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\subsubsection*{PHSX 222L\hfill  Coils and Transformers\hfill Name:\underline{\hspace*{2in}}}

\underline{Object:} To invent your own experiment regarding coils and
transformers.

\underline{Introduction:} You now know, from two semesters of 
experience, how labs in PHSX 221L and PHSX 222L are generally 
constructed.  This is your chance to invent one of your own.

We have available a number of different coils and some laminated cores
that can be used to make transformers.  You may also consult the
instruction manual that came with the coils to give you ideas.  It is
likely you'll want to use function generators (after all, you can't
transform DC voltages) and oscilloscopes as well.  Be creative and have 
fun.  You'll want to get an early start on this; don't leave it until 
the week before the lab.

\underline{The Task:} As a group, write a lab regarding coils and
transformers by doing the following {\em before} the appointed lab
period. 
\vspace{-.20in}
\begin{enumerate}
	\item Write an object or goal of your lab.
	\item Write a theory section including any equations and diagrams the students may need.
	\item Write a procedures section.  List any appropriate safety 
	measures.
	\item Write a results and/or analysis section.
	\item Write a questions section designed to make the students think 
	about the outcomes.
\end{enumerate}
% \vspace{-.20in}

You are welcome to pre-try your lab---simply make arrangements to come
in on your own time; this is strongly recommended.  Bring four or five
copies of your experiment, with all your group members clearly labeled
as the authors, to the lab period.  Aim to have it doable in about $1
\frac{1}{2}$ hours.

\underline{The Fulfillment:} When you arrive at lab class at 12:30 on 
Wednesday, exchange the prewritten labs with another group and then 
follow the instructions in the lab you received. Actually do their 
lab.  This \emph{one time} you may do one group write-up rather than 
a separate write-up for each indvidual.  You may ask clarification 
questions of the authors while you do it.

\underline{Grading:} In a group discussion, rate the lab you did 
(not the one you wrote) on the following characteristics. 
\vspace{-.20in}
\begin{enumerate}
	\item Well-conceived object or goal, appropriate to the level of the 
	students and designed to teach something important.  The significance 
	of the desired learning outcomes.
	\item Clarity of the explanations in the theory section.
	\item Clarity of the procedures and explanations of the equipment used.
	\item Well-written results and/or analysis section.
	\item A questions section designed to provoke deep thought in the students.
	\item The doability of the lab (especially in the time allotted).  
	But it shouldn't be \emph{too} easy.
	\item Overall neatness, impression, and quality (including grammar 
	and spelling).
\end{enumerate}
\vspace{-.20in}

On another paper (to be attached to the lab you did), list all of your
group members as doers and critiquers of the lab (it should be
abundantly clear who authored the lab and who critiqued it).  On this
sheet list the above seven categories and give a rating of 0--5 (0 =
worst, 5 = perfect, in fact, 5's are so good that they should be rare) in
each of them.  Then add up the seven subscores for a total out of 35
possible.  A score of 30 would be quite high, reserved for very good 
labs.


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