Handbook Electromagnetism Electromagnetism

Total Page:16

File Type:pdf, Size:1020Kb

Handbook Electromagnetism Electromagnetism Handbook Electromagnetism 27 MOTION Of DIRECTION When tube heaters or filaments are oper- cLec - Of CURRENT ated in series, the current is the same throughout the entire circuit. The re- sistance of all tube filaments must then be made the same if each is to have the same voltage drop across its terminals. The re- sistance of a tube heater or filament should never be measured when cold because the resistance will be only a fraction of the re- sistance present when the tube functions at proper or filament + © heater temperature. Figure 6. The can be calculated resistance satisfac- (A) shows the magnetic lines of force produced torily by using the current and voltage rat- around a conductor carrying an electric current. ings given in the tube tables. It also indicates the difference between the motion of electrons and the flow of current. (B) indicates how the effectiveness of the field may be increased Electromagnetism by winding the conductor into a coil. Everyone is familiar with the common current, magnetomotive force or magnetic bar or horseshoe magnet. The magnetic field voltage. The unit of magnetomotive force which surrounds it allows the magnet to (m.m.f.) is the gilbert. The reluctance of a attract nails, washers, or other pieces of magnetic circuit can be thought of as the iron to it. A peculiarity of an electric cur- resistance of the magnetic path. The re- rent, hence of electrons in motion in gen- lation between the three is exactly the saine eral, is that a magnetic field is set up in the as that between current, voltage and resist- vicinity of the conductor of the current for ance (Ohm's law). as long a period of time as the current is The magnetic flux depends upon the ma- flowing. A field set up by an electric cur- terial, cross section and length of the mag- rent is called an electromagnetic field to dis- netic circuit, and it varies directly as the tinguish it from the permanent field sur- current flowing The reluctance rounding in the circuit. the bar magnet. is dependent upon the length, cross section, Magnetic Flux. The field, or magnetic permeability and air gap, if any, of the mag- lines of force, set up in the vicinity of the netic circuit. conductor extend outwardly from the con- In the electrical circuit, the current ductor in a plane at right angles to its di- would equal the voltage divided by the re- rection. It is these lines of magnetic force sistance, and so it is in the magnetic circuit. that make up the magnetic flu.r. The strength of this flux in the vicinity of a Magnetic Flux (I) _ simple conductor is proportional to the magnetomotive force (m.m.f.) strength of the current. However, if the conductor is wound into a coil the flux for reluctance (r) each turn of wire becomes additive to that Permeability. Permeability describes the of the others and the flux becomes propor- difference in the magnetic properties of tional to the number of turns as well as to any magnetic substance as compared with the current flow. Since the flux is linearly the magnetic properties of air. Iron, for proportional to both the current and the example, has a permeability of around number of turns, the magnetizing effect of 2000 times that of air, which means that a coil may be described as a function of a given amount of magnetizing effect pro- the ampere -turns of that coil; the mag- duced in an iron core by n current flowing netizing effect of a coil is proportional to through a coil of wire will produce 2000 the product of the current strength and the times the flux density that the same mag- number of turns in the coil. netizing effect would produce in air. The The magnetic flux increases or decreases permeabilitics of different iron alloys vary in direct proportion to the change in the quite widely and permeabilities up to 100,- current. The ratio of the change in flux 000 can be obtained. to the change in current has a constant Core Saturation. Permeability is sim- value known as the inductance of n coil. ilar to electric conductivity. There is, how- Electromagnetic Effects. In drawing ever, one important difference: the perme- an analogy of voltage, current and resist- ability of iron is not independent of the ance in terms of magnetic phenomena, magnetic current (flux) flowing through it, magnetic flux might he termed magnetic although electrical conductivity is usually www.americanradiohistory.com.
Recommended publications
  • Station C Station D
    Session 3 Transparency #3b Station C Station D 111MINII Wm. - DOCUMENT RESUME ED 274 529 SE 047 224 AUTHOR Heller, Patricia TITLE Building Telegraphs, Telephones, and Radios for Middle School Children and Their Parentg. A Course for Parents and Children. INSTITUTION Minnesota Univ., Minneapolis. SPONS AGENCY National Science Foundation, Washington, D.C. PUB DATE 82 GRANT 07872 NOTE 239p.; For related documents, see SE 047 223, SE 047 225-228. Drawings may not reproduce well. PUB TYPE Guides - Non-Classroom Use (055) -- Guides - Classroom Use - Materials (For Learner) (051) -- Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01/PC1O. Plus Postage. DESCRIPTORS Audio Equipment; Electronic Equipment; Elementary Education; *Elementary School Science; Intermediate Grades; *Parent Child Relationship; Parent Materials; Parent Participation; *Radio; *Science Activities; Science Education; *Science Instruction; Science Materials; Teaching Guides; *Telephone Communications Systems IDENTIFIERS Informal Education; *Parent Child Program ABSTRACT Designed to supplement a short course for middle school children and their parents, this manual provides sets of learning experiences about electronic communication devices. The program is intended to develop positive attitudes toward science and technology in both parents and their children and to take the mystery out of some of the electronic devices used in communication systems. The document includes information and activities to be.used in conjunction with five sessions which are held at a science museum. The sessions deal with: (1) investigating circuits; (2) electromagnetism and the telegraph; (3) electromagnetic induction and the telephone; (4) crystal radio receivers; and (5) audio amplifiers. The sections of the guide which deal with each topic include an overview of the topic and descriptions of all of the activities and experiments to be done in class for that particular session.
    [Show full text]
  • UNIT 25: MAGNETIC FIELDS Approximate Time Three 100-Minute Sessions
    Name ______________________ Date(YY/MM/DD) ______/_________/_______ St.No. __ __ __ __ __-__ __ __ __ Section_________Group #________ UNIT 25: MAGNETIC FIELDS Approximate Time three 100-minute Sessions To you alone . who seek knowledge, not from books only, but also from things themselves, do I address these magnetic principles and this new sort of philosophy. If any disagree with my opinion, let them at least take note of the experiments. and employ them to better use if they are able. Gilbert, 1600 OBJECTIVES 1. To learn about the properties of permanent magnets and the forces they exert on each other. 2. To understand how magnetic field is defined in terms of the force experienced by a moving charge. 3. To understand the principle of operation of the galvanometer – an instrument used to measure very small currents. 4. To be able to use a galvanometer to construct an ammeter and a voltmeter by adding appropriate resistors to the circuit. © 1990-93 Dept. of Physics and Astronomy, Dickinson College Supported by FIPSE (U.S. Dept. of Ed.) and NSF. Modified at SFU by S. Johnson, 2014. Page 25-2 Workshop Physics II Activity Guide SFU OVERVIEW 5 min As children, all of us played with small magnets and used compasses. Magnets exert forces on each other. The small magnet that comprises a compass needle is attracted by the earth's magnetism. Magnets are used in electrical devices such as meters, motors, and loudspeakers. Magnetic materials are used in magnetic tapes and computer disks. Large electromagnets consisting of current-carrying wires wrapped around pieces of iron are used to pick up whole automobiles in junkyards.
    [Show full text]
  • Radial Spin Wave Modes in Magnetic Vortex Structures
    FACULTY OF SCIENCES Radial spin wave modes in magnetic vortex structures Doctoral thesis by Mathias Helsen Thesis submitted to obtain the degree of «Doctor in de Wetenschappen, Natuurkunde» at the Ghent University, Department of Solid State Sciences. Public defense: 3rd June 2015 Promotor: dr. Bartel Van Waeyenberge ii Dankwoord (acknowledgements) Ik zou willen beginnen door mijn promotor, prof. dr. Bartel Van Waeyenberge, te bedanken voor zijn ondersteuning gedurende mijn doctoraat. Bedankt dat ik jouw deur mocht platlopen om vragen te komen stellen, en je kantoor vol te stouwen met lawaaierige elektronica. Daarnaast zou ik graag mijn mentor, dr. Arne Vansteenkiste ook willen be- danken voor al zijn goede raad die onontbeerlijk was. En uiteraard om bij te sturen wanneer nodig (i.e. vaak), maar misschien nog het meest om sa- men koffie te drinken. De werkdag kon en mocht niet beginnen zonder een kop om-ter-sterkste koffie (hoewel de kwaliteit de laatste tijd toch zwaar achteruit ging). I would also like to thank my former colleague, dr. Mykola Dvornik; your deep cynism and honesty have been inspiring. It was more than once an «educational moment», especially your seminal work on flash-drive reliability. Daarnaast wil ik ook nog Jonathan en Annelies bedanken, jullie zijn een bij- zonder sympatiek koppel en ik was blij om samen met jullie op conferentie te kunnen gaan. Jonathan, uiteraard ook bedankt voor het aanslepen van koffie en flash drives. Hoewel die laatste niet heel erg betrouwbaar bleken (volgens het werk van dr. Dvornik). A special thanks goes to Ajay Gangwar of the University of Regensburg for pre- paring all my samples.
    [Show full text]
  • Short Pulse Long Pulse
    Radiolocation 2 Transmitter, receiver, display, antenna and waveguide arrangement, and their controls Radar design Antenna Waveguide echos T/R cell pulses Trigger Transmitter Receiver rotation marker R eadung Trigger H Processed echos Display Power supply Transmitter The transmitter comprises three main elements: ▫ Trigger generator – controls the number of radar pulses transmitted in one second PRF; ▫ Modulator – together with pulse forming network produces a pulse of the appropriate length, power and shape when is activated by the trigger; ▫ Magnetron – determines electromagnetic wave frequency of pulse which is sent then to the antenna by waveguide. Transmitter design Trigger Modulator Magnetron generator trigger Modulating RF pulse pulse to T/R cell Pulse length selection PRF selection Range and length of pulse selector Trigger generator • is a free-running oscillator which generates a continuous succession of low voltage pulses known as synchronizing pulses, or trigger pulses • Synchronization covers all systems that participate in the distance measurement process and therefore their synchronization is required to obtain a high accuracy of the measured distances. • These pulses control e.g. madulator, time base (memory cells selection), A/C Sea etc. Modulator • Forms a rectangular shaped electric pulses with great power (very high voltage tens of thousand volts and the current of hundreds of ampere). • Pulse forming network PFN is used, which consists of series connected cells of power storage components as capacitors and inductors. • They are charged relatively slow (about 1000 s), but discharging of the energy is very rapid (about 1 s). • It allows to use a low energy source to produce a high energy pulse.
    [Show full text]
  • Magnetic Fields of Magnets
    Magnetic Fields of Magnets Summary The students will be able to compare the magnetic fields of various types of magnets (e.g., bar magnet, disk magnet, horseshoe magnet.) Also they will compare Earth's magnetic field to the magnetic field of a magnet. Main Core Tie Science - 5th Grade Standard 3 Objective 2 Materials Many different types of magnets such as bar, domino, horseshoe, disc, donut, cow, and ball magnets (at least 6 different types) 1 pound of iron filings 6 paper cups 6 "overhead transparency boxes" (premade) - Magnetic Discoveries data chart (pdf) Science journals/notebooks Overhead projector or document projection camera - Flying Paperclip Magnet (See instructions to build under Activity Connected to Lesson) Books: - Usborne Science Activities--Vol. 1 , by Joan and Maurice Martin (Usborne Publishing Ltd, Usborn House, 8385 Saffron Hill, London, EC1N 8RT, England.) Copyright 1992, ISBN 0746006985 - Usborne Science Activities--Science With Magnets , by Joan and Maurice Martin (Usborn Publishing Ltd, Usborne House, 8385 Saffron Hill, London, EC1N 8RT, England.) Copyright 1992; ISBN 0746012594 - World Book, Young Scientist--Light & Electricity--Magnetic Power , by Hemesh Alles (World Book, Inc., 525 West Monroe Street, Chicago, IL 60661.) Copyright 1992; ISBN: 0-7166-2791-4 - The World Book Student Discovery Encyclopedia - Vol.M , (World Book, Inc., 233 N. Michigan Ave., Chicago, IL 60601.) ISBN: 0-7166-7400-9 Media: - The Magic of Magnetism , (100% Educational Videos; 4921 Robert J. Matthews Pkwy, El Dorado Hills, California 95762. DVD Product #S1401. - Working with Electricity and Magnetism , by Kathy Furang (2004). ISBN: 1-4108-0438-0. - Magnets (Science Alive!), by Darlene Lauw (2002); ISBN: 0-7787-0609-5 Background for Teachers Science language that students should use: attract, magnetic force, magnetic field, natural magnet, permanent magnet, properties, repel, temporary magnet Magnets have special properties, qualities or characteristics.
    [Show full text]
  • The Magnetic Field of a Magnet Equipment
    Magnets and the Magnetic field Part 1: The magnetic field of a magnet Equipment: Bar magnet Other magnets of various shapes Compass Mini compasses Iron filings Plexiglass sheet Plain white paper Textbook Caution: Do not let the iron filings come into direct contact with the magnet or the plexiglass. The filings are very difficult to remove. 1. Trace a bar magnet on a piece of paper, labeling north and south poles. Put that piece of paper aside for the moment. Place the bar magnet under the plexiglass sheet, noting where the north and south poles are. Put a fresh sheet of paper above the plexiglass sheet. The idea is to keep the iron filing on the paper, not on the plexiglass or the magnet. Carefully sprinkle iron filings over the paper in the area above the magnet. Tap the edge of the paper very gently until you see a pattern emerge. What does this pattern represent?___________________________________________________ 2. On the sheet of paper on which you traced the magnet, carefully draw the pattern you see in the filings. Be sure to indicate on your drawing which end of the magnet is N and which is S. How does it compare to the figure of iron filings around a bar magnet in your text? Where is the highest concentration of filings? As the distance away from the poles increases, how does the pattern change? Explain carefully! ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ______ 3. Carefully remove the paper from the magnet and return the iron filings to their container. Replace the paper over the magnet.
    [Show full text]
  • Set of Apparatus for Displaying Magnetic Fields U8491790
    ® 3B SCIENTIFIC PHYSICS Set of Apparatus for Displaying Magnetic Fields U8491790 Instruction sheet 10/07 ALF 1 Cylindrical coil on box made of Plexiglas 2 Magnet support base with guide studs on box made of Plexiglas 3 Plexiglas box with smooth surface 4 Scattering bottle with iron filings 5 Flat soft iron bar 6 Soft iron ring 7 2 Permanent flat bar magnet 8 2 Soft iron bars 9 Magnetic needle with holder 10 Straight conductor on box made of Plexiglas 11 Ring-shaped conductor on box made of Plexiglas 1. Safety instructions The equipment kit includes 5 Plexiglas boxes as well as 7 additional accessories (see point 2.1). The Plexi- Currents of approx. 12 A – 15 A are required to de- glas boxes used to scatter iron filings on is designed monstrate magnetic field distribution of current with a recess so that after use the iron filings can carrying conductors. easily be refilled into the storage bottle. All of the • It is recommended that the power source be components are arranged in a componentshaped switched off immediately once the lines of the- premoulded storage tray. The equipment kit is also magnetic force field become visible. (Danger well suited for use on a daylight projector. that the copper leads are damaged due to the high current.) 2.1 Scope of delivery • Do not touch the current carrying conductors 1 Straight conductor mounted on Plexiglas box with your fingers. 1 Ring-shaped conductor mounted on Plexiglas box 1 Cylindrical coil mounted on Plexiglas box 2. Description 1 Magnet pad with guide studs on Plexiglas box 1 Plexiglas box with smooth surface for scattering The set of apparatus for displaying magnetic fields is materials on used to illustrate magnetic field distribution of 2 Soft iron bars permanent magnets and current-carrying conduc- 1 Flat soft iron bar tors.
    [Show full text]
  • Benchmark Assessment Magnetism and Electricity
    BENCHMARK ASSESSMENT MAGNETISM AND ELECTRICITY INTRODUCTION BENCHMARK The Existing FOSS Assessment System. The assessment system ASSESSMENT CONTENTS incorporated into your © 2000 or © 2005 FOSS Teacher Guide features Introduction 1 both formative assessments and summative assessments. The Reorganize Your Teacher formative assessments are integrated into the instructional sequence, Guide 2 providing opportunities to monitor student progress throughout the module. The single opportunity for summative assessment occurs Overview 3 at the end of the module after instruction is complete. The end-of- Using Benchmark module assessment provides a one-time look at student achievement. Assessments 4 Coding Benchmark Items 6 The New FOSS Assessment System. The new assessment system still uses the integrated formative assessments throughout Self-Assessment 7 the instructional sequence, but the summative assessment tools Survey/Posttest 12 and procedures have been revised extensively. The summative Investigation 1 I-Check 26 assessments are different in form, function, and name. The new Investigation 2 I-Check 36 summative assessments are called benchmark assessments, and they Investigation 3 I-Check 48 include Investigation 4 I-Check 58 • A survey (pretest), given before instruction begins. Assessment Alignment • I-Checks, given at the end of each investigation. Summary 72 • A posttest, given after instruction is complete. MAGNETISMMAGNETISM AND AND ELECTRICITY- ELECTRICITY © Copyright Regents of the University of California 1 BENCHMARK ASSESSMENT REORGANIZE YOUR TEACHER GUIDE This new Benchmark Assessment folio can be inserted into your teacher guide just in front of the existing Assessment folio. The formative assessment information and guidance in the existing Assessment folio is still useful and current. The summative assessment information in the existing folio, which pertains to the end-of-module assessment only, should no longer be used.
    [Show full text]
  • Magnetic Materials (Appendix to Advanced Magnetic Nanostructures [2006])
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Ralph Skomski Publications Research Papers in Physics and Astronomy March 2006 Magnetic Materials (Appendix to Advanced Magnetic Nanostructures [2006]) David J. Sellmyer University of Nebraska-Lincoln, [email protected] Ralph Skomski University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/physicsskomski Part of the Physics Commons Sellmyer, David J. and Skomski, Ralph, "Magnetic Materials (Appendix to Advanced Magnetic Nanostructures [2006])" (2006). Ralph Skomski Publications. 22. https://digitalcommons.unl.edu/physicsskomski/22 This Article is brought to you for free and open access by the Research Papers in Physics and Astronomy at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Ralph Skomski Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in Advanced Magnetic Nanostructures, edited by David Sellmyer and Ralph Skomski. New York: Springer, 2006. Pages 491–496. Copyright © 2006 Springer Science+Business Media, Inc. Used by permission. Appendix MAGNETIC MATERIALS The behavior of magnetic nanostructures refl ects both nanoscale features, such as particle size and geometry, and the intrinsic properties of the magnetic substances. For example, the magnetization reversal in nanodots crucially de- pends on the anisotropy of the dot material. Furthermore, nano structures are often used as bulk materials, so that their extrinsic properties must be evalu- ated from the point of view of bulk materials. This appendix summarizes the characteristics of some important classes of magnetic materials and provides exemplary data. A.1. CLASSES OF MAGNETIC MATERIALS Traditionally, magnetic materials are classifi ed by their magnetic coercivity or hardness.
    [Show full text]
  • Physics on Bar Magnet Masatsugu Suzuki and Itsuko S. Suzuki Department of Physics, SUNY-Binghamton, Binghamton, NY 13902-6000 (Date: July 27, 2010)
    Physics on bar magnet Masatsugu Suzuki and Itsuko S. Suzuki Department of Physics, SUNY-Binghamton, Binghamton, NY 13902-6000 (Date: July 27, 2010) Bar magnets are frequenctly used in our everyday’s life. What is a bar magnet? What is the magnetic field distribution around and inside the bar magnet? Such questions are addressed in this note. Electric charges can be isolated as positive and negative ones, whereas magnetic poles cannot be isolated as single monopole. No matter how many times a parmanent magnet is cut, each piece always has a north pole and a south pole, forming the magnetic dipole moment (simply magnetic moment). The magnetic moment of electrons consists of orbital magnetic moment and spin matgnetic moment. It is well known that a loop current leads to the magnetic dipole moment along the axis of the loop current. The distribution of the magnetic field due to the loop current is essentially the same as that of the electric field due to the electric dipole moment. Without any concept of the single magnetic monopole, the magnetic phenomena can be explained in terms of the magnetic dipole moment arising from the loop current. In general, the magnetic moment due to the current is decribed by I , where I is the current and A is the area of the loop. In this note, we discuss the magnetic field lines around and inside the bar magnet in terms of the magnetic dipole moments (loop currents). The magnetic field lines of the bar magnet are also visualized using the calculations with Mathematica 7.0.
    [Show full text]
  • Notebook 'D': Electricity and Magnetism Lecture Demonstrations
    Notebook 'D': Electricity and Magnetism Lecture Demonstrations Jumping Ring Wimshurst Machine Tesla Coil N 3 CM (X-BAND) MICROWAVE CENCO TRANSMITTER KLYSTRON INTERNAL EXT. OUTPUT VOLTAGE OSCILLATOR MOD. Cathode Ray Tube Microwaves Braun Tube 220 VAC 20 Amp REASE S C PE IN E ON D OFF MODEL N100-V WINSCO ELECTROSTATIC GENERATOR Jacob's Ladder Levitator Van de Graaff CAPACITANCE. D+0+0 Attraction between horizontal plates of a charged capacitor. Wire A circular metal plate is suspended Charge Insulating introduced on a flexible wire spring. A second Support here metal plate is about 10 cm beneath Rod the top plate. Negative charge from 51 Meg Ω the Van de Graaff Generator is Resistor introduced to the top plate. The charge difference between top and bottom plates causes a force, drawing Very light the top plate downward. The top plate wire spring hits the bottom plate and discharges. supporting Then the cycle repeats. upper plate Van de Graaff Generator Discharge Rod is removed from Plates Van de Graaff spaced Generator about 10 cm. Plate diameter Gnd is 16 cm. Note: Plates can also be charged with a 5000 Volt D.C. Power Supply, or with an Electrophorus,- but Van de Graaff is better... CAPACITANCE. D+0+2 Various Capacitors to show. Variable Air Capacitor (Meshed plates rotate in and out) 2000 PICOFARADS Stack of alternating Foil and Glass sheets Electrolytic Leyden Jar Unrolled Paper Cut Open Capacitor Capacitor Ceramic Disk NOTE: There are many other capacitors not shown here... CAPACITANCE. D+0+4 Parallel plate capacitor with dielectric materials and electroscope.
    [Show full text]
  • Magnetostatics
    Magnetostatics Magnetic Fields and Interactions AP Exam Content: Electricity & Magnetism Electrostatics: charge, Coulomb’s Law, electric 30% field and potential, Gauss’s Law Conductors, Capacitors: capacitance, capacitor 14% types – parallel plate, cylindrical, etc., dielectrics Electric Circuits: current, resistance, power, 20% resistor/battery combinations, RC circuits Magnetic Fields: forces on charges and current- 20% carrying wires, Biot-Savart Law, Ampere’s Law Electromagnetism: induction, Faraday’s Law, Lenz’s Law, inductance, LR and LC circuits, 16% Maxwell’s equations © Matthew W. Milligan Magnetostatics I. Field Basics – units, poles II. Magnetic Force on Charge Mass Spectrometer Cyclotron III.Magnetic Force on Current Motors and Meters IV.Sources of Magnetic Fields Biot-Savart Law Ampere’s Law Solenoids © Matthew W. Milligan The student will be able to: HW: 1 Define and illustrate the basic properties of magnetic fields and 1 – 2 permanent magnets: field lines, north and south poles, magnetic compasses, Earth’s magnetic field. 2 Solve problems relating magnetic force to the motion of a charged 3 – 10 particle through a magnetic field, such as that found in a mass spectrometer. 3 Solve problems involving forces on a current carrying wire in a 11 – 18 magnetic field and torque on a current carrying loop of wire in a magnetic field, such as that found in a motor. 4 State and apply the Biot-Savart Law and solve such problems that 19 – 24 relate a magnetic field to the current that produced it. 5 State and apply Ampere’s Law and Gauss’s Law for magnetic 25 – 40 fields and solve related problems such as those involving parallel wires, solenoids, and toroids.
    [Show full text]