The two pictures above show the arrangement needed to ensure the brightest light from the bulbs. The bulbs each are connected to one end of the battery arrangement, and the other end of the respective bulb holders are touching with 1 cable running to the other end of the battery. In this arrangement the bulbs are getting the required energy at the same time rather than one getting more than another, which would happen in a linear arrangement where one bulb gets most of the energy first.
This arrangement shows the least brightest light. The battery are placed parallel to each other and one bulb receives the little bit of energy before the other bulb, resulting in one bulb being barely lit and the other not being lit at all.
The picture above is our illustration of the bulb and battery arrangements shown above. The top pictures are Mario's artistic representations while the bottom two pictures are more scientific representations of the bulbs and batteries. The batteries are represented by 2 parallel lines, the shorter being negative and the larger being positive and the bulbs are represented by swirls.
This is an experiment Professor Mason did in class in which he heated up water with a cup of noodles heater (water heater) that was hooked up to a voltage regulator.
This is the graph of temperature vs. time of the experiment mentioned above.
He doubled the voltage and repeated the experiment. As seen doubling the voltage more than doubled the temperature meaning that there are some other factors involved which accounted for the sharp rise in slope.
The picture above shows our attempt at figuring out why the slow in the above experiment jumped 7 times higher. We determined that the change in resistance was so negligible that we could consider it constant. So because of that we could determine that doubling the voltage would double the current, meaning that the power supplied would quadruple. In class we showed a near 7 time jump in slope, so there was probably a mistake in the experiment since the change should've been closer to 4 times larger.
In the above two pictures we calculated the amount of work needed to get the cart from point to point C. We determined that any path taken would result in the same amount of work.
We also symbolically showed the work needed to get from one point to another in an electric field. With distance D, A had the least amount of work since it was parallel to the field, B had the most since it was perpendicular to the field and C was in between since it had an angle less than 90 degrees to the field.
The picture on the right shows that a circle would have equal potential lines when a is going out at all possible angles from a central location. On the left we derive the formula for a change in voltage from an infinitely large distance (which would end up being zero) to a set distance r.
The picture above illustrates what we though the code provided by Professor Mason would produce.
The picture above shows my arrangement of charges (blue, red, yellow) and 3 locations (green spheres) where we observed what the electric potential would be. This was achieved by multiplying each charge by 1/4*pi*epsilon not and dividing that by the distance between the observation location and the actual charge. The three were then added together to find the total electric potential at each location.
This work shows that the net electric potential was zero for 2 equal but opposite charges.
The picture above shows what we though the difference between plagiarism and collaboration was. Professor Mason brought this up while talking about labs to ensure we knew what not to do when creating our blogs.
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