Patient-Centered and Safe Care

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Patient-Centered and Safe Care: Ensuring Quality in Health Care Delivery

(Patient-Centered and Safe Care)

The Institute of Medicine (IOM) developed six specific aims to ensure the delivery and improvement of health care. Choose two from the six aims: Safe, effective, patient-centered, timely, efficient and equitable (Institute of Medicine, 2001). Of the two aims you chose, discuss the effects on the delivery of quality care. Give an example of how a hospital or physician practice can meet these aims.

 

Your initial post should be 250-500 words and utilize at least one scholarly source from the Ashford University Library to justify your choices. Sources must be cited in APA format as outlined in the Ashford.

Patient-Centered and Safe Care

Ensuring Quality in Health Care Delivery

The Institute of Medicine (IOM), now known as the National Academy of Medicine, identified six essential aims to transform health care delivery: safe, effective, patient-centered, timely, efficient, and equitable care. Among these aims, patient-centered and safe care are fundamental for enhancing the quality of health services. Both aims not only address immediate patient needs but also contribute to long-term health outcomes by minimizing risks and prioritizing patient preferences.

Patient-Centered Care and Its Impact on Quality

Patient-centered care emphasizes the importance of understanding and respecting each patient’s unique preferences, values, and needs. This approach encourages active patient participation in decision-making processes, fostering a sense of empowerment and collaboration. By prioritizing patient involvement, health care providers are better positioned to deliver care that aligns with the individual’s expectations, ultimately improving satisfaction and trust.

For example, a hospital implementing patient-centered strategies may create personalized care plans, actively engage patients and families in discussions about treatment options, and offer culturally sensitive care. Such measures help bridge communication gaps, reduce misunderstandings, and ensure that care plans reflect patient desires and health goals. Research has shown that when patients feel respected and heard, adherence to treatment protocols improves, and clinical outcomes are more favorable (Epstein & Street, 2011).

A practical example of patient-centered care in action is the use of shared decision-making models in chronic disease management. In a primary care setting, physicians collaborate with patients to explore various treatment pathways, weighing the benefits and risks of each option. This shared responsibility not only educates patients about their health conditions but also enhances their commitment to follow prescribed therapies, resulting in better health outcomes and reduced hospital readmissions.

Safe Care and Its Impact on Quality

The IOM defines safe care as the prevention of harm to patients during the provision of health services. Ensuring safety in healthcare settings requires systematic efforts to prevent medical errors, reduce risks, and maintain a secure environment for patients. Safe care is a cornerstone of quality because it directly affects patient survival, recovery rates, and overall trust in the healthcare system.

Hospitals can meet the aim of safe care by implementing evidence-based protocols that minimize errors and enhance patient monitoring. For instance, the use of checklists in surgical settings has been proven to reduce the incidence of preventable complications. A study by Haynes et al. (2009) demonstrated that the implementation of a surgical safety checklist led to significant reductions in morbidity and mortality rates. This tool ensures that critical steps are not missed during surgery, improving patient safety and confidence in the healthcare team.

Meeting Both Aims in Practice

To effectively integrate both patient-centered and safe care, healthcare organizations can adopt Electronic Health Records (EHRs) that enhance communication, streamline documentation, and facilitate access to patient information. EHRs allow physicians to track patient histories comprehensively, reduce medication errors, and customize care plans according to patient needs and medical history.

By prioritizing both patient-centered and safe care, healthcare providers can significantly improve the delivery of quality services, ensuring that patients receive not only effective but also compassionate and secure care. These principles, grounded in evidence-based practice, pave the way for a more resilient and trustworthy healthcare system.

References

Epstein, R. M., & Street, R. L. (2011). The values and value of patient-centered care. Annals of Family Medicine, 9(2), 100–103. https://www.annfammed.org/content/9/2/100.full

Haynes, A. B., Weiser, T. G., Berry, W. R., Lipsitz, S. R., Breizat, A.-H. S., Dellinger, E. P., … & Gawande, A. A. (2009). A surgical safety checklist to reduce morbidity and mortality in a global population. New England Journal of Medicine, 360(5), 491–499. https://www.nejm.org/doi/full/10.1056/NEJMsa0810119

 
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Public Health On Hiv/Aids

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Public Health On Hiv/Aids

(Public Health On Hiv/Aids)

Public Health

please read attachments…. please…Your public health presentation should be 10 slides in length, use an appropriate application (PowerPoint, Prezi, etc.), and comprehensively address the public health issue using speaker notes and scholarly resources for support. Support for your speaker notes will come from scholarly resources, including the following: at least two scholarly resources for the background of the public health issue, at least two scholarly resources for response to the problem, and at least two scholarly resources for current directions to address the problem.

It should be a complete, polished artifact containing all of the critical elements of the final product.

I am attaching the topic and artifacts and critical elements for your 10 slide public health presentation.

General Guidance for Presentations Consider your presentation as consisting of two complementary elements: the narrative and the visual. Your speaker notes are the equivalent to the narrative, so write them clearly, succinctly, and with proper grammar and spelling, so they are easily understood by a general audience. (Note that you will not be speaking, just writing.) The visual element, the slides themselves, support the narrative. Visuals keep the eyes involved in the presentation while the presenter speaks. As such, they should not repeat the narrative. Graphics that support the narrative are best: charts, tables, timelines, illustrations, and photographs. Visuals should never be simply “window dressing,” like a group photograph of a meeting; they must specifically support the points being made in the narrative. Bullet points are acceptable in combination with or, if necessary, without graphics. If possible, keep each bullet point to a single line. Powerful quotes from your resources can sometimes drive home your point. Finally, do not be tempted to fill the entire visual space. Insufficient white space results in visual clutter, prompting your audience to spend too much effort figuring it out (distracting the audience from the speaker) or simply ignoring it. The following are recommended steps for each section:  Write your speaker notes first, using the worksheets from your milestone assignments.

 Create the visual element.

 Read the narrative to test for easy comprehension.

 Add visual elements that support the speaker notes. Try to visualize what the notes are saying.

(Public Health On Hiv/Aids)

Develop a presentation (using PowerPoint, Prezi, etc.) that describes a public health issue and national goals set for that problem on Healthy People 2020. The presentation will give an overview of the distribution of the problem in the United States, factors associated with the problem, social determinants of the problem, and any health disparities. Your presentation must contain speaker notes that fully address the contents below. Support for your speaker notes will come from scholarly resources. Specifically, the following critical elements must be addressed:

I. Background: Provide a clear background of your selected priority public health issue. Be sure you address the issue’s goal statements and relevant context for the issue in terms of the ecological model, citing scholarly support.

II. Epidemiology

A. Analyze the epidemiological patterns, causes, and effects of the health issue in the population. For example, how is the issue distributed in the population?

B. Describe the social determinants associated with the issue. How do these determinants impact the health of those affected by the issue?

C. Describe known disparities (i.e., socioeconomic, demographic, cultural, and geographic) associated with the health outcomes of your specific population with regard to the public health issue.

(Public Health On Hiv/Aids)

III. Public Health Interventions: In this section, you will examine public health interventions published in the scholarly literature for how they addressed your selected public health issue.

A. Analyze two published public health interventions used to address the issue, including the theoretical basis of each intervention. In other words, what were the strategies used to address this problem and what was the rationale for those actions, according to the scholarly resources?

B. Explain how the selected interventions reflect primary, secondary, and/or tertiary intervention strategies for public health prevention.

C. Explain how the interventions address social determinants of health and the disparities in healthcare associated with the issue.

IV. Public Health Response: In this section, you will inspect the public health landscape to identify who is involved in responding to your public health issue and what actions they are taking.

A. Describe the public health organizations involved in the response to the public health issue at the national and local levels. Use examples that show which entities are working on the issue and what they are doing. For example, what federal and local agencies and/or not-for-profit entities are involved, and what are their roles in the response?

B. Explain the specific public health subdisciplines involved in understanding and responding to the issue, including what their roles are. Examples of public health subdisciplines include biostatistics, epidemiology, maternal and child health, and disaster-response planning.

C. Explain the public health services involved in the response to the issue. What types of services, programs, or campaigns have been offered by organizations in response to the problem? Be sure to provide examples.

(Public Health On Hiv/Aids)

V. Current Directions: Based on your understanding of the health goals and interventions, identify gaps in the response and draw connections to the broader field of public health.

A. Explain the overall effectiveness of the public health response to your issue, based on any gaps between its goals and the current information and strategies. In other words, given what you understood about the distribution of the public health issue and the strategies that have been undertaken to address it, what are the obstacles to this public health response meeting its goals?

B. Discuss the unique perspective that public health theoretical  frameworks provide in addressing this issue. In other words, how is the public health approach different from the way other medical models might address this issue, and what advantages do public health frameworks have in terms of promoting positive health outcomes with regard to the issue?

C. Reflect on the connections between the public health response to this issue and broader ethical questions of social justice, poverty, and systematic disadvantage. Specifically, how does the response help to improve conditions for people in their communities? Keep in mind ethical theories and principles studied in this course

 
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Strategic Consensus Organizing Principles

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Strategic Consensus Organizing Principles

(Strategic Consensus Organizing Principles)

The Strategic Principles of Consensus Organizing

Can you teach people how to be strategic? It’s a question that trainers and teachers often ask as they approach a new training program or a classroom full of eager faces. Thinking strategically and pragmatically is the hallmark of a good consensus organizer. Consensus organizing is based on several key strategic principles that are the fundamental beliefs and values that guide the implementation of the model and its activities. These principles also express the philosophy and the attitude behind the consensus organizing approach. As consensus organizers begin to enter a community, these principles are at the forefront of their minds as their organizing strategy takes shape. This chapter explains these principles and why they are important to consensus organizing.

Table 3.1 summarizes the five core strategic principles of consensus organizing (Consensus Organizing Institute, n.d.).

Table 3.1 Strategic Principles of Consensus Organizing

Strategic Principle Key Strategies Example
Solutions to local problems should come from affected communities.
  • Strategies and objectives are set by the community.
  • Incorporate community’s existing social networks.
  • Analyze and identify individual self-interests and mutual community interests and build relationships based on those interests.
 Residents bring recent crime problems to the attention of the local police and ask for assistance in developing a crime watch program. The local police work with residents to develop a neighborhood watch. Relationships are built between residents and the police.
Pragmatic leadership is present in communities, though not always recognized.
  • Identify trusted, respected, behind-the-scenes leaders.
  • Position leaders to take responsibility for effort.
  • Build leaders’ skills and confidence to succeed.
 An older woman to whom young mothers turn for parenting help.
A teacher who stays after school hours to help his students with their studies.
Self-interest can be harnessed as a motivation for improving the welfare of communities.
  • Analyze and identify the interests of members of external power structure (e.g., government, philanthropy, corporate, social service).
  • Position them to make genuine contributions aligned with their and the community’s interests.
 A local foundation director who has $1 million to improve housing in local distressed neighborhoods, but who does not have relationships with community-based organizations located in those neighborhoods.
If a project achieves its short-term goals without positioning the participants to make even greater gains in the future, then an opportunity has been missed.
  • Position community leaders to take the lead on projects.
  • Use short-term projects to build community’s skills and relationships with power structure to lay the foundation for more comprehensive efforts.
 A neighborhood cleanup that builds relationships among residents and between residents and the city can lead to new opportunities, such as improved code enforcement and the rehab of dilapidated housing in cleanup area.
Building relationships and strategically positioning leaders to make a program work requires time, care, and finesse.
  • Understand and gain trust of leaders of the community and power structure.
  • Break down stereotypes and misperceptions that community and power structure have of one another.
  • Invest the time up front to position leaders of the community and power structure to develop genuine strategic partnerships.

 

 Going to churches, agencies, and community organization meetings, and meeting residents one-on-one in their homes. Attending local housing symposiums, city council meetings, and chamber of commerce meetings, as well as meeting one-on-one with members of the e
 
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Transforming Hospital Organizational Effectiveness

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Transforming Hospital Organizational Effectiveness

(Transforming Hospital Organizational Effectiveness)

Case Study Essay

Read the below case and then write a paper.

you must have a minimum of 3 scholarly sources (peer-reviewed journal articles). Please ensure that you follow standard APA formatting. Your paper must have a title page and a reference page. You must have a minimum of five (5) in-text citations.

During the paper, answer these questions. DO NOT put this in a question and answer format. Make sure there is an introduction and conclusion, and some parts of the questions as headings and subheadings and follow the recommended outline to ensure that all questions are answered.

Respond to the following questions in an essay (3 page minimum).

1. Assemble the diagnostic data into a framework and prepare feedback to the senior administrators of the hospitals. What’s your sense of the organization’s current structure and employee involvement issues?

2. What changes would you recommend? Is a total quality management intervention appropriate here? What alternatives would you propose?

3. Design an implementation plan for your preferred intervention.

Be sure that you describe the most common organization structures used today as well as their strengths and weaknesses.  Describe the employee involvement and how it relates to performance. Consider whether there should be a sociotechnical systems work design.

Selected Cases THE SULLIVAN HOSPITAL SYSTEM

PART I(Transforming Hospital Organizational Effectiveness)

At the Sullivan Hospital System (SHS), CEO Ken Bonnet expressed concern over market share losses to other local hospitals over the past six to nine months and declines in patient satisfaction measures. To him and his senior administrators, the need to revise the SHS organization was clear. It was also clear that such a change would require the enthusiastic participation of all organizational members, including nurses, physicians, and managers.

At SHS, the senior team consisted of the top administrative teams from the two hospitals in the system. Bonnet, CEO of the system and president of the larger of the two hospitals, was joined by Sue Strasburg, president of the smaller hospital. Their two styles were considerably different. Whereas Bonnet was calm, confident, and mild-mannered, Strasburg was assertive, enthusiastic, and energetic. Despite these differences, both administrators demonstrated a willingness to lead the change effort. In addition, each of their direct reports was clearly excited about initiating a change process and was clearly taking whatever initiative Bonnet and Strasburg would allow or empower them to do.

You were contacted by Bonnet to conduct a three-day retreat with the combined management teams and kick off the change process. Based on conversations with administrators from other hospitals and industry conferences, the team believed that the system needed a major overhaul of its Total Quality Management (TQM) process for two primary reasons. First, they believed that an improved patient care process would give physicians a good reason to use the hospital, thus improving market share. Second, although the Joint Commission on Accreditation of Healthcare Organizations (JCAHO) had enacted policies some time ago encouraging hospitals to adopt continuous improvement principles, SHS’s system was sorely behind the times. The team readily agreed that they lacked the adequate skills and knowledge associated with implementing a more sophisticated TQM process. This first meeting was to gather together to hear about how TQM, engagement, and other strategic change processes had advanced and the issues that would need to be addressed if more sophisticated processes were to be implemented. During the meeting, you guided them through several exercises to get the team to examine methods of decision making, how team-based problem solving had advanced, and explored their understanding of the hospital’s current mission, goals, and strategies.

Although you were concerned about starting the process with a workshop that explored a solution rather than understanding the problem, you remembered Roger Harrison’s consulting rule, “Start where your client is at,” and agreed to conduct the workshop. You were assured by Bonnet that the hospital system was committed to making substantive changes and that this was only the first step. In addition, and in support of this commitment, Bonnet told you that he had already agreed in principle to begin a work redesign process in a few of the nursing units at each hospital and had begun to finalize a contract with a large consulting firm to do the work. The workshop was highly praised and you convinced the team to hold off on the work design implementation long enough to conduct a diagnosis of the system.

Following the retreat, your diagnosis of the SHS organization employed a variety of data collection activities including interviews with senior managers from both hospitals as well as a sampling of middle managers and staff (for example, nurses, ancillary professionals, and environmental services providers). Questions about the hospital’s mission garnered the most consensus and passion. There was almost unanimous commitment to the breadth of services provided and the values that played a prominent role in the delivery of those services by a Catholic-sponsored health care organization, such as SHS. A mission and values statement was clearly posted throughout the hospital and many of the items in that statement were repeated almost verbatim in the interviews.

From there, however, answers about the organization’s purpose and objectives became more diverse. With respect to goals and objectives, different stakeholder groups saw them differently. Senior administrators were fairly clear about the goals listed in the strategic plan. These goals included increasing measurements of patient satisfaction, decreasing the amount of overtime, and increasing market share. However, among middle managers and supervisors, there was little awareness of hospital goals or how people influenced their accomplishment. A question about the hospital’s overall direction or how the goals were being achieved yielded a clear split in people’s perceptions. Some believed the hospital achieved its objectives through its designation as the area’s primary trauma center. They noted that if someone’s life were in danger, the best chance of survival was to go to SHS. The problem, respondents joked, was that “after we save their life, we tend to forget about them.” Many, however, held beliefs that could be labeled “low cost.” That is, objectives were achieved by squeezing out every penny of cost no matter how that impacted patient care.

Opinions about the policies governing the hospital’s operation supported a general belief that the organization was too centralized. People felt little empowerment to make decisions. There also were a number of financial policies that were seen as dictated from the corporate office, where “shared services” existed, including finance, marketing, information systems, and purchasing. Further, several policies limited a manager’s ability to spend money, especially if it wasn’t allocated in budgets.

In addition to the managerial sample, a variety of individual contributors and supervisors were interviewed either individually or in small groups to determine the status and characteristics of different organization design factors. The organization’s policy and procedure manuals, annual reports, organization charts, and other archival information were also reviewed. This data collection effort revealed the following organization design features:

(Transforming Hospital Organizational Effectiveness)

· • The hospitals’ structures were more bureaucratic than organic. Each hospital had a functional structure with a chief executive officer and from two to five direct reports. Both hospitals had directors of nursing services and professional services. The larger hospital had additional directors in special projects, pastoral care, and other staff functions that worked with both hospitals. Traditional staff functions, such as finance, procurement, human resources, and information services, were centralized at the corporate office. There were a number of formal policies regarding spending, patient care, and so on.

· • The basic work design of the hospitals could be characterized as traditional. Tasks were narrowly defined (janitor, CCU nurse, admissions clerk, and so on). Further, despite the high levels of required interdependency and complexity involved in patient care, most jobs were individually based. That is, job descriptions detailed the skills, knowledge, and activities required of a particular position. Whenever any two departments needed to coordinate their activities, the work was controlled by standard operating procedures, formal paperwork, and tradition.

· • Information and control systems were old and inflexible. From the staff’s perspective, and to some extent even middle management’s, little, if any, operational information (that is, about costs, productivity, or levels of patient satisfaction) was shared. Cost information in terms of budgeted versus actual spending was available to middle managers and their annual performance reviews were keyed to meeting budgeted targets. Unfortunately, managers knew the information in the system was grossly inaccurate. They felt helpless in affecting change, since the system was centralized in the corporate office. As a result, they devised elaborate methods for getting the “right” numbers from the system or duplicated the system by keeping their own records.

· • Human resource systems, also centralized in the corporate office, were relatively generic. Internal job postings were updated weekly (there was a shortage of nurses at the time). There was little in the way of formal training opportunities beyond the required, technical educational requirements to maintain currency and certification. Reward systems consisted mainly of a merit-based pay system that awarded raises according to annual performance appraisal results. Raises over the previous few years, however, had barely kept pace with the cost of living. There also were various informal recognition systems administered by individual managers.

PART II(Transforming Hospital Organizational Effectiveness)

This diagnostic data was discussed and debated among the senior team. A steering committee composed of physicians, managers, nurses, and other leaders from both hospitals was convened, and creating a vision for the system and the change effort became one of their first tasks.

The steering committee spent hours poring over vision statements from other organizations, discussing words and phrases that described what they thought would be an exciting outcome from interacting with the hospital, and trying to satisfy their own needs for something unique and creative. When the first draft of a statement emerged, they spent several months sharing and discussing it with a variety of stakeholders. To their dismay, the initial version was roundly rejected by almost everyone as boring, unimaginative, or unreal. The group discussed the input gathered during these discussions and set about the task of revising the vision. After several additional iterations and a lot of wordsmithing, a new and more powerful vision statement began to emerge. The centerpiece of the vision was the belief that the organization should work in such a way that the patient felt like they were the “center of attention.” Such an orientation to the vision became a powerful rallying point since many of the hospitals’ management teams readily understood that there was an existing perception of poor service that needed to be turned around.

The three months spent working and adapting the vision statement was well worth it. As it was presented to people in small meetings and workshops, each word and phrase took on special meaning to organizational members and generated commitment to change.

 
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Leadership Theories 3

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Leadership Theories 3

Leadership Theories 3

(Leadership Theories 3) NO PLAGIARISM

PLEASE READ ALL DIRECTIONS AND FOLLOW ACCORDINGLY

Resources: The Art and Science of Leadership, Ch. 3 and Leadership Theories Matrix

As a leader, you often need to display or clarify a concept.  A matrix is a grid that contains information and offers a visual model of ideas.  For this assignment, you will create a matrix that explains leadership theories.

Research the following five leadership theories and include these in your matrix (use the matrix template provided):

  • Trait theories of leadership
  • Behavioral theories of leadership
  • Contingency models of leadership
  • Skills approaches to leadership
  • Situational methods of leadership

Develop the definition and characteristics of various leadership theories and approaches to leadership (trait leadership, behavioral leadership, contingency leadership, skills leadership and situational leadership). 

Trait Leadership

Trait leadership focuses on inherent qualities. Effective leaders possess traits such as confidence, intelligence, and integrity.

Characteristics include innate abilities. These leaders naturally exhibit charisma, decisiveness, and strong communication skills.

Behavioral Leadership

Behavioral leadership emphasizes actions over traits. Leaders can develop effective behaviors through learning and practice.

Key characteristics involve task-oriented and people-oriented behaviors. Effective leaders balance these behaviors to achieve goals.

Contingency Leadership

Contingency leadership suggests the best leadership style depends on the situation. There is no one-size-fits-all approach.

Characteristics include adaptability. Leaders must assess situational variables and modify their style to be effective.

Skills Leadership

Skills leadership highlights the importance of learned abilities. Effective leaders develop specific skills through training and experience.

Characteristics involve technical, human, and conceptual skills. These skills enable leaders to manage tasks, people, and ideas effectively.

Situational Leadership

Situational leadership adapts based on followers’ needs. Leaders adjust their approach according to the development level of their team.

Key characteristics include flexibility and responsiveness. Leaders diagnose the situation and apply the appropriate leadership style.

Provide one or more examples to support the definition or characteristics of each form of leadership. 

Write out your explanations in each section using about 150 to 200 words for each section. First person writing may be used for this assignment.

Format your Leadership Theory Matrix with the template and consistent with APA guidelines.

Spell check and proofread the matrix carefully.

References

https://www.researchgate.net/publication/293885908_Leadership_Theories_and_Styles_A_Literature_Review#:~:text=Main%20theories%20that%20emerged%20during,and%20Laissez%20Faire%20leadership%20theory.&text=Content%20may%20be%20subject%20to%20copyright.

 
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Health Insurance Case Scenarios

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Health Insurance Case Scenarios

(Health Insurance Case Scenarios)

Health Insurance Basic Questions

1. Mrs. Washington was involved in a traffic accident. She saw Dr. Grace because of pain in her right knee. She explained that this pain was the result of her knee hitting the dashboard on impact. Mrs. Washington has a history of arthritis in both of her knees. Dr. Grace listed her diagnosis from this visit as bilateral degenerative joint disease. What are the consequences of this diagnosis on Mrs. Washington’s case?

2. Anthony is 17 years of age and attending college in Maine. One day while skiing, he broke his leg and was taken to the emergency room of the local hospital. When filling out the necessary paperwork, whom should Anthony name as the party responsible for the charges incurred?

3. Mrs. Cassidy called her physician’s office complaining that her insurance company was billed twice for her office visit on November 19. Carole pulled Mrs. Cassidy’s file and verified that this was true. She apologized for the error and assured Mrs. Cassidy that she would correct this error. What steps should be taken to avoid duplicate billing

4. Mrs. Ellison called her doctor’s office and spoke with Lorraine about a bill from her recent visit. Mrs. Ellison has been Dr. Johnson’s patient for many years, although prior to her recent visit it had been some time since she saw Dr. Johnson. Mrs. Ellison was sure that there was a billing error because she was billed for a new patient visit. How should Lorraine handle this patient’s inquiry

5. Allison was working at the reception desk during a department staff meeting. She normally worked in medical records and therefore had an understanding of the importance of patient confidentiality. When a caseworker from a workers’ compensation case arrived and asked to discuss a patient’s case with the physician, Allison explained that she would need a signed release form from the patient before that was possible. Did Allison handle this situation correctly?

6. Jamie is reviewing Mr. Murphy’s medical file to process his insurance claim. She has difficulty reading the doctor’s notes, but rather than flag the file to check with the doctor, Jamie makes an educated guess and completes the insurance form. What are some possible consequences of Jamie’s actions?

 
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Navigating Ethics in Healthcare

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Navigating Ethics in Healthcare

(Navigating Ethics in Healthcare)

HEALTHCARE ETHICS

ASSIGNMENT 2

HA570-1: Critique the need for and role of ethics in the American healthcare environment.

Instructions:

As you have learned, differences exist between morality, ethics, and the law. Morality refers to an individual‘s moral compass or belief system based on their individual perspective. Ethics refers to the standard of action that should be performed, irregardless of an individual‘s perspective, opinion, or ideology. Law simply refers to any legal requirements involved.

In an ethical dilemma, varying perspectives exist. Oftentimes, these perspectives include the patient, provider, caregiver, family member, or staff member. Every person has a unique perspective and it is these unique experiences that form our belief system. As a future leader in healthcare administration, it is important to identify and understand how these varying perspectives act as a foundation for individual morality and influence our decisions. Likewise, it is also important to understand that despite personal morality, providers are required to abide by the ethical standards present in the field.

In this unit, you will explore the differences between morality and ethics by examining a scenario and its implications from varying perspectives. By the end of this unit, you will be able to proficiently discuss the need for and role of ethics in the American healthcare environment.

To begin, select one (1) of the following stories from your textbook from which to address the assignment requirements:

· The Story of the Harvey Family and the Interprofessional Care Team (p. 3)

· The Story of Pat Jackson, the Interprofessional Care Team, and Mr. Sanchez (p. 29)

· The Story of Bill Boyd and Kate Lindy (p. 53)

· The Story of Elizabeth Kim, Max Diaz, Melinda Diaz, and Michael Meary (p. 73)

· The Story of Michael Halloran and Amrou Croteau (p. 106)

In a 5-7 page paper (excluding title page and reference list), address the following:

· Summarize the story briefly providing the ethical dilemma and parties involved.

· Discuss the varying perspectives from the parties involved. Be sure to discuss potential reasoning for the varied perspectives. Please note that you may need to include fictitious information to complete this.

· Discuss ethical standards relevant to the unique scenario.

· Identify possible personal moral convictions which may influence the direction of the story.

· Foreshadow potential events in the story of what could happen if ethical standards did not exist.

Report your findings noting the following standards:

· Current APA formatting (e.g. title page, citations, conclusion, reference page, etc.) should be used.

· Proper grammar, spelling, and punctuation are expected.

· Plagiarism, self-plagiarism, unoriginal work, and unattributed content is not permitted and will result in action pursuant to the University’s Plagiarism Policy and Procedures.

Navigating Ethics in Healthcare

HA570-2: Assess national regulations regarding confidentiality and ethical considerations of confidentiality laws.

Instructions:

As you have learned, regulations and laws exist to protect patient privacy and uphold confidentiality. Especially in a technological advanced setting, such as healthcare, maintaining these standards can prove challenging as a result of new, ethical issues not previously experienced. As a future leader in healthcare administration, it is important to understand national regulations relative to confidentiality, privacy, and informed consent.

In this unit, you will compare ethical issues of confidentiality by examining a scenario and its implications of various regulations and laws. By the end of this unit, you will be able to assess national regulations regarding confidentiality and ethical considerations of confidentiality laws.

To begin, select one (1) of the following stories from your textbook from which to address the assignment requirements:

· The Story of Twyla Roberts and Mary Louis (p. 203)

· The Story of Beth Tottle, Mrs. Uwilla, and the Uwilla Family (p. 229)

· The Story of Jack Burns and Cecelia Langer (p. 250)

· The Story of Meg Perkins and Helen Williams (p. 279)

In a 5-7 page paper (excluding title page and reference list), address the following:

· Summarize the story briefly providing the ethical dilemma and parties involved.

· Discuss the varying perspectives from the parties involved. Be sure to discuss potential reasoning for the varied perspectives. Please note that you may need to include fictitious information to complete this.

· Discuss ethical standards relevant to the unique scenario.

· Identify national regulations and laws pertinent to the story.

· Using the six-step process, explain a practical, ethical solution to your story.

Report your findings noting the following standards:

· Current APA formatting (e.g. title page, citations, conclusion, reference page, etc.) should be used.

· Proper grammar, spelling, and punctuation are expected.

· Plagiarism, self-plagiarism, unoriginal work, and unattributed content is not permitted and will result in action pursuant to the University’s Plagiarism Policy and Procedures.

Navigating Ethics in Healthcare

3: Evaluate other healthcare industry regulations that protect patients and providers and best practices for assuring that they are followed.

Instructions:

As you have learned, the role of the ethical professional in the healthcare field requires conscious decision-making and consideration for all parties involved. As a future leader in healthcare administration, it is important to understand various industry regulations that protect patients and providers in an effort to make an appropriate decision with a caring response.

In this unit, you will use the six-step process to work through an ethical issue in healthcare to make an appropriate, caring response. By the end of this unit, you will be able to identify various healthcare industry regulations that protect patients and providers. Likewise, as a result, you will be able to discuss the proper moral limits of intervention.

To begin, select one (1) of the following stories from your textbook from which to address the assignment requirements:

· The Story of Mitch Rice, Gail Campis, the Belangers, and the Botched Home Visit (p. 123)

· The Story of Maureen Gudonis and Isaias Echevarria (p. 153)

· The Story of Simon Kapinsky and the Interprofessional Ethics Subcommittee to Implement a Green Health Plan (p. 179)

In a 5-7 page paper (excluding title page and reference list), address the following:

· Summarize the story briefly providing the ethical dilemma and parties involved.

· Discuss three healthcare rules, regulations, or laws relevant to the story (in additional to national laws, you will need to research industry-specific regulations based on your story selection).

· Thoroughly discuss each phase of the six-step process relative to your story selection.

· Recommend an appropriate, caring response that aligns with industry-specific regulations and ethical standards.

Report your findings noting the following standards:

· Current APA formatting (e.g. title page, citations, conclusion, reference page, etc.) should be used.

· Proper grammar, spelling, and punctuation are expected.

· Plagiarism, self-plagiarism, unoriginal work, and unattributed content is not permitted and will result in action pursuant to the University’s Plagiarism Policy and Procedures.

Navigating Ethics in Healthcare

4: Analyze the effect ethics has on day-to-day operations as well as long-term policy and procedure in a healthcare environment.

Instructions:

As you have learned, the population segment aged 65 and older is rapidly aging in the United States. As a result, new ethical challenges are emerging in the field, specifically in long-term care (i.e. skilled nursing facilities including those with post-surgical short-term rehabilitation services).

One area of concern is the challenge of providing adequate healthcare services to a growing (and aging) population with limited resources. This dilemma is expected to increase as the population continues to increase. As a result, the demand for medical services increases; however, with finite healthcare resources, providing services to everyone who requires care is not possible.

This will present a unique challenge for nursing home administrators because they are responsible to ensure that resident needs (including receiving healthcare services) are being met. Determining who should receive the necessary care that is available will be an interdisciplinary challenge indeed.

Scholars have posited a variety of allocation methods; however, these principles have not been without controversy. One of the most recent principles introduced is the Complete Lives System. This method is unique, because unlike its predecessors that relied on a unilateral perspective, the Complete Lives Systems takes a multi-allocation system approach.

In this unit, you will combine your previous knowledge obtained throughout the course and apply clinical reasoning to evaluate moral action and its relevance to ethical-decision making in long-term care. Using ethical decision-making, you will determine the best method of allocating limited medical resources to a growing and aging population. By the end of this unit, you will be able to analyze the effect ethics has on day-to-day operations as well as long-term policy and procedure in a healthcare environment.

Navigating Ethics in Healthcare

Read the following articles from our library:

· Krütli, P., Rosemann, T., Törnblom, K. Y., & Smieszek, T. (2016). How to fairly allocate scarce medical resources: Ethical argumentation under scrutiny by health professionals and lay people. Plos ONE, 11(7), 1-18. doi:10.1371/journal.pone.0159086

· Persad, G., Wertheimer, A., & Emanuel, E. J. (2009). Department of Ethics: Principles for allocation of scarce medical interventions. The Lancet, 373, 423-431. doi:10.1016/S0140-6736(09)60137-9

Please review the following resources and using specific information from these resources, your course materials, and additional research, address the tasks posed below.

Three individuals in town require a hip surgery, followed by extensive rehabilitative therapy. Physical and occupational therapy will be provided at the skilled nursing facility where the individual will reside until able to return home. Below are details of each individual.

· Donna Mueller is a 58-year old disabled widow with no children. She spent her career as a homemaker and taking care of her husband. Donna requires surgery after falling at home while washing windows. Prior to the accident, Donna was relatively independent, although a stroke a few years prior left her partially paralyzed. She lives alone and has minimal company over.

· Steve McDonald is 40-year old unemployed musician. He has a teenage son who lives with the son’s mother in a neighboring town. At the age of 19, Steve left college to pursue a career as a drummer. For the past two decades, Steve has worked odd jobs while pursuing his dream. Although his perseverance has not landed him national attention, he has performed with a few, known bands in the area. Recently, while exiting stage left from a nightclub performance, Steve tripped over the dark stairs and fractured his hip, ultimately leaving him unemployed as he is currently unable to perform.

· Chris Snider is a 73-year old entrepreneur and business owner. Never married, Chris spent his career in the fast-pace, produce or perish industry of nanotechnology where he employs over 5,000 workers ranging from maintenance technicians to senior research engineers. Chris requires surgery after being innocently hit with a runaway golf cart on the back 9 with his visiting, foreign affiliates. Chris was completely independent prior to the accident. He lives alone; however, his business requires travel.

In a 6-8 page paper (excluding title page and reference list), address the following:

· Considering the aging population and existing challenges, discuss the potential role of allocation principles in the American healthcare system.

· Discuss the potential implications these principles have on the aging population (consider potential violations of federal antidiscrimination laws and ethical principles about fair treatment).

· Based on the Complete Lives System, discuss which individual would most likely receive the surgery.

· Based on your moral compass, ethical standards, and healthcare laws, discuss which individual you would recommend for surgery.

· Recommend the one allocation principle you would prefer as the primary medical intervention for a growing (and aging) population.

Report your findings noting the following standards:

· Current APA formatting (e.g. title page, citations, conclusion, reference page, etc.) should be used.

· Proper grammar, spelling, and punctuation are expected.

· Plagiarism, self-plagiarism, unoriginal work, and unattributed content is not permitted and will result in action pursuant to the University’s Plagiarism Policy and Procedures. 

 
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Stepping Forward In Stakeholder Satisfaction

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Stepping Forward In Stakeholder Satisfaction

 

Stepping Forward In Stakeholder Satisfaction

(Stepping Forward In Stakeholder Satisfaction)

Write (4-6) page paper in which you:

  • Analyze the manner in which Zappos’ leadership has fostered a culture of ethicalness in the company. Suggest two (2) actions that other companies can take in order to mimic this culture.

Zappos’ Leadership and Ethical Culture

Zappos’ leadership prioritizes transparency. They openly share information and encourage honest communication within the organization.

Moreover, they emphasize employee empowerment. Leaders trust employees to make decisions, fostering a sense of responsibility and ethical behavior.

Suggestions for Other Companies

Firstly, promote transparency. Share important information regularly and encourage open dialogue among all levels of employees.

Secondly, empower employees. Trust them with decision-making responsibilities, fostering accountability and ethical conduct within the company.

 

  • Determine the major impacts that Zappos’ leadership and ethical practices philosophy have had on its stakeholders.

(Stepping Forward In Stakeholder Satisfaction)

  • Examine three (3) of the ethical challenges that Zappos faces. Recommend three (3) actions that Zappos’ leadership should take in order to address these ethical challenges. (Stepping Forward In Stakeholder Satisfaction)

 

  • Evaluate the effectiveness of the core values in relation to developing a culture of ethicalness.  Determine the manner in which the core values support the stakeholder’s perspective.

 

  • Analyze the major ethical challenges that Zappos has faced. Determine whether or not you would have resolved these challenges differently than Zappos’ management. Provide a rationale for your response. (Stepping Forward In Stakeholder Satisfaction)

 

  • I will provide three (3) quality academic resources for you to use in this assignment. Note: Wikipedia and other similar Websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

  • Be typed, double-spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. (Stepping Forward In Stakeholder Satisfaction)

I WILL PROVIDE ATTACHMENT IN A DAY OR TWO TO THE WINNING BID

NO PLAGIARISM

WILL BE CHECKED BY TURNITIN AND SAFEASSIGN

References

https://www.redalyc.org/journal/1230/123056168002/html/

 
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Clinical Procedure Coding Practice

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Clinical Procedure Coding Practice

(Clinical Procedure Coding Practice)

ICD-PCS Coding

M132 Module 02 Coding Assignment

Find the correct code and explain your rationale for each case study below.

1. Case Study:

PREOPERATIVE DIAGNOSIS:

1. Gangrene right foot.

POSTOPERATIVE DIAGNOSIS:

1. Gangrene right foot.

OPERATION:

1. Right below the knee amputation.

ANESTHESIA: General LMA.

PROCEDURE: The patient was brought to the operative suite where a general LMA anesthesia was induced.

A Foley catheter was inserted. The right foot was s secluded in an isolation bag and the right lower extremity circumferentially prepped and draped in its entirety. Beginning on the right side the skin was marked with a marking pen 4 fingerbreadths below the tibial tuberosity anteriorly with a long posterior flap. The skin was incised circumferentially and the anterior musculature sharply divided exposing the tibia The tibia was cleaned with a periosteal elevator and then transected with the Stryker saw. The fibula was exposed and transected with the bone cutter and the amputation completed by sharply incising the posterior musculature. Bleeding vessels were ligated with 2-0 silk Ligature. There appeared to be adequate bleeding at this level for primary healing. The tibia was then cleaned with a bone rasp and the fibula with a rongeur. The wound was irrigated and ultimately closed without significant tension utilizing interrupted 2-0 vicryl sutures for reapproximation of the fascia and skin staples for reapproximation of the skin.

The right side was dressed with sterile gauze fluff dressings and a Kerlix roll. Estimated blood loss throughout the procedure was approximately 150 mL. The patient received one unit intraoperatively of packed cells because of preoperative anemia. She was transported in stable condition to the recovery room.

2. Case Study:(Clinical Procedure Coding Practice)

PROCEDURE: Open reduction and internal fixation of bilateral tibial plateau fractures.

INDICATIONS: This 23-year old was involved in a serious accident and sustained bilateral tibial plateau fractures

DESCRIPTION OF OPERATION: The patient was brought to the operating room and placed on the operating room table in the supine position. General anesthesia was induced, and after this both lower extremities were prepped and draped in the usual sterile fashion. Attention was first directed towards the left tibial plateau. A standard lateral procedure to reduce the lateral tibial plateau fracture was performed. After a submeniscal arthrotomy was performed, the joint was visualized via the lateral approach. The posterolateral fragments were reduced and the lateral tibial plateau was elevated, restoring the articular surface. K-wires were placed to provisionally hold this reduction. C-arm fluoroscopy was used to confirm good reduction of the joint surface. Next, a 6-hole lateral plateau locking plate from the Stryker sets was selected. This locking plate was advanced down the tibial shaft. Screws were placed to secre the plate to the bone. Four screws were placed in the distal shaft fragments and 4 locking screws in the proximal fragment. A kickstand screw was also placed in the locking mode. After all screws were placed, x-rays exhibited good reduction of the fracture, as well as good placement of all hardware. Next, the wound was thoroughly irrigated with normal saline. The meniscal arthrotomy was closed with the 0 PDS suture, including the capsule. Next, the IT band was closed with 0 Vicryl suture, followed by 2-0 Vicryl sutures for the skin and staples. Attention was then directed toward the right tibial plateau. A similar procedure was performed on the right side. Then, the lateral approach to the lateral tibial plateau was performed, exposing the fracture. The incision was approximately 4 cm on the right side. A 6-hole LISS plate was advanced down the tibial shaft. Four screws were placed in the distal fragments followed by four screws in the locking mode and proximal metaphyseal fragment. Excellent fixation was obtained. The C-arm fluoroscopy was used to confirm excellent reduction of the fracture on both the AP and lateral fluoroscopic images. Next, the wound was thoroughly irrigated and closed in layers. Sterile dressings were applied All wounds were dressed with sterile dressing and the patient was placed into knee immobilizers. The patient was then awakened from anesthesia, and transferred to recovery. The patient will be nonweightbearing for approximately three months on bilateral lower extremities. The patient will receive DVT prophylaxis during this time.

3. Case Study:(Clinical Procedure Coding Practice)

PREOPERATIVE DIAGNOSES:

1. Pelvic pain.

2. History of previous pelvic surgery and ovarian cyst.

POSTOPERATIVE DIAGNOSES:

1. Pelvic pain.

2. History of previous pelvic surgery and ovarian cyst.

OPERATION PERFORMED: Laparoscopic adhesiolysis.

SURGEON: Susan Smith, MD

ANESTHESIA: General endotracheal.

ESTIMATED BLOOD LOSS: Less than 10 mL.

URINE OUTPUT: 70 mL.

IV FLUIDS: 750 mL.

DESCRIPTION OF OPERATION: After informed consent was obtained, the patient was taken to the operating room. She was placed in the dorsal supine position and general anesthesia was induced and prepped and draped in the usual sterile fashion. A Foley catheter was placed to gravity and speculum was placed in the posterior and anterior vagina and the cervix was grasped with a single-toothed tenaculum. A Hulka clamp was then inserted through the cervix into the uterus for uterine manipulations and the tenaculum was removed and attention was then turned to the abdomen.

A supraumbilical incision was made with a scalpel and elevated up with towel clamps. A long Veress needle was then placed and CO2 gas was used to insufflate the abdomen and pelvis. A 10-12 trocar and sleeve were then placed and confirmed via the laparoscope. The dense greater omental adhesions to the anterior abdominal wall were noted immediately. At this time, we were not able to see into the pelvic region. A second 5 mm trocar and sleeve were placed in the left mid quadrant under direct visualization. The ligature device was then placed developing a plane between the omentum and the anterior abdominal wall.

The adhesiolysis took place and it took approximately 25 minutes to release all of the omental adhesions from the anterior abdominal wall. We were then able to visualize the pelvis and a blunt probe was placed through the port. The ovary was visualized and photos were taken with no evidence of any ovarian cyst or ovarian pathology or of pelvic endometriosis. The uterus also appeared normal and the left tube and ovary were surgically absent. The appendix was easily visualized and noted to be noninflamed, normal in appearance, and there were no adhesions in the right lower quadrant. The upper abdominal exam was unremarkable. The procedure was terminated at this time. The ports were removed. CO2 gas was allowed to escape. The incisions were closed with 4-0 Vicryl suture. The Hulka clamp was removed. The vagina was noted to be hemostatic. The patient’s anesthesia was awakened from anesthesia, the Foley catheter was removed, and she was taken in stable condition to the recovery room.

 
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Part A: STANDING WAVES ON A STRING Using PhET simulation

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Part A: STANDING WAVES ON A STRING Using PhET simulation

(Part A: STANDING WAVES ON A STRING Using PhET simulation) 12/27/2019

OBJECTIVE

To study standing waves on a string and see the effects of changing the tension in the string,

EQUIPMENT

PhET Simulation Wave on a String: https://phet.colorado.edu/en/simulation/wave-on-a-string

You can also reach this simulation by going to PhET, and looking for Wave on a String.

 

Theory: Standing Waves in Strings

For any wave with wavelength λ and frequency f, the speed, v, is

v = λf (1)

The speed of a wave on a string is also related to the tension in the string, T, and the linear density (=mass/length), μ, by

v2 = T/μ = λ2f2 (2)

L is the length of the string and n is the number of segments, antinodes, or harmonics. Since a segment is 1/2 wavelength then

λ = 2L/n where n = 1, 2, 3, … (3)

Solving Equation 2 for the tension yields:

T = μλ2f2 (4)

Which can also be written as:

(5)

PROCEDURE

Constant Tension

1. Open the software. Select: Oscillate, Amplitude = 0.10 cm, Damping = 0, Tension = Lowest, Fixed End.

2. Turn on the oscillator by pressing the large blue button with the arrow. You will see the wave going from left to right, hit the fixed end and reflect. The reflected waves will interfere with the waves going to the right.

3. Now adjust the frequency in the Signal Generator until you get a standing wave in one segment (i.e. the first harmonic). Note this frequency, and measure the wavelength by using the ruler tool. (Part A: STANDING WAVES ON A STRING Using PhET simulation)

4. Increase the frequency gradually until you obtain a standing wave in the 2nd, 3rd, 4th, and 5th harmonic. Record each frequency and wavelength.

5. Calculate the wavelength by using equation (3).

6. Calculate the velocity of the waves by using equation (1)

7. Change the oscillator to Pulse. Keep the pulse width small. Measure the time taken by the pulse to travel from the left to the right ends, and hence calculate the velocity of the pulse in the string. Repeat three times and take the average. Use this value as a second value of the speed of the wave.

8. Calculate the percent difference between the two speeds.

Number of Harmonic

 

 

 

( n )

 Number of nodes Wavelength

λ = 2L/n

 

 

 

( m )

 Frequency

f

 

 

 

( Hz )

 Speed of wave

V = λ*f

 

 

( m/s )
1
2
3
4
5

9. Repeat for the other two available tensions of the string. Case A: Lowest Tension

DATA TABLE

Length of the string: _________

Speed of the wave

Trial number Time for pulse to reach other end Speed of the wave
Average speed of the wave

Length of the string: ____________

Case B: Medium Tension

Number of Harmonic

 

 

 

( n )

 Number of nodes Wavelength

λ = 2L/n

 

 

 

( m )

 Frequency

f

 

 

 

( Hz )

 Speed of wave

V = λ*f

 

 

( m/s )
1
2
3
4
5

 

Speed of the wave

Trial number Time for pulse to reach other end Speed of the wave
Average speed of the wave

 

Length of the string: ____________

Case C: Highest Tension

Number of Harmonic

 

 

 

( n )

 Number of nodes Wavelength

λ = 2L/n

 

 

 

( m )

 Frequency

f

 

 

 

( Hz )

 Speed of wave

V = λ*f

 

 

( m/s )
1
2
3
4
5

 

Speed of the wave

Trial number Time for pulse to reach other end Speed of the wave
Average speed of the wave

Part B E-39-0 Electric Charges and Electric Fields ONLINE

6-21-2020 Adapted from manual from Dr. Kam Chu

 

Objective

To study the electric field and electric potential around different charges.

 

Equipment

PhET Simulation:

https://phet.colorado.edu/sims/html/charges-and-fields/latest/charges-and-fields_en.html

 

Theory

There is an electric field surrounding a charge, in which another charge would experience an electric force. The strength of the electric field at a distance from a point charge is given by:

(1)

Where is the Coulomb Constant, q is the charge, and r is the distance from the charge. The unit vector points away from a positive charge, and towards a negative charge. (Part A: STANDING WAVES ON A STRING Using PhET simulation)

 

The electric potential due to a point charge is given by the equation:

(2)

Where is the electric potential (in volts), and is a scalar quantity.

 

In this Lab, we will use a PhET simulation to study the electric field and electric potential surrounding single and multiple point charges.

 

Procedure

Play with the simulation (Charges and Fields) and get oriented with all the different options. This should help you understand the lab better. Note that you have positive and negative point charges, an electric field sensor (yellow circle), a tape measure and a voltmeter, that also makes the equipotential lines. For each case, take a screenshot and attach with your report. You may alsoturn on ‘gridlines’ if desired. Each small square of the grid is 10 cm wide and high. (Part A: STANDING WAVES ON A STRING Using PhET simulation)

 

Activity 1: Electric Field Lines and Equipotential Lines

1: Have one positive and one negative charge placed symmetrically in the field. Get the Electric field lines. Use the voltmeter to draw about ten equipotential lines (Figure 1 shows a related situation with a few equipotential lines)

2: Repeat with both charges being negative.

3: Repeat with both charges being positive.

4. Repeat with 4 positive charges (on top of each other, to create 4q) and one negative charge.

5. Parallel Plates: Put a large number of positive charges in a straight row (to look like a solid line). Make a negative line in the same way (parallel to the first). As an example, see figure 2. Get the electric field lines and Equipotential Lines between and surrounding the parallel plates.

6. Attach screenshot of the simulations in your report. Figure – 1

Figure-1: Parallel “plates”. 

 

 

 

 

 

 

ACTIVITY 2

1) Turn on ‘gridlines’.

2) Select positive point charge of any magnitude (you do this by placing the point charges on top of each other). Place the charge at the intersection of two thick gridlines, somewhere in the left half of the screen.

3) Use the tape measure and Voltmeter to find the voltage at different locations along the horizontal line on which the charge is placed. Enter values in Table 1.

4) Plot a graph in Excel between the voltage (y-axis) and the distance (x-axis).

5) Use Excel to determine the value of the Coulomb Constant (see eqn. (2). Find the percent error between the calculated and accepted values.

6) Use the tape measure and the yellow Electric Field sensor to measure the electric field at different distances in the horizontal direction from the charge. Enter the data in Table 2.

7) Plot a graph in Excel between the Electric Field (on y-axis) and distance (on x-axis)

8) Use Excel to determine the value of the Coulomb Constant (see eqn. (1)). Find the percent error between the calculated and accepted values.

9) Attach the screenshots, graphs and calculations to your report. (Part A: STANDING WAVES ON A STRING Using PhET simulation)

DATA

 

Table 1

Charge = _________

 

1 2 3 4 5 6 7
distance
voltage

 

 

Value of k found from the graph: ___________

Percent error in k: ________________

 

Table 2

Charge = __________

1 2 3 4 5 6 7
distance
Electric Field

 

 

Value of k found from the graph: ___________

 

Percent error in k: ________________

 

Part C E-35-O CAPACITORS IN CIRCUITS ONLINE LAB

7/1/2020

OBJECTIVES

The purpose of this lab will be to determine how capacitors behave in R-C circuits by measuring the time for charging and discharging. The manner in which capacitors combine will also be studied.

 

EQUIPMENT

PhET interactive simulation tool [Circuit Construction Kit: (AC+DC) – Virtual Lab]

https://phet.colorado.edu/en/simulation/legacy/circuit-construction-kit-ac-virtual-lab

 

PROCEDURE

1. Open the simulation by ctrl+click the link, or copy paste the link to the browser. The simulation should look like that shown in Fig.6

2. Since this simulation is in java (and not web based as some of the others), you may have to download the simulation. If you cannot run the simulation, you may need to follow the following PhET help guidelines: https://phet.colorado.edu/en/help-center/running-sims

Then click “Why can Irun some of the simulations but not all?”

3. Run the simulation, and you will see a page like that shown in Fig.7.

4. You would not set up the circuit. For assistance in setting up the circuit, see the manual: 00PhET Simulation Tool Instructions for Electric Circuits Labs.

5. This experiment requires you to measure the voltage as a function of time. The timer can be easily controlled by using the Pause/Play button (►) and/or the step button (|►) (these are at the bottom of the page).

 

 

 

 

 

 

 

 

Figure 6. Figure 7.

Case-A: charging the capacitor.

1. Set up the circuit as shown in figure 8. Once set up, it should look something like that shown in figure 9.

2. Set the resistance to 100 Ω, capacitance to 0.05 F, and Battery to 10.0 V.

3. Before charging the capacitor, make sure that it has no charge (the voltmeter reads zero). Otherwise you need to discharge the capacitor first until the voltage across the capacitor becomes zero. (Part A: STANDING WAVES ON A STRING Using PhET simulation)

4. Put switch S1 in the ON state and switch S2 to the OFF state.

5. Set the Pause/Play button (►) to pause and the timer to zero. Before 5 seconds, use the step button (|►) to increase time by 0.5 second intervals and record the voltage values in Table I. After 5 seconds, use the Pause/Play button (►/||) to record the voltage at around 7.00, 10.0, 15.0, 20.0, and 25.0 seconds.

6. Using equation (5), obtain the charge at each time, and enter in Table 1.

7. Draw a graph between charge on y-axis and time on x-axis. It should look like Fig. 3.

8. Use the known values of resistance and capacitance to calculate the time constant and the maximum charge by using eqn. (2) and eqn. (3), and enter in Table 2.

9. Calculate the charges equal to one time constant, two time constants, and five time constants and enter in Table 2. Compare these with the experimental values using % error. Put your calculation in the table II.

C

 

 

Figure 8

 

 

 

Volt-meter

 

 

 

 

 

 

 

 

 

 

Figure 9.

 

Case-B: Discharging capacitor

1. Set up the circuit as shown in figure 8.

2. Set the resistance to 100 Ω, capacitance to 0.05 F, and Battery to 10.0 V.

3. Before discharging the capacitor, make sure the capacitor has been fully charged (the voltmeter reading is very close to 10.0 V).

4. Set switch to off and switch to on.

5. Set the Pause/Play button (►) to pause, and the stopwatch to zero. For time less than 5 seconds, use the step button (|►) to increase time by 0.5 second intervals. Record the voltage values in Table 3. After 5 seconds, use the Pause/Play button (►/||) to record the voltage at about 10.0, 15.0, 20.0, and 25.0 seconds.

6. Using equation (5), obtain the charge at each time, and enter in Table 3.

7. Draw a graph between charge on y-axis and time on x-axis. It should look like Fig. 5.

8. Use the known values of resistance and capacitance to calculate the time constant and the maximum charge by using eqn. (2) and eqn. (3), and enter in Table 4.

9. Calculate the charges equal to one time constant, two time constants, and five time constants and enter in Table 4. Compare these with the experimental values using % error. Put your calculation in the table II.

Case-C: Capacitors in Series.

1. Set up the circuit as shown in figure 10.

2. Set the resistance to 100 Ω, each capacitance to 0.05 F, and Battery to 10.0 V.

3. Before charging the capacitor, make sure that it has no charge (the voltmeter reads zero). Otherwise you need to discharge the capacitor first until the voltage across the capacitor becomes zero.

4. Put switch S1 in the ON state and switch S2 to the OFF state.

5. Now calculate the value of the time constant by using the equation for sum of capacitors in series.

6. Start charging the capacitors and note the voltage difference across both capacitors. Note the time it takes for the voltage to reach 63.2 % of Vmax. This is the measured value of time constant. Note this in Table 5.

7. Now charge the capacitors to full charge, and by using proper switching, measure the time for the voltage across them to fall BY 63.2% of Vmax. This is the measured time constant for discharging the capacitors.

8. Compare the measured and calculated values of the time constant for capacitors in series. (Part A: STANDING WAVES ON A STRING Using PhET simulation)

 

 

 

 

Figure 11

 

 

Volt-meter

 

 

 

 

C1

C2

Volt-meter

 

 

C2

C1

 

 

 

 

 

 

 

Figure 10

 

 

Case-D: Capacitors in parallel.

1. Set up the circuit as shown in figure 11.

2. Set the resistance to 100 Ω, each capacitance to 0.05 F, and Battery to 10.0 V.

3. Repeat the steps needed to measure the time constant while charging and while discharging, and compare with the calculated value for capacitors in parallel.

4. Enter the results in Table 5.

 

DATA

Case-A: Data for charging a single capacitor

 

Table-1

Resistance R = _________ Capacitance C = ________

 

Time

(s)

 Measured Voltage (VC) Charge on Capacitor

q(t)

(eqn. (5)

 Time (s) Measured Voltage (VC) Charge on Capacitor q(t)

(eqn. (5)

 Time (s) Measured Voltage (VC) Charge on Capacitor q(t)

(eqn. (5)
0.50 3.00 7.00
1.00 3.50 10.0
1.50 4.00 15.0
2.00 4.50 20.0
2.50 5.00 25.0

 

 

Make a graph between q(t) and time.

 

Table 2

 

Maximum Charge from eqn (2) = Q = ___________

RC time constant from eqn (3) = τ = ___________

 

Calculated value

eqn (1)

 Experimental value

eqn (5)

 % error
Charge at t = 1 τ
Charge at t = 2 τ
Charge at t = 3 τ

 

 

 

Case-B: Data for Discharging a single capacitor

 

Table-3

Resistance R = _________ Capacitance C = ________

 

Time

(s)

 Measured Voltage (VC) Charge on Capacitor

q(t)

(eqn. (5)

 Time (s) Measured Voltage (VC) Charge on Capacitor q(t)

(eqn. (5)

 Time (s) Measured Voltage (VC) Charge on Capacitor q(t)

(eqn. (5)
0.50 3.00 7.00
1.00 3.50 10.0
1.50 4.00 15.0
2.00 4.50 20.0
2.50 5.00 25.0

 

 

Make a graph between q(t) and time.

 

 

Table 4

 

Maximum Charge from eqn (2) = Q = ___________

RC time constant from eqn (3) = τ = ___________

 

Calculated value

eqn (4)

 Experimental value

eqn (5)

 % error
Charge at t = 1 τ
Charge at t = 2 τ
Charge at t = 3 τ

 

 

 

Case C and D: Data for Two Capacitors in Series and Parallel:

 

Table 5:

Resistance: ____________ Capacitance 1: _____________ Capacitance 2: _____________

 

Type of Circuit

Capacitors in:

 Calculated values of

τC and τD

 Measured Charging time τC Measured Discharging time τD Percent error in time of charging Percent error in time of discharging
Series
Parallel

 

 

τC : Time constant for charging

τD : Time constant for discharging

 

Part D Lab 2 Ohm’s Law

 

Objective

Learn to build a simple circuit with one resistor and one DC source.

Use PhET interactive simulation tool (Circuit Construction Kit AC Prototype) to build circuits and verify Ohm’s Law.

Theory

Ohm’s Law states that the electric current passing through a resistor with resistance is proportional to the voltage (electric potential difference) across the resistor and inversely proportional to the resistance

 

Equipment

Ⓐ

 

 

 

Figure-1

PhET interactive simulation tool (Circuit Construction Kit: DC – Virtual Lab)

https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc-virtual-lab

For guidance on how to use the simulation, tool, see PhET Simulation Tool Instructions for Electric Circuits Labs.

 

Procedures

1. Build the circuit as shown in Figure 1 using the PhET Simulation Tool.

2. Set the DC Power Source to 12.0 V.

3. Create three resistors 10.0 Ω, 20.0 Ω, and 30.0 Ω. Putting each resistor into the circuit one at a time, measure voltage using the voltmeter and record the values on Table 1. Note that the volt-meter should be parallel with the resistor.

4. With the power source still set at 12.0 V, measure the current of each resistor and record the values on Table 1. The ammeter should be in series with the resistor. You must first cut the circuit and open it with two disconnected ends and then plug in the ammeter. Please refer to “PhET Simulation Tool Instructions for Electric Circuits Labs” for how to measure current.

5. Avoid the common mistake of connecting the ammeter directly to the power supply’s two terminals.

6. Compare the calculated and measured currents in Table 1 and find the percentage difference.

7. Put the 10.0 Ω resistor in the circuit and increase the voltage of the power supply from to using increments. Using the method outlined in step 4, measure the current at each step. Record the voltage and current values in Table 2.

8. Plot the voltage-current curve and find the slope of the line. The slope of the line will be the resistance.

9. Compare the measured with the known values of the resistance values and find the percentage error.

 

In you report, include screenshots of the circuits that you make for doing this Lab. (Part A: STANDING WAVES ON A STRING Using PhET simulation)

Data Table 1

DC Power Source: 12.0 V

 

Resistance Measured Voltage Calculated Current (Equation 1) Measured Current % difference in the current
10.0 Ω
20.0 Ω
30.0 Ω

 

 

Data Table 2

Resistance: 10.0 Ω

 

Voltage

(volt)

 Measured Current

(ampere)

 Slope (equals resistance)

(ohm)

 % error in resistance
1.00 V
2.00 V
3.00 V
4.00 V
5.00 V

 

 

Part E Series and Parallel Circuit

(Using PhET Simulation Tool)

Objective

1. Learn to build up series circuit and a parallel circuit with three resisters.

2. Use PhET interactive simulation tool (Circuit Construction Kit AC Prototype) to build the circuits and Verify Ohm’s Law

Theory

The relations for two resisters in series and parallel circuits are the following:

Series Circuit Parallel Circuit

 

 

 

 
 

 

 

  

 

 
 

 

 

 

 

 

 

 

 

 

 

 

Figure 1 Two resister in series

  

 

 

 

 

 

 

 

 

Figure 2 Two resister in parallel

 

Equipment

PhET interactive simulation tool (Circuit Construction Kit: DC – Virtual Lab)

https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc-virtual-lab

 

Procedures

 

Build the circuit as shown in Figure 1 by using PhET Simulation Tool

 

1. Click the above http link, you will see

 

2. Click ▲, you will see

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3. Now you build your circuit by using “wire”, “Battery” and “Resistor”

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4. You can tap the circuit elements to change it value by adjust

 

 

 

 

 

 

 

 

 

 

 

 

 

 

5. You can also toggle between the battery and the battery symbol as shown above.

6. Use the circuit board, build the series circuit by using three resisters as shown in the following figure 3: set up , , ,

 

 

 

 

 

Figure 3

 

 

 

7. Measure the voltage across each resister, the voltage across over the two and (resister) and the voltage across over all the resisters (). Record the values on the table 1.

 

How to use the circuit board tool Voltmeter to measure the voltage

 

Simple drag the Voltmeter to the necessary location as shown in the following figure.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

8. Using Ohm’s law calculate the currents for each resister and put the values on table 1.

9. Using circuit board tool Ammeters measure the current passing through each resister and record the values on the table 1. Note that the Ammeters should be in series with the resister. (The figure below show you how to cut a circuit open and then put the Ammeters)

 

 

 

 

 

 

 

 

 

 

 

 

10. Compare the current in table 1, and find the percentage difference.

11. Use the circuit board, build the parallel circuit by using three resisters as shown in the following figure 4.

 

 

 

 

 

 

 

 

 

 

Figure 4

 

 

 

 

12. Repeat procedures from 7 to 10, record the data in table 1, and find the percentage difference.

 

Data Table 1

Resistance: :___________ :____________ :____________

 

Series Parallel
Measured Voltage  

(Ohm law)

 Measured Current % difference Measured Voltage  

(Ohm law)

 Measured Current % difference

 

 

Your Lab Report Should Include the Following

 

1. Lab theory

2. Your build circuit photo

3. Procedures

4. Your circuit setup photo which shows voltage [across the two and (resister)] measurement; and circuit setup photo which shows current [pass through the two resistor and (resister)] measurement.

5. Data Table 1

6. Conclusion

Part F Combination of Series and Parallel Circuit

(Using PhET Simulation Tool)

Objective

3. Learn to build up a combination of series and parallel circuit with three resisters.

4. Use PhET interactive simulation tool (Circuit Construction Kit AC Prototype) to build the circuits and Verify Ohm’s Law

 

Theory

Combination of Series and Parallel Circuit
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figure 1 Two resister in series

  

 

 
 

 

 

 

 

Equipment

PhET interactive simulation tool (Circuit Construction Kit: DC – Virtual Lab)

https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc-virtual-lab

 

Procedures

 

Build the circuit as shown in Figure 1 by using PhET Simulation Tool

 

13. Click the above http link, you will see

 

14. Click ▲, you will see

 

 

 

 

 

 

 

 

 

 

 

 

 

 

15. Now you can build your circuit by using “wire”, “Battery” and “Resistor”

 

 

 

 

 

 

 

 

 

 

 

 

 

 

16. You can tap the circuit elements to change it value by adjust

 

 

 

 

 

 

 

 

 

 

 

 

17. You can also toggle between the battery and the battery symbol as shown above.

18. Use the circuit board, build a combination of series and parallel circuit by using three resisters as shown in the following figure 2: set up , , ,

 

 

 

 

 

 

Figure 2

 

 

 

19. Measure the voltage across each resister, and the voltage across over the two and (resister) Record the values on the table 1.

 

How to use the circuit board tool Voltmeter to measure the voltage

 

Simple drag the Voltmeter to the necessary location as shown in the following figure.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

20. Using Ohm’s law calculate the currents for each resister and put the values on table 1.

21. Using circuit board tool Ammeters measure the current passing through each resister, and the current going through the two and (resister). Record the values on the table 1. Note that the Ammeters should be in series with the resister. (The figure below show you how to cut a circuit open and then put the Ammeters)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

22. Compare measured current in column 3 and calculated current in column 4 in the table 1, and find the percentage error.

 

Data Table 1

 

Resistance: :___________ :____________ :____________

 

 

1 2 3 4 5
Measured Voltage Calculated Current

(Using Ohm’s Law)

 Measured Current Calculated Current

(Using Equation 1-6)

 % error (compare column 3 and 4)

 

 

Your Lab Report Should Include the Following

 

7. Lab theory

8. Your build circuit photo

9. Procedures

10. Your circuit setup photo which shows voltage [across the two and (resister)] measurement; and circuit setup photo which shows current [pass through the two resistor and (resister) measurement.

11. Data Table 1

12. Calculation details in column 4

13. Conclusion

 

Part G E-34-O KIRCHHOFF’S RULES ONLINE LAB

7/01/2020

 

OBJECTIVE

The purpose of this lab will be to experimentally demonstrate Kirchhoff’s Rules for electrical circuits.

 

EQUIPMENT

PhET interactive simulation tool (Circuit Construction Kit: DC – Virtual Lab):

https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc-virtual-lab

For an introduction on using the PhET Circuit Construction simulation, see: 00-PhET Simulation Tool instructions for Electric Circuits Labs.

 

THEORY (Part A: STANDING WAVES ON A STRING Using PhET simulation)

Electronic circuits that cannot be reduced to simple series of parallel circuits can be analyzed by different methods. As an example, consider the circuit of figure 1. The currents and voltage drops across the resistances cannot be found by a simple application of Ohm’s Law. In this circuit, points A and D are called Junctions, since more than two wires connect there. A closed loop is any path that starts at some point in the circuit, passes through the elements of the circuit, and arrives back at the same point, without passing through any element more than once. There are three such closed loops in the circuit of Figure 1. These are Loop 1: A-B-C-D-A, Loop 2: A-D-E-F-G-A, and Loop 3: B-C-D-E-F-G-A-B. The junctions and loops are used in two Kirchhoff’s rules to analyze the circuit.

KCR- Kirchhoff’s Current Rule: The sum of the currents entering a junction = sum of currents leaving a junction. Or equivalently: the net current entering a junction is zero.

KVR-Kirchhoff’s Voltage Rule: The algebraic sum of the voltage changes around any closed loop is zero.

We would usually know the values of the battery voltages and resistances. As a first step, we label and assign directions (arbitrarily) to the currents in each section of the circuit (i.e. between each junction). We then write the junction equation (assuming a current entering the junction is positive, and leaving the junction is negative) at node D as:

i1 + i3 – i2 = 0 (1)

We now traverse the closed loops in any direction (clockwise or counter-clockwise, the resulting equations are equivalent) and add up all the changes in the voltages and set them to zero, i.e.

ΣΔV = 0 (2)

The voltage change across a resistor is found by Ohm’s Law as

ΔV = I R (3)

The sign of ΔV is positive if we are crossing the resistance in a direction that is against the direction of the current in that resistor, and it is negative if we go across the resistor in the same direction as the current. The ΔV across the battery is positive if we cross it from its negative to its positive side. With these, the equations for the three loops become:

Loop 1 (starting at the point A and going clockwise):

V1 – i1*R1 – i1*R2 + i3*R3 = 0.0 (4)

 

Loop 2 (starting at A and going clockwise):

-i3*R3 – i2*R4 + V2 – i2*R5 = 0.0 (5)

Loop 3 (starting at A, and going clockwise):

+V1 – i1*R1 – i1*R2 – i2*R4 + V2 – i2*R5 = 0.0 (6)

Note that equation (6) is simply the sum of equations (4) and (5), and is therefore not an independent equation. The same would apply to the junction rule applied at node A. So the useful (or independent) number of Junction equations that we can use are one less than the number of junctions, and the Loop equations are one less than the number of loops.

We then simultaneously solve equation (1) and any two out of equations (4), (5) and (6) to obtain the values of the currents i1, i2 and i3. In case any of the currents comes out to be negative, it simply means that we had choses then wrong direction for that current.

 

 

 

 

 

 

 

 

 

 

PROCEDURE (Part A: STANDING WAVES ON A STRING Using PhET simulation)

1 Select five resistors and measure and note their resistances. Label them as R1, R2, … , R5. Select resistors that are in the range of 10.0 Ω to 100.0 Ω.

2 Connect the resistors on the PhET simulation to make the circuit as shown in Figure 1. Attach the two batteries to appropriate points on the circuit. Set their voltages between 6.0 to 10.0 volts each. (The two voltages may or may not be the same). Note the positions of the resistors R1, R2, … R5. Measure the voltages across the batteries and note these as V1 and V2 in the Data Sheet.

3 Using the values of the resistances and battery voltages, calculate the currents i1, i2 and i3 by using the two Kirchhoff’s Rules. Use the same notation and directions of the currents as used in Figure 1. Use the calculated currents to calculate the potential difference across each resistor by using Ohm’s Law.

4 Once the calculations are done, you have an idea of what values to expect. First measure the voltages across each of the resistors and note it.

5 Now measure the currents i1, i2 and i3. For this you would need to break the circuit and insert the ammeter in series with the wires to complete the loop.

6 Calculate the percent errors in the calculated and measured values of the currents and voltages. Check to see if the Kirchhoff’s Junction rule and Loop Rules are verified.

 

DATASHEET: KIRCHHOFF’S RULES

 

 

V1 =
V2 =

 

 

 

RESISTANCE CURRENT VOLTAGE
CALCULATED MEASURED % ERROR CALCULATED MEASURED % ERROR
R1 =
R2 =
R3 =
R4 =
R5 =

 

 

 

Part H: Geometrical Optics Using PhET SIMULATIONS (Part A: STANDING WAVES ON A STRING Using PhET simulation)

Rev 3-14-2020

 

OBJECTIVE

To study the reflection of light on flat and curved surfaces, and refraction of light though different shapes, and to find the focal length of a convex lens.

 

EQUIPMENT

PhET simulation Bending Light: https://phet.colorado.edu/en/simulation/bending-light

 

PhET simulation Geometric Optics: https://phet.colorado.edu/en/simulation/legacy/geometric-optics

 

You can also get to the simulations by entering in your browser: Phet, then select Physics. Then select Bending Light, and Geometric Optics simulations.

 

PROCEDURE (Part A: STANDING WAVES ON A STRING Using PhET simulation)

The procedure for all experiments will be to track a laser beam as it reflects or refracts. In the simulations that we will use, we have a laser that can be turned on or off by clicking the red button on it. It can also be moved and rotated. The laser will give a narrow ray of light which we will follow as it reflects or refracts. This can be done for several points in the beam’s path.

 

In most cases, you would need to measure the angle, which is done from the normal to the surface. You can turn on the normal by selecting it in one of the menu boxes on the page. You can measure the angle by using the protractor tool. Complete the Results section at the end.

 

CASE A: Reflection from a Plane Mirror (see figure 1)

1. After opening the simulation, select “INTRO”.

2. Select the material where the laser is as “AIR”, and that on the lower side as “WATER”.

3. Set the laser to any arbitrary angle. Turn on the laser.

4. Use the Protractor to measure the angle of the incident ray and angle of the reflected ray (this is dimmer than the incident ray). (ignore the ray going into the water). Repeat for different angles.

5. Repeat for AIR and GLASS as the materials.

6. Enter the results in Table A, and verify that the angle of incidence = angle of reflection.

CASE B: Refraction (see figure 2)

1. After opening the simulation, select “INTRO”.

2. Select the material where the laser is as “AIR”, and that on the lower side as “WATER”.

3. Set the laser to any arbitrary angle. Turn on the laser.

4. Use the Protractor to measure the angle of the incident ray and angle of the refracted ray (i.e. the one entering the water). (ignore the reflected ray). Repeat for different angles.

5. Repeat for AIR and GLASS as the materials.

6. Repeat with AIR and MYSTERY A as the two materials.

7. Enter the results in Table B, and calculate the refractive indices of water, glass and Mystery A by using equation 1.

 

CASE C: Refraction Again (see figure 7)

1. After opening the simulation, select “PRISM”.

2. From the bottom panel, select the Square. Set Reflections Off. Turn on Normal.

3. Select the Environment as AIR. Select Objects as GLASS.

4. Set the laser to any arbitrary angle, pointing to the square. Turn on the laser.

5. Use the Protractor to measure the angle of the incident ray and angle of the refracted ray (i.e. the one entering and inside the square). Make sure that the ray inside the square does not reflect form the side surface.

6. Use these angles to calculate the refractive index of the material by using equation 1. Repeat with different angles.

7. Repeat for MYSTERY B as the material of the square.

8. Enter the results in Table C.

CASE D: Total Internal Reflection (Part A: STANDING WAVES ON A STRING Using PhET simulation)

1. After opening the simulation, select “INTRO”.

2. Select the material where the laser is as “WATER”, and that on the lower side as “AIR” (i.e. the laser beam is going from water into air)

3. Set the laser to a small angle (i.e. close to the normal). Turn on the laser.

4. Increase the angle slowly and observe the refracted ray. At some angle, the refracted ray will become parallel to the water-air surface. Beyond this point, when the angle is further increased, there is no refracted ray, only a reflected ray. This is Total Internal Reflection. The angle that the incident ray makes at the point at which the refracted ray becomes parallel to the glass surface (i.e. angle of refraction = 90), is called the Critical Angle. Use the Protractor to measure the angle of incidence at this point. Use equation 3 to compare the calculated and measured values of the Critical Angle.

5. Repeat to find the critical angle for the GLASS – AIR interface.

6. Enter the results in Table D.

 

CASE E: Total Internal Reflection Again (see figure 6)

1. After opening the simulation, select “PRISM”.

2. Select the semi-circular object, and bring it to the middle of the screen. Its straight side should be vertical.

3. Select the Environment as Air, and semi-circular object as Glass. Turn on Normal. Turn off Reflections.

4. Turn on the laser. Set the laser to an angle about 40° with the horizontal.

5. Now place the cursor in the object, with left click hold the object and move it (it should not rotate) to a position so that the laser beam entering it is at zero degrees to the surface. This is when the beam is directly over (i.e. parallel to) the normal. It will now be exiting the object from center of the flat side, which is also the center of the circle forming the curved side. Now rotate the Object by holding it from the little thing at its bottom. The object must not move, only rotate. This will rotate it about its center so that the beam is always exiting from the center of the flat side.

6. Keep rotating the object slowly, until the exiting beam is parallel to the flat surface. If you turn it a bit more, the beam will have Total Internal Reflection. Use the protractor to measure the angle on incidence inside the object at the flat surface at the point of Total Internal Reflection. The angle of refraction should be 90°. Use equation 3 to compare the calculated and measured values of the Critical Angle.

7. Repeat for Mystery A. Use the refractive Index found in Case B for calculating the percent error.

8. Enter the results in Table E.

 

CASE F: Refraction Light Ray Shift (see figure 7)

1. After opening the simulation, select “PRISM”.

2. From the bottom panel, select the Square. Set Reflections Off. Turn on Normal.

3. Select the Environment as Air. Select Objects as Glass.

4. Set the laser to any arbitrary angle, pointing to the square. Turn on the laser. The laser beam should come out from the back side.

5. Note (figure out how), the position of the refracted ray coming out of the glass on the other side.

6. Change the material of the Object to “Air”. This will cause the ray to go straight (since refractive indices of environment and square are the same). Note the position of this ray.

7. Measure the distance that the ray shifts when the Object is Air and when it is Glass (figure out how to do this). Enter the results in Table 6.

8. Measure the thickness of the square. Enter all data in Table F.

9. Use equation 6 to calculate the shift, and compare with your measured value.

h

d

 

(6)

 

CASE G: Deviation of light by a prism (see figure 3)

1. After opening the simulation, select “PRISM”.

2. From the bottom panel, select the Triangle (prism). Set Reflections Off. Turn on Normal.

3. Select the Environment as Air. Select Objects as Glass.

4. Set the laser to any arbitrary angle, pointing to the prism. Turn on the laser. The laser beam should come out from the other side.

5. Use the protractor to measure the angle of incidence θi , angle of refraction θr, angle of the prism A , and angle of Deviation δ, and record them in Table G.

6. Calculate the angle of deviation by using equation (4), and compare with measured value. Use the refractive index of glass found in Case C.

 

CASE H: Focal Length of a Convex Lens (see figure 4) (Part A: STANDING WAVES ON A STRING Using PhET simulation)

1. Open the simulation: Geometric Optics.

2. Select Principal Rays and Screen. Select some values of Curvature, Refractive Index and Diameter of the lens.

3. Place the lamp al some position on the principal Axis (the horizontal line passing through the center of the lens).

4. Move the screen until the image becomes a small dot. The image of the object is now in focus on the screen.

5. Select the Ruler, and measure the distance from the center of the lens to the light source. (Measure to the point where the rays join together). This is the Object distance ‘p’. Now measure the image distance ‘q’ from the lens to the screen (to the point where the rays join). You may have to select a pencil or an arrow as the object to do this.

6. Note the data in Table H, and calculate the focal length, ‘f’, of the lens.

7. Repeat for several different positions of the object. Have at least one position where you get a virtual image (i.e. when object is between lens and the focal length).

8. Measure the focal length (this is the distance from lens to the ‘X’ on the Principal Axis.

RESULTS

All values are measured values unless mentioned. Attach at least one image of each case with your report.

 

TABLE A: LAW OF REFLECTION

Trial number Angle of Incidence Angle of Reflection Percent Difference

 

TABLE B: LAW OF REFRACTION (Part A: STANDING WAVES ON A STRING Using PhET simulation)

Material Trial number Angle of Incidence Angle of Refraction Refractive Index (equation 1) Average of three values Percent Error in refractive index
Water
Water
Water
Glass
Glass
Glass
Mystery A
Mystery A
Mystery A

TABLE C: LAW OF REFRACTION AGAIN

Material Trial number Angle of Incidence Angle of Refraction Refractive Index (equation 1) Average of three values Percent Error in refractive index
Glass
Glass
Glass
Mystery B
Mystery B
Mystery B

TABLE D: TOTAL INTERNAL REFLECTION

 

Material Trial number Angle of Incidence Angle of Refraction Critical Angle

Calculated

 Percent Error in Critical Angle
Water-Air
Glass-Air

 

 

 

TABLE E: TOTAL INTERNAL REFLECTION AGAIN

 

Material Trial number Angle of Incidence Angle of Refraction Critical Angle

Calculated

 Percent Error in Critical Angle
Water-Air
Mystery-Air

 

 

TABLE F: REFRACTION LIGHT RAY SHIFT

Trial Number Angle of Incidence Angle of Refraction Thickness ‘h’ of the square Measured Value of Shift in the Ray Calculated Value of the Shift Percent error in shift

 

TABLE G: DEVIATION OF LIGTH FROM A PRISM

Trial Number Angle of Incidence Angle of Refraction Angle of Prism Angle of Deviation Calculated Angle of Deviation Percent error in angle of Deviation
No Distance from Lens to Object

p

 Distance from Lens to Image

q

 Calculated Focal Length by equation 1

f
Average value of Focal Length
Percent error

TABLE H: FOCAL LENGTH OF A CONVEX LENS (Part A: STANDING WAVES ON A STRING Using PhET simulation)

 
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