The aim of the investigation is to calculate the young's modulus of copper and constantan wire, using five different diameters.

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Data handling coursework

Introduction

Aim

The aim of the investigation is to calculate the young’s modulus of copper and constantan wire, using five different diameters.

Prediction

I predict that the stress Vs strain graph for copper and constantan will look like: -

I predict that the copper and constantan wires will follow the same pattern, as constantan is an alloy of copper, it is normally 60% copper and 40% nickel.

Background information

Young's modulus is given by tensile stress divided by tensile (the direction it is in tension) strain. E = tensile stress / tensile strain Young’s modulus E is a constant for the same range over which Hooke`s law can be applied.  Stress is the force per unit cross sectional area on a wire, and hence has  of N m-2 or Pascal’s, it is a measure of the strength of the material.   Strain is the extension divided by the original length, and hence has no, it measures the length at which the material will stretch.

Young’s modulus (E) measures a material’s elastic response in tension; it is normally measured from the stress/strain curve. It establishes the strength of a material.  In metals and ceramics E is constant for the material, which doesn't change much with alloying.

Method

Diagram

                        

Method

Firstly the wire that was being tested was cut out to a length of just over 1m, two wires of the length were cut out.  The reason why they are cut just over 1m is because the wire has to be attached to the equipment and this takes up some of the wire.  Before the wires are attached to the equipment the diameter of the wire was measured, measurements were taken at three different points of the wire and an average was taken, this was to make sure that throughout the wire was the same diameter.  It is important to take the diameter of the wire as it is needed to work out the area of the wire.  The area of the wire needs to be calculated to work out the stress of the wire (Force/area).  The reference wire and the test wire was then hung on the bracket attached to the ceiling, this is where the wire was measured to 1m, it was important that the test wire was the same length throughout the experiment, so that the extension of the wires could be compared to one another and it would also be better for working out the strain of the wire.  As the wires were not entirely straight test weights were added to the reference wire and the test wire to help straighten out the wire, the test weights that was added was 500g (approximately 5N).  The test weights were added for 2 minutes and this was timed using a stopwatch. After these 2 minutes was up the spirit level was level and the reading on the vernier scale was recorded.  Then 200g were added to the test wire and not the reference wire, as the reference wire was there to show how much the test wire had stretched.  The 200g was added for 2 minutes, the reason this was done as the wire may not have reacted to the weight being added straight away, therefore decided to time the amount of time the weights were added so that the experiment was kept fair and accurate.  After the 2 minutes were up the spirit level was levelled up again and then new reading on the vernier scale was recorded and this then gave us the extension of the wire.  This was repeated with the adding of weights 400g, 600g, 800g and 1000g.  To eliminate any inaccuracy each wire was tested 3 times, this is so any errors where averaged out.  The extension of the wire is needed to calculate the strain of the wire (extension of wire/original length)

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This experiment was repeated with all the different thickness for copper and constantan wires. As we are using weights and the wires could snap at any time it is important to take into considerations the safety aspects.  In case the wire does snap goggles should be worn and also a trap of sand should be place underneath the weights so that if the weights do fall they fall into the tray of sand instead of on our toes or on the floor.

        

Fair Test

To make the experiment as fair and accurate as possible only ...

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