Bartleby Sitemap - Textbook Solutions
All Textbook Solutions for Physics Laboratory Experiments
1ASAHow is a hypothesis tested?When does a theory become a law?What happens when a scientific law is broken?We use our senses to make observations. Comment on their limitations and reliability.Is scientific thinking only applicable to sciences such as physics or chemistry? Explain.If you dropped the dollar bill (or ruler) yourself, how might this affect the reaction time?Suppose three nested muffin cups and five nested cups were used in the experiment. From what height should the five cups be dropped to hit the floor together with the three cups dropped from a height 1 m? (Show calculations.)Why is using instruments so important in taking experimental data, rather than using our senses directly?Do experimental measurements give the true value of a physical quantity? Explain.Distinguish between random (statistical) error and systematic error. Give an example of each.What is the difference between measurement accuracy and precision? Explain the general dependence of these properties on the various types of errors.What determines how many figures are significant in reported measurement values? What would be the effect of reporting more or fewer figures or digits than are significant?In expressing experimental error or uncertainty, when should (a) experimental error and (b) percent difference be used?How could the function y = 3t2 + 4 be plotted on a Cartesian graph to produce a straight line? What would be the numerical values of the slope and intercept of the line?Read the measurements on the rulers in Fig. 2.9, and comment on the results.Were the measurements of the block in part (b) of Procedure 2 all done with the same instrument? Explain.Referring to the dart analogy in Fig. 2.3, draw a dart grouping that would represent poor precision but good accuracy with an average value.4QSuppose you were the first to measure the value of some physical constant experimentally. How would you provide an estimate of the experimental uncertainty?1ASADoes a laboratory balance measure weight or mass? Explain.What is the function of the vernier scale on the vernier caliper? Does it extend accuracy or precision? Explain.Distinguish between positive and negative zero errors and how corrections are made for such errors. For what kind of error does a zero correction correct?What is the purpose of the ratchet mechanism on a micrometer caliper?Explain how readings from 0.00 through 1.00 mm are obtained from the micrometer thimble scale when it is calibrated only from 0.00 through 0.50 mm.7ASA8ASAExplain the probable source of error(s) in the experimental determination of the number of manual pages.2Q3QSuppose that you were given an irregularly shaped object that floats. Describe how you would experimentally determine its volume.A thin circular sheet of aluminum has a radius of 20 cm and a thickness of 0.50 mm. Find the mass of the sheet.6QScientists use models and theories to describe physical phenomena. When a new model is developed, it must be tested to find out if it is an accurate representation. No theory or model of nature is valid unless its predictions are in agreement with experimental results. The laboratory provides an environment where extraneous factors can be minimized and specific predictions can be tested. The process of making, testing, and refining models is usually called the scientific method (see Experiment 1). An example of this method will be demonstrated in this experiment for a simple pendulum. A simple pendulum is one in which a small but substantial mass is suspended on a relatively light string, like the one pictured in Fig. 4.1. If one were to observe the motion of the mass swinging back and forth, which of the following statements do you think would be the most accurate? (It is understood that the motion takes place in a single plane.) The time for the mass to swing back and forth (from point A to B, and back to A in Fig. 4.1.) (a) changes randomly from one swing to the next. (b) gets consistently bigger from one swing to the next. (c) gets consistently smaller from one swing to the next. (d) stays about the same from one swing to the next. (Circle your choice)2EP3EPThe mass (m) of the pendulum bob may be varied. The effect this would have on the period might possibly depend on air resistance, so lets suppose there isnt any. If the pendulum were swinging in a vacuum, would the mass make any difference?Check with one of your fellow students (or your instructor) to see if the results agree. Notice that there are no other forces acting in the direction of motion (remember, no air resistance). Then, use this force component in Newtons second law and solve for a. Does your result for the acceleration of the bob (and ultimately its pattern of motion) include the mass?Describe what is meant by the scientific method and how it is applied.What are the physical parameters in the investigation of a simple pendulum?3ASAHow does the period of a pendulum vary theoretically with (a) length, (b) mass of bob, and (c) angular displacement?How will you experimentally check the theoretical predictions in the preceding question?6ASAHow can the parabolic form y = ax2 be plotted as a straight line on Cartesian graph paper?What is meant by damped harmonic motion, and what causes it?It was suggested that you measure the time for several periods and determine the average period, rather than timing only one period. (a) What are the advantages of this method? (b) How and why would the result be affected if a very large number of periods were timed?2Q3Q4Q5QSuppose in the damped equation had ek1t and ek2t, with k2 k1. How would the graphs differ and why?7QWhat effect might the distance of fall have on your experimental measurements and results? (Consider the following cases.) (a) How long would it take the object to reach the floor if you dropped it from a height of 0.50 m? Could you measure this accurately with a stopwatch? Explain. (b) What if an object were dropped from a height of 10 m? Could you measure this distance accurately with a meterstick? Would the acceleration remain constant? Explain.From the preceding calculation, it should be obvious that to experimentally time the distance of fall for a dropped object is critical. To gain an appreciation of how the distance of fall varies with time, consider the daring experimenter shown in GL Fig. 5.1. Jo-Jo will illustrate the time-distance relationship of free fall by stepping off a high, vertical cliff with a timer in one hand and a marker in the other. For each second of fall, he makes a mark on the cliff face. But wait. Jo-Jo wants you to determine how far he would fall during each second for the first 5 seconds. He requests you plot the results on a distance versus time graph for a visual display. Oh, one other thing. He wants to open his parachute when reaching 60 mi/h. At what time, or between which seconds, should he do this?Given three objects with same size and shape, but different masses are dropped simultaneously from a high altitude hot-air balloon. Would the heaviest fall the fastest? If so, would this mean that the acceleration due to gravity depends on mass? Or could there be another factor involved? (Hint: Take a look at the opening sentence of this experimental planning.)Suppose that the initial height of the object were measured from the top of the object at the release point to the floor. How would this affect your experimental result for g, that is, would it be too high or too low? Is this a random or a systematic error? (See Experiment 2 on errors.)How is the acceleration of a car traveling on an elevated air track related to (a) the angle of elevation; (b) the height of elevation?Will the graph of instantaneous velocity versus time have a y-axis intercept of zero? Explain.Objects of different mass were used to see whether the acceleration due to gravity depends on the mass of a falling object. In other words, does a heavier object fall faster than a lighter object? What do your experimental results show?What is probably the greatest source of error in the experimental procedure?What are the major sources of error in this procedure?What would be the shapes of the curves for a graph of y versus t of the data in each experimental case? How would you determine the value of the cars acceleration from a graph using only y and t values (that is, not computing vi)?5Q6QDistinguish between scalar and vector quantities, and give an example of each.2ASAWhat is meant by drawing a vector to scale? Give a numerical example.Why is the triangle method called the head-to-tail (or tip-to-tail) method?How may the resultant of two vectors be computed analytically from a vector triangle?How many vectors may be added by the polygon method? Are other methods of vector addition limited to the number of vectors that can be added? Explain.7ASA8ASAOn a force table, what is the difference between the equilibrant and the resultant? Why is only one of these actually determined experimentally?Considering the graphical and analytical methods for obtaining the resultant, which method is more accurate? Give the probable sources of error for each method.Vector subtraction (AB) is a special case of vector addition, since AB=A+(B). Suppose that the cases of vector addition I, II, and III in this experiment were vector subtraction (F1F2). (a) What effect would this have on the directions of the resultants? (Do not calculate explicitly. Simply state in which quadrant the resultant would be in each case.) ( (b) Would the magnitude of the resultant be different for vector subtraction than for vector addition in each case? If so, state whether the subtractive resultant would be greater or less than the additive resultant.A picture hangs on a nail as shown in Fig. 6.7. The tension T in each string segment is 3.5 N. (a) What is the equilibrant or the upward reaction force of the nail? (b) What is the weight of the picture?Write Newtons second law in mathematical form, and describe how the acceleration of an object or system varies with a net force and mass of the system.What are F and m in Newtons second law in terms of the Atwood machine?Explain how F and m are individually varied while the other is held constant. Why is this done?How can the frictional force be experimentally determined, and how is it used in the calculations?What is measured in the experiment, and how is this used to compute the acceleration of the system?1Q2QHow can the value of g, the acceleration due to gravity, be determined using an Atwood machine?1ASAWhat is the condition for the conservation of linear momentum of a system?Show that Newtons second law can be written in the form F=p/t.Is the conservation of linear momentum consistent with Newtons first and third laws of motion? Explain.In a system of particles for which the total linear momentum is conserved, is the linear momentum of the individual particles constant? Explain.Suppose that a particle of mass m1 approaches a stationary mass m2 and that m2 m1. What would you expect to happen on collision?Do the results of the experiment support the conservation of linear momentum? Consider possible sources of error.2QIn Cases 1 and 2, one of the cars was initially at rest, so it must have received an acceleration. Is the car accelerating as it passes between the reference marks? Explain.4QIn terms of the variables given in GL Fig. 9.1, what is the momentum of the system immediately after the mass m becomes embedded in the pendulum bob?If the horizontal momentum is considered to be conserved in the collision, what can you say about the two expressions for momentum that you determined above?Write an equation for the conservation of momentum for this collision. Designate it Eq. 1.Verify that your equation has the masses and the velocities before and after the collision. If not, review your result with a classmate or your instructor. Solve the equation for the initial velocity of the projectile, vo. Note that to calculate the initial projectile velocity vo, the velocity V of the block and projectile combination needs to be known. (The values of the masses can be determined with a balance.) So far, only one conservation principle has been usedthe conservation of linear momentum. Now consider the mechanical energy of the system after the collision. Write an expression for the kinetic energy of the system (the mass and bob combo) immediately after collision, and label it Eq. 2. As the bob swings upward from h1 to a maximum height h2 (GL Fig. 9.1), what is happening to the kinetic energy of the system (neglecting friction)? If the kinetic energy is decreasing, is there another form of mechanical energy in the system that may be increasing? If so, what is it? Write an equation for the mechanical energy of the system at h2, and call it Eq. 3.How are Eqs. 2 and 3 related by the conservation of mechanical energy?6EP7EP8EP9EP1ASAWhy is it justified to say that the momentum in the horizontal direction is conserved over the collision interval? Is momentum conserved before and after the collision? Explain.Why are the heights measured to the center of mass of the pendulum-ball system?After the horizontal projectile leaves the gun, what are the accelerations in the x- and y-directions?How is the location where the ball strikes the floor determined?Besides the range, what else is needed to determine the magnitude of the initial velocity of the ball?For a given initial velocity, how does the range of a projectile vary with the angle of projection ?Theoretically, the angle of projection for maximum range is 45. Does this set a limit on the range? Explain.Is the collision between the ball and the pendulum elastic or inelastic? Justify your answer by calculating the kinetic energy of the system before collision using the value of vxo in the experiment and the kinetic energy just after collision using the experimental value of h in Eq. 9.2.Expressing the kinetic energy in terms of momentum (K=12mv2=p2/2m), prove using symbols, not numbers, that the fractional loss during the collision is equal to M/(m + M).5QWhat effect does the force of gravity have on the horizontal velocity of the projectile? Explain.What effect would air resistance have on the range of the projectile?9Q1ASA2ASA3ASA4ASAIf the centripetal force acting on an object in uniform motion suddenly ceased to act (went to zero), what would happen to the object? That is, what would be its subsequent motion?Suppose that the centripetal force acting on an object in circular motion were increased to a new value, and the object remained in a circular path with the same radius. How would the motion be affected?Explain how the centripetal force is directly determined for the apparatus you will be using in the experiment.How does the centripetal force vary with the radius of the circular path? Consider (a) constant frequency and (b) constant speed. Was this substantiated by experimental results?If the centripetal force on an object in uniform circular motion is increased, what is the effect on (a) the frequency of rotation f (with r constant) and (b) f and r when both are free to vary?Does the centripetal force acting on an object in uniform circular motion do work on the object? Explain.Figure 10.1 shows a student swinging a ball in a circle about his head. Show that the rope cannot be exactly horizontal. (Hint: Take the ropes tension force T to be at an angle below the horizontal, and examine the components of T. Use a diagram to illustrate.)1ASAWhat is the normal force, and why is it used instead of the load?Why is it important to have the string parallel to the horizontal surface in the procedures where suspended weights are used?What is the coefficient of friction, and in what units is it expressed? Distinguish between s and k. Which is generally greater?Explain how graphs of weight versus normal force in Procedures A and B give the coefficients of friction.Explain why fs sN; that is, why is fs less than or equal to sN?Speculate, in terms of the microscopic surface irregularities, about why k s and what effect a lubricant has on the coefficient of friction.(a) Prove that tan is equal to k when the block slides down the incline with a constant speed. (Use symbols, not numbers.) (b) If is the maximum angle of incline just before the block moves, what is s in terms of ?Suppose that the block were made to move up the inclined plane with a uniform speed by suspending masses on a string over the pulley. Derive an equation for the coefficient of kinetic friction for this case in terms of the suspended masses, the mass of the block, and the angle of decline. (Neglect any friction and mass effects of the pulley.)1EPIf the mass of the connecting string is small compared to the other masses, F and T will be approximately equal. Use this result to combine the equations and solve for the force of friction f in terms of the masses and angle. Did your result include a sin term? Check with a classmate or the instructor to verify your result.Now consider the case of the car moving down the plane with a constant speed, pulling a smaller mass upward. Draw the free-body diagrams and repeat the process used above to obtain an expression for f in this case. (Use m2 for the ascending mass.) How does this result compare to the previous one? Note that Wf = f d applies in both cases of the block moving up and down the plane, where d is the distance the block moves.Examine your equations for f, and determine what experimental quantities need to be measured to determine the work done by friction.The previous strategy to calculate Wf was based on the definition of work (force-distance method). The work done by friction for this experimental setup can also be obtained by an energy method. Note in GL Fig. 12.1 that there is a decrease in potential energy of the descending mass (Uw) and an increase in the potential energy of the cart (Uc). Are these changes in potential energy equal in magnitude?Since a nonconservative force is present (f), some energy is used in the work done to overcome friction (Wf), and this energy is no longer available as potential energy. Write the conservation of energy equation for this case in terms of the potential energies, and solve for Wf. Why have the kinetic energy terms been omitted in this analysis?Distinguish between the conservation of mechanical energy and the conservation of total energy.Is mechanical energy conserved in real situations? Is the total energy conserved? Explain.Discuss the relationship between work and energy for a car moving with a constant speed (a) up an incline and (b) down an incline.Under what conditions would the frictional forces be expected to be equal in magnitude for a car moving up an incline and a car moving down an incline?Is the force of friction the same for different angles of incline if all other parameters are equal? Explain by specifically considering the angles used in the experiment.What are possible sources of error in this experiment? Identify them as random or systematic errors. (See Experiment 2.)What was the work done by the suspended weight when the car (a) moved up the incline and (b) moved down the incline? (Show your calculations.)What was the work done by gravity acting on the car when it (a) moved up the incline and (b) moved down the incline? (Show your calculations.)(a) For the car going up the incline, what percentage of the work done by the suspended weight was lost to friction? (b) For the car moving down the incline, what percentage of the work done by gravity was lost to friction? (Show your calculations.)Suppose the car accelerated up and down the incline. How would this affect the experimental determinations?Is the assumption justified that f would be the same for both up and down cases for the same constant speed? If not, speculate as to why there is a difference.Assuming that f = N (see Experiment 11), show that the coefficient of (rolling) friction for the car moving down the inclined plane with a constant speed is given by =tanm2mccos. (Use symbols, not numbers.)1ASAWhat do the spring constant and minus sign in Hookes law indicate?Why is the force of Hookes law called a variable force?For a mass vertically on a spring, what are the potential energy considerations?How is the potential energy of the oscillating spring investigated when the total energy includes kinetic energy?Interpret the intercepts of the straight line for the spring elongation on the mg-versus-y graph.Why is the potential energy of a spring U=12k(yyo)2 instead of U=12(y2yo2), when a change in kinetic energy is K=12m(v2vo2) and not 12m(vvo)2?What are possible sources of error in the experiment?4Q1ASAIf these conditions for equilibrium are satisfied, is the rigid body necessarily in static equilibrium? Explain.3ASA4ASA5ASA6ASAWas the center of gravity of the meterstick exactly at the 50-cm mark? If not, why? Explain how the condition Fi=0 is satisfied for the meterstick in part A of the experiment.Why are clockwise and counterclockwise referred to as senses, rather than directions?Suppose in a situation like Case 2(a) in the experiment, m1 = 200 g were at the 20-cm position and m2 = 100 g at the 65-cm position. Would there be a problem in experimentally balancing the system with m3 = 50 g? Explain. If so, how might the problem be resolved?4Q5Q1EP2EP3EP4EP6EP7EP8EP1ASA2ASA3ASA4ASAWhat factors comprise the ratio of the efficiency of a machine, and how is efficiency related to the AMA and TMA?6ASA1Q2Q3Q4Q5Q6Q8Q9Q1ASAWhat is the physical significance of the spring constant of a spring? What does it tell you?How is the spring constant determined in this experiment?In the equation of motion for simple harmonic motion (Eq. TI 16.2), what physically determines A and T?How is the period of a mass oscillating on a spring related to the spring constant? (Express your answer mathematically and verbally.)Is the elastic property of the rubber band a good example of Hookes law? Explain.For a mass oscillating on a spring, at what positions do the (a) velocity and (b) acceleration of the mass have maximum values?1ASAWhat is a standing wave, and what are nodes and antinodes?What are normal modes?4ASA5ASAThe length, L1, is not the wavelength of the fundamental frequency of the string. (a) With the tension equal to F1, to which natural frequency does the wavelength equal to L1 correspond? (b) What tension in the string would be required to produce a standing wave with a wavelength equal to L1? (Hint: Use Eq. 17.7.)How many normal modes of oscillation or natural frequencies does each of the following have: (a) a simple pendulum, (b) a clothes line, and (c) a mass oscillating on a spring?Stringed musical instruments, such as violins and guitars, use stretched strings. Explain (a) how tightening and loosening the strings tunes them to their designated tone pitch or frequency; (b) why the strings of lower tones are thicker or heavier; and (c) why notes of higher pitch or frequency are produced when the fingers are placed on the strings.(Optional) Consider a long whip antenna of the type used on some automobiles and trucks. Show that the natural frequencies of oscillation for the antenna are fm = mv/4L, where m = 1, 3, 5, , v is the wave speed, and L is the length of the antenna. (Hint: The boundary conditions are a node and an antinode.)1ASAIs our sense of touch a reliable measure of temperature? Explain.How does a liquid-in-glass thermometer operate or indicate temperature?What is needed to calibrate a thermometer?When a thermometer is placed in a hot substance, on close inspection you can note that there is a slight delay before the liquid starts up the capillary bore. Why is this?Why is water not used for the liquid in a liquid-in-glass thermometer?The two common liquids used in liquid-in-glass thermometers are alcohol (ethanol) and mercury, which have freezing points and boiling points of 114 C and 79 C, and 39 C and 357 C, respectively. Would either of these thermometers be better for low temperature or high temperature measurement?4Q1ASA2ASAHow is the thermal coefficient of linear expansion determined experimentally?4ASA5ASAWhat are the probable sources of error in this experiment? Which would cause the largest error?Would the numerical values of the thermal coefficients of linear expansion have been the same if the temperatures had been measured in degrees Fahrenheit? Explain, and give an example.For a contraction with a negative fractional change, would the coefficient of thermal Expansion be negative? Explain.When a mercury-in-glass thermometer is placed in hot water, the thermometer reading first drops slightly and then rises. Explain why.If flat strips of iron and brass were bonded together and this bimetallic strip were heated, what would be observed? Justify your answer, and draw a sketch of the situation. (Hint: See Appendix A, Table A3, for s.)6Q7Q1ASA2ASA3ASASay the same amount of heat was added to samples of the materials in Question 3, and each sample had the same increase in temperature. Compare the relative masses of the samples.What is the method of mixtures, and how is it used to determine specific heat?On what does the accuracy of the method of mixtures depend? That is, what are possible sources of error? Would these be random or systematic errors? (See Experiment 2.)1QThe specific heat of aluminum is 0.22 cal/g-C. What is the value of the specific heat in (a) kcal/kg-C, (b) J/kg-C? (Show your calculations.)(a) If wet shot had been poured into the calorimeter cup, how would the experimental value of the specific heat have been affected? (b) If some water had splashed out as you were pouring dry shot into the cup, how would the experimental value of the specific heat have been affected?4Q5Q1ASAShow that the buoyant force is given by Fb = fgVf using the development in the Theory section.Give the conditions on densities that determine whether an object will sink or float in a fluid.Distinguish between density and specific gravity, and explain why it is convenient to express these quantities in cgs units.Describe how the density of an object less dense than water can be determined using Archimedes principle. How about the density of a liquid?Why is it important to make certain that no air bubbles adhere to objects during the submerged weighing procedures? How would the experimental results be affected if bubbles were present? Is this a random or systematic error? (See Experiment 2.)In Part B, the string will cause error. When does it lead to an experimental density that is too high? Too low?Discuss the situation that occurs when an object is immersed in a fluid that has the same density as the object.(a) Explain how a submarine is caused to submerge and surface without the use of its propulsion propeller and fins. (b) Which has the greater density: (1) ice or water, (2) milk or cream?A block of wood floats in a beaker of water. According to Archimedes principle, the block experiences an upward buoyant force. If the beaker with the water and floating block were weighed, would the measured weight be less than the sum of the weights of the individual components? Explain.Explain the principle and construction of a hydrometer. What is the purpose of the common measurements of the specific gravities of an automobiles radiator coolant and battery electrolyte?1ASAWhat are lines of force, and what force is it?What are equipotentials, and how are they experimentally determined? What is their relationship to the electric field lines?What is a magnetic field, how is it defined, and what does it tell you?Does the magnetic field B S have the same relationship to electric charge as the electric field E? Explain.How may a magnetic pole be moved in a magnetic field without doing work?Directions of the fields are indicated on field lines. Why are no directions indicated on equipotential lines?Comment on the electric field of the parallel plates (a) between the plates, and (b) near the edges of the plates.Sketch the electric field for (a) a negative point charge near a positively charged plate, and (b) two positive point charges.Compare the electric fields and magnetic fields of the experimental arrangements. Comment on any field similarities and differences.1ASAWhat is an ohmic resistance? Are all resistances ohmic in nature?3ASA4ASAIf the switch were kept closed during the procedures and the circuit components heated up, how would this affect the measurements? (Hint: See Experiment 25.)1ASAIs (a) an ammeter and (b) a voltmeter connected in series or parallel with a circuit component (a resistance)? Explain.Why is the Wheatstone bridge called a null instrument?When the galvanometer in a Wheatstone bridge circuit shows no deflection, why are the voltages across opposite branches on each side of the galvanometer necessarily equal?For a slide-wire Wheatstone bridge, why should the sliding key not be moved with the key depressed?An ideal ammeter would have zero resistance, and an ideal voltmeter would have an infinite resistance. Explain why we would desire these ideal cases when using the meters.If, in general, R were calculated as R = V/I, which circuit arrangement in Part A of the experiment would have the smallest error? Explain.(a) Prove that the true resistance R is given by R=R(1RaR) where R = V/I is the measured resistance as given by the voltmeter and ammeter readings for measurements done by the arrangement in Fig. 24.2 or Fig. 24.5b. Is the true resistance larger or smaller than the apparent resistance? (b) Prove that the true resistance R is given approximately by R=R(1+RRv) 1. where R = V/I is the measured resistance as given by the voltmeter and ammeter readings for measurements done by the arrangement in Fig. 24.1 or Fig. 24.5a. (Hint: Use the binomial theorem.) 11RRv1+RRv Is the true resistance larger or smaller than the apparent resistance? Explain.For each of the circuits used in the preceding question, for what values of R (large or small) does the error in taking R as equal to V/I become large enough to be important?Why should the wires connecting the resistances and the bridge be as short as possible?Suppose that the slide-wire on the bridge did not have a uniform cross section. How would this affect your measurements? Was there any experimental evidence of this?1ASA2ASADistinguish between a positive and a negative temperature coefficient of resistance.Are the of a metal conductor and the of a thermistor the same? Explain.What are the circuit conditions when a Wheatstone bridge is balanced?6ASAWhat is the value of for copper in terms of Fahrenheit degrees? If the resistance is a linear function on the Celsius scale, will it be a linear function on the Fahrenheit scale? Explain.3Q4Q5Q6Q1ASAConsider resistors connected in series. a. How are the voltage drops across the individual resistors related to the voltage supplied by the battery? b. How are the currents through the individual resistors related to the current supplied by the battery?Consider resistors connected in parallel. a. How are the voltage drops across the individual resistors related to the voltage supplied by the battery? b. How are the currents through the individual resistors related to the current supplied by the battery?4ASAHow would the current divide in a parallel branch of a circuit containing two resistors R1 and R2 if (a) R1 = R2 and (b) R1 = 4R2?1QSuppose that the resistors in the various circuit diagrams represented the resistances of lightbulbs. When a lightbulb burns out, the circuit is open through that particular component, that is, R is infinite. Would the remaining bulbs continue to burn for the following conditions? If so, would the bulbs burn more brightly (draw more current) or burn more dimly (draw less current), if: (a) R2 burned out in the circuit in Part A? (b) R1 burned out in the circuit in Part B? (c) R3 also burned out in the circuit in Part B? (d) R3 burned out in the circuit in Part C? (e) R1 also burned out in the circuit in Part C?