% % SYLLABUS TEMPLATE --Modified from the Academics Affairs template % % To be run with luaLatex % \date{Spring 2026} %--Current Template % %--------------------------------------------------------------------------------- % % Note to TAs. % % There are (at least) two parts that should be customized for your section. % To locate the places search for the following string: % % CUSTOMIZE_SECTIONS_AND_INSTRUCTORS % %------------------------------------------------------- % %--THIS_Content_Now_Follows----%\input{lua_preamble_article.tex} %LUA_PREAMBLE_ARTICLE --INSERTIONPOINT % % TOP BLOCK --AT THE VERY TOP OF the latex FILE % % REF:https://esail.tamu.edu/faculty-tutorials/accessible-latex-pdf-ua-2-overleaf-2025/ % \RequirePackage{pdfmanagement-testphase} \DocumentMetadata{ lang=en-US, pdfversion=2.0, pdfstandard=ua-2, %pdfstandard=a-4f, uncompress, tagging=on, testphase={phase-III}, testphase={title}, testphase={tagpdf}, tagging-setup = {math/setup={mathml-AF,mathml-SE}, extra-modules={verbatim-mo}, table/header-rows=1} } %\tagpdfsetup{math/alt/use} %----------------------------------------------------------------------------------------------- %Preamble --proper %----------------------------------------------------------------------------------------------- \documentclass[12pt]{article} \usepackage{pdfmanagement-testphase} \usepackage{graphicx} \usepackage{tabularx} \usepackage{float} \usepackage{flafter} %flafter modifies LaTeX's internal mechanisms to enforce a forward-only placement rule for all floating environments. This helps maintain the logical reading flow of the document, as a reader will encounter the descriptive text before seeing the corresponding figure or table. % \usepackage{tagpdf} \tagpdfsetup{tabsorder=structure} \usepackage{fontspec} % %\usepackage[table]{xcolor} % Crucial for HTML colors %\definecolor{myblue}{HTML}{0056B3} % \setmainfont{Latin Modern Roman} %\setmainfont{Latin Modern Math}[Scale=1.1] \setmainfont{Latin Modern Math}[Scale=1.2] \usepackage[most]{tcolorbox} \usepackage{luacode} \usepackage{unicode-math} % For compliance. \setmathfont{latinmodern-math.otf} \usepackage{booktabs, caption} \captionsetup{singlelinecheck=false} %For Cross-referencing: Place \label{...} immediately after \captionof to allow for cross-referencing using \ref{...}. \usepackage{makecell} \usepackage[unicode]{hyperref} % Automatically use \title and \author for PDF properties % pdfauthor={Your Name} % You can still explicitly set other fields \usepackage{relsize} % to adjust text inside math environments. \renewcommand{\thefootnote}{\textlarger[2]{\arabic{footnote}}} \usepackage{amsmath} \DeclareMathSizes{12}{12}{10}{9} % Should be define per document %\title{Physics 1301L --Lab Manual} %\author{NMT Physics} %\date{\Large Session YYYY} \hypersetup{ pdftitle, pdfauthor } \begin{luacode*} local function embedfull(tfmdata) tfmdata.embedding = "full" end luatexbase.add_to_callback("luaotfload.patch_font", embedfull, "embedfull") \end{luacode*} \setmainfont{Latin Modern Roman} %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% % % Coloring links with high contrast 5.0:1 requires the following Setup. % % \usepackage{luacolor} \usepackage[table]{xcolor} %Links must have sufficient contrast against the Background. %\definecolor{AccessibleBlue}{HTML}{4B0082} %Purple. \definecolor{AccessibleBlue}{HTML}{0056B3} %Dark Blue --Preferred. \usepackage{hyperref} \hypersetup{ unicode=true, % Ensures correct handling of Unicode bookmarks with LuaLaTeX colorlinks=true, % Otherwise links will not be colored. urlcolor=AccessibleBlue, linkcolor=AccessibleBlue, % For internal links citecolor=AccessibleBlue, % For bibliography pdfborder={0 0 0} % Removes the default red border around links } \tagpdfsetup{page/tag-header-footer} % Command to tell the tagger to handle header/footer content % %-------------------------------------------------------------- % % Using the headers to place links to the Table of content Requires fancyhdr; % The actual content of the header and footer is left to the style file specific to each document. % \usepackage{fancyhdr} % %------------------------------------------------------- % %--THIS_Content_Now_Follows----%\usepackage{sylabus_comm} %SYLLABUS_COMM --INSERTIONPOINT % % Standard Style Settings For Syllabus % % %-------------------------------------------------------------- % \usepackage{fancyvrb} % for "\Verb" macro \VerbatimFootnotes % enable the use of \Verb in footnotes %--------------------------------------------------------------------------- % \newcommand{\Section}[1]{\section*{#1} \addcontentsline{toc}{section}{#1} } \newcommand{\Subsection}[1]{\subsection*{#1} \addcontentsline{toc}{subsection}{#1}} \newcommand{\Subsubsection}[1]{\subsubsection*{#1} \addcontentsline{toc}{subsubsection}{#1}} \newcommand{\PARAGRAPH}[2]{ {\bf #1} #2 } % %----------------Page Layout --------------------- \usepackage[headheight=16pt,margin=1in]{geometry} % %----------------Paragraph Layout --------------------- \setlength\parindent{0pt} \setlength{\parskip}{1em} %------------------------------------------------------------------------ % % Commands that facilitate typing and tracking of standard definitions. % % %To Display Abstracts \newenvironment{LABABSTRACT}[2]{\item[#1] #2}{} %From the lab manuals style files \newcommand{\KCs}{Kirchhoff's \,} % %---------------------------------------------------------------------------------------------------- % %------------------------------------------------------- % %--THIS_Content_Now_Follows----%\input{CUSTOMinfo_PI.tex} %CUSTOM_INFO --INSERTIONPOINT % %Customized Info for Physics II Labs % \newcommand{\PHYSICSLAB}{Physics 1320L} % \title{Syllabus \& Guide for \\{Physics 1320L}} \author{Department of Physics \\ NMT} % %------------------------------------------------------------------------- % \pagestyle{fancy} \fancyhf{} % <-- Clear all header and footer fields %\fancyhead{} and \fancyfoot{} or \fancyhf{} \fancyhead[L]{P1320L} % to include section info \leftmark \fancyhead[R]{Go to \protect \hyperlink{toc}{Table of Contents}} \fancyfoot[C]{\thepage} % Center page number %\renewcommand{\headrulewidth}{0pt} % Optional: Remove header line % %------------------------------------------------------------------------- % \newcommand{\DESCRIPTION}{ % Current Catalog Description A series of Laboratory experiments associated with the material presented in Calculus-Based Physics II. Students will apply the principles and concepts highlighting the main objectives covered in coursework for Calculus-Based Physics II. The hands-on experiments in this lab offer the possibility to explore and gain a complementary perspective for the concepts introduced in the lecture. The lab introduces techniques for obtaining and analyzing experimental observations using diverse methods and equipment. Furthermore, the students have the opportunity to develop communication skills. In general, students are asked to report their activities and results clearly and concisely in formats ranging from ”worksheets” to a formal Lab report write-up. The time spent outside Lab on preparation, data analysis, and presentation will vary somewhat, but an average of up to three hours of outside work per Lab is encouraged. } % %------------------------------------------------------------------------- % \newcommand{\preREQUISITES}{ Phys-1310 } % %------------------------------------------------------------------------- % \newcommand{\coREQUISITES}{ Phys-1320 } % %------------------------------------------------------------------------- % \newcommand{\courseLEARNINGoutcomes}{ By the end of this course, it is expected that students will have acquired first-hand knowledge of the fundamental principles of electro and magnetostatic phenomena. In addition, the students should have learned basic techniques for obtaining and analyzing experimental data in a matter consistent with academic integrity. Furthermore, the students will develop basic communication skills to report experimental results. } % %------------------------------------------------------------------------- % \newcommand{\tentativeSCHEDULEpdf}{tentative_schedule-2026S-p1320L} % %------------------------------------------------------------------------- % % % ------------------------------------------------------------------------------------- % \newcommand{\STUDYDAY}{ {\bf May 8} } %Study Day: No classes or exams will be held on this day. % % \begin{document} \maketitle \hypertarget{toc}{} %Target accessible from each page header. \tableofcontents \clearpage % %---------------------------------------------------- % \Section{Disclaimer} \PARAGRAPH{}{Although the Instructor will try to preserve the general intent of the syllabus, the Instructor reserves the right to modify the letter of the syllabus to accommodate emergent situations during the semester.} % % %---------------------------------------------------- % % \Section{\PHYSICSLAB} % %---------------------------------------------------- % % CUSTOMIZE_SECTIONS_AND_INSTRUCTORS % % If you are teaching multiple sections of the same lab, you can use the same syllabus just list the sections here % Section 1, CRN:1000. This section meets on Mondays from 14:00 to 16:20 in Workman 115. \newline %Section 1, CRN:2000. This section meets on Tuesdays from 17:00 to 19:20 in Workman 115. % \Section{Instructor} % %CUSTOMIZE-INSTRUCTOR \begin{tabbing} {Carlos Lopez Carrillo.}\, \= \mbox{} \\ email: \> {\tt {carlos.lopezcarrillo@nmt.edu}}\\ phone: \> {575.835.5047} \\ Office: \> {111 Workman Bldg.} \\ Office hours:\> {Tue \& Thu, 13:00--13:50; other times by appointment.} \\ \end{tabbing} % %---------------------------------------------------- % \Section{Grading} \PARAGRAPH{}{ The final grade is composed as follows, but for relevant information, see the policies section below:} \begin{table}[hb] \centering \begin{tabular}{|l|l|c|} \hline Lab Reports & 50\% \\ \hline Worksheets\, & 50\% \\ \hline \end{tabular} \caption{Final Grade composition.} \label{t_fgrades} \end{table} % A 100-point scale is used to grade papers and worksheets; points are converted to the NMT letter grading system (published in the current catalog) using the following table. \begin{table}[hb!] \centering \begin{tabular}{|l|c|c|c|} \hline Points & [90,94] & [95,100] & \\ Letter Grade & A- & A & \\ \hline Points & [80,82] & [83,86] & [87,89] \\ Letter Grade & B- & B & B+ \\ \hline Points & [70,72] & [73,76] & [77,79] \\ Letter Grade & C- & C & C+ \\ \hline Points & [0,59] & [60,66] & [67,69] \\ Letter Grade & F & D & D+ \\ \hline \end{tabular} \caption{Equivalence between points in a 100-point scale and letter grades as reported to the registrar.} \label{t_letterG} \end{table} \clearpage % \Section{Course Description} % \PARAGRAPH{}{\DESCRIPTION} % \Subsection{Pre-requisites} \PARAGRAPH{}{\preREQUISITES} % \Subsection{Co-requisites} \PARAGRAPH{}{\coREQUISITES} % \Subsection{Mode of Instruction:} \PARAGRAPH{}{This Lab is delivered face-to-face.} % \Subsection{Place in Curriculum:} \PARAGRAPH{}{This course is a General Education Core requirement in Science. It corresponds to New Mexico Area III and satisfy Essential Skills in Quantitative Reasoning, Critical Thinking, and Personal and Social Responsibilities. } % \Subsection{Course Learning Outcomes} \PARAGRAPH{}{\courseLEARNINGoutcomes} % \Subsection{Program Learning Outcomes} \PARAGRAPH{}{Apply quantitative analysis to scientific problems and Communicate scientific information.} % \Subsection{Course Requirements} \PARAGRAPH{}{ The required Lab Manual is provided to you; it has all the relevant information to perform each Lab. You are expected to read it before the Lab and bring it to the Lab. You are also expected to bring a laptop computer to perform some of the data analysis. Be ready to work with all needed materials (pencils, notebooks, Laboratory Manual, personal computer, etc.). There will be four lab experiments for which you will be assigned a lab report; for the first two reports, you'll have the opportunity to submit a draft to receive feedback before you submit the final version. For the rest of the experiments, you will be assigned a worksheet. In contrast to the group effort during the experiments, all materials submitted for grading are individual efforts. For safety, No food is allowed in the Lab; beverages should be carried in spill-proof containers. You are also expected to follow the instructions for each Lab carefully. Furthermore, It is required that you comply with the COVID-19 procedures given below to reduce the risk of transmission in the Lab. Make sure you read and understand them. Attendance is mandatory. Punctuality in attendance and completion of all assignments on time is required. You are expected to submit your reports a week after the Lab is completed. Rotation of individual roles in a team is required to ensure everyone's participation in the exercises. Ensure your Instructor signs off your raw data before leaving the Lab. Approach all issues with professional courtesy and respect the efforts, opinions, and property of others. Disruptive behavior, including horseplay and reckless use of equipment, will NOT be tolerated. To minimize disruptions in the Lab, you are required to abide by the following rules of etiquette. Cell phones should be reserved for emergencies --no text. If you must accept a call, please take it outside the Lab. If you are late to the Lab, please keep the disruption to a minimum while joining your team. Abusers may be asked to leave the Lab. } \Subsection{Policies} \PARAGRAPH{}{ \begin{itemize} \item The lowest grade on a worksheet is not counted toward the final grade. In contrast, all grades from Lab reports are counted. \item Lab reports are graded according to the rubric posted on CANVAS. \item In general, there are no makeup labs, but the Instructor may grant a request under extenuating circumstances. \item Under no circumstances are students allowed to take the Lab with a different TA --this is a FERPA violation. \item Excused absences. To be an excused absence, a legitimate note (e.g., a Medical note.) has to be submitted to the Instructor. At the Instructor's discretion, the student can prepare and submit the corresponding Report or Worksheet using only Instructor's provided data. No penalty is accessed in this case. \item Unexcused absences. Depending on the specific case, at the Instructor's discretion, the student may be allowed to submit the corresponding Report or Worksheet using only Instructor's provided data. In this case, however, a report can earn at most 80\% of the grade, while worksheets only 50\%. \item Late work. Lab work submitted late for grading but not more than a week past due will be accepted but will earn at most 80\% of the grade. No lab work past due more than a week will be generally accepted, but at the Instructor's discretion, it may be accepted under extenuating circumstances. \item The use of generative AI tools (e.g. ChatGPT, Dall-e) is only permitted in this course for checking grammar and style. All other uses (e.g. Producing drafts for writing assignment, writing entire paragraphs or papers to complete assignments) are not permitted and violations to the academic honesty Policy. \end{itemize} } % \Subsection{Academic Honesty in the Physics Labs} \PARAGRAPH{}{ You are responsible for knowing, understanding, and following NMT Academic Honesty --see paragraph below. Any suspicion of a violation of the letter or intent of the NMT policy will be reported to the Lab Director, who will determine the appropriate charges to bring to the Office of the Associate Vice President for Academic Affairs. In general, obtaining answers that, in any way, bypass the need to think about the assignment is a violation of the academic honesty policy and can have serious consequences. Although Laboratory exercises are a group effort, discussing the material with each other is encouraged, and Data obtained during the lab session is expected to be the same within each group (tables, graphs, etc.), your written assignments must be your own work; any help received must be acknowledged, and proper citations of the utilized sources must be included (even for your own work, not specifically created for the assignment). Failure to properly acknowledge sources constitutes plagiarism and is not tolerated. \emph{If in doubt, please ask your Instructor before submitting any work as your own.} Only data you collect with your team can be used for work submitted for grading. Giving or receiving data for your analysis from any other source is not permissible unless your Instructor specifically directs sharing data, in which case the source must be acknowledged. } %\begin{comment} %[Note For TAs: It is a good idea to discuss what constitutes cheating in your class, particularly for %homework and laboratory exercises. For example, do you permit students to consult online %resources, such as Chegg homework solutions? Some faculty do, and others do not. Let your %students know what your policy is. %\end{comment} %-------------------------------------------------------------------------------- \Subsection{Course Schedule} \PARAGRAPH{}{ Laboratory exercises are performed weekly. However, preliminary material is covered during the first week of classes, and the first Lab is performed during the second week. A tentative schedule is given below. An overview of the Lab exercises is given in the last section, but the Lab Manual is the main reference for working in the lab.} % % %--THIS_Content_Now_Follows----%\input{weekly_schedule_P1310L_current.tex} %INPUT_WEEKLY_SCHEDULE --INSERTIONPOINT \begin{table}[hb!] \centering \caption{Tentative Lab Schedule.} \label{t_labschedule} \begin{tabular}{cclcl} \hline \hline Week & Begins On & Note & Lab No. & Lab \\ \hline 1 & 01-19 & First Week (MLK Monday) & - & Setup Contingency Plans \\ \hline 2 & 01-26 & & 1 & WaveSuperp \\ \hline 3 & 02-02 & & 2 & Oscilloscopes \\ \hline 4 & 02-09 & & 3 & Coulomb's law \\ \hline 5 & 02-16 & & 4 & ElectricField Super \\ \hline 6 & 02-23 & & 5 & ElectricField Mapping \\ \hline 7 & 03-02 & & 6 & Capacitors \\ \hline 8 & 03-09 & & 7 & Ohm’s law \\ \hline 9 & 03-16 & Spring Break & - & No Lab \\ \hline 10 & 03-23 & Midterm Grades Due(Monday, 23) & 8 & Kirchhoff’s laws \\ \hline 11 & 03-30 & & 9 & Magnetic Forces \\ \hline 12 & 04-06 & & 10 & Magnetic Forces II \\ \hline 13 & 04-13 & & 11 & Faraday’s Law \\ \hline 14 & 04-20 & & 12 & Mutual Inductance \\ \hline 15 & 04-27 & & 13 & Displacement Current \\ \hline 16 & 05-04 & Last Week & - & No Lab \\ \hline 17 & 05-11 & Finals & - & No Lab \\ \hline \end{tabular} \end{table} % %\begin{center} %\scalebox{0.85}{ \includegraphics[width=\textwidth,alt={Tentative Lab Schedule.}]{\tentativeSCHEDULEpdf}} %\end{center} \clearpage % %------------------------------------------------------------------------- % \Section{New Mexico Tech Services and Policies} % %--THIS_Content_Now_Follows----%\input{nmtpolicyNservices.tex} %INPUT_NMT_POLISER --INSERTIONPOINT % % New Mexico Tech Services and Policies % \PARAGRAPH{Student Resources:}{Wondering where to go for help? Please see the offices below or visit the \href{https://www.nmt.edu/academicaffairs/Where_to_go.php}{"Where NMT Students Should Go for Help"} website.} %Wondering where to go for help? Please see the offices below or visit the "Where NMT Students Should Go for Help" website. %\PARAGRAPH{End of Semester Study Day:}{Please note that Friday, \STUDYDAY\ will be a student study day. No classes or exams will be held on this day. In order to maintain overall consistency between MWF and T/TH course meeting times, Thursday, May 8th will run on a Friday schedule, i.e., MWF classes will meet on that final Thursday of the semester. The last class meeting for T/TH classes will be on Tuesday, May 6th.} \PARAGRAPH{NMT Academic Honesty:}{New Mexico Tech’s Academic Honesty Policy for undergraduate and graduate students is found in the catalog (\url{https://www.nmt.edu/registrar/catalogs.php/}). Further information about academic honesty can be found on the Academic Affairs website: \url{https://www.nmt.edu/academicaffairs/avpaa/academic_honesty.php} \\ You are responsible for knowing, understanding, and following this policy.} \PARAGRAPH{Student Success:}{New Mexico Tech offers numerous services for students in need of academic assistance. This includes someone who can check their work or who could provide friendly advice. Several locations where this assistance is available includes the Office of Student Learning (Skeen Library, \url{https://www.nmt.edu/osl/}), Math Helproom (\url{https://www.nmt.edu/academics/math/ugrad/mathhelproom.php}), the Writing and Communication Lab (Skeen Library, \url{https://www.nmt.edu/academics/class/center.php}), and numerous department-run centers. {\bf These services are free of charge to students!} Students may also consult the Dean for Student Success Initiatives, Elaine DeBrine Howell (Fidel, rm. 237; 575-835-5208; elaine.debrinehowell@nmt.edu) or may receive emails from her if they are struggling in class. Please visit the \href{https://www.nmt.edu/academicaffairs/Where_to_go.php}{"Where NMT Students Should Go for Help"} website for more information.} %[Please feel free to add information on tutoring or other student success services in your department or elsewhere on campus] \PARAGRAPH{Reasonable Accommodations:}{ New Mexico Tech is committed to protecting the rights of individuals with disabilities and providing access and full participation in the educational experience.  Students with disabilities who require reasonable accommodations are invited to make their needs known to the Office for Student Access Services (SAS) as soon as possible.  Accommodations are not retroactive and may take some time to implement.  The process for requesting accommodations can be found at their website  \url{https://nmt.edu/ds/for\_students.php}. You can contact SAS in person at the Fidel Center Room 245, call 575-835-6209, email access@nmt.edu or book through the link on their \href{https://nmt.edu/ds/for_students.php}{website}.} \PARAGRAPH{Counseling Services:}{ The Counseling Center has partnered with UWill, to provide students free, immediate access to teletherapy, a direct crisis connection, and wellness programming. UWill also offers students a direct crisis connection with help available 24/7/365. Students also have free access to on-demand wellness programming through UWill’s platform, such as yoga, meditation, and mindfulness. In-person sessions on campus or this virtual healthcare are available for those degree-seeking students currently enrolled. Requests for on-campus counseling and UWill services are available on the counseling website (\url{https://www.nmt.edu/cds/}). The Counseling Center offers peer support with trained students, ‘peer supporters’, who understand the challenges of college and how to help navigate them. For more information on services at NMT, please call 835-6619, email counseling@nmt.edu. } \PARAGRAPH{Respect Statement:}{ New Mexico Tech supports academic freedom and freedom of expression within the parameters of a respectful learning environment. As stated in the \href{https://www.nmt.edu/policies/_NMT\%20Student\%20Conduct\%20Policy\%20\%20.pdf}{Student Code of Conduct Policy:} “New Mexico Tech’s primary purpose is education, which includes teaching, research, discussion, learning, and service. An atmosphere of free and open inquiry is essential to the pursuit of education.” Furthermore, “Tech seeks to provide an environment that enables a positive learning experience and maintains an academic atmosphere that is a purposeful, just, open, disciplined, and caring community.”} \PARAGRAPH{Title IX Reporting:}{Sexual misconduct, sexual violence, and other forms of sexual misconduct and gender-based discrimination are contrary to the University’s mission and core values, violate university policies, and may also violate state and federal law (Title IX).  Faculty members are considered “Responsible Employees” and are required to report incidents of these prohibited behaviors.  Any such reports should be directed to Tech’s Title IX Coordinator\\ (Dr. Peter Phaiah, 238 Fidel Student Center, 575-835-5953 (O), 575-322-0001 (C), titleixcoordinator@nmt.edu ) or reports can be filed online to Tech’s Title IX ; Sexual Misconduct Report. Please visit Tech’s Title IX Website (\url{www.nmt.edu/titleix}) for additional information and resources.} % %------------------------------------------------------------------------- % %------------------------------------------------------------------------- \Section{List of Laboratory Exercises} % %--THIS_Content_Now_Follows----%\input{abstractsPI.tex} %INPUT_LABS_OVERVIEW --INSERTIONPOINT % % % % --------- Labs Overview for Physics 2 ---------------- % --------- Generated with ./fypl_uloa.sh /home/clc/Arbol/Work/Labman/LabManuals/WCAG_LevelAA/NMT-FYP2LM/NMT-P1320LM-current.tex % % % \begin{description} \begin{LABABSTRACT}{Wave Superposition}{ In this Lab exercise, we investigate standing waves on a string under tension to introduce the concept of superposition. Superposition is at the base of the study of electromagnetic phenomena and will be investigated in that context in a later lab.} \end{LABABSTRACT} \begin{LABABSTRACT}{Oscilloscopes}{ This lab is a tutorial on oscilloscopes. It is introduced here in preparation for some of the labs dealing with signals that change in time. Nevertheless, it gives you hands-on practice with wave concepts like amplitude and frequency. The important concept of Voltage and its relationship to work is introduced later in the semester, but here it is used as an example of a time-varying signal.} \end{LABABSTRACT} \begin{LABABSTRACT}{Coulomb's Law}{ In this lab, we investigate Coulomb's law using a torsion balance to measure the repulsion force between two charged spheres.} \end{LABABSTRACT} \begin{LABABSTRACT}{Electric Field and Superposition Principle}{ This exercise uses a computer simulation to explore further the concept of superposition in the context of electricity. In particular, we study the resultant electric field from various charge configurations.} \end{LABABSTRACT} \begin{LABABSTRACT}{Electric Field Mapping}{ This Lab exercise uses the electric equipotential lines to map the electric field produced by an electrode configuration.} \end{LABABSTRACT} \begin{LABABSTRACT}{Capacitors and Dielectrics}{ In this lab, we use an LCR meter to measure the value of the capacitance for various geometries and the effective capacitance for capacitors connected in series and parallel. In addition, the effect of a dielectric material inside the parallel plate capacitor is also explored. } \end{LABABSTRACT} \begin{LABABSTRACT}{Ohm's Law}{ In this lab, the relationship between the voltage across, and the current flowing through, a so-called Ohmic material is explored. The measuring techniques developed in this lab will be essential in the following labs.} \end{LABABSTRACT} \begin{LABABSTRACT}{Kirchhoff's Laws}{ This lab explores the \KCs loop and node laws using direct current circuits. In this context, we also examine the voltage divider, a simple but widely used circuit.} \end{LABABSTRACT} \begin{LABABSTRACT}{Magnetic Forces}{ This experiment investigates the magnetic field produced by an electrical current and the force exerted on moving charge by a magnetic field. These effects are described respectively by Ampere's Law and the magnetic force law. Furthermore, a hands-on demonstration of applying the right-hand rule is provided.} \end{LABABSTRACT} \begin{LABABSTRACT}{Magnetic Forces II}{ In this lab, we investigate the magnetic force on individual charges. In the process, we estimate the charge-to-mass ratio for electrons.} \end{LABABSTRACT} \begin{LABABSTRACT}{Faraday's Law}{ In this lab, Faraday's Law is applied to determine the magnetic field in a permanent magnet's gap and the inside of a solenoid.} \end{LABABSTRACT} \begin{LABABSTRACT}{Mutual Inductance}{ In this Lab, we investigate the Mutual Inductance between two coils in a concentric configuration.} \end{LABABSTRACT} \begin{LABABSTRACT}{Displacement Current}{ In this Lab, we investigate the displacement current through a Capacitor in an LR-circuit. We compare the displacement and conduction current in this circuit.} \end{LABABSTRACT} \end{description} \end{document} %HERE