INTRODUCTION
Our project is based on Snell’s Law; we want to see if it is possible to measure the speed of light using inexpensive everyday objects like gelatine or water. Many underprivileged schools lack the equipment to demonstrate different laws to their students this has caused many people to lose interest and not fully understand the importance of science in society as well as the learning material they have been given. If our experiment is viable it will decrease this problem and allow these underprivileged schools students to reach their full potential in their learning material.
Snell’s Law states that the ratio of the sines of the angles of incidence and refraction of a wave are constant when it passes between two given media. By
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APPARATUS Laser and Stand Wine Water Oil Clear Container Saltwater Solution Protractor Pen and Paper Calculator
METHOD
Place all substances in different containers (note: same size) Place Laser on a stand and draw line where the light passes Place container in an angle of 45˚ on each corner Switch on the laser and measure angle of light refraction Repeat this with each substance Repeat experiment three times to check results Tabulate angles Use these results and place them into Snell’s Formulae Use the results to work out speed of light within each substance Tabulate all your results
SAFETY PRECAUTIONS
When making solutions be careful not to burn yourself.
Don’t point laser into your eyes as it can damage them
OBSERVATIONS
When we did the experiment we noted that the denser a substance was the further the light refracted, We also noted that our salt solution and the oil had the same light refraction angles thus proving that they have similar density levels.
DATA
Headings Angles of Refraction Index of Refraction Speed of
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A: Snell’s law is a formula used to show the relationship between the angles of incidence and refraction, when referring to light or other waves passing through a boundary between two different isotropic media such as water.
Q: What is isotropic material? A: These are materials that have identical value of property in all directions.
Q: How does speed of light relate to Snell’s law? A: Snell’s law allows us to work out the index of refraction of light through an object. We can use this and insert into a formulae of “n=c/v. We know that the speed of light is about 300,000 kilometres per second so if we add this into the formulae as well as the index of refraction we can work out the speed of light travelling through the
Introduction The purpose of this Lab was to identify the density of the unidentified object and determine what substance the unidentified object given by the teacher was. The density calculated in the experiment will stay the same because the density of the unidentified object will stay constant. The Independent Variable of this experiment was the calculated density and the unidentified object given. The Dependant Variable for this experiment was the density.
Unit D Summary: Light and Geometric Optics 10.1 : Light and The Electromagnetic Spectrum Chapter 10.1 covers light and the electromagnetic spectrum. This chapter starts off by describing how light is a form of energy that travels in waves. The properties of said waves include a crest (the highest point of the wave), the trough (the lowest point of the wave), and the rest position (the level of a wave without energy).
I heated up the mixture and waited for it to turn completely black. I stirred the mixture every two minutes and recorded the appearance of the liquid. After the first two minutes the liquid had a few black specks but appeared almost completely like it did before I started heating it up. After another two minutes the mixture appeared much darker but still blue with a couple more black specks in it. After another two minutes the liquid was a lot darker and appeared more black than blue.
During the experiment, observations were made of their color, mass, height, and width. This data shows percent mass change of the gummy bear and how the gummy bear was affected by the salt water. It also displays how the height and the width of the gummy bear changed because of the salt water, which made the gummy bear more compact. The more salt that was added to the distilled water, the more compact it was, however, if there was not a lot of salt in the mixture, it became large and fragile. The mass of the gummy bear was increased as a result of less salt being added with the distilled water.
Fill each cuvettes with its respective solution. Turn on the spectrophotometer, so it can warm up then calibrate it to 0% absorbance. Put the corresponding extract blank and set the spectrophotometer to 100% transmittance, then calibrate it to 540 nm. Once catechol is added in the cuvettes, make sure the solution is mixed. Place carrot cuvette in the spectrophotometer and record the resulting transmittance.
However, any doubts regarding the results may be traced to a few elements of the experiment that lend themselves to possible error. The following factors may have contributed to potential errors in the experiment; the need to zero the machine between each of the readings in obtaining the absorption spectrum and the resulting peak wavelength, the precision with which a person can accurately adjust the needle on the spectrophotometer to zero is limited, not putting in the inaccurate amount of cobalt chloride or water into the substance, and getting oil from our fingers onto the
1.1 Explain how observations are used: Reference- www.slideshare.net. Text book- Penny Tassoni. Laser learning.
Use these results to determine the product concentration, using Beer-Lambert’s Law: A= ɛCl (where A is the absorbance, ɛ is the molar absorptivity, C is the product concentration and l is the length of solution that the light passes through). Calculate the product concentrations at every minute for 10 minutes for all 7 of the test tubes using Beer-Lambert’s Law. Plot a graph of product concentration vs. time and then use the gradients of the 7 test tubes to determine the velocities of the reaction. After calculating the velocities, plot a Michaelis-Menten graph of velocity vs. substrate concentration.
Also, salt is an ionic compound and not a polar covalent compound, even though it did not melt last, due to the fact that the elements Na and Cl, both lose or gain an electron and then bond because of their opposite charges, which is a property only ionic bonds possess. The wax was the only substance whose results were synonymous with my hypothesis, since it required a low temperature for its melting point and was not soluble in water, both properties of nonpolar covalent compounds. Potential sources of error included not labeling the spots each substance was placed in the aluminum foil boat, seeing as the result for sugar seemed to be the correct conclusion for salt and vice versa. A future experiment would involve individually testing each substance in an aluminum foil boat, of the same brand, on a heat plate in order to avoid uncertainty. Each substance should be timed to record the precise time each substance began to melt or burn.
The plano-convex lens is replaced with another glass plate and a section of optical fibre was placed between them at one end. Light falling normally on the plates will be reflected back out with a phase difference. Figure 3: Apparatus set up for finding the thickness of an optical fibre, showing the optical fibre between the two glass plates This is due to the fact that some of the coherent light waves were reflected from the top plate and others from the bottom, this path difference resulted in the interference of these waves with one another. This caused an interference pattern similar to the below image: Figure 4: Image similar to the observed interference pattern.