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The following outcomes will be assessed in this task:
H11
H12
H13
H14
Key Concepts:
An eddy current is a phenomenon caused by a moving magnetic field intersecting a conductor or vice-versa. The
relative motion causes a circulating flow of electrons, or induced current, within the conductor. These circulating
currents create electromagnets with magnetic fields that oppose the change in the external magnetic field (Lenz's
Law). The stronger the magnetic field, the greater the speed with which the magnetic flux changes, or greater the
electrical conductivity of the conductor, the greater the currents developed and the greater the opposing force and
dissipation (loss) of energy.
Eddy currents are used to advantage in the braking mechanism at the end of some roller coasters; this mechanism
has no mechanical wear, and produces a very precise braking force. Typically heavy copper plates extending from the
car are moved between pairs of very strong permanent magnets.
Eddy currents, however, are a nuisance in electrical transformers where iron cores are needed to improve the flux
linkage between the primary and secondary coils but the production of eddy currents in the iron core contributes to
the loss of electrical energy. (Most energy loss is in the form of heat.)
Task:
Use available resources to:
1. Conduct a first-hand investigation (experiment) into ONE ONLY of EITHER eddy current braking OR eddy
current losses in the iron core of transformers, and present a full research report.
2. Complete a second-hand investigation (research task)
First-Hand Investigation Option #2: Eddy Current Losses in the Iron Core of Transformers
Your investigation must incorporate a suitable design for an experimental method which will allow for:
1. Measuring voltages and currents in primary and secondary coils of transformers
2. Varying relevant variables (eg. type of iron laminations core type or shell type ; number or thickness of
laminations, thickness of insulating layers, amount of electrical energy to be transformed, etc.)
3. Determining the efficiency of the energy transfer between the primary and secondary coils of
the transformer, and hence,
4. Evaluate the effectiveness of the iron core configuration in minimizing eddy current losses.
5. Ensuring that accurate and reliable results are obtained
The school can supply:
Enameled wire and connecting wires; multimeters, ammeters, voltmeters, voltage and current sensors, data logger,
CRO; limited (in number) pre-wound coils, old transformer iron core lamination sets.
You may need to supply/utilize other materials to complete your investigation.
THE FOLLOWING SECTION IS COMPULSORY FOR ALL STUDENTS.
Part 2 Magnetic Induction Research Paper
Inthispartoftheassessmenttaskyouareaskedtofindoutmoreaboutmagneticinductionandsomeof
thedifferentapplicationsitisputtointhemodernworld.
Specifically:
1. OutlineMichaelFaradaysdiscoveryofthegenerationofanelectriccurrentbyamovingmagnet.
2. Describetheconceptofmagneticfluxandhowitrelatestomagneticfluxdensity(B)andsurface
area(A).
3. OutlineLenzsLawandaccountforLenzsLawintermsofconservationofenergy.
4. Outlinehowmagneticinductionisusedincooktopsinelectricranges.
5. Discusstheneedforstepupandstepdowntransformersinthetransferofelectricalenergyfroma
powerstationtoitspointofuse.
Yourwrittenormultimediareportwillcontainthefollowinginformation(onseparatepagesorsub
sections):
A. Experiment Report:
1. A Title page or screen.
2. Abstract that summarizes the big picture and how this leads to the Aim.
3. Aim that clearly states the purpose of the investigation and includes the variables to be tested.
4. Hypothesis where independent and dependent variables are identified and the prediction/hypothesis clearly
identifies a cause-and effect relationship between these two variables.
5. Suitable Method where all steps are included and clearly described in a logical sequence.
6. Results table where detailed data are recorded, and appropriate units are used.
7. Interpretation and Analysis where patterns/trends/discrepancies are identified; relevant graphs are
drawn; strengths and weaknesses of approach and potential sources of error are identified; changes to the
original plan are identified and justified.
8. Conclusion that explains cause-and-effect relationship between dependent and independent variables;
alternative explanations are identified; hypothesis is supported or rejected.
B. Research Paper:
1. Writeadetailedanswertoeachquestion.
2. Writeoutaproperlyreferencedbibliographylistingallsources(MINIMUMOF3)youhaveusedin
writingyouranswers.
Due Date: No later than 3.30
3.15 pm on Friday 05/03/2010
27/02/15
Aim / Purpose
Experimental
Hypothesis
Thereisnodiscussionofthe
importance/backgroundor
purposeoftheinvestigation.
(01)
Studentomitstheaimorstates
anaimthatdoesnotrelatetothe
problemset.
(01)
Nohypothesishasbeenstatedor
hypothesisdoesnotpredictany
clearrelationship(s).
(03)
Experimental
Design
Conclusion
Research
Questions
Total:
Accomplished
Exemplary
(2)
(3)
(4)
Thereissomediscussionofthe
backgroundorpurposebutlacks
clearexplanationofthe
importanceorgoalofthe
investigation.
(2)
Statesanaimbutitisnotagoal
statementwiththeclearlystated
variables.
(2)
Hypothesizedrelationship
betweenthevariablesandthe
predictedresultshasbeenstated,
butappearstobebasedon
flawedlogic.
Importanceoftheinvestigationis
discussedbutthebig
picture/reasonorhowitrelatesto
thecurriculumorrealworldisnot
clearlystated.
(3)
Statesanaimrelatedtothe
problemsetfortheinvestigation,
butisnotacleargoalstatement
withthevariablestobetested
(3)
Hypothesizedrelationshipbetween
thevariablesandthepredicted
resultsisreasonablebasedon
generalknowledgeand
observations.
Conveysimportanceofthe
investigation.Startswiththe
bigpicture,andexplains
howthisleadstothe
purposeoftheinvestigation.
(4)
Clearly statesthecorrect
aimfortheinvestigation,
whichincludesthevariables
tobetested.
(4)
Hypothesizedrelationship
betweenthevariablesand
thepredictedresultsisclear
andreasonablebasedon
scientificprinciples.
(47)
(811)
(1215)
Nomethodormaterials;
Experimentaldesignisnot
relevanttothehypothesis.
(05)
DataarenotshownORare
inaccurateORnotrepresentedin
appropriateform
(610)
Dataispresentedclearlybutin
anunlinedtableorchart;ormay
havemissingorinaccuratedata,
labelsorunits,noestimationof
error;graphsinaccuratein
displayofdata
(1116)
Accurate representationofthedata
insuitabletablesandgraphs;tables
&graphsaresuitablytitledand
labeled;someunitsnotshown,
errorsincorrectlystated,orgraphs
inaccuratelydrawneg.lineofbest
fitnotindicated.
(613)
(1420)
Awrittenparagraph, with
explanationsthatinclude
supportingevidencewithdata,but
missingbigpicture,scientificerror
orfurtherexperiments.Vocabulary
usedcorrectly.
Data / Results
Interpretation
/ Analysis /
Developing
(05)
Explanationofdataisnot
attemptedorshowslittleeffort
andreflection.
Incompletedescriptionofwhat
occurredinexperiment;doesnot
accuratelyusethedatatoassess
results;relevantvocabularynot
usedorusedcorrectly.
(02)
(34)
(56)
(78)
Theconclusionismissingordoes
notfullyexplaintheobjectiveof
theinvestigation.Relevant
vocabularymissing(Only12
sentences)
Aconclusionthat explainsthe
aimbutdoesnotaccuratelyuse
thedataorresultstosupportit.
Relevantvocabularynotusedor
usedcorrectly.
Conclusionincludeswhetherthe
experimentalresultssupportedthe
hypothesisandwhatwaslearned
fromtheexperiment.
Clear,conciseconclusion
includeswhetherthe
experimentalresults
supportedthehypothesis,
possiblesourcesoferror,
andwhatwaslearnedfrom
theexperiment.
(05)
(610)
(1116)
(1720)
Anattempthasbeenmadeto
communicatescientific
informationusingsomescientific
language;presentssomeofthe
informationinanappropriate
formusingsomesymbolicor
visualrepresentationwhen
appropriate;noattemptto
acknowledgeorattemptto
acknowledgesourcesof
informationisinaccurate.
Somequestionseffectively
addressed;sometimes
communicatesscientific
informationeffectivelyusing
appropriatescientificlanguage;
presentssomeinformation
appropriatelyusingsymbolic
and/orvisualrepresentation;
acknowledgessomesourcesof
informationappropriately
Mostquestionseffectively
addressed;generallycommunicates
scientificinformationeffectively
usingappropriatescientific
language;presentsmajorityof
informationappropriatelyusing
symbolicand/orvisual
representationaccurately;
acknowledgessourcesof
informationappropriately
Allquestionseffectively
addressed;consistently
communicatesscientific
informationeffectively
usingappropriatescientific
language;presentsallthe
informationappropriately
usingsymbolicand/orvisual
representationaccurately
accordingtothetask;
acknowledgessourcesof
informationappropriately
/100
Induction:
the influence of
changing magnetism
direction of swing
I1
F2 causing
braking effect
F1
F3
I2
+
F4 causing
braking effect
Figure 5.3.1 A square metal sheet is swung through a uniform magnetic field between two bar
magnets. A braking effect is observed due to induced currents and their magnetic
fields, in accordance with Lenzs law.
106
motors and
generators
a magnetic field out of the page (indicated by the N for the north pole of the
currents magnetic field). The flow of positive charges in the direction of F1 is a
current. This current experiences a force due to the uniform magnetic field. This
force F2 opposes the motion of the copper, acting as a braking effect.
As the copper square leaves the magnetic field (on the right in Figure 5.3.1)
Lenzs law tells us that the eddy current should produce a force to slow the squares
departure from the field. The positive charge shown experiences a force F3
upwards, as shown. This causes a flow of positive charges in the direction of F3.
This current experiences a force due to the uniform magnetic field. This force F4
opposes the motion of the metal sheet, again acting as a braking effect.
If you have access to the equipment that demonstrates the situation in Figure
5.3.1, then try observing it for yourself. You may also be able to observe the
effect of cutting slots through the piece of metal swinging in the field. The slots
limit the size of the eddy currents that can be produced and therefore the size of
the induced magnetic fields, and the braking effect is considerably less. We will
meet this idea of reducing the size of eddy currents again in chapters 6 and 7.
Try this!
Racing magnets
Find two identical magnets. Get a piece of copper or aluminium sheet
and a sheet of a non-metal, such as glass, with a surface similar in
smoothness to the surface of the metal. Place the two sheets at the
same angle (say 60) to the table surface and place the magnets at the
same height on each sheet (see Figure 5.3.2). Now predict which
magnet is going to win the race and why. Now race! Did everyone agree?
Explain your observations to a friend.
aluminium or
copper
glass
60
107