Power in Phasor Circuits) for a Circuit with Sinusoidal Sources, All Voltages and Currents (In Steady-State) Have the Same Form
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About the Phasor Pathways in Analogical Amplitude Modulations
About the Phasor Pathways in Analogical Amplitude Modulations H.M. de Oliveira1, F.D. Nunes1 ABSTRACT Phasor diagrams have long been used in Physics and Engineering. In telecommunications, this is particularly useful to clarify how the modulations work. This paper addresses rotating phasor pathways derived from different standard Amplitude Modulation Systems (e.g. A3E, H3E, J3E, C3F). A cornucopia of algebraic curves is then derived assuming a single tone or a double tone modulation signal. The ratio of the frequency of the tone modulator (fm) and carrier frequency (fc) is considered in two distinct cases, namely: fm/fc<1 and fm/fc 1. The geometric figures are some sort of Lissajours figures. Different shapes appear looking like epicycloids (including cardioids), rhodonea curves, Lemniscates, folium of Descartes or Lamé curves. The role played by the modulation index is elucidated in each case. Keyterms: Phasor diagram, AM, VSB, Circular harmonics, algebraic curves, geometric figures. 1. Introduction Classical analogical modulations are a nearly exhausted subject, a century after its introduction. The first approach to the subject typically relies on the case of transmission of a single tone (for the sake of simplicity) and establishes the corresponding phasor diagram. This furnishes a straightforward interpretation, which is quite valuable, especially with regard to illustrating the effects of the modulation index, overmodulation effects, and afterward, distinctions between AM and NBFM. Often this presentation is rather naïf. Nice applets do exist to help the understanding of the phasor diagram [1- 4]. However ... Without further target, unpretentiously, we start a deeper investigating the dynamic phasor diagram with the aim of building applets or animations that illustrates the temporal variation of the magnitude of the amplitude modulated phasor. -
Correspondence Between Phasor Transforms and Frequency Response Function in Rlc Circuits
CORRESPONDENCE BETWEEN PHASOR TRANSFORMS AND FREQUENCY RESPONSE FUNCTION IN RLC CIRCUITS Hassan Mohamed Abdelalim Abdalla Polytechnic Department of Engineering and Architecture, University of Studies of Udine, 33100 Udine, Italy. E-mail: [email protected] Abstract: The analysis of RLC circuits is usually made by considering phasor transforms of sinusoidal signals (characterized by constant amplitude, period and phase) that allow the calculation of the AC steady state of RLC circuits by solving simple algebraic equations. In this paper I try to show that phasor representation of RLC circuits is analogue to consider the frequency response function (commonly designated by FRF) of the total impedance of the circuit. In this way I derive accurate expressions for the resonance and anti-resonance frequencies and their corresponding values of impedances of the parallel and series RLC circuits respectively, notwithstanding the presence of damping effects. Keywords: Laplace transforms, phasors, Frequency response function, RLC circuits. 1. Introduction and mathematical background RLC circuits have many applications as oscillator circuits described by a second-order differential equation. The three circuit elements, resistor R, inductor L and capacitor C can be combined in different manners. All three elements in series or in parallel are the simplest and most straightforward to analyze. RLC circuits are analyzed mathematically in the phasor domain instead of solving differential equations in the time domain. Generally, a time-dependent sinusoidal function is expressed in the following way è [1]: () (1.1) where is the amplitude, is the angular frequency and is the initial phase of . () = sin ( + ) The medium value of is given by: () () (1.2) 1 2 = |()| = where is the period of the sinusoidal function . -
Chapter 73 Mean and Root Mean Square Values
CHAPTER 73 MEAN AND ROOT MEAN SQUARE VALUES EXERCISE 286 Page 778 1. Determine the mean value of (a) y = 3 x from x = 0 to x = 4 π (b) y = sin 2θ from θ = 0 to θ = (c) y = 4et from t = 1 to t = 4 4 3/2 4 44 4 4 1 1 11/2 13x 13 (a) Mean value, y= ∫∫ yxd3d3d= xx= ∫ x x= = x − 00 0 0 4 0 4 4 4 3/20 2 1 11 = 433=( 2) = (8) = 4 2( ) 22 π /4 1 ππ/4 4 /4 4 cos 2θπ 2 (b) Mean value, yy=dθ = sin 2 θθ d =−=−−cos 2 cos 0 π ∫∫00ππ24 π − 0 0 4 2 2 = – (01− ) = or 0.637 π π 144 1 144 (c) Mean value, y= yxd= 4ett d t = 4e = e41 − e = 69.17 41− ∫∫11 3 31 3 2. Calculate the mean value of y = 2x2 + 5 in the range x = 1 to x = 4 by (a) the mid-ordinate rule and (b) integration. (a) A sketch of y = 25x2 + is shown below. 1146 © 2014, John Bird Using 6 intervals each of width 0.5 gives mid-ordinates at x = 1.25, 1.75, 2.25, 2.75, 3.25 and 3.75, as shown in the diagram x 1.25 1.75 2.25 2.75 3.25 3.75 y = 25x2 + 8.125 11.125 15.125 20.125 26.125 33.125 Area under curve between x = 1 and x = 4 using the mid-ordinate rule with 6 intervals ≈ (width of interval)(sum of mid-ordinates) ≈ (0.5)( 8.125 + 11.125 + 15.125 + 20.125 + 26.125 + 33.125) ≈ (0.5)(113.75) = 56.875 area under curve 56.875 56.875 and mean value = = = = 18.96 length of base 4− 1 3 3 4 44 1 1 2 1 2x 1 128 2 (b) By integration, y= yxd = 2 x + 5 d x = +5 x = +20 −+ 5 − ∫∫11 41 3 3 31 3 3 3 1 = (57) = 19 3 This is the precise answer and could be obtained by an approximate method as long as sufficient intervals were taken 3. -
Complex Numbers and Phasor Technique
RaoApp-Av3.qxd 12/18/03 5:44 PM Page 779 APPENDIX A Complex Numbers and Phasor Technique In this appendix, we discuss a mathematical technique known as the phasor technique, pertinent to operations involving sinusoidally time-varying quanti- ties.The technique simplifies the solution of a differential equation in which the steady-state response for a sinusoidally time-varying excitation is to be deter- mined, by reducing the differential equation to an algebraic equation involving phasors. A phasor is a complex number or a complex variable. We first review complex numbers and associated operations. A complex number has two parts: a real part and an imaginary part. Imag- inary numbers are square roots of negative real numbers. To introduce the con- cept of an imaginary number, we define 2-1 = j (A.1a) or ;j 2 =-1 (A.1b) 1 2 Thus, j5 is the positive square root of -25, -j10 is the negative square root of -100, and so on.A complex number is written in the form a + jb, where a is the real part and b is the imaginary part. Examples are 3 + j4 -4 + j1 -2 - j2 2 - j3 A complex number is represented graphically in a complex plane by using Rectangular two orthogonal axes, corresponding to the real and imaginary parts, as shown in form Fig.A.1, in which are plotted the numbers just listed. Since the set of orthogonal axes resembles the rectangular coordinate axes, the representation a + jb is 1 2 known as the rectangular form. 779 RaoApp-Av3.qxd 12/18/03 5:44 PM Page 780 780 Appendix A Complex Numbers and Phasor Technique Imaginary (3 ϩ j4) 4 (Ϫ4 ϩ j1) 1 Ϫ2 2 Ϫ 4 0 3 Real Ϫ2 (Ϫ2 Ϫj2) Ϫ3 Ϫ FIGURE A.1 (2 j3) Graphical representation of complex numbers in rectangular form. -
True RMS, Trueinrush®, and True Megohmmeter®
“WATTS CURRENT” TECHNICAL BULLETIN Issue 09 Summer 2016 True RMS, TrueInRush®, and True Megohmmeter ® f you’re a user of AEMC® instruments, you may have come across the terms True IRMS, TrueInRush®, and/or True Megohmmeter ®. In this article, we’ll briefly define what these terms mean and why they are important to you. True RMS The most well-known of these is True RMS, an industry term for a method for calculating Root Mean Square. Root Mean Square, or RMS, is a mathematical concept used to derive the average of a constantly varying value. In electronics, RMS provides a way to measure effective AC power that allows you to compare it to the equivalent heating value of a DC system. Some low-end instruments employ a technique known as “average sensing,” sometimes referred to as “average RMS.” This entails multiplying the peak AC voltage or current by 0.707, which represents the decimal form of one over the square root of two. For electrical systems where the AC cycle is sinusoidal and reasonably undistorted, this can produce accurate and reliable results. Unfortunately, for other AC waveforms, such as square waves, this calculation can introduce significant inaccuracies. The equation can also be problematic when the AC wave is non-linear, as would be found in systems where the original or fundamental wave is distorted by one or more harmonic waves. In these cases, we need to apply a method known as “true” RMS. This involves a more generalized mathematical calculation that takes into consideration all irregularities and asymmetries that may be present in the AC waveform: In this equation, n equals the number of measurements made during one complete cycle of the waveform. -
Lesson 1: Representation of Ac Voltages and Currents1
1/22/2016 Lesson 1: Phasors and Complex Arithmetic ET 332b Ac Motors, Generators and Power Systems lesson1_et332b.pptx 1 Learning Objectives After this presentation you will be able to: Write time equations that represent sinusoidal voltages and currents found in power systems. Explain the difference between peak and RMS electrical quantities. Write phasor representations of sinusoidal time equations. Perform calculations using both polar and rectangular forms of complex numbers. lesson1_et332b.pptx 2 1 1/22/2016 Ac Analysis Techniques Time function representation of ac signals Time functions give representation of sign instantaneous values v(t) Vmax sin(t v ) Voltage drops e(t) Emax sin(t e ) Source voltages Currents i(t) Imax sin(t i ) Where Vmax = maximum ( peak) value of voltage Emax = maximum (peak) value of source voltage Imax = maximum (peak) value of current v, e, i = phase shift of voltage or current = frequency in rad/sec Note: =2pf lesson1_et332b.pptx 3 Ac Signal Representations Ac power system calculations use effective values of time waveforms (RMS values) Therefore: V E I V max E max I max RMS 2 RMS 2 RMS 2 1 Where 0.707 2 So RMS quantities can be expressed as: VRMS 0.707Vmax ERMS 0.707Emax IRMS 0.707Imax lesson1_et332b.pptx 4 2 1/22/2016 Ac Signal Representations Ac power systems calculations use phasors to represent time functions Phasor use complex numbers to represent the important information from the time functions (magnitude and phase angle) in vector form. Phasor Notation I I V VRMS RMS or or I I V VRMS RMS Where: VRMS, IRMS = RMS magnitude of voltages and currents = phase shift in degrees for voltages and currents lesson1_et332b.pptx 5 Ac Signal Representations Time to phasor conversion examples, Note all signal must be the same frequency Time function-voltage Find RMS magnitude v(t) 170sin(377t 30 ) VRMS 0.707170 120.2 V Phasor V 120.230 V Time function-current Find RMS magnitude i(t) 25sin(377t 20 ) IRMS 0.70725 17.7 A Phasor I 17.7 20 A Phase shift can be given in either radians or degrees. -
Basic Statistics = ∑
Basic Statistics, Page 1 Basic Statistics Author: John M. Cimbala, Penn State University Latest revision: 26 August 2011 Introduction The purpose of this learning module is to introduce you to some of the fundamental definitions and techniques related to analyzing measurements with statistics. In all the definitions and examples discussed here, we consider a collection (sample) of measurements of a steady parameter. E.g., repeated measurements of a temperature, distance, voltage, etc. Basic Definitions for Data Analysis using Statistics First some definitions are necessary: o Population – the entire collection of measurements, not all of which will be analyzed statistically. o Sample – a subset of the population that is analyzed statistically. A sample consists of n measurements. o Statistic – a numerical attribute of the sample (e.g., mean, median, standard deviation). Suppose a population – a series of measurements (or readings) of some variable x is available. Variable x can be anything that is measurable, such as a length, time, voltage, current, resistance, etc. Consider a sample of these measurements – some portion of the population that is to be analyzed statistically. The measurements are x1, x2, x3, ..., xn, where n is the number of measurements in the sample under consideration. The following represent some of the statistics that can be calculated: 1 n Mean – the sample mean is simply the arithmetic average, as is commonly calculated, i.e., x xi , n i1 where i is one of the n measurements of the sample. o We sometimes use the notation xavg instead of x to indicate the average of all x values in the sample, especially when using Excel since overbars are difficult to add. -
Waveguide Propagation
NTNU Institutt for elektronikk og telekommunikasjon Januar 2006 Waveguide propagation Helge Engan Contents 1 Introduction ........................................................................................................................ 2 2 Propagation in waveguides, general relations .................................................................... 2 2.1 TEM waves ................................................................................................................ 7 2.2 TE waves .................................................................................................................... 9 2.3 TM waves ................................................................................................................. 14 3 TE modes in metallic waveguides ................................................................................... 14 3.1 TE modes in a parallel-plate waveguide .................................................................. 14 3.1.1 Mathematical analysis ...................................................................................... 15 3.1.2 Physical interpretation ..................................................................................... 17 3.1.3 Velocities ......................................................................................................... 19 3.1.4 Fields ................................................................................................................ 21 3.2 TE modes in rectangular waveguides ..................................................................... -
Chapter 16 Waves I
Chapter 16 Waves I In this chapter we will start the discussion on wave phenomena. We will study the following topics: Types of waves Amplitude, phase, frequency, period, propagation speed of a wave Mechanical waves propagating along a stretched string Wave equation Principle of superposition of waves Wave interference Standing waves, resonance (16 – 1) A wave is defined as a disturbance that is self-sustained and propagates in space with a constant speed Waves can be classified in the following three categories: 1. Mechanical waves. These involve motions that are governed by Newton’s laws and can exist only within a material medium such as air, water, rock, etc. Common examples are: sound waves, seismic waves, etc. 2. Electromagnetic waves. These waves involve propagating disturbances in the electric and magnetic field governed by Maxwell’s equations. They do not require a material medium in which to propagate but they travel through vacuum. Common examples are: radio waves of all types, visible, infra-red, and ultra- violet light, x-rays, gamma rays. All electromagnetic waves propagate in vacuum with the same speed c = 300,000 km/s 3. Matter waves. All microscopic particles such as electrons, protons, neutrons, atoms etc have a wave associated with them governed by Schroedinger’s equation. (16 – 2) Transverse and Longitudinal waves (16 – 3) Waves can be divided into the following two categories depending on the orientation of the disturbance with r respect to the wave propagation velocity v. If the disturbance associated with a particular wave is perpendicular to the wave propagation velocity, this wave is called "transverse ". -
Physics 115A: Statistical Physics
Physics 115A: Statistical Physics Prof. Clare Yu email: [email protected] phone: 949-824-6216 Office: 210E RH Fall 2013 LECTURE 1 Introduction So far your physics courses have concentrated on what happens to one object or a few objects given an external potential and perhaps the interactions between objects. For example, Newton’s second law F = ma refers to the mass of the object and its acceleration. In quantum mechanics, one starts with Schroedinger’s equation Hψ = Eψ and solves it to find the wavefunction ψ which describes a particle. But if you look around you, the world has more than a few particles and objects. The air you breathe and the coffee you drink has lots and lots of atoms and molecules. Now you might think that if we can describe each atom or molecule with what we know from classical mechanics, quantum mechanics, and electromagnetism, we can just scale up and describe 1023 particles. That’s like saying that if you can cook dinner for 3 people, then just scale up the recipe and feed the world. The reason we can’t just take our solution for the single particle problem and multiply by the number of particles in a liquid or a gas is that the particles interact with one another, i.e., they apply a force on each other. They see the potential produced by other particles. This makes things really complicated. Suppose we have a system of N interacting particles. Using Newton’s equations, we would write: d~p d2~x i = m i = F~ = V (~x , ~x , ..., ~x ) (1) dt dt2 ij −∇ i 1 2 N Xj6=i where F~ij is the force on the ith particle produced by the jth particle. -
Glossary of Transportation Construction Quality Assurance Terms
TRANSPORTATION RESEARCH Number E-C235 August 2018 Glossary of Transportation Construction Quality Assurance Terms Seventh Edition TRANSPORTATION RESEARCH BOARD 2018 EXECUTIVE COMMITTEE OFFICERS Chair: Katherine F. Turnbull, Executive Associate Director and Research Scientist, Texas A&M Transportation Institute, College Station Vice Chair: Victoria A. Arroyo, Executive Director, Georgetown Climate Center; Assistant Dean, Centers and Institutes; and Professor and Director, Environmental Law Program, Georgetown University Law Center, Washington, D.C. Division Chair for NRC Oversight: Susan Hanson, Distinguished University Professor Emerita, School of Geography, Clark University, Worcester, Massachusetts Executive Director: Neil J. Pedersen, Transportation Research Board TRANSPORTATION RESEARCH BOARD 2017–2018 TECHNICAL ACTIVITIES COUNCIL Chair: Hyun-A C. Park, President, Spy Pond Partners, LLC, Arlington, Massachusetts Technical Activities Director: Ann M. Brach, Transportation Research Board David Ballard, Senior Economist, Gellman Research Associates, Inc., Jenkintown, Pennsylvania, Aviation Group Chair Coco Briseno, Deputy Director, Planning and Modal Programs, California Department of Transportation, Sacramento, State DOT Representative Anne Goodchild, Associate Professor, University of Washington, Seattle, Freight Systems Group Chair George Grimes, CEO Advisor, Patriot Rail Company, Denver, Colorado, Rail Group Chair David Harkey, Director, Highway Safety Research Center, University of North Carolina, Chapel Hill, Safety and Systems -
Power Transmission [120 Marks]
Power transmission [120 marks] t I 1. The graph shows the variation with time of the current in the primary coil of an ideal transformer. [1 mark] The number of turns in the primary coil is 100 and the number of turns in the secondary coil is 200. Which graph shows the variation with time of the current in the secondary coil? 2. The diagram shows a diode bridge rectification circuit and a load resistor. [1 mark] The input is a sinusoidal signal. Which of the following circuits will produce the most smoothed output signal? The graph shows the power dissipated in a resistor of 100 Ω when connected to an alternating current (ac) power supply of root 3. [1 mark] mean square voltage (Vrms) 60 V. What are the frequency of the ac power supply and the average power dissipated in the resistor? A capacitor consists of two parallel square plates separated by a vacuum. The plates are 2.5 cm × 2.5 cm squares. The capacitance of the capacitor is 4.3 pF. Calculate the distance between the plates. 4a. [1 mark] 4b. The capacitor is connected to a 16 V cell as shown. [2 marks] Calculate the magnitude and the sign of the charge on plate A when the capacitor is fully charged. ε ε 4c. The capacitor is fully charged and the space between the plates is then filled with a dielectric of permittivity = 3.0 0. [2 marks] Explain whether the magnitude of the charge on plate A increases, decreases or stays constant. In a different circuit, a transformer is connected to an alternating current (ac) supply.