VIII.A Acronyms and Definitions
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Introduction to Direct Current (DC) Theory
PDHonline Course E235 (4 PDH) Electrical Fundamentals - Introduction to Direct Current (DC) Theory Instructor: A. Bhatia, B.E. 2012 PDH Online | PDH Center 5272 Meadow Estates Drive Fairfax, VA 22030-6658 Phone & Fax: 703-988-0088 www.PDHonline.org www.PDHcenter.com An Approved Continuing Education Provider CHAPTER 3 DIRECT CURRENT LEARNING OBJECTIVES Upon completing this chapter, you will be able to: 1. Identify the term schematic diagram and identify the components in a circuit from a simple schematic diagram. 2. State the equation for Ohm's law and describe the effects on current caused by changes in a circuit. 3. Given simple graphs of current versus power and voltage versus power, determine the value of circuit power for a given current and voltage. 4. Identify the term power, and state three formulas for computing power. 5. Compute circuit and component power in series, parallel, and combination circuits. 6. Compute the efficiency of an electrical device. 7. Solve for unknown quantities of resistance, current, and voltage in a series circuit. 8. Describe how voltage polarities are assigned to the voltage drops across resistors when Kirchhoff's voltage law is used. 9. State the voltage at the reference point in a circuit. 10. Define open and short circuits and describe their effects on a circuit. 11. State the meaning of the term source resistance and describe its effect on a circuit. 12. Describe in terms of circuit values the circuit condition needed for maximum power transfer. 13. Compute efficiency of power transfer in a circuit. 14. Solve for unknown quantities of resistance, current, and voltage in a parallel circuit. -
C I L Q LC Circuit
Your Comments I am not feeling great about this midterm...some of this stuff is really confusing still and I don't know if I can shove everything into my brain in time, especially after spring break. Can you go over which topics will be on the exam Wednesday? This was a very confusing prelecture. Do you think you could go over thoroughly how the LC circuits work qualitatively? I may have missed something simple, but in question 1 during the prelecture why does the charge on the capacitor have to be 0 at t=0? I feel like that bit of knowledge will help me with the test wednesday I remember you mentioning several weeks ago that there was one equation you were going to add to the 2013 equation sheet... which formula was that? Thanks! Electricity & Magnetism Lecture 19, Slide 1 Some Exam Stuff Exam Wed. night (March 27th) at 7:00 Covers material in Lectures 9 – 18 Bring your ID: Rooms determined by discussion section (see link) Conflict exam at 5:15 Don’t forget: • Worked examples in homeworks (the optional questions) • Other old exams For most people, taking old exams is most beneficial Final Exam dates are now posted The Big Ideas L9-18 Kirchoff’s Rules Sum of voltages around a loop is zero Sum of currents into a node is zero Kirchoff’s rules with capacitors and inductors • In RC and RL circuits: charge and current involve exponential functions with time constant: “charging and discharging” Q dQ Q • E.g. IR R V C dt C Capacitors and inductors store energy Magnetic fields Generated by electric currents (no magnetic charges) Magnetic -
A Dc–Dc Converter with High-Voltage Step-Up Ratio and Reduced- Voltage Stress for Renewable Energy Generation Systems
A DC–DC CONVERTER WITH HIGH-VOLTAGE STEP-UP RATIO AND REDUCED- VOLTAGE STRESS FOR RENEWABLE ENERGY GENERATION SYSTEMS A Dissertation by Satya Veera Pavan Kumar Maddukuri Master of Science, University of Greenwich, UK, 2012 Bachelor of Technology, Jawaharlal Nehru Technology University Kakinada, India, 2010 Submitted to the Department of Electrical Engineering and Computer Science and the faculty of the Graduate School of Wichita State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy December 2018 1 © Copyright 2018 by Satya Veera Pavan Kumar Maddukuri All Rights Reserved 1 A DC–DC CONVERTER WITH HIGH-VOLTAGE STEP-UP RATIO AND REDUCED- VOLTAGE STRESS FOR RENEWABLE ENERGY GENERATION SYSTEMS The following faculty members have examined the final copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirement for the degree of Doctor of Philosophy with a major in Electrical Engineering and Computer Science. ___________________________________ Aravinthan Visvakumar, Committee Chair ___________________________________ M. Edwin Sawan, Committee Member ___________________________________ Ward T. Jewell, Committee Member ___________________________________ Chengzong Pang, Committee Member ___________________________________ Thomas K. Delillo, Committee Member Accepted for the College of Engineering ___________________________________ Steven Skinner, Interim Dean Accepted for the Graduate School ___________________________________ Dennis Livesay, Dean iii DEDICATION To my parents, my wife, my in-laws, my teachers, and my dear friends iv ACKNOWLEDGMENTS Firstly, I would like to express my sincere gratitude to my advisor Dr. Aravinthan Visvakumar for the continuous support of my PhD study and related research, for his thoughtful patience, motivation, and immense knowledge. His guidance helped me in all the time of research and writing of this dissertation. -
Instructor's Guide
Instructor’s Guide Electricity: A 3-D Animated Demonstration ELECTRICITY AND MAGNETISM Introduction This instructor’s guide provides information to help you get the most out of Electricity and Magnetism, part of the eight-part series Electricity: A 3-D Animated Demonstration. The series makes the principles of electricity easier to understand and discuss. The series includes Electrostatics; Electric Current; Ohm's Law; Circuits; Power and Efficiency; Electricity and Magnetism; Electric Motors; and Electric Generators. Electricity and Magnetism traces the relationship between magnetism and electricity from the first accidental discovery of induced current. Learning Objectives After watching the video program, students will be able to: • Describe the relationship between electricity and magnetism • Explain the difference between electric and magnetic fields • Explain the construct, function, and use of solenoids • Differentiate between, explain, and apply the left-hand and right-hand rules • Demonstrate (via experiments) and explain aspects, and actions and functions of electricity, magnetism, and electromagnetism Educational Standards National Science Standards This program correlates with the National Science Education Standards from the National Academies of Science, and Project 2061, from the American Association for the Advancement of Science. Copyright © 2008 SHOPWARE® • www.shopware-usa.com • 1-800-487-3392 Electricity: A 3-D Animated Demonstration ELECTRICITY AND MAGNETISM INSTRUCTOR’S GUIDE Science as Inquiry Content Standard A: -
Faraday's Law Da
Faraday's Law dA B B r r Φ≡B •d A B ∫ dΦ ε= − B dt Faraday’s Law of Induction r r Recall the definition of magnetic flux is ΦB =B∫ ⋅ d A Faraday’s Law is the induced EMF in a closed loop equal the negative of the time derivative of magnetic flux change in the loop, d r r dΦ ε= −B∫ d ⋅= A − B dt dt Constant B field, changing B field, no induced EMF causes induced EMF in loop in loop Getting the sign EMF in Faraday’s Law of Induction Define the loop and an area vector, A, who magnitude is the Area and whose direction normal to the surface. A The choice of vector A direction defines the direction of EMF with a right hand rule. Your thumb in A direction and then your fingers point to positive EMF direction. Lenz’s Law – easier way! The direction of any magnetic induction effect is such as to oppose the cause of the effect. ⇒ Convenient method to determine I direction Heinrich Friedrich Example if an external magnetic field on a loop Emil Lenz is increasing, the induced current creates a field opposite that reduces the net field. (1804-1865) Example if an external magnetic field on a loop is decreasing, the induced current creates a field parallel to the that tends to increase the net field. Incredible shrinking loop: a circular loop of wire with a magnetic flux is shrinking with time. In which direction is the induced current? (a) There is none. (b) CW. -
Analysis of Magnetic Resonance in Metamaterial Structure
Analysis of magnetic resonance in Metamaterial structure Rajni#1, Anupma Marwaha#2 #1 Asstt. Prof. Shaheed Bhagat Singh College of Engg. And Technology,Ferozepur(Pb.)(India), #2 Assoc. Prof., Sant Longowal Institute of Engg. And Technology,Sangrur(Pb.)(India) [email protected] 2 [email protected] Abstract: ‘Metamaterials’ is one of the most 1. Introduction recent topics in several areas of science and technology due to its vast potential in various Metamaterials are artificial materials synthesized applications. These are artificially fabricated by embedding specific inclusions like periodic materials which exhibit negative permittivity structures in host media. These materials have and/or negative permeability. The unusual the unique property of negative permittivity electromagnetic properties of metamaterial and/or negative permeability not encountered in have opened more opportunities for better the nature. If materials have both parameters antenna design to surmount the limitations of negative at the same time, then they exhibit an conventional antennas. Metamaterials have effective negative index of refraction and are created many designs in a broad frequency referred to as Left-Handed Metamaterials spectrum from microwave to millimeter wave (LHM). This name is given to these materials to optical structures. The edifice building because the electric field, magnetic field and the blocks of metamaterials are synthetically wave vector form a left-handed system. These fabricated periodic structures of having materials offer a new dimension to the antenna lattice constants smaller than the wavelength applications. The phase velocity and group of the incident radiation. Thus metamaterial velocity in these materials are anti-parallel to properties can be controlled by the design of each other i.e. -
Teaching H. C. Ørsted's Scientific Work in Danish High School Physics
UNIVERSITY OF COPENHAGEN FACULTY OF SCIENCE Ida Marie Monberg Hindsholm Teaching H. C. Ørsted's Scientific Work in Danish High School Physics Masterʹs thesis Department of Science Education 19 July 2018 Master's thesis Teaching H. C. Ørsted’s Scientific Work in Danish High School Physics Submitted 19 July 2018 Author Ida Marie Monberg Hindsholm, B.Sc. E-mail [email protected] Departments Niels Bohr Institute, University of Copenhagen Department of Science Education, University of Copenhagen Main supervisor Ricardo Avelar Sotomaior Karam, Associate Professor, Department of Science Education, University of Copenhagen Co-supervisor Steen Harle Hansen, Associate Professor, Niels Bohr Institute, University of Copenhagen 1 Contents 1 Introduction . 1 2 The Material: H. C. Ørsted's Work . 3 2.1 The Life of Hans Christian Ørsted . 3 2.2 Ørsted’s Metaphysical Framework: The Dynamical Sys- tem............................. 6 2.3 Ritter and the failure in Paris . 9 2.4 Ørsted’s work with acoustic and electric figures . 12 2.5 The discovery of electromagnetism . 16 2.6 What I Use for the Teaching Sequence . 19 3 Didactic Theory . 20 3.1 Constructivist teaching . 20 3.2 Inquiry Teaching . 22 3.3 HIPST . 24 4 The Purpose and Design of the Teaching Sequence . 27 4.1 Factual details and lesson plan . 28 5 Analysis of Transcripts and Writings . 40 5.1 Method of Analysis . 40 5.2 Practical Problems . 41 5.3 Reading Original Ørsted's Texts . 42 5.4 Inquiry and Experiments . 43 5.5 "Role play" - Thinking like Ørsted . 48 5.6 The Reflection Corner . 51 5.7 Evaluation: The Learning Objectives . -
AC Vs. DC Boost Converters: a Detailed Conduction Loss Comparison
AC vs. DC Boost Converters: A Detailed Conduction Loss Comparison Daniel L Gerber Fariborz Musavi Building Technology and Urban Systems Engineering and Computer Science Lawrence Berkeley Labs Washington State University Berkeley, CA, USA Vancouver, WA, USA [email protected] [email protected] Abstract—Studies have shown the efficiency benefits of DC dis- at the same voltage. Although several previous works have tribution systems are largely due to the superior performance of analyzed and established loss models for the DC/DC [9]– DC/DC converters. Nonetheless, these studies are often based on [12] and AC/DC PFC [13]–[20] boost converters, they each product data that differs widely in manufacturer and operating have their own methods and formulae, making an analytic voltage. This work develops a rigorous loss model to theoretically comparison difficult. In addition, many of them neglect es- compare the efficiency of a DC/DC and an AC/DC PFC boost sential components such as the input bridge drop and output converter. It ensures each converter has the same components and equivalent operating voltages. The results show AC boost capacitor equivalent series resistance (ESR). This is the first converters below 500 W to have 2.9 to 4.2 times the loss of DC. work to establish a set of formulae that compare the loss between an AC and DC boost converter, both of which have the Keywords—DC microgrid, boost converter, loss model, power same components and equivalent operating voltages. Although factor correction DC/DC converters are already known to be more efficient, this work reports exactly how much more. -
Faraday's Law Da
Faraday's Law dA B B r r Φ≡B •d A B ∫ dΦ ε= − B dt Applications of Magnetic Induction • AC Generator – Water turns wheel Æ rotates magnet Æ changes flux Æ induces emf Æ drives current • “Dynamic” Microphones (E.g., some telephones) – Sound Æ oscillating pressure waves Æ oscillating [diaphragm + coil] Æ oscillating magnetic flux Æ oscillating induced emf Æ oscillating current in wire Question: Do dynamic microphones need a battery? More Applications of Magnetic Induction • Tape / Hard Drive / ZIP Readout – Tiny coil responds to change in flux as the magnetic domains (encoding 0’s or 1’s) go by. 2007 Nobel Prize!!!!!!!! Giant Magnetoresistance • Credit Card Reader – Must swipe card Æ generates changing flux – Faster swipe Æ bigger signal More Applications of Magnetic Induction • Magnetic Levitation (Maglev) Trains – Induced surface (“eddy”) currents produce field in opposite direction Æ Repels magnet Æ Levitates train S N rails “eddy” current – Maglev trains today can travel up to 310 mph Æ Twice the speed of Amtrak’s fastest conventional train! – May eventually use superconducting loops to produce B-field Æ No power dissipation in resistance of wires! Faraday’s Law of Induction r r Recall the definition of magnetic flux is ΦB =B∫ ⋅ d A Faraday’s Law is the induced EMF in a closed loop equal the negative of the time derivative of magnetic flux change in the loop, d r r dΦ ε= −B∫ d ⋅= A − B dt dt Constant B field, changing B field, no induced EMF causes induced EMF in loop in loop Getting the sign EMF in Faraday’s Law of Induction Define the loop and an area vector, A, who magnitude is the Area and whose direction normal to the surface. -
![DIRECT CURRENT CIRCUITS I [Written by Suzanne Amador Kane; Modified Slightly for Our Purposes.] Readings: Serway, Chapters 27–28](https://docslib.b-cdn.net/cover/3636/direct-current-circuits-i-written-by-suzanne-amador-kane-modified-slightly-for-our-purposes-readings-serway-chapters-27-28-1083636.webp)
DIRECT CURRENT CIRCUITS I [Written by Suzanne Amador Kane; Modified Slightly for Our Purposes.] Readings: Serway, Chapters 27–28
DIRECT CURRENT CIRCUITS I [Written by Suzanne Amador Kane; Modified slightly for our purposes.] Readings: Serway, Chapters 27–28. At long last we are ready to begin work with Direct Current (DC) Circuits. DC circuits are those in which the voltages and currents are constant, or time-independent. Time-dependent circuits in which the current oscillates periodically are referred to as Alternating Current (AC) circuits. We will study AC circuits soon enough. As you know, charge is the fundamental unit of electricity much as mass is the fundamental unit of gravitation. A significant difference is that mass is always positive (as far as we know), while charge can be either positive or negative. When charges flow, they form a current, just as when mass moves it has momentum. If we drop a mass, it "flows" down to a lower potential, and a potential difference in an electric circuit drives a current to the lower potential from the higher potential. Since charges come in both positive and negative flavors, electrical potential drives some charges up while others flow down. By analogy, if there were negative mass, it would fall up. When a ball is dropped into a liquid, it falls more slowly due to the resistance of the liquid. Likewise, in a circuit we insert a "resistor" which impedes the flow of current. In a circuit, the effect is to lower the rate at which charge moves, effectively lowering the current which flows through the circuit. It is useful to note here that if we did not have a resistor, in effect it would be like dropping a huge object onto the Earth without air resistance – look at the craters on the Moon to see how undesirable this would be! In circuits, this is called a "short circuit" and it quickly drains the potential while also risking serious damage to the components (and the experimenter). -
6.453 Quantum Optical Communication Reading 4
Massachusetts Institute of Technology Department of Electrical Engineering and Computer Science 6.453 Quantum Optical Communication Lecture Number 4 Fall 2016 Jeffrey H. Shapiro c 2006, 2008, 2014, 2016 Date: Tuesday, September 20, 2016 Reading: For the quantum harmonic oscillator and its energy eigenkets: C.C. Gerry and P.L. Knight, Introductory Quantum Optics (Cambridge Uni- • versity Press, Cambridge, 2005) pp. 10{15. W.H. Louisell, Quantum Statistical Properties of Radiation (McGraw-Hill, New • York, 1973) sections 2.1{2.5. R. Loudon, The Quantum Theory of Light (Oxford University Press, Oxford, • 1973) pp. 128{133. Introduction In Lecture 3 we completed the foundations of Dirac-notation quantum mechanics. Today we'll begin our study of the quantum harmonic oscillator, which is the quantum system that will pervade the rest of our semester's work. We'll start with a classical physics treatment and|because 6.453 is an Electrical Engineering and Computer Science subject|we'll develop our results from an LC circuit example. Classical LC Circuit Consider the undriven LC circuit shown in Fig. 1. As in Lecture 2, we shall take the state variables for this system to be the charge on its capacitor, q(t) Cv(t), and the flux through its inductor, p(t) Li(t). Furthermore, we'll consider≡ the behavior of this system for t 0 when one≡ or both of the initial state variables are non-zero, i.e., q(0) = 0 and/or≥p(0) = 0. You should already know that this circuit will then undergo simple6 harmonic motion,6 i.e., the energy stored in the circuit will slosh back and forth between being electrical (stored in the capacitor) and magnetic (stored in the inductor) as the voltage and current oscillate sinusoidally at the resonant frequency ! = 1=pLC. -
How to Design Analog Filter Circuits.Pdf
a b FIG. 1-TWO LOWPASS FILTERS. Even though the filters use different components, they perform in a similiar fashion. MANNlE HOROWITZ Because almost every analog circuit contains some filters, understandinghow to work with them is important. Here we'll discuss the basics of both active and passive types. THE MAIN PURPOSE OF AN ANALOG FILTER In addition to bandpass and band- age (because inductors can be expensive circuit is to either pass or reject signals rejection filters, circuits can be designed and hard to find); they are generally easier based on their frequency. There are many to only pass frequencies that are either to tune; they can provide gain (and thus types of frequency-selective filter cir- above or below a certain cutoff frequency. they do not necessarily have any insertion cuits; their action can usually be de- If the circuit passes only frequencies that loss); they have a high input impedance, termined from their names. For example, are below the cutoff, the circuit is called a and have a low output impedance. a band-rejection filter will pass all fre- lo~~passfilter, while a circuit that passes A filter can be in a circuit with active quencies except those in a specific band. those frequencies above the cutoff is a devices and still not be an active filter. Consider what happens if a parallel re- higlzpass filter. For example, if a resonant circuit is con- sonant circuit is connected in series with a All of the different filters fall into one . nected in series with two active devices signal source.