PREFACE TO THE INSTRUCTOR

    These lab exercises are designed to reinforce and deepen the knowledge of electricity and magnetism studied in the second quarter of the physics with algebra sequence (i.e., physics 2b).

    Due to a lack of appropriate equipment, the electric   is not explicitly studied. The labs begin with measuring resistance. With no power source used in this first lab the students (especially the inexperienced) will have the time to gain confidence in using measuring equipment.

    Since most 2B lectures do not start with DC circuits, the theory expected of the students in the beginning labs is kept to a minimum. The instructor may present these first labs from a "phenomenological" point of view and leave the theory (e.g., voltage as a difference in electric potential) for later. To the instructor who finds the lack of Coulomb force and electric   disturbing, it is recomended that in-lab demonstrations be performed allowing the students to play with the equipment afterwards while recording their observations in their lab books. The well known electrostatics demonstrations are available in the physics stockroom.

    Only six labs are presented whereas the number of lab meetings in a quarter is more. This allows for some labs to be performed over a two week period, a neccessity in some cases if lab books are not allowed out of the lab. As well, this allows for a practical lab final administered during the last week of lab. The "RESISTANCE AND VOLTAGE DROPS" and "THE OSCILLOSCOPE" labs almost certainly will require two weeks to complete, but the E/M lab can probably be done in one week. Please note that in the "CONSTRUCTING A CAPACITOR" lab, wax paper and aluminum foil are required. These materials are commonly found in supermarkets and the instructor will be reimbursed from petty cash after the purchase. Please check with the physics tech before starting this lab to make sure enough of these materials are available.

    The order of the labs may be changed by the instructor, but it is necessary that all the labs be coordinated if different instructors are teaching. Typically the lecturer is considered the lab coordinator unless other arrangments are made. The coordinator is responsible for giving a written schedule to the physics tech of all the labs to be performed throughout the quarter one week before the begining of the quarter. The lab structure as outlined in the introduction below is merely a guide and may be violated if the instructor provides a different method. The writing of a special report during one of the lab periods is, of course, an optional exercise.

    Often in this type of lab the skill of students can vary tremendously. A teacher will commonly find students who have never seen a resistor in the same lab with students who have been exposed to circuits for many years. It is recommended that students paired as lab partners be at the same skill level. For when students are partners at greatly different levels, the more skilled becomes bored and the less skilled becomes confused, not a good situation for either. Be cautious having "experienced" students explain physical concepts to the uninitiated; the "experienced" are often filled with misconceptions and are eager to pass on their convoluted ideas to the naive.

    Lastly, it is vitally important that the delicacy of the equipment be made clear to the students. Particularly the Simpson VOMs are subect to damage when measuring a voltage but dialed to the resistance or the current scale. Please make sure the students are aware of any possible way to damage the equipment they come in contact with for the first time.