DRJJ AAN Physics407 EvidenceDIG 23052011 PDF

Evidences for Classroom
Innovations,
Learning Gains &
Teaching-Learning
Materials
1. Thermodynamics Innovations PeFaLec
Course code : CMT251 & CMT408
2. Philosophy
Course code : FSG500
3. Basic Physics II
Course code : PHY407
4. Scholarship of Teaching & Learning
“The great aim of education is not knowledge, but

action”
- Herbert Spencer -
basic physics II
Course Code : pHY407
“The important thing is not to stop

questioning”
- Albert Einstein -
website
&
syllabus
Dr JJ or Dr Jaafar Jantan Homepage Page 1 of 10
Home FSG500 PHY407 CHECK YOUR CARRY MARKS JAN10-APR10 Lesson Outcomes Lesson Plan
Selamat Datang (Welcome) to PHYSICS II PHY407 Webpage

Applied Sciences Education Research Group (ASERG)
Faculty of Applied Sciences (FSG)
Universiti Teknologi MARA (UiTM)
40450 Shah Alam, Selangor, MALAYSIA
"The strongest arguments prove nothing so long as the conclusions are not verified by experience. Experimental science is the queen of sciences and the
goal of all speculation." - Roger Bacon
"I do not know what I may appear to the world, but to myself I seem to have been only a boy playing on the sea-shore, and diverting myself in now
and then finding a smoother pebble or a prettier shell than ordinary, whilst the great ocean of truth lay all undiscovered before me". - Isaac Newton
"Science is what you know. Philosophy is what you don't know".- Bertrand Russell
ANNOUNCEMENT: FOR SEM JAN-APR 2011, LABS & LECTURES ARE TOGETHER IN A WORKSHOP SCHEDULED FOR MONDAYS FROM 2
PM-7PM. WEDS ARE RESERVED FOR REPLACEMENT CLASSES IF NEED BE
OUR CLASS WILL EMPLOY LEVEL 3 TEACHING, ENGAGING YOU VIA ACTIVE LEARNING IN ORDER TO CONSTRUCTIVELY ALIGN THE
TLAs WITH THE COURSE LEARNING OUTCOMES
Basic Physics II PHY407 Materials (Algebra-Based)
Download IHMC Concept map Lesson Outcomes PHY407 PHY407-Syllabus-2011 Download PHeT Full Install The Physics Classroom Website
Magnetic Force Simulation

Guideline Lab Exam (pdf) LabExam Rubrics (pdf) Peer assessment Template & Rubrics (xlsx)
Webpage
PHY407: Course Objectives Weekly Planner (pdf) Assessment References Lectures Sample Problems/Quiz/Test T2-1 T2-2 Test2-020409-Key T3 Test3-020409-Key Sage
Dictionary Unit-Converter
Home FSG500 PHY407 TOP
But just call me
Tertiary Education
Kansas State University, Manhattan

Kansas ('80-85; '91-94)
Associate Professor Dr. Jaafar Jantan Temenggong Ibrahim Teacher's College,
a.k.a. Dr. J.J. Johor Bahru ('86).
Born June 21st, 1961 in Malacca, West Present & Past Position:
Malaysia.
Vice-Chairman, Asian Physics Education Network
High Schools: (ASPEN), UNESCO (2007 - present)
Chairman, Asian Physics Education Network
St. David's High School, Bukit Bahru ('74- (ASPEN), Malaysia (SKUM-MOSTI) (2007 -
'76) present)
Sekolah Menengah Sains Melaka (Sek. Chair, Outcome-Based Education (OBE), FSG,
Menengah Muzaffar Syah), Air Keroh ('77- UiTM (Jan 2007-Dec 2010)
'78) OBTL consultant and Facilitator (OBE curriclum
Sek. Dato' Abdul Razak, Seremban ('79)
design, OBTLA & constructive alignment) (2007 -
present)
Certified Coach (Heart of Coaching by AKEPT-
MOHE-Crane Consultant) (June 2010 - present)
Faculty Member, Physics Dept., Faculty of
Applied Sciences,UiTM, Shah Alam, Selangor,
MALAYSIA ('87 - present).
http://drjj.uitm.edu.my/DRJJ/itmclass/phy407.html 13/05/2011
Google Search
Keywords:
UiTM, FSG, interactive engagement in learning thermodynamics, industrial chemistry, applied chemistry, teaching portfolio for Dr. J.J., Course Outline, Peer
Facilitating Learning-Cycle Instruction, Collaborative Learning, Specific Operational Objectives, Facilitators Notes
Academic Qualification
Kelulusan Akademik
Ph.D., Physics Education Kansas St University, Manhattan, Kansas, USA (supervised by Prof. Dean Zollman) Dec 1994
M.Sc., Condensed Matter Kansas St University, Manhattan, Kansas, USA

Dec 1985
Physics Thesis: "Magnetic Phase Transitions in Gadolinium-Rich Magnetic Glasses"
B.Sc., Physics Kansas St University, Manhattan, Kansas, USA May 1983
SPLI, Teaching Certificate Temenggong Ibrahim Teacher Training College, Johor Bahru Johor, West Malaysia Dec 1986
For further information, please contact:

Untuk maklumat lanjut, sila hubungi:
Phone: 6-03-5544-4593 (Direct); 6-019-355-1621 (H/P)

Fax: 6-03-5544-4562
E-mail: phy407@gmail.com ; drjjlanita@hotmail.com and copy to drjjlanita@yahoo.com or jjnita@salam.uitm.edu.my
Course Objectives:
Lecture/Discussion: 2 hours/week
Laboratory: 3 hours/week
This course interactively engage students in the cognitive and the psychomotor (science) domain in areas of electrostatics, electricity,
magnetism, light and atomic physics. It begins by discussing the presence of charges in matter, its conservation and discrete properties and
ways that materials can be charged followed by the concept of electric field and how charges interact with each other and the dynamics of
the charges under the influence of electrical forces. These dynamics are further probed through the concepts of electric flux, electric
potential, work done, electrical energy, electrical power, capacitors, electric current, resistance and resistivity. The laws governing the
electrical phenomena including Coulomb’s Law, Ohm;s Law and Kirchoff’s Laws are introduced and used to help discuss the electrical
phenomena. In addition, the magnetic phenomena and the effect of magnetic field on charges are introduced. Then the dynamics of
charges and the production of magnetic field by moving charges are introduced leading to the induced electromotive force in a coil and its
applications to magnetic energy, inductors, motors, generators and its significance and applications to alternating current. The laws
involved such as Ampere’s Law, Faraday’s Law and Lenz’s Law are introduced to help understand magnetic phenomena. Quantum
mechanics is introduced through the particle properties of electromagnetic wave and the wave properties of particles by introducing the
black body radiation, the photoelectric effect, the Heisenberg uncertainty principle and the Compton effect. Finally, atomic physics through
the nature of atom associated with photons such as the atomic models and the x-ray will be introduced and discussed. In addition, the
course will allow students to develop their science skills through a series of laboratories (by involving the use of common scientific devices
and/or computer simulation) which incorporates investigating natural phenomena and obtain some form of laws or theory.
This is a THREE credit-hour course (SLT=120 hours) and will address MOHE Learning Outcomes LO1 (Knowledge & Understanding), LO2
(Practical Skills) and LO5 (Teamwork) . On successful completion of this course, YOU will be able to:
1. CLO1: Explain the concepts, laws and theories in electrostatics, electricity and magnetism using either or a combination of the
qualitative, visual and quantitative approach. (LO1-C2).
2. CLO2: Observe, plan, predict, conduct and discuss results of scientific investigations in areas of electrostatics and electricity.
(LO2-P3).
3. CLO3: Collaborate with team members in team-related assessment tasks. (LO5-TS3).
Specifically, students will be able to: (download the more detail lesson outcomes outlined for each topic)
1. Use the concept map in defining and relating concepts in areas of electrostatics, electricity and magnetism.
2. State, define and relate the concepts in electrostatics followed by identifying and explaining different types of charging
process for any given material matter using diagrams and simple numerical approach.
3. Draw, explain, write the strength and determine the electric field around a charged particle and a configuration of
charged particle and the electric forces experienced by or exerted upon any charged particle or any configuration of
charged particles.
4. Write, explain and obtain the electric potential and electric potential energy on any charged particle or any configuration
of charged particles and apply it to capacitors connected in series or parallel.
5. Identify and distinguish the high and low potential points in a simple and complex circuit and state and use Ohm’s law
and Kirchoff’s Laws to determine algebraically and numerically, the current flowing in any series and/or parallel circuits.
6. Draw and write the strength of the magnetic field produced by different types of magnets and state, use and explain the
first right hand rule in determining magnetic forces acting on charged particles and /or current-carrying conductors such
as a long straight wire.
7. Identify, draw, write and use the algebraic representation to determine the resultant magnetic field produced by current-
carrying conductors such as long straight wires and wire loops by using the second right-hand rule.
8. State and use Faraday’s and Lenz’s Laws and its algebraic representations to determine the induced electromotive
force and the induced current in wire loops and how this is applied in physical devices such as inductors and the
associated energy stored in the inductor.
9. Observe, predict, test predictions via either simulations or using physical instruments, and report on the investigation
process in areas of electrostatics, electricity and magnetism.
10. Work effectively in a team.
Course Objectives Weekly Planner (pdf) Assessment References Lectures Sample Problems/Quiz/Test
3.0 LESSON PLAN
Course Planning PHY407-Physics for Material Technologist

Lesson Outcomes (pdf) Problems-Chap20
NOTE: BRING YOUR LAPTOPS FOR ALL CLASS SESSIONS
Week SLT (Total 122) Contents

Face-2-Face +
Independent
Introduction to the course
KNOWING YOU KNOWING ME
Write a composition about yourself containing the

information listed below and email it to phy407@gmail.com
1. Your vision, mission, your family background, your

current academic standing (CGPA)
2. Name the course (name the course in the field

you are in, for example, phy430 if you are in
physics) you learn most and the course you
learn least so far.
1 1+2 3. Then provide justification why you are learning

least and why you are learning most for the
courses that you named above. Explain, how you
would change the teaching & learning methods if
you were to teach the class.
4. Write also your expectations for this course,

PHY407 and explain how you are going to
accomplish that expectation.
Email to phy407@gmail.com with a message title

'your name' & 'date sent' (example of your message
title: Jaafar Jantan-070709).Save your word file with
'your name' & 'date sent' (example: Jaafar Jantan-
070709.doc)
Diagnostics and Learning Skills
Conceptual Survey in Electricity & Magnetism
Learning Styles & Views on Science (physics)
Concept Mapping
Example: Focus Question: Apakah Jejaka Tampan?
Exercise Focus Question: What is Electrical Charging?
Example: What is a Wave? Description Concepts CMAP
Reading materials relevant to our study of Electrostatics, Electricity

and Magnetism can be found at The Physics Classroom website.
You MUST Read the sections that are relevant to our topics of the
2 4+6 week before you come to class and compare the content to the
content in your textbook.
Pre Lab Activity Simulation. Get this simulation (You will be quizzed
at the beginning of the lab hour.)
Download the Balloons & Static Electricity from PhET

Website-HOME.Download Full Install
Download the Concept Map lecture pdf.
Download IHMC CmapTools
Download Lecture 1: Pithball (pdf)
Download Lab #1 and fill in the predictions before coming to the lab.
Lab #1
Electrostatics: Charges and charging
atoms, electrons and protons
charges, charged objects

3 5+5
charge conservation and quantization
conductors and insulators
charging by contact, charging by induction
tribo-electric series
Assignment #1: CMAP and/or selected problems at end of chapter
Download Lab #2 and fill in the predictions before coming to the lab
Download Lab #2 EXCEL template.
YOU MUST RUN THE 3 LAB (SIMULATIONS) BEFORE COMING TO

LAB #2. WE WILL USE THE LAB TIME FOR DISCUSSING YOUR
METHOD AND YOUR RESULTS
Electric Field Hockey(JAVA-run online), Electric Field Hockey( JAVA-

save to desktop), Vector Addition (FLASH-run online) and Charges and
Fields (FLASH-run online) or go the PhET Website-HOME.Download
Full Install
To save to your desktop, right click your mouse and "Save target As"
Lab #1-Revisit
Electrostatics: Charges and charging
atoms, electrons and protons
charges, charged objects
charge conservation and quantization
conductors and insulators
charging by contact, charging by induction
tribo-electric series
4 5+3 Assignment #1: CMAP and/or selected problems at end of chapter
Download Lab #2 and fill in the predictions before coming to the lab


Full Install
Lab #2
Quiz 1
Electrostatics: Electric Forces Electric Fields
electric force and Coulomb's law
electric field
electric field lines
the electric field of a parallel-plate capacitor

5 5+4
Download Lab #3 and fill in the predictions before coming to the lab.


Full Install
Lab # 3
Quiz 2

Electric Potential Energy,
Electrical potential and capacitance
potential energy
the electric potential difference
the electric potential difference of point charges
capacitors and dielectrics

6 5+4
capacitors in series and in parallel
Download Lab # 4 and fill in the predictions before coming to the lab.
MAKE SURE YOU RUN THE PhET CIRCUIT CONSTRUCTION

(DC ONLY) SIMULATION BEFORE THE LAB DAY AND BE SURE
TO DO THE PREDICTION FIRST
Download these pdf lectures
7 Mid-Term Break
Lab #4
Test 1
Resistance, resistivity and Ohm's Law
electromagnetic force and current
Ohm's Law
resistance and resistivity

8 5+6
electric power
Assignment #3: CMAP and/or selected problems at end of

chapter
Download Lab # 5 and fill in the predictions before coming to the

lab.
Lab # 5
Quiz 3
Electric circuits & Kirchoff’s Laws
series and parallel wiring
circuits wired partially in series and partially in parallel
9 5+4
internal resistance
Kirchhoff’s laws
the measurement of current and voltage
Lab # 6
Quiz 4
Magnetic Forces and Magnetic Fields
magnetic field
force on moving charges
motion of charged particles in B fields
mass spectrometer
force on a current-carrying conductor in a magnetic field
10 5+4
(In lab 7, the new Magnetic Sumulation H website when answering
questions at the end is:
http://homepages.ius.edu/kforinas/physlets/magnetism/magnetH.html
Learn about Physics( very good portal)

http://www.physicsclassroom.com
http://www3.interscience.wiley.com:8100/legacy/college/halliday/0471320005/simulations6e/
Lab # 7
Force on a current in a magnetic field

11 5+3
the torque on a current-carrying coil
magnetic fields produced by currents
Ampere's law
Test 2
Electromagnetic Induction: Faraday's and Lenz's Law
induced emf and induced current

12 5+6 motional emf
magnetic flux
inductance
Faraday's Law of electromagnetic induction
Len's Law
the electric generator

13 5+3
mutual inductance and self-inductance
transformers
Quiz 5
Len's Law
the electric generator

14 5+4
mutual inductance and self-inductance
transformers
15 Study Week
16 2+6 FINAL EXAMINATION
NOTES: Public Holidays:
"What we have to learn to do, we learn by doing." -Aristotle
Course Objectives Lesson Plan (pdf) Assessment References Lectures Sample Problems/Quiz/Test
Assessment
This class involves both formative and summative assessment. Get Table of Specs for the finals
Formative:
Formative assessments are meant to identify students’ initial beliefs and this is first done during the first week through a diagnostic device
called the Conceptual Survey in Electricity & Magnetism (CSEM). Solutions of quiz are discussed after every quiz and its recommended
that you participate in that discussion. The quizzes are meant to diagnose and rectify your learning problems. Consistent assessment is
done through class discussions and peer discussions before, during and after each class which will help identify weaknesses the students
are facing. Remedy to those problems are done during class sessions. I may employ a retest of the same test in helping you achieve the
intended learning outcomes and course outcomes but of course you will receive only a minized portion of the marks. Nonetheless, it will
help you in learning and in passing the course. In fact, you MUST know by heart what are the lesson outcomes you are to achieve in every
lesson before you attend class and be able to state and explain it to me and to your peers whenever your names are called in class.
Summative:
Before January 2011

Assessment Methods Proportion
PODS (Labs) 6 lab reports = 10%
Quizzes 4x2.5=10%
Tests 3x3 = 30%
Final exam 50%
Beginning Jan 2011
Continuous Assessment (Formative & Summative)
CLO1: Cognitive Assessment Tasks 30%

Formative: 2 Concept Maps
Formative: Quizzes
Summative: Tests 2x10%=20%
Summative: Assignment 10%
CLO2: Practical Skills Assessment Tasks 30%
Formative: 3 Lab Journals
Summative: 2 Lab Journals 10%
Summative: Lab Performance Exam (skill 10%, reporting

10%)
CLO3: Team work 10%
CLO1: Final exam 30%
References
TEXTBOOK
Physics by Cutnell & Johnson 7th edition (algebra based)., John Wiley &Sons, Inc. bundled with WileyPlus
REFERENCE BOOK
Fundamental of Physics by Halliday, Resnick, Walker;6th or 7th Ed., John Wiley & Sons, Inc.
Simulation Software (download free on internet: http://phet.colorado.edu/new/get_phet/index.php PHET Physics Education Technology,
Univ. of Colorado, Boulder)
Other websites include
1. The Physics Classroom,
2. http://www3.interscience.wiley.com:8100/legacy/college/halliday/0471320005/simulations6e/ and
3. IHMC CmapTools
TEACHING AND LEARNING METHODS
This class will use the constructivist rather than the behaviorist approach of learning. It aims to develop deep learning (deep understanding
and life-long retention) and minimize on surface learning (memorization). This course will employ a combination of interactive lecture and
cooperative learning technique, a form of active learning method utilizing the Prediction-Observation-Discussion-Synthesis (PODS)
Learning Cycle. Volumes of research in science learning have concluded that students employing active-learning not only have significantly
better understanding and retention of the subject matter but also will be able to solve problems involving numerical calculations with better
approach and more exact solution.
Hence, conceptual knowledge will be strongly stressed especially during peer group discussions before getting involved with end -of-
chapter exercises. Problems requiring numerical results can easily be solved with full confidence ONLY if students have sound scientific
reasoning abilities encompassing all the ideas and concepts. For this reason, peer discussions (cooperative learning) will be used along
with concept maps and reading summaries before a formal interactive lecture (reinforcement) is given.
In addition, other teaching and learning tools such as tools to identify learning styles, initial beliefs (common-sense beliefs or
misconceptions) about electricity and magnetism, will be used to probe cognitive skill readiness of the students (metacognition).
Furthermore, digitized lectures, samples of solutions to end-of-chapter problems, simulations and other teaching and learning tools will be
made available on the internet for students to view, download, print and share with their peers. Information and Communication Tools (ICT)
will be fully incorporated in developing students’ understanding in the subject matter and as part of life-long learning in becoming
knowledgeable and autonomous workers (k-workers) in the information age.
Lectures
Lecture 1-chap18: pithball-pdf (for Lecture 2-1 Chap18pdf (for printing)Lecture 2-2 Chap18 pdf (for Chap24&26-DrJJ - 2 slides: 6
Chap18-Cutnell Chap21-Cutnell Chap22-Cutnell
printing) printing) slides
Chap27&29-DrJJ - 2 slides: 6
Lecture 1-pithball-pps (shows animation)Lecture 2-1 Chap18-forces-pps Chap19-Cutnell Chap21a-DrJJ Chap22-DrJJ
slides
Lecture 2-2 Chap18-forces-pps Chap20-Cutnell Chap21b-DrJJ Chap30-DrJJ - 2 slides: 6 slides
Cutnell's 7th edition-sample problems solved/KEY to Quizzes & Tests
Sample of Solved Problems With Reasoning KEY to quizzes & Tests

Chap 18 Chap 21 Quiz 1 Test 1
Chap 19 Chap 22 Quiz 2 Test 2 Test2-020409-Key
Chap 20 Your MARKS NOW Test 3 Test3-020409-Key
Finals Oct2006 Finals Oct2006key
UNIVERSITI TEKNOLOGI MARA
COURSE INFORMATION
Confidential
Code : PHY407
Course : Physics II
Level : Degree
Credit Unit : 3
Contact Hour/SLT : F2F-(5hrs-workshop)
Part : 2
Course Status : Core
Prerequisite : None
Course Outcomes : Upon completion of this course, students will be able to:
1. Explain the concepts, laws and theories in electrostatics,

electricity and magnetism using either or a combination of
the qualitative, visual and quantitative approach. (LO1-C2)
2. Observe, predict, conduct and discuss results of scientific
investigations in areas of electrostatics and electricity.
(LO2-P3)
3. Collaborate with team members in team-related
assessment tasks. (LO5-TS3)
Course Description : This course will interactively engage students cognitively and
scientifically in areas of electrostatics, electricity, magnetism,
atomic physics and modern physics. Students will define
concepts, state and explain laws and theories, make
predictions as to the possible outcome of an event, perform
investigations via simulations and laboratory exercises and
verbally and in writing, discuss the results and relationships
with peers and facilitators The designated lecture session is
used to discuss results of investigations leading to its relation
to the existing laws, principles or theories. Lecture sessions
employ a mixture of lectures and active learning (self and
peer discussions). The outcomes shall be assessed through a
Nama Fakulti / Pusat Pengajian: Fakulti Sains Gunaan Tahun: 2009

Nama Program: Ijazah Sarjana Muda Sains (Kepujian) Teknologi Bahan
© Hak Cipta Universiti Teknologi MARA
FSG-1
variety of tools which include the traditional paper
examination, concept maps, inventories (CSEM), informal
interviews and classroom engagement.
Syllabus Content 1.0 Introduction: Diagnostics and Learning Skills

1.1 Learning Styles & Views on Science.
1.2 Conceptual Survey in Electricity & Magnetism.
1.3 Concept Mapping.
2.0 Electrostatics
2.1 Charged objects and electric (Coulomb’s) force.
2.2 Properties of conductors and insulators.
2.3 Charging by contact, induction and friction.
Lab 1:
PHET simulation “Balloons & Static Electricity”
Lab Investigation: “Introduction to Static Electricity”.
3.0 Electrostatics
3.1 Coulomb’s Law.
3.2 Electric Field.
3.3 Electrical field lines.
3.4 Electrical field in conductors.
Lab 2:
PHET simulation
i. “Electric Field Hockey,
ii. “Vector-Math”
iii. “Charges and Fields”.
Lab Investigation: “Electrical Force & Electrical Field”.
4.0 Electric Potential Energy, Electric Potential and

Capacitance
4.1 Potential energy
4.2 Electric potential difference
4.3 Electric potential difference created by point charges
4.4 Capacitors and dielectrics
4.5 Capacitors in series and parallel
4.6 RC circuits
4.7 Charged objects and electric force
Lab 3:

FSG-2
PHET simulation
i. “Electric Field Hockey,
ii. “Charges and Fields”.
Lab Investigation: “Introduction to Electric Potential”.
5.0 Resistance, Resistivity & Ohm’s Law

5.1 Electromotive force and current
5.2 Ohm’s law
5.3 Resistance and resistivity
5.4 Electric power
5.5 Series and parallel wiring
5.6 Circuits wired partially in series and partially in
parallel
Lab 4:
Lab Investigation: “Capacitors, Capacitance, Series &
Parallel Circuit”.
6.0 Electric Circuits & Kirchoff’s Laws

6.1 internal resistance
6.2 Kirchhoff’s laws
6.3 the measurement of current and voltage
Lab 5:
PHET simulation: “Circuit Construction Kit (DC Only)”
Lab Investigation: “Batteries & Bulbs: Voltage, Current &
Resistance”.
7.0 Magnetic Field & Magnetic Forces

7.1 Magnetic field lines of permanent magnets.
7.2 Magnetic force that a magnetic field exerts on
moving charges.
7.3 Motion of a charged particle in a magnetic field.
7.4 Motion of charges in magnetic & electric fields.
7.5 Mass spectrometer & velocity selectors.
7.6 Force on a current-carrying conductor in a magnetic
field.
Lab 6:
PHET simulation: “Circuit Construction Kit (DC Only)”
Lab Investigation: “Resistance, Ohm’s Law & Kirchoff’s
Law”.

FSG-3
8.0 Magnetic force on current-carrying conductors &
magnetic field produced by current-carrying conductors
8.1 Torque on a current-carrying coil.
8.2 Electric motors.
8.3 Magnetic fields infinitely long wire.
8.4 Magnetic field produced at the centre of circular
wires.
8.5 Magnetic field of solenoids.
8.6 Force between current-carrying wires.
Lab 7:
PHET simulation: “Faraday’s Electromagnetic Lab”
Lab Investigation: “Magnetic Field & Magnetic
Force on Electric Charges”.
9.0 Electromagnetic Induction

9.1 Magnetic flux
9.2 Faraday’s Law of electromagnetic induction
9.3 Motional emf
9.4 Lenz’s Law of electromagnetic Induction
10.0 Electric Generators, Inductors and Transformers

10.1 Induced current in coils moving in magnetic field.
10.2 Electric generators.
10.3 Self and Mutual Inductance
10.4 Transformers.
Instructional Strategy: Predict → Observe → Do → Synthesize (PODS) Cycle

Active Learning : i. Scientific investigation via simulations and laboratories
experiences.
Instructional Methods:
ii. Active engagement via lecture-discussion & cooperative
Workshop, interactive group discussion.
lecture, labs and iii. Critical assessment of findings.
Cooperative group iv. Synthesising of results with existing laws, theories and
principles.
discussion

FSG-4
Assessment : Continuous Assessment (Formative & 70%
Summative):
CLO1: Cognitive Assessment Tasks 30%
 Formative: 2 Concept Maps
 Formative: Quizzes
 Summative: Two tests 2x10%=20%
 Summative: Assignment 10%
CLO2: Practical Skills Assessment Tasks 30%
 Formative: 3 Lab Journals
 Summative: 2 Lab Journals 10%
 Summative: Lab Performance Exam (skill 10%,
reporting 10%)
 Lab reports 2x5%=10%

CLO3: Team work 10%
CLO1: Final exam 30%
Recommended Text (if : Physics by Cutnell & Johnson 7th edition (algebra based);
John Wiley &Sons, Inc.
any)
References : Fundamental of Physics by Halliday, Resnick, Walker;6th or 7th
Ed., John Wiley &Sons, Inc.

FSG-5
COURSE OUTCOMES.
CENTRE OF
COURSE CODE PHY407 FACULTY OF APPLIED SCIENCES
STUDY
COURSE NAME PHYSICS II PREPARED BY ASSOC .PROF. DR. JAAFAR JANTAN
CREDIT HOURS 3 DATE 15th MAY 2009
Teaching & Learning Assessment

PROGRAMME OUTCOMES
Activities Tasks
COURSE OUTCOMES LO LO LO LO LO LO LO LO LO LO LO
1 2 2 3 4 4 5 6 7 8 9
PO PO PO PO PO PO PO PO PO PO PO
1 2 3 4 5 6 7 8 9 10 11
1. Explain the concepts, 3 a. Independent  Diagnostic

laws and theories in Learning (pre-class Test (CSEM)
reading  Formative
electrostatics,
b. Lecture-discussion Tasks:
electricity and c. Simulations (Concept
magnetism using either d. Active learning (self Mapping, Quiz,
or a combination of the & peer dialogue)  Summative
qualitative, visual and e. Modelling Tasks: Tests,
Final Exam)
quantitative approach.
(LO1-C2
2. Observe, predict, 3 3 a. Independent  Lab Journal

conduct and discuss Learning (pre-class  Lab
reading Examination
results of scientific
Nama Fakulti / Pusat
Fakulti Sains Gunaan Tahun: 2009
Pengajian:
Nama Program: Ijazah Sarjana Muda (Kepujian) Teknologi Bahan

1
Teaching & Learning Assessment
PROGRAMME OUTCOMES
Activities Tasks
COURSE OUTCOMES LO LO LO LO LO LO LO LO LO LO LO
1 2 2 3 4 4 5 6 7 8 9
PO PO PO PO PO PO PO PO PO PO PO
1 2 3 4 5 6 7 8 9 10 11
investigations in areas b. Active learning (self

of electrostatics and & peer dialogue)
c. Simulations
electricity. (LO2-P3)
d. Lab investigations
3. Collaborate with team  Assignment

a. Active learning (self  Lab
members in team- & peer dialogue) in
3 Presentation
related assessment lab & classroom
tasks. (LO5-TS3) b. Discussion
Program Outcomes:
PO1 (LO1) Able to analyze problems by applying knowledge and understanding of laws, theories and principles of science
and mathematics.
PO2 (LO2) Able to safely prepare sample, operate and use laboratory equipments.
PO3 (LO2, LO3) Able to identify problems, design an experiment, process, interpret and analyze experimental data.
PO4 (LO3) Able to apply the scientific reasoning in solving authentic problems.
PO5 (LO4) Able to verbally express and articulate scientific ideas effectively.
PO6 (LO4) Able to express and articulate scientific ideas in written form.
PO7 (LO5) Able to effectively work in a multidisciplinary team.
PO8 (LO6) Able to apply values, ethics, morality and professionalism in their scientific pursuit.
PO9 (LO7) Able to manage information and engage in life-long learning.
PO10 (LO8) Able to apply managerial and entrepreneurial skills.
PO11 (LO9) Able to demonstrate leadership skills.
Nama Fakulti / Pusat

Fakulti Sains Gunaan Tahun: 2009
Pengajian:
Nama Program: Ijazah Sarjana Muda (Kepujian) Teknologi Bahan

2
TOPIC LEARNING OUTCOMES REMARKS HOUR
1.0 ELECTROSTATICS At the end of this topic, students will be able to: 10
1.1 Coulomb’s law a) Explain the concepts of electrons, protons, charged objects, charged 2
up, gaining charge, losing charge, charging by contact, charging by
induction, grounding, charge quantization, charge conservation,
conductors and insulators.
. ¾ Relate the motion to Newton’s 2nd law of
b) Describe the motion of point charges when placed near another motion and to the concept of motion.
charged object. r qq
F = k 1 22
¾ r where the electric constant
c) Relate the motion of charges to a force and state Coulomb’s Law.
1 N
k= = 9.0 × 10 9 2 2
d) Explain, qualitatively, how the direction and the strength of this 4πε 0 C m
force changes with magnitude of the charges and the distance
between the charges. ¾ 2 point charges along the x-axes, along the
y-axes and 3 charges that forms a right-
e) Draw a force diagram to a system of point charges and obtain the angled triangle.
direction and magnitude of the resultant force acting on a point
charge due to the presence of other point charges.
Physics Lesson Outcomes-Electricity & Magnetism Page 1 of 12 Prepared by Assoc. Prof. Dr. Jaafar Jantan aka Dr. JJ
http://drjj.uitm.edu.my; HP:+60-19-355-1621 Email: jjnita@salam.uitm.edu.my; drjjlanita@hotmail.com
lesson learning outcomes
1.2 Electric field a) State qualitative meaning of an electric field 2
b) Write the electric field strength produced by a point charge and r q

explain qualitatively how the field strength and direction changes E=k 2
¾ r . Note also the direction.
when measured at different places.
c) Sketch the electric field lines produced by an isolated point charge,

by two positive or two negative point charges, by a pair of positive- ¾ Indicate the change of strength (field
negative charge and for a point charge placed between a uniformly- intensity) by varying the length of the field
charged parallel plates. lines.
d) Obtain numerically and show pictorially the electric field strength

and direction for a point charge, for a system of two charges and for ¾ Draw the field lines for a system of 2
a system of three charges. positive charges, 2 negative charges and a
pair of positive- negative charge.
e) Explain the effect of the electric field on a positive test charge placed ¾ Numerically determine the field intensity on
at midpoint between a pair of positive or negative charges and a the right, on the left and at midpoints along
pair of positive-negative charge. the line of a pair of positive charges and a
pair of positive-negative charge.
r r qq
¾ F = q 0 E = k 02 .
r
2.0 ELECTRIC At the end of this topic, the student will be able to: 2
POTENTIAL
2.1 Electric Potential a) Define electric potential and an equipotential surface. ¾ Electric potential as the amount of work 2
& Equipotential done in moving a point charge from far
Surfaces b) Sketch equipotential lines for an isolated positive charge, for an away (infinity) to some point A in an
isolated negative charge, for a pair of positive-positive charge, for a electric field (compare to moving a mass in
pair of positive-negative charge and for a parallel-plate capacitor a gravitational field).
WBA
c) Write the strength and numerically obtain the potential for an V∞ − V A = −V A =
q0 .
isolated charge.
¾ Equipotential surface as a surface where V
d) Write the strength and numerically obtain the potential to the right, is a constant.
to the left and at midpoints for a pair of positive-positive charge and ¾ For a point charge,
for a pair of positive-negative charge. q E q q
V = 0 r=k 2 r=k
q0 r r
e) Write, explain and numerically obtain the field strength in the area
V
between a uniformly-charged parallel-plate capacitors. E=
¾ d
f) Explain, qualitatively, the electric potential energy gain or lost
when a positive point charge is moved in an electric field. ¾ Explain the work energy relation
W AB = U B − U A = −q 0V
3.0 CAPACITOR AND At the end of this topic, the student will be able to: 3
DIELECTRICS
3.1 Capacitance and energy a) Define capacitance and state the purpose of a capacitor. ¾ Capacitance as a measure the 1
of capacitors charge on the capacitor per unit
b) Explain, qualitatively and algebraically, the factors affecting Q
the capacitance of a parallel plate capacitor and the changes voltage, C =
V
in the capacitance when the geometrical dimensions are
¾ Air-filled capacitor
changed.
ε0 A
¾ C0 = , C = εrCo
c) Numerically determine the capacitance of parallel plate d
capacitors and the changes in the capacitance when the ¾ Table of dielectric constant
geometrical dimensions are changed.
¾ Other types of capacitors are not
d) Qualitatively, algebraically and numerically explain and discussed.
obtain the changes in energy stored by a parallel-plate 1 1 1 Q2
capacitor when the charging source and/or the geometrical ¾ U= CV 2 = QV =
dimensions are changed. 2 2 2 C
3.2 Capacitors in series and a) Draw a schematic diagram for capacitors connected in series ¾ Limit to five capacitors. 2
parallel combination and capacitors connected in parallel.
¾ Use the constant potential
b) Obtain the mathematical formulation for effective difference for a parallel circuit
capacitances for capacitors connected in series and connected and constant current in series
in parallel. circuit to obtain effective
capacitance.
c) Calculate the effective capacitances of capacitors in series, ¾ Parallel: C = C1 + C 2 + .. + C 5
capacitors in parallel and capacitors in series-parallel
1 1 1 1
combination. ¾ Series: = + + ... +
C C1 C 2 C5
d) Determine the voltage, the charge stored and the energy
stored on each capacitor in a series, in parallel and in
connected in series-parallel combination.
4.0 ELECTRIC CURRENT AND At the end of this topic, the student will be able to: 10
DIRECT-CURRENT
CIRCUITS
4.1 Ohm’s law and Resistivity a) Define electric current. ΔQ dQ 3
¾ I= , I =
b) Explain the relationship between current flow, electric field Δt dt
and potential difference between two points in a circuit.
¾ V=IR
c) Define electromotive force (emf) of a battery and explain its
role to current flow in a circuit. ρl
¾ R=
A
d) Draw an equivalent circuit to represent a battery with emf ε ¾ Introduce conductivity as the
and internal resistance r and explain its effect to the current inverse of resistivity
flowing in circuit.
1
¾ σ=
e) State and mathematically write Ohm’s law. ρ
¾ Simple circuit is limited to only
f) State and explain the relationship between the resistance of a one load (bulb or resistor)
wire to its physical dimensions and to its resistivity. ¾ V = ξ − Ir
g) Explain the concept of potential drop across a resistor in a
simple circuit.
4.2 Electrical energy and a) Define electrical power and explain joule heating in a V2 1
power resistor. ¾ Include P = I 2 R and P =
R
b) Determine the dissipative power and energy loss in a simple for power.
circuit. ¾ Emphasize on V as potential
difference across resistors.
¾ P = VI and Energy ≡ VIt
4.3 Resistors in series and a) Draw a circuit diagram for resistors in series and resistors in ¾ Limit to four resistors. 3
parallel parallel.
¾ Use Ohm’s Law.
b) Obtain the mathematical formulation for effective resistances ¾ Use the constant potential
for resistors connected in series and resistors connected in difference for a parallel circuit
parallel. and constant current in series
circuit to obtain the effective
c) Calculate the effective resistance of resistors in series, resistance.
resistors in parallel and resistors in series-parallel ¾ Limit to a maximum of only 3
combination. resistors in series and 3 resistors
in parallel for the combination
d) Determine the voltage and the current on each resistor circuit.
connected in series, connected in parallel and connected in a
series-parallel combination.
4.4 Kirchhoff’s Laws a) State Kirchoff’s current and voltage laws and write the ¾ ΣVdrop = ΣVrise , ΣI in = ΣI out 3
mathematical representation for both laws.
¾ Limit to a maximum of only 3
b) Label the high and low potential points across resistors and resistors and 2 batteries in each
batteries for a given current direction in a loop. loop.
¾ Specify the current before
c) Write Kirchhoff’s laws applied to a two-loop circuit. labelling the high and low
potential ends.
¾ Maximum of two closed circuit
loops.
5.0 MAGNETIC FIELD At the end of this topic, the student will be able to: 9
5.1 Permanent magnets and a) Sketch the magnetic field lines produced by permanent ¾ Bar magnet and horse-shoe 2
magnetic force magnets. magnets
b) Describe the relationship between a magnet’s poles and the ¾ Use tiny compasses to represent
field lines produced. B field lines and to show
direction of the field. Briefly
c) Describe the effect of magnetic field on static and moving describe the Earth as a giant
electric charges. magnet. Briefly mention the
common units used for field
d) Write the strength and determine the direction of magnetic strength and some typical values
force acting on moving charges by using the First Right Hand of B.
Rule. ¾ Only moving charges with
velocity perpendicular to or
e) Use the First Right Hand Rule to obtain direction of motion, having the velocity component
direction of magnetic field or the magnetic force whenever which is perpendicular to the
any two of the quantities are known. field will experience a magnetic
force. F = qvB sin θ vB . NO
NEED to introduce cross
product. Use either the first right
hand rule (thumb along velocity,
other fingers along B then the
palm will show force acting on a
+ve charge) or any other easy-to
remember rules to determine
direction of the force.
5.2 Magnetic field produced by a) Determine the direction of magnetic field produced by Use the 2nd Right Hand Rule 3
current-carrying conductor current-carrying conductor. (corkscrew) to determine direction of
r
B for both the long wire and circular
b) Sketch the field lines produced by a long current-carrying wire.
conductor and by a circular wire.
μ0 I
c) Write and numerically determine the strength (intensity) of ¾ B= for a long straight
the field produced by a long wire as a function of the current 2πr
carried by the wire and distance from the wire. wire
d) Write and numerically determine the strength (intensity) of

the field produced at the centre of a circular wire. μ0 I
¾ B= at the centre of a
2r
e) Draw the magnetic field lines and label the North-South poles
circular wire of radius R.
for a solenoid.
f) Write and numerically determine the strength (intensity) of

the field produced along the centre of a solenoid.
¾ B = μ 0 nI for a solenoid with
N turns per meter of the wire.
5.3 Magnetic Force on a a) Determine the magnitude and direction of force acting on a ¾ Use the 1st Right Hand Rule. 3
moving charged particle charged particle moving near a current-carrying conductor. F = qvB sin θ vB
and on a current-carrying
conductor. b) Determine the magnitude and direction of the force acting ¾ Force between two parallel
between two parallel current-carrying conductors and wires:
between two wires carrying current in opposite directions.
F = qvB sin θ vB = ILB sin θ IB .
c) Determine the direction of the force acting between two You need to first determine the
parallel circular wires carrying current in the same directions B field produced by each wire
and two parallel circular wires carrying current in the (using the corkscrew rule) before
opposite directions. applying the 1st Right Hand
Rule.
d) Compute the force per unit length on two adjacent parallel ¾ Determine the poles for the
current-carrying conductors circular wires before
determining the direction of
forces between two parallel
coils.
¾ Assume wires of same lengths L,
F μ I
then = I1 B = I1 0 2
L 2πd
5.4 Torque on a coil a) Determine the force directions on the sides of a rectangular ¾ Use results from section 13.3 2
coil with surface area A and carrying current I placed in a
magnetic field B. ¾ Show the force directions and
the direction of rotation for both
b) Describe the effect of the magnetic force on the coil, sides and how that changes when
qualitatively and pictorially. current direction or field
direction is reversed.
c) List and explain the factors affecting speed of rotation for a
rectangular coil of surface area A, carrying current I placed in ¾ Area, field strength, number of
a magnetic field B. turns and the current
6.0 ELECTROMAGNETIC At the end of this topic, the student will be able to: 4
INDUCTION
6.1 Magnetic Flux and a) Define magnetic flux and explain the factors that will change ¾ Flux governed by product of the 3
Faraday’s Law magnetic flux, magnetic field (its perpendicular
component) strength passing
b) Qualitatively and diagrammatically describe what happens in through the surface of a coil and
a conducting wire coil when a bar magnet is moved towards the area of the coil..
or away from the coil. Φ = BA cos Θ . Limit to field
lines that are perpendicular to
c) State Faraday’s law and mathematically write the law. surface.
¾ Emphasize on the magnet’s
d) Use Faraday’s law to qualitatively explain the maximum polarity and its direction of
induced current and hence the emf in a conducting wire coil motion as the determining factor
connected in series with a resistor. in describing the direction of
induced current.
e) Qualitatively explain the relationship between induced ΔΦ
voltage (emf) and the induced current. ¾ emf = − N (induced
Δt
f) Calculate the induced emf in a single coil and in coils with N voltage)
turns for changes in B field strength and for changes in the ¾ Example of changes in B only
area of the coil. and changes in A only.
g) Determine the imaginary poles for the induced magnetic field ¾ Use the imaginary poles for the
for magnets moving into and away from a conducting wire induced B field to decide
coil. direction of induced I and the
high and low potential ends of
the resistor.
6.2 Lenz’s Law a) State Lenz’s law and describe how the law is used to explain ΔΦ Δ(cosΘ) 2
part (g)of section 6.1, the direction of the induced current and ¾ emf = − N = NAB
hence the induced emf.
Δt Δt
b) Apply Lenz’s Law to determine the direction of the induced

current and the induced emf in a coil being rotated between
poles of a permanent magnet and to explain the sinusoidal
behaviour of the induced emf and induced current.
c) Apply Faraday’s Law to obtain the magnitude of the induced

emf for a coil rotating between the poles of a permanent
magnet and use Ohm’s Law to determine the induced current
in the coil.
6.3 Electric Generators, a) Qualitatively compare and contrast the induction mechanism ¾ Show that for mutual 1
Inductors & Transformers in an electric generator and an electric motor. inductance:
ΔΦ ΔI p
b) Quantitatively compare and contrast self inductance and emf = − N =M
mutual inductance on coils carrying current which is time- Δt Δt
dependent ¾ Show that for self
inductance:
c) Determine the induced emf in inductors from a current-time ΔΦ ΔI
emf = − N =L
graph and obtain the energy stored by the inductor. Δt Δt
¾ Energy stored is
d) Qualitatively and quantitatively explain the mechanism of a 1
step-up and a step-down AC transformer. Energy= LI 2
2
¾ Discuss the flux change between
the primary & secondary coil
being the same since it shares
ΔΦ
the same core: emfs = − N s ,
Δt
ΔΦ
emf p = − N p ; emfs = emfp
Δt
emf p N p Vp N p
= or =
emfs N s Vs N s
students ratings, knowing
&
testimonial
iLearn - SuFO - Analysis Report :: [i-learn] :: Page 1 of 3
Laporan Lecturers
July -
:
Penilaian Evaluation 14
Nov
2009
Pensyarah Online Jumlah

Respon (Total
Kod Kursus (Course Code) : PHY407 JAAFAR BIN JANTAN (DR) Respondents)
Kumpulan (Group) : ASB2X
Sangat
Sangat Agak Purata
No. Item Penilaian Agak Tidak Tidak Tidak Purata
Setuju SetujuSetujuSetujuSetuju Setuju Mata
(6) (5) (4) (3) (2) (1)
Bahagian A: Persepsi saya tentang kursus ini

Part A : My Perception on this course
Saya berminat dengan kursus ini.

1 6 1 6 1 0 0 81 4.86
I am interested in this course.
Saya sentiasa hadir ke sesi
syarahan/makmal/studio/klinikal/kerja lapangan untuk
kursus ini.
2 4 5 5 0 0 0 82.17 4.93
I am always present during all
lecture/tutorial/studio/clinical/fieldwork sessions for this
course.
Saya sentiasa bersedia untuk setiap sesi
syarahan/makmal/studio/klinikal/kerja lapangan untuk
kursus ini.
3 6 2 6 0 0 0 83.33 5
I am always prepared for all
lecture/tutorial/studio/clinical/fieldwork sessions for this
course.
Saya menjangka untuk mendapat gred A bagi kursus ini.
4 4 3 6 1 0 0 78.5 4.71
I expect to get an A grade for this course.
JUMLAH PURATA: 81.25 4.88
Bahagian B: Tentang pensyarah kursus ini

Part B : About the lecturer of this course
Pensyarah menerangkan dengan jelas tentang hasil kursus

dan hasil pembelajaran kepada pelajar.
5 7 2 4 1 0 0 84.5 5.07
The lecturer provide a clear expalanation about the course
outcomes as well the learning outcomes to the students.
Pensyarah menerangkan cara penilaian kursus dengan jelas
kepada pelajar.
6 6 2 6 0 0 0 83.33 5
The lectuer clearly explains to the students the evaluation
procedure for this course.
Pensyarah memaklumkan perancangan pengajaran kepada
pelajar.
7 4 4 6 0 0 0 81 4.86
The lectuer informs the students about the teaching plan for
this course.
Pensyarah mengendalikan sesi
syarahan/tutorial/makmal/studio/kerja lapangan mengikut
perancangan pengajaran.
8 5 4 4 1 0 0 82.17 4.93
The lectuer conducts
lecture/tutorial/laboratory/studio/fieldwork sessions based on
the teaching plan for this course.
Pensyarah mematuhi waktu pengajaran yang dijadualkan.
9 The lectuer observes the scheduled teaching hours for this 4 4 5 1 0 0 79.83 4.79
course.
Pensyarah menggantikan setiap sesi
syarahan/tutorial/makmal/studio/kerja lapangan yang
ditangguhkan.
7 2 5 0 0 0 85.67 5.14
10 The lectuer replaces every
lecture/tutorial/laboratory/studio/field work sessions which
has been postponed.
Pensyarah mengambil beat tentang kehadiran pelajar.
5 7 2 0 0 0 86.83 5.21
11 The lectuer is concerned about students' attendance.
Pensyarah menggunakan Bahasa Inggeris sebagai bahasa
http://i-learn.uitm.edu.my/leo/2009/print_analysis0209.php?ttype=course&cid=PHY4... 18/05/2011
pengantar semasa kuliah (jika berkaitan).

The lectuer uses English language during lectures (where 12 0 2 0 0 0 95.17 5.71
12
applicable).
Pensyarah sentiasa bersedia untuk setiap sesi
pertemuan/pengajaan. 4 4 5 1 0 0 79.83 4.79
13
The lectuer is always prepared for every meeting/lecture.
Pensyarah berusaha untuk membantu pelajar memahami
pelajaran.
7 1 5 1 0 0 83.33 5
14 The lectuer makes an effort to help students understand the
lessons.
Pensyarah menggunakan/mencadangkan bahan
pengajaran/pembelajaran/rujukan yang sesuai. 6 1 6 1 0 0 81 4.86
15
The lectuer uses/suggests suitable teaching aids/references.
Pensyarah menggunakan kaedah penyampaian yang sesuai
dan berkesan.
6 2 6 0 0 0 83.33 5
16 The lectuer uses effective and appropriate teaching
techniques.
Pensyarah menggalakkan pelajar mengemukakan pendapat
dan bertanyakan soalan.
17 6 4 4 0 0 0 85.67 5.14
The lectuer encourages the students to give opinions and ask
questions.
Pensyarah bersedia memberi bimbingan akademik di luar
sesi rasmi pertemuan.
18 5 5 4 0 0 0 84.5 5.07
The lectuer is prepared to provide academic guidance outside
class hours.
Pensyarah memberi ujian/penilaian/tugasan yang sesuai
dengan hasil pembelajaran dan hasil kursus.
19 5 5 4 0 0 0 84.5 5.07
The lectuer gives tests/evaluation/assignment in line with the
learning and course outcomes.
Pensyarah memaklumkan setiap hasil penilaian kepada
20 pelajar. 6 2 5 1 0 0 82.17 4.93
The lectuer informs every assessment result to the students.
Pensyarah berpakaian kemas dan sopan.
21 5 4 4 1 0 0 82.17 4.93
The lectuer is appriately attired.
Pensyarah membincangkan isu-isu yang relevan dengan
bidang semasa sesi pertemuan rasmi.
22 6 3 4 1 0 0 83.33 5
The lectuer discusses relevant issues pertaining to the course
during lectures.
Pensyarah mudah dihubungi untuk perbincangan.
23 6 3 5 0 0 0 84.5 5.07
The lectuer is easily contactable for discussions.
Pensyarah berinteraksi dengan pelajar di dalam dan di luar
24 sesi pertemuan rasmi dengan baik. 6 4 4 0 0 0 85.67 5.14
The lectuer interacts well with the students at all times.
Pensyarah memberi motivasi kepada pelajar.
25 6 4 4 0 0 0 85.67 5.14
The lectuer motivates the students.
Secara keseluruhannya, saya berpuas hati dengan
26 pengajaran pensyarah ini. 7 2 5 0 0 0 85.67 5.14
In general, I am satisfied with the lecturer's teaching.
Bahagian C: Tentang prasarana kursus ini

(Part C : About the infrastructure of this course)
Kelengkapan ruang kondusif untuk pembelajaran dan

27 pengajaran. 5 4 4 1 0 0 82.17 4.93
The space is condusive for teaching and learning.
Kelengkapan dan peralatan pengajaran bagi kursus ini
mencukupi dan berfungsi.
28 5 1 5 0 0 0 83.33 5
The teaching and learning equipment for the course is
sufficient and functional.
Kemudahan dan kelengkapan makmal/bengkel/studio/kerja
lapangan bagi kursus ini mencukupi dan berfungsi (jika
berkaitan).
29 5 1 4 1 0 0 81.83 4.91
The facilities and laboratory/workshop/studio fieldwork
equipment for this course are sufficient and functional (if
applicable).
Secara keseluruhannya, saya berpuas hati dengan kualiti
ruang pengajaran dan pembelajaran yang disediakan.
30 4 2 4 1 0 0 80.33 4.82
In general, I am satisfied with the quality of the teaching and
learning space provided.
JUMLAH PURATA : 81.91 4.92

JUMLAH PURATA KESELURUHAN : 82.43 4.95
Date: Wednesday 18 May 2011
Laporan Student
DIS -
:
Penilaian Feedback 18
APR
2011
Pensyarah Online Jumlah

Respon (Total
Kod Kursus (Course Code) : PHY407 JAAFAR BIN JANTAN (DR) Respondents)
Kumpulan (Group) : ASB2X
Sangat
Sangat Purata
No. Item Penilaian Tidak Tidak Purata
Setuju SetujuSetuju Setuju Mata
(4) (3) (2) (1)
Bahagian A: Persepsi saya tentang kursus ini

Part A : My Perception on this course
Saya berminat dengan kursus ini.

1 9 8 1 0 86 3.44
I am interested in this course.
Saya sentiasa hadir ke sesi syarahan/makmal/studio/kerja lapangan untuk
kursus ini.
2 14 3 1 0 93 3.72
I am always present during all lecture/tutorial/studio/fieldwork sessions for
this course.
Saya sentiasa bersedia untuk setiap sesi
syarahan/tutorial/makmal/studio/kerja lapangan untuk kursus ini.
3 9 7 2 0 84.75 3.39
I am always prepared for every lecture/tutorial/laboratory/studio/fieldwork
sessions for this course.
Bahagian B: Tentang pensyarah kursus ini

Part B : About the lecturer of this course
Pensyarah memaklumkan perancangan pengajaran/skema kerja kepada

pelajar.
4 11 6 1 0 89 3.56
The lecturer informs the students about the teaching plan/scheme of work
for this course.
Pensyarah menerangkan dengan jelas tentang hasil kursus dan
pembelajaran kepada pelajar.
5 9 7 2 0 84.75 3.39
The lecturer provides a clear explanation about the course outcomes and
the learning outcomes to the students.
Pensyarah menerangkan cara penilaian kursus dengan jelas kepada pelajar.
6 11 4 3 0 86 3.44
The lecturer clearly explains to the students the assessment procedure for
this course.
Pensyarah mengendalikan sesi
syarahan/tutorial/makmal/studio/klinikal/kerja lapangan mengikut
7 perancangan pengajaran. 12 4 2 0 89 3.56
The lecturer conducts lecture/tutorial/laboratory/studio/clinical/fieldwork
sessions based on the teaching plan for this course.
Pensyarah mematuhi waktu pengajaran yang dijadualkan.
8 9 6 3 0 83.25 3.33
The lecturer observes the scheduled teaching hours for this course.
Pensyarah menggantikan setiap sesi
syarahan/tutorial/makmal/studio/klinikal/kerja lapangan yang
ditangguhkan.
(Sekiranya pensyarah tidak pernah menangguhkan kelas, sila abaikan
9 11 6 1 0 89 3.56
soalan ini.)
The lecturer replaces every lecture/tutorial/laboratory/studio/clinical/field
work sessions which has been postponed.
(If lecturer never postpones lecture, do not answer this question)
Pensyarah mengambil berat tentang kehadiran pelajar.
10 15 2 1 0 94.5 3.78
The lecturer is concerned about students' attendance.
Pensyarah menggunakan Bahasa Inggeris sebagai bahasa pengantar
semasa kuliah(kecuali kursus CTU dan Bahasa Ketiga).
11 15 3 0 0 95.75 3.83
The lecturer uses English language during lectures (except CTU and Third
Language courses).
Pensyarah sentiasa bersedia untuk setiap sesi pertemuan/pengajaran.
12 The lecturer is always prepared for every meeting/lecture. 14 3 1 0 93 3.72

Pensyarah berusaha untuk membantu pelajar memahami pelajaran.
13 12 4 2 0 89 3.56
The lecturer makes effort to help students understand the lessons.
Pensyarah menggunakan bahan pengajaran/pembelajaran/rujukan yang
14 sesuai. 12 6 0 0 91.75 3.67
The lecturer uses suitable teaching aids/references.
Pensyarah menggunakan kaedah penyampaian yang sesuai dan berkesan.
15 11 6 1 0 89 3.56
The lecturer uses effective and appropriate teaching techniques.
Pensyarah menggalakkan pelajar bertanya soalan dan mengemukakan
16 pendapat. 15 3 0 0 95.75 3.83
The lecturer encourages the students to ask questions and give opinions.
Pensyarah bersedia memberi bimbingan akademik kepada pelajar.
17 11 6 1 0 89 3.56
The lecturer is prepared to provide academic guidance to students.
Pensyarah memberi ujian/penilaian/tugasan yang sesuai dengan hasil
pembelajaran dan hasil kursus.
18 11 4 3 0 86 3.44
The lecturer gives tests/evaluation/assignments in line with the learning
and course outcomes.
Pensyarah memaklumkan setiap hasil penilaian kepada pelajar.
19 10 6 2 0 86 3.44
The lecturer informs every assessment results to the students.
Pensyarah berpakaian kemas dan sopan.
20 14 4 0 0 94.5 3.78
The lecturer is appropriately attired.
Pensyarah membincangkan isu-isu yang relevan dengan bidang semasa sesi
pertemuan rasmi.
21 11 6 1 0 89 3.56
The lecturer discusses relevant issues pertaining to the course during
lectures.
Pensyarah mudah dihubungi untuk perbincangan.
22 13 4 1 0 91.75 3.67
The lecturer is easily contactable for discussions.
Secara keseluruhannya, saya berpuas hati dengan pengajaran pensyarah
23 ini. 9 6 2 1 82 3.28
In general, I am satisfied with the lecturer's teaching.
Bahagian C: Tentang prasarana kursus ini

(Part C : About the infrastructure of this course)
Kelengkapan ruang kondusif untuk pembelajaran dan pengajaran.

24 13 5 0 0 93 3.72
The space is conducive for teaching and learning.
Kelengkapan dan peralatan pengajaran bagi kursus ini mencukupi dan
berfungsi.
25 12 6 0 0 91.75 3.67
The teaching and learning equipment for the course is sufficient and
functional.
JUMLAH PURATA : 92.38 3.7

JUMLAH PURATA KESELURUHAN : 89.9 3.6
Date: Wednesday 18 May 2011
AAN 2010 (Pengajaran) nomination. DR JJ, FSG, UiTM
KNOWING YOU KNOWING ME
Hello Dr Jaafar Jantan, my name is Nur Syazwani Amira bt Rosly. I was born in Tanah
Merah, Kelantan but I stay in Muar, Johor. I am 22 years old. My father worked as a
teacher at Sekolah Kebangsaan Sawahring and my mother also worked as a teacher
at Sekolah Kebangsaan Rawang. I have 4 siblings and I am the first member in my
family. My first younger sister study at Queensland University of Technology (QUT),
Brisbane, Australia in Quantity Surveyor course. My second younger sister study at
Sekolah Menengah Sains Muar (SAMURA) and the last one study at the school in my
village. In UiTM, I was studied materials science and I love this course because it
gives me a lot of information about material that have in this world although this
course is quite tough. My vision is wanted to be expert in materials especially for
non-destructive testing (NDT). My mission for the PHY 407 subject is to get the good
result and understand all the theory of electrostatic, electricity and electromagnet.
Other than that, I want to feel that this subject was so fun and make me interested to
this subject more and more again. My missions for being here as the materials
science student is want to get a first degree and become a real materials expert. The
subject I was learning for most is strength of material because this subject is a very
tough subject and need to understand more. The subject I was learning for least is
BEL 422. My expectation for this subject is to make me apply all the topic that I learn
in the future or in my carrier.
Email: jjnita@salam.uitm.edu.my; HP: +60193551621 http://drjj.uitm.edu.my Page 1 of 5

FAZIATUL FARHANA BINTI MD NOR, 2009445376 - my vision is to get first class

degree when im graduate from UITM,SHAH ALAM.while my missionsion is ..im from
middle class family,i live at kota damansara together with my family. My dad name is
Md Nor bin Ab Salam, my mother’s name is Jamenah Binti Abu Aman. I have such
a small family...my dad, my mom, my brother and i..my current academic standing
is(CGPA) ONLY 3.34.
I love to study mathematics at most because the way my lecturer teach me can make
me understand what i have to learn and what is important for me to focus. I also
understand whatever she talking about eventhough im sitting at the back. The
subject that i study least is MST 452, that is materials science technology,
instrumental analysis..this is because i don’t know nothing about the subject at all.. my
lecturer didn’t give us much time to copy her lecture notes.also,her notes is totally like
an essay.. im totally not understand what is she talking about even im sitting in front
her..because her voice volume is too low..Also.when im doing my first experiment in
this subject,i don’t know how to use the machine and how to identify that the
machine was give us the actual results.until now, we cannot finish our first
experiment..If im a lecturer for that class, i will use the more interesting way to teach
my student,for example, i will use the power point to show my student what is the
objective of the instrument, what is the use of that object and what to focus for..i will
not let my student lost in my class..i will spread out my notes first before im teaching
for that chapter. This is to ensure that my student understand what im going to teach
and to do during my class. The most important thing is i will be like a friend to
them ,more friendly and not letting they afraid of me..so that they could ask me
whatever or which part is not very clear to them..
My expectation for this course , PHY407 is i want to master all the concept that i
learn in this subject and also i want to get A in my final exam. to accomplish my
expectation, i must study hard to understand the concept also give 100% my
concentration in every class i attend. In addition for improve my understanding, i
must do a lot of exercise.

RESUME
NAME : SITI MURNIRAH BT MOHD HASSAN

ID.NO : 2007135873
NICKNAME : MUN
MISSION : To accomplish my ambitions to get the higher knowledge

with not only by its title but understand the all important things
that I’ve learn in my way to get a better life.
VISSION : To achieve my parent’s expectation, contribute my skills to
university, company, the country and our nation without any
hesitation and with full of love and high credibility.
CURRENT CGPA : 3.08

Subject that I learn most : Chemistry
Reasons : My favorite subject because chemistry includes anything that
happening in our daily life
Subject that I learn least : Physics
Reasons : I think it is because I’m not having the ability to understand
physics like others. I cannot reach the imagination that’s
happen in physics very well.

Name: tunku mohd hafiz bin tunku kamaruzaman

Commercial name: pok ku@hafiz
Student ID: 2007128567
Semester: 5
Programmed: bachelor of Science (Hons.) material technology (AS230)
PHY407: ASB2X
Assalmualaikum DrJJ.
My name is tunku mohd hafiz. U can call me whatever u like such as pok
ku@hafiz@ku. I am 24 years old and was born on 6 December 1986. I was pure
klantanese and live at kampong Ipoh, Tanah Merah. I have a great farther name,
tunku kamaruzaman bin raja mat. He was 49 years old and work as businessman. He
is currently running his business at port klang. Every great man has great women
beside him. So that is my mother her name is Hasnah binti Othman. She was 48
years old and she works as a teacher. I have 5 siblings within me. I was second in my
sibling. I have one brother and three sisters after me. Before I continue study in Uitm
I study at Politeknik Kota Bharu taking Diploma in automotive engineering. My mission
is to work and get involved in industry oil and gas. I have really great vision I want to
be the most successful and great welding inspector that can help to generate the
economy of my beloved country Malaysia. My CGPA is 2.55 and hope I can achieve
3.0 after I graduate.
The course that I most learned is PHY501 (physic and technology of non-destructive
material), MST552 (composite material), MST551 (metal and alloy), MST512
(Ceramic material), MST513 (polymeric material), MAT538 (applied mathematics) and
MST554 (material processing). There are also got some courses that I’ve learned
least such as MST452 (analysis of basic instrumental) CSC426 (computer
programming), MST452 (analysis of basic instrumental) and CHM431 (physical
chemistry).
I interested to study the courses that listed above because the courses are not so
complicated and easy to understand. Otherwise the teaching process by lecturer is
very clear. While other courses I least to study because the courses are difficult to
understand and need more help by the lecturer such as more explanations and
exposures. If I as a lecturer, I will explain more only on the important topics for the
subjects and relate to the reality. I will make sure that all of the students get what I
want to share with them. I will test them by writing or two ways communication in the
class.
My expectation for this course is more issues that we will discuss. The issues are
exactly up to date and very important to our future in the field of science. To
accomplish my expectation is I must get more information of the issues that are
related to our study by various ways and share to the other students in the class. By

this way, I exactly will get a good result in this course. That’s all.

http://drjj.uitm.edu.my Anugerah Akademik Negara 2010-DrJJ
Course Taken: Philosophy of Science an Basic Physics II. Semester: 2009- 2010.
My Testimonial of Associate Professor Dr Jaafar Jantan’s Teaching. 15th January 2010
16 January 2011
I have known Associate Professor Dr. Jaafar Jantan for 1 year as lecturers of physic
II and philosophy of science courses. At all times I have found him to be an
innovative lecturer based on his presentation and his interactive class engagement.
He also is the person who is reliable, hard-working, conscientious and caring to his
student. He makes me changed a lot and gives all his philosophy of science
student’s opportunities to take a challenge in a debate session for the first time.
Furthermore increase our communication skills.
- Mohd Razali bin Sohot , PHY 407(2010), FSG 500(2010). Cell: +60173706927
Associate Professor Dr. Jaafar Jantan is the person who is very creative. He used a
variety of technologies that are currently available to deliver education. That
technologies include the use of the Internet based for online lecture notes,
newsgroups for collaborative discussions and class announcements, e-mail
correspondence between students and him, interactive simulation over the Internet
for remote participation in classes and discussions, and virtual reality for exploring
three dimensional scenes.
- Muhammad Syazuan bin Nor, PHY 407(2010). Cell: +0193451833
Associate Professor Dr. Jaafar Jantan makes me become a critical thinker. I have
changed a lot after taking of his two courses. Basically I have improved my
communication skills where else in a philosophy of science classes, the student
encourage to communicate to him for at least three times a week. By
communicate to him intelligently is a great way to form a new vocabulary or to
improve upon my own speaking skills. Besides that, I have also improved my
online based skills. He used many online resources such as virtual simulation as
his teaching system. He is the best lecturer and I can say he is also a good
counselor that makes me and the whole class changes a lot to become very active
in the class.
-Mohd Taufik bin Mamat PHY 407(2010), FSG 500(2010). Cell: +60177664940
Page 8 of 9
http://drjj.uitm.edu.my Anugerah Akademik Negara 2010-DrJJ
Name: Nor Kamilah Kamarudin Email: Kamiey Kamarudin <roughberry91@yahoo.com>
ID/Number: 2010201502 Cell: +60174334063
Course: PHY 406 (Jul 2010 - Oct 2010)
Title: Testimonial on Associate Prof. Dr. Jaafar Jantan
Based on my experience as one of his student during my first semester, I personally felt that his method
of teaching is little bit differ from other lecturers. On that time, I was wondering what kind of teaching
skills he tries to teach and also what will I get during his teaching session. Fortunately I realize that he
changed me a lot in my study method. I became more self reliable person. I no longer depend totally on
lecturer but try myself to pull my own socks. Besides, he teaches me how to work in group. I do a lot of
discussion with my group members. If I have difficulty in understanding certain topic we will discuss it in
class with our group members and he will guide us through solving the problems.
He also varies his methods of teaching in order to makes his students gain knowledge from various of
sources such as using Phet application, The Physic Classroom, Microsoft Excel, and etc. Other than that,
he also introduced the OBE among his student. The reason why he did that because he wants to know
his students’ knowledge before and after learning on certain topic. This to ensure his students gain
something (information) throughout learning process. I noticed that most of his students are totally
changed after having class sessions with him especially my classmates. We became more motivated and
aware, diligent, determination, our soft skills also improved. We are now able to talk in front of the class
even in the lecture hall.
Not to forget about journal book despite of laboratory report. I have found that during finishing this
journal book, we are able to think out of the box. Last but not least, I am lucky for having him as my
lecturer because I am able to learn a lot from expertise lecturer and not many person can have such a
good and unique lecturer just like him.
Page 9 of 9
this way, I exactly will get a good result in this course. That’s all.

summative assessment, solved
problems
&
course grades
CONFIDENTIAL 2 AS/APR 2008/PHY407
PART A (120 MARKS)
QUESTION 1
(30 marks)
© Hak Cipta Universiti Teknologi MARA CONFIDENTIAL

QUESTION 2
a)
C1=6 µF A
B
C3=5 µF
+
12 V
C2=4 µF -
C D
C4=10 µF
i) The capacitors in parallel adds up: C12  C1  C2  6 F  4 F  10 F

The capacitors in series now includes C12, C3 and C4:
1 1 1 1 1 1 1 1 2 1 4
        . Then the
C1234 C12 C 3 C 4 10 F 5 F 10 F 10 F 10 F
capacitors can now be replaced by a single capacitor by taking the inverse:
10 5
C1234  F  F  2.5 F
4 2
ii) Since capacitance is the ratio of charge for every volt of potential across the plates,
q
C , then, the total charge stored in the single capacitor C1234 is
V
5
q  CV  F  12 V  30 C
2
iii) Since the charges will flow from the battery through a single circuit then the potential drop
q 30 C
across point AB must be V AB  V1  V2    3V
C12 10 F
the charge stored in C2 is: q2  C2V2  4 F  3 V  12 C
(9+2+5=16 marks)
b) Figure 3 shows an arrangement of resistors connected together in a circuit with a 12-volt

battery. For the following questions, leave your answers in the form of fractions. DO NOT
CONVERT YOUR ANSWERS TO DECIMAL.

R1 =4 
B A
R3 =4 
+
R2 =4  12 V
-
R4 =6 
C D
Figure 3
1 1 1 1 1 11 2
i) The resistors in parallel adds up to       . Then the
R12 R1 R2 4  4  4  4 
4
resistors can be replaced by a single resistor by taking the inverse: R12    2  .
2
The total resistance is then the sum of the resistors in series:
R1234  R12  R3  R4  2   4   6   12  . Then the current I is:

V 12 V
I  1 A
R 12 
ii) Since the current I is the same from point A to point D, then V AB  IR12  1 A  2   2 V
V AB 2 V
Since V1  V2  V AB , then the current through R2 is, I 2    0.5 A
R2 4
(9+5=14 marks)

QUESTION 3
a)
S
N S
0 I
B
2r
N
0 I
Field at center of wire is B 
2R
(2+3+4=9 marks)
b)
+q -q
r/2
I
I
v v
r/2
F +q A
r I
v r/2
I
r/2 r/2 F
I I
nd nd
Using the 2 RHR, the Using the 2 RHR, the B field B field along A due to wire is out of the
B field on the left of the to the right of the left wire is plane
wire is into the plane of into the plane 0 I
paper with intensity with intensity B  .
r
with intensity 0 I The B field along A due to lower side of
 I B .
B 0 . r loop is into the plane
2r The B field to the left of the 0 I
Then using 1 RHR,
st
right wire is out of the plane with intensity B  .
r
Force is to the right. of paper with intensity
The B field along A due to upper side of
qv 0 I  I loop is out of the plane
F  qvB  B 0 .
2r r 0 I
+q attracted towards Hence the sum of B field with intensity B  .
2r
wire. between the wires is zero.
The B field due to the vertical sides are
Then no force
zero along line A. So, the total B field
is exerted on the charge and it
moves in a straight line 0 I
along A is B 
2r
out of the plane.
Hence the force exerted on the charge is
qv 0 I
F  qvB 
2r
and pointing downwards.
(4+7+10=21 marks)
QUESTION 4
a) i) Faraday’s Law of electromagnetic induction states that emf will be induced in a coil
whenever there is a change in the magnetic flux through the coil and the induced emf
is proportional to the number of turns in the coil and the flux change in a second.
ii) Lenz’s Law of induced current or induced emf (voltage) states that the induced
current is in a direction so as to induce a magnetic field in order to oppose the flux
change in the coil. If the flux is decreasing such as the south pole of a bar magnet is
leaving the coil, then the induced magnetic field must be in such away to attract and
prevent the south pole of the bar magnet from leaving. Hence the induced current
and emf must follow this induced magnetic field.
(4+4=8 marks)
b) For each of the configuration in Figure 6, use Lenz’s Law to indicate the polarity of the
induced magnetic field, the induced emf and the induced current.
N
N S S N S N S N
I -
I S
I
-
S
+
+
AC R I N
source Nearby Coil
connected to a
resistor
(3+3+2=8 marks)
c) i) Self-inductance is the induction of current and emf in a coil whenever there is a

change in the current of that particular coil and not due to flux change from other
sources.
Mutual inductance is the induction of current and emf in a coil due to flux changes
caused by another coil nearby.

ii) A transformer operates based on Faraday’s Law. The emf or Vp on the primary coil
N p p   p
can be written as; V p    N p .
t t
N s s   s
The induced emf in the secondary coil is; Vs    N s . But the flux
t t
change in one second in the primary and the secondary coil is the same;
 s  p
 . Hence if we take the ratios of the secondary coil emf to the primary
t t
 s
 Ns
coil emf;
Vs
 t  N s . So, Vs  N s
Vp  p N p Vp N p
 Np
t
(5+9=14 marks)

PART B (90 MARKS)
QUESTION 1
a)
r
+q +q +q
1 marks each for the field 2 marks for the field for each 1 mark each for the field and for
and for the equipotential charge and 2 marks for the the equipotential surface
surface equipotential surface for each
(2+4+2=8 marks)
b) i)
Before process
Total charge is
+6q+0q-10q = -4q
A B C
+6q 0q -10q
ii)
Before process Before end of process 1 After process 1
Total charge is Charge on A is 0q and Total charge is
+6q-0q-10q = -4q Charge on C is -4q -2q+0-2q = -4q
A C A C A C
+6q -10q 0q -4q -2q -2q

iii)
Before process 2 After process 2
Total charge is Total charge is
-2q+0-2q = -4q -2q-q-q = -4q
B C B C
0q -2q -q -q
iv)
Before process 3 After process 3

Total charge is Total charge is
-2q-q-q = -4q -1.5q-1.5q-q = -4q
A B A B
-2q -q -1.5q -1.5q
(1+5+4+4=14 marks)
c)
i) ii) Use trigonometry to obtain the horizontal and
Y vertical distance of position O to the charges.
y
sin 45  .
r
-q r
So, y  r sin 45 

2
r E -ve x
cos 45  .
r
45
r
So, x  r cos 45 

+q O X
E+ve 2
kq iv) The electric potential at point O is:

iii) E  kq
r2 V .
So intensity of E due to the +ve charge, r
kq kq 2kq kq kq kq 2
E    V   
x 2

r/ 2 
2
r2 x r/ 2 r
and E due to –ve charge;
kq kq 2kq kq kq kq 2
E    . V    
 
2 2 .
y r/ 2 r2 y r/ 2 r
The total E at O is: V  V  V
2 2
 2kq   2kq  kq kq 2 kq 2
2 2
E  E  E   2    2   2 2 2 V  0
 r   r  r r r
v) If a charge +q is placed at position O, it will
E -ve experience a force
E
kq 2 kq 2
F 2 2  8
r2 r2
 in the same direction as the field E.
E+ve
 2 kq 
 2 
E  r  1
Direction: tan   
E   2 kq 
 2 
 r 
So   45 
Hence the E field is East 45 degrees North.
(2+4+9+6+2=23 marks)

QUESTION 2
a) Figure 9 show the experimental radiation intensity from a

black body.
i) A black body is a system that absorbs all radiation
incident on it.
ii) The diagram shows the black body radiation intensity
as a function of the body’s temperature. The radiation
become more visible and intense at a discrete
(particular) wavelength for a particular temperature.
The higher the temperature, the more intense the
radiation and it occurs at a lower wavelength.
iii) Classical view of light treats it as continuous and its
energy does not depend on its wavelength. Planck’s
quantum approach suggests that energy of light
radiation depends on its wavelength and it this
energy is discrete and not continuous.
(1+4+4=9 marks)
b) i) The photoelectric effect is emission of photoelectrons from a metal surface when

irradiated with light with frequency (wavelength) higher (lower) than the threshold
(cutoff) frequency (wavelength).
(5 marks)
ii) iii) Results of the experiment:

 Photocurrent only observed when the
frequency of irradiated light exceeds a
threshold frequency.
 The light intensity only increases the
number of photons .
 Different metal plates have different
threshold frequency.
(3 marks)
iv) Quantum physics:
 light is particle-like packets of energy know
as photons,
 each with energy, E=hf.
 each photon has enough energy to release
one electron from the metal surface if f>f0.
 Increasing the intensity increases the
 Light is irradiated on a metal plate in a number of photons
vacuum tube.  Different metal has different energy
 If frequency of the light exceeds the required to release the surface electrons,
threshold frequency, photoelectrons are hence different threshold frequency.
emitted. (5 marks)
 An ammeter connected to the circuit
measures the photocurrent produced.
(9 marks)
(5+9+3+5=22 marks)

c) Briefly, explain the following:

i) Electron-volt is the kinetic energy that an electron acquires when accelerated by a
potential of 1-volt.
ii) Bohr’s atomic model explains that in a hydrogen atom, each electron moves in a circular
orbit which is centered on the nucleus, the necessary centripetal force being provided by
the electrostatic force of attraction between the positively charged nucleus and the
negatively charged electron.
The electrons move only in allowed radius (states) and its energy depends on the radius.
Each orbit or states has discrete energy and electron can jump only between the allowed
states.
Optional:
It jumps to a higher state if it absorbs energy equal to the difference in energy between
the two states.
It jumps down to a lower state by radiating photon of energy equal to the difference
between the two states.
iii) DeBroglie wavelength is the wave aspect of a particle and is the wavelength of a particle.
That wavelength is inversely proportional to the particle’s momentum.
iv) Bremsstrahlung X-ray is the braking radiation and is the radiation produced by electrons
when they are decelerated by the metal plates.
(3+6+3+2=14 marks)
END OF QUESTION PAPER

Physics PHY407 Page 1 of 2 Semester Dec08 – Apr09
NAME: _________________________________ KP ITM: ________________
TEST 2 –– Set 2- April 2nd 2009
Answer ALL questions ON the paper provided to you. DO NOT USE ADDITIONAL
PAPERS.
QUESTION 1 (32 marks)
a) Figure 1 shows an arrangement of resistors connected together. Obtain the

(total) resistance for the circuit shown in Figure 1.
A
2Ω 6Ω 1Ω
4Ω 3Ω 2Ω
3Ω
B
Figure 1
(10 marks)
b) Given the circuit below with switches S1, S2 and S3 thrown down;
S1 D F
+ DC supply 2 = 5 V -
B A1
+ S2 S3
DC supply 1 = 10 V
R2 = 10 Ω R3= 5 Ω
A2
A3
- R1= 1 Ω I2
A
C E
I1 I3
i) Label the ‘+’ and ‘–‘ signs at the ends of each resistor to indicate the high and
low potential.
ii) At junction D, apply Kirchoff’s current law.
iii) Apply Kirchoff’s voltage laws for loop BDCAB and for loop DFECD
respectively using point B and D as your reference points.
iv) Use results of part (ii) and (iii) to determine the currents I1, I2, and I3 registered
by ammeters A1, A2 and A3. Show ALL your work.
(3+3+6+8=20 marks)
Test 2-set2 Lecturer: Dr. JJ 04/21/09

Physics PHY407 Page 2 of 2 Semester Dec08 – Apr09
QUESTION 2 (38 marks)
a) i) Draw the magnetic field lines in each of the configuration shown in Figure 3.
ii) For the long wire in Fig 3(ii), write the strength of the magnetic field and
indicate the field direction halfway between the wires (let the separation be a
distance a between the wires) due to the left wire and due to the wire on the
right respectively.
iii) For the wire loop in Fig 3(iii), label the magnet’s polarity and write the field
intensity (strength) at the center of the wire loop.
S N R
3(i) 3(ii) 3(iii)

Permanent Magnet Top view of 2 long wires A wire loop of radius R
carrying current I carrying current I
Figure 3
(9 marks)
b) For each of the configuration in Figure 4, draw the direction and write the magnetic
field strength produced by each of the magnetic field source along the line of motion
of the charged particle. Then determine the total magnetic field (direction and
strength) along that line of motion. Finally, obtain the strength and the direction of the
magnetic force exerted on the moving charge in terms of the charge q, the speed v,
the current I and the distance r.
+q A
-q r/4
r r
v
I v
a
3r/4 2a
-q
4(i) 4(ii) 4(iii)

Charge +q passing near a Charge -q passing in Charge -q passing in
long wire carrying current I. between wires carrying between a wire loop carrying
current I in opposing current I and a long wire
directions. carrying current I.
Figure 4
(19 marks)
STAY COOL AND DO NOT COPY

Test 2-set2 Lecturer: Dr. JJ 04/21/09
Test 2- key PHY407 BASIC PHYSICS II Semester Dec08-Apr09
http://drjj.uitm.edu.my Prepared by Assoc. Prof. Dr. JJ, Applied Page 1 of 5

drjjlanita@yahoo.com; jjnita@salam.uitm.edu.my Sciences, UiTM Shah Alam.




Samples of conceptual and analytical/numerical questions from chap19, C&J, 7E
Samples of solutions to conceptual problems from chapter

19 Cutnell & Johnson 7E
2. A positive point charge and a negative point charge have equal magnitudes. One charge is
fixed to one corner of a square, and the other is fixed to another corner. On which corners
should the charges be placed, so that the same potential exists at the empty corners? Give
your reasoning.
2. REASONING AND SOLUTION The potential at a point in space that is a distance r

from a point charge q is given by Equation 19.6: V = kq / r . When more than one point
charge is present, the total potential at any location is the algebraic sum of the individual
potentials created by each charge at that location.
A positive point charge and a negative
point charge have equal magnitudes. One L
of the charges is fixed to one corner of a q = +Q
square. If the other charge is placed
opposite to the first charge along the
diagonal of the square, then each charge L L
will be the same distance L from the
empty corners. The potential at each of
the empty corners will be q = –Q
L
k ( + Q ) k ( −Q )
V= + =0
L L
Therefore, if the potential at each empty corner is to be the same, then the charges must
be placed at diagonally opposite corners as shown in the figure.
4. What point charges, all having the same magnitude, would you place at the corners of a
square (one charge per corner), so that both the electric field and the electric potential
(assuming a zero reference value at infinity) are zero at the center of the square? Account for
the fact that the charge distribution gives rise to both a zero field and a zero potential.
4. REASONING AND SOLUTION Four q q

point charges of equal magnitude are 1 2
placed at the corners of a square as shown
r r
in the figure at the right.
The electric field at the center of the r r
square is the vector sum of the electric
field at the center due to each of the q q
4 3
charges individually. The potential at the
center of the square is equal to the algebraic sum of the potentials at the center due to
each of the charges individually.
All four charges are equidistant from the center (a distance r in the figure). If two
diagonal charges have the same magnitude and sign, then the electric field at the center
due to these two charges have equal magnitude and opposite directions. Their resultant
is, therefore, zero. Thus, the electric field at the center will be zero if each diagonal pair
of charges has the same magnitude and sign.
Compiled by DrJJ Page 1 of 9 8/17/2006

If a diagonal pair of charges has the same magnitude and sign, they will give rise to a
non-zero potential at the center. Thus, the potential due to one diagonal pair of charges
must cancel the potential due to the other diagonal pair of charges. This will be the case
if the two pairs of diagonal charges have opposite signs.
Thus, both the electric field and the electric potential will be zero at the center of the
square if all four charges have the same magnitude, q1 and q3 have the same sign, and q2
and q4 have the same sign, which is opposite to the signs of q1 and q3.
__________________________________________________________________________________________
7. An electric potential energy exists when two protons are separated by a certain distance.
Does the electric potential energy in crease, decrease, or remain the same when (a) both
protons are replaced by electrons, and (b) only one of the protons is replaced by an electron?
Justify your answers.
7. REASONING AND SOLUTION An electric potential energy exists when two protons
are separated by a certain distance. It is equal to the work that must be done by an
external agent to assemble the configuration. Suppose that we imagine assembling the
system, one particle at a time. If there are no other charges in the region, there are no
existing electric fields; therefore, no work is required to put the first proton in place.
That proton, however, gives rise to an electric field that fills the region. Its magnitude at
a distance r from the proton is given by Equation 18.3, E = ke / r 2 , where +e is the
magnitude of the charge on the proton. Since the region contains an electric field due to
the first proton, there also exists an electric potential, and the external agent must do
work to place the second proton at a distance d from the first proton. The electric
potential energy of the final configuration is equal to the work that must be done to bring
the second proton from infinity and place it at a distance d from the first proton. The
electric potential at a distance d from the first proton is Vproton = + ke / d (Equation
19.6). According to Equation 19.3, the electric potential energy of the final
configuration is therefore
ke2
EPE = Vproton (+e) = +
d
a. If both protons are replaced by electrons, similar arguments apply. However, since
the electron carries a negative charge (–e), the electric potential at a distance d from the
first electron is Velectron = −ke / d . The electric potential energy of the final configuration
is now given by
ke ke 2
EPE = Velectron (−e) = − ( − e) = +
d d
Therefore, if both protons are replaced by electrons, the electric potential energy remains
the same.
b. When only one of the protons is replaced by an electron, we find that
⎛ ke ⎞ ke 2
EPE = Vproton (−e) = ⎜ + ⎟ (−e) = −
⎝ d ⎠ d

Thus, when only one of the protons is replaced by an electron, the electric potential
energy decreases from + ke 2 / d to − ke 2 / d .
__________________________________________________________________________________________
16. A proton and an electron are released from rest at the midpoint between the plates of a
charged parallel plate capacitor. Except for these particles, nothing else is between the plates.
Ignore the attraction between the proton and the electron, and decide which particle strikes a
capacitor plate first. Why?
16. REASONING AND SOLUTION Since both particles are released from rest, their
initial kinetic energies are zero. They both have electric potential energy by virtue of
their respective positions in the electric field between the plates. Since the particles are
oppositely charged, they move in opposite directions toward opposite plates of the
capacitor. As they move toward the plates, the particles gain kinetic energy and lose
potential energy. Using (EPE)0 and (EPE)f to denote the initial and final electric
potential energies of the particle, respectively, we find from energy conservation that
( EPE )0 = 12 mparticlevf2 + ( EPE )f
The final speed of each particle is given by
2 ⎡⎣( EPE )0 − ( EPE )f ⎤⎦

vf =
mparticle
Since both particles travel through the same distance between the plates of the capacitor,
the change in the electric potential energy is the same for both particles. Since the mass
of the electron is smaller than the mass of the proton, the final speed of the electron will
be greater than that of the proton. Therefore, the electron travels faster than the proton as
the particles move toward the respective plates. The electron, therefore, strikes the
capacitor plate first.
__________________________________________________________________________________________
CHAPTER 19 Electric Potential Energy And The

Electric Potential
Samples of solutions to Problems from chapter 19 Cutnell
& Johnson 7E
4. A particle has a charge of and moves from point A to point B, a distance of 0.20 m.
The particle experiences a constant electric force, and its motion is along the line of action of
the force. The difference between the particle’s electric potential energy at A and B is
. (a) Find the magnitude and direction of the electric force
that acts on the particle. (b) Find the magnitude and direction of the electric field that the
particle experiences.

4. REASONING Equation 19.1 indicates that the work done by the electric force as the
particle moves from point A to point B is WAB = EPEA – EPEB. For motion through a
distance s along the line of action of a constant force of magnitude F, the work is given
by Equation 6.1 as either +Fs (if the force and the displacement have the same direction)
or –Fs (if the force and the displacement have opposite directions). Here, EPEA – EPEB
is given to be positive, so we can conclude that the work is WAB = +Fs and that the force
points in the direction of the motion from point A to point B. The electric field is given
by Equation 18.2 as E = F/q0, where q0 is the charge.
SOLUTION a. Using Equation 19.1 and the fact that WAB = +Fs, we find
WAB = + Fs = EPE A − EPE B
EPE A − EPE B 9.0 ×10−4 J

F= = = 4.5 × 10−3 N
s 0.20 m
As discussed in the reasoning, the direction of the force is from A toward B .
b. From Equation 18.2, we find that the electric field has a magnitude of
F 4.5 ×10−3 N
E= = = 3.0 × 103 N/C
q0 1.5 × 10−6 C
The direction is the same as that of the force on the positive charge, namely
from A toward B .
___________________________________________________________________________
9. The potential at location A is 452 V. A positively charged particle is released there from
rest and arrives at location B with a speed vB. The potential at location C is 791 V, and when
released from rest from this spot, the particle arrives at B with twice the speed it previously
had, or 2vB. Find the potential at B
9. REASONING The only force acting on the moving charge is the conservative electric
force. Therefore, the total energy of the charge remains constant. Applying the principle
of conservation of energy between locations A and B, we obtain
1 mv 2
2 A + EPE A = 12 mvB2 + EPE B
Since the charged particle starts from rest, vA = 0 . The difference in potential energies
is related to the difference in potentials by Equation 19.4, EPE B − EPE A = q (VB − VA ) .
Thus, we have
q (VA − VB ) = 12 mvB2 (1)
Similarly, applying the conservation of energy between locations C and B gives

q (VC − VB ) = 12 m(2vB ) 2 (2)
Dividing Equation (1) by Equation (2) yields
VA – VB 1
=
VC – VB 4
This expression can be solved for VB .
SOLUTION Solving for VB , we find that
4VA – VC
4(452 V)–791 V
VB = =
= 339 V
3 3
___________________________________________________________________________
11. Two charges A and B are fixed in place, at different distances from a certain spot. At this
spot the potentials due to the two charges are equal. Charge A is 0.18 m from the spot, while
charge B is 0.43 m from it. Find the ratio qB/qA of the charges.
11. REASONING The potential of each charge q at a distance r away is given by Equation
19.6 as V = kq/r. By applying this expression to each charge, we will be able to find the
desired ratio, because the distances are given for each charge.
SOLUTION According to Equation 19.6, the potentials of each charge are
kqA kqB
VA = and VB =
rA rB
Since we know that VA = VB, it follows that

kqA kqB 0.43 m qB rB
= or = 2.4 = =
rA rB qA rA 0.18 m
___________________________________________________________________________
16. The drawing shows six point charges arranged in a rectangle. The value of q is ,
and the distance d is 0.13 m. Find the total electric potential at location P, which is at the
center of the rectangle.

16. REASONING The electric potential at a distance r from a point charge q is given by
Equation 19.6 as V = kq / r . The total electric potential at location P due to the six point
charges is the algebraic sum of the individual potentials.
+7.0q +3.0q +5.0q

d d
d d
P
d d
−5.0q −3.0q +7.0q
SOLUTION Starting at the upper left corner of the rectangle, we proceed clockwise
and add up the six contributions to the total electric potential at P (see the drawing):
k ( +7.0q ) k ( +3.0q ) k ( +5.0q ) k ( +7.0q ) k ( −3.0q ) k ( −5.0q )

V= + + + + +
2 d 2 2 d 2
⎛d ⎞ 2 ⎛d ⎞ 2 ⎛d⎞ 2 ⎛d⎞
d2 +⎜ ⎟ 2 d + ⎜ ⎟ d + ⎜ ⎟ 2 d + ⎜ ⎟
⎝2⎠ ⎝2⎠ ⎝2⎠ ⎝2⎠
k ( +14.0q )
=
2
⎛d ⎞
d +⎜ ⎟
2
⎝2⎠
−6
Substituting q = 9.0 × 10 C and d = 0.13 m gives
⎛ 9 N⋅m ⎞
( )
2
2 ⎟(
⎜ 8.99 × 10 +14.0 ) 9.0 × 10−6 C
k ( +14.0q )
=⎝
C ⎠
V= = +7.8 × 106 V
2 2
⎛d ⎞
( 0.13 m )2 + ⎛⎜
0.13 m ⎞
d2 +⎜ ⎟ ⎟
⎝2⎠ ⎝ 2 ⎠
___________________________________________________________________________
37. The membrane that surrounds a certain type of living cell has a surface area of
and a thickness of . Assume that the membrane behaves like a
parallel plate capacitor and has a dielectric constant of 5.0. (a) The potential on the outer
surface of the membrane is +60.0 mV greater than that on the inside surface. How much
charge resides on the outer surface? (b) If the charge in part (a) is due to K+ ions (charge +e),
how many such ions are present on the outer surface?
37. SSM REASONING The charge that resides on the outer surface of the cell
membrane is q = CV , according to Equation 19.8. Before we can use this expression,
however, we must first determine the capacitance of the membrane. If we assume that
the cell membrane behaves like a parallel plate capacitor filled with a dielectric,
Equation 19.10 ( C = κ ε 0 A / d ) applies as well.
SOLUTION The capacitance of the cell membrane is

κε 0 A (5.0)(8.85 × 10 –12 F/m)(5.0 × 10 –9 m 2 )

C= = = 2.2 × 10 –11 F
d 1.0 × 10 m
–8
a. The charge on the outer surface of the membrane is, therefore,
q = CV = (2.2 ×10 –11 F)(60.0 × 10 –3 V)= 1.3 × 10 –12 C
b. If the charge in part (a) is due to K + ions with charge +e (e = 1.6 × 10−19 C), the
number of ions present on the outer surface of the membrane is
Number of 1.3 × 10− 12 C

= − 19
= 8.1× 106
K + ions 1.6 × 10 C
___________________________________________________________________________
42. Two capacitors are identical, except that one is empty and the other is filled with a
dielectric (k = 4.50). The empty capacitor is connected to a 12.0-V battery. What must be the
potential difference across the plates of the capacitor filled with a dielectric such that it stores
the same amount of electrical energy as the empty capacitor?
42. REASONING The energy used to charge up a capacitor is stored in the capacitor as
electrical energy. The energy stored depends on the capacitance C of the capacitor and
the potential difference V between its plates; Energy = 12 CV 2 (Equation 19.11b).
Inserting a dielectric between the plates of a capacitor increases its capacitance by a
factor of κ, where κ is the dielectric constant of the material. We will use these two
pieces of information to find the potential difference across the plates of the capacitor
filled with the dielectric.
SOLUTION The energy stored in the empty capacitor is Energy = 12 C0V02 , where C0 is
its capacitance and V0 is the potential difference between its plates. Similarly, the energy
stored in the capacitor filled with the dielectric is Energy = 1 CV 2 , where C is its
2
capacitance and V is the potential difference between its plates. Since the two energies
are equal,
1C V2
2 0 0
= 12 CV 2
Since C = κC0 (see Equation 19.10 and the discussion that follows), we have
1C V2
2 0 0
= 1
2 (κ C0 )V 2
Solving for the potential difference V, gives
V0 12.0 V
V= = = 5.66 V
κ 4.50

___________________________________________________________________________
59. The potential difference between the plates of a capacitor is 175 V. Midway between the
plates, a proton and an electron are released. The electron is released from rest. The proton is
projected perpendicularly toward the negative plate with an initial speed. The proton strikes
the negative plate at the same instant that the electron strikes the positive plate. Ignore the
attraction between the two particles, and find the initial speed of the proton.
59. REASONING If we assume that the motion of the proton and the electron is horizontal
in the +x direction, the motion of the proton is determined by Equation 2.8,
x = v0t + 12 apt 2 , where x is the distance traveled by the proton, v0 is its initial speed, and
ap is its acceleration. If the distance between the capacitor places is d, then this relation
becomes 1d
2
= v0t + 12 apt 2 , or
d = 2v0t + apt 2 (1)
We can solve Equation (1) for the initial speed v0 of the proton, but, first, we must
determine the time t and the acceleration ap of the proton . Since the proton strikes the
negative plate at the same instant the electron strikes the positive plate, we can use the
motion of the electron to determine the time t.
For the electron, 1d

2
= 12 aet 2 , where we have taken into account the fact that the electron
is released from rest. Solving this expression for t we have t = d / ae . Substituting
this expression into Equation (1), we have
d ⎛ ap ⎞
d = 2v0 +⎜ ⎟ d (2)
ae ⎜⎝ ae ⎟⎠
The accelerations can be found by noting that the magnitudes of the forces on the
electron and proton are equal, since these particles have the same magnitude of charge.
The force on the electron is F = eE = eV / d , and the acceleration of the electron is,
therefore,
F eV
ae = = (3)
me me d
Newton's second law requires that me ae = mp ap , so that
ap me
= (4)
ae mp
Combining Equations (2), (3) and (4) leads to the following expression for v0, the initial
speed of the proton:

1 ⎛ me ⎞ eV
v0 = ⎜1– ⎟
2 ⎜ mp ⎟ me
⎝ ⎠
SOLUTION Substituting values into the expression above, we find
1 ⎛ 9.11× 10 –31 kg ⎞ (1.60 ×10 –19C)(175 V)

v0 =
⎜ 1– ⎟ = 2.77 ×106 m/s
2 ⎜⎝ 1.67 ×10 –27 kg ⎟⎠ 9.11× 10 kg
–31
___________________________________________________________________________

AS 230 SEMESTER Jul09-Nov09
TOTAL MARKS AND GRADES FOR PHYSICS II PHY407
RESULTS FOR Physics Elec. & Magnetism NORM NORM2

PHY407, Jul09-Nov09 10% 10% 97 32 83 10% 10% 10% 30% 50% 210 50% 100% 100% 100%
Bil. KP UiTM NAMA Lab Quiz Test1 Test2 Test3 Test1 Test2 Test3 Tests Accum. Final/210 Final SUM Total Total2
1 2008402614 Ahmad Qamar Bin Md Razali 8.0 6.7 35 10 3 3.6 3.1 0.4 7 22 73 17 39 46 50
2 2008402638 Aisyah Bt Nor Hasnan 8.0 5.6 63 17 41 6.5 5.3 4.9 17 30 144 34 65 74 74
3 2007124527 Badrul Hisham Bin Abdullah @ Awang 8.0 4.6 13 12 4 1.3 3.8 0.5 6 18 82 20 38 44 44
4 2007297028 Hennah Binti Abdul Hatta 8.0 3.2 15 10 10 1.5 3.1 1.2 6 17 105 25 42 49 50
5 2009208554 Husni Bin Rustam 8.0 2.5 10 8 1 1.0 2.5 0.1 4 14 47 11 25 31 31
6 2008400382 Md Irhadi Bin Mohamad 8.0 4.6 46 16 19 4.7 5.0 2.3 12 25 62 15 39 46 50
7 2007137121 Mohd Afiq Bin Azmi 8.0 6.1 35 12 26 3.6 3.8 3.1 10 25 95 23 47 55 55
8 2007124521 Mohd Sulaiman Bin Mohamad Daud 8.0 5.6 21 14 7 2.2 4.4 0.8 7 21 76 18 39 46 50
9 2008400378 Mohd Taufik Bin Mamat 8.0 8.1 18 11 14 1.9 3.4 1.7 7 23 81 19 42 49 50
10 2008402636 Muhamad Taufiq Bin A. Jalil 8.0 4.7 7 8 10 0.7 2.5 1.2 4 17 71 17 34 40 40
11 2007280666 Nur Huda Bt Shamsuddin 8.0 5.7 46 12 9 4.7 3.8 1.1 10 23 81 19 43 50 50
12 2009805228 Nurshariha Binti Abdul Rahman 8.0 4.3 9 9 12 0.9 2.8 1.4 5 17 80 19 37 43 43
13 2007135873 Siti Murnirah Binti Mohamed Hassan 8.0 3.8 16 10 47 1.6 3.1 5.7 10 22 81 19 42 48 50
14 2007280654 Siti Shakirah Bt Mohamed 8.0 4.2 26 9 20 2.7 2.8 2.4 8 20 99 24 44 51 51
15 2006837180 Siti Sufia Binti Misrom 8.0 7.3 54 10 47 5.6 3.1 5.7 14 30 123 29 59 68 68
16 2009227796 Suhana Binti Jawaris 8.0 2.3 35 14 40 3.6 4.4 4.8 13 23 80 19 42 49 50
17 2009640854 Syazwani Binti Hassan 8.0 4.6 8 10 14 0.8 3.1 1.7 6 18 75 18 36 42 42
18 2007128563 Yusriatie Farahanie Binti Roslan 8.0 4.7 60 6 22 6.2 1.9 2.7 11 23 113 27 50 58 58
19 2009647334 Zalena Bt. Saem 8.0 5.6 60 16 45 6.2 5.0 5.4 17 30 101 24 54 62 62
Highest Highest 8.0 8.1 63.0 17.0 47.0 6.5 5.3 5.7 16.7 30.3 144.0 34.3 65 74 74
Lowest Lowest 8.0 2.3 7.0 6.0 1.0 0.7 1.9 0.1 3.7 14.2 47.0 11.2 25 31 31
Mean Mean 8.0 4.9 30.4 11.3 20.6 3.1 3.5 2.5 9.1 22.1 87.8 20.9 43 50 51
Std. Dev. Standard Deviation 0.0 1.5 19.5 3.0 15.8 2.0 0.9 1.9 4.0 4.6 22.5 5.4 9 10 10
Median Median 8.0 4.7 26.0 10.0 14.0 2.7 3.1 1.7 7.9 22.2 81.0 19.3 42 49 50
# of stud. >50% No. of students above 50% 19.0 15.0 4.0 3.0 3.0 6.0 5.0 5.0 3.0 5.0 4.0 4.0 4 7 14
SUBMITTED BY DR. JJ 11/20/2009 11:46 AM

AS 230 SEMESTER Jul09-Nov09
TOTAL MARKS AND GRADES FOR PHYSICS II PHY407
RESULTS FOR Physics Elec. & Magnetism

PHY407, Jul09-Nov09 M3
Bil. KP UiTM NAMA Grade GPA SUMMARY Count
1 2008402614 Ahmad Qamar Bin Md Razali C 2.00 Limits Interval Grades All
2 2008402638 Aisyah Bt Nor Hasnan B+ 3.33 89.5 90-100 A+ 0
3 2007124527 Badrul Hisham Bin Abdullah @ Awang D+ 1.33 79.5 80-89 A 0
4 2007297028 Hennah Binti Abdul Hatta C 1.67 74.5 75-79 A- 0
5 2009208554 Husni Bin Rustam E 0.67 69.5 70-74 B+ 1
6 2008400382 Md Irhadi Bin Mohamad C 1.33 64.5 65-69 B 1
7 2007137121 Mohd Afiq Bin Azmi C+ 2.33 59.5 60-64 B- 1
8 2007124521 Mohd Sulaiman Bin Mohamad Daud C 1.33 54.5 55-59 C+ 2
9 2008400378 Mohd Taufik Bin Mamat C 1.67 49.5 50-54 C 9
10 2008402636 Muhamad Taufiq Bin A. Jalil D 1.00 46.5 47-49 C- 0
11 2007280666 Nur Huda Bt Shamsuddin C 2.00 43.5 44-46 D+ 1
12 2009805228 Nurshariha Binti Abdul Rahman D 1.00 39.5 40-43 D 3
13 2007135873 Siti Murnirah Binti Mohamed Hassan C 1.67 29.5 30-39 E 1
14 2007280654 Siti Shakirah Bt Mohamed C 2.00 0 0-29 F/X/W 0
15 2006837180 Siti Sufia Binti Misrom B 3.00 SUM 19
16 2009227796 Suhana Binti Jawaris C 1.67
17 2009640854 Syazwani Binti Hassan D 1.00
18 2007128563 Yusriatie Farahanie Binti Roslan C+ 2.33
19 2009647334 Zalena Bt. Saem B- 2.67
Highest Highest 3.33

Lowest Lowest 0.67
Mean Mean C 1.79
Std. Dev. Standard Deviation 0.71
Median Median 1.67
# of stud. >50% No. of students above 50% 8.00
SUBMITTED BY DR. JJ 11/20/2009 11:46 AM

AS 230 Material Tech SEMESTER Jul09 - Nov09
Grades & Results for PHY407 Academic Year July 09

- Nov 09
Interval M3
Grades for PHY407: PHYSICS II, Material Tech
Limits Interval Grades Freq (all) AS230. Dec08-Apr09 Pass 37%
89.5 90-100 A+ 0 Fail 63%
16
79.5 80-89 A 0
74.5 75-79 A- 0 14
69.5 70-74 B+ 1 12
64.5 65-69 B 1
10
59.5 60-64 B- 1
Freq
8
54.5 55-59 C+ 2
49.5 50-54 C 2 6
46.5 47-49 C- 4 4
43.5 44-46 D+ 4
2
39.5 40-43 D 3
29.5 30-39 E 1 0
A+ A A- B+ B B- C+ C C- D+ D E F
0 0-29 F 0
All N=19
SUM 19
SUBMITTED BY DR. JJ 11/20/2009

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Material Science PHY407
Introduction to Static Electricity

Universiti Teknologi MARA
PHY407: A Physical Science Activity
Fakulti Sains Gunaan
Name:____________________________________ Lab #:__________
Outcomes
Upon completion of the activity, students will be able to:
• Describe the difference between electrically charged and uncharged objects and how
they interact.
• Describe and explain the interaction between electrically like charges and opposite
charges;
• Describe and explain the two ways to electrically charge an uncharged objects.
Background Information
Phenomenon such as hair raising, pieces of paper being attracted, balloons stuck to a wall
and water running down from a tap being bent when a comb rubbed onto a sweater is
brought near it, are common daily events that are observed. These phenomena are just
some of the events that require investigations as to how and why they happen, what are the
quantities involved and how intense the push or pull will be. The discovery of an electron
with a mass of 9.1x10-31 kg (a mass that is far too small for us to encounter on a daily basis),
and a proton with a mass 1,000 times bigger than the mass of an electron, led the scienctific
community to better understand many of the interactions that occurred between objects
especially in the phenomena described earlier. Scientists are able to associate these
charges to chemical and physical interactions at the micro and macro level and one of the
investigations at the macro level pertains to how objects acquire and exchange electrical
charge. Normally, objects around us such wood, brick wall, balloons, and sweaters are
electrically neutral which means that the number of positive charges and negative charges
are equal (the object is electrically balanced) in the object. Often times the object will gain or
lose electrons and hence making it negatively charged or positively charged. The area of
physics that study the charge transfer and its interaction is known as electrostatics. The
simplest way to charge an object is by rubbing it. Today, we will be charging balloons by
rubbing them with a piece of cloth such as wool. We will put a dot on the balloon so we
remember where it was rubbed. We can rub it with a lot of things to make it charged, for
example hair is good at charging objects. But it messes up your hair if you rub things on your
head. This is why we use a piece of wool such as socks and sweaters. The question
(problem statement) we are trying is answer is “How are balloons which are rubbed by
different material going to behave when brought near other balloons or other materials.” You
will be making a number of observations and read about physical properties of matter before
you form your hypothesis or make predictions about the behaviour of balloons.
Created by Dr. JJ, FSG, UiTM Shah Alam Page 1 of 6

Pre-lab activity (Do these before coming to lab. You will be quizzed at the
beginning of the lab)
Visit the Physics Education Technology (PhET) at Boulder Colorado

(http://phet.colorado.edu/new/get_phet/simlauncher.php) and download the “Ballons and
Static Electricity” simulation. Alternatively, you may download it from my website
(http://drjj.uitm.edu.my/DRJJ/itmclass/phy407.html). Experiment with the balloons by rubbing
it on the brick wall or the sweater and observe and record what happens to the charges on
the balloon, the sweater and the wall. In addition, observe and record what happens to the
charges on the wall if the charged balloon is brought near it and when the balloon is
released. Charge up the balloon even more and repeat the above procedure.
Student Activity
Student Activity #1: Can objects which are not rubbed with other materials (neutral or
uncharged objects) pull (attract) or push (repel) objects that are
rubbed (non-neutral or charged) with other materials?
Materials
• 1 balloon
• Thread
• Small pieces of paper
• Water faucet
• Wall: concrete, metal, plastic
• Wool cloth or a piece of silk
Investigation 1
Activity 1.1
• Blow up the balloon as big as possible and tie off the end. Using a marker pen
put a dot on one side of the balloon. This dot lets you know which area you
rubbed. Record your predictions first before you perform the activity and record
your observations in Table 1.1.
Prediction 1.1: What happened to the balloon in the following instances?
Table 1.1
Write your observations

Actions Write your predictions here
here
Near the pieces of

paper?
Near running water from

a faucet?

Write your observations

Actions Write your predictions here
here
Near the wall?
Near any wall (wood,

concrete, plastic…)?
Near your hair?

Activity 1.2
• Rub the balloon with the wool at the dot that you had initially marked.
Prediction 1.2: What happened when you put the charged part of the balloon (the
dot);
[Record your predictions first before recording your observations in

Table 1.2]
Table 1.2
Actions Write your predictions here Write your observation here
Near the pieces of

paper?
Near running water from

a faucet?
Near the wall?
Near any wall (wood,

concrete, plastic…)?
Near your hair?
Questions
1. What happened when you place the unmarked side of the balloon near the paper?
Was it any different for the side of the balloon with the dot?
2. Could you get the balloon to stick on all of the different types of walls? How about the
part of the balloon with the dot?
3. Did the part of the balloon with the dot attract the water? Away from the dot?
4. From these experiments, what can you say about how charged objects affect regular
neutral (uncharged) objects like paper, walls, and water?

5. Why did we pick less heavy things like paper in our test rather than something heavy
like a pen or a pencil?
6. After all of your observations, do you know now whether charged objects can attract
neutral objects?
Student Activity #2 - The Balloon Electroscope
Materials
1. 2 identical balloons
2. Thread
3. Wool cloth, silk cloth, or piece of fake fur
4. Water sprayer per 2 groups
Activity 2.1
1. Blow-up the balloons as big as possible, tie the ends in a knot, and tie thread to the
ends of each balloon.
2. Tie the balloons together using the thread so the balloons are about 80 cm apart.
3. Have one person hold the uncharged balloons by the thread and move the balloons
together. Record observation.
Prediction 2.1: What happened when the uncharged balloons, hold by the thread, are
moved closer together. Record your predictions first before you
perform the activity and record your observations in Table 2.1.
Table 2.1
Actions Write your prediction here Write your observation here
Hold the uncharged

balloons by the thread
and move them closer

Activity 2.2
• Rub each balloon all over with the wool as best as possible. Move one balloon
near the other but do not allow them to touch. How do they react with each other?
Prediction 2.2: What happened when the charged balloons, hold by the thread, are
moved closer together?
While the balloons are repelling each other, gently mist the balloons
with water.
Record your predictions first before you perform the activity and
record your observations in Table 2.2.
Table 2.2
Actions Write your predictions here Write your observation here
Hold the charged

balloons by the thread
and move them closer
While the balloons

are repelling each
other, have the
students gently mist
the balloons with
water.
Questions
1. Why did the balloons repel each other after they were rubbed all over with the wool?
2. What would have happened if we rubbed one side of the balloons instead of all over?
3. Why did the balloons fall back towards each other after they were sprayed with
water?
4. What effect does damp weather have on electrical charges?
5. During which time of the year would it be best to do experiments using static
electricity?

Material Science PHY407 Lab #2
Introduction to Static Electricity

Name:____________________________ HP: ____________________ Lab # 2:
The goal of today’s activity is to explore and identify the relationship between charges, the
electrical field created by those charges and the electrical forces the charges exert on other
charges.
At the end of the activity, students will be able to:
1. Draw the electric force diagram exerted by one point charge onto another and
describe the motion of charges in the presence of another point charge.
2. Describe how the strength of the force changes when the distance between the
charges is varied.
3. Describe and produce a model for the electrical force in terms of the strength and
direction that are acting between point charges.
4. Add and subtract forces vectorially and obtain the resultant force acting on a charged
particle.
5. Describe and draw the electric field patterns created by a point charge.
6. Determine the strength of the electric field surrounding a point charge.
7. Produce a model for the electric field produced by point charges.
8. Describe and draw the electric field patterns surrounding two like point charges and
two unlike point charges.
Our last investigation explored the methods of charging a neutral object by either friction
(recall the rubbing of balloons with wool), contact (touching rubber or glass rod to a
conducting sphere) or by induction (by polarization of the charges and grounding the side
farthest from the charges source). We also explored the interaction between charged objects
and observed that unlike charges attract each other and like charges repel each other.
Our investigation today will explore the actual cause of the interaction and the strength of
that interaction. In addition, we will also explore, describe and obtain the vector nature of
both the non-contact electrical forces (push or pull) and the invisible electric field which
initiated that force. Since a force and a field line can be represented by an arrow { } to
show the direction and its length to represent its strength, in today’s activity, you will be
drawing many arrows and compare the lengths of the arrows surrounding a charged particle.
In addition, you will also be adding and subtracting these arrows numerically to obtain the
sum or the resultant strength in either the horizontal (the x-axis) or the vertical (y-axis)
direction. The direction will employ the use of trigonometry with inclination angle {θ} or {ϕ}
while Pythagoras theorem will be employed to obtain the resultant length or strength of the
electric .fields and electric forces. The problem we are investigating in the activities today is
how and what are the mechanisms that influence the dynamics of charged particles.
Created by Dr. JJ, FSG, UiTM Shah Alam Page 1 of 17 Last updated 17th Jan 2010
Student Activity
Investigation 1-Electrical (coulomb) force
Prediction 1.1:
Each of the positive charges in Figure 1.1 have the same strength (amount of charge) and
are separated from the positive puck (also of the same strength) by a distance of 2.5 cm.
Predict, by drawing the direction and strength of the force exerted by the charge on the puck.
Draw the line, , on the puck to indicate the force. Then predict and draw the direction of
motion of the puck if it is allowed to move. (Note: Indicate the strength of the forces by
drawing different lengths, short lines { } mean smaller force and long lines { } mean
stronger force). [ALL predictions are to be done on the prediction sheet on page 13
onwards.]
Table 1.1: Predicted and observed lines of forces and direction of motion for the
positive puck
Draw your predicted force Draw your observed forces
1 1
puck puck
Fig 1.1a Fig 1.1a
Draw the predicted direction of motion for Draw the observed direction of motion for the
the puck and state your reasons. puck.
2 2
puck puck
Fig 1.1b Fig 1.1b
Draw your predicted force Draw your observed force
3 3
puck puck
Fig 1.1c Fig 1.1c
puck puck
4 4
Fig 1.1d Fig 1.1d
Draw your predicted force Draw your observed force
3 2 3 2
1 1
4 puck 4 puck
Fig 1.1e Fig 1.1e
Each of the positive charges in Figure 1.1f have the same strength (amount of charge) and
are separated from the positive puck (also of the same strength) by a distance of 1 cm, 2
cm, 3 cm and 4 cm respectively. Predict, by drawing the direction and strength of the force
exerted by the charge on the puck. Draw the line, , on the puck to indicate the force.
Then predict and draw the direction of motion of the puck if it is allowed to move. (Note:
Indicate the strength of the forces by drawing different lengths, short lines { } mean smaller
force and long lines { } mean stronger force)
Draw your predicted forces Draw your observed forces
puck puck
4 4
Fig 1.1f Fig 1.1f
Activity 1.1:
Configure the charge you see in Figure 1.1a using the PhET simulation (Electric Field
Hockey). Choose the Practice option, and click on the buttons Trace and Puck is Positive
options. Bring a positive charge into position charge 1 placed 1 cm to the left of the puck.
Use a ruler to measure the length of the force line (these lengths only represent the
comparative strength of the force and not the actual magnitude of the force) on the puck. [I
recommend that you print out a graph paper on a transparency and place the transparency
on the screen. Then you don’t need to use a ruler.] Then start adding charge 2, 3 and 4, all
at a distance of 1 cm from the puck as shown in Fig 1b through Fig 1e. For each case, draw
the observed force lines and the initial direction of motion of the puck. [You need to click on
START to move the puck and the RESET button to repeat or reset the simulation. DO NOT
press the CLEAR button until you complete part (e).
Draw the observed lines of force and the initial direction of the puck in Table 1.1. In addition,
record the length of the force line (strength of the force) in Table 1.2.
TABLE 1.2: Electric force on a charged puck with 4 charges

placed 1 cm surrounding it
L represents r, cm
strength of force 1 1 1 1
L, cm
Configure the charge you see in Figure 1.1f. Start moving the puck from 1 cm below the
puck in increments of 0.2 cm until the charge is 4 cm below the puck. Record your
measurements of L in Table 1.3. Reproduce the tables below in EXCEL so that you can do
the analysis shown. [You may download the EXCEL template I had developed.]
TABLE 1.3: Electric force, inverse of charge separation, ratios of forces and square of
distances on a charged puck with a charge moving away from it
r, cm L, cm 1/r, m-1 1/r2, m-2 Ln+1/Ln (rn/rn+1)2

100
120
140
160
180
200
220
240
260
280
300
r, cm L, cm 1/r, m-1 1/r2, m-2 Ln+1/Ln (rn/rn+1)2

320
340
360
380
400
Questions
1. How is your prediction in the drawing for the force direction and strength of the force
different from your observation?
2. Is there a relationship between the strength of the force and the distance separating
the charge and the puck? What relationship do you observe?
• Use Microsoft Excel to plot a graph of L vs. r, L vs. 1/r, L vs. 1/r2 and Ln+1/Ln
vs. (rn/rn+1)2. Explain the relationship represented. Based on the results and
the graphs, suggest a mathematical model (write a math formula to represent
the relationship) for the electric force as a function of the distance separating
2 charges.
3. How does the time for the puck to travel a distance of, say, 20 cm, affected by the
length of the force line?
4. How would the strength of the force vary if the quantity of charge is increased or
decreased? What is the relationship between F and the amount of charge? [The
PHeT simulation may not be able to show this relationship but you are encouraged to
try out simulations from The Physics Classroom website or any other relevant
websites.]
Investigation 2 - Sum of forces
Prediction 2.1:
Draw the forces acting on the charge at the center. The separation between the charge at
the center and the other two charges are equal (1 cm). Then draw your prediction for the
direction of motion of the charge at the center when it is allowed to move. [When you run the
simulation, draw the observation for both the lines of forces and the direction of motion.]
Table 2.1: Predicted and observed lines of force and direction of motion for the puck
Prediction Observation
Case
1
Fig 2.1a Fig 2.1a

Case
2
Fig 2.1b Fig 2.1b
Activity 2.1:
Configure the charges as in Figure 2.1a followed by charges in Figure 2.1b using the PhET
simulation ( Electric Field Hockey). Draw the forces you observed acting on the charge in the
middle of the configuration (the puck or hockey ball). Then draw the direction of motion you
observed.
Prediction 2.2:
1. Draw your prediction of the horizontal component for the force pulling or pushing a
particle due north along the positive y-axis and the vertical component for the force
pulling or pushing the same particle due west along the negative x-axis shown in Figure
2.2a. The, draw your prediction for the resultant force in Fig 2.2a
2. Draw your prediction of the horizontal and vertical components for each of the forces
shown in Figure 2.2b. Then draw the prediction for the sum of the horizontal and the sum
of the vertical forces. Finally, draw your prediction for the resultant force in Fig 2.2b.
Case
1
Fig 2.2a Fig 2.2a

Case
2
Fig 2.2b Fig 2.2b
Activity 2.2:
Configure the forces in Figure 2.2a followed by the forces in Figure 2.2b using the PhET
simulation (from the PHET-Vector-Math). Then reveal the horizontal and vertical forces for
each of the force in Figure 2.2 by clicking on the button style 1 or style 2. Record the angles
between the components and the individual force. Then reveal the sum of the forces along
the horizontal and along the vertical. Finally reveal the resultant force for each case.
Compare these to your predictions.
Questions
1. Does a force pointing along the x-axis have any vertical component?
2. Does a force pointing along the y-axis have a horizontal component?
3. If a force is not acting along the horizontal or vertical direction, what should you do to
the force if you need to determine a resultant force if there is more than 1 force acting
on a particle?
4. How do you find the horizontal and vertical components for each force respectively?
5. How do you determine the total horizontal and the total vertical components of the
resultant force?
6. Will specifying the strength alone be sufficient to describe the resultant force? If not,
what else is required and how would you do it?
7. What can you conclude about the initial motion of the charged particle that is
subjected to the total force in the activities above?
Investigation 3-Electric fields
Prediction 3.1:
Draw the electric field lines (represented by { } to indicate smaller field and longer lines
{ } to indicate stronger field) around the charged particle at the center of the grid for
each of the cases in Figure 3.1.
Case
1
Figure 3.1a Figure 3.1a

Case
2
Figure 3.1b Figure 3.1b

Case
3
Figure 3.1c Figure 3.1c

Case
4
Figure 3.1d Figure 3.1d
Activity 3.1:
Configure the charges in the PhET simulation (Charges-and-Field). Draw the field lines you
observed for each of the cases in Figure 3.1.
Questions
1. How is your prediction different from your observation for each of the case?
2. Is there a region of space where the field is zero in Figure 3.1c and Figure 3.1d?
Explain your answer.
3. What would happen to a test charge +q if it is placed
a. near the charge in Figure 3.1a?
b. Near the charge in Figure 3.1b?
c. Equidistantly placed between the charges in Figure 3.1c?
d. Equidistantly placed between the charges in Figure 3.1d?
4. How would this field be associated with the force in Activity 1 and 2? Write down the
relationship.
Prediction 3.2:
Predict how the strength of the electric field changes at a radius of 20 cm when there is only
1 charge, when the charge is doubled and when the charge is tripled Then repeat your
prediction at radii of 40 cm, 60 cm, 80 cm and 100 cm around the charged particle. Note that
1 small box represents 10 cm.
Figure 3.2a
Figure 3.2b
Activity 3.2:
Configure the charge for the case shown in Figure 3.2a using the PhET simulation (Charges-
and-field). Use the electric field sensors to measure the electric field strength at each of the
radii 20 cm until 200 cm in increments of 10 cm. Record the values (you will need to take the
average readings) in Table 3.2. In addition, calculate the following quantities: 1/r, (1/r)2, the
ratios En+1/En, and (rn/rn+1)2.
TABLE 3.2.1: Electric field around charge q

r, cm E, V/m 1/r, m-1 1/r2, m-2 En+1/En (rn/rn+1)2
20
30
40
50
60
70
80
90
100
110
120
130
140
150
160
170
180
190
200
Now observe the electric field strength at the various locations when another charge is
added at the same position as the initial charge.
TABLE 3.2.2: Electric field around charge 2q

20
30
40
50
60
70
80
90
100
110
120
130
140
150
160
170
180
190
200
TABLE 3.2.2: Electric field around charge 3q

20
30
40
50
60
70
80
90
100
110
120
130
140
150
160
170
180
190
200
Questions
1. How was your prediction compare to the data you collected?
2. Is there a relationship between the electric field strength and the position from the
charge producing it? [Enter your data into EXCEL. Try taking the ratios of E (En+1/En,
…., E9/E8 until E2/E1) and compare to the ratios of square of the position ((rn/rn+1)2, ,
…., (r8/r9)2, until (r1/r2)2,]. What relationship do you observe? Sketch a graph of E vs.
r, E vs. 1/r, E vs. 1/r2 and En+1/En vs. (rn/rn+1)2 for the charge q. Explain the
relationship represented. Based on the results and the graphs, how would E be
mathematically modeled as a function of distance measured from the charge?
3. How would the field strength vary if the charge producing it is increased or
decreased? What is the relationship between E and the amount of charge?
Predictions Worksheet for Lab #2

Electrical Forces, Adding Forces and Electrical Field
Draw your predicted forces
1
puck
Fig 1.1a
Draw the predicted direction of motion for the puck and state your reasons.
puck
Fig 1.1b
Draw your predicted force
puck
Fig 1.1c
4 puck
Fig 1.1d
Draw your predicted force
3 2
1
4 puck
Fig 1.1e
puck
Fig 1.1f
Prediction 2
Prediction 2.1 Prediction 2.2

Case
1
Fig 2.1a Fig 2.2a

Case
2
Fig 2.1b
Fig 2.2b
Prediction 3.1
Case
1
Figure 3.1a
Case
2
Figure 3.1b
Case
3
Figure 3.1c
Case
4
Figure 3.1d
Prediction 3.2
Batteries and Bulbs: Voltage,

Current and Resistance
Name:____________________________ HP: ____________________ Lab # 5:
Objective:
Today’s activity explores and investigates properties such as current, potential drop and the
brightness of light bulbs when batteries or bulbs are connected in series and parallel.
At the end of the activity, students will be able to:
• Use a multimeter to determine the electromotive force of dry cells connected in series
and in parallel.
• Connect a simple direct current (DC) circuit and light up a light bulb using a dry cell,
wires and a switch.
• Connect a multimeter or an ammeter in a circuit and measure current for a series and
for a parallel circuit.
• Connect a more complex circuit, identify and relate brightness of bulbs, current and
potential drops when bulbs are connected in series.
• Identify and relate brightness of bulbs, current and potential drops when bulbs are
connected in parallel.
• Obtain, explain and describe the relationship between bulb intensity, current, voltage
resistance and power in a series and in a parallel circuit.
Background:
Conductors are materials that allow excess electrons to move easily within the
material when subjected to an electric field. The existence of electric field is then associated
with electrical potential energy and hence potential difference which is the ratio of the work
done on a test charge (in bringing the charge from one point in space to another) to the
magnitude of the test charge. Charges which move, do so in the presence of electric field or
due to potential difference or voltage between points in a material. The charges can come
from many sources but the most common source is the battery. A battery is the source of
electromotive force (EMF), a maximum voltage between the terminals of a battery. This emf
is the main agent to cause charge to move in a circuit.
When charges move or flow in a circuit, the rate of its flow is called electric current.
Hence the current I, is the amount of charge in Coulomb, that pass through an imaginary
∆q
surface in one second. The average current is I = , measured in units of Ampere (A). So,
∆t
one ampere represents the flow of one coulomb of charge (can you determine the number of
electrons involved?) through a conductor within a period of one second. Another common
unit is the milliampere (mA) or 10-3 A. In a circuit, the direction of current flow is chosen to be
the opposite of the electron flow. Hence, since the negative terminal of a battery is
negatively charged (negative potential) compared to the positive terminal, then current will
flow beginning from the positive terminal of a battery and ending at the negative terminal of
Created by Dr. JJ, FSG, UiTM Shah Alam Page 1 of 7 3/3/2010

the battery if there are conducting wires between the terminals. Often, a load or a resistor is
placed between the terminals. If the resistor is a bulb, the bulb may light up when current
flows through it. The strength to resist the flow of current in a resistor is called resistance, R,
measured in units of Ohms (Ω) and its value depends only on the geometry of the resistor
itself such as the type of conductor (element), its length and its surface area. Resistors or
devices which have a linear relationship between voltage and current obey Ohm’s Law.
Current in a circuit can be measured by using an ammeter which must be connected

by breaking up a point in the circuit. This type of connection is usually referred to as a series
connection. In addition, since charges (electrons) move between points in a circuit under the
influence of the battery’s emf, then potential difference exist between points in the circuit.
This potential difference, (measured in volts (V)), can be measured by using a voltmeter and
is done by touching the probes of the voltmeter across the points of interest in the circuit.
This type of connection is referred to as parallel connection. Light bulbs in a circuit light up
with different brightness depending on the average power it consumes. For any device, its
average power is the product of the current through it and the voltage across it, P = IV . The
higher the intensity (brightness) of a bulb, the higher is the average power.
Student Activity
Investigation 1-Lighting a Bulb

(DO YOUR PREDICTION BEFORE STARTING THE ACTIVITIES)
Prediction 1.1: (Batteries shown in the figure below are each 1.5 V battery)
i) What will the voltmeter reading be if the probes are connected between points
A and B? Will it change if the probe of the voltmeter is reversed?
ii) Would the reading change if the probes are placed between points B and C,
and between A and C?
iii) What would the reading be if the positive terminals are connected together in
an antiseries connection
Activity 1.1: (You MUST run the PhET (Circuit Construction Kit (DC only)) simulation first
before attempting to do the following activities in the lab. Set the battery
voltage to 1.5 V)
Observe the batteries and identify the positive and negative terminal. Using a
multimeter with the dial set at DC, place the probes at points A and B respectively for
each of the case above and record the reading. You may need to change the dial on
the meter to get the best reading.

Repeat the above for points B and C and points A and C. Then reverse the probes
starting with points B and A, C and B, and C and A. Record you reading and tabulate
the data.
PhET V, volts V, volts V, volts Points V, volts V, volts V, volts

Points Series Parallel Antiseries reversed Series Parallel Antiseries
VAB VBA
VBC VCB
VAC VCA
Points V, volts V, volts V, volts Points V, volts V, volts V, volts

Lab Series Parallel Antiseries reversed Series Parallel Antiseries
VAB VBA
VBC VCB
VAC VCA
Questions
1. What happens to the voltage when batteries are connected in series, in parallel and
in antiseries respectively?
Prediction 1.2: (The battery shown in the figure below has an emf of 6 V.)
i) Will the bulb in the figure light up if the polarity is reversed?
ii) What happens when the bulb in the figure below is unscrewed a bit?
iii) Do you think that the potential difference across the terminals of the bulb is
the same as across the terminals of the battery?
iv) What happens to the brightness of the first bulb when another bulb is added
in series? How will the brightness change if the third bulb is added?
v) What happens to the current in the circuit for the case in part (iv)?
vi) What happens to the voltage across the bulbs for the case in part (iv)?
Activity 1.2: (You MUST run the PhET (Circuit Construction Kit (DC only)) simulation (use
the lifelike mode) first before attempting to do the following activities in the
lab. Set the battery voltage to 6 V and the resistance for each bulb at 5.0 Ω)
i) Using the battery holder, the bulb and 2 wires, wire up the simple circuit
above. It is best for you to also have a switch in the circuit. Observe what
happens to the bulb when the switch is thrown down, when the bulb is
unscrewed a little and when the battery terminals are reversed. Write down
your observation.

ii) Using a multimeter, record the potential difference (voltage) across the
battery terminals followed by the voltage across the bulb’s contact points.
Points VPhET, volts Vlab, volts
Vbatt
Vbulb
iii) Connect an ammeter to B

measure the current that flows
through the circuit. Record your
reading. Note that an ammeter
MUST be connected in series mA
A
with the bulb (You must break
the circuit connection in order for
you to insert the ammeter).
iv) Add another bulb in the circuit,

observe the brightness of the S1
bulbs and repeat steps (ii) and B A
(iii).
v) Add yet another bulb in the
Battery 6 V
circuit, observe the brightness of

the bulbs and repeat steps (ii)
and (iii).
PhET VAB Vbulb-1 Vbulb-2 Vbulb-3 IAB Power

Brightness
Bulbs in Series V V V V A Watts
Bulb 1 none none
Bulb 1 + Bulb 2 none
Bulb 1 + Bulb 2 +
Bulb 3
LAB VAB Vbulb-1 Vbulb-2 Vbulb-3 IAB Power
Brightness
Bulbs in Series V V V V A Watts
Bulb 1 none none
Bulb 1 + Bulb 2 +
Bulb 3
v) Unscrew any bulb and observe what happens to the bulbs and to the current
in the circuit. Record your observation.
Questions
1. What causes the bulb to light up when the switch is thrown down?
2. Why did the bulb go off when it is unscrewed from the holder?
3. Did it matter if the polarity of the bulb is reversed? Why or why not?
4. Why is the voltage the same when measured across the battery or across the
bulb for a single circuit?
5. What is the physical meaning of the current reading on the ammeter?
6. What happens to the brightness of the first bulb, the voltage across it and the
current in the circuit when a second bulb is added in series to the circuit?

7. What happens to the brightness of the first bulb, the voltage across it and the
current in the circuit when a third bulb is added in series to the circuit?
8. Can you propose a model on how the brightness of the bulbs change as the
number of bulbs are increased or decreased in a series circuit?
9. Is there a relationship between the number of bulbs and the current in a
circuit?
10. How can this brightness model be related to the electrical power?
11. What happens to the current in the circuit when any one of the bulbs is
unscrewed? Explain.
Investigation 2 - Bulbs in Parallel
Prediction 2.1: (The battery shown in the figure below is a 1.5 V battery)
i) Will all the bulbs in the parallel circuit have the same brightness?
ii) What will the voltmeter reading be if the probes are connected between points
A and B and between C and D respectively for the bulbs connected in
parallel? S1 D F H
iii) Would the B A
voltage reading S2 S3 S4
change if the
Battery 1.5 V
probes are
placed across the
terminals of the R1 R2 R3
second bulb
A1
A2
A3
(between E and
F), and across
the terminals of
the third bulb A
C E G
(between G and
H)?
iv) Would you consider the contact points at point B, D, F and point H to be an
equipotential point?
v) Will the current going through the circuit the same as the current through the
first bulb, the second bulb or the third bulb?
vi) What will happen to the brightness if one bulb is unscrewed, if 2 bulbs are
unscrewed? What happens to the current in the circuit?
Activity 2.1: (You MUST run the PhET (Circuit Construction Kit (DC only)) simulation first
before attempting to do the following activities in the lab. Set the battery
voltage to 1.5 V and the resistance for each bulb at 1.0 Ω)
i) Connect the bulbs in parallel as shown in the figure but start with 2 bulbs
followed by three bulbs. Observe the brightness of the bulbs as more bulbs
are added in parallel. Then, using a multimeter with the dial set on DC mode,
measure the voltage across the battery, VAB, the voltage across the first bulb,
VCD, the voltage across the second bulb, VEF, and the voltage across the third
bulb, VGH. Record your reading.

PhET VAB VCD VEF VGH

Bulbs in parallel V V V V
Bulb 1 none none
Bulb 1 + Bulb 2
+ bulb 3
LAB VAB VCD VEF VGH
Bulbs in parallel V V V V
Bulb 1 none none
Bulb 1 + Bulb 2
+ bulb 3
ii) Now place an ammeter between points B and D. Record your reading. Then
place an ammeter between points C and D and also between points E and F
and between G and H. Record your reading.
PhET IBD ICD IEF IGH Power

Bulbs in parallel A A A A Watts
Bulb 1 none none none
Bulb 1 + Bulb 2 +
bulb 3
LAB IAB ICD IEF IGH Power
Bulb 1 none none none
Bulb 1 + Bulb 2 +
bulb 3
iii) Unscrew the first bulb Observe the brightness of the remaining bulbs and
write your observation. Then record all the ammeter readings.
iv) Unscrew the second bulb leaving only the third bulb in the circuit. Observe the
brightness of the remaining bulb and write your observation. Then record all
the ammeter readings.
PhET IBD ICD IEF IGH Power

Bulb 1 unscrewed
Bulbs 1 & 2 unscrewed
IAB ICD IEF IGH Power
LAB
A A A A Watts
Bulb 1 unscrewed
Bulbs 1 & 2 unscrewed
Questions
1. What happens to the brightness of the first bulb and the current through it
when a second bulb is added in parallel to the circuit? What about the power?
2. What happens to the brightness of the first bulb and the current through it
when a third bulb is added in parallel to the circuit? What about its power?
3. Is there a relationship between the number of bulbs and the total current in a
circuit?

4. Can you propose a model on how the brightness of the bulbs change as the
number of bulbs are increased or decreased in a parallel circuit? What about
a model for the power?
5. What happens to the current in the circuit when any one of the bulbs is
unscrewed? What about its power?
6. What happens to the total voltage and the voltages across the bulbs as more
bulbs are added?
7. What happens to the total current as more bulbs are added?
8. What happens to the total power as more bulbs are added?

Electricity Lecture Series
Charges & Charging
Applied Sciences Education Research Group

(ASERG)
Faculty of Applied Sciences
email: drjjlanita@hotmail.com;
drjjlanita@hotmail.com; drjjlanita@yahoo.com
http://drjj.uitm.edu.my;
http://drjj.uitm.edu.my; +60193551621
Electric Charges
At the end of this unit, you will be able to:

1. Explain the gravitational forces acting on any
object.
2. Mathematically represent the gravitational force
and describe its impact on physical events.
3. Describe existence of electrical charges in matter
its magnitude, mass and its quantization
property.
4. Sketch and explain the charging by friction,
contact and induction diagrammatically and
apply charge conservation in the charging
process.
Copyright Assoc. Prof. Dr. Jaafar

Jantan a.k.a. Dr JJ, FSG, UiTM Shah
Alam, Malaysia 1
GRAVITATIONAL FORCES
Galileo Science: All
objects regardless of
size, shape or mass will
fall at the same rate
Newton extended the
principle: Universal
Gravitational Law: All
object will attract each
other with force inversely
proportional to square of
distance
→ m2 m1 → m2 m1
F 21 ∝ F 21 = G
r2 r2
ATOMIC STRUCTURE

Alam, Malaysia 2
Electric Charges
Matter:
Matter made up of atoms
and molecules
Atom:
Atom made up of nucleus,
protons and electrons
Charged object:
object
imbalance number of
electrons & protons
Positively charged
Negatively charged
Conductors:
Conductors charges can
move freely
Insulators:
Insulators charges cannot
move freely
Electric Charges
Matter:
Matter made up of atoms
and molecules
Atom:
Atom made up of nucleus,
protons and electrons
Charged object:
object imbalance
number of electrons &
protons
Positively charged: –ve<+ve
Negatively charged: –ve>+ve
Conductors:
Conductors charges can
move freely
Insulators:
Insulators charges cannot
move freely

Alam, Malaysia 3
18.1 The Origin of Electricity
Cutnell & Johnson 7E
The electrical nature of
matter is inherent
in atomic structure.
m p = 1.673 × 10 −27 kg
mn = 1.675 × 10 −27 kg
me = 9.11×10 −31 kg
e = 1.60 ×10 −19 C
coulombs
Electric Charges
Charge quantization:
quantization
charges exist in multiples of
an elementary charge, the
charge of an electron
q = Ne = e , 2 e ,..
where N are the number of N Q (x10-19 C)
electrons & the elementary
charge e is 1 1.6=e
e =1.6 x 10-19 C 2 3.2=2e
Number of charges in 1 5 80=5e
C?? 10 16=10e
N=q/e =1 C/1.6 x 10-19 C
N = 6.25 x 1018

Alam, Malaysia 4
Charges, charging, electrical force & discharging
Matter Neutral
Conductor Highest
Charged
electron
Insulator Discharged affinity
Atom Conduction Rubbing
Charges Induction wool to
rubber
Electron Friction caused
Proton Contact rubber to
have
Positive Ground excess
Negative Lightning electrons
which were
Attract Force transferred
Repel distance from rubber
Charging by Friction

Alam, Malaysia 5
Charging by contact
Bringing the rod near the
pithball causes polarization
(separation of charges)

Alam, Malaysia 6
Charging by contact
Bringing the rod near the

pithball causes polarization
(separation of charges).
Charging by contact
Bringing the rod near the pithball causes

polarization (separation of charges). Touching the
rod will allow electrons to “flow” to the rod. The
rod remains positively charged since the number
of electrons transferred is far too small to
neutralize the positive charges

Alam, Malaysia 7
Charging by contact
The pithball is now repelled since it

is positively charged after losing
electrons to the rod via contact
Charging by contact
When the rod is pulled further away, the

charges on the pithball redistributes evenly.
The repulsion between the rod and ball is
smaller because the rod is far away.

Alam, Malaysia 8
Charging by contact
The pithball is now neutralized by

grounding (pathway to transfer electrons
to the positively charged pithball) it with
my finger.
Charging by contact
Pithball is polarized (separation of charges) when
the rod is brought nearer. The electron on the
pithball is being repelled by the negatively
charged rod.

Alam, Malaysia 9
Charging by contact
Pithball is polarized (separation of charges) even more
when the rod is brought nearer. The electrons on the
pithball are being repelled by the negatively charged rod.
Charging by contact
Pithball is polarized (separation of charges) even more
when the rod is brought nearer. The electrons on the
pithball are being repelled by the negatively charged rod.

Alam, Malaysia 10
Charging by contact
Electrons move from the rod to the side of the pithball
which is being touched making the pithball has excess
electrons. The rod remains negatively charged because
it only lost a small number of electrons
Charging by contact
Since the rod and the pithball are both negatively
charged, the pithball is being repelled strongly.

Alam, Malaysia 11
Charging by contact
The repulsion is getting smaller when the rod I pulled
farther away. At the same time, the electrons on the
pithball begin to distribute evenly throughout the ball.
Charging by contact
The ball is being grounded (leaking off the electrons to
earth ie finger) to neutralize the pithball.

Alam, Malaysia 12
18.4 Charging by Contact
Electrons are
transferred to
the neutral
conducting
sphere when
the sphere is
touched by
the negatively
charged rod.
Charging by contact.
18.4 Charging by Induction

Charging by induction is a 3-stage process:

1. Bring a charged rod near the sphere to cause polarization of the
charges
Charging by induction.
2. Ground the side of the sphere which is furthest from the charging
source.
3. Remove the charging source

Alam, Malaysia 13
Charging by Induction:
1. Bring negatively
charged rod near the
sphere
2. Ground the sphere
to remove the
electrons
3. Sphere is positively
charged
Animation source
from: “The Multimedia
Physics Studio”
website and The
PhET website
Charging by Induction: Two Neutral conducting

spheres
1. Bring negatively
charged balloons
near the sphere
2. Pull the second
sphere after
electrons have
migrated to the
second sphere.
3. Sphere 1 is
positively charged
and sphere 2 is
negatively charged

Alam, Malaysia 14
18.2 Charged Objects and the Electric Force
LAW OF CONSERVATION OF ELECTRIC CHARGE
During any process, the net electric charge of an isolated system

remains constant (is conserved). Total number of negative charges
(electrons) and positive charges (protons) must be equal
Consider the fur and rod together as a system. Since the system
is uncharged initially, then the total charge must be zero before
and after rubbing. Hence if rod acquires 6e due to rubbing
(friction), then the fur must have lost 6e, the total charge for the
fur-rod is zero.



Alam, Malaysia 15

Shown are conducting spheres

Charge Conservation each of charges 5q, -3q and 5q
What is the total charge on the
spheres?
A B C Sphere A touches sphere B and
5q -3q 3q then separated.
What is the total charge after the

process above, the charge on each
individual sphere?
A B A B A B
5q -3q 2q 0q q q

Alam, Malaysia 16
spheres?
A B C Sphere B touches sphere C and
q q 3q then separated.
What is the total charge after the

process above, the charge on each
individual sphere?
B C B C
q 3q 2q 2q

Alam, Malaysia 17
1/22/2011
Electricity Lecture Series
Electric Force &

Electric Field
Applied Sciences Education Research Group
(ASERG)
email:Universiti Teknologi jjnita@salam.uitm.edu.my;
drjjlanita@hotmail.com MARA
jjnita@salam.uitm.edu.my;
http://www3.uitm.edu.my/staff/drjj/
Copyright DR JJ,FSG, UiTM 1
Copyright DR JJ,FSG, UiTM; Jan08 1

1/22/2011

spheres?
5q -3q 3q then separated.
After the process above, what is the

total charge & the charge on each
individual sphere?
A B A B A B
5q -3q 2q 0q q q

1/22/2011

spheres?
q q 3q then separated.

individual sphere?
B C B C
q 3q 2q 2q

Charge Conservation each of charges 7q, -3q and -4q
spheres?
7q -3q -4q then separated.

individual sphere?
A B A B A B
7q -3q 4q 0q 2q 2q

1/22/2011

Charge Conservation each of charges 2q, 2q and -4q
spheres?
2q 2q -4q then separated.

individual sphere?
B C B C A B
2q -4q 0q -2q -q -q
PHY407
Lecture 2:Electrical force & Electrical Field
Why do things fall to the ground???
The gravitational field

surrounding a clump of
mass such as the earth.
On earth, the gravitational
field is g=F/mt where mt is
the objects’s mass.
E
Objects don’t fall, but are attracted

to the center of the earth due to he
presence of gravitational field, g

1/22/2011
PHY407
Lecture 2:Electrical force & Electrical Field
Why do things fall to the ground???
The gravitational fields of the earth

and moon superpose. Note how the
fields cancel at one point, and how
there is no boundary between the
interpenetrating fields surrounding
the two bodies
PHY407
Lecture 2: Introduction
REFERENCE: http://phet.colorado.edu/web-pages/simulations-base.html
Activity 1-Electrical (Coulomb) Force
2.1 Electrons falling 2.2 Forces on

into proton charges
Reference: Physics Reference: PHET
2000-force electric field hockey
Activity 2-Resultant Force Activity 3-Electric Field
2.3 Addition of 2.4 Electric field

forces: PHET Reference: PHET
vector addition charges & field

1/22/2011
PHY407
• Electrons move towards proton

• Far electrons feel small pull, hence
small initial acceleration
• As the electrons accelerate and get
closer, the pull gets stronger.
• Near electrons feel strong pull,
hence big initial acceleration.
• Electrons feel the pull because they
are in an electric field created by
the proton
+
PHY407
• Electrons move away from negative particle

• Far electrons feel small push, hence small
initial acceleration
• As the electrons accelerate and get further,
the push gets weaker.
• Near electrons feel strong push, hence big
initial acceleration.
• Electrons feel the push because they are in
an electric field created by the negative
particle

1/22/2011
PHY407
Activity 1-Electrical (Coulomb) Force on central electron
• Right electron push central

electron to the left.
• Left electron push central electron

to the right.
• Top electron push central electron

to the bottom.
• Bottom electron push central

electron to the top.
PHY407
• Right electron pull central proton to

the right.
• Left electron pull central proton to

the left.
• Top electron pull central proton to

the top.
• Bottom electron pull proton to the

bottom.

1/22/2011
PHY407
• Right electron pushes central
electron to the left.
• Left electron pushes central
electron to the right with a smaller
force than the electron on the right.
• Top electron pushes central
electron to the bottom with the
same force that the left electron
exerts on the central electron.
• Top left corner electron pushes
central electron to the bottom right
corner.
PHY407
• Right electron pulls the proton to
the right.
• Left electron pulls the proton to
the left with a smaller force than
the electron on the right.
• Top electron pulls the proton up
with the same force that the left
electron exerts on the central
electron.
• Top left corner electron pulls the
proton to the top left corner.

1/22/2011
PHY407
Activity 2-Resultant Force
PULLING of PROTON
• Sum of force to the right (+ve) is

equal to the sum of the force to
the left (-ve).
• Sum of force to the top (+ve) is
equal to the sum of the force to
the bottom (-ve).
• Top electron push central

electron to the bottom.
• Bottom electron push central
electron to the top.
PHY407
Activity 2-Resultant Force
PUSHING of ELECTRON
• Sum of force to the right (+ve) is

equal to the sum of the force to the
left (-ve).
• Sum of force to the top (+ve) is
equal to the sum of the force to the
bottom (-ve).

1/22/2011
PHY407
Activity 2-Resultant Force • Break the forces into its x and y
components. Use trigonometry to find the
values.
• Then add up all the +ve & the –ve x
components to get the sum of forces
along the x.
• Add up all the +ve & the –ve y
components to get the sum of forces
along the y.
• Use Pythagoras theorem to determine the
magnitude of the resultant force.
• Use trigonometry to find the direction
2 2
F 2 = Fx + Fy
Fy
φ
tanΦ =
Fx
PHY407
• Right electron pulls the proton to
the right.
• Left electron pulls the proton to
the left with a smaller force than
the electron on the right.
• Top electron pulls the proton up
with the same force that the left
electron exerts on the central
electron.
• Top left corner electron pulls the
proton to the top left corner.

concept maps
&
formative tasks
conceptual survey on
electricity
&
magnetism (CSEM) diagnostic
assessment tool
Which the following graphs correctly show the time dependence of the
voltmeter reading?
Conceptual Survey in
Electricity & Magnetism (CSEM)
DO NOT WRITE ON THIS QUESTION PAPER
ANSWER ON THE ANSWER SHEET PROVIDED
TIME: 45 MINUTES
Developed by
Maloney, O’Kuma, Hieggelke & Van Heuvelen; 2000
Modified, graphics redraw

& typeset by:
Assoc. Prof. Dr. Jaafar Jantan

aka Dr. J.J.
Applied Science Education Research Group
(ASERG)
40450 Shah Alam, Selangor, MALAYSIA
THE END http://drjj.uitm.edu.my
Prepared by Dr. J.J. Call: 03-55444593; H/P:019-355-1621 Prepared by Dr. J.J. Call: 03-55444593; H/P:019-355-1621
16 Applied Sciences Education Research Email: drjjlanita@hotmail.com Applied Sciences Education Research Email: drjjlanita@hotmail.com
Group, FSG, UiTM, Shah Alam Web:http://drjj.uitm.edu.my Group, UiTM, Shah Alam Web:http://drjj.uitm.edu.my
Conceptual Survey in Which one of the following diagrams best describe the charge distribution
on the surface of the metal bar?
Electricity & Magnetism (CSEM) + + - -
+ - - + + + - -
Multiple Choice Version + + - -
+ - - +
+ - - + - - + +
Directions to Students:
+ - - + - -- + +
This is a test of your understanding in electrostatics - - + +
and magnetism. Indicate, on the answer sheet the best (a) (b) (c) (d) (e)
answer you choose for each question by making ONLY
ONE dark mark. In addition, mark also the CRI
32. Figure 24 shows a variable power supply connected to coil 1 and to
(Certainty Response Index) for each response you give an ammeter. The time dependence of the ammeter reading is shown
to indicate your certainty for the answer you choose. If by the graph in the figure. A nearby coil, coil 2 is connected to a
you do not fully understand what is being asked in an voltmeter.
item, please ask the test administrator for clarification.
DO NOT OPEN THIS BOOKLET UNTIL YOU ARE

TOLD TO DO SO
Developed & Original Graphics by:

Maloney, O’Kuma, Hieggelke & Van Heuvelen; 2000
Typestting & Graphics Redraw by Dr. Jaafar Jantan; 2008
Figure 24
D. Maloney, T. O'Kuma, C. Hieggelke, and A. Van Heuvelen. Surveying stu-
dents' conceptual knowledge of electricity and magnetism". Am. J. Phys. 69,
S12 (2001)
2 Applied Sciences Education Research Email: drjjlanita@hotmail.com 15 Applied Sciences Education Research Email: drjjlanita@hotmail.com
Group, FSG, UiTM, Shah Alam Web:http://www2.uitm.edu.my/drjj/ Group, UiTM, Shah Alam Web:http://www2.uitm.edu.my/drjj/
29. Which of the figures in Figure 21 will the light bulb be glowing? 1. A hollow metal sphere is electrically neutral (no excess charge). A
small amount of negative charge is suddenly placed at one point on
(a) I, III, IV (b) I, IV (c) I, II, IV (d) IV this metal sphere. If we check on this excess negative charge a few
(e) None of these seconds later we will find one of the following possibilities:
30. A very long straight wire carries a large steady current i. A rectangu- (a) All of the excess charge remains right around P.
lar metal loop, in the same plane as a wire, move with velocity v in (b) The excess charge has distributed itself evenly over the outside
the directions shown in Figure 22. Which loop will have an induced surface of the sphere.
current? (c) The excess charge is evenly distributed over the inside and out-
II side surface.
I (d) Most of the charge is still at P, but some will have spread over the
sphere
i i (e) There will be no excess charge left.
v 2. A hollow sphere made out of electrically insulating material is electri-
cally neutral (no excess charge). A small amount of negative charge is
suddenly placed at one point P on the outside of this sphere. If we
v check on this excess negative charge a few seconds later we will find
one of the following possibilities:
III (a) only I and II (a) All of the excess charge remains right around P.
(b) only I and III (b) The excess charge has distributed itself evenly over the outside
i (c) only II and III surface of the sphere.
(d) all of the above (c) The excess charge is evenly distributed over the inside and out-
v (e) none of the above side surface.
(d) Most of the charge is still at P, but some will have spread over the
sphere
Figure 22 (e) There will be no excess charge left.
For questions 3 -5:

31. A neutral metal bar is moving at constant velocity v to the right Two small objects shown in Figure 1 each having a net charge of +Q exert a
through a region where there is a uniform magnetic field pointing out force of magnitude F on each other.
of the page as shown in Figure 23. The magnetic field is produced F F
by some large coils which are not shown on the diagram.
+Q +Q
Figure 1
v
We replace one of the objects with another object with net charge of +4Q as
shown in Figure 2.
+Q +4Q
v
Figure 2
3. The original magnitude of the force on the +Q charge was F. What is

v the magnitude of the force on the +Q now?
Figure 23 B out of page (a) 16F (b) 4F (c) F (d) F/4 (e) other
4. What is the magnitude of the force on the +4Q now? 28. Two identical loops of the wire carry identical current i. The loops are
located as shown in Figure 20. Which arrow best represent the direc-
(a) 16F (b) 4F (c) F (d) F/4 (e) other tion of the magnetic field at the point P midway between the loops?
Next we move the +Q and +4Q charges to be 3 times as far apart as they i
were before as shown in Figure 3.: (a) (b) (c)
+Q +4Q (d) (e) Zero

Figure 3 P
i
5. What is the magnitude of the force on the +4Q now?
(a) F/9 (b) F/3 (c) 4F/9 (d) 4F/3 (e) other
6. Which of the arrows is in the direction of the net force on charge B

shown in Figure 4? Figure 20
-1 +1 (a) (b) (c)

The four separate figures in Figure 21 involve a cylindrical magnet and a
tiny light bulb connected to the ends of a loop of cooper wire. These fig-
A B (d) (e) None of these ures are to be used to answer Question 29. The plane of the wire loop is
+1 perpendicular to the reference axis. The states of motion of the magnet
and of the loop of wire are indicated in the diagram. (Speed will be repre-
sented by v and CCW represents counter clockwise
C
Figure 4
7. Figure 5 shows a particle (labeled B) which has a net electric charge of

+1 unit. Several centimeters to the left is another particle (labeled A)
which has a net charge of -2 units. Choose the pair of force vectors
(the arrows) that correctly compare the electric force on A (caused by
B) with the electric force on B (caused by A).
-2 units +1 unit
A B
Figure 5
Force on A Force on B Force on A Force on B
(a) (d)
(b) (e)
(c)
Figure 21
26. Figure 18 shows a wire with a large electric current i (●) coming out 8. In Figure 6a below, positive charges q2 and q3 exert on charge q1 a net
of the paper. In what direction would the magnetic field be at position electric force that points along the +x axis. If a positive charge Q is
A and at position B respectively? added at (b, 0) as shown in Figure 6b, what will happen to the force on
q1? (All charges are fixed at their locations.)
B A B A B
Y Y
(a) (b)
A +q2 +q2
i out +Q
(c) (d) X X
q1 q1
(b, 0)
Figure 18
+q3 +q3
(e) None of these
Figure 6a Figure 6b
27. A positive-charged particle (+q) is at rest in the plane between two

fixed bar magnets, as shown in Figure 19. The magnet on the left is (a) No change in the size of the net force since Q is on the x-axis.
three times as strong as the magnet on the right. Which choice be- (b) The size of the net force will change but not the direction.
low best represents the resultant MAGNETIC force exerted by the (c) The net force will decrease and the direction may change be-
magnets on the charge? cause of the interaction between Q and the positive charge q2 and
q3.
(d) The net force will increase and the direction may change because
of the interaction between Q and the positive charge q2 and q3.
+q
(e) Cannot determine without knowing the magnitude of q1 and/or Q.
9. In Figure 7a, the electric field at point P is directed upward along the y-
axis. If a negative charge –Q is added at a point along the y-axis as
S N S N shown in Figure 7b, what happens to the field at P? (All charges are
fixed in position)
Figure 19 before
after
Y Y
(a) (b) (c)
-Q
(d) (e) Zero
-q -q -q -q
X X
P P
Figure 7a Figure 7b
(a) Nothing since –Q is on the y-axis. 24. Figure 16 shows two par-
(b) The strength will increase because Q is negative. allel wires I and II that are i
(c) The strength will decrease and the direction may change because near each other carrying 3i
of the interactions between Q and the two negative q’s. currents i and 3i respec-
(d) The strength will increase and the direction may change because tively, both in the same
of the interactions between Q and the two negative q’s. direction. Compare the
(e) Cannot determine without knowing the force that Q exerts on the forces that the two wires
two negative q’s. exert on each other. Figure 16
I II
FOR QUESTIONS 10-11 (a) Wire I exerts a
A positive charge is placed at rest at the center of a region of space in which strong force on wire II than wire II exerts on wire I.
there is a uniform, three-dimensional electric field. (A uniform field is one (b) Wire II exerts a strong force on wire I than wire I exerts on wire
whose strength and direction are the same at all points within the region) II.
(c) The wires exert equal magnitude attractive forces on each
10. When the positive charge is released from rest in the uniform electric other.
field, what will its subsequent motion be? (d) The wires exert equal magnitude repulsive forces on each
(a) It will move at constant speed. other.
(b) It will move at constant velocity. (e) The wires exert no forces on each other.
(c) It will move at constant acceleration.
(d) It will move with a linearly changing acceleration 25. The three figures shown in Figure 17 represent positively charged
(e) It will remain at rest in its initial position. particles moving in the same uniform magnetic field. The field is
directed from left to right. All of the particles have the same charge
and the same speed v. Rank these situations according to the mag-
11. What happens to the electric potential energy of the positive charge,
nitudes of the forces exerted by the field on the moving charge, from
after the charge is released from rest in the uniform electric field?
greatest to least.
(a) It will remain constant because the electric field is uniform. v
(b) It will remain constant because the charge remains at rest.
(c) It will increase because the charge will move in the direction of the (a) I=II=III
electric field. (b) III>I>II Magnetic
(d) It will decrease because the charge will move in the opposite di- (c) II>I>III Field
rection of the electric field. (d) I>II>III
(e) It will decrease because the charge will move in the direction of (e) III>II>I
the electric field.
v
I
12. A positive charge might be placed at one of two different locations in a
region where there is a uniform electric field, as shown below in Figure
8. How do the electric Figure 17
forces on the charge at
position 1 and 2 compare?
(a) Force on the charge is 1 2
greater at 1. II Magnetic
(b) Force on the charge is Field
greater at 2.
(c) Force at both positions is zero. v
Figure 8
(d) Force at both positions is the same
but not zero.
(e) Force at both positions has the same magnitude but is in opposite
directions. III Magnetic
Field
Group, FSG, UiTM, Shah Alam Web:http://drjj.uitm.edu.my Group, UiTM, Shah Alam Web:http:/drjj.uitm.edu.my
21. What happens to a positive charge that is placed at rest in a uniform 13. Figure 9 shows a hollow conducting metal sphere which was given
magnetic field? (A uniform field is one whose strength and direction initially an evenly distributed positive (+) charge on its surface. Then a
are the same at all points.) positive charge +Q was brought up near the sphere as shown. What is
the direction of the electric field at the center of the sphere after the
(a) It moves with a constant velocity since the force has a constant positive charge +Q is brought up near the sphere?
magnitude.
(b) It moves with a constant acceleration since the force has a (a) Left
constant magnitude
(b) Right
(c) It moves in a circle at a constant speed since the force is al-
ways perpendicular to the velocity. (c) Up
(d) It accelerates in a circle since the force always perpendicular to +Q
(d) Down
the velocity.
(e) It remains at rest since the force and the initial velocity are zero. (e) Zero field
Figure 9
22. Figure 14 shows an electron moving horizontally to- screen 14. Figure 10 shows an electric charge q located at the center of a hollow
wards a screen. The electron moves along the path uncharged conducting metal sphere. Outside the sphere is a second
that is shown because of a magnetic force caused by charge Q. Both charges are positive. Choose the description below that
a magnetic field. In what describes the net electrical forces on each charge in this situation.
direction does that magnetic
field point? (a) Both charges experience the
-q B? same net force directed away
(a) Towards the from each other.
top of the page (b) No net force is experienced by +q +Q
(b) Towards the either charge.
bottom of the page v (c) There is no force on Q but a net
Figure 10
(c) Into the page Figure 14 force on q.
(d) Out of the page (d) There is no force on q but a net force on Q.
(e) The magnetic field is in the direction of the curved path. (e) Both charges experience a net force but they are different from
each other.
23. Wire 1 has a large current i flowing out of the page (●), as shown in
Figure 15. Wire 2 has a large i flowing into the page (X). In what USE THE FOLLOWING ELECTRIC FIELD DIAGRAM FOR QUESTION 15
direction does the magnetic field point at position P?
15. What is the direction of the electric force on a negative charge at point
P in Figure 11?
Wire 1 Wire 2
P
X
i in
i out
Figure 15
(a) (b) (c) (d) (e) None of the

above
Figure 11
(a) Most work required in I.
(a) (b) (c) (b) Most work required in II.
(c) Most work required in III.
(d) (e) The force is zero (d) I and II required the same amount of work but less than III.
(e) All three would require the same amount of work.
16. An electron is placed at a position on the X-axis where the electric 18. How does the magnitude of the electric field at B compare for these
potential is at that position is +10V. Which idea below best describes three cases?
the future motion of the electron? (a) I>III>II
(a) The electron will move left (-x) since it is negatively charged. (b) I>II>III
(b) The electron will move right (+x) since it is negatively charged. (c) III>I>II
(c) The electron will move left (-x) since the potential is positive. (d) II>I>III
(d) The electron will move right (+x) since the potential is positive. (e) I=II=III
(e) The motion cannot be predicated with the information given.
19. For case III what is the direction of the electric force exerted by the field
FOR QUESTION 17-19 on the +1µC charged object when at A and when at B?
In Figure 12 , the dotted lines show the equipotential lines of electric fields. (a) left at A and left at B
(A charge moving along a line of equal potential would have a constant elec- (b) right at A and right at B
tric potential energy.) A charged object is moved directly from point A to B. (c) left at A and right at B
The charge on the object is +1µC. (d) right at A and left at B
(e) no electric force at either
17. How is the amount of work needed to move this charge compare for
these three cases? 20. Figure 13 shows a positively-charged proton first placed at rest at posi-
tion I and then later at position II in a region whose electric potential
(voltage) is described by the equipotential lines. Which set of arrows in
the table below best described the relative magnitudes and directions
of the electric force exerted on the proton when at position I or at posi-
tion II?
A B A B
10V 10V 30V 50V Potential

30V 50V
20V 40V 20V 40V
I II Force Force 0 1V 2V 3V 4V 5V
at I at II
(a)
(b) II
I
A B (c)
(d)
20V 40V 50V
30V
(e) 0 0 Equipotential lines
III
Figure 13
Figure 12
Group, FSG, UiTM, Shah Alam Web:http:/drjj.uitm.edu.my Group, UiTM, Shah Alam Web:http://drjj.uitm.edu.my
Inventori Konsep Elektrik dan Kemagnetan Subject # ___
Arahan: Sila jawab semua soalan dengan menandakan 'X' atau nilai yang
diminta di dalam kotak disediakan. Isikan maklumat yang diminta pada
ruang yang disediakan.
1. NAMA:
2. KP UiTM / KP IPT:
3. Universiti/Fakulti:
4. Program:
5. Semester:
6. Umur:
7. Jantina:
1 Lelaki
2 Perempuan
8. Keturunan:
1 Melayu
2 Lain-lain (nyatakan)
9. Nyatakan jenis sekolah yang dihadiri sewaktu di tingkatan 5.

1 Sekolah berasrama penuh.
2 Sekolah bantuan kerajaan di kawasan bandar.
3 Sekolah bantuan kerajaan di kawasan luar bandar.
10. Tahap pendidikan terakhir.

1 SPM
2 Matrikulasi
3 STPM
4 Diploma
5 Sarjana Muda
11. Nyatakan gred matapelajaran fizik/kimia/biology yang diperolehi.

STPM 1 Gred Fizik Kimia Biology
Matrikulasi 2 Gred Fizik Kimia Biology
SPM 3 Gred Fizik Kimia Biology
12. Nyatakan CGPA semasa yang diperolehi pada peringkat sarjana muda/matrikulasi/diploma.
1 3.00 - 4.00
2 2.50 - 2.99
3 2.00 - 2.49
4 Bawah 2.00
13. Berikan nama pensyarah fizik yang mengajar anda untuk semester:
a. Pra-universiti
b. Semester 1
c. Semester 2
Terima kasih di atas kerjasama yang anda berikan.

SELAMAT BERJAYA
Disediakan oleh Dr. J.J. Call 03-5544-4593; H/P: 019-355-1621

App. Sciences Education Research Group email: drjjlanita@hotmail.com
http://drjj.uitm.edu.my FSG, UiTM, Shah Alam jjnita@salam.uitm.edu.my
16/04/2010
KERTAS JAWAPAN OBJEKTIF untuk UJIAN CSEM
NO. KP UiTM / IPT: FAKULTI: PROG.: SEMESTER:
Hitamkan jawapan anda dengan menggunakan pensil 2B. Pastikan hanya SATU jawapan sahaja ditandakan untuk setiap soalan.
Pada kotak bersebelahan pilihan =E=, turus CRI, isikan dengan nilai antara 1-5.
Gunakan nilai 0 jika anda langsung tak tahu.
5=Sangat Pasti; 4=Pasti; 3=Hampir Pasti; 2=Tak Pasti; 1=Agak-agak sahaja; 0=Langsung tak tahu.
Inventori Konsep dalam Elektrik & Kemagnetan (CSEM)
CRI CRI
1 =A= =B= =C= =D= =E= 17 =A= =B= =C= =D= =E=
2 =A= =B= =C= =D= =E= 18 =A= =B= =C= =D= =E=
3 =A= =B= =C= =D= =E= 19 =A= =B= =C= =D= =E=
4 =A= =B= =C= =D= =E= 20 =A= =B= =C= =D= =E=
5 =A= =B= =C= =D= =E= 21 =A= =B= =C= =D= =E=
6 =A= =B= =C= =D= =E= 22 =A= =B= =C= =D= =E=
7 =A= =B= =C= =D= =E= 23 =A= =B= =C= =D= =E=
8 =A= =B= =C= =D= =E= 24 =A= =B= =C= =D= =E=
9 =A= =B= =C= =D= =E= 25 =A= =B= =C= =D= =E=
10 =A= =B= =C= =D= =E= 26 =A= =B= =C= =D= =E=
11 =A= =B= =C= =D= =E= 27 =A= =B= =C= =D= =E=
12 =A= =B= =C= =D= =E= 28 =A= =B= =C= =D= =E=
13 =A= =B= =C= =D= =E= 29 =A= =B= =C= =D= =E=
14 =A= =B= =C= =D= =E= 30 =A= =B= =C= =D= =E=
15 =A= =B= =C= =D= =E= 31 =A= =B= =C= =D= =E=
16 =A= =B= =C= =D= =E= 32 =A= =B= =C= =D= =E=
Call: 03-5544-4593 or 019-355-1621

http:/drjj.uitm.edu.my Prepared by: DR. JJ, Applied Sciences Education Research Group, FSG, UiTM, Shah Alam email: drjjlanita@hotmail.com; jjnita@salam.uitm.edu.my
CSEM (98<N<103) mean scores
35%
33%
30%
Pre CSEM
25%
21%
Percentage
20%
Post CSEM
15%
10%
5%
0%
Components
Comparing the CSEM scores (Q1 - 10) for the Pretest
(98<N<103)
100%
90% Pretest CSEM Postest CSEM
80%
70%
Percentage
60%
50%
40%
30%
20%
10%
0%
1 2 3 4 5 6 7 8 9 10
Question Number
(98<N<103)
100%
90% Pretest CSEM Posttest CSEM
80%
70%
Percentage
60%
50%
40%
30%
20%
10%
0%
21 22 23 24 25 Question
26 27
Number 28 29 30 31 32
(98<N<103)
100%
90% PretestCSEM Posttest CSEM
80%
70%
Percentage
60%
50%
40%
30%
20%
10%
0%
11 12 13 14 15 16 17 18 19 20
Question Number
CSEM (16<N<22) mean scores
30%
28%
25%
Pre CSEM
20% 19%
Percentage
Post CSEM
15%
10%
5%
0%
Components
(16<N<22)
100%
90% Pretest CSEM Postest CSEM
80%
70%
Percentage
60%
50%
40%
30%
20%
10%
0%
1 2 3 4 5 6 7 8 9 10
Question Number
(16<N<22)
100%
90% PretestCSEM Posttest CSEM
80%
70%
Percentage
60%
50%
40%
30%
20%
10%
0%
11 12 13 14 15 16 17 18 19 20
Question Number
(16<N<22)
100%
90% Pretest CSEM Posttest CSEM
80%
70%
Percentage
60%
50%
40%
30%
20%
10%
0%
21 22 23 24 25 Question
26 27
Number 28 29 30 31 32

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Evidences for Classroom

“The great aim of education is not knowledge, but

“The important thing is not to stop

Selamat Datang (Welcome) to PHYSICS II PHY407 Webpage

Basic Physics II PHY407 Materials (Algebra-Based)

Magnetic Force Simulation

Home FSG500 PHY407 TOP

But just call me

Kansas State University, Manhattan

Home FSG500 PHY407 TOP

Home FSG500 PHY407 TOP

M.Sc., Condensed Matter Kansas St University, Manhattan, Kansas, USA

B.Sc., Physics Kansas St University, Manhattan, Kansas, USA May 1983

Home FSG500 PHY407 TOP

For further information, please contact:

Phone: 6-03-5544-4593 (Direct); 6-019-355-1621 (H/P)

E-mail: phy407@gmail.com ; drjjlanita@hotmail.com and copy to drjjlanita@yahoo.com or jjnita@salam.uitm.edu.my

Home FSG500 PHY407 TOP

3. CLO3: Collaborate with team members in team-related assessment tasks. (LO5-TS3).

10. Work effectively in a team.

3.0 LESSON PLAN

Course Planning PHY407-Physics for Material Technologist

NOTE: BRING YOUR LAPTOPS FOR ALL CLASS SESSIONS

Week SLT (Total 122) Contents

KNOWING YOU KNOWING ME

Write a composition about yourself containing the

1. Your vision, mission, your family background, your

2. Name the course (name the course in the field

1 1+2 3. Then provide justification why you are learning

4. Write also your expectations for this course,

Email to phy407@gmail.com with a message title

Diagnostics and Learning Skills

Conceptual Survey in Electricity & Magnetism

Learning Styles & Views on Science (physics)

Example: Focus Question: Apakah Jejaka Tampan?

Exercise Focus Question: What is Electrical Charging?

Example: What is a Wave? Description Concepts CMAP

Reading materials relevant to our study of Electrostatics, Electricity

Download the Balloons & Static Electricity from PhET

Download the Concept Map lecture pdf.

Download IHMC CmapTools

Download Lecture 1: Pithball (pdf)

Electrostatics: Charges and charging

atoms, electrons and protons

charges, charged objects

conductors and insulators

charging by contact, charging by induction

Assignment #1: CMAP and/or selected problems at end of chapter

Download Lab #2 EXCEL template.

YOU MUST RUN THE 3 LAB (SIMULATIONS) BEFORE COMING TO

Electric Field Hockey(JAVA-run online), Electric Field Hockey( JAVA-

Electrostatics: Charges and charging

atoms, electrons and protons

charges, charged objects

charge conservation and quantization

conductors and insulators

charging by contact, charging by induction

4 5+3 Assignment #1: CMAP and/or selected problems at end of chapter

Download Lab #2 EXCEL template.

YOU MUST RUN THE 3 LAB (SIMULATIONS) BEFORE COMING TO

Electric Field Hockey(JAVA-run online), Electric Field Hockey( JAVA-

Electrostatics: Electric Forces Electric Fields

electric force and Coulomb's law