A HISTORICAL OVERVIEW of BASIC ELECTRICAL CONCEPTS for FIELD MEASUREMENT TECHNICIANS Part 1 – Basic Electrical Concepts
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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. -
Scientists on Currencies
“For making the world a wealthier place” TOP 10 ___________________________________________________________________________________ SCIENTISTS ON BANKNOTES 1. Isaac Newton 2. Charles Darwin 3. Michael Faraday 4. Copernicus 5. Galileo 6. Marie Curie 7. Leonardo da Vinci 8. Albert Einstein 9. Hideyo Noguchi 10. Nikola Tesla Will Philip Emeagwali be on the Nigerian Money? “Put Philip Emeagwali on Nigeria’s Currency,” Central Bank of Nigeria official pleads. See Details Below Physicist Albert Einstein is honored on Israeli five pound currency. Galileo Gallilei on the Italian 2000 Lire. Isaac Newton honored on the British pound. Bacteriologist Hideyo Noguchi honored on the Japanese banknote. The image of Carl Friedrich Gauss on Germany's 10- mark banknote inspired young Germans to become mathematicians. Leonardo da Vinci (1452 – 1519), the Italian polymath, is honored on their banknote. Maria Sklodowska–Curie is honoured on the Polish banknote. Carl Linnaeus is honored on the Swedish banknote (100 Swedish Krona) Nikola Tesla is honored on Serbia’s banknote. Note actual equation on banknote (Serbia’s 100-dinar note) Honorable Mentions Developing Story Banker Wanted Emeagwali on Nigerian Currency In early 2000s, the Central Bank of Nigeria announced that new banknotes will be commissioned. An economist of the Central Bank of Nigeria commented: “In Europe, heroes of science are portrayed on banknotes. In Africa, former heads of state are portrayed on banknotes. Why is that so?” His logic was that the Central Bank of Nigeria should end its era of putting only Nigerian political leaders on the money. In Africa, only politicians were permitted by politicians to be on the money. Perhaps, you’ve heard of the one-of-a-kind debate to put Philip Emeagwali on the Nigerian money. -
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). -
An Atomic Physics Perspective on the New Kilogram Defined by Planck's Constant
An atomic physics perspective on the new kilogram defined by Planck’s constant (Wolfgang Ketterle and Alan O. Jamison, MIT) (Manuscript submitted to Physics Today) On May 20, the kilogram will no longer be defined by the artefact in Paris, but through the definition1 of Planck’s constant h=6.626 070 15*10-34 kg m2/s. This is the result of advances in metrology: The best two measurements of h, the Watt balance and the silicon spheres, have now reached an accuracy similar to the mass drift of the ur-kilogram in Paris over 130 years. At this point, the General Conference on Weights and Measures decided to use the precisely measured numerical value of h as the definition of h, which then defines the unit of the kilogram. But how can we now explain in simple terms what exactly one kilogram is? How do fixed numerical values of h, the speed of light c and the Cs hyperfine frequency νCs define the kilogram? In this article we give a simple conceptual picture of the new kilogram and relate it to the practical realizations of the kilogram. A similar change occurred in 1983 for the definition of the meter when the speed of light was defined to be 299 792 458 m/s. Since the second was the time required for 9 192 631 770 oscillations of hyperfine radiation from a cesium atom, defining the speed of light defined the meter as the distance travelled by light in 1/9192631770 of a second, or equivalently, as 9192631770/299792458 times the wavelength of the cesium hyperfine radiation. -
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. -
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. -
On the First Electromagnetic Measurement of the Velocity of Light by Wilhelm Weber and Rudolf Kohlrausch
Andre Koch Torres Assis On the First Electromagnetic Measurement of the Velocity of Light by Wilhelm Weber and Rudolf Kohlrausch Abstract The electrostatic, electrodynamic and electromagnetic systems of units utilized during last century by Ampère, Gauss, Weber, Maxwell and all the others are analyzed. It is shown how the constant c was introduced in physics by Weber's force of 1846. It is shown that it has the unit of velocity and is the ratio of the electromagnetic and electrostatic units of charge. Weber and Kohlrausch's experiment of 1855 to determine c is quoted, emphasizing that they were the first to measure this quantity and obtained the same value as that of light velocity in vacuum. It is shown how Kirchhoff in 1857 and Weber (1857-64) independently of one another obtained the fact that an electromagnetic signal propagates at light velocity along a thin wire of negligible resistivity. They obtained the telegraphy equation utilizing Weber’s action at a distance force. This was accomplished before the development of Maxwell’s electromagnetic theory of light and before Heaviside’s work. 1. Introduction In this work the introduction of the constant c in electromagnetism by Wilhelm Weber in 1846 is analyzed. It is the ratio of electromagnetic and electrostatic units of charge, one of the most fundamental constants of nature. The meaning of this constant is discussed, the first measurement performed by Weber and Kohlrausch in 1855, and the derivation of the telegraphy equation by Kirchhoff and Weber in 1857. Initially the basic systems of units utilized during last century for describing electromagnetic quantities is presented, along with a short review of Weber’s electrodynamics. -
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. -
Alessandro Volta and the Discovery of the Battery
1 Primary Source 12.2 VOLTA AND THE DISCOVERY OF THE BATTERY1 Alessandro Volta (1745–1827) was born in the Duchy of Milan in a town called Como. He was raised as a Catholic and remained so throughout his life. Volta became a professor of physics in Como, and soon took a significant interest in electricity. First, he began to work with the chemistry of gases, during which he discovered methane gas. He then studied electrical capacitance, as well as derived new ways of studying both electrical potential and charge. Most famously, Volta discovered what he termed a Voltaic pile, which was the first electrical battery that could continuously provide electrical current to a circuit. Needless to say, Volta’s discovery had a major impact in science and technology. In light of his contribution to the study of electrical capacitance and discovery of the battery, the electrical potential difference, voltage, and the unit of electric potential, the volt, were named in honor of him. The following passage is excerpted from an essay, written in French, “On the Electricity Excited by the Mere Contact of Conducting Substances of Different Kinds,” which Volta sent in 1800 to the President of the Royal Society in London, Joseph Banks, in hope of its publication. The essay, described how to construct a battery, a source of steady electrical current, which paved the way toward the “electric age.” At this time, Volta was working as a professor at the University of Pavia. For the excerpt online, click here. The chief of these results, and which comprehends nearly all the others, is the construction of an apparatus which resembles in its effects viz. -
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.