will also enable you often to detecta major error in an observation and thus re
NIOS Physics curriculum at Senior Secondary stage is designed to encourage development of such skills in order to make learning effective. Therefore, lots of activities have been incorporated even in the study material of Physics course. In Book I of Physics you will find a list of experiments in the end. Some of these experiments
Physics 20 General College Physics (PHYS 104). Camosun College Physics 20 General Elementary Physics (PHYS 20). Medicine Hat College Physics 20 Physics (ASP 114). NAIT Physics 20 Radiology (Z-HO9 A408). Red River College Physics 20 Physics (PHYS 184). Saskatchewan Polytechnic (SIAST) Physics 20 Physics (PHYS 184). Physics (PHYS 182).
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Advanced Placement Physics 1 and Physics 2 are offered at Fredericton High School in a unique configuration over three 90 h courses. (Previously Physics 111, Physics 121 and AP Physics B 120; will now be called Physics 111, Physics 121 and AP Physics 2 120). The content for AP Physics 1 is divided
General Physics: There are two versions of the introductory general physics sequence. Physics 145/146 is intended for students planning no further study in physics. Physics 155/156 is intended for students planning to take upper level physics courses, including physics majors, physics combined majors, 3-2 engineering majors and BBMB majors.
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Engineering Physics Laboratory Manual Page 2 Laboratory Instructions 1.The students should bring the laboratory manual, observation book, calculator etc., for each practical class. 2. The students should come to the laboratory with a good preparation to conduct the experiment. 3. Laboratory attendance will form a part of the internal assessment .
