4w Motion of charged particles in E and B Fields Worksheet 051622

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Drexel University *

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102

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Mechanical Engineering

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Jan 9, 2024

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PHYS 102 – Lab 4 – Motion of charged particles in E and B Fields - WORKSHEET Sam Macris, Chris Gautreau, Jonathan Andersson (Known values: e = 1.602 E-19 C, m e = 9.11 E-31 kg) Parameters for apparatus N = 130 R = 0.15 m Calculate the speed of electrons accelerating across a 250 V potential difference (show work). V = mv 2 /2e 250 = (9.11E -31 )v/2(1.602E -19 ) v = 8.79 E 13 m/s Calculate the required current in the Helmholtz coils to achieve ~10 -3 T magnetic field (show work). B = (⅘) 3/2 * μ 0 NI/R 10 -3 = (⅘) 3/2 * (4πE -7 )(130)I/(0.15) I = 1.28 A Suppose the magnetic field is 10 -3 T, and the accelerating voltage is 250V. Using known values for e and m, calculate the expected radius of the electrons’ orbit (show work). e/m=v/(rB) (1.602x10^-19)/(9.1x10^-31)=250/(r(10^-3)) r=1.42x10^-6
Data Analysis: Lab ^N4.xlsx Use an Excel workbook to record measurements of the electron orbit radius for varying accelerating voltages and Helmholtz coil currents, and use these values to make a prediction for the e/m ratio of an electron. Turn in your Excel file with this worksheet. Write your prediction below. (Hint: in the spirit of the previous two labs, find a way to plot the data such that your e/m prediction is given by the slope of a line)
Compare your prediction to the expected value and report its accuracy as a percent error. Is your result accurate? Explain your reasoning. Actual Value = (1.602E -19 ) / (9.11E -31 ) = 1.76 E 11 Percent Errors: e/m 1.5 = (3.14E 11 -1.76E 11 )/1.76E 11 = 78% e/m 1.6 = (3.43E 11 -1.76E 11 )/1.76E 11 = 95% e/m 1.7 = (3.87E 11 -1.76E 11 )/1.76E 11 = 120% e/m 1.8 = (4.42E 11 -1.76E 11 )/1.76E 11 = 150% Identify and explain at least two possible sources of uncertainty in this experiment. (Note: Be clear and specific in your answer. A vague response such as “human error” will receive no credit unless you clarify exactly what that means.) Because of the light level in the room it was hard to read the ruler along with the fact that we are working in such small units along with each .1 change making a massive difference on each equation. Along with the precision of our equipment for the ability to not get the exact difference between each little bit right.
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