This lab report describes experiments conducted using PhET simulations to study electric charge and interactions. The simulations allowed students to observe how charge is transferred through contact and induction. Data was collected on how the electrostatic force varies with charge and distance, consistent with Coulomb's law. Key results showed charge transferring through contact and induction, and a direct relationship between force and charge or inverse relationship between force and distance.

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Lab 1: Electric Charge and Electric Interactions
Objectives
In this lab you will use PhET’s simulations Balloons and Static
Electricity, John Travoltage, and
Coulomb's Law to study interactions between electric charges.
Part 1: Balloons and Static Electricity
Open the Balloons and Static Electricity simulation.
1. Select the option “Show all charges”.
2. Look at the balloon. What can you say about its net charge?
3. Click and drag the balloon and rub it against the sweater.
What happens to the balloon?
How did the balloon get charged, with what type of charge?
Where did that charge come
from?
4. What happened to the sweater? How did it get charged?
Where did that charge come from?

2. 5. Bring the balloon to the middle, between the sweater and the
wall. What happens to the
balloon when you let it go? Explain the reason behind the
observed phenomenon.
6. What is the overall charge of the wall? What do you expect
will happen when the balloon is
brought close to the wall? Make a prediction.
7. Bring the balloon in contact with the wall. What happens to
the charges in the wall? Let go
of the balloon. What happens? Explain the reason behind the
observed phenomenon.
Part 2: John Travoltage
Open the John Travoltage simulation.
1. Predict what will happen to John if he rubs his foot against
the carpet.
2. Rub John’s foot on the carpet by clicking and dragging his
foot several times. What happens?
3. Predict what will happen if John touches the doorknob.
4. Click and drag John’s hand to touch the doorknob. What
happens? Explain the reason
behind the observed phenomenon.
Part 3: The Electrostatic Force – Dependence on Charge

3. In this part use the Coulomb's Law simulation. Select the Macro
Scale simulation.
1. Check the box to display Force Values.
2. Set the distance between the charges to 2 cm and set Charge
1 to 2 μC.
3. Change Charge 2 (only) and record the magnitude of the
corresponding electrostatic force.
4. Complete the following table:
https://phet.colorado.edu/sims/html/balloons-and-static-
electricity/latest/balloons-and-static-electricity_en.html
https://phet.colorado.edu/sims/html/john-travoltage/latest/john-
travoltage_en.html
https://phet.colorado.edu/sims/html/coulombs-
law/latest/coulombs-law_en.html
https://phet.colorado.edu/sims/html/balloons-and-static-
electricity/latest/balloons-and-static-electricity_en.html
https://phet.colorado.edu/sims/html/john-travoltage/latest/john-
travoltage_en.html
https://phet.colorado.edu/sims/html/coulombs-
law/latest/coulombs-law_en.html
2/2
�2 (μC) −10 −8 −6 −4 −2 0 2 4 6 8 10
�� (N)
5. Make a scatter plot of �� versus �2. Plot �� along the

4. vertical axis and �2 along the horizontal
direction.
6. Are your results consistent with Coulomb’s law?
Part 4: The Electrostatic Force – Dependence on Distance
In this part continue using the Coulomb's Law (Macro Scale)
simulation.
1. Check the box to display Force Values.
2. Set each charge to 10 μC.
3. Change the distance between the charges (only) and record
the magnitude of the
corresponding electrostatic force.
4. Complete the following table:
� (cm) 2 3 4 5 6 7 8 9 10
�� (N)
5. Make a scatter plot of �� versus �. Plot �� along the
vertical axis and � along the horizontal
direction. Include the best-fit curve in your graph and the
equation of the best-fit curve.
Decide the type of curve to fit the data with based on
Coulomb’s law.

5. https://phet.colorado.edu/sims/html/coulombs-
law/latest/coulombs-law_en.html
Assessment Rubrics for Student Research Paper
CRITERIA VERY WEAK SATISFACTORY GOOD
EXCELLENT
THESIS / ORIGINALITY
Does the paper have a clear and strong
argument? Does it reconsider the
chosen topic with a strong individual
vision?
The paper does not have a clear
focus or topic. Thesis is weak.
The paper has a topic but not a thesis.
The thesis is general and
could be more specific.
The thesis is clearly stated and
represents a strong position.
ORGANIZATION
Is the paper clearly and tightly
structured and easy for the reader to
follow? Are paragraphs sequences
logical and transitions clarify

6. relationships of ideas?
The paper has no clear
structure, order or plan. Some
repetition or irrelevant areas.
The paper is only loosely organized.
Transitions are lacking.
The paper is generally
organized and clear.
Transitions clarify
relationships of ideas.
The paper is clearly and carefully
organized, with previews and
transitions. Paragraph sequence is
logical.
EVIDENCE/FILM ANALYSIS
Does the writer present substantial and
credible evidences /film analysis to
support the argument?
The writer offers thoughts,
opinions and hearsay but not
solid evidence/film analysis.
The paper offers evidence/film
analysis but it could be more

7. complete or relevant.
The paper offers substantial
evidence/film analysis to
support the argument.
The paper offers plentiful,
detailed, subtle and strongly
relevant evidence/film analysis.
DEVELOPMENT/STYLE
Is the paper neat and free from
grammatical and typographical error?
Does the writer use film terminology
appropriately to analyze films?
There are significant lapses in
grammar, syntax, spelling
and/or presentation. Discussion
lacks coherence. Film
terminology used slightly.
The paper contains some errors in
grammar, syntax and/or spelling.
Points of discussion may have lapses
in development. Some film
terminology but lacks clarity.
The paper is largely free of
mechanical errors.
Discussion is coherent. Film
terminology is used
appropriately

8. The paper is free from mechanical
defects and shows a sense of
personal style, too. Discussion is
coherent and film terminology
excellently used to clarify points.
RESEARCH/AMOUNT OF WORK/
RELEVANCE
Does the paper represent a substantial
amount of work? Does it relate to the
course topics? Does it have a works
cited page with proper formatting?
Does it use research (books as well as
journals) appropriately?
The paper is seriously deficient
in terms of the quantity of work
it represents. It is not strongly
relevant to the course. Does not
have a works cited page and
scarce use of research
materials.
The paper represents a minimum but
still adequate amount of work. The
topic is somewhat relevant. It has a
works cited page but lacks proper
formatting. Uses some research
materials.
The paper represents a
substantial amount of work.
The topic is strongly relevant.

9. It has a works cited page with
proper formatting. Uses
substantial research
materials.
The paper represents
exceptionally thorough and
careful work. The topic is deeply
relevant. It has a works cited page
with proper formatting and uses
research materials to a greater
extent.
OVERALL
How does the paper measure up to
college standards and the work of
peers?
The paper is significantly
below what we expect in a
college course.
The paper satisfies the minimum
standard.
The paper represents solid,
credible and very good work.
The paper is superior to the
majority.

10. GRADE D (= 1 point) C (= 2 points) B (= 3 points) A (=4
points, perfect score)
“A” & “B” PAPERS Substantially exceeds minimum standards:
it is clear from the structure and development of the essay that
the ultimate number of pages produced is the result of a logical
pursuit of
an explicit thesis that has been defended and supported by
documented evidence, and not the result of a literal observance
of the barest specified requirements. Characteristics: copious
quotations from
the reading, complete and lucid definition of terms, extended
and logical development of themes and ideas under scrutiny,
consistent use of detailed examples from the films or works
under discussion,
abundant evidence that the reading is being integrated and
supplementary research sources are being employed––a rich,
extended, textured, and nuanced presentation.
.
"C" PAPER Meets minimum standards: a passing, acceptably
competent fulfillment of the assignment. Characteristics:
sparce quotations, limited employment of the reading
assignment, abbreviated
definition of terms, superficial development of themes or
concepts, skeletal discussion of allied topics or implications,
little documentation or support of generalities or assertions
through the use of
examples from the films or works under discussion, no
indication that additional reading was accomplished or research
sources were consulted, a generally thin and barren
presentation. .

11. “D or N/A” [not acceptable] Does not satisfy minimum class
standards: a paper clearly incompatible with literate
communication. Characteristics: extensive and pervasive
mechanical, grammatical,
spelling, syntactical, structural errors; sloppiness, clearly no
attempt at proofreading or revision; non-responsiveness to the
content, directions, or guideline requirements of the assignment.
Excellent effort at process
Good effort at process
Little effort at process
No process
1/2
Lab #: Lab Title (from the lab handout)
Author: Your Full Name
Date Performed: Month, Day, Year
Class: PHYS ###
Section: #####
Group Members:
Full Name of Member 1
Full Name of Member 2
Full Name of Member 3
Full Name of Member 4
Abstract

12. The abstract is one paragraph describing the ultimate purpose,
methods used, and results of the lab
work. From the abstract, the reader should be able to understand
what the lab is intended to measure,
what significant measurements were taken, and what summary
results (including numbers) were
obtained. It is not a detailed description, but a terse overview.
Essentially you are to sum up the whole
lab in one paragraph in this section. The abstract is not about
anticipated activities, but an account of
the experiments after they have been conducted.
Theory
This section of the report provides the theoretical context of the
lab. Include theory that is relevant to
the understanding of the lab experiments and the interpretation
of the data. This section should look
like a short encyclopedia entry on the topic of the lab and
should include all the relevant equations
(properly formatted). Use the textbook and other references to
learn about the theory needed for the
interpretation of your experimental results. Do not copy from
the references or the handout; write in
your own words instead.
Do not provide a list of procedures that you followed and do not
mention the results of the lab work or
show calculations in this section. This is also not the place to
include your thoughts about the lab or the
results you obtained.
Measurements and Observations
This section includes a thorough description of the experimental
setup(s), procedures followed, and the
raw data (quantitative and qualitative) obtained from
measurement and observation.

13. Diagrams/snapshots of the experimental setup(s) should be
included here. Do not include too many
diagrams/snapshots; be judicious in your choices. Numerical
data should be presented in tabular form
when appropriate. Tables should not be broken over multiple
pages.
Data Analysis and Discussion
All calculations related to the data and conclusions drawn from
it should be outlined here, including
calculations of percentage errors. For similar calculations, only
include sample calculations. When
appropriate or requested in the lab handout, include graphs of
the data in this section. For all graphs,
make sure you include titles, labeled axes with units, and the
equations of curve-fits if they are used.
2/2
In addition to the quantitative conclusions, also include a
discussion regarding the nature and the
significance of the results obtained. What were your
fundamental conclusions from the lab
experiment(s)? Were there any surprises or were the results as
expected from theory? If the lab did not
work out as it seems it should have, this is the place to discuss
it. Why do you think it did not work out?
What were the causes? How might you avoid the same problems
in the future? When addressing these
questions, do not simply provide one-sentence answers like
“There were no surprises.” A thorough
discussion is expected here.

14. The report must follow the above format and must be written in
your own words, in complete
sentences, and in paragraph form (not in list form). The report
must be self-contained. This means that
it should contain a thorough account of the experimental setup
without need to refer to the lab
handout. The lab report should also not read as if it is
answering questions asked somewhere else. Do
not copy from the lab handout and do not quote references.
Write in your own words instead. Do not
write the lab report as if you were asked (or forced) to carry out
the lab activities. Use “we” instead of
“I”. Do not use “student” or “students” to refer to yourself or
your lab partners.
Each section should contain multiple paragraphs of relevant
content (except for the abstract which
needs to be one paragraph). Avoid repetition and copying and
pasting from one section into another.
When including tables, graphs, and other figures, also include
explanatory text to accompany these
elements. Do not group tables, graphs, and other figures
together; they should be integrated with the
text and included where they need to be included.
Also pay close attention to the formatting of the lab report,
including typography, margins, spacing, and
overall look. Finally, make sure the report is free of typos and
grammatical errors.
The lab report must be submitted on Canvas as one Word
document (integrating all the tables, graphs,

15. and other figures). As a SAC student, you have free access to
Microsoft Office 365, which includes Word
and Excel.
The lab reports will be graded using a rubric. Make sure you
read the rubric carefully for any additional
requirements.
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