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EI5: Circuits 19
EI7: Magnetism 27
EI8: Electromagnetism 31
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Workshop Tutorials for Introductory Physics
EI1: Charge and Coulomb’s Law
A. Review of Basic Ideas:
Discussion Question
Why do you think it is easier to charge something up by the transfer of electrons rather than protons?
B. Activity Questions:
1. Tape Charge
Stick two strips of tape on to the desk, then peel them off.
Hang them close to each other and see what happens. Explain your observations.
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3. Charged rods
Charge up the various rods using different materials.
How do the items become charged?
Balance a charged rod on a watch glass. How can you accelerate it without touching or blowing on it?
C. Qualitative Questions:
1. Newton’s law of gravitation says that the force between any two objects with masses m1 and m2 is
proportional to the product of the masses and decreases with the square of the distance between them:
Gm1 m 2
FG = r2 .
How is Newton’s law of gravitation similar to Coulomb’s law? How is it different? What about the force
between charges and masses?
2. In a simple (but not very accurate) model of the helium atom, two electrons (each of charge = -e) orbit
a nucleus consisting of two protons (charge = +2e) and two neutrons (charge = 0). Is the magnitude of the
force exerted on the nucleus by one of the two electrons less than the force exerted on the electron by the
nucleus? Explain your answer.
D. Quantitative Question:
You are at the college ball and are about to impress all the girls with your levitating cat trick. You take a
pair of identical, 2.0 kg, unconscious Persian cats from your bag and rub them vigorously against a glass
table top. You then carefully place one cat on the (non-conducting) floor and hold the other a metre
above it. There is an expectant hush as you let go of the raised cat.
a. How much charge will you need to have accumulated on each cat’s fur (assuming the same on each)
for the cat to levitate at 1 m above the other?
b. How many excess (or deficit) electrons is this required charge equivalent to?
4
Workshop Tutorials for Introductory Physics
Solutions to EI1: Charge and Coulomb’s Law
A. Review of Basic Ideas:
Discussion Question
Protons are in the nucleus of an atom, surrounded by electrons. It takes much less energy to move
electrons from one atom to another than to break up the nucleus (nuclear fission) to allow protons to be
moved. (An exception is the hydrogen nucleus which is a single proton.) Charging can also occur by
moving whole atoms or molecules.
B. Activity Questions:
1. Tape Charge
Large organic molecules, such as are found in sticky tape or
pull off,
combs and hair or glass/plastic and cloth/fur, break easily and stick tape tape repels
leave these items charged. The tape pieces repel each other on desk
because they have picked up a net charge, so there is an electric
field between them due to the charges. Hence they can interact
without touching.
C. Qualitative Questions:
kq1q2
2. Coulomb’s law for electrostatics: FE = r2 .
kq1q2 k ( − e )( 2 e )
The force on one electron in the helium atom due to the nucleus is F = r 2 = r2 ,
where r is the distance from the nucleus to the electron, -e is the charge on the electron and +2e is the
charge of the nucleus due to the two protons it contains.
k ( − e )( 2 e )
The force on that one electron due to the nucleus is F = r2 , which has exactly the same
magnitude as the force on the nucleus due to that electron, not less. Note that this is also the case for the
gravitational force, the force on the Earth due to the gravitational attraction of a thrown tennis ball is the
same as the force on the ball due to the earth. These are action reaction pairs, and Newton’s third law
tells us that they must experience equal and opposite forces.
D. Quantitative Question:
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Workshop Tutorials for Introductory Physics
EI2: Electric Fields
A. Review of Basic Ideas:
Electric Fields
In science fiction movies there are often _______ _______ protecting planets and spaceships from
enemy attack, or being used in “_________ beams” to abduct people. In physics, fields are used to
explain action, or force, at a distance. We constantly experience a force due to Earth’s gravitational field,
even when we are not in contact with the Earth. Hence we are always trapped by the Earth’s
___________ force field. This is due to the interaction of masses at a distance. Electric charges also
interact at a distance, attracting or repelling each other, and they do this via an ________ field.
The way we can tell if there is an electric field somewhere is to put a very ______ test charge at rest
at that position and see if it experiences a force. The electric field, E, at a point in space is defined as the
electric _______, F, acting on a ________ test charge divided by the magnitude of the test charge, E =
F/q0, where q0 is the magnitude of the charge. So if our test charge ________, it must be experiencing a
force, and hence there must be a field there. If we know the mass of the particle and we can measure its
acceleration then we can find the force acting on it using _______ second law (F = ma). The field is then
the force per unit charge at that point.
A convenient way of representing fields is by drawing field _______. We can draw a field line by
imagining a test charge at a point and drawing an ________ showing the direction of any force acting on
the test charge. At any point in space the ________ to the field line tells you the direction of the force
acting on a test charge at that point.
Discussion Question
Explain why field lines lead away from positive charges and towards negative charges.
B. Activity Questions:
2. Confused bubbles
Bubbles blown towards a van de Graaff generator behave in different ways.
Identify some patterns of behaviour.
Are the bubbles initially neutral?
Why would bubbles be attracted or repelled by the generator?
3. Ball in a capacitor
Explain what is happening to the ping pong ball.
Why is it behaving in this manner?
How would it behave if you removed the aluminium foil?
Draw the field lines for the capacitor plates.
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C. Qualitative Questions:
1. You charge up a cat by brushing it with a plastic comb so that the cat now has charge +q and the comb
has charge –q. You charge up a test mouse to +1nC with a second comb, take that comb a long way
away, then place the test mouse at different points in the room with the cat and the comb as shown below.
(The room has a non-conducting floor.) Treat the cat and comb as point charges.
+q -q
A C E F
D
a. Draw vectors showing the electric force on the test mouse at positions A, B, C, D, E and F. Draw the
forces due to each charge and the net force.
b. Rank the magnitudes of the electric force on the test mouse at points A, C, E and F.
c. Rank the magnitudes of the electric field at points A, C E and F.
d. Explain how and why your answers to part b are related to your answer for part c.
e. Draw vectors showing the electric field at positions A, B, C, D, E and F. Use these vectors to help you
draw field lines for the cat-comb combination.
f. Are field lines “real”? Explain your answer.
V
2. Many factories use dust precipitators in their chimneys to
remove airborne pollutants. The large electric field causes
molecules to be ionized, and free electrons can attach to dust
particles making them charged. The smoke or dust particles are
attracted to the plates, and stick to them rather than being released
into the atmosphere. The use of these precipitators has led to a
major reduction in the levels of air pollution from factories.
In one such precipitator a pair of plates are placed in the square
chimney with a large potential difference across them. A dust
particle rising up the chimney has a charge of -1e.
a. Draw field lines for the arrangement shown.
b. Sketch the path of this particle as it ascends the chimney.
c. Sketch the path of a dust particle with a charge -2e which is rising up the chimney. How will its path
be different to that of the particle with charge 1e if they both have the same mass?
D. Quantitative Question:
When atoms form ionic bonds one electron is transferred from one atom to the other. This is how sodium
and chlorine bind to form sodium chloride (salt). In a salt crystal the sodium is Na+ and the chlorine is Cl-
, each with a charge of ±1e. They are separated in a salt crystal by 0.28 nm.
Consider only a single pair of ions, Na+Cl-, bound together.
a. What is the field at a point halfway between the two ions?
b. Draw a diagram showing the two ions. Draw a straight line between the two ions and extend it out to
either side. Will there be any point on the line where the force on another Na+ ion will be zero? If so,
show on your diagram approximately where this point would be.
c. If you had a salt molecule with a calcium ion, Ca++, in place of the Na+ would there be any point on
this line where the second Na+ would experience no force? If so, show on your diagram approximately
where this point would be.
d. If there is such a point, what will the field at that point be?
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Workshop Tutorials for Introductory Physics
Solutions to EI2: Electric Fields
A. Review of Basic Ideas:
Electric Fields
In science fiction movies there are often force fields protecting planets and spaceships from enemy attack, or
being used in “tractor beams” to abduct people. In physics, fields are used to explain action, or force, at a distance.
We constantly experience a force due to Earth’s gravitational field, even when we are not in contact with the Earth.
Hence we are always trapped by the Earth’s gravitational force field. This is due to the interaction of masses at a
distance. Electric charges also interact at a distance, attracting or repelling each other, and they do this via an
electric field.
The way we can tell if there is an electric field somewhere is to put a very small test charge at rest at that
position and see if it experiences a force. The electric field, E, at a point in space is defined as the electric force, F,
acting on a positive test charge divided by the magnitude of the test charge, E = F/q0, where q0 is the magnitude of
the charge. So if our test charge accelerates, it must be experiencing a force, and hence there must be a field there.
If we know the mass of the particle and we can measure its acceleration then we can find the force acting on it
using Newton’s second law (F = ma). The field is then the force per unit charge at that point.
A convenient way of representing fields is by drawing field lines. We can draw a field line by imagining a
test charge at a point and drawing an arrow showing the direction of any force acting on the test charge. At any
point in space the tangent to the field line tells you the direction of the force acting on a test charge at that point.
Discussion Question
Field lines show the direction of force on a positive test charge, the definition of the electric field is the
force per unit charge on a small positive test charge. The force on a positive test charge due to another
positive charge is always repulsive, the force is away from the positive charge, hence field lines point
away from positive charges. A positive test charge will be attracted to a negative charge, and will
experience a force towards the negative charge, hence field lines lead towards negative charges.
B. Activity Questions:
2. Confused bubbles
The bubbles are initially neutral. The positively charged dome of the van de Graaf generator attracts negative
charges which move around to the side of the bubble facing the dome. This bubble will now be attracted to the
dome. The other side of the bubble will be positively charged and if the bubble bursts, those behind it may be
splashed with this excess positive charge and become positively charged and be repelled by the dome.
3. Ball in a capacitor
A ping-pong ball bounces continuously in between the two charged plates of a
capacitor. When it contacts with one plate it picks up sufficient charge to
accelerate towards the oppositely charged plate. When the foil is removed the ball
still bounces, but much more slowly because it takes a longer time to charge.
The field lines are shown opposite. The lines point from the positive plate to the
negative plate, they are parallel near the middle of the plates and curve outwards
near the edges of the plates + -
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C. Qualitative Questions:
1. +q -q
a.
A C E F
D
B
key:
Fnet Fcat Fcomb
b. Points C and E are both 2 grid squares away from one charge and 6.5 squares from the other, and the forces are
in the same direction (towards the comb). F is two grid squares away from the comb, and 10.5 from the cat, a test
charge here experiences a strong force towards the comb, but also a weak force in the opposite direction due to the
cat, so the total force is weaker here than at C or E. The force at A is the weakest as it is 4 grid squares away from
the cat, so it feels a relatively weak force from the cat, and is also very weakly attracted towards the comb.
Electric force at C = Electric force at E > Electric force at F > Electric force at A.
c. Electric field at C = Electric field at E > Electric field at F > Electric field at A.
d. The electric field at any point is defined in terms of the electrostatic force that would be exerted on a positive
test charge at that point. E = F/qo. The vector representing the force is a tangent to the field line.
e. +q -q
A C E F
D
f. Field lines are not real, they are a convenient way of representing the field, which is a way of
representing forces acting at a distance.
E
2. Dust precipitators to remove airborne pollutants.
a, b. See diagram opposite. The particles follow a parabolic -e
path, much like projectiles in a gravitational field.
c. The force on the particle with charge -2e will be greater,
hence it will be more strongly attracted to the positive plate. -2e
Note that we are ignoring other forces here such as buoyancy
and drag.
D. Quantitative Question:
a. The field will be equal to the field due to the Na+ plus that due to the Cl-. These will be in the same
direction as the Cl- will attract a positive point charge, and the Na+ will repel it. The total field is in the
direction from the sodium ion to the chlorine ion.
ke − ke
Etotal=ENa+ECl = - r 2 - r 2 =1.4×1011 N.C-1
b. There is no such point in this case. If in this region Na+ in this region in this region
Cl-
the new Na+ is to the left of the original the new Na+ the new Na+ the new Na+
Na+ it will move away from it. If it is moves this moves this moves this
+ way way way
anywhere to the right of the original Na it
will move towards the Cl-.
c. With a Ca++ there will be a point to the right where the attraction of the Cl- is balanced by the
repulsion of the Ca++. You can calculate where this point is by setting the force due to the Cl- equal to
that due to the Ca++ and solving for r.
d. If there is no force, there is no field, hence the field at this point will be zero.
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Workshop Tutorials for Introductory Physics
EI3: Electric Potential
A. Review of Basic Ideas:
B. Activity Questions:
1. Equipotentials
Use the probes to find lines which have the same potentials all the way along them.
These are called equipotential lines.
How can you use these equipotential lines to draw field lines?
2. Batteries I
Examine the different batteries.
What does a battery do? Explain how energy is stored in a battery.
3. Measuring voltages
Use the voltmeter to measure the potential differences across the terminals of the various batteries.
Use the voltmeter to measure the potential difference between two points on the wire.
Now measure the potential difference between one end of the resistor and the other.
Explain why they are different.
Voltmeters are always connected in parallel with the device you are measuring the voltage across.
Why is this the case?
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C. Qualitative Questions:
1. When we talk about gravity we usually talk about gravitational potential energy, and not gravitational
potential. In electrostatics we do the opposite – we usually talk about electric potential rather than electric
potential energy.
a. What is the difference between electric potential and electric potential energy?
b. Why is the electric potential energy of a pair of like charges positive and the electric potential energy
of a pair of unlike charges negative?
c. Is the gravitational potential energy of a pair of massive bodies such as the Earth and the moon
positive or negative?
2. Many factories use dust precipitators in their chimneys to remove airborne pollutants. In one such
precipitator a pair of plates is placed in the square chimney with a potential difference of 2 kV between
them. The large electric field causes molecules to be ionized. Free electrons and ions can then attach to
dust particles making them charged. Suppose that a dust particle in the chimney has a charge of +1e.
a. Draw field lines and lines of equipotential for the
arrangement shown. 2 kV
b. If the dust particle starts from rest at point O, half way
between the plates, will it move towards point A or B?
c. Will the system gain or lose electric potential energy?
Where does this change in energy come from?
d. Repeat parts b and c for a particle with a charge of –2e. A O B
Will the change in electric potential energy be greater, less
than or the same for this particle for a given distance
traveled?
e. Rank the electric potential at points A, B and O.
D. Quantitative Question:
B. Activity Questions:
1. Equipotentials
Equipotentials are surfaces on which the electric potential is constant. Field lines represent the magnitude and
direction of forces. Field lines are always perpendicular to equipotentials, so you can use equipotentials to draw
field lines (or vice versa). Note that there is no work done moving a charge along an equipotential because the
force is perpendicular to the displacement, and there is no change in potential energy.
2. Batteries I
A typical electrochemical cell ("battery" in ordinary language) consists of two electrodes, which are often metals,
immersed in an electrolyte solution. The materials are chosen so that ions from one of the electrodes are readily
soluble in the electrolyte, but when the cell is not connected to anything that process of solution is balanced by a
separation of electric charge across the electrode-electrolyte boundary, which pulls ions from solution back onto
the electrode. At the other electrode there is a similar equilibrium with the opposite charge separation giving a
balance between ions being deposited on the electrode and dissolved. This gives oppositely charged electrodes
with a potential difference between them. When an external conducting path between the two electrodes is
connected, it can supply electrons to one electrode and extract them from the other, destroying the previous
equilibria at the electrodes and providing a current in the external circuit. The chemical processes of solution and
deposition at the electrodes can proceed and will continue to maintain a potential difference between the electrodes
until the chemicals are exhausted.
Energy supplied to the external circuit comes at the expense of the energy of the system of electrodes and
electrolytes. In those kinds of batteries which are "rechargeable" (actually they are not recharged, they are re-
energised), the processes can be reversed and energy is put back into the chemical system.
3. Measuring voltages
The resistance of the wire is much less than that of the resistor. Since the value of the current in both wire and
resistor must be the same, using V = IR we can see that the potential difference across the whole wire must be much
smaller than the potential difference across the resistor. The potential difference between any two points on the
wire is probably so small that you could not measure it.
To say that a voltmeter is connected "in parallel" is just a fancy way of saying that you connect its terminals to
the two points for which you want to know the potential difference. Since there is usually something else like a
resistor already connected between those two points people say that the voltmeter and the resistor are "in parallel".
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C. Qualitative Questions:
2. Dust precipitators.
a. See diagram opposite.
b. The dust particle in the chimney has a charge of +1e, equipotentials
hence it will be attracted to the negative plate and
repelled by the positive plate, and will move towards A O B
point B.
c. It will lose electric potential energy in doing this, field lines
just as a ball falling to earth loses gravitational potential
energy. The dust particle will accelerate, gaining kinetic
energy as it moves from O to B.
d. A particle with charge –2e will move towards A. It will also lose potential energy and gain kinetic
energy, but as it’s charge is twice as great it will have twice the electric potential energy as the +1e
particle, and twice as much potential energy will be converted to kinetic energy for a given distance.
e. The electric potential is highest at point A and lowest at point B; it decreases as you move from
positive to negative.
D. Quantitative Question:
Discussion question
If electrical potential energy is "lost" in resistors, where does it go?
B. Activity Questions:
1. Ohm's law
Use the variable voltage supply and the current meter to fõnd the resistance of the mystery resistor.
Check your result with the resistor colour code provided.
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3. Batteries II
Examine the circuits containing the batteries.
In which direction is the current flowing in each circuit? In which direction are the electrons moving?
What is the role of the battery?
C. Qualitative Questions:
1. Many devices use a power supply or charger, such as mobile phones and electronic toys. The power
supply uses gives the voltage and current that it supplies to the device. a. What is the difference between
voltage and current? b. Can you have a voltage without a current? If yes, give an example. c. Can you
have a current without a voltage? If yes, give an example. d. What are the conditions required for a
current to flow?
2. Rebecca has gotten home from university after dark and accidentally left her headlights on, so that the
next morning her car battery is flat. Brent kindly offers to recharge her battery using his car’s battery. He
first gets out a multimeter to check that the problem is with the battery. He measures the potential across
Rebecca’s battery terminals to be 10 V, and that across his own battery to be 12.5 V. a. To which
terminal of Rebecca’s car battery should Brent connect the positive terminal of his car’s battery? Why?
b. Draw a circuit diagram showing how the batteries should be connected. Show how the current will
flow in this circuit.
D. Quantitative Question:
Cell membranes are made up of a double layer of fats, about 6.0 nm thick, as shown below.
Inside the cell there is an excess of negative ions, mostly Cl-, and outside there is an excess of positive
ions, mostly Na+. A nerve cell maintains an electric field of around 1.0×107 V.m-1across its cell
membrane.
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Workshop Tutorials for Introductory Physics
Solutions to EI4: Voltage and Current
A. Review of Basic Ideas;
Discussion question
A battery or power supply provides electrical potential energy, which drives a current around the
circuit. The greater the resistance, the less current will flow, because electrical potential energy is
dissipated as heat or thermal energy when there is a current flow through any object which has
resistance. (Note that the electrons do not “bank up” in the resistor, the current is constant around a
single loop circuit, resistor just reduce the flow, not accumulate electrons.)
B. Activity Questions:
1. Ohm’s law
Resistors are designed to obey Ohm’s law, which says that the resistance is R = V/I. Using your
measurements of the voltage and current you can calculate the resistance of the mystery resistor.
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3. Batteries II
The person responsible for naming positive and negative charge was Benjamin Franklin who did not
know that the charge carriers in a metal are really negatively charged electrons. So we are stuck with the
notion of conventional current which we imagine to be a flow of positive charge, out of a battery’s
positive terminal, through a conducting path, and into its negative terminal. Some people like to be more
realistic and imagine the actual flow of electrons in the opposite direction. Provided either convention is
kept constant in calculating variables in a circuit, you will obtain the correct answer.
The battery provides an electrical potential difference which causes a current to flow.
C. Qualitative Questions:
A cell membrane is about 6.0 nm thick, and has an electric field of around 1.0×107 V.m-1across it.
a. Assuming a uniform field, E = V/d. Rearranging for V gives
V = Ed = 1.0×107 V.m-1 × 6.0 × 10-9 m = 0.060 V = 60 mV.
b. Given the potential difference across the membrane and the current flowing through the membrane
we can use Ohm’s law to calculate the membrane resistance: R = V/I = 0.060 V/ 0.1 × 10-3 A = 600Ω.
c. If the membrane resistance was 100 Ω, the current would be
I = V/ R = 0.060 V /100 Ω = 6 × 10-4 A Ω = 0.60 mA.
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Workshop Tutorials for Introductory Physics
EI5: Circuits
A. Review of Basic Ideas:
Discussion questions
Can you have a voltage without a current? If yes, give an example.
Can you have a current without a voltage? If yes, give an example.
B. Activity Questions:
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4. Simple membrane model – resistors in parallel
Cell membranes have channels through them which can open and close allowing current (ions) to flow
into or out of the cell. This can be modeled as switches and resistors in parallel.
Close one of the switches, leaving the rest open. Measure the resistance of the membrane.
Close each of the switches, and measure the resistance each time you add another resistor in parallel.
What is happening to the total resistance? Why?
What effect does this have on the total current flow through the membrane?
C. Qualitative Questions:
Consider the circuit containing 5 identical globes shown below. (Treat the globes as if they obey Ohm’s
law, even though real light globes are not Ohmic.)
C
A
V D E
B
Rank the globes, A to E, in order of increasing brightness. (Note that some may have equal brightness.)
You may want to redraw the circuit.
2. Rebecca is helping Brent study for a test on circuit theory. Brent is having trouble remembering
Kirchhoff’s rules. Kirchhoff’s rule for junctions states that the total currents going into a junction must be
equal to the total currents coming out of a junction. Kirchhoff’s rule for loops says that the sum of all the
potential changes around a loop must be zero. Rebecca tells him that these things are pretty obvious, and
are really just statements of conservation of charge and conservation of energy. How can Rebecca justify
this claim? (Hint: the potential difference (or voltage) between two points is the difference in potential
energy per unit charge at those points.)
D. Quantitative Question:
Two simple circuits containing a power supply and appliances which act as resistors
are shown below. In Australia the power supplied to households is an alternating (oscillating) voltage
which we will treat as a 240 V battery.
1. 2.
Rjug
Jug
Rtoaster
Rtoaster
Rjug
The toaster has an operating resistance of 30 Ω and the electric jug has a resistance of 40 Ω.
a. Calculate the total resistance of each circuit.
b. What is the current flowing through the toaster in each circuit?
c. What is the current flowing through the jug in each circuit?
d. Circuit 1 is wired in series with the power source. What would happen if the toaster burnt out? Why
are houses usually wired in parallel with the power source, as in circuit 2?
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Workshop Tutorials for Introductory Physics
Solutions to EI5: Circuits
A. Review of Basic Ideas:
Power, energy and electrical circuits.
When you switch on a battery-powered radio, you’re using electrical energy. You can often find the rate of
energy consumption written on the back of the radio as so many watts. This rate at which the radio uses energy
is called power (P) and it depends on both the voltage (V) supplied by the battery and the total current (I) from
the battery, through the relation: P = VI. If the power consumption is constant then the energy (E) used in a time
interval (∆t) is given by E = P∆t.
Similar relations hold for appliances which run on mains electricity which supplies an alternating current,
AC. Although the AC voltage and current vary very rapidly, the average voltage, average current and average
power consumption are still connected via the relation P = VI.
A radio uses electrical energy to produce sound and quite a lot of thermal energy which leaves the radio
as heat. As far as energy consumption goes, we can treat most appliances, like radios and toasters, as pure
resistors. You can work out the effective resistance of an appliance by using the relation that voltage equals
current × resistance, V=IR.
From this relation you can see that for a given voltage, the more resistance you have, the less the current
will be, which seems very sensible. A resistor is like a fatty deposit in an artery, slowing down the flow of blood,
or speed humps slowing down the flow of traffic. When you have resistors in parallel, their total resistance is
less, because it’s like having two lanes instead of one, so more traffic can flow. When you have two parallel
electrical paths the electrons can flow down two paths, so you get more current, even though there are more
resistors!
Discussion questions:
You can have a voltage without a current. Any time charges are separated there is a voltage, for example
in a battery or a cell membrane. Current only flows if there is a conducting path for it to flow along.
You cannot cause a current to flow without a voltage. The voltage supplies the force which pushes the
charges, and makes them flow, which is a current. In normal materials there must be an accompanying
voltage to allow current flow to continue. In a superconductor the voltage can be removed once the
current is established, and the current will continue to flow, but the voltage is necessary to start the flow.
B. Activity Questions:
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4. Simple membrane model – resistors in parallel
When resistors are connected in parallel the total resistance is less than any individual resistance. There
are more paths for the current to flow along, and so the total current is greater. Resistance is the voltage
divided by the current, R = V/I, so a larger current means a smaller resistance for a given voltage supply.
C. Qualitative Questions:
1. You can redraw the circuit as shown. C
The voltage is the same across each arm of the circuit. A
The potential difference across each of A and B will be V V
½V. In the second arm we have globes, which we can D E
treat as resistors in a combination of series and parallel. B
The total resistance of D and E will be half that of each
of them individually, which is also half that of globe C.
Hence the resistance of this arm is 3/2 times that of a single globe. Globe C will have a potential
difference of 2/3 of the voltage V, and D and E will each have 1/3 V. Brightness increases with power
which goes like the V2, so we can rank the brightness by ranking the voltages. Hence the order of
brightness will be C → A & B → D & E (brightest to dimmest).
2. Kirchhoff’s rule for junctions states that the total currents going into a junction must be equal to the
total currents coming out of a junction. This is a statement of conservation of charge, as current is just a
flow of charge. Charge must be conserved, so whatever flows into a junction must flow out again. If it
didn’t come out again, or if more came out than went in, then charge is either being created or destroyed.
Each point in space has only one value of electrical potential at any time. Work your way mentally
around any closed path, noting and adding up all the changes in potential as you go, making sure to count
decreases as negative changes and increases as positive. When you get back to the starting point the sum
must be the potential that you started with. In a circuit with just one battery, any loop which includes the
battery will include a rise in potential across the battery and drops (or no change) everywhere else. The
connection with energy conservation is that if you imagine that you were to take a little test charge
around the loop, then the potential energy of the system at the end would be the same as it was when you
started. Remember that potential is defined as potential energy per unit charge.
D. Quantitative Question:
Two simple circuits containing a power supply and appliances which act as resistors are shown.
1. 2.
Rjug
Jug
Rtoaster
Rtoaster
Rjug
a. The total resistance of circuit 1 is simply Rtoaster + Rjug = 30Ω + 40Ω = 70Ω
In circuit 2 the resistors are in parallel, so we need to use
(1/ Rtotal ) = (1/ Rtoaster ) + (1/ Rjug) = 1/30 + 1/40 = 0.0583 so Rtotal = 1/0.0583 = 14.1Ω
b. In circuit 1 the same current is flowing through both appliances.
Using V=IR, we get I = V/R = 240/70 = 3.4 A.
In circuit 2 the current is different in each “arm” of the circuit. Itoaster = V/R = 240/30 = 8 A.
c. In circuit 1: Ijug = Itoaster = 3.4A, and in circuit 2: I = V/R = 240/40 = 6 A.
d. If the toaster burnt out in circuit 1, the circuit would be incomplete, or open, and no current could flow,
so you could not operate the jug either. This would be very inconvenient, so houses are wired in parallel.
Another reason is that appliances are usually designed to operate at a specific voltage, wiring everything
in parallel means that everything has the same voltage across it.
22
Workshop Tutorials for Introductory Physics
EI6: Electrical Safety
A. Review of Basic Ideas:
B. Activity Questions:
1. Toaster man
The ammeter (measures current) is connected at the heart position. What do you notice when you change
the position of the connection from the “boot” to the “skin”?
After the power supply has been on for a while, feel the resistors. What do you notice?
First aiders always look for burns on victims of electrocution. Why?
3. Earth connections
Examine the appliances.
Which ones are properly Earthed? How can you tell?
23
C. Qualitative Questions:
2. You and your lab partner are working with electrical equipment. You see him touching two different
pieces of electrical equipment at the same time.
a. Why would you explain to him that this is a dangerous procedure?
Unfortunately he takes no notice of your warnings and he receives an electric shock!
b. Explain what procedures you would follow to save his life, without endangering yourself.
D. Quantitative Question:
Brian the builder has drilled into a power cable in a wall, using a drill which is not Earthed. The voltage
across the two live cables is 240 V, and the voltage between the drill and the Earth is also 240 V. Brian is
wearing his good rubber soled boots which have a resistance of 10 MΩ, and his skin resistance is 10 kΩ.
The internal body resistance is only around 100 Ω altogether.
a. Draw a circuit diagram showing the resistances the current can pass through to get from the drill,
through Brian, to the ground.
b. Calculate the total resistance of this current path.
It takes only as little as 10 mA through the heart to cause a human heart to fibrillate and stop beating.
c. What current will pass through Brian? Is he going to survive?
d. What current would pass through Brian if he was working barefoot?
24
Workshop Tutorials for Introductory Physics
Solutions to EI6: Electrical Safety
A. Review of Basic Ideas:
B. Activity Questions:
1. Toaster Man
For a given voltage, the greater the resistance the less current can flow,
and the less likely toaster man is to be electrocuted. Electricians wear
rubber soled shoes to increase the resistance between themselves and knife
the Earth, decreasing any possible current flow through themselves. flow of
First aiders look for burns on people who have had an electric shock as Toaster current
the skin and internal organs act as resistors, dissipating electrical
potential energy as thermal energy.
1. current
current
a. not Earthed.
b. Earthed.
D. Quantitative Question:
Brian the builder has drilled into a power cable in a wall, using a drill which is not Earthed.
a. See opposite.
b. Rtotal = Rskin.+ Rinternal + Rskin + Rboot
= 10 × 103 Ω + 100 Ω + 10 × 103 Ω + 10 × 106 Ω Rskin
6
~ 10 × 10 Ω
c. Using Ohm’s law, Rskin
6 -5
i = V/R = 240V / 10 × 10 Ω = 2.4 × 10 A Rskin ~ 10 kΩ
d. If Brian was working barefoot his total resistance Rinternal Rinternal ~ 100 Ω
would be 240 V Rboot ~ 10 MΩ
Rtotal = Rskin.+ Rinternal + Rskin
= 10 × 103 Ω + 100 Ω + 10 × 103 Ω = 20 × 103 Ω
so the current would be
i = V/R = 240V / (20 × 103 Ω) = 1.2 × 10-2 A = 12 mA.
Rboot Rskin Rskin Rboot
There is a chance that Brian’s heart would stop.
26
Workshop Tutorials for Introductory Physics
EI7: Magnetism
A. Review of Basic Ideas:
B. Activity Questions:
27
3. Torque on a current carrying coil in a magnetic field
Draw the magnetic force at the
points marked by dots on the
diagrams below.
If held stationary prior to release, N
N S S S
in which of the above cases is the S
NN
loop more likely to start turning
i
on its own. i
C. Qualitative Questions:
1. The Earth’s magnetic field is important because it protects us from charged particles radiated by the
sun. It also provides a means of navigating for humans and for many animals as well.
a. Sketch the magnetic field lines for the Earth’s magnetic field.
b. Sketch the path of a charged particle which has become trapped in the Earth’s magnetic field.
c. Would the aurora australis (southern lights) or the aurora borealis (northern lights) be possible if the
earth had no magnetic field? Explain your answer,
The aurora australis is occasionally visible from southern Victoria and Tasmania in winter, and from
further north when there is a lot of sunspot activity. However, due to light pollution, the aurora is
impossible to see from large cities such as Sydney and Melbourne.
d. Why are these light shows normally seen only near the poles?
2. Electric blankets work by passing currents along wires embedded in the blankets. The resistance of the
wires and the current flowing through them causes them to heat up, thus keeping you cosy and warm.
However apart from heat, the current carrying wires also produce a magnetic field. The figures below
show two possible ways of wiring an electric blanket.
6i i
a. Sketch the magnetic fields for a pair of neighbouring wires for the two blankets.
b. Which wiring pattern would give you a lower magnetic field above the wires in the blanket?
D. Quantitative Question:
28
Workshop Tutorials for Introductory Physics
Solutions to EI7: Magnetism
A. Review of Basic Ideas:
B. Activity Questions:
29
3. Torque on a current carrying coil in a magnetic field
N S
N S N S
i
i
both forces non-zero and all forces
If held stationary prior to release, the loop on the left is more likely to start turning on its own.
C. Qualitative Questions:
Fields reinforce each other above and below the Fields tend to cancel each other above and below
blanket, and cancel between the wires. the blanket, and reinforce between the wires.
b. The wiring on the right gives a lower magnetic field above (and below) the blanket.
D. Quantitative Question:
a. The electron has gained 20 keV in kinetic energy, which is 20 × 103 × 1.6 × 1019 J = 3.2 × 10-15 J.
b. Assuming it started from rest, we can find the velocity from KE = ½ mv2, rearranged for v:
2 KE 2 × 3 . 2 × 10 − 15 J
v= m = 9 . 11 × 10 − 31 kg = 8.4 × 107 m.s-1.
(Note that we have not taken into account relativistic effects here which become important at this speed!)
c. The electron will be deflected out of the page.
d. The magnitude of the force on the electron is v
-19 7 -1 -3
F = qv×B = 1.6 × 10 C × 8.4 × 10 m.s × 300 × 10 T deflection out of
= 4 × 10-12 N. the page
Discussion Question:
You can induce an emf by changing the size of the magnetic field though a loop. How else could you
induce an emf?
B. Activity Questions:
31
3. Magnetic braking I – pendulums
Allow the pendulums to swing between the magnets.
Which pendulums swing and which stop? Why?
C. Qualitative Questions:
1. Almost all electricity production uses a generator. Coal and nuclear power stations use steam and
hydroelectric stations use liquid water to drive a turbine which runs the generator. Even cars use a
generator to charge the battery while the engine is running.
a. Draw a diagram showing the main components of a generator.
b. Referring to your diagram, explain how a generator works.
c. Why do generators produce an alternating current (AC) rather than a direct current (DC)?
second
2. Two circular loops lie adjacent to each other. One is first loop
loop
connected to a source that supplies a current; the other is a
simple closed ring. The current in the first loop travels
clockwise. The loops can be arranged so that they stand
parallel to each other (arrangement I) or next to each other power
(arrangement II). source
a. Would you expect a difference in the induced current
when the power supply is turned on in the two arrangements? first loop second loop
Explain why or why not.
b. Sketch a graph of the current as a function of time when
the power supply is turned on and then off again.
power source
D. Quantitative Question:
Magnetic resonance imaging (MRI) is used to produce images of the interior of the body, especially the
brain. The patient is strapped down tightly to a flat stretcher which then slides into the scanner. The
scanner produces a strong variable magnetic field.
a. Why are patients asked to remove all jewelry and any
clothing with zips or metal buttons or clips?
The human body can be described as a bag of salt water,
because it contains a great deal of fluid with dissolved ions.
A woman is in an MRI scanner which can produce a field
of 1.5 T. The largest surface area through which magnetic
flux passes is 0.04 m2 with a normal parallel to the
direction of the field.
b. If the maximum average induced emf is to be kept less
than 0.01 V, how long must it take for the machine be
powered down from maximum field to zero?
32
Workshop Tutorials for Introductory Physics
Solutions to EI8: Electromagnetism
A. Review of Basic Ideas:
Discussion Question:
The induced emf is equal to the rate of change of the flux through the loop. You can change the flux to
induce an emf either by changing the field, or by changing the size or orientation of the loop.
B. Activity Questions:
C. Qualitative Questions:
a. The changing magnetic field will induce a current. Metal jewellery or zips etc have low resistance so
large currents could be induced in them.
b. According to Faraday’s law the induced emf = -dΦB/dt, which is the rate of change of magnetic flux.
ΦB = BAcosθ for a uniform field. So now we have
emf = -dΦB/dt = d(BAcosθ)/dt = d(BA)/dt = A (dB/dt) = A(Bmax/T) for a steadily changing field with B
perpendicular to A, which reaches its maximum value at time T. We want the maximum value of the emf
to be 0.01 V, and we are finding T: T = B.A/emf = 1.5 T × 0.04 m2 / 0.01 V = 6 s.
It must take at least 6 s for the machine to reduce the field to zero.
34