Attach the dmm to the pick up coil set to read ac

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Unformatted text preview: e? Is this consistent with what you expected? Use the Hall probe to measure the magnetic field near the pick-up coil. What do you observe? Reduce the frequency setting on the function generator if necessary to more clearly see the behavior of the magnetic field. Position the Hall probe to measure the maximum magnetic field and note the range of values you find. Orient the pick-up coil so that the largest magnetic flux passes through it. Attach the DMM to the pick-up coil set to read AC voltage. Increase the frequency on the function generator to about 60 Hertz. Slowly change the orientation of the pick-up coil to see how the AC voltage varies. Attach the voltage probe to the pick-up coil to read the potential difference across it. Use the VoltagetimeLab application to view the potential difference as a function of time. Choose a frequency and amplitude setting on the function generator to produce a clean plot. Select a range of angles to use in your measurement and note the range of potential difference amplitudes you expect for the signal generator frequency and amplitude you have chosen to use. MEASUREMENT For a fixed function generator output, measure how the amplitude of the potential difference across the pick-up coil varies as a function of its angle with the magnetic field. Take data sufficient to convince others of your findings. ANALYSIS Using your measurements, graph the potential difference across the pick-up coil as a function of time, for a fixed function generator output. What is the period of the potential difference? The frequency? How does this behavior change as the angle between the pick-up coil and the magnetic field changes? 191 TIME-VARYING MAGNETIC FIELDS – 1302Lab6Prob6 How does the time structure of the induced potential compare to the output of the function generator? Graph the maximum potential difference across the pick-up coil as a function of the angle the coil's area vector makes with the magnetic field. CONCLUSION Does the time variation of the potential difference across the pick-up coil agree with your prediction? If not, why? Highlight the similarity and differences with the previous problem, The Generator. 192 CHECK YOUR UNDERSTANDING LAB 6: ELECTRICITY FROM MAGNETISM 1. A long solenoid, with the axis perpendicular to the plane of the paper, carries a current that continually increases with time. A loop of wire with two light bulbs is connected around the solenoid. What is the direction of the induced current in the wire loop? Compare the brightness of light bulbs 1 and 2. Magnetic f ield increasing into plane of paper A 2 Light bulb 1 B Wire loop If a wire was connected from point A to point B, compare the brightness of bulbs 1 and 2. 2. A coil with 50 turns, a diameter of 8 cm, and a resistance of 9 is placed perpendicular to a uniform magnetic field of 2.0 T. The magnetic field suddenly reverses direction. What is the total charge that passes through the coil? 193 CHECK YOUR UNDERSTANDING LAB 6: ELECTRICITY FROM MAGNETISM 194 TA Name: PHYSICS 1302 LABORATORY REPORT LAB 6: Name and ID#: Date performed: Day/Time section meets: Lab Partners' Names: Problem # and Title: Lab Instructor's Initials: Grading Checklist Points LABORATORY JOURNAL: PREDICTIONS (individual predictions and warm-up completed in journal before each lab session) LAB PROCEDURE (measurement plan recorded in journal, tables and graphs made in journal as data is collected, observations written in journal) PROBLEM REPORT:* ORGANIZATION (clear and readable; logical progression from problem statement through conclusions; pictures provided where necessary; correct grammar and spelling; section headings provided; physics stated correctly) DATA AND DATA TABLES (clear and readable; units and assigned uncertainties clearly stated) RESULTS (results clearly indicated; correct, logical, and well-organized calculations with uncertainties indicated; scales, labels and uncertainties on graphs; physics stated correctly) CONCLUSIONS (comparison to prediction & theory discussed with physics stated correctly ; possible sources of uncertainties identified; attention called to experimental problems) TOTAL(incorrect or missing statement of physics will result in a maximum of 60% of the total points achieved; incorrect grammar or spelling will result in a maximum of 70% of the total points achieved) BONUS POINTS FOR TEAMWORK (as specified by course policy) * An "R" in the points column means to rewrite that section only and return it to your lab instructor within two days of the return of the report to you. 195 196 Appendix: EQUIPMENT Video Cameras – Installing and Adjusting You use Fire-i™ Digital Cameras in conjunction with the VideoRecorder application. The camera is an IEEE-1394a (FireWire) video camera that records 640x480 resolution video at 30 frames per second. Installing Cameras: The newest version of VideoRecorder automatically configures and displays the camera image. With a working camera plugged in, launching VideoRecorder results in a live imag...
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This document was uploaded on 02/23/2014 for the course MANAGMENT 2201 at University of Michigan.

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