MOJICA, Aselle Joyce G. Group no. 3
PHY13l/A3 Seat no. 3-3
ANALYSIS
In PART 1 of the experiment which the is Magnetic Field of Permanent Magnets, we used two different magnets; two bar magnets and two U- magnets in order to see clearly what would be the result when magnets are placed in different orientations. For PART 1A, the bar magnets were oriented with like poles (N-N) facing each other. As a result after putting and scattering iron filings, each field line of the magnetic field from the north pole of the two magnets went away from each other which simply prove that like poles repel. The same procedure was used in getting the image of magnetic field for PART 1B, PART 1C and PART 1D, the only difference is that bar magnets
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In PART 2A, we made use of the magnetic field which was represented by the number of magnets. From TABLE A, having 2 magnets in first trial gave a magnetic force of 0.9 g or 0.00882 N and when the number of magnets became 6 the magnetic force increased to 2.5 g or 0.0245 N. An increasing number of magnets yield to increasing magnetic force. Therefore, if other factors are held constant, the magnetic force is directly proportional to magnetic field (number of magnets). While for PART 2B, current was used to know the resulting magnetic force. From TABLE B, as the current from 0 increases with 0.5 increments, the magnetic force also increases. Therefore, magnetic force and current are directly proportional to one another while keeping the other factors constant. All the current loops from SF 37 to SF 42 were used in PART 2C. With their respective lengths, SF 40 having the shortest length (1.2 cm) resulted to 0.1 g magnetic force and SF 42 with longest length yield to 0.9 g magnetic force. The relationship between magnetic force and length of current loop is direct proportionality since as length increases, magnetic force also increases. Lastly, orientation of the coil, positive and negative angle, was used to determine the magnetic force in PART 2D. From TABLE D, as the angle increases the magnetic force also increases. Therefore they are directly proportional …show more content…
When a magnet is cut into smaller magnets, they will also have the two poles. There is no magnetic monopole. Additionally, magnets also have magnetic fields created by moving charge or current. These magnetic fields have no ends since the magnetic field lines are illustrated as closed loop from North Pole to South Pole which definitely means that field lines never intersect. There is a greater magnetic field magnitude if field lines are close together. Magnetic field also exerts magnetic force which is given by the equation: F=IlBsinθ where F is the magnetic force, I is the current, B is the magnetic field and θ is the angle between I and B. From the equation, magnetic force is directly proportional to current, length of current loop, magnetic field and angle which were all proven in the experiment. In order to convert magnetic force in gram to Newton, the formula g *(1kg/1000g)* 9.8m/s2 (where g is the final reading in digital balance) should be used. By performing this experiment, I was able to visualize how magnetic field looks like and what factors may affect or change magnetic force. It also made me understand the relationship between magnetic force and magnetic field, magnetic force and current, magnetic force and length of current loop, magnetic force and angle. After applying the theories and concepts I learned the deeper meaning and was
Experiment 7 In this experiment we configured several DC circuits consisting of an emf and a network of resistors. The circuits were composed of a power supply, two DMMs, a circuit board, an SPST switch, and an assortment of known resistors along with one unknown resistor. We measured the current and voltage of the entire circuit as well as the potential drops across each resistor to determine the parameters of the circuit including the resistance, voltage, and current for each component.
N=Number of turns in the coil I = Current in the coil …………………………………………………………….Equation 9.3 Where U=
After turning on the power supply, the current was adjusted to 5 different levels using the voltage knob, and the magnetic field at each current level is recorded. However, the voltage knob was turned to the left thoroughly, immediately after each current level to prevent the sensor from overheating. Since the data taken for the magnetic field was in Gauss, we converted to the Tesla. At last, we calculated the magnetic field and the percent errors of calculated and measured magnetic field using the equations. Part II: Magnetic Force
Using the data provided in each one of these tests it can be assumed that one has done the steps to be able to determine the magnitude and orientation of the charges of the tape in each test, thus, allowing them to apply the same principle to any object they so desired. Their results would line up with the following; that if the two pieces of tape are torn from the same 40 centimeter strip then the tops of both pieces of tape would be positive and the bottoms of both pieces of tape would be negative and that if they would double the tape the attraction or repulsion in general would lower due to the increased density. Their data would also show that two pieces of tape ripped from each other would result in one piece being entirely positive and the other being entirely negative, they would also be able to state that the orientation of how the tape is paired up doesn’t matter.
He also noticed that as the coil loops increased so did the voltage as read on a galvanometer. This process of moving the magnet in between the coil wire demonstrated electromagnetic induction. The experiment performed by Erin Bjornsson they talk about how to perform “Faraday’s Experiment” (Bjornsson, 2013) By following similar steps performed by Michael Faraday their hypothesis asked “what will happen when you pass a strong magnet through a loop of copper wire.”
We are solely observing the extent of their change in relation
Table 1.2 Roses 3 6 9 12 15 Peonies 5 10 15 20 25 Table 1.3 Peonies 2 4 6 8 10 Carnations 5 10 15 20 25 We decided to find the ratio between peonies and daisies first because we were given ratios for each of them to carnations (table 1.1 and 1.3). In order to do this we compared the two tables of carnations to daisies (table 1.1) and peonies to carnations (table 1.3).
force field can be detected as it causes " rippling in tiny visible waves" in the air (228). This knowledge eventually leads Katniss to firing an arrow at the arena's force field and breaking out
Step 3: Gently and lightly dust over an area of the substrate to reveal the fingerprints. ( Did you know that the protein on your fingers is what makes the magnetic
In the article “Leading Questions and the Eyewitness Report” by Elizabeth Loftus, she set out to examine how the way questions were worded impacted responses to an event immediately after it was seen, and how it affected further questions regarding the same scene at a later date. By conducting four different experiments, she found that by adding what she called “presuppositions” to the initial questions she asked her subjects, it tended to cause a positive response to the question asked later about seeing the presupposition. With each experiment Loftus dug deeper into how these questions can interfere with your ability to remember an event accurately. In experiment one, Loftus wanted to test the general idea that it could be possible to influence
Introduction The purpose of this paper is to assess the performance of first-generation college students. With the number of first-generation college students enrolling in universities rising, these students often have a struggle to transition into a university life with the lack of knowledge that their parents could not provide for them. College is a huge step for many families because they are sending their children off to get a higher education; therefore, support and motivation were added to the studies. These two components will be mentioned in this essay because many studies have shown that they can affect a student’s ability to do well in school.
Introduction The intent of this experiment is to practice the scientific method, by constructing a bridge to bolster as many pennies as possible before it sags 1 1/8”, touching the desk. I hope to get a better perception of the scientific method by doing an experiment. I also hope to gain knowledge about the way bridges are structured to hold more weight. Based on my research, I know that the thicker the bridge is, the more weight it will bolster.
In the Penny Boat Lab, we made a boat to hold pennies in water. First, we collected materials we needed which were scissors, a ruler, water, pennies, aluminum foil, a triple beam balance and a container. Using the ruler, we measured the foil 15cm by 15cm, then cut excess pieces. Next, we had to fold the foil into a “boat”. After, we measured the mass of our boat using the triple beam balance.
Do you think Charlie Gordon should or should not have had the artificial intelligence surgery that completely changed his life? Charlie Gordon is a 37 year old man from the book Flowers for Algernon who has the intelligence level of about a two Dear old mind. He desperately wants to be smart, however the only way this could be done is if he undergoes a risky surgery. Charlie decides to go through with it. Charlie Gordon should be glad he had the A.I. surgery.