Aurora- Light of Mystery.
Aurora - Light of Mystery What is aurora? Auroras, or polar lights, are the luminous phenomenon of the upper atmosphere occurs in high latitudes of both hemispheres. Auroras in the northern hemisphere are called aurora borealis and those in the south hemisphere are called aurora australis. Aurora (Latin for 'dawn') is beautiful and amazing lights which are visible in the dark sky in the poles. It can appear as many different forms, but usually it is a greenish quivering glow near the horizon. In 1621 the term 'aurora' was coined by the French astronomer. More and more observations were done and a concrete description was archived soon afterwards. Many theories were developed this phenomenon. Some suggested that it was the reflection of sunlight of artic light and some believed it was the firelight at the edge of the world; however both hypotheses are rejected because it was found that aurora was found 100-400km above the earth surface which is well beyond the atmosphere. Around the 17th century it has been discovered that it is caused by the interaction between energetic plasma particles from outside atmosphere with atoms of higher atmosphere. Till now, not all the questions about aurora have been answered, but with the escalating astronautic technology, we have a much better understanding on this puzzling phenomenon. How does aurora form? At every moment the sun is
Objectives: To determine the center of gravity of a body of irregular shapes
Experiment 2A: Centre of gravity of a body(irregular shape only) Objectives: To determine the center of gravity of a body of irregular shapes Experimental Design Apparatus: Name of apparatus Number Remarks Irregular shape board 3 pic Optical pin of cork pc Cellulose tape roll Scissors pair A4 sheet 3 pic Meter -rule pic Stand Clamp Experiment Set-up Description of design: In this experiment, we will determine the center of the gravity of the irregularly shaped wooden boards by setting up the apparatus as above. In this experiment, we have to find out the center of gravity of three irregularly shaped boards. On each board, there are three holes for us to hang them on stand and clamp. After marking and drawing the points and lines on the A4 sheet paper which is fixed on the wooden board by the cellulose tape. The intercept point of the lines is the center of the gravity of that irregularly shaped wooden board. Theory: Before finding the center of gravity of the irregularly shaped boards, we should know about the background of the experiment and the center of gravity: The center of gravity is a geometric property of any object. The center of gravity of system is the point where the gravitational force by the earth acts at. The center of gravity is the average location of the weight of an object. We can completely describe the motion of any object
The aim of the experiment is to verify the maximum power theorem and investigate the efficiency with which energy is transferred from a source of e.m.f to a load resistance.
Experiment 8: Energy Transfer in a D.C. Circuit Objectives: The aim of the experiment is to verify the maximum power theorem and investigate the efficiency with which energy is transferred from a source of e.m.f to a load resistance. Experimental Design Apparatus: Name of apparatus Number Battery of three dry cells with added artificial internal resistance (30?) Resistance box Ammeter With zero error (± 1 mA) Connecting wires Several Switch Setup: Description of design: In this experiment, we will verify the maximum power theorem by using the above circuit. When we vary the resistance of the resistance box provided, the potential differences across the resistance box and internal resistor, hence current drawn from the dry cell also is varied, so the ammeter can measure the current flowing in the circuit at different equivalent resistance of the circuit. Theory: Friction is a very common and important force in our daily life. Although friction may disturb our motion, many movements of our human also need the help of the friction. For example, friction between our shoes and the ground helps us to walk and the friction between the wheels and the ground also helps the car to move. So friction is essential for the motions in our daily life. Friction always opposes the motion performed by any object. It forms when two surfaces are in contact. It increases as
Experimenting with Thermocouples.
Physics AS Level Coursework Experimenting with Thermocouples Introduction For my sensor coursework, I have chosen to investigate the properties of thermocouples. A thermocouple is a sensor which detects a temperature difference, and produces a very small electrical output. "In 1822, an Estonian physician named Thomas Seebeck discovered (accidentally) that the junction between two metals generates a voltage which is a function of temperature. Thermocouples rely on this Seebeck effect. Although almost any two types of metal can be used to make a thermocouple, a number of standard types are used because they possess predictable output voltages and large temperature gradients." Source: http://www.picotech.com/applications/thermocouple.html Welding, or otherwise combining, two dissimilar metals can make a thermocouple. Varying the temperature of the junction where the two metals combine will produce a very small voltage and a very small current. However, if one attempts to connect the thermocouple to a Voltmeter, another thermocouple junction is made. This is at the point of contact, where the ends of the thermocouples meet the contacts of the Voltmeter, and causes problems, as it can lead to errors in the result. To compensate for this, a technique known as cold junction compensation (CJC) is used. This entails adding an extra wire of the first material at the end of the
I intend to investigate whether any correlation exists between the wavelength of light exerted upon a small solar cell impacts its rate of increase to response time
Amrik SadhraQOMFirst Report Solar Cell Response Times Quality Of Measurement Introduction For my quality of measurement coursework, I intend to investigate whether any correlation exists between the wavelength of light exerted upon a small solar cell impacts its rate of increase to ‘response time’ in any way. Response time in this scenario will be defined as the time required for the cell to reach its nominal voltage from 0v. The rate will be a measure of the response time divided by the voltage increase (measure of gradient). This will require the precise control of a number of variables; the largest being the co-ordination of light source start up and the voltage logging from the solar cell. The practical applications of a wavelengths affect on solar cells are limited. In the case of data transfer, much more tailored methods exist. However, a hobbyist could use the information obtained here to build a very cheap receiver and transceiver for the transmission of data, given the low costs of solar cells and their abundance in consumable electronics (calculators, garden lights etc.). The cells response time will dictate the rate of data transfer, as bits can be signified by the rise and fall of the cells voltage. The wavelength of light pulsed to generate these bits will need to extract the highest transfer speeds possible by coaxing a smaller response time from the
Maglev Trains And The Technology Behind Them (magnetism)
Maglev Trains And The Technology Behind Them Introduction Magnets Magnetism is a phenomenon that occurs when a moving charge exerts a force on other moving charges. The magnetic force caused by these moving charges sets up a field which in turn exerts a force on other moving charges. This magnetic field is found to be perpendicular to the velocity of the current. The force of the field decays with distance from the charge. Most magnets we come across are weak permanent magnets, such as fridge magnets and door catches. A permanent magnet is a material that is naturally magnetic, they set up magnetic fields by electrons circling an atom setting up magnetic fields. They are based on oxides of barium and iron. They have low field strength and would not be strong enough for use in Maglev trains. Lately, developments in magnet research have found rare earth-permanent magnets that have a much stronger magnetic field. These new magnets have become an important part of our everyday life being used in many everyday applications such as computers, CD players and mobile phones. It is these high performance magnets that are used in Maglev trains. The rare earth elements are scandium 21, yttrium 39 and lanthanide's 57-71. The principle of a Maglev (Magnetic Levitation) train is that it floats on a magnetic field and is propelled by a linear induction motor. They follow guidance tracks
resistivity if a nichrome wire
Aim: Throughout this experiment I aim to find out the resistivity of a nichrome wire. To do this I will measure the resistance of the nichrome wire at different lengths and from this I will be able to work out the resistance using the equation: Apparatus Apparatus Range Accuracy Purpose Quantity Nichrome wire N/A N/A This is the wire that I will be calculating the resistivity for. It's the subject of the investigation. Power pack 2V-12V ± 1 V The power pack is used, as it's a supply of the initial voltage. It also creates a potential difference in order for the flow of electrons to occur (current to flow). Crocodile clips n/a N/A I will be using these to hold them to the nichrome wire and to the voltmeter. I will use two to connect the wire to the voltmeter and the other end attached to 0m on the wire. The other two will be used to move along the different length on the wire, from 0.100m to 1.00m. 4 Micro screw Gauge 0-25mm ± 0.01mm This will help me measure the diameter of the nichrome wire. For this I can then be able to work out the cross sectional area of the wire by using the following equation: ?r2 Ruler stick 0m-1m ± 0.001m This is to measure the different length of the nichrome wire. Wires N/A N/A They are connectors in the circuit. They connect the wire to the power supply, the ammeter and to the voltmeter. 4 Ammeter 0-10
In this experiment I will be investigating the efficiency of a motor. I hope to calculate a range of results when the motor lifts varying weights.
AS Level Experiment Hermanjit Virk 12WSI Electric Motor Efficiency Coursework Plan Aim: In this experiment I will be investigating the efficiency of a motor. I hope to calculate a range of results when the motor lifts varying weights. Apparatus: Ammeter Circuit Leads Crocodile Clips G Clamp Motor Power Supply Ruler/ Scissors/ Tape Stop Watch Variable Resistor Voltmeter Weights Wire Diagram: Safety: In this experiment it is important to consider the safety aspects when carrying out this practical task; I will make sure of the following things before starting the experiment: * The circuit has been connected correctly according to the circuit diagram (Previous page) * Make sure that the connected leads are all working in order and are not tangled * Check that the motor is working correctly * The Power supply is working, and the voltage is not exceeding the limit * Check the circuit before starting and be standing during the experiment * A Mat should be placed on the floor as weights will land on to the ground Keeping the same Changing Current Length of string /Height Temperature Voltage Motor Weight Variables: Theory: Efficiency is often expressed as a percentage. What efficiency shows us is the power wasted in the experiment, not all the power is used efficiently as it is wasted when the power is being transferred. The power
Relationship Between U and V For a Convex Lens
SC 1 Relationship between u and v for a convex lens Prediction I think that when the length of 'u' increases (object distance), the length 'v' will decrease. (image distance.) Only when the object is greater than the focal length of the lens, is a real image is produced. If the object distance is nearer the focal length than a virtual image is produced. The virtual image has a negative distance from the lens, which means it can't be focused onto the screen. When plotting my results on graph, I will expect them to produce a curved line for u over v, producing a reciprocal graph. However a straight line when plotting 1/u over 1/v. Scientific Ideas This formulae for the focal length of an object: /focal length = 1/object distance + 1/image distance The following formulas are rearranged from the one above. This will help me throught my experiment, and with my scientific ideas. u = object distance f = focal length v = image distance (20.0 cm) (15.0 cm) (60.0 cm) f = 1 / (1/u + 1/v) 15 = 1 / (1/20 + 1/60) (FOCAL LENGTH) f = (uv) / (u + v) 15 = (20*60) / (20 + 60) u = 1 / (1/f - 1/v) 20 = 1 / (0.06 - 0.016) (OBJECT DISTANCE) u = (vf) / (v-f) 20 = (60*15) / (60-15) v = 1 / (1/f - 1/u) 60 = 1 / (0.06 - 0.05) (IMAGE DISTANCE) v = (uf) / (u-f) 60 = (20*15) / (20-15) FOCAL LENGTH = 15 cm u (cm) v (cm) 0.00 - 30.00 20.00 60.00 30.00 30.00
Determine the value of 'g', where 'g' is the acceleration due to gravity.
PHYSICS COURSEWORK AIM The aim of this investigation is to determine the value of 'g', where 'g' is the acceleration due to gravity. The value will be determined using the simple harmonic motion of a mass spring system. PREDICTION The aim of this investigation is to determine the value of gravity. I believe that my value of 'g' will be around 9.81ms-2 because the published value of gravity is 9.81ms-2 for reference check (http://www.egglescliffe.org.uk/physics/gravitation/bifilar/bif.html). This value was first discovered by a very famous scientist Isaac Newton. As we are talking about acceleration, we can consider formula's associated with it:- We know (if signs are ignored) * a- acceleration * - constant * - displacement * m- is the mass of the system The force causing the acceleration (a) at displacement () is ma, therefore ma/is force per unit displacement. Hence:- The period T of the simple harmonic motion is given by:- AND This shows that T increases if:- * the mass of the oscillating system increases * the force per unit displacement decreases HOOKE'S LAW Hooke's law states that the extension of a spring (or other stretch object) is directly proportional to the force acting on it. This law is only true if the elastic limit of the object has not been reached. * F- force acting on the spring * e- extension of a spring due to the force
