| Section I – Report Format (5%) Title Page with Experiment Title, physics course no/section, report date & your name Format – L/R Margins 0.75”, T/B Margins 1.00”, Times New Roman (TNR) font, single spaced. |
|
| Section II – Abstract (10%) In paragraph form, state the objective(s), give a brief description of the experiment, state the results and error results. Example: “We found the value of h, Planck’s constant, to be 4.109 ⨉ 10-15 eV s ± 2.5 ⨉ 10-16 eV s. This gives approximately 1% error with the known value of h. Our total expected error was 1.8 ⨉ 10-16 eV s, meaning a small amount of systematic error affects our results.” |
|
| Section III – Introduction (15%) Write a brief paragraph stating significance and objectives of the experiment. Narrative should prove your understanding of the physics of the experiment. Include explanation/derivation of equations used. All symbols must be defined. |
|
| Section IV – Apparatus (5%) You may include drawings of the apparatus, if possible/applicable, and a listing of equipment if necessary. You may only summarize the equipment used and for what purpose. Do not state numerical results. |
|
| Section V – Experimental Procedure (5%) Write a brief narrative of the procedures followed to obtain data (summary of procedure). This may be 1-2 paragraphs in length. Do not copy all the detailed procedures from the manual. Include any problems you may have had and how you overcame them. Write in complete sentences and as if you are telling the reader about the process you used. |
|
| Section VI – Data (15%) You should include original data sheets initialed by instructor at completion of experiment. You must transfer the data to an excel sheet for easier analysis. (See example report posted on blackboard). Example: |
1
Section VII – Calculations and Graphs (20%)
You should show each type of calculation with appropriate tables, graphs, numerical results
and errors.
All tables/graphs must be referenced and labeled properly.
All symbols must be defined. Units must be included.
Discuss the graph and the results that the graph represents in terms of your overall goal of a
physical constant.
Example:
Section VIII – Discussion of Results and Error Analysis (20%)
Summarize any unusual problem or concerns with the experiment, including statements of
how the experiment could be improved.
When discussing error, make sure to draw from the following calculations to give quantitative
results:
* actual percent error
* standard deviation,
* total expected error (show calculation)
* qualitative amount of systematic error (ratio of standard deviation over
total expected error).
Use questions from your lab manual for a better analysis and to support your discussion of the results.
Section IX—Conclusion (5%)
Complete discussion of how the results of the experiment support the theory.
How can errors be reduced?
Is the method sufficiently precise and accurate?
Quantitative Assessment of Lab Report
| Section I – Report Format ………………………….……………..…..… | 5 |
| Section II – Abstract ………………………………………………..………. | 10 |
| Section III – Introduction ………………………………………..……….. | 15 |
| Section IV – Apparatus …………………………………………..………… | 5 |
| Section V – Experimental Procedure ……………………………….. | 5 |
| Section VI – Data …………………………………………………..………. | 15 |
| Section VII – Calculations and Graphs …………………………..…. | 20 |
| Section VIII – Discussion of Results and Error Analysis ……. | 20 |
| Section IX – Conclusions ………………………….…………………….… | 5 |
Total 100
Evaluation Areas for Lab Reports
Each section of the lab report will be evaluated based on the following five areas. The chart on the following page describes the criteria used to measure Skill Level of each area n detail.
III. Disciplinary Conventions
Skill Level Criteria Chart
| Advanced Level | Proficient Level | Developing Level | Beginning Level | |
| I. Communicative Context – Is the language appropriate for a lab report (good technical writing)? |
Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s) and focuses all elements of the work. |
Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task(s) (e.g., the task aligns with audience, purpose, and context). |
Demonstrates awareness of context, audience, and purpose and the assigned task(s) (e.g. begins to show awareness of audience’s perceptions and assumptions). |
Demonstrates minimal attention to context, audience, purpose, and the assigned task(s) (e.g., expectation of instructor or self as audience). |
| II. Organization/Structure – Is the report well structured |
Skillful implementation of an organizational pattern enhances the content and makes the presentation cohesive. |
Organizational pattern makes the content of the presentation mostly cohesive. |
Organizational pattern, in spite of digressions or interruptions, contributes to a somewhat cohesive presentation. |
Organizational pattern is intermittently observable, the attempt results in only a minimally cohesive presentation. |
| III. Disciplinary Conventions – Do the physical quantities have (the correct) units? – Are correct mathematical expression used? |
Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or tasks(s). |
Demonstrates awareness of and consistent application of salient conventions particular to a specific discipline and/or task(s). |
Demonstrates an emerging awareness but limited application of conventions particular to a specific discipline and/or task(s). |
Demonstrates minimal awareness of conventions particular to a specific discipline and/or task(s). |
| IV. Content Development /Development – Accuracy of Content |
Uses appropriate, relevant, creative and compelling content to illustrate an in-depth knowledge of the subject and/or tasks(s). Demonstrates skillful analysis that employs a variety of types of supporting materials that enhance both the impact of the message and the student’s credibility/authority on the topic. |
Uses appropriate, relevant, and compelling content to illustrate an adequate understanding of the subject and/or task(s). Demonstrates competent analysis that employs supporting materials that are relevant to the impact of the message and improve the student’s credibility/authority on the topic. |
Uses appropriate and relevant content to illustrate an emerging understanding of the subject and/or task(s). Demonstrates clear, if limited, analysis that employs supporting materials that are mostly related to the central message and establish some student credibility/authority on the topic. |
Uses appropriate and relevant content to develop simple ideas related to the subject and/or task(s). Demonstrates an attempt at analysis that employs supporting materials, though their relevance to the impact of the message and/or the student’s credibility/authority on the topic may not be clear. |
| V. Performance – Creativity and Originally |
A skillful and imaginative execution of a process and/or product delivery through a format, language or graph (or other visual representation) in ways that enhance meaning, making clear the interdependence of meaning, thought and expression. |
A convincing execution of a process and/or product delivery through a format, language, or graph (or other visual representation) in ways that effectively shape meaning and make consistent connections among meaning, thought, and expression. |
A deliberate, if limited or mechanical, execution of a process and/or product delivery, through a format, language, or graph (or other visual representation) in ways that transmit meaning and demonstrate some emerging attention to the relationships among meaning, thought and expression. |
A minimal execution of a process and/or product delivery, through a format, language, or graph (or other visual representation) in ways that show some relevance, if unclear, to meaning; some attempt is made to consider the relationships among meaning, thought, and expression. |
Updated: December 1/3/2016
The essay should be a minimum of two pages in length, not including a title and reference page. Feel free to include images as well; however, you must still have two pages of written text. Use 12-pt, Times New Roman font and double spacing. To support your explanation, use a minimum of two outside sources. One option is included below:
Review the following video. Please watch the segment titled, “Electromagnetism (MRI):”
VEA (Producer). (2008). Electromagnetism (MRI) (Segment 4 of 5)
. Retrieved from https://libraryresources.columbiasouthern.edu/login?auth=CAS&url=http://fod.infobase.com/PortalPlaylists.aspx?wID=273866&xtid=40309&loid=64217
Click here to access the transcript for the above video.
Sketch the graphs of Voltage vs. Time for the resistor and the capacitor below.
through the circuit as time goes on?
charge on the capacitor as time
goes on? How long does the capacitor take to discharge?
How does it affect the rate at which charge flows? How does it affect the initial and final voltage across the resistor? How does the capacitor make charge move when there is no battery in the circuit?
| R | C | Time | Time constant |
| C1= C2= | Time | Time constant |
| Series | ||
| Parallel |
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