Sunday, April 12, 2015

Physics Lab Formal Report
Capacitance
by Robert Chapin
with Jesse Roe
and instructor Michael Gastner
Section #051
Friday, October 12, 2001


Introduction

Chapter 3, “Capacitance,” contains laboratory experiments designed to explore the relationship between voltage and the amount of charge stored in an object.  These experiments involve measuring electrical properties of capacitors in series, in parallel, while charging, discharging, and at varying widths between the surfaces.  Hands-on experience and resulting data should provide insight into the nature of capacitance.

Theory

In order to charge an object, a certain amount of energy is required to transfer charge to that object.  The energy per unit of charge is called voltage.  Given a certain voltage, charge can be transferred to an object until the amount of energy that is required to add more charge exceeds the energy potential.  A derived unit is useful for expressing the capacity of charge (in Coulombs) that can be transferred to an object per unit of voltage (in Volts).  Therefore, a unit of capacitance called the Farad exists, and is defined as C = Q/V.
A capacitor comprised of two parallel surfaces will have a capacitance equal to
8.85 ρF/m, times the area of one of the plates, divided by the distance between them.  When sharing the charge applied to one capacitor with a second capacitor, charge is conserved, therefore Vf * (C1 + C2) = Vi * C1.  When discharging a capacitor through a resistor, V(t) = V0 * e-t/RC.  When charging a capacitor through a resistor, V(t) = Vf – Vf * e-t/RC.

Experiments

3.5.2:  Charging a Capacitor

This experiment required a 9V battery, a voltmeter, and voltage a follower that were assembled in this way:  The battery and voltage follower ground contacts were connected to the volt meter ground, while the voltage follower output was connected to the positive terminal of the volt meter.  To measure the voltage across the 0.033 μF capacitor, I connected one end of the capacitor to the positive lead from the voltage follower, and connected the other end to the ground.
To charge the capacitor, I touched the positive probe from the 9V battery to the ungrounded side of the capacitor.  The voltmeter displayed 8.90 V after removing the battery probe.  Therefore, the charge on the capacitor was 0.033 μF * 8.90 V = 0.294 μC.

3.6.1:  Measuring Unknown Capacitance

This experiment was the same as the previous one, except that after the capacitor was charged, a second one was connected to it in parallel.  When I connected the second capacitor, the measured voltage dropped to 6.87 V.  So, theoretically, the capacitance of the second capacitor was C2 = C1Vi/Vf – C1 = 0.033 μF * 8.90 V / 6.87 V – 0.033 μF = 0.00975 μF.  The second capacitor was actually rated at 0.01 μF, and the voltmeter was precise enough to measure the drop in voltage accurately within (0.00975 – 0.01) / 0.01 = -2.49%.  Such small error could have been caused by the multi-meter or irregularities of the capacitors themselves.
I repeated the experiment using one capacitor of unknown rating, and one of 0.033 μF.  The voltage dropped this time to 8.24 V, which was unsatisfactory.  Repeating again with a 0.0033 μF capacitor, the voltage read 5.43 V.  This greater change in V indicated that the capacitances were of the same order of magnitude, allowing for greater accuracy in the following calculations.  C1 = 0.0033 μF and Vf = 5.43 V.  So, C2 = 0.0033 μF * 8.90 V / 5.43 V - 0.0033 μF = 0.00211 μF.

3.6.2:  Variable-Gap Capacitor

This experiment measured the capacitance between two parallel plates that were connected directly to a capacitance meter.  The distance between the plates was increased at prescribed intervals, and I recorded the capacitance for each interval.  (See page 10 for these data.)
Data from the variable width capacitor experiment were graphed on log-log scales.  The resulting scatter plot was very linear in shape.  (See page 7.)  To find the slope of this line, I divided the difference between the capacitance and distance coordinates after taking the log of each.  I selected two points that fell exactly on the trend line, and used those points to find an equation for the line.
Point One         = (log[2.4], log[13])     = (0.380, 1.114)
Point Two        = (log[0.3], log[101])   = (-0.523, 2.004)
Slope = m        = [(1.114 – 2.004) / (0.380 + 0.523)] = -0.9859

Using the general form of a line where the axes are labeled ‘x’ and ‘y’, ‘m’ is the slope, and ‘b’ is a constant equal to the y-intercept:
y = (m)(x) + b
log C = (m)(log d) + b
log C = (-0.9859)(log d) +b

Substituting the coordinates of Point Two where ‘C’ is the capacitance and ‘d’ is the distance between the plates:
2.004 = (-0.9859)(-0.523) + b
b = 1.4888

So, an equation for the trend line is:
log C = (-0.9859)(log d) + 1.4888

To compare this result with the current capacitance theory, I had to manipulate equation 3.2 so that it was in the form of y = mx + b.
C = kε0A/d

‘k’ is equal to one, ‘ε0’ equals 8.85 ρF/m, and ‘A’ is the surface area of one of the capacitor’s disks.  For consistency with lab measurements, I converted all of the lengths to centimeters and all of the capacitances to picofarads.  So, using ε0 = 8.85 * 10-2 pF/cm, and r = 10 cm;
C = ε0A/d
log C = log(ε0A) – log(d)
log C = log(8.85 * 10-2 * 102 * π) – log(d)
log C = (-1.0000)(log d) + 1.4441

Finally, this equation is comparable to my own, and illustrates a small margin of error.

Monday, October 25, 2010

Tuesday, September 11, 2007

Biology 100 – Concepts of Biology

Spring, 2006

Microscopy


One of the fundamental tools of biology is the microscope. Its purpose is simple: to enable one to view tiny objects. Many living organisms are too small to be seen with the unaided eye. In multi-cellular organisms, individual cells are also too small to see without a microscope. In many areas of the sciences microscopes are a fundamental tool with which to test hypotheses. There are many kinds of microscopes. In this exercise we will concentrate on the compound light microscope.


Drawings help you to remember.

It is often necessary to obtain a written record of what is observed with a microscope. The simplest way to do this is to make a drawing of what you see. In this exercise, you will practice sketching what you see through the microscope. Drawing forces you to examine objects more carefully than you would otherwise.

It is often necessary to estimate the size of the object you are viewing. In this exercise you will learn how to estimate the size of a microscopic object.


Caution! The eyepieces will easily slip out of these microscopes. Be careful when removing the dust covers to assure that the eyepieces do not fall out.

I. Parts of the Compound Microscope


Your instructor will explain the parts of the microscope and their functions. Below is a diagram of the Olympus CX-31 compound microscope, which is the microscope we will be using.



A. Eyepiece (ocular)

B. Objectives (4x, 10x, 40x)

C. Stage

D. Substage condenser

E. Field Lens

F. Fine focus knob

G. Coarse focus knob



Your instructor will point out additional parts of the microscope including: substage condenser iris diaphragm, mechanical stage knobs, main power switch, light intensity knob. Be sure you are conversant on the parts of the microscope. Make special note that each microscope has a pointer in the right eyepiece and a micrometer in the left eyepiece.


Magnification

The magnification of a compound microscope ranges from about 100x to about 1000x, depending on the lenses used. The total magnification of a microscope is easily calculated with the following formula.

Magnification of the eyepiece x magnification of the objective lens being used


For technical reasons, 1000x is about the maximum magnification one can obtain with a compound microscope and still have good resolution, i.e., sharpness of the image. Magnification of the objective lens is 10x.


II. Setting up Koehler Illumination on the compound microscope

Setting the adjustments of a compound microscope such that the optimal resolution is obtained is called setting up "Koehler Illumination." It takes only a minute or so to do this.


1. Turn on the microscope. Set the light intensity knob so it is comfortable for your eyes. Place a prepared slide on the stage.

2. Start with the 4X objective lens (blue ring) in place. Use the mechanical stage knobs (right side below stage) to orient the prepared slide so that it is centered below the objective lens.

3. Use the course and fine adjustments to focus on the slide. Now switch to the 10X objective lens.

4. While looking through the microscope use the knurled ring on top of the field lens to close the field diaphragm. You will see the edges of the diaphragm close in the field of view.

5. Focus the edge of the field diaphragm by raising or lowering the substage condenser (black knob on left side under stage). The substage condenser should now be near the upper end of its range of travel. Refocus the specimen.

6. Open the field diaphragm until the light fills the field of view.

7. Open the diaphragm of the substage condenser (front of scope beneath stage); now close it until the image of the specimen just begins to darken. If you close it further the contrast will increase but your resolution (ability to see detail) will decrease.



Guidelines for the Safe Use of the Compound Microscope


1. Always carry the microscope with two hands.

2. Never touch the lens surface.

3. If any of the lens need cleaning, alert your instructor and she/he will show you how.

5. Always observe any specimen first under low power (4x). When you are ready to

switch to high power (10x or 40s), do so carefully, watching the lenses as you rotate the revolving nosepiece. Remember, the high power objective is longer than the low power objective.

6. If you spill any liquid on the stage, wipe it up immediately.

7. When unplugging the microscope, pull on the plug, not the cord.

8. When finished,

a. remove the slide from the stage,

b. carefully wrap the cord around the base of the microscope,

c. cover the microscope with the dust cover.

III. Practice with the Compound Microscope


The letter 'e'.


1. Obtain a small piece of newspaper with text that contains a lower case letter 'e' Cut out the 'e' and place it on a clean microscope slide. Place a cover slip over the newspaper. You have just made a ‘dry mount’ (so called because there is no water).


2. Place the slide on the microscope stage so that the 'e' is in normal reading position. Observe the slide under low power. Draw the 'e' as it appears in the microscope.


3. What is the relationship of the orientation of the object to that of the image?


4. While looking through the eyepiece, slowly move the slide to the left. Which way does the

image appear to move?


Move the slide to the right. Does the image move the direction you expected it to move?


While looking through the eyepiece, slowly move the slide away from you on the stage. Which way does the image move?


What do you think will happen if you move the slide toward you on the stage? Try it.


Practice moving the slide and focusing until these actions become comfortable. When you are finished, discard the letter 'e' and the cover slip, but save the slide for later use.


HYPOTHESIS: What hypothesis have we tested by observing the letter 'e'?


Prediction. Did we make a prediction? What was it?






Colored threads.


1. Obtain a prepared slide containing three pieces of thread positioned so that they cross at a common point. Observe the slide under low power and locate the point at which the three threads cross. Adjust the diaphragm lever and focus. Can you focus on all three threads simultaneously?


2. Without moving the slide, carefully switch to high power. Compare the depth of focus with that under low power. Which is greater?


3. Switch back to low power. Adjust the focus until the slide and the low power objective are barely separated (about 2 mm apart). Look through the eyepiece; all threads should be out of focus. Adjust the fine focus until the first thread comes into focus. Note its color. Continue focusing until the second, and finally, the third threads come into sharp focus, noting their respective colors.


What color was the first thread to come into focus? Second? Third?


From your observations, which thread do you think is on top? On the bottom?

Your instructor will tell you the correct order of the threads. Is it what you predicted? Is the

image inverted vertically?


4. What hypothesis(es) have we tested with the colored thread exercise?


HYPOTHESIS: What hypothesis have we tested by examining the colored threads?


Prediction. Did we make a prediction? What was it?




IV. Measurement


Sizes of microscopic objects are usually given in microns (abbreviated µm;

1000 µm = 1mm). How many microns in a meter?


These microscopes have an ocular micrometer (a little ruler) in right eyepiece. These ocular micrometers are calibrated as indicated below.

Objective lens Smallest division on micrometer

4x 25 µm

10x 10 µm

40x 2.5 µm


Practice with the microscope


1. Thickness of hair

Pull a hair from your head and make a dry mount. Place the slide on the stage, find the hair with low power, and then switch to high power. Sketch what you see and estimate the diameter of your hair. Develop an hypothesis about your hair and test it by examination with the microscope.


2. Human blood cells

Obtain a prepared slide containing preserved human blood cells. Find a white blood cell. The white blood cells will be much rarer than the red blood cells, and will be larger and stained purple. Estimate the diameter of a human white blood cell.


3. Other prepared slides

There may be other prepared slides available for examination.


4. Diversity of life in pond water

The purpose of this exercise is to introduce you to the variety of microscopic organisms. Do not worry about trying to identify what you see; just look and enjoy.


Making a wet mount: Obtain a clean microscope slide and cover slip. Place a drop or two of pond water onto the slide and carefully lower the cover slip onto the slide, edge first.


Your instructor will demonstrate!


Examine your slide. When you find something interesting, show your neighbor and instructor. Develop a hypothesis about an organism that you find on the slide and test it by making additional observations.



What color are most of the organisms you see?



If organisms are clear (colorless), what can you do to increase your ability to see them with the microscope?




Sketch two organisms that you see in the space below.








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