¬¬¬¬¬¬Abstract
Electrical circuits are described with mathematical expressions. Usually, it is possible to calculate the currents and voltages in a circuit by solving a set of equations, the calculations are required to design a safe circuit.and this is one reason why advanced mathematics is so important in the field of electrical engineering. The circuit equations can be determined using Ohm’s Law, which gives the relationship between voltage and current in a resistor (V=IR), and Kirchhoff’s Current and Voltage Laws, which govern the currents entering and exiting a circuit node and the sum of voltages around a circuit loop, respectively.
Objective(s)
The purpose of this experiment is to verify Ohm's Law using resistor in dc and ac circuits.
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The proportionality constant, R, is known as the resistance and is determined by both material properties (the intrinsic resistivity) and geometry (length and cross-sectional area of the active material). In equation form, Ohm’s law is: V = IR.
It is important to understand just what is meant by these quantities. The current (I) is a measure of how many electrons are flowing past a given point during a set amount of time. The current flows because of the electric potential (V), sometimes referred to as the voltage, applied to a circuit. In much the same way that a gravitational potential will cause mass to move, the electric potential will cause electrons to move. If you lift a book and release it from a height (high gravitational potential) it will fall downward (to a lower potential). The electric potential works in a similar way; if one point of the circuit has a high electric potential, it means that it has a net positive charge and another point of the circuit with a low potential will have a net negative charge. Electrons in a wire will flow from low electric potential with its net negative charge to high electric potential with its net positive charge because unlike charges attract and like charges
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The bigger the values of the resistors, the bigger the values of the electromotive force will be resulted. This shows that the voltage range and resistor value is linear to each other, while perpendicular with the value of the current. For more clear details, see the date table above
Conclusion
Overall, both parts of this lab demonstrated the relationship outlined by Ohm’s Law and fostered a higher comprehension of the mechanisms driving circuit behavior. The direct relationships between voltage, current, and resistance allow measurement of the voltage and current without resistance being known. Moreover, the experiment also demonstrated how the different configurations of resistors, parallel or in a series could play a role in the behavior of the circuit and its components.
References : [1] R. D. Knight, Physics for Scientists and Engineers: A Strategic Approach, Pearson Education, 2004. See Sec.
Cadet Eric Wiggins Date: 18 September 2014 Course Name: Chem 100 Instructor: Captain Zuniga Section: M3A Identification of a Copper Mineral Intro Minerals are elements or compounds that are created in the Earth by geological processes. The method of isolating metals in a compound mineral is normally conducted through two processes.
For this experiment we utilized varying forms of Ohm’s law (V=IR), rules for resistors in series (Rtotal=R1+R2+…) and parallels (1/Rt=1/R1+1/R2+⋯), and Kirchhoff’s Junction Rule (ΣIi=0). For these models we assumed that the DMM’s produced accurate readings
N=Number of turns in the coil I = Current in the coil …………………………………………………………….Equation 9.3 Where U=
4. Identify each element in the circuit and explain its purpose. • 3 resistors- resistors resists the current flowing through the circuit. • AC Power Supply- provides the alternating current. • Diode-
This demonstrated our ability to both create a solution, and correctly interpret the task at hand. In the second lab, Introduction to General Chemistry, An Experimental Tour, we were asked to accurately record data,
UBT1 Task 1: Electricity Introduction What is Electricity? This question is difficult to answer because this is a broad concept of science with multiple definitions. In physics, Electricity is a naturally occurring phenomenon of the flow of electric charge. In other words, the process of attraction and repulsion between electric charges produce electricity. There are two types of charges- negative charges and positive charges.
To find chemical equilibrium, the following chemical equation is used in the experiment: Fe3+(aq) + SCN-(aq) FeSCN2+(aq). When iron (III) and thiocyanate react, thiocyanoiron (III) is produced. When the concentration of all ions at equilibrium are known, the equilibrium constant can be calculated by dividing the equilibrium concentration of the reactant by the equilibrium concentration of the products. In this experiment, four equilibrium systems containing different concentrations of three different ion types (Fe(NO3)3, KSCN-, and distilled water) are made and used to determine equilibrium concentrations.
Nicholas Hitchon was raised on a farm in Yorkshire Dales. Nicholas, a seven-year-old boy and his one-year-old baby brother were the only children in the village. He enjoyed living in the countryside regardless of the loneliness which derived from it. He received his early education in a one-room school. At the age of seven years old, he was asked what were his thoughts on girlfriends.
His experiment was used to demonstrate how people respond to orders from people with authority no matter what the order was. He started by having participants test another “participant”, who actually was one of Milgram’s men who knew what was going on. Each time the fake participant chose the wrong answer, the real participant had to shock them with a higher voltage until they got to one that would be deadly. Milgram changed parts of the experiment to find variables that changed how far the real participant would go. He noticed that location and experimenter’s dress apparel changes how likely it is that the real participant would go to the deadly voltage.
For every pair that is incorrectly matched the voltage will go up, going all the way up to 450-volt shock. Also each time that the teacher is going to administer a shock they have to iterate the voltage amount. When the experiment begins nothing eventful occurs because the voltage levels are low. As the voltage starts going up we start to hear the learner making noises (uhg), initially the participant does not react. After it happens again we see the participant ask a question regarding the noise, but continues when instructed.
IMPLEMENTATION ISSUES In this section, the following issues that were found, when integrating the components that were used complete the experiments. These were discussed in chapter 5. The three circuits were built from existing configurations. The circuits that were built upon the chosen configuration were the following: an analog laser driver circuit,
8) Explain how each experiment type (question 7) differs from the
3) Write down the detail report for testing the semiconductor circuits by using two different methods. Figure-1 DC Power Supply Circuit Figure-2 Single Stage Amplifier 3.1 Introduction This task was a part of unit 39- Electronic Principles; assignment -1 at Uxbridge College (UK) dated from 29/11/2013 to 20/12/2014 for second year students.
For example, an experiment similar to this one could be how pressure could affect the time it takes for an Alka-Seltzer tablet to dissolve. Using A flask and rubber stoppers, you can compare the amount of time it takes for and Alka-Seltzer tablet to dissolve in regular room temperature water and room temperature water in a flak but with a rubber stopper stopping the air flow into the flask. This is related to the experiment performed above because the increase in pressure from the rubber stopper stopping the air flow in and out of the flask may affect the time it would take for the Alka-Seltzer tablet to dissolve. Another example of an experiment related to the one performed above is how the amount of water used to dissolve an Alka-Seltzer tablet effects the time it takes for one to dissolve. This also relates to the experiment performed above because it also affects how fast the rate of reaction is.
Since equilibrium cannot be reached, an electrochemical driving force is generated which acts on the ions. It is derived by finding the difference between the membrane potential obtained and the equilibrium potential expected. The sign of the value of this force decides the direction of movement of ions. Since we have cations (positive ions), a positive value shows movement of ions outside the cell membrane and a negative value shows movement of ions inside the cell membrane. If the value is equal to that of the equilibrium potential, the driving force acting on the ion is 0.