DOCSLIB.ORG

Science Fair Project Guidebook Page 1 Contents

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Science Fair Project Guidebook Page 1 Contents a resource for teachers, students and parents Provided by the S.C. Department of Health and Environmental Control’s Office of Solid Waste Reduction and Recycling 1-800-768-7348 n www.scdhec.gov/recycle a resource for teachers, students and parents Science Fair Project Guidebook Page 1 Contents ... Introduction ........................................................... 3 The Experiments: Part 3 ..................................... 19 What is a Science Fair Project? .................................. 4 AIR QUALITY Getting Started ........................................................ 5 Project #1: Don’t Take a Lichen for Air Pollution ......................................... 19 Bringing It All Together ............................................. 6 Project #2: Stick ’Em Up ......................................... 22 Other Helpful Hints ................................................... 6 ENERGY EFFICIENCY The Experiments: Part 1 ....................................... 7 Project #3: Comparing Light Bulbs ......................... 24 HOT WATER Project #4: Energy for Life ...................................... 24 Project #1: Should you shower or take a bath? .......................................................... 7 Project #5: A Salty Sea ............................................ 25 Project #2: A little drip means a OCEAN AND COASTAL RESOURCES big energy waste. ..................................................... 7 Project #3: How does insulation work? .................... 9 Project #6: Soap Box Opera .................................... 26 APPLIANCES AND LIGHTING WASTE REDUCTION AND RECYCLING Project #4: Does Your Project #7: Natural or Man-made Fibers ................. 27 Clothes Dryer Waste Energy? .................................. 10 Project #8: Test Your Strength ................................. 27 Project #5: Checklist for Energy-efficient Lighting ................................... 11 WATER The Experiments: Part 2 ..................................... 12 Project #9: The Water Table .................................... 28 EXPLORING THERMAL ENERGY Project #10: Taking the Swamp Out of Swamp Water ..................................................... 30 Project #1: Endothermic Reactions ......................... 12 More Resources Project #2: Exothermic Reactions ............................ 13 ELECTRICITY AND MAGNETISM Ideas for More Projects ........................................... 31 Project #3: The Potato Clock .................................. 15 Glossary .................................................................. 32 Project #4: Magnets .............................................. 17 Helpful Web Sites .................................................... 32 Acknowledgements Thank you to Joyce Brown, E.L. Wright Middle School and Linda Mobley, Richland Northeast High School for their review and recommendations on this guidebook. Page 2 Science Fair Project Guidebook Introduction ... It seems that nothing strikes fear in the hearts of The first key to a successful science fair project is students and parents like these three words: science picking a topic that interests you. The reason is fair project. simple: you will be motivated to do a better job on the project and will have fun doing it. And remember, But it doesn’t have to be that way. A science fair a good science fair project doesn’t have to be project is an opportunity to research and learn about complicated. It is important that you understand your things that interest you. And through your studies project and that you have explored the scientific and you will learn how science is basic to everything technical issues related to your project. around us. The second key is careful planning. After discussing You will benefit beyond your improved science your project with your teacher and getting approval knowledge. Science fair projects teach you for your idea, allow yourself plenty of time for problem-solving skills, improve your written and oral research, experiments, observation and analysis. In communication skills and give you the satisfaction of other words, don’t wait until the last minute. Projects completing a well-done project. take time. The ideas for projects are endless; you are limited Ask questions about your project, but do the work only by your imagination. For example, does dirty yourself. If you do the work yourself, you will get a dish water affect the growth of plants? Or much better understanding of why things do and do how does acid rain affect plant not work as expected. growth? Which diapers are the most absorbent? Finally, don’t get upset if your What is the pH of experiments prove your hypothesis various shampoos? incorrect. Throughout history, Do different brands some of the most important of gasoline make a experiments were those that difference in gas didn’t prove the original mileage? hypothesis. On the following pages are basic ingredients for a science fair project and tips for a great display as well as suggestions for making a great presentation. Best of all, there are 19 science fair projects complete with easy-to-understand instructions. In addition, there are different subjects, including air, energy, water and recycling. By performing one of the science projects in this guidebook, you will gain a better understanding of science, and who knows, maybe you’ll find a new way to protect the environment. Be careful doing your project. Give yourself plenty of time. Don’t be afraid of making mistakes. Enjoy your work and have fun. But most of all – learn. Good luck. Science Fair Project Guidebook Page 3 What is a Science Fair Project? A science fair project is an investigation of a Project Experimentation question that involves research, planning and application of the scientific method to find the PROJECT EXPERIMENTATION means testing your answer. hypothesis. This includes more research, designing and planning for experimentation and testing. The Scientific Method Test your hypothesis carefully by experimenting. Record everything you do. Make observations The SCIENTIFIC METHOD is a tool that scientists and record the results. Make charts and use to find answers to questions. The tool graphs or take pictures so others can involves the following steps: understand what you have done. n doing research; Variables n identifying a problem; Things that can affect your experiment n stating a hypothesis; are called VARIABLES. The INDEPENDENT VARIABLE is the variable you purposely n conducting project change. The DEPENDENT VARIABLE is the experimentation; and variable you are observing that changes n reaching a conclusion. in response to the independent variable. The variables that are not Research changed are called CONTROLLED VARIABLES. Your RESEARCH begins when you select your project topic. Once you Conclusion have chosen it, begin your project research. The CONCLUSION is a summary of what you have learned. Analyze your data and decide if your HERE’S A TIP: Choose a catchy title. Make it specific. hypothesis was correct. Is more work needed? What Usually, it’s best for the title to be a question or else would you do to work on this problem? something like this: n The Effects of... Tips on How to Choose n The Study of... a Science Fair Project n An Investigation of... n List your favorite activities and subjects. n A Comparative Study of... Now select a project from one of those n The Observation of... areas. n What are some of the materials you could Problem use with your experiment? Are the materials available at your home? You may want to The PROBLEM is the question to be answered. select materials that are inexpensive and easy to find. Hypothesis n Your school library and local public library are good places to go for more information The HYPOTHESIS is simply your best guess as to what will happen. to complete your science fair project. Page 4 Science Fair Project Guidebook Getting Started ... Choose a topic. Decide on a procedure. Again, don’t wait until the last minute to start What do you need to do to find the answer? What your project. Choose a topic that is interesting to steps do you need to take? What materials will you you. If you need an idea, begin by looking through need? What background information will you need? newspapers and magazines, visiting the library, Gather information about your topic. Record all of watching the news and educational shows and your information and sources in a logbook. exploring the Internet. Ask your parents, teachers and friends. Visit a museum or zoo. Make sure the topic Experiment. you choose is one you can do by yourself. Can you Test your hypothesis carefully by experimenting. get all the necessary equipment and supplies? Make observations and record the results. Draw pictures and make graphs so that another person can State the purpose. understand what you have done. What do you want to discover? Draw conclusions. Make a hypothesis. Analyze your data and decide if your hypothesis was correct. Is more work needed? What else would you What do you think will happen based on your do to work on this problem? Give a one sentence knowledge? conclusion to your experiment. Tips for Building a Great Display You have worked hard on your (computer-generated or n a conclusion. project so it is important to adhesive lettering); Your logbook should contain display it well. n colored construction paper the following: The keys to a good display are behind your neatly typed simplicity, neatness and clarity. pages of explanation to n a title page; Do not attempt something set
Load more

Recommended publications
  • Permanent Magnet DC Motors Catalog
    Catalog DC05EN Permanent Magnet DC Motors Drives DirectPower Series DA-Series DirectPower Plus Series SC-Series PRO Series www.electrocraft.com www.electrocraft.com For over 60 years, ElectroCraft has been helping engineers translate innovative ideas into reality – one reliable motor at a time. As a global specialist in custom motor and motion technology, we provide the engineering capabilities and worldwide resources you need to succeed. This guide has been developed as a quick reference tool for ElectroCraft products. It is not intended to replace technical documentation or proper use of standards and codes in installation of product. Because of the variety of uses for the products described in this publication, those responsible for the application and use of this product must satisfy themselves that all necessary steps have been taken to ensure that each application and use meets all performance and safety requirements, including all applicable laws, regulations, codes and standards. Reproduction of the contents of this copyrighted publication, in whole or in part without written permission of ElectroCraft is prohibited. Designed by stilbruch · www.stilbruch.me ElectroCraft DirectPower™, DirectPower™ Plus, DA-Series, SC-Series & PRO Series Drives 2 Table of Contents Typical Applications . 3 Which PMDC Motor . 5 PMDC Drive Product Matrix . .6 DirectPower Series . 7 DP20 . 7 DP25 . 9 DP DP30 . 11 DirectPower Plus Series . 13 DPP240 . 13 DPP640 . 15 DPP DPP680 . 17 DPP700 . 19 DPP720 . 21 DA-Series. 23 DA43 . 23 DA DA47 . 25 SC-Series . .27 SCA-L . .27 SCA-S . .29 SC SCA-SS . 31 PRO Series . 33 PRO-A04V36 . 35 PRO-A08V48 . 37 PRO PRO-A10V80 .
    [Show full text]
  • Equivalence of Current–Carrying Coils and Magnets; Magnetic Dipoles; - Law of Attraction and Repulsion, Definition of the Ampere
    GEOPHYSICS (08/430/0012) THE EARTH'S MAGNETIC FIELD OUTLINE Magnetism Magnetic forces: - equivalence of current–carrying coils and magnets; magnetic dipoles; - law of attraction and repulsion, definition of the ampere. Magnetic fields: - magnetic fields from electrical currents and magnets; magnetic induction B and lines of magnetic induction. The geomagnetic field The magnetic elements: (N, E, V) vector components; declination (azimuth) and inclination (dip). The external field: diurnal variations, ionospheric currents, magnetic storms, sunspot activity. The internal field: the dipole and non–dipole fields, secular variations, the geocentric axial dipole hypothesis, geomagnetic reversals, seabed magnetic anomalies, The dynamo model Reasons against an origin in the crust or mantle and reasons suggesting an origin in the fluid outer core. Magnetohydrodynamic dynamo models: motion and eddy currents in the fluid core, mechanical analogues. Background reading: Fowler §3.1 & 7.9.2, Lowrie §5.2 & 5.4 GEOPHYSICS (08/430/0012) MAGNETIC FORCES Magnetic forces are forces associated with the motion of electric charges, either as electric currents in conductors or, in the case of magnetic materials, as the orbital and spin motions of electrons in atoms. Although the concept of a magnetic pole is sometimes useful, it is diácult to relate precisely to observation; for example, all attempts to find a magnetic monopole have failed, and the model of permanent magnets as magnetic dipoles with north and south poles is not particularly accurate. Consequently moving charges are normally regarded as fundamental in magnetism. Basic observations 1. Permanent magnets A magnet attracts iron and steel, the attraction being most marked close to its ends.
    [Show full text]
  • Permanent Magnet Design Guidelines
    NOTE(2019): THIS ORGANIZATION (MMPA) IS OBSOLETE! MAGNET GUIDELINES Basic physics of magnet materials II. Design relationships, figures merit and optimizing techniques Ill. Measuring IV. Magnetizing Stabilizing and handling VI. Specifications, standards and communications VII. Bibliography INTRODUCTION This guide is a supplement to our MMPA Standard No. 0100. It relates the information in the Standard to permanent magnet circuit problems. The guide is a bridge between unit property data and a permanent magnet component having a specific size and geometry in order to establish a magnetic field in a given magnetic circuit environment. The MMPA 0100 defines magnetic, thermal, physical and mechanical properties. The properties given are descriptive in nature and not intended as a basis of acceptance or rejection. Magnetic measure- ments are difficult to make and less accurate than corresponding electrical mea- surements. A considerable amount of detailed information must be exchanged between producer and user if magnetic quantities are to be compared at two locations. MMPA member companies feel that this publication will be helpful in allowing both user and producer to arrive at a realistic and meaningful specifica- tion framework. Acknowledgment The Magnetic Materials Producers Association acknowledges the out- standing contribution of Parker to this and designers and manufacturers of products usingpermanent magnet materials. Parker the Technical Consultant to MMPA compiled and wrote this document. We also wish to thank the Standards and Engineering Com- mittee of MMPA which reviewed and edited this document. December 1987 3M July 1988 5M August 1996 December 1998 1 M CONTENTS The guide is divided into the following sections: Glossary of terms and conversion A very important starting point since the whole basis of communication in the magnetic material industry involves measurement of defined unit properties.
    [Show full text]
  • An Inexpensive Hands-On Introduction to Permanent Magnet Direct Current Motors
    AC 2011-1082: AN INEXPENSIVE HANDS-ON INTRODUCTION TO PER- MANENT MAGNET DIRECT CURRENT MOTORS Garrett M. Clayton, Villanova University Dr. Garrett M. Clayton received his BSME from Seattle University and his MSME and PhD in Mechanical Engineering from the University of Washington (Seattle). He is an Assistant Professor in Mechanical Engineering at Villanova University. His research interests focus on mechatronics, specifically modeling and control of scanning probe microscopes and unmanned vehicles. Rebecca A Stein, University of Pennsylvania Rebecca Stein is the Associate Director of Research and Educational Outreach in the School of Engi- neering and Applied Science at the University of Pennsylvania. She received her B.S. in Mechanical Engineering and Masters in Technology Management from Villanova University. Her background and work experience is in K-12 engineering education initiatives. Rebecca has spent the past 5 years involved in STEM high school programs at Villanova University and The School District of Philadelphia. Ad- ditionally, she has helped coordinate numerous robotics competitions such as BEST Robotics, FIRST LEGO League and MATE. Page 22.177.1 Page c American Society for Engineering Education, 2011 An Inexpensive Hands-on Introduction to Permanent Magnet Direct Current Motors Abstract Motors are an important curricular component in freshman and sophomore introduction to mechanical engineering (ME) courses as well as in curricula developed for high school science and robotics clubs. In order to facilitate a hands-on introduction to motors, an inexpensive permanent magnet direct current (PMDC) motor experiment has been developed that gives students an opportunity to build a PMDC motor from common office supplies along with a few inexpensive laboratory components.
    [Show full text]
  • Exploring the Earth's Magnetic Field
    ([SORULQJWKH(DUWK·V0DJQHWLF)LHOG $Q,0$*(6DWHOOLWH*XLGHWRWKH0DJQHWRVSKHUH An IMAGE Satellite Guide to Exploring the Earth’s Magnetic Field 1 $FNQRZOHGJPHQWV Dr. James Burch IMAGE Principal Investigator Dr. William Taylor IMAGE Education and Public Outreach Raytheon ITS and NASA Goddard SFC Dr. Sten Odenwald IMAGE Education and Public Outreach Raytheon ITS and NASA Goddard SFC Ms. Annie DiMarco This resource was developed by Greenwood Elementary School the NASA Imager for Brookville, Maryland Magnetopause-to-Auroral Global Exploration (IMAGE) Ms. Susan Higley Cherry Hill Middle School Information about the IMAGE Elkton, Maryland Mission is available at: http://image.gsfc.nasa.gov Mr. Bill Pine http://pluto.space.swri.edu/IMAGE Chaffey High School Resources for teachers and Ontario, California students are available at: Mr. Tom Smith http://image.gsfc.nasa.gov/poetry Briggs-Chaney Middle School Silver Spring, Maryland Cover Artwork: Image of the Earth’s ring current observed by the IMAGE, HENA instrument. Some representative magnetic field lines are shown in white. An IMAGE Satellite Guide to Exploring the Earth’s Magnetic Field 2 &RQWHQWV Chapter 1: What is a Magnet? , *UDGH 3OD\LQJ:LWK0DJQHWLVP ,, *UDGH ([SORULQJ0DJQHWLF)LHOGV ,,, *UDGH ([SORULQJWKH(DUWKDVD0DJQHW ,9 *UDGH (OHFWULFLW\DQG0DJQHWLVP Chapter 2: Investigating Earth’s Magnetism 9 *UDGH *UDGH7KH:DQGHULQJ0DJQHWLF3ROH 9, *UDGH 3ORWWLQJ3RLQWVLQ3RODU&RRUGLQDWHV 9,, *UDGH 0HDVXULQJ'LVWDQFHVRQWKH3RODU0DS 9,,, *UDGH :DQGHULQJ3ROHVLQWKH/DVW<HDUV ,; *UDGH 7KH0DJQHWRVSKHUHDQG8V
    [Show full text]
  • Vocabulary of Magnetism
    TECHNotes The Vocabulary of Magnetism Symbols for key magnetic parameters continue to maximum energy point and the value of B•H at represent a challenge: they are changing and vary this point is the maximum energy product. (You by author, country and company. Here are a few may have noticed that typing the parentheses equivalent symbols for selected parameters. for (BH)MAX conveniently avoids autocorrecting Subscripts in symbols are often ignored so as to the two sequential capital letters). Units of simplify writing and typing. The subscripted letters maximum energy product are kilojoules per are sometimes capital letters to be more legible. In cubic meter, kJ/m3 (SI) and megagauss•oersted, ASTM documents, symbols are italicized. According MGOe (cgs). to NIST’s guide for the use of SI, symbols are not italicized. IEC uses italics for the main part of the • µr = µrec = µ(rec) = recoil permeability is symbol, but not for the subscripts. I have not used measured on the normal curve. It has also been italics in the following definitions. For additional called relative recoil permeability. When information the reader is directed to ASTM A340[11] referring to the corresponding slope on the and the NIST Guide to the use of SI[12]. Be sure to intrinsic curve it is called the intrinsic recoil read the latest edition of ASTM A340 as it is permeability. In the cgs-Gaussian system where undergoing continual updating to be made 1 gauss equals 1 oersted, the intrinsic recoil consistent with industry, NIST and IEC usage. equals the normal recoil minus 1.
    [Show full text]
  • Design of a Rail Gun System for Mitigating Disruptions in Fusion Reactors
    © Copyright 2017 Wei-Siang Lay Design of a Rail Gun System for Mitigating Disruptions in Fusion Reactors Wei-Siang Lay A thesis submitted in partial fulfillment of the requirements for the degree of Masters of Science University of Washington 2017 Reading Committee: Thomas R. Jarboe, Chair Roger Raman, Thesis Advisor Program Authorized to Offer Degree: Aeronautics & Astronautics University of Washington Abstract Design of a Rail Gun System for Mitigating Disruptions in Fusion Reactors Wei-Siang Lay Chair of the Supervisory Committee: Thomas R. Jarboe Aeronautics & Astronautics Magnetic fusion devices, such as the tokamak, that carry a large amount of current to generate the plasma confining magnetic fields have the potential to lose magnetic stability control. This can lead to a major plasma disruption, which can cause most of the stored plasma energy to be lost to localized regions on the walls, causing severe damage. This is the most important issue for the $20B ITER device (International Thermonuclear Experimental Reactor) that is under construction in France. By injecting radiative materials deep into the plasma, the plasma energy could be dispersed more evenly on the vessel surface thus mitigating the harmful consequences of a disruption. Methods currently planned for ITER rely on the slow expansion of gases to propel the radiative payloads, and they also need to be located far away from the reactor vessel, which further slows down the response time of the system. Rail guns are being developed for aerospace applications, such as for mass transfer from the surface of the moon and asteroids to low earth orbit. A miniatured version of this aerospace technology seems to be particularly well suited to meet the fast time response needs of an ITER disruption mitigation system.
    [Show full text]
  • Let's Make a Magnet
    W 523 LET’S MAKE A MAGNET Electromagnetism Aaron Spurling, UT/TSU Extension 4-H Youth Development Jennifer Richards, Curriculum Specialist, Tennessee 4-H Youth Development Tennessee 4-H Youth Development Let’s Make a Magnet Electromagnetism Skill Level Intermediate, 8th Grade Introduction to Content Learner Outcomes This lesson introduces the basics of The learner will be able to: electromagnetism and encourages students Identify components of an electromagnet to think about polarity and electrical and how they work together. Explain real life examples of currents as they build an electromagnet. electromagnetism. Assemble an electromagnet and describe the process. Introduction to Methodology Educational Standard(s) Supported Science Before the lesson, watch this video to GLE 0807.12.1 better understand the process of creating SPI 0807.12.2 an electromagnet: tiny.utk.edu/magnet. Success Indicator This lesson uses modeling and hands-on Learners will be successful if they: approaches to aid students’ Explain the components of an comprehension. The lesson begins with electromagnet and the roles of those assessing students’ prior knowledge of components from the experiment. magnets before they construct their own Time Needed electromagnet. 30 Minutes Materials List 9-volt or D-cell batteries (one per group) Author Copper lead wires with alligator clips (2 lead wires with clips approximately 18 Aaron Spurling, UT/TSU Extension inches per group) 4-H Youth Development. One long steel nail (per group) Magnetic and non-magnetic items for testing 3 Prepared using research based practices in youth development and experiential learning. Terms and Concepts Introduction Tips for Engagement Magnetism – a physical phenomenon where the motion of electric charge To save time, pre-cut wires creates attractive or repulsive forces between objects and strip ends.
    [Show full text]
  • What Happens When You Drop a Magnet Through a Copper Tube? | I Fucking Love Science
    Like 14m Follow 77.6K followers Follow 102k Search by keyword find PHYSICS Choose your poison What Happens When You Drop A Magnet Through A Copper Tube? Editor's Blog May 13, 2014 | by Justine Alford Environment Technology Space Health and Medicine The Brain Plants and Animals Physics Chemistry More Science! by Taboola photo credit: 老陳, via WIkimedia Commons. Share 82K Tweet 606 69 Reddit 38 122 Ahh, Physics, you never cease to astound me. Today’s awesome science demo is brought to you by Lenz’s Law. Heinrich Emil Lenz was a German physicist that formulated a law of Molten lava meets a NSFL: Doctors electromagnetic induction back in 1833. The most stripped down explanation of the law is that can of Coke Remove 19 when a current is induced in a conductor, a magnetic field is generated that opposes the action Centimeter Long Eye that produces the current. Worm Check out a demonstration of this in action in the YouTube video below: Stressed Out Snake Octopus Vs. Jar Eats Itself Watch Water Boil The Strangest And Freeze At The Defence Same Time Mechanisms In The Animal Kingdom In sum: the magnet induced a current in the copper pipe, which in turn produced a magnetic field. The direction of this current then opposed the change in the magnet’s field, resulting in the magnet being repelled and thus falling more slowly. Neat. converted by Web2PDFConvert.com From The Web Sponsored Content by Taboola 20/20 Vision NATURALLY? Check Out An Iraq EXCLUSIVE: The Newest (shocking trick FIXES your Veteran's Reunion With Way to Save BIG on Must email sig
    [Show full text]
  • Compulsator Design for Electromagnetic Railgun System
    COMPULSATOR DESIGN FOR ELECTROMAGNETIC RAILGUN SYSTEM By Bryan Bennett Senior Project Electrical Engineering Department Cal Poly State University, San Luis Obispo June, 2012 ABSTRACT This project designed, fabricated, and partially tested a compensated pulsed alternator (compulsator) to power an electromagnetic rail gun (EMRG) in a multidisciplinary team. The EMRG team includes two master’s AERO students, two senior EE students, and three senior ME students. Design of the compulsator began with research through conference and research papers. This design was changed throughout the project as system analysis and component testing exposed unforeseen system limitations. While original specifications were not met, all fabricated components but one, the stator, were completed using Cal Poly’s facilities and the project’s limited available budget. Experimental verification of calculations and system modeling were not obtained because the compulsator was fully assembled at the time of this writing, but the necessary measurements and testing procedures have been outlined. i TABLE OF CONTENTS Abstract……………………………………………………………………………………………i Table of Contents…………………………………………………………………………………ii List of Figures…………………………………………………………………………………….iii List of Tables……………………………………………………………………………………..iv Acknowledgements……………………………………………………………………………….v Introduction……………………………………………………………………………………….1 Background………………………………………………………………………………………..3 Requirements……………………………………………………………………………………...6 Design……………………………………………………………………………………..………7 Total System Design……………………………………………………………...……….7
    [Show full text]
  • Magnetic Products for Engineering Performance, Innovation and Design
    Magnetic products for engineering performance, innovation and design. ® Magnetic products for engineering performance, innovation and design. Founded in 1950, Adams Magnetic Products is a custom manufacturer, fabricator and distributor of all types of permanent magnets, magnetic assemblies and devices. Our technical experts are ready to answer your questions Military and Defense Materials and address your magnetic needs. Whether it’s selecting Adams Magnetic Products has the knowledge, understanding a magnet to fit an application, choosing the most cost and systems in place to fully comply with the Arms Export effective material or reviewing options from what is Control Act (AECA) and International Traffic in Arms available in the market, we are here to help with: Regulations (ITAR). We are your partner in fabricating magnets and magnetic products for the defense and • Application and Design Engineering Assistance military industries. As an ITAR registered supplier, you can • Testing/Analysis of Magnetic Materials rest assured your data and confidential information is safe • Magnetic Circuit Analysis/FEA with us. We are also your source for Defense Acquisition • Value Analysis/Value Engineering Support Regulations System (DFARS) compliant materials. Let our technical staff assist you in obtaining the right materials • Inventory Management Programs for your DoD needs. A Commitment to Value We define value as having the right products available at the right time and delivering them as promised, defect-free, at competitive prices. Adams is committed to delivering outstanding value to customers at every opportunity. Certified Quality Management Adams maintains ISO 9001:2008 certification, reinforcing our strong operational processes and commitment to continual improvement. We have a standard of zero defects in everything we do.
    [Show full text]
  • Electromagnetic Fields and Energy
    MIT OpenCourseWare http://ocw.mit.edu Haus, Hermann A., and James R. Melcher. Electromagnetic Fields and Energy. Englewood Cliffs, NJ: Prentice-Hall, 1989. ISBN: 9780132490207. Please use the following citation format: Haus, Hermann A., and James R. Melcher, Electromagnetic Fields and Energy. (Massachusetts Institute of Technology: MIT OpenCourseWare). http://ocw.mit.edu (accessed [Date]). License: Creative Commons Attribution-NonCommercial-Share Alike. Also available from Prentice-Hall: Englewood Cliffs, NJ, 1989. ISBN: 9780132490207. Note: Please use the actual date you accessed this material in your citation. For more information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms 9 MAGNETIZATION 9.0 INTRODUCTION The sources of the magnetic fields considered in Chap. 8 were conduction currents associated with the motion of unpaired charge carriers through materials. Typically, the current was in a metal and the carriers were conduction electrons. In this chapter, we recognize that materials provide still other magnetic field sources. These account for the fields of permanent magnets and for the increase in inductance produced in a coil by insertion of a magnetizable material. Magnetization effects are due to the propensity of the atomic constituents of matter to behave as magnetic dipoles. It is natural to think of electrons circulating around a nucleus as comprising a circulating current, and hence giving rise to a magnetic moment similar to that for a current loop, as discussed in Example 8.3.2. More surprising is the magnetic dipole moment found for individual electrons. This moment, associated with the electronic property of spin, is defined as the Bohr magneton e 1 m = ± ¯h (1) e m 2 11 where e/m is the electronic charge­to­mass ratio, 1.76 × 10 coulomb/kg, and 2π¯h −34 2 is Planck’s constant, ¯h = 1.05 × 10 joule­sec so that me has the units A − m .
    [Show full text]