Day 23 Lab 06/02/14

Inductance:

A review on circuits which include DC and with open and closed loops, along with capacitors and inductors included in the circuit. We learned how the a voltmeter can be compared to a hole because of the infinite amount of resistance and an ammeter can be treated as a wire due to the small amount of resistance. In order to move with AC circuits we needed to understand the prior type of circuits.

The calculations of finding the voltage and other equations with the variables of L along the Tao just like capacitors. The equations of both the inductors and capacitors are practically the same but instead of C, we apply L for the insulator part of a circuit. As seen in the image, we see that the current equation is similar to the charging of a capacitor but more concerned about the resonance.

Applying the equations to finding the unknowns given a specific circuit of inductance to make the variables easier to find. BY seeing the relationships within each variable we can be able to apply the equations.

The experiment set up finding the phase shifts between the voltage potential and current when connected in series with both the coil and the capacitors on the board. By using the function generator we can apply a specific frequency to the circuit which then as a result gives us a wavy graph that shows the difference between each of the values we need to find.

This was our initial graph of the experiment however we were receiving a fluctuation of our current graph due to some error in the equipment because we tried moving the wires around but still received the same results. We can see the phase changes between the two graphs but the changes in the current graph which will give us wrong calculations in both theoretical and experimental. 

Now using a different set up from a different group's data we were able to get the correct values that we need to use to find the expected values. In this one we can also see the wave changes from both of the graphs and see the value changes more accurate  then the one we had before.

The calculations of the experiment finding the values like Xl and L to make the relationships in equations to find the values in the different situations. 

Day 23 Lab 05/28/14

Inductance:

Day 21 Lab 05/14/14

Magnetism Potential and Current:

In this experiments we did was seeing how the introduction of currents to find the magnetic field affect in a circular current loop. We have known knowledge prior to the past experiments so using those can help understand why the field changes when placed in a circle with current. This is similar to finding the electric potential of a point charge but however it is the magnets that provide the change and finding the magnetic field B we were introduced to a new equation that is similar to Gauss' Law but with constants related to magnetism. The field is caused because of the many moving charges which then as a result is the sum of each charge to field to find the value of the field. Throughout the lab we saw different scenarios in which this can occur like an infinite charged wire using integration, a square, or a ring that we use our prior knowledge to find the magnetic field due to current and then we applied to a coil with current running through it. This was all connected because of the Biot-Savart Law in finding the field when current is introduced in the system like lines, spheres, and solenoids in which we learned a trick to make it easier to find using number of turns per unit length.

This is the image of a circular current loop in which we used integration because of the many point charges that are interacting in the case or system. And also we saw how it may be applied to a system of a square.

This is the lab set up in which we used the compass which is placed in the middle of the current carrying loop to find the amount of current changes the change in angle of the compass. As a result we placed in the equation of (mew0*I)/(2r)*n which n is the number of the loops the circle contained to find our goal to be close to that of the magnetic field produced by Earth. We find the radius, placing a current on the wires and using the multi-meter to see the amount current being applied and find the value that comes to Earth's field. 

Another view of the experiment of proving or coming close to the actual value of the magnetic field produced by the Earth. There is going to be uncertainty because we were given not the "best" tools to find each of the values to make our result to be precise. There are many things that can taken into account that will give us an uncertainty to our value like the reading of the current, the exact change in angle of the compass or the correct amount of loops going around the circle. However of numbers were close to that actual value and according to the tools that wee being used it was good enough for the experiment unlike the real world situations.

Another image of the experiment from the images above of the set up that uses the equation from the magnetic field of a current element and moving it algebraically to find what we want and eliminating the constants that are not needed to complete our objective.  

This the image of the graph we got were from the experiment above by conducting four trials of changing the current and the angle. As seen in the graph our magnetic fields from each trial were close to the approximate value of Earth's magnetic field of 2.5*10^-5 and used our values to make a graph. The line is almost linear but it has more of an exponential growth to it according to our linear fit of the graph and got the equation of y=29094x-.023 with R^2 value of 0.939.  

The image show that of a coil spread out and connected to an energy source to provide it with a current and using a probe with logger pro to see what is going on with field within the coil. After placing the probe in different parts of the coil and saw that the field is greater when placed in the middle and when it was placed in the ends was a lower value in the coil which sees the interaction of the current in the coils. Among the experiments we were introduce Biot Savart Law and learned a trick of finding the field of an infinite solenoid.

Day 20 Lab 05/12/14

Magnetism Part II:

In the experiments the day before we learned how the magnetism interacts when placed around certain situations like placing in a current and using the right hand rule to find the force of magnet.

When using a coil to see the force that in which is certain aspects of the right rule causes the net force is to be zero. It is because in order to keep the coil straight, the force coming out of the sides have to be zero because in the situation the force comes out of the board and the other side of the force going into the board causing the net force to be zero.

With the known knowledge we learned about finding the force we can relate it to finding the torque of the coil when it is moving . We make the relationship using some of the variables to find the forces and make an equation tat can find the torque with the variables that are present in the system like current, length, area and the magnetic field and derive an equation that looks like T=NIABsin(phi).

This a motor that uses magnets on the side to keep the motor running when an energy supply is applied to the motor causing it to be spinning. The rotor is caused to be moved by the magnets, and applying a three voltage with slots at the top that causes a break in between slits of the silver panels shown atop of the rotor and magnets.



Using the same rotor system we were told to switch the polarity of the magnets and apply the same amount of voltage to run the rotor again. This time we gave the motor a push but it was spinning in the position after given a push goes in the opposite direction then before we switched the polarity of the magnets. Also we increased the voltage and noticed that the speed of the rotor also increased. This was to show how applying current and magnets can produce a motor that can continue to run without a push every other minute.

After seeing the motor running and how each component of the rotor affects the way it spins and how fast it spins we were given almost the same materials to make a similar motor. We were given a magnet, voltage source, paper clips and tape to make a functioning motor to keep running. We applied a certain voltage and sand the edges of the wires from the pictures shown below to reduce the friction and use the magnet to help the loops to continue to spin. At first it didn't work but some made need a push or another side of the magnet and use the interaction to keep the magnets to spin.

This is the experiment of the motor we created using the materials shown on the image because were able to apply the magnet underneath the loop make the current being passed through the wire and redirects away from the magnet causing it to spin. And also we determined that the size of the loop and shape can affect how efficient the wire spins which as a result was long and more oval shaped that made our motor run as efficient as we could. The video below this image shows the way the wire is moving around and how the current applied by the voltage causes then the right result we expected.

The video of the motor we created using a magnet and a voltage supply that creates current through the system of the object.

Our calculations showing the relationships we had from the different equations of the current, voltage and the effects supplied by the magnets. In the end of the calculations we came to the conclusion/equation which is Vab=I/rho*q*vd and be to see the way how it relates between the current and the magnet.

This is the demo set up in which we placed a circle of magnets around the pole that was being supplied with a voltage source. Using the right hand rule we can determine the current, and magnetic field causing the shoot in the upward direction and make the compass' form in a circle as well because at first the compass were point to north. We flipped the direction of the current causing the it to go in the opposite direction and the compass direction to be different as the first result we performed.   

This is a sample wire carrying current and using a compass deflection determine the magnitude of the magnetic field. At the first we found that the current in opposite direction cancels out the magnetic field and the compass received no deflection and when the current goes in the same direction the magnetic field in the second point we saw that it was double and the compass doubled the distance it deflected. And the last point it was the same result with the same distance it did in the second point.

Day 19 Lab 05/07/14

Magnetism:

In this experiment we learned how the interactions of magnets happen between themselves, an applied current, and voltage being applied. The result of trying to see how they interact is using lines like the one used in electric fields because it shows the magnetic field, B, and how they can effect the different variables like the force of the field. The use of compass, which points North, revealed that the magnets will always have the a north and south when broken in half over and over. And to see why that happened, aluminum particulates where place on top of a magnet to see the interactions and revealed that the magnetic fields are circles going from south to north. We had to comprehend these simple material of magnetism in order to actually understand in harder situations why the result is what it is when done. And finally the experiment that uses the right hand rule to help a student picture the field, the force and current to make the problem understandable.

The field produced by a magnet when using a compass because the compass point north which as a result the field points to the north part of the agent. And when it came to the south part of the magnet the compass arrow flips around and the results are shown in the image above. Also the field shows that the lines form in a circle when moved around and we'll see the actual lines of the magnet.  

The aluminum particulates reveal that the line are circular in the shape and they get bigger as they are placed closer to the top of the magnet. The particulates are more bunched up at the top of the magnets and the lines can travel from the south part of the pole to the north or can be vice versa.



This is the group's drawing regarding to the image prior seeing the field lines moving in a circular shape with direction off the lines. As explained in the image before reveals that the interactions move from the south part to the north part of the magnet and back. 

Using Gauss' Law we can draw a surface to determine the total value of the lines in the system in which in this experiment turned out that the net flux was zero. Just like the law used in electric surfaces, we can use Gauss' Law to see the total results and get values to the unknowns in the system. The equation of Gauss' Law when applied to magnetism is the integral of B*dA in respects to x. 

A practice problem using the right hand rule to determine the direction of the force when the other known variables are given to make the rule more easier to see in which the direction was going into the board. And we  know that the F=|q0|v x B and the rest of the problem was easier to solve using the new set of tools we were given.

 In the next part of the experiment we introduced electricity into the system of magnets and see how they will interact when current runs through. The experiment was having a magnet on the edge with two plates running with current and a copper pipe is placed to see what would happen when the current is turned on and why the pipe rolls in the direction it does whether it goes up, down, into the magnet or outwards from it. The image that will be shown reveals a better picture of the set up and the results were using the right hand rule made the situations easier to understand because your thumb is the force while the fingers are the current of the system and when curving the fingers you can see the magnetic field being applied. And given some known values from the experiment we were asked to find the actual value of the magnetic B that was shown and being applied to the system using all the prior knowledge that we learned which also concerned momentum regarding the copper pipe.

This is the lab setup explained above and saw how the application of current into the system causes the magnet to do on the copper pipe. Through out the experiment the current flows from positive to negative but to make interesting the flow was switched but using the right hand rule the group was able to correctly predict the way the pipe was going to roll.

We were given values to the experiment shown in the image prior to this one to find the value of B in the system to prove and apply certain equations to find the value. For example since the copper pipe was rolling when moved away from the magnet it applied movement of inertia and it takes into account when find the value as well as the angular velocity of the pipe and etc.

As shown the image we were given a square and we had to find the torque using only half the box and find the equation of the torque when using it. F=ILB and replaces it in the equation of LxF which as a result we came to the equation of IABsin(phi) because L^2 I the same as area in the system.

In the situation of the force going one way from the board and as shown the picture it was changing because it is a current and we had to use integrals to define to the force when it came to that certain place when it was rotation and the situation on the sides can out to be the same thing in order to keep it from rotating.

The set up of making the copper wire rotate by applying current into the experiment but it stopped when it reached to its side and later we will learn how to keep it rotating making it an engine or a motor that doesn't stop when using the magnet to power the system.

Day 18 Lab 05/05/14

Electronics Part II:

In this lab experiments we were introduced to many circuits and oscilloscopes and along the way with capacitors, inductors. An inducer can only provide one direction of flow and when placed in a circuit. In this experiment we build a circuit connected to a power supply and function generator to see the effects the inductor has in the circuit. As a result there was a speaker placed in the circuit to hear a certain white noise to prove that the circuit was providing the right elements in the circuit. The second part of the lab was to build an amplifier using the known knowledge prior that we learn by placing the speaker in the circuit as the output and aux as the input to place music and serve as an amplifier. The purpose was bringing all the elements like resistors, capacitors, inductors, etc. together to build a functioning circuit to make a useful item.

This is the lab setup with the introduction of an inductor and build a circuit connecting them with function generator and power supply to provide a certain noise to hear using the elements. With the knowledge prior of making circuits we are able to try to make it functioning.

The circuit in the first experiment using the tools as seen in the image for producing a type of noise by placing a speaker in the circuit. The function of the generator is to provide it with a frequency to be seen on the scope and disruption from the circuit.

However in the circuit our group build we weren't able to get the right results we wanted to successfully do the lab. We placed the circuit in the right positions as well as the function generator and power supply. But when trying to view the result using the oscilloscope, it was not placing the right image on the screen. The group thinks that the problem was within the circuit, that one of the tools was not working properly like if one of the fuses was blown. We replaced the inductor thinking it was not working but same result was that it was not working so we had to move on with the experiment. The circuit was setup and the generator was in connection but we couldn't find what the problem was that was not giving the proper results.

This is the setup for the amplifier using a bug like tool called ___ and made it easier to make the circuit because each one had it's own leg to be connected with. By connecting in an input which was the speaker and placing output, an aux cord, to plug in a phone we were to get the result of an amplifier.

In this experiment we weren't able to make the speaker play loud because there was something wrong with the circuit again. We used a multi-meter to check if there was something wrong with any of the tools but the voltage was going through each of the tools. It would make it sound as it was plugged in but it would fade out as soon as the phone was plugged in.

The speaker used to make the amplifier by placing in the circuit. It would make the music sound louder coming from the phone and through the circuit.

Day 17 Lab 04/30/14

Electronics:

In this lab experiment we learned the use of oscilloscopes in both the AC and DC scope to read the values of what is being measured. By using a device like a function generator, we were able to introduce frequency into the scope and see the wave on the machine to determine the period and amplitude of the wave. We see that changing the shape of the wave can result in the square waves, triangle waves ,and sine waves in which all can be measured. Now with the knowledge of the usage of the oscilloscope with a mystery box and find the combination to determine the real value of the mystery box. This can be placed in circuit in AC mode to see the current and the voltage of the circuit by being able to read the scope. Lastly we learned how the oscilloscopes work on the inside because it is like a flashlight in which a lot of free electrons are shot causing the green light on the screen so it can be read when used.

This is the introduction where we saw how an oscilloscope works on the inside by showing the green light at the end of the screen. The green light at the end of the long rod are free flowing electrons that shoot into the screen causing the light. This set the understanding of the experiments that proceed in order to understand what the screen of the scope says. 

Function generator produce frequencies causing the pitches to come out when the generator is connected to a speaker. By adjusting the frequency can be made to different pitches that can be heard or not and using the oscilloscope can see the actual waves being produced by the generator. 

The image of a sine wave created by putting the function generator in the scope and using the number of squares being occupied a person can get the amplitude and period of the wave. By adjusting the knobs of the scope we were able to make a wave that can be easy to read.

The increase of the frequency on the function generator changes the size of the wave on the scope and change most of the variables. Just like the image prior shows the wave but in order to make a clear readable wave you have to move knobs like position to make it easier to read.

The waves can be change into square waves and still can be read to find certain values of using the scope. But when using the square waves on the scope, the duty percentage has to be found because that is the time that is the space between each wave and include that in the calculations. The waves can be changed into the sine waves and triangle waves.

When placed in a circuit with a resistor and capacitor the image came out in the DC channel and shows a different reading other than waves discussed prior of the images before.

This came out with a wave but its shape is shaky not a smooth curve like the ones produced from the function generator. The scope reading shows the image of the crooked wave but is still made good enough to read to find the values like amplitude and the period.



The scope on the xy function when placed with two function generator showing the dimension of the waves that can be seen in the spherical image The change in the voltage dials changes the shape and movement of the image on the scope in which is one thing more that the oscilloscope can do when placed with  function generator.   

These are the results to the mystery box that was given to us by using the oscilloscope to determine the combinations of each of the colors. By noticing the shapes of the scope we see the relationships and how each one of the images is different and can tell the different combinations of the colors. As in the image we can see the result the yellow button has no charge causing any combo with the yellow causes no change in the oscilloscope.

The image of the mystery box with the different knobs of color combinations in which we used the different channels of the oscilloscope settings and find which of the bottoms contain certain voltages using the scope reading and using the knobs to find the values that are needed to come to a conclusion like the board with the table in the image above