Physics Lab Report on Series and Parallel Circuits

Need to write  4-5 pages(including tables and pictures) Lab Report on Series and Parallel Circuits. 

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PIC Report Guidelines

Section I – Report Format (5%)
 Title Page with Experiment Title, physics course no/section, report date & your name

 Format – L/R Margins 0.75”, T/B Margins 1.00”, Times New Roman (TNR) font, single spaced.

Section II – Abstract (10%)
 In paragraph form, state the objective(s), give a brief description of the experiment, state the

results and error results.

 Example: “We found the value of h, Planck’s constant, to be 4.109 ⨉ 10-15 eV s ± 2.5 ⨉ 10-16 eV
s. This gives approximately 1% error with the known value of h. Our total expected error was
1.8 ⨉ 10-16 eV s, meaning a small amount of systematic error affects our results.”

Section III – Introduction (15%)
 Write a brief paragraph stating significance and objectives of the experiment.

 Narrative should prove your understanding of the physics of the experiment.
 Include explanation/derivation of equations used. All symbols must be defined.

Section IV – Apparatus (5%)

 You may include drawings of the apparatus, if possible/applicable, and a listing of equipment if
necessary. You may only summarize the equipment used and for what purpose.

 Do not state numerical results.

Section V – Experimental Procedure (5%)
 Write a brief narrative of the procedures followed to obtain data (summary of procedure).

This may be 1-2 paragraphs in length.
 Do not copy all the detailed procedures from the manual.
 Include any problems you may have had and how you overcame them.
 Write in complete sentences and as if you are telling the reader about the process you used.

Section VI – Data (15%)
 You should include original data sheets initialed by instructor at completion of experiment.
 You must transfer the data to an excel sheet for easier analysis. (See example report posted

on blackboard).
 Example:

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Section VII – Calculations and Graphs (20%)
 You should show each type of calculation with appropriate tables, graphs, numerical results

and errors.
 All tables/graphs must be referenced and labeled properly.
 All symbols must be defined. Units must be included.
 Discuss the graph and the results that the graph represents in terms of your overall goal of a

physical constant.
 Example:

Section VIII – Discussion of Results and Error Analysis (20%)
 Summarize any unusual problem or concerns with the experiment, including statements of

how the experiment could be improved.
 When discussing error, make sure to draw from the following calculations to give quantitative

results:
* actual percent error
* standard deviation,
* total expected error (show calculation)
* qualitative amount of systematic error (ratio of standard deviation over
total expected error).

 Use questions from your lab manual for a better analysis and to support your discussion of the
results.

Section IX—Conclusion (5%)
 Complete discussion of how the results of the experiment support the theory.
 How can errors be reduced?
 Is the method sufficiently precise and accurate?

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PIC Report Guidelines, Continued

Quantitative Assessment of Lab Report

Section I – Report Format ………………………….……………..…..… 5
Section II – Abstract ………………………………………………..………. 10
Section III – Introduction ………………………………………..……….. 15
Section IV – Apparatus …………………………………………..………… 5
Section V – Experimental Procedure ……………………………….. 5
Section VI – Data …………………………………………………..………. 15

Section VII – Calculations and Graphs …………………………..…. 20
Section VIII – Discussion of Results and Error Analysis ……. 20
Section IX – Conclusions ………………………….…………………….… 5
_____
Total 100

Evaluation Areas for Lab Reports

Each section of the lab report will be evaluated based on the following five areas. The chart on the
following page describes the criteria used to measure Skill Level of each area n detail.

I. Communicative Context
a. Is the language appropriate for a lab report (good technical writing)?

II. Organization/Structure
a. Is the report well structured?

III. Disciplinary Conventions
a. Do the physical quantities have (the correct) units?
b. Are correct mathematical expressions used?

IV. Content Development/Development
a. Is the content accurate?

V. Performance.
a. Is the report creative and original?

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PIC Report Guidelines, Continued

Skill Level Criteria Chart

Advanced Level Proficient Level Developing Level Beginning Level

I. Communicative Context
– Is the language appropriate
for a lab report (good
technical writing)?

Demonstrates a
thorough
understanding of
context, audience, and
purpose that is
responsive to the
assigned task(s) and
focuses all elements of
the work.

Demonstrates adequate
consideration of
context, audience, and
purpose and a clear
focus on the assigned
task(s) (e.g., the task
aligns with audience,
purpose, and context).

Demonstrates awareness
of context, audience, and
purpose and the assigned
task(s) (e.g. begins to
show awareness of
audience’s perceptions
and assumptions).

Demonstrates minimal
attention to context,
audience, purpose, and
the assigned task(s)
(e.g., expectation of
instructor or self as
audience).

II. Organization/Structure
– Is the report well structured

Skillful implementation
of an organizational
pattern enhances the
content and makes the
presentation cohesive.

Organizational pattern
makes the content of
the presentation mostly
cohesive.

Organizational pattern, in
spite of digressions or
interruptions, contributes
to a somewhat cohesive
presentation.

Organizational pattern
is intermittently
observable, the attempt
results in only a
minimally cohesive
presentation.

III. Disciplinary
Conventions
– Do the physical quantities
have (the correct) units?
– Are correct mathematical
expression used?

Demonstrates detailed
attention to and
successful execution of
a wide range of
conventions particular
to a specific discipline
and/or tasks(s).

Demonstrates
awareness of and
consistent application
of salient conventions
particular to a specific
discipline and/or
task(s).

Demonstrates an
emerging awareness but
limited application of
conventions particular to
a specific discipline
and/or task(s).

Demonstrates minimal
awareness of
conventions particular
to a specific discipline
and/or task(s).

IV. Content Development
/Development
– Accuracy of Content

Uses appropriate,
relevant, creative and
compelling content to
illustrate an in-depth
knowledge of the
subject and/or tasks(s).
Demonstrates skillful
analysis that employs a
variety of types of
supporting materials
that enhance both the
impact of the message
and the student’s
credibility/authority on
the topic.

Uses appropriate,
relevant, and
compelling content to
illustrate an adequate
understanding of the
subject and/or task(s).
Demonstrates
competent analysis that
employs supporting
materials that are
relevant to the impact
of the message and
improve the student’s
credibility/authority on
the topic.

Uses appropriate and
relevant content to
illustrate an emerging
understanding of the
subject and/or task(s).
Demonstrates clear, if
limited, analysis that
employs supporting
materials that are mostly
related to the central
message and establish
some student
credibility/authority on
the topic.

Uses appropriate and
relevant content to
develop simple ideas
related to the subject
and/or task(s).
Demonstrates an
attempt at analysis that
employs supporting
materials, though their
relevance to the impact
of the message and/or
the student’s
credibility/authority on
the topic may not be
clear.

V. Performance
– Creativity and Originally

A skillful and
imaginative execution
of a process and/or
product delivery
through a format,
language or graph (or
other visual
representation) in ways
that enhance meaning,
making clear the
interdependence of
meaning, thought and
expression.

A convincing execution
of a process and/or
product delivery
through a format,
language, or graph (or
other visual
representation) in ways
that effectively shape
meaning and make
consistent connections
among meaning,
thought, and
expression.

A deliberate, if limited or
mechanical, execution of
a process and/or product
delivery, through a
format, language, or
graph (or other visual
representation) in ways
that transmit meaning
and demonstrate some
emerging attention to the
relationships among
meaning, thought and
expression.

A minimal execution of
a process and/or
product delivery,
through a format,
language, or graph (or
other visual
representation) in ways
that show some
relevance, if unclear, to
meaning; some attempt
is made to consider the
relationships among
meaning, thought, and
expression.

Updated: December 1/3/2016

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