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Electrostatics Voltage Source
012-07038B Instruction Sheet for the PASCO Model ES-9077 ELECTROSTATICS VOLTAGE SOURCE Specifications Ranges: • Fixed 1000, 2000, 3000 VDC ±10%, unregulated (maximum short circuit current less than 0.01 mA). • 30 VDC ±5%, 1mA max. Power: • 110-130 VDC, 60 Hz, ES-9077 • 220/240 VDC, 50 Hz, ES-9077-220 Dimensions: Introduction • 5 1/2” X 5” X 1”, plus AC adapter and red/black The ES-9077 is a high voltage, low current power cable set supply designed exclusively for experiments in electrostatics. It has outputs at 30 volts DC for IMPORTANT: To prevent the risk of capacitor plate experiments, and fixed 1 kV, 2 kV, and electric shock, do not remove the cover 3 kV outputs for Faraday ice pail and conducting on the unit. There are no user sphere experiments. With the exception of the 30 volt serviceable parts inside. Refer servicing output, all of the voltage outputs have a series to qualified service personnel. resistance associated with them which limit the available short-circuit output current to about 8.3 microamps. The 30 volt output is regulated but is Operation capable of delivering only about 1 milliamp before When using the Electrostatics Voltage Source to power falling out of regulation. other electric circuits, (like RC networks), use only the 30V output (Remember that the maximum drain is 1 Equipment Included: mA.). • Voltage Source Use the special high-voltage leads that are supplied with • Red/black, banana plug to spade lug cable the ES-9077 to make connections. Use of other leads • 9 VDC power supply may allow significant leakage from the leads to ground and negatively affect output voltage accuracy. -
Abstract 1. Introduction 2. Robert Stirling
Stirling Stuff Dr John S. Reid, Department of Physics, Meston Building, University of Aberdeen, Aberdeen AB12 3UE, Scotland Abstract Robert Stirling’s patent for what was essentially a new type of engine to create work from heat was submitted in 1816. Its reception was underwhelming and although the idea was sporadically developed, it was eclipsed by the steam engine and, later, the internal combustion engine. Today, though, the environmentally favourable credentials of the Stirling engine principles are driving a resurgence of interest, with modern designs using modern materials. These themes are woven through a historically based narrative that introduces Robert Stirling and his background, a description of his patent and the principles behind his engine, and discusses the now popular model Stirling engines readily available. These topical models, or alternatives made ‘in house’, form a good platform for investigating some of the thermodynamics governing the performance of engines in general. ---------------------------------------------------------------------------------------------------------------- 1. Introduction 2016 marks the bicentenary of the submission of Robert Stirling’s patent that described heat exchangers and the technology of the Stirling engine. James Watt was still alive in 1816 and his steam engine was gaining a foothold in mines, in mills, in a few goods railways and even in pioneering ‘steamers’. Who needed another new engine from another Scot? The Stirling engine is a markedly different machine from either the earlier steam engine or the later internal combustion engine. For reasons to be explained, after a comparatively obscure two centuries the Stirling engine is attracting new interest, for it has environmentally friendly credentials for an engine. This tribute introduces the man, his patent, the engine and how it is realised in example models readily available on the internet. -
Champ Math Study Guide Indesign
Champions of Mathematics — Study Guide — Questions and Activities Page 1 Copyright © 2001 by Master Books, Inc. All rights reserved. This publication may be reproduced for educational purposes only. BY JOHN HUDSON TINER To get the most out of this book, the following is recommended: Each chapter has questions, discussion ideas, research topics, and suggestions for further reading to improve students’ reading, writing, and thinking skills. The study guide shows the relationship of events in Champions of Mathematics to other fields of learning. The book becomes a springboard for exploration in other fields. Students who enjoy literature, history, art, or other subjects will find interesting activities in their fields of interest. Parents will find that the questions and activities enhance their investments in the Champion books because children of different age levels can use them. The questions with answers are designed for younger readers. Questions are objective and depend solely on the text of the book itself. The questions are arranged in the same order as the content of each chapter. A student can enjoy the book and quickly check his or her understanding and comprehension by the challenge of answering the questions. The activities are designed to serve as supplemental material for older students. The activities require greater knowledge and research skills. An older student (or the same student three or four years later) can read the book and do the activities in depth. CHAPTER 1 QUESTIONS 1. A B C D — Pythagoras was born on an island in the (A. Aegean Sea B. Atlantic Ocean C. Caribbean Sea D. -
3.Joule's Experiments
The Force of Gravity Creates Energy: The “Work” of James Prescott Joule http://www.bookrags.com/biography/james-prescott-joule-wsd/ James Prescott Joule (1818-1889) was the son of a successful British brewer. He tinkered with the tools of his father’s trade (particularly thermometers), and despite never earning an undergraduate degree, he was able to answer two rather simple questions: 1. Why is the temperature of the water at the bottom of a waterfall higher than the temperature at the top? 2. Why does an electrical current flowing through a conductor raise the temperature of water? In order to adequately investigate these questions on our own, we need to first define “temperature” and “energy.” Second, we should determine how the measurement of temperature can relate to “heat” (as energy). Third, we need to find relationships that might exist between temperature and “mechanical” energy and also between temperature and “electrical” energy. Definitions: Before continuing, please write down what you know about temperature and energy below. If you require more space, use the back. Temperature: Energy: We have used the concept of gravity to show how acceleration of freely falling objects is related mathematically to distance, time, and speed. We have also used the relationship between net force applied through a distance to define “work” in the Harvard Step Test. Now, through the work of Joule, we can equate the concepts of “work” and “energy”: Energy is the capacity of a physical system to do work. Potential energy is “stored” energy, kinetic energy is “moving” energy. One type of potential energy is that induced by the gravitational force between two objects held at a distance (there are other types of potential energy, including electrical, magnetic, chemical, nuclear, etc). -
Quantum Mechanics Electromotive Force
Quantum Mechanics_Electromotive force . Electromotive force, also called emf[1] (denoted and measured in volts), is the voltage developed by any source of electrical energy such as a batteryor dynamo.[2] The word "force" in this case is not used to mean mechanical force, measured in newtons, but a potential, or energy per unit of charge, measured involts. In electromagnetic induction, emf can be defined around a closed loop as the electromagnetic workthat would be transferred to a unit of charge if it travels once around that loop.[3] (While the charge travels around the loop, it can simultaneously lose the energy via resistance into thermal energy.) For a time-varying magnetic flux impinging a loop, theElectric potential scalar field is not defined due to circulating electric vector field, but nevertheless an emf does work that can be measured as a virtual electric potential around that loop.[4] In a two-terminal device (such as an electrochemical cell or electromagnetic generator), the emf can be measured as the open-circuit potential difference across the two terminals. The potential difference thus created drives current flow if an external circuit is attached to the source of emf. When current flows, however, the potential difference across the terminals is no longer equal to the emf, but will be smaller because of the voltage drop within the device due to its internal resistance. Devices that can provide emf includeelectrochemical cells, thermoelectric devices, solar cells and photodiodes, electrical generators,transformers, and even Van de Graaff generators.[4][5] In nature, emf is generated whenever magnetic field fluctuations occur through a surface. -
Work and Energy Summary Sheet Chapter 6
Work and Energy Summary Sheet Chapter 6 Work: work is done when a force is applied to a mass through a displacement or W=Fd. The force and the displacement must be parallel to one another in order for work to be done. F (N) W =(Fcosθ)d F If the force is not parallel to The area of a force vs. the displacement, then the displacement graph + W component of the force that represents the work θ d (m) is parallel must be found. done by the varying - W d force. Signs and Units for Work Work is a scalar but it can be positive or negative. Units of Work F d W = + (Ex: pitcher throwing ball) 1 N•m = 1 J (Joule) F d W = - (Ex. catcher catching ball) Note: N = kg m/s2 • Work – Energy Principle Hooke’s Law x The work done on an object is equal to its change F = kx in kinetic energy. F F is the applied force. 2 2 x W = ΔEk = ½ mvf – ½ mvi x is the change in length. k is the spring constant. F Energy Defined Units Energy is the ability to do work. Same as work: 1 N•m = 1 J (Joule) Kinetic Energy Potential Energy Potential energy is stored energy due to a system’s shape, position, or Kinetic energy is the energy of state. motion. If a mass has velocity, Gravitational PE Elastic (Spring) PE then it has KE 2 Mass with height Stretch/compress elastic material Ek = ½ mv 2 EG = mgh EE = ½ kx To measure the change in KE Change in E use: G Change in ES 2 2 2 2 ΔEk = ½ mvf – ½ mvi ΔEG = mghf – mghi ΔEE = ½ kxf – ½ kxi Conservation of Energy “The total energy is neither increased nor decreased in any process. -
Measuring Electricity Voltage Current Voltage Current
Measuring Electricity Electricity makes our lives easier, but it can seem like a mysterious force. Measuring electricity is confusing because we cannot see it. We are familiar with terms such as watt, volt, and amp, but we do not have a clear understanding of these terms. We buy a 60-watt lightbulb, a tool that needs 120 volts, or a vacuum cleaner that uses 8.8 amps, and dont think about what those units mean. Using the flow of water as an analogy can make Voltage electricity easier to understand. The flow of electrons in a circuit is similar to water flowing through a hose. If you could look into a hose at a given point, you would see a certain amount of water passing that point each second. The amount of water depends on how much pressure is being applied how hard the water is being pushed. It also depends on the diameter of the hose. The harder the pressure and the larger the diameter of the hose, the more water passes each second. The flow of electrons through a wire depends on the electrical pressure pushing the electrons and on the Current cross-sectional area of the wire. The flow of electrons can be compared to the flow of Voltage water. The water current is the number of molecules flowing past a fixed point; electrical current is the The pressure that pushes electrons in a circuit is number of electrons flowing past a fixed point. called voltage. Using the water analogy, if a tank of Electrical current (I) is defined as electrons flowing water were suspended one meter above the ground between two points having a difference in voltage. -
Active Short Circuit - Chassis Short Characterization and Potential Mitigation Technique for the MMRTG
Jet Propulsion Laboratory California Institute of Technology Multi-Mission RTG Active Short Circuit - Chassis Short Characterization and Potential Mitigation Technique for the MMRTG February 25, 2015 Gary Bolotin1 Nicholas Keyawa1 1Jet Propulsion Laboratory, California Institute of Technology 1 Jet Propulsion Laboratory California Institute of Technology Agenda Multi-Mission RTG • Introduction – MMRTG – Internal MMRTG Chassis Shorts • Active Short Circuit Purpose • Active Short Circuit Theory • Active Short Design and Component Layout • Conclusion and Future Work 2 Jet Propulsion Laboratory California Institute of Technology Introduction – MMRTG Multi-Mission RTG • The Multi-Mission Radioisotope Thermoelectric Generator (MMRTG) utilizes a combination of PbTe, PbSnTe, and TAGS thermoelectric couples to produce electric current from the heat generated by the radioactive decay of plutonium – 238. 3 Jet Propulsion Laboratory Introduction – Internal MMRTG Chassis California Institute of Technology Shorts Multi-Mission RTG • Shorts inside the MMRTG between the electrical power circuit and the MMRTG chassis have been detected via isolation checks and/or changes in the bus balance voltage. • Example location of short shown below MMRTG Chassis Internal MMRTG Short 4 Jet Propulsion Laboratory California Institute of Technology Active Short Circuit Purpose Multi-Mission RTG • The leading hypothesis suggests that the FOD which is causing the internal shorts are extremely small pieces of material that could potentially melt and/or sublimate away given a sufficient amount of current. • By inducing a controlled second short (in the presence of an internal MMRTG chassis short), a significant amount of current flow can be generated to achieve three main design goals: 1) Measure and characterize the MMRTG internal short to chassis, 2) Safely determine if the MMRTG internal short can be cleared in the presence of another controlled short 3) Quantify the amount of energy required to clear the MMRTG internal short. -
Calculating Electric Power
Calculating electric power We've seen the formula for determining the power in an electric circuit: by multiplying the voltage in "volts" by the current in "amps" we arrive at an answer in "watts." Let's apply this to a circuit example: In the above circuit, we know we have a battery voltage of 18 volts and a lamp resistance of 3 Ω. Using Ohm's Law to determine current, we get: Now that we know the current, we can take that value and multiply it by the voltage to determine power: Answer: the lamp is dissipating (releasing) 108 watts of power, most likely in the form of both light and heat. Let's try taking that same circuit and increasing the battery voltage to see what happens. Intuition should tell us that the circuit current will increase as the voltage increases and the lamp resistance stays the same. Likewise, the power will increase as well: Now, the battery voltage is 36 volts instead of 18 volts. The lamp is still providing 3 Ω of electrical resistance to the flow of electrons. The current is now: This stands to reason: if I = E/R, and we double E while R stays the same, the current should double. Indeed, it has: we now have 12 amps of current instead of 6. Now, what about power? Notice that the power has increased just as we might have suspected, but it increased quite a bit more than the current. Why is this? Because power is a function of voltage multiplied by current, and both voltage and current doubled from their previous values, the power will increase by a factor of 2 x 2, or 4. -
Electromotive Force
Voltage - Electromotive Force Electrical current flow is the movement of electrons through conductors. But why would the electrons want to move? Electrons move because they get pushed by some external force. There are several energy sources that can force electrons to move. Chemical: Battery Magnetic: Generator Light (Photons): Solar Cell Mechanical: Phonograph pickup, crystal microphone, antiknock sensor Heat: Thermocouple Voltage is the amount of push or pressure that is being applied to the electrons. It is analogous to water pressure. With higher water pressure, more water is forced through a pipe in a given time. With higher voltage, more electrons are pushed through a wire in a given time. If a hose is connected between two faucets with the same pressure, no water flows. For water to flow through the hose, it is necessary to have a difference in water pressure (measured in psi) between the two ends. In the same way, For electrical current to flow in a wire, it is necessary to have a difference in electrical potential (measured in volts) between the two ends of the wire. A battery is an energy source that provides an electrical difference of potential that is capable of forcing electrons through an electrical circuit. We can measure the potential between its two terminals with a voltmeter. Water Tank High Pressure _ e r u e s g s a e t r l Pump p o + v = = t h g i e h No Pressure Figure 1: A Voltage Source Water Analogy. In any case, electrostatic force actually moves the electrons. -
Re-Examining the Role of Nuclear Fusion in a Renewables-Based Energy Mix
Re-examining the Role of Nuclear Fusion in a Renewables-Based Energy Mix T. E. G. Nicholasa,∗, T. P. Davisb, F. Federicia, J. E. Lelandc, B. S. Patela, C. Vincentd, S. H. Warda a York Plasma Institute, Department of Physics, University of York, Heslington, York YO10 5DD, UK b Department of Materials, University of Oxford, Parks Road, Oxford, OX1 3PH c Department of Electrical Engineering and Electronics, University of Liverpool, Liverpool, L69 3GJ, UK d Centre for Advanced Instrumentation, Department of Physics, Durham University, Durham DH1 3LS, UK Abstract Fusion energy is often regarded as a long-term solution to the world's energy needs. However, even after solving the critical research challenges, engineer- ing and materials science will still impose significant constraints on the char- acteristics of a fusion power plant. Meanwhile, the global energy grid must transition to low-carbon sources by 2050 to prevent the worst effects of climate change. We review three factors affecting fusion's future trajectory: (1) the sig- nificant drop in the price of renewable energy, (2) the intermittency of renewable sources and implications for future energy grids, and (3) the recent proposition of intermediate-level nuclear waste as a product of fusion. Within the scenario assumed by our premises, we find that while there remains a clear motivation to develop fusion power plants, this motivation is likely weakened by the time they become available. We also conclude that most current fusion reactor designs do not take these factors into account and, to increase market penetration, fu- sion research should consider relaxed nuclear waste design criteria, raw material availability constraints and load-following designs with pulsed operation. -
EM Waves, Ray Optics, Optical Instruments Mar
Gen. Phys. II Exam 3 - Chs. 24,25,26 - EM Waves, Ray Optics, Optical Instruments Mar. 26, 2018 Rec. Time Name For full credit, make your work clear. Show formulas used, essential steps, and results with correct units and significant figures. Points shown in parenthesis. For TF and MC, choose the best answer. OpenStax Ch. 24 - Electromagnetic Waves 1. (3) Which type of electromagnetic (EM) waves has the highest frequency in vacuum? a. x-rays. b. infrared. c. red light. d. blue light. e. ultraviolet. f. AM radio. g. all tie. 2. (3) An EM wave is traveling vertically upward with its magnetic field vector oscillating north-south. Its electric field vector is oscillating a. north-south. b. east-west. c. vertically up and down. 3. (3) The first physicist to confirm the generation and detection of EM waves by using LC oscillator circuits was a. Alexander Bell. b. James Watt. c. Andr´e-Marie Amp`ere. d. Heinrich Hertz. e. Carl Friedrich Gauss. 4. (3) TF In vacuum, electromagnetic waves of higher frequencies travel faster than lower frequencies. 5. (3) TF EM waves in vacuum can be considered to be transverse waves. 6. (3) TF Earth's ozone layer is important in blocking dangerous infrared light from the sun. 7. (3) Which physical effect did James Clerk Maxwell add into the equations of electromagnetism that carry his name, based on theoretical reasoning? a. changing magnetic fields produce electric fields. b. changing electric fields produce magnetic fields. c. moving electric charges produce magnetic fields. d. moving electric charges experience magnetic forces.