Physics Lab

This paper describes interdisciplinary practical work in physics classes aimed at the study of time perception. The experimental part includes the evaluation of minute intervals by a person who relies on an internal sense of time. This lab is done in pairs: the experimenter and the tested person. The paper suggests that certain topical, interdisciplinary issues – issues typically excluded from physics and psychology courses – are a means toward interaction of two radically different branches of knowledge (physics and psychology) within the educational process. Such use of interdisciplinarity increases both the students’ interest in physics and the quality of physics education. The paper also summarizes and offers for dispute some additional results (quantitative data) about types of time perception. Most students (over 250) demonstrate underestimation and overestimation of time intervals: tachychronia (“accelerated” time sense) and bradychronia (“decelerated” time sense).

One of the techniques for the determination of the specific heat of liquids uses the Newton's law of cooling for the analysis of the experimental data instead of the usual calorimeter method. The success of this technique depends on the possibility in determining the temperatures of the system immediately before and after the internal heat transfer due to the immersion of the sample (whose specific heat I want to measure) with small uncertainties in a container filled with hot water. In this paper a refinement of this technique is proposed using two curve fittings for the function that describes the law of cooling and small extrapolations to determine those temperatures, as well their uncertainties.[2] In this experiment, the specific heat of an unknown liquid is 0.852 joule per kg per °C with an error of 65.76%. This allows determining not only the value of the specific heat, but also the uncertainty of this value by error propagation.

The spring constant and effective mass of a given spring can be determined by recording the vibration of the spring along a vertical line when its one end is loaded with a mass. The rigidity modulus of the given spring can also be determined upon knowing the number of turns in the spring, radius of the spring, radius of the wire of the spring and the spring constant. The spring constant of the given spring was found to be 11504.347 dyne/cm, the effective mass of the loaded spring was found to be 31 gm and the rigidity modulus was found to be 9.050x10 11 dynes/cm 2 with a error of 9.04%

Meter Bridge is very easy and useful technique for measurement of unknown resistance. The resistance per unit length of meter bridge wire is determined using this technique. Resistivity of a wire is also measured by using this method.[1] The specific resistance of the giver wire is found 10.4 X 10-6 Ω-cm. with an error of 24.96%. This technique is very useful to determine unknown resistance and resistivity.

There are many way of measuring this gravity acceleration, but the experiment of compound pendulum is the easiest and effective among them. In the experiment the acceleration due to gravity was measured using the rigid pendulum method. In this experiment the value of g, acceleration due gravity by means of compound pendulum is obtained and it is 988.384 cm per sec 2 with an error of 0.752%. Which is a negotiable amount of error but it needs to be justified properly.

This report presents a motion technique named displacement method for determining the focal length and the power of a convex lens. We determined the Index error and corrected distance between object and image. Then using displacement method we determined the focal length of the convex lens. We also determined the power of the convex lens. We verified the result by graphical method. The focal length of the given convex lens is found 5.0828 cm with an 12.95% error. Hence the power of the lens is 19.678 dioptres. We can say that this method is very easy and useful for the measurement of the focal length of a convex lens.

Este trabalho tem por objetivo discutir as diferentes posturas, que podem ser adotadas por estudantes frente ao experimento
do plano inclinado. Apresentamos duas propostas: em uma delas, um roteiro tradicional, com passo a passo, em que o
estudante assume uma postura passiva frente ao roteiro; e outra, que busca incitar a uma aprendizagem investigativa, mediante a qual o aluno assume uma postura ativa frente ao experimento e ao roteiro, o que poderia ser entendido como um processo de educar pela pesquisa. Demo (1998) comenta que, nesse processo, o estudante desenvolve autonomia, criticidade sobre seu estudo/trabalho, faz interpretações próprias, formula hipóteses, entre outros fatores. Zômpero e Laburú (2012) argumentam que esse tipo de atividade favorece aos estudantes a se tornarem mais autônomos, críticos e criativos. Uma atividade investigativa tem como objetivo criar um ambiente investigativo nas aulas de Ciências, de maneira que o professor possa ensinar (conduzir/mediar) os alunos no processo (simplificado) do trabalho científico. O que se espera é que os educandos desenvolvam autonomia na análise dos resultados obtidos e que sejam críticos acerca deles, tendo assim uma atitude ativa frente ao novo conhecimento,
seja para interpretá-lo, manipulá-lo ou se necessário, ressignificar a heurística adotada.

Experimentation appears to be an ideal context in which several key aspects of scientific thinking can be addressed. However, the traditional freshman laboratory does not appear to be successful in doing so. This paper argues that this has much to do with the way in which tasks are formulated. We propose a simple descriptive model based on the notion of the “idea space” that can be used to analyze task formulation that can promote meaningful critical thinking. A number of factors that affect the size of the idea space are discussed, such as conceptual metaphor and the perceived nature of questioning from a socio-cultural perspective, described in terms of knowledge and information flow.

The purpose of this study is to produce an experimental design for determining the viscosity coefficient using jetAudio and Subtitle Edit software, and determining the value of the fluid viscosity coefficient by using this experimental design. In this study, the type of fluid used is packaged cooking oil, and the object used is a magnetic ball. The method proposed by the author to measure the travel time of the magnetic ball in cooking oil is by using the combination of coil sensors, jetAudio, and Subtitle Edit. JetAudio software will record magnetic induction traces as the magnetic ball passes the coils into audio format, Subtitle Edit software is used to determine travel time of the magnetic ball based on jetAudio recording data. The results of this study are jetAudio and Subtitle Edit can be used in fluid viscosity coefficient experiments. The value of the cooking oil viscosity coefficient obtained from this study is 0,561431096 Pa.s.