Physics Investigation Aim: To investigate the variables which effect the strength of an electromagnet and find the effect of a particular variable.

Physics Investigation Aim: To investigate the variables which effect the strength of an electromagnet and find the effect of a particular variable. The variables, which would effect the strength of an electromagnet, are: ) Current 2) Number of turns 3) Type of core. ) Current has an effect on the strength because a bigger current makes a stronger magnetic field. 2) Number of turns; the more turns on the nail the stronger the magnetic field. The number of turns depend on the length of wire. The longer the wire, the more turns. 4) Soft iron core to increase the strength of the magnetic field. In this investigation, I am going to investigate what the effect of the number of turns will have on the strength of an electromagnet. Prediction: I predict that in this investigation, the higher the number of turns, the stronger the magnetic field. This assures that the other variables are kept constant. Apparatus: ) Insulated wire - wire to make the electromagnet. 2) Nail - to make the core. 3) Ammeter - to check if the current is constant. 4) Force meter - to check the Newtons. 5) Lead - to connect. 6) Crocodile clips - to join the leads together. 7) Clamp stand - to hold the nail. 8) Battery - to put on the volts. Method: After getting the apparatus ready we put 10 turns of the wire on the coil. Then we turned on the ammeter and wrote down the current and at the

  • Word count: 562
  • Level: AS and A Level
  • Subject: Science
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Building a hovercraft with household objects.

Building a hovercraft with household objects. Abstract The coefficient of static and kinetic friction between a board and the ground is very high. Therefore trying to slide this board across the ground would be quite difficult. It is thought that if there is a pocket of air between the board and the ground, the coefficient of friction will go down, therefore the force due to friction also will, and the board will be moved easier. Although the force of friction is essentially impossible to completely get rid of, it can be minimized substantially. With this pocket of air between the board and the ground, the board will glide above the floor with very little friction. This device would be known as a hovercraft, because it is "hovering" above the ground. Purpose To build a functioning hovercraft, efficient enough to carry the weight of a person using household objects. Design The hovercraft will be built using only materials that can be found in the typical Muskokan home. A leaf blower will be used to supply the airflow, a piece of plywood will serve as the base, and a tarp will be used to bladder the air, and to pressurize limit the airflow. Duct tape, industrial staples, and spray adhesive will be used to hold the tarp to the plywood. Materials * 16 square foot sheet of 3/8 inch thick plywood * Large industrial tarp * Leaf Blower * Frisbee * 2 inch,

  • Word count: 2556
  • Level: AS and A Level
  • Subject: Science
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Hockey Skills

Hockey Skills Introduction Hockey, or Field Hockey as it is known in some parts of the world, is a stick and ball game with origins dating back thousands of years. It is traditionally played on grass, but more often these days - especially at the top levels and in certain countries - hockey is played on synthetic surfaces. In hockey, two teams of 11 players compete against each other using their 'hooked' sticks to hit, push, pass and dribble a small, hard, usually white, ball, with one aim in mind - to score by getting the ball into the opponents' goal. To do that, they have to get the ball past the other team's goalkeeper, who protects the goal, and logically, tries to keep the ball out! Player positions As already mentioned, every team must have a goalkeeper. The other 10 players are referred to as 'field players', and are dispersed over the field of play. The field players can be put into three general categories - attackers, defenders and midfielders. While no player (other than the goalkeeper) has an exclusively defined role, the attackers are generally on attack, the defenders are generally on defence, and the midfielders do a bit of both! Stick handling An essential skill necessary for playing hockey is the ability to control, pass, push, stop and shoot the ball with your hockey stick. This is known as stick work, or stick handling. It is both beautiful

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  • Level: AS and A Level
  • Subject: Science
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Objective of Experiment. To use a search coil and CRO to investigate the magnetic field due to a straight wire carrying an alternating current

Daswani 7A (27) Magnetic fields around electric currents I - straight wire Objective To use a search coil and CRO to investigate the magnetic field due to a straight wire carrying an alternating current Apparatus Search coil, lateral and axial CRO Signal Generator Ammeter Low voltage power supply PVC-covered copper wire Rheostat Slotted base Perspex strip Crocodile clips Connecting leads Theory The magnetic field due to the electric current in a long straight wire is such that the field lines are circles with the wire at the centre. The experiment should show that the magnetic field B at a point near a long straight wire is directly proportional to the current I in the wire and inversely proportional to the distance r from the wire. This relation is valid as long as r, the perpendicular distance to the wire, is much less than the distance to the ends of the wire (i.e. the wire is long). The proportionality constant is written as ?o/2? , thus, The value of the constant ?o, which is called the permeability of free space, is 4? ? 10-7 H m-1. Procedure The circuit was set up as shown below. The signal generator was set to 5 kHz. The CRO was adjusted such that a trace was displayed. The frequency was changed to find out how the trace on the CRO was affected. The output of the signal generator was adjusted to produce a current. The time base was

  • Word count: 921
  • Level: AS and A Level
  • Subject: Science
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Using a search coil and CRO to investigate the magnetic fields generated by alternating currents (A.C.) through a straight wire and a slinky solenoid.

Name: Pyrrhus Choi Tsz Kiu Date: 01-03-2010 Class: 6S Class no.: 8 Marks: /10 C15. Investigation of Magnetic Fields by Search Coil (Brief Report) In the report, all the number will be taken in exact or 3 sig. fig. Objective: Using a search coil and CRO to investigate the magnetic fields generated by alternating currents (A.C.) through a straight wire and a slinky solenoid. Part A. Magnetic field around straight wire Measuring the magnetic field generated 2cm away from the centre of the straight wire by search coil. Result Table of the Induced E.M.F. (?) of the Search Coil against Current (I) Induced E.M.F. (?) / V 0.5 0.6 0.7 0.8 0.9 .0 .1 .2 .3 .4 .5 Current (I) / A 0.8 .0 .12 .28 .40 .56 .80 2.0 2.1 2.3 2.5 Relationship between the potential different across the capacitor and the time From the above V-t graph, the curve is a straight line passes through origin. Hence, the potential difference across the capacitor is directly proportional to the time for the CRO trace to rise in steps of 1V and the slope () which represented the charging rate, is constant. Relationship between the charge stored in the capacitor and the potential different across it when the charging current is constant The area of the graph (Vt) represented the charge stored in the capacitor. As the rate

  • Word count: 705
  • Level: AS and A Level
  • Subject: Science
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To see how the number of coils on an electromagnet affect its strength.

Title: Electromagnet Investigation Aim: To see how the number of coils on an electromagnet affect its strength. Scientific Knowledge: An electromagnet is a temporary magnet, meaning that it only goes and is in use, when you feel like it. Magnets have interesting properties. They can pull pieces of iron, cobalt or nickel towards them but not affect any other materials, even other metals such as copper or aluminium. When a magnet is freely suspended, it always comes to rest with the same pole facing north. This term is referred to as the 'north pole'; the other is the 'south pole'. If the north pole of a magnet is brought near to a south pole of a magnet, it will attract. However, if two poles are the same, they will repel meaning they will push away one another. This is where the saying is used, "Opposites attract." All of these things happen because they have magnetic fields around them. This 'field' can be easily seen if iron filings are shaken around a magnet. If you place a bar magnet with iron filings surrounding them, you can observe that the filings will be going around towards their respective poles on the other side. When you place iron fillings round a coil or solenoid, you will notice that the magnetic field round the solenoid has the same shape as the field round the bar magnet. You will also notice that the field inside the solenoid will be very strong and

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  • Level: AS and A Level
  • Subject: Science
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The history of Magnets and electromagnets.

Magnets and electromagnets have many uses, every electric motor, generator or transformer requires a magnetic field for it's operation. With the exception of a few special types, all use electromagnets. The magnets mounted on large cranes are used to lift heavy loads. Magnetism makes the generator supplying the electricity to your home work and the radio, telephone and most other electrical gadgets work. The properties of Magnetism were known to the Greeks as early as 700 B.C. It was found that a certain type of ore had the power to attract pieces of iron which were in it's vicinity. The discovery was made in a province called Magnesia, and the ore was given the name Magnetite after its place of discovery. The type of magnetite which exhibits magnetic properties is commonly known as Lodestone. Any material which exhibits these magnetic properties is called a Magnet. The first uses of magnetism were recorded by the Chinese, who are believed to have used suspended pieces of magnetite as compasses nearly 2000 years ago. Compasses were also used by the European navigators, but not until about 1200 A.D. Christopher Columbus was interested in the properties of magnetic compasses, and he made some important observations on the accuracy of compasses during his voyage to America in 1492. However, the first true study of magnetic properties was not attempted until 1600, when William

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  • Level: AS and A Level
  • Subject: Science
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Measuring Young modulus of copper

Physics TAS Full Report D1:Measuring Young modulus of copper 19-10-2006 Aim -To show that solid matter (copper wire) obeys Young modulus by finding the relationship between the load which is loaded at the end of the wire and extension of the copper wire. -To show that solid matter (copper wire) obeys Hooke's law in elastic deformation condition. Apparatus Copper wire Slotted mass with hanger (0.1kg each) G-clamp Adhesive label Wooden blocks Micrometer screw gauge Half-meter ruler Safety goggles Pulley on clamp Procedure . A micrometer screw gauge is used to measure the diameter d of the wire at 2 or 3 different points along its length and is taken the mean value. 2. The apparatus is set up on the bench as shown above. Be fixed an adhesive label on the wire as a marker. 3. Original length l of the wire from the wooden blocks to the marker is measured before be added slotted mass to the wire. 4. The wire is loaded in steps and be recorded the extension e produced. Data Analysis and Results . Measurements of the diameter of wire st measurement 2nd measurement 3rd measurement Diameter d/m 0.0003 0.0003 0.0003 Mean diameter of wire d = 0.0003m 2. Measurements of the original length of wire st measurement 2nd measurement 3rd measurement Length l/m 2.9960 2.6400 3.7730 3. Measurements of the extension of the wire with load and

  • Word count: 921
  • Level: AS and A Level
  • Subject: Science
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Young Modulus of Copper

Young Modulus of Copper Date of experiment : 23 / 9 / 2009 By 7M Lam Kai Lok (10) _ Group 4 Objectives : To measure the Young modulus of copper by finding its elastic limit first , followed by measuring the ratio of stress to strain within this range . Apparatus : 2 copper wires , 1 G-clamp , 2 wooden blocks , 1 half-meter rule , 1 meter rule , 1 micrometer screw gauge , 1 pulley clamp , 2 adhesive label and slotted masses with hanger Theory : Recalling the memory of Hooke's Law that we learn in F.6 , it states that the extension of the spring is directly proportional to the force applied on it , which is F = kx . What's more , when we examine the fundamental nature of the spring , we can see that spring is actually a rolled wire , therefore someone suggest that the Hooke's Law can also be applied to explain the relation between the force and the extension of a wire . After a lot of experiments , physicists have found that for most metals , the results obey Hooke's Law at the beginning ; However , after reaching a certain value , the results are not consistent with what the Hooke's Law states . Afterwards , they try to explain this with the atomic model and here below is the common behavior of some pure metals : As for this experiment , we are trying to verify the above results and find the Young modulus of copper , which is its stiffness . And this is going to

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  • Level: AS and A Level
  • Subject: Science
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Measurement of Young modulus of iron

Mok Man Hin 7B (19) D2 Measurement of Young modulus of iron Objective To find out the Young modulus of iron by adding water into the water bucker to increase the load of the iron wire held. Record the extension of the wire at difference mass of load and plot out a graph of the extension of the iron wire against the mass of the load to find out the Young modulus of the iron wire. Procedure . Measure the diameter of an iron wire at three different points along its length by a micrometer screw gauge. Take the mean value. Calculate its cross-sectional area (A). Data 1 Data 2 Data 3 Mean Diameter of iron wire / mm .15 .17 .16 .16 Cross-sectional area (A) = _____1.0568 x 10-6_m2________________________________ 3. Measure the distance between the wooden blocks and the sticker, i.e. the unstretched original length (?) of the copper wire. Unstretched original length (?) = ___2.42m_____________________________________ 4. Add 500c.c. of water as load (m) to the water bucker holding with iron wire. Measure the extension of the iron wire (e) from the ruler. 5. Repeat step 4 until the iron wire breaks. Tabulate the results. Mass of load (m) / kg 0 4 6 8 9 0 1 3 3.5 Extension (e) / m 0 0.01 0.012 0.016 0.018 0.02 0.024 0.115 0.143 6. Plot a graph of the extension (e) of the iron wire against the mass of the load (m). Find the slope of the graph.

  • Word count: 876
  • Level: AS and A Level
  • Subject: Science
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