The lab report is about the tools of light in various forms. I have done three different surveys and have the results with me for each survey, but I will write about all three surveys in a single lab report. In addition, I will follow the teacher’s instructions exactly as follows:<\/p>\n
1. Introduction:
\nIn the introduction I will write about the model light in general, then write about the two light models specifically which is that light is a wave motion and the other that light is a particle. I will also write about the development of light and how it was then and now. Thus, I will write a societal aspect for light in the introduction. All of these are written according to what different sources write about light.<\/p>\n
2. Purpose (I have written it, so it should not be changed):
\nTo examine the tools of light in different forms.<\/p>\n
3. Material<\/p>\n
It is considered both difficult to read and ugly to have a headline directly under a headline. To avoid this, you can write a short line where you mention which content follows in which order. Thus: Here follows a presentation of laboratory equipment and sources used. Note that you write in the past tense, if the section contains text, as soon as you talk about what you have done yourself.<\/p>\n
3.1 Laboratory equipment
\nSome simple aids can be included in the form of a bulleted list, e.g. magnifying glass or the like. Here you do not need fluent text.<\/p>\n
3.2 Sources
\nSources are presented in the form of a descriptive text. Describe the relevance and credibility of the sources. Use several different types of sources in your work. Results and facts from sources are presented in the present as soon as the current facts are concerned: Westring (1805) describes 30 recipes for different colors based on Parmelia saxatilis, color lichen.<\/p>\n
4. Method:<\/p>\n
You write the method chapter in the past tense (past tense): in the first part of the experiment,\u2026 was built\u2026, because here you describe your not yet safe contribution to knowledge.<\/p>\n
4.1 Choice of method
\nHere you write why you chose the current method (to determine the salinity, three different evaporation tests were performed\u2026).<\/p>\n
4.2 Implementation
\nHere you must describe how you intend to proceed to provide answers to the questions \/ hypothesis. It is important to describe your method accurately, so that someone else can do the same in a new job (the reproducibility requirement).<\/p>\n
5. Result<\/p>\n
Here you describe the answer to the questions in the same order as the questions under the heading “Question” or the hypothesis. You can also use tables, charts and the like to increase clarity. Calculations must also be reported here. Also use the literature. No conclusions, discussions or investigations! The chapter is written in the past tense (past tense), but captions are written in the present tense (Table 2 shows\u2026).<\/p>\n
6. Conclusions \/ Discussion
\nA small line of body text presents the chapter’s layout.<\/p>\n
6.1 Discussion of results
\nHere the result is discussed and analyzed. You explain why you got the result you got and discuss why it turned out, or did not turn out as you thought. Compare with the literature if your result is correct. Try not to introduce new angles.<\/p>\n
6.2 Method discussion
\nAnalyze what was good and bad with the method. Give examples of sources of error (varying temperature may have affected bacterial growth\u2026).<\/p>\n
6.3 Proposals for future surveys
\nHere you give suggestions for further, supplementary investigations.<\/p>\n
List of sources<\/p>\n
Here you list all the sources you have used. All sources are written in alphabetical order. For examples of source lists, see e.g. Swedish hours – The language (Skoglund, Waje 2011, p. 215).<\/p>\n
Books are written:
\nAuthor’s last name, first name (year), Title, place of publication: publisher
\nEx: Skoglund, Svante, Waje, Lennart (2000), Svenska uppslag, Stockholm: Gleerups<\/p>\n
Newspaper articles are written:
\nAuthor’s last name, first name, “Article title”, Newspaper name, date or issue
\nEx: Axelsson, Lennart, “Give young people a fair chance”, in G\u00f6teborgsPosten, 2000-08-23<\/p>\n
Websites are written:
\nOrganization \/ Authority behind the page (update), page ‘title’, link, date of visit Ex: Naturskyddsf\u00f6reningen (2013-12-12), “\u00c4ngen \u00e4r artrikast”, http:\/\/www.naturskyddsforeningen.se\/natur- and-environment \/ agriculture-and-food \/ agricultural-environmental impact \/ biological-diversity \/ concerns \/, 2014-01-22<\/p>\n
Interviews are written:
\nInterview with Name, position, company, time and date of the interview
\nEx: Larsson Hasse, CEO Herrljunga Bost\u00e4der, interview 2011-10-03<\/p>\n
Rules for source references<\/p>\n
In order for the person reading your report to be able to check your sources, it is important that it is clear what your own reasoning is and what you get from other sources.
\nUse summary markers if necessary (XX considers \/ points out \/ emphasizes \/ underlines, according to XX, XX further means that) and
\nmark quotes with “quotation marks”. Quotes must be written exactly as the source.<\/p>\n
You also need to insert references in the text. Immediately after a summary or quotation, indicate the source in parentheses. For example.:
\nThere are three main reasons why older dialects are disappearing (Skoglund 1995, p. 198). Or:
\nSkoglund states that “the really old, genuine dialects are about to disappear” (1995, p. 198).<\/p>\n
===
\nThe Tools of Light in Different Forms
\nTransmission Grille, Double Slot and Single Slot
\nIntroduction
\nGenerally, light is a transverse, electromagnetic wave that can be detected by the typical human eye. Scientifically, light is perceived to be both a particle and a wave. From the basic research done by Albert Einstein, scientists observe the model of light in both aspects of light. When an Ultraviolet light hits a metal surface, observations report that it leads to the emission of electrons. The effect is known as photoelectric, which proposes that light though being a wave, also consists of a stream of particles. The development of light involves different researchers that made a discovery on the properties and principles of light.
\nThe most important theories and concepts in the development of light include Particle Theory and Prism, the wave theory, the electromagnetic theory, radiation theory, and finally, the photo model by Albert Einstein. From the Particle Model of Light, a light ray is found to be made of a stream of massless particles, which explains the straight propagation of light and the colors of light. Moreover, the wave theory gave the concept that light is a wave that can transfer energy without transferring matter. Light waves were associated with having varying wavelengths, frequencies, speeds, and amplitudes. The electromagnetic theory identified that light manifests in the form of an electromagnetic field that does not require a medium for transmission. The radiation theory argued the electromagnetic property of light by stating that it is emitted in quanta delivered in small packets of energy. All those concepts and theories are scientific; the societal aspect for light is that life would be difficult without light.<\/p>\n
Purpose
\nTo examine the tools of light in different forms.
\nMaterial
\nThe following is a presentation of laboratory equipment and sources used during the
\nexperiment.
\nLaboratory equipment
\nInterference in transmission grating: Mercury lamp, Lens, Column, Lattice, A screen, Calculator, Pen, and paper
\nInterference in double-column: A4 paper, Tape, Laser light, Double column, Ruler, Calculator, Pen, and paper
\nSingle column interference: Grid spectrometer, Spectral tubes, Spectral tube holder, Calculator, Pen and paper
\nSources<\/p>\n
Method
\nChoice of method
\nThe method utilized was according to the teacher\u2019s instructions. In the instructions, the researcher understood the method that should be carried out, the materials that should be used, and the reason to carry the survey.
\nImplementation
\nInterference in transmission grating:
\nInitially, the mercury lamp, the lens, slit, the grid, and screen will be mounted on an optical bench with the purpose of determining the wavelengths. The distance between the three bright lines was measured. Measurement of the distance involves the measuring of the distance between the two identical colors and the application of the formula. On the grid, the grid constant and the angle were measured by the distance between the screen and the grid, as well as the measurement of the wavelength and the application of the formula. Using the pen and paper, the results were noted.
\nInterference in double-column:
\nThe A4 paper has taped a distance of 2 meters from the double-column illuminated with laser light in the determination of column distance, d. Using the formula, the column is spacing is determined. The wavelength of the laser light was obtained from the laser. Angle a was measured through the measurement of the distance between the paper and the light laser while the wavelength measurement was measured and the formula applied. The column spacing was calculated, d, through the application of the formula. Using the paper and pen, the results are recorded.
\nDiffraction in a single column:
\nTo determine the wavelength, a grating spectrometer was placed in front and, at the same time, determine the type of substance was on the spectrometer\u2014the application of the formula determined the wavelength in the presence of the lattice cash. The measurement of the angle, a, was using a spectrometer and the formula according to the measurements of the angles displayed on the spectrometer screen. The results were recorded using paper and pencil.
\nResults
\nInterference in transmission grating:
\nWavelength distance between two identical colors:\t = 573 nm.
\n= 537 nm.
\n= 434 nm.
\nInterference in double-column:
\nDiffraction in a single column:
\nThe angle between two identical colors:\t= 666 nm.
\n= 490 nm.
\n= 445 nm.
\nThe substance is Helium.
\nDiscussion
\nDiscussion of results
\nIn the lab, the nature of light as a wave was investigated in terms of interference. The experiment was possible by successfully measuring the wavelengths and the color of visible lines using a grating spectrometer. It is clear that diffracted lights shine on a distant screen, which has a central bright. The most probable source of error in the experiment would be about the incorrect recording of measurements from the apparatus.
\nMethod Discussion
\nThe method was followed effectively as required by the teacher\u2019s instructions. The method would cause errors due to the varying temperatures of the apparatus that would affect the growth of bacteria.
\nProposal for future surveys<\/p>\n","protected":false},"excerpt":{"rendered":"
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