Standing Waves on a String Lab Report-Academy of Chinese Culture and Health Sciences .

ONLINE LABORATORY EXPERIMENT 2: STRING USING PHET SIMULATION STANDING WAVES ON A OBJECTIVE To study standing waves on a string and see the effects of changing the tension in the string, EQUIPMENT PhET Simulation Wave on a String: https://phet.colorado.edu/en/simulation/wave-on-a-string You can also reach this simulation by going to PhET, and looking for Wave on a String. THEORY Standing waves are present in all stringed instruments, as well as in other places such as in tuning forks. In this experiment we will see how the length of the string, frequency and tension in the string are related. Standing waves (stationary waves) are produced when two traveling waves of same wavelength and speed travel in opposite directions through the same medium. Figure 1 shows a taut string, where a mechanical vibrator produces a wave on a string at one end, which moves to the other end and are reflected from a fixed support that produces a returning wave. We thus have two waves traveling in opposite directions. These waves interfere with each other to produce standing waves. Where the two waves are always 180 0 out of phase, very little motion occurs (none if the amplitudes are the same). Such places are called nodes. Figure 1: Standing Wave Photo, showing 3 antinodes and 4 nodes (third hormonic) Where the two waves are in phase, the motion is maximum. These positions are call anti-nodes. Figure 2 shows different representations of a standing wave. They match well what the eye or camera sees since the string speed is minimum at the extremes. The node-tonode distance is one-half of the wavelength, so in the length L, there are nλ/2 waves, where ‘n’ is the number of antinodes, or harmonics in the wave. For a taut string, there must be a node at each end when there is a standing wave pattern in the string. Hence the number of nodes will be one more than the number of antinodes. For this experiment, one fixed end where the string attaches to the mechanical vibrator is not exactly a node since the wand vibrates up a down a little. However, the error involved is small, and we will neglect it. Figure 2: Modes of Vibration Theory: Standing Waves in Strings For any wave with wavelength λ and frequency f, the speed, v, is v = λf (1) The speed of a wave on a string is also related to the tension in the string, (=mass/length), μ, by v2 = T/μ = λ2f2 T, and the linear density (2) L is the length of the string and n is the number of segments, antinodes, or harmonics. Since a segment is 1/2 wavelength then λ = 2L/n where n = 1, 2, 3, … (3) Solving Equation 2 for the tension yields: T = μλ2f2 (4) Which can also be written as: f= √ 1 T λ μ (5) PROCEDURE Constant Tension 1. Open the software. Select: Oscillate, Amplitude = 0.10 cm, Damping = 0, Tension = Lowest, Fixed End. 2. Turn on the oscillator by pressing the large blue button with the arrow. You will see the wave going from left to right, hit the fixed end and reflect. The reflected waves will interfere with the waves going to the right. 3. Now adjust the frequency in the Signal Generator until you get a standing wave in one segment (i.e. the first harmonic). Note this frequency, and measure the wavelength by using the ruler tool. 4. Increase the frequency gradually until you obtain a standing wave in the 2 nd, 3rd, 4th, and 5th harmonic. Record each frequency and wavelength. 5. Calculate the wavelength by using equation (3). 6. Calculate the velocity of the waves by using equation (1) 7. Change the oscillator to Pulse. Keep the pulse width small. Measure the time taken by the pulse to travel from the left to the right ends, and hence calculate the velocity of the pulse in the string. Repeat three times and take the average. Use this value as a second value of the speed of the wave. 8. Calculate the percent difference between the two speeds. 9. Repeat for the other two available tensions of the string. learning.hccs.edu Lab2 PHYS 2126 Summer || 2020 (11156) Syllabus — HCC Learning Web Browse For Homework Do My Homework | Get Assignment Help Here | Homework… + LAB REPORT FORMAT: Each Lab report should be typed (except for calculations), and should include: 1. A title page: (5pts) On this page include your name; course name and number; the number, title and date of the experiment. 2. The instruction pages: (20pts) 2.1 The Purpose / Objectives of the experiment 2.2 The List of Apparatus / Equipments used in the experiment 2.3 The Theory and equations used. 2.4 Summary of the procedures followed 3. Data and observations: (15pts) Record all your measurements carefully in a tabular form. Be sure to write the units for the data. 4. Data Analysis / Calculations: (40pts) Carry out all the calculations using your data showing your steps clearly. Draw graphs / diagrams whenever required and explain what they mean. For instance if you have got a straight line graph, determine its slope and relate the slope to the physical problem at hand. Results: (10pts) Make a Table in which you should show the final results that you have obtained in this experiment. By ‘final results’ is meant those results that meet the objectives of the experiment. Be sure to consider significant figures, and include the units and percent errors in the results. 6. Discussion/Conclusion: (10pts) In this section, include a summary, conclusion and discussion of the results. This usually requires you to state how good your results are in comparison with the objectives you stated at the beginning of your report. Compare your results with accepted values and state the percentage error. Discuss the sources of these errors and give other comments you would like to make about the experiment. Discuss areas of improvement in procedure to reduce errors. 5. ADDITIONAL INFORMATION Please try to keep item 2 to within one page, but not more than 2. Your report should not look like a manual (which states in the procedure what is to be done), rather, write what you actually did. Remember that the report is being written after the lab has already been conducted, so DO NOT write what HAS TO BE DONE, but rather, WRITE WHAT YOU HAVE done. Also, DO NOT tell the report reader what to do. Use same font and size throughout the report, label the sections, underline or bold the headings etc. Do not use a font that is too large or too small, or bold font except for headings. Do not copy-paste text from the manual in your report. Attach the data and calculations at appropriate places in the report (see format). Calculate the errors and include these in the Results and Discussion sections. Please read the Instructor’s comments on the returned reports, and consider them while writing subsequent reports. Reports that are poorly written may have to be re-written to get a grade. Reports are to be written individually by each student.

An EM Wave Transmitting Antenna Diameter Question.

Overview 1 An EM wave is generated from an oscillating current in a conductor • an EM field in a waveguide with an opening to free space. • • We know that EM fields reflect, refract, transmit when the intrinsic impedance along the propagation path changes. • An antenna is a combination of current carrying conductors and insulators containing EM fields. 2 We must understand the properties of antennas … • To ensure good transfer of energy from a currently carrying conductor to the surrounding dielectric material. • To ensure effective radiation in a designated direction. • Remember: The main aim of this course is to ensure that you can engineer a radio link which ensures reliable communications. 3 Examples of Antennas 4 Antenna Properties 1. An antenna is a transducer that converts a guided wave propagating on a transmission line into an electromagnetic wave propagating in an unbounded medium (usually free space), or vice versa. 2. Most antennas are reciprocal devices, exhibiting the same radiation pattern for transmission as for reception. 3. Being a reciprocal device, an 5 Antenna Reciprocity • In a communications system if you change the antennas between transmit and receive, the same signal level received. • The radiation pattern of the transmit antenna is identical to the radiation pattern of the receive antenna. 6 Far-Field Approximation In close proximity to a • 1. radiating source, the wave is spherical in shape, but at a far distance, it becomes approximately a plane wave if the receiving antenna is small enough. • 2. The far-field approximation (plane wave approximation) simplifies the calculations. • 3. The distance beyond which the far-field approximation is 7 The Hertzian Dipole A Hertzian dipole is a thin, linear conductor whose length l is very short compared with the wavelength λ0; l should not exceed λ0/50. This restriction allows us to treat the current along the length of the conductor as constant, even though it has must be zero at the 8 Fields Radiated by Hertzian Dipole Current along dipole: Magnetic Vector Potential: With: s cross sectional area of the dipole R Range θ Zenith angle φ Azimuth angle Given A, we can determine E and H 9 Fields Radiated by Hertzian Dipole (cont.) R Range θ Zenith angle φ Azimuth angle Upon converting z to spherical coordinates: we have: 10 Fields Radiated by Hertzian Dipole (cont.) With: And application of: leads to: 11 Radiated Electric Field 12 Hertzian Dipole — Far-Field Approximation At any range R: At Spherical propagation factor Intrinsic free space impedance 13 Normalized Radiation Intensity Electric and Magnetic Fields Normalized Radiation Intensity Average Power Density / Time-average Poynting vector 14 Radiation Pattern of Hertzian Dipole 15 Concept Questions • Concept Question 9-1: What does it mean to say that most antennas are reciprocal devices? • Concept Question 9-2: What is the radiated wave like in the far field region of an antenna? • Concept Question 9-3: In a Hertzian dipole, what is the underlying assumption about the current flowing through the wire? • Concept Question 9-4: Outline the basic steps used to relate the current in a wire to the radiated power density? 16 17 End Lecture 11 Antenna Radiation Characteristics 1. By virtue of reciprocity, a receiving antenna has the same directional antenna pattern as the pattern that it exhibits when operated in the transmission mode. 2. Total Radiated Power Differential area Solid Angle Power radiated through dA 19 Example of 3-D Pattern F (dB) = 10 log F Principal planes: 1. Elevation plane (x-z and y-z planes) 2. Azimuth plane (x-y plane) 20 Polar and Rectangular Plots 21 Beam Dimensions 1. Pattern solid angle 2. Half-power beamwidth Since 0.5 corresponds to ‒3 dB, the half power beamwidth is also called the 3dB beamwidth. 22 Antenna Directivity D Antenna pattern solid angle Directivity 23 Antennas with Single Main Lobe Equivalent Solid Angle 24 Half-Wave Dipole 1. Current in half-wave dipole 2. For Hertzian dipole of length l, E field is: 3. Each length element dz of halfwave dipole is like a Hertzian dipole, radiating a field 4. For the entire dipole, the total radiated field is 25 Half-Wave Dipole (cont.) Integration leads to: 26 Radiation Pattern of Half-Wave Dipole Radiation pattern resembles that of the Hertzian dipole. Its beamwidth is slightly narrower, 78 degrees compared with 90 degrees for the Hertzian dipole. 27 Other Half-Wave Dipole Properties 1. Directivity Numerical integration gives: 2. Radiation Resistance This is very important, because it makes it easy to match the antenna to a 75-Ω transmission line. In contrast, the radiation resistance of a dipole whose length is much shorter than a wavelength is on the order of 1 Ω or less. 28 Dipole of Arbitrary Length 29 Wire Dipoles with various lengths 30 Quarter-Wave Monopole When placed over a conducting ground plane, a quarter-wave monopole antenna excited by a source at its base [Fig.9-15(a)] exhibits the same radiation pattern in the region above the ground plane as a half-wave dipole in free space. However, its radiation resistance if only half of that of a half-wave dipole, namely 36.5 Ω. 31 End Lecture 12 Thanks for the Mid-trimester feedback Summary • Clear learning aims • Engaging to learn • Testing knowledge & giving feedback • Organisation of Learning • Prepared for this course? • Keeping on track • Relevance to career • Textbook is useful • Confident to do well in assignments • Recommend this course? 4.25 + 1.0 4.0 + 1.4 3.0 + 1.8 3.75 + 0.5 3.12 + 0.6 4.0 + 0 4.5 + 0.58 4.0 + 0.82 2.38 + 1.1 3.25 + 1.7 33 What is working well • Replies to emails and answers to questions (4) • Online labs and 1 hr lectures • Quizzes in class (2) • Applications to daily life • Q & A in class 34 What is not working well • Not enough example questions (2) • Improved lab videos • Labs before lecture material in an online world (2) 35 Return to the Laboratory • We are now scheduled to use N44 3.05 (Communications Lab) for the rest of the semester. • Please check your experiment schedule for which experiment you should do tomorrow or next week. • If you have any mild illness or have been in Victoria or NSW in the last two weeks prior to Tuesday, please let me know. • If you show signs of illness during the class I may send you out of the laboratory. • Each student will work on one experiment space and must remain there. • If you can not come to the lab class you must let me know by email before the class. Radiation Resistance (Ulaby Section 9-2.5) • When calculating the antenna directivity, we calculated the total radiated field Prad • The power delivered to the antenna Pt is partly radiated, but some is lost in the conductor and dielectric materials of the antenna. • The radiation efficiency 𝜉 is defined as the ratio Prad /Pt • The energy lost from the transmission circuit is a resistive load which consumes the power: the radiation resistance Rrad • The total resistance of the antenna Rin = Rrad + Rloss and Rloss is the loss in the conductors and insulators in the antenna Antenna input impedance • There is a reactive load in the antenna so the total input impedance Zin = Rin + jXin Ω • The efficiency is given by 𝑅𝑟𝑎𝑑 𝜉= 𝑅𝑟𝑎𝑑 + 𝑅𝑙𝑜𝑠𝑠 • There is maximum radiated power when • Xin = 0, and • Rloss = 0 Radiation Resistance of a Hertzian Dipole 4𝜋𝑅 2 𝑆𝑚𝑎𝑥 • From the radiated power Prad we have 𝑃𝑟𝑎𝑑 = 𝐷 15𝜋𝐼𝑜2 𝑙 2 For Hertzian dipole we calculated D = 1.5 and 𝑆𝑚𝑎𝑥 = • 𝑅2 ( 𝜆 ) 2 2 𝑙 So 𝑃𝑟𝑎𝑑 = 40𝜋 𝐼𝑜 • (𝜆) 2 𝑙 2 and 𝑅𝑟𝑎𝑑 = 80𝜋 • (𝜆) 2 • If l/λ = 0.01, then Rrad = 0.08 Ω • This is effectively a short circuit so very little power is radiated. Radiation Resistance of a Half wave Dipole 4𝜋𝑅 2 • From the radiated power Prad we have 𝑃𝑟𝑎𝑑 = 𝐷 𝑆𝑚𝑎𝑥 • For Half wave dipole we calculated 𝐷 = 36.6𝐼2𝑜 ( 4𝜋𝑅 2 15𝐼𝑜2 𝜋𝑅 ) 2 = 1.64 • D = 2.15 dB • and 𝑅𝑟𝑎𝑑 = 2𝑃𝑟𝑎𝑑 ≅ 73 Ω 2 𝐼𝑜 • This is easily matched to a coaxial cable so most power is radiated. • This type of antenna is in common use. Various forms of a half wave dipole/monopole λ/2 Conducting ground plane Coaxial cable feed line Small Loop Antennas (magnetic dipole antenna) • We can make and use very small loop antennas. • The field calculation is performed on a square of 4 Hertzian dipoles but the result is correct of any shape. • The circumference of the loop should be less than 0.01λ0 z • The current is uniform in all 4 sides. • Angle φ measured from the X axis in the horizontal plane • Angle θ measured from Z axis, y I0 x Equations become: ⎡ 1 jωµ 0 m 2 1 ⎤ − jβ R Eφ = β sin θ ⎢ + e 2 ⎥ 4π ⎣ jβ R ( jβ R ) ⎦ ⎡ 1 jωµ 0 m 2 1 ⎤ − jβ R HR = − β 2 cos θ ⎢ + e 2 3⎥ 4πη 0 ⎣ ( jβ R ) ( jβ R ) ⎦ ⎡ 1 jωµ 0 m 2 1 1 ⎤ − jβ R Hθ = − β sin θ ⎢ + + e 2 3⎥ 4πη 0 ⎣ jβ R ( jβ R ) ( jβ R ) ⎦ where the magnetic moment m = I0A and the area A = a2 for a square of length a. If the loop is a circle, then A = πr2 where r is the radius of the circle. Radiation pattern is symmetrical about the Z axis and identical to the Hertzian dipole, but the polarization is rotated through 90 degrees. E H k H k E Antenna Effective Area (short Dipole: D=1.5) 45 Isotropic Radiator 𝑃𝑡 Isotropic radiator (hypothetical, unrealizable) is used as a reference: 𝑆𝑖𝑠𝑜 = 4𝜋𝑅 2 Radiates equally in all directions. Power density Siso at a distance R is equal to the transmitted power Pt divided by the surface area of a sphere with radius R: 46 Power Density from an Antenna Isotropic radiator 𝑃𝑡 𝑆𝑖𝑠𝑜 = 4𝜋𝑅 2 Real antenna 𝑆𝑡 = 𝐺𝑡𝑆𝑖𝑠𝑜 = 𝜉𝑡𝐺𝑡𝑃 𝑡 𝐺𝑡𝑃𝑡 4𝜋𝑅 2 = 47 Power Transfer Ratio If the antennas are not oriented in the direction of maximum power transfer: 48 Friis Transmission Formula 49 Power Transfer Ratio If the antennas are not oriented in the direction of maximum power transfer: 50 End of Lecture 13 Classes: • No class this Thursday morning (and no more Thursday classes) • Next Monday’s class will be a review of Assignment 1. Power Density from an Antenna Isotropic radiator 𝑃𝑡 𝑆𝑖𝑠𝑜 = 4𝜋𝑅 2 Real antenna 𝑆𝑡 = 𝐺𝑡𝑆𝑖𝑠𝑜 = 𝜉𝑡𝐺𝑡𝑃 𝑡 𝐺𝑡𝑃𝑡 4𝜋𝑅 2 = 53 The effective area of a half-wave dipole • D = 1.65 𝜆2 𝐴 = 1.65 • 𝑒 4𝜋 • But the antenna has zero physical area!! • For a linear polarised EM wave incident on the halfwave dipole the effective area varies from 0 to maximum. • So a wire antenna with little physical area can have a significant effective area. Power Transfer Ratio If the antennas are not oriented in the direction of maximum power transfer: 55 Convert the Friis formula to dB • 56 Link Budget Plot (dB calculation) 57 The efficiency of an antenna is….. 1. The ratio of the radiation resistance to the total real part of the antenna impedance. 2. The S11 of the antenna. 3. The speed at which the radiation pattern of the antenna can be controlled. 4. The conduction loss in the metallic parts of the antenna 58 The directivity of an antenna is .. 1. The beamwidth of the main beam 2. The ratio of the main beam power to the total power applied to the antenna and is always greater than 1 3. The gain of the antenna divided by the antenna efficiency. 4. The overall physical size of the antenna 59 A half-wave dipole antenna has a length … 1. Less than λ0/10 2. Equal to λ0/4 3. Equal to λ0/2 4. Equal to λ0 60 A half-wave dipole antenna is a practical antenna because … 1. 2. 3. 4. 5. 6. 7. It is omnidirectional radiation pattern It has low gain It has an impedance close to 50Ω at resonance It can easily be driven by a coaxial cable It has no reactive part to the input impedance. It can function as a receiver and a transmitter simultaneously. It is small but has a very high gain. 61 At resonance the imaginary part of an antenna input impedance is preferably … 1. 0 Ω 2. 50 Ω 3. Capacitive 4. Inductive 5. Resistive 6. None of the above 62 The effective area of an antenna is … 1. The maximum dimension of the antenna in one direction 2. The area of the aperture of a horn antenna 3. The effective power trapping ability of an antenna regardless of its size 4. The size of the antenna in wavelengths 63 The Friis transmission formula is Prec ⎛ λ ⎞ = Gt G r ⎜ ⎟ Pt ⎝ 4πR ⎠ 2 1. A statement of the inverse square law 2. The relationship between the input power and the received power in a radio link 3. The relationship between the noise temperature and the receiver bandwidth 4. An expression for the gain and efficiency of an antenna 64 The effective area of an antenna depends on … 1. 2. 3. 4. 5. 6. The attenuation in the propagation path The physical size of the antenna The power into the transmitter The orientation of the antenna structure The antenna efficiency All of the above 65 A linearly polarised antenna with an effective area Ae is used to receive a circularly polarised wave. G 4πAe 4π D= = 2 ≅ ξ β xz β yz λ 1. 2. 3. 4. 5. Prec ⎛ λ ⎞ = Gt G r ⎜ ⎟ Pt ⎝ 4πR ⎠ 2 No power is received 25% of the available power is received 50% of the available power is received 100% of the available power is received 200% of the available power is received 66 What is the effective area of a half wave dipole? 1. 0 2. Wire diameter * λ0/4 3. Wire diameter * λ0/2 4. Wire diameter * λ0 5. None of the above 67 If the antenna input impedance is 25+7jΩ what is the impedance of the transmission line matching unit required for maximum power reception? 1. 2. 3. 4. 5. 6. 7. 25Ω 25-7j Ω 0j Ω ∞Ω 50 Ω 25+7j Ω Depends on the transmission line impedance 68 Radiation Efficiency and Gain Radiation efficiency Antenna gain G 69 Antenna Radiation and Loss Resistances 70 Antenna Effective Area (short Dipole: D=1.5) 71 Friis Transmission Formula 72 Power Transfer Ratio If the antennas are not oriented in the direction of maximum power transfer: 73 Aperture Antennas Source of radiation is the electric-field distribution Ea(xa,ya) across the aperture. Every point of its wavefront serves as a source of spherical secondary wavelets. The aperture may then be represented as a distribution of isotropic radiators. Aperture must be at least several wavelengths long along each of its principal dimensions. 74 Relating Radiated Field to Aperture Distribution Far Field Condition where Accounting for difference between R and s 75 Rectangular Aperture with Uniform Distribution Uniform distribution across aperture Scalar formulation leads to: Ap = lx ly The sinc function is maximum when its argument is zero; Uniform aperture distribution provides narrowest possible far-field pattern 76 Examples of Radiation Patterns Circular aperture has circular beam In each principal plane, beamwidth is inversely proportional to antenna dimension in that plane Cylindrical reflector has narrow beam along length direction and wide beam along its width direction 77 Directivity & Effective Area (9.26) / 78 79 Antenna Arrays 80 Antenna Arrays An antenna array to a continuous aperture is analogous to digital data to analog. By controlling the signals fed into individual array elements, the pattern can be shaped to suit the desired application. Also, through the use of electronically controlled solid-state phase shifters, the beam direction of the antenna array can be steered electronically by controlling the relative phases of the array elements. This flexibility of the array antenna has led to numerous applications, including electronic steering and multiple-beam generation. 81 Array Pattern Power density radiated by the entire array Power density radiated by an individual element Array Factor The array factor represents the far-field radiation intensity of the N elements, had the elements been isotropic radiators. 82 Cont. 83 Example 9-5 (cont.) 84 Example 9-5 (cont.) Se 4Se 85 86 Array Pattern for Uniform Phase Distribution Any array with identical elements and equal spacing d with 87 Array Pattern for Uniform Phase Distribution Any array with identical elements and equal spacing d with Maximum for γ = 0 → θ = 90° 88 89 90 9. Radiation & Antennas 7e Applied EM by Ulaby and Ravaioli 1 Overview 2 An EM wave is generated from an oscillating current in a conductor • an EM field in a waveguide with an opening to free space. • • We know that EM fields reflect, refract, transmit when the intrinsic impedance along the propagation path changes. • An antenna is a combination of current carrying conductors and insulators containing EM fields. We must understand the properties of antennas … • To ensure good transfer of energy from a currently carrying conductor to the surrounding dielectric material. • To ensure effective radiation in a designated direction. • Remember: The main aim of this course is to ensure that you can engineer a radio link which ensures reliable communications. Examples of Antennas 5 Antenna Properties 1. An antenna is a transducer that converts a guided wave propagating on a transmission line into an electromagnetic wave propagating in an unbounded medium (usually free space), or vice versa. 2. Most antennas are reciprocal devices, exhibiting the same radiation pattern for transmission as for reception. 3. Being a reciprocal device, an antenna, when operating in the receiving mode, can extract from an incident wave only that component of the wave whose electric field matches the antenna polarization 6 Antenna Reciprocity • In a communications system if you change the antennas between transmit and receive, the same signal level received. • The radiation pattern of the transmit antenna is identical to the radiation pattern of the receive antenna. 7 Far-Field Approximation • 1. In close proximity to a radiating source, the wave is spherical in shape, but at a far distance, it becomes approximately a plane wave if the receiving antenna is small enough. • 2. The far-field approximation (plane wave approximation) simplifies the calculations. • 3. The distance beyond which the far-field approximation is valid is called the far-field range (will be defined later). 8 The Hertzian Dipole A Hertzian dipole is a thin, linear conductor whose length l is very short compared with the wavelength λ0; l should not exceed λ0/50. This restriction allows us to treat the current along the length of the conductor as constant, even though it has must be zero at the ends of the open circuit wire. 9 Fields Radiated by Hertzian Dipole Current along dipole: Magnetic Vector Potential: With: s cross sectional area of the dipole R Range q Zenith angle f Azimuth angle Given A, we can determine E and H 10 Fields Radiated by Hertzian Dipole (cont.) R Range q Zenith angle f Azimuth angle Upon converting z to spherical coordinates: we have: 11 Fields Radiated by Hertzian Dipole (cont.) With: And application of: leads to: 12 Radiated Electric Field 13 Hertzian Dipole — Far-Field Approximation At any range R: At Spherical propagation factor Intrinsic free space impedance 14 Normalized Radiation Intensity Electric and Magnetic Fields Normalized Radiation Intensity Average Power Density / Time-average Poynting vector 15 Radiation Pattern of Hertzian Dipole 16 Concept Questions • Concept Question 9-1: What does it mean to say that most antennas are reciprocal devices? • Concept Question 9-2: What is the radiated wave like in the far field region of an antenna? • Concept Question 9-3: In a Hertzian dipole, what is the underlying assumption about the current flowing through the wire? • Concept Question 9-4: Outline the basic steps used to relate the current in a wire to the radiated power density? 17 18 End Lecture 11 Antenna Radiation Characteristics 1. By virtue of reciprocity, a receiving antenna has the same directional antenna pattern as the pattern that it exhibits when operated in the transmission mode. 2. Total Radiated Power Differential area Solid Angle Power radiated through dA 20 Example of 3-D Pattern F (dB) = 10 log F Principal planes: 1. Elevation plane (x-z and y-z planes) 2. Azimuth plane (x-y plane) 21 Polar and Rectangular Plots 22 Beam Dimensions 1. Pattern solid angle 2. Half-power beamwidth Since 0.5 corresponds to ‒3 dB, the half power beamwidth is also called the 3dB beamwidth. 23 Antenna Directivity D Antenna pattern solid angle Directivity 24 Antennas with Single Main Lobe Equivalent Solid Angle 25 Half-Wave Dipole 1. Current in half-wave dipole 2. For Hertzian dipole of length l, E field is: 3. Each length element dz of half-wave dipole is like a Hertzian dipole, radiating a field 4. For the entire dipole, the total radiated field is 26 Half-Wave Dipole (cont.) Integration leads to: 27 Radiation Pattern of Half-Wave Dipole Radiation pattern resembles that of the Hertzian dipole. Its beamwidth is slightly narrower, 78 degrees compared with 90 degrees for the Hertzian dipole. 28 Other Half-Wave Dipole Properties 1. Directivity Numerical integration gives: 2. Radiation Resistance This is very important, because it makes it easy to match the antenna to a 75-Ω transmission line. In contrast, the radiation resistance of a dipole whose length is much shorter than a wavelength is on the order of 1 Ω or less. 29 Dipole of Arbitrary Length 30 Wire Dipoles with various lengths 31 Quarter-Wave Monopole When placed over a conducting ground plane, a quarter-wave monopole antenna excited by a source at its base [Fig.9-15(a)] exhibits the same radiation pattern in the region above the ground plane as a halfwave dipole in free space. However, its radiation resistance if only half of that of a half-wave dipole, namely 36.5 Ω. 32 End Lecture 12 Thanks for the Mid-trimester feedback Summary • Clear learning aims • Engaging to learn • Testing knowledge & giving feedback • Organisation of Learning • Prepared for this course? • Keeping on track • Relevance to career • Textbook is useful • Confident to do well in assignments • Recommend this course? 4.25 + 1.0 4.0 + 1.4 3.0 + 1.8 3.75 + 0.5 3.12 + 0.6 4.0 + 0 4.5 + 0.58 4.0 + 0.82 2.38 + 1.1 3.25 + 1.7 34 What is working well • Replies to emails and answers to questions (4) • • • • Online labs and 1 hr lectures Quizzes in class (2) Applications to daily life Q & A in class 35 What is not working well • Not enough example questions (2) • Improved lab videos • Labs before lecture material in an online world (2) 36 Return to the Laboratory • We are now scheduled to use N44 3.05 (Communications Lab) for the rest of the semester. • Please check your experiment schedule for which experiment you should do tomorrow or next week. • If you have any mild illness or have been in Victoria or NSW in the last two weeks prior to Tuesday, please let me know. • If you show signs of illness during the class I may send you out of the laboratory. • Each student will work on one experiment space and must remain there. • If you can not come to the lab class you must let me know by email before the class. Radiation Resistance (Ulaby Section 9-2.5) • When calculating the antenna directivity, we calculated the total radiated field Prad • The power delivered to the antenna Pt is partly radiated, but some is lost in the conductor and dielectric materials of the antenna. • The radiation efficiency 𝜉 is defined as the ratio Prad /Pt • The energy lost from the transmission circuit is a resistive load which consumes the power: the radiation resistance Rrad • The total resistance of the antenna Rin = Rrad + Rloss and Rloss is the loss in the conductors and insulators in the antenna Antenna input impedance • There is a reactive load in the antenna so the total input impedance Zin = Rin + jXin W • The efficiency is given by 𝜉 = 𝑅𝑟𝑎𝑑 𝑅𝑟𝑎𝑑 +𝑅𝑙𝑜𝑠𝑠 • There is maximum radiated power when • Xin = 0, and • Rloss = 0 Radiation Resistance of a Hertzian Dipole • • • • 4𝜋𝑅 2 From the radiated power Prad we have 𝑃𝑟𝑎𝑑 = 𝑆𝑚𝑎𝑥 𝐷 15𝜋𝐼𝑜2 𝑙 2 For Hertzian dipole we calculated D = 1.5 and 𝑆𝑚𝑎𝑥 = 2 𝑅 𝜆 2 𝑙 So 𝑃𝑟𝑎𝑑 = 40𝜋 2 𝐼𝑜2 𝜆 𝑙 2 2 and 𝑅𝑟𝑎𝑑 = 80𝜋 𝜆 • If l/l = 0.01, then Rrad = 0.08 W • This is effectively a short circuit so very little power is radiated. Radiation Resistance of a Half wave Dipole • • 4𝜋𝑅2 From the radiated power Prad we have 𝑃𝑟𝑎𝑑 = 𝑆𝑚𝑎𝑥 𝐷 4𝜋𝑅2 15𝐼𝑜2 For Half wave dipole we calculated 𝐷 = = 1.64 36.6𝐼𝑜2 𝜋𝑅2 • D = 2.15 dB • and 𝑅𝑟𝑎𝑑 = 2𝑃𝑟𝑎𝑑 𝐼𝑜2  73 W • This is easily matched to a coaxial cable so most power is radiated. • This type of antenna is in common use. Various forms of a half wave dipole/monopole l/2 Conducting ground plane Coaxial cable feed line Small Loop Antennas (magnetic dipole antenna) • We can make and use very small loop antennas. • The field calculation is performed on a square of 4 Hertzian dipoles but the result is correct of any shape. • The circumference of the loop should be less than 0.01l0 z • The current is uniform in all 4 sides. • Angle f measured from the X axis in the horizontal plane • Angle q measured from Z axis, I0 x y Equations become:  1 j 0 m 2 1  − j R Ef =  sin q  + e 2  4  j R ( j R )   1 j 0 m 2 1  − j R HR = −  2 cos q  + e 2 3 40 ( j R )   ( j R )  1 j 0 m 2 1 1  − j R Hq = −  sin q  + + e 2 3 40 ( j R )   j R ( j  R ) where the magnetic moment m = I0A and the area A = a2 for a square of length a. If the loop is a circle, then A = r2 where r is the radius of the circle. Radiation pattern is symmetrical about the Z axis and identical to the Hertzian dipole, but the polarization is rotated through 90 degrees. E H k H k E Antenna Effective Area (short Dipole: D=1.5) 46 Isotropic Radiator Isotropic radiator (hypothetical, unrealizable) is used as a reference: 𝑆𝑖𝑠𝑜 = 𝑃𝑡 4𝜋𝑅2 Radiates equally in all directions. Power density Siso at a distance R is equal to the transmitted power Pt divided by the surface area of a sphere with radius R: 47 Power Density from an Antenna Isotropic radiator 𝑆𝑖𝑠𝑜 𝑃𝑡 = 4𝜋𝑅 2 Real antenna 𝑆𝑡 = 𝐺𝑡 𝑆𝑖𝑠𝑜 = 𝐺𝑡 𝑃𝑡 𝜉𝑡 𝐺𝑡 𝑃𝑡 = 2 4𝜋𝑅 4𝜋𝑅 2 48 Power Transfer Ratio If the antennas are not oriented in the direction of maximum power transfer: 49 Friis Transmission Formula 50 Power Transfer Ratio If the antennas are not oriented in the direction of maximum power transfer: 51 End of Lecture 13 Classes: No class this Thursday morning (and no more Thursday classes) Next Monday’s class will be a review of Assignment 1. Power Density from an Antenna Isotropic radiator 𝑆𝑖𝑠𝑜 𝑃𝑡 = 4𝜋𝑅 2 Real antenna 𝑆𝑡 = 𝐺𝑡 𝑆𝑖𝑠𝑜 = 𝐺𝑡 𝑃𝑡 𝜉𝑡 𝐺𝑡 𝑃𝑡 = 2 4𝜋𝑅 4𝜋𝑅 2 54 • D = 1.65 The effective area of a half-wave dipole • 𝐴𝑒 = 𝜆2 1.65 4𝜋 • But the antenna has zero physical area!! • For a linear polarised EM wave incident on the halfwave dipole the effective area varies from 0 to maximum. • So a wire antenna with little physical area can have a significant effective area. Power Transfer Ratio If the antennas are not oriented in the direction of maximum power transfer: 56 Convert the Friis formula to dB 57 Link Budget Plot (dB calculation) 58 The efficiency of an antenna is….. 1. The ratio of the radiation resistance to the total real part of the antenna impedance. 2. The S11 of the antenna. 3. The speed at which the radiation pattern of the antenna can be controlled. 4. The conduction loss in the metallic parts of the antenna 59 The directivity of an antenna is .. 1. The beamwidth of the main beam 2. The ratio of the main beam power to the total power applied to the antenna and is always greater than 1 3. The gain of the antenna divided by the antenna efficiency. 4. The overall physical size of the antenna 60 A half-wave dipole antenna has a length … 1. 2. 3. 4. Less than l0/10 Equal to l0/4 Equal to l0/2 Equal to l0 61 A half-wave dipole antenna is a practical antenna because … 1. 2. 3. 4. 5. 6. 7. It is omnidirectional radiation pattern It has low gain It has an impedance close to 50W at resonance It can easily be driven by a coaxial cable It has no reactive part to the input impedance. It can function as a receiver and a transmitter simultaneously. It is small but has a very high gain. 62 At resonance the imaginary part of an antenna input impedance is preferably … 1. 0 W 2. 50 W 3. Capacitive 4. Inductive 5. Resistive 6. None of the above 63 The effective area of an antenna is … 1. The maximum dimension of the antenna in one direction 2. The area of the aperture of a horn antenna 3. The effective power trapping ability of an antenna regardless of its size 4. The size of the antenna in wavelengths 64 The Friis transmission formula is Prec  l  = Gt Gr   Pt  4R  2 1. A statement of the inverse square law 2. The relationship between the input power and the received power in a radio link 3. The relationship between the noise temperature and the receiver bandwidth 4. An expression for the gain and efficiency of an antenna 65 The effective area of an antenna depends on … 1. 2. 3. 4. 5. 6. The attenuation in the propagation path The physical size of the antenna The power into the transmitter The orientation of the antenna structure The antenna efficiency All of the above 66 A linearly polarised antenna with an effective area Ae is used to receive a circularly polarised wave. D= G  1. 2. 3. 4. 5. = 4Ae l 2  4  xz  yz Prec  l  = Gt Gr   Pt  4R  2 No power is received 25% of the available power is received 50% of the available power is received 100% of the available power is received 200% of the available power is received 67 What is the effective area of a half wave dipole? 1. 2. 3. 4. 5. 0 Wire diameter * l0/4 Wire diameter * l0/2 Wire diameter * l0 None of the above 68 If the antenna input impedance is 25+7jW what is the impedance of the transmission line matching unit required for maximum power reception? 1. 2. 3. 4. 5. 6. 7. 25W 25-7j W 0j W ∞W 50 W 25+7j W Depends on the transmission line impedance 69 Radiation Efficiency and Gain Radiation efficiency Antenna gain G 70 Antenna Radiation and Loss Resistances 71 Antenna Effective Area (short Dipole: D=1.5) 72 Friis Transmission Formula 73 Power Transfer Ratio If the antennas are not oriented in the direction of maximum power transfer: 74 Aperture Antennas Source of radiation is the electric-field distribution Ea(xa,ya) across the aperture. Every point of its wavefront serves as a source of spherical secondary wavelets. The aperture may then be represented as a distribution of isotropic radiators. Aperture must be at least several wavelengths long along each of its principal dimensions. 75 Relating Radiated Field to Aperture Distribution Far Field Condition where Accounting for difference between R and s 76 Rectangular Aperture with Uniform Distribution Uniform distribution across aperture Scalar formulation leads to: Ap = lx ly The sinc function is maximum when its argument is zero; Uniform aperture distribution provides narrowest possible far-field pattern 77 Examples of Radiation Patterns Circular aperture has circular beam In each principal plane, beamwidth is inversely proportional to antenna dimension in that plane Cylindrical reflector has narrow beam along length direction and wide beam along its width direction 78 Directivity & Effective Area (9.26) / 79 80 Antenna Arrays 81 Antenna Arrays An antenna array to a continuous aperture is analogous to digital data to analog. By controlling the signals fed into individual array elements, the pattern can be shaped to suit the desired application. Also, through the use of electronically controlled solid-state phase shifters, the beam direction of the antenna array can be steered electronically by controlling the relative phases of the array elements. This flexibility of the array antenna has led to numerous applications, including electronic steering and multiple-beam generation. 82 Array Pattern Power density radiated by the entire array Power density radiated by an individual element Array Factor The array factor represents the far-field radiation intensity of the N elements, had the elements been isotropic radiators. 83 Cont. 84 Example 9-5 (cont.) 85 Example 9-5 (cont.) Se 4Se 86 87 Array Pattern for Uniform Phase Distribution Any array with identical elements and equal spacing d with 88 Array Pattern for Uniform Phase Distribution Any array with identical elements and equal spacing d with Maximum for  = 0 → q = 90° 89 90 91 Link budget details Your path distance is given by R=(f*10+c) x10(e+d) m. Your frequency is: f=(e*10+d) GHz. Your transmitting antenna diameter is: D = (0.5+g/10) m 4. Calculate the free space path loss (in dB) for your microwave link. 5. Calculate the directivity of your transmitting antenna in dB and an approximate value for the beam width. 6. Calculate the link budget (PredP:) in dB if the transmit and receive antennas are identical. Assume the propagation medium has is loss-less. 7. If the receiver sensitivity is 10-11 watts, and the transmitter power is 20 watts, calculate the minimum radius of a receiving antenna capable of achieving a signal to noise ratio of 5 dB. The aim of this assignment is to re-enforce the learning from Chapter 9 of Ulaby. It is important that you can apply the appropriate equations to solving these problems and gain an understanding of what values you should expect. Rectangular waveguide dimensions (d+e) mm x (d+g) mm 1. Calculate the lowest cutoff frequency of your waveguide. 2. If your applied frequency is 4 times the cut-off frequency in your waveguide, calculate the impedance and the wavelength in your waveguide. 3. If your waveguide is terminated and the VSWR = 1 + (d+e)/10, calculate the impedance of your termination. = Link budget details Your path distance is given by R=(f*10+c) x10le+d) m. Your frequency is: f= (e*10+d) GHz. Your transmitting antenna diameter is: D: = (0.5+g/10) m = 4. Calculate the free space path loss (in dB) for your microwave link. 5. Calculate the directivity of your transmitting antenna in dB and an approximate value for the beam width. 6. Calculate the link budget (Pred Pt) in dB if the transmit and receive antennas are identical. Assume the propagation medium has is loss-less. 7. If the receiver sensitivity is 10-11 watts, and the transmitter power is 20 watts, calculate the minimum radius of a receiving antenna capable of achieving a signal to noise ratio of 5 dB. The aim of this assignment is to re-enforce the learning from Chapter 9 of Ulaby. It is important that you can apply the appropriate equations to solving these problems and gain an understanding of what values you should expect.

Physics Worksheet-Harvard University .

Question 3: Consider the following situation: A beam of light, starting in air, enters an optical fiber at an angle of a. Show that we can guarantee total internal reflection at the side wall if the index of refraction is greater than about 1.42. In other words, show that regardless of what a is, the light will be refracted back into the material if the index of refraction is greater than about 1.42. a n

Physics Newtons Law and Tension Worksheet-UCSB .

8. Two spherical masses of uniform density, each of mass M are connected by a light rod with negligible mass. The distance between their centers is L. What is the moment of inertia about an axis that is 1/2 way between the center of mass of the system and the center of the ball on the left? 9. You hang a mass of m = 0.500 kg on a spring and measure that it stretches 2 cm (0.02 m) from its original length. How much elastic potential energy is stored in the spring when it is at rest, stretched to this length? 10. A mass m = 5.0 kg is sliding along a frictionless table with initial speed 1.0 m/sec, as shown in the figure. If the force constant of the spring is 500 N/m, what is the maximum compression of the spring when the mass momentarily comes to rest? ! heeeeel tan

Physics Velocity of The Center of Mass Worksheet-UCSB .

A solid steel ball with mass = 1.0 kg and radius 0.25 m is held at rest on top of a ramp at height h = 2.0 m. The moment of inertia, I = (2/5)mR2 for a solid sphere. What is the final velocity of its center of mass, vcm, when it gets to the bottom of the ramp?

 

Physics Questions-Grossmont Cuyamaca Community College District.

  1. An ideal gas at 0.00oC initially occupies 0.150 m3 at a pressure of 2.00 atm.
    First: It is expanded isothermally until its volume triples.
    Second: it is cooled at a constant volume until its pressure is reduced by half.
    (a) How many moles of the gas are there (HINT: convert temp to Kelvin)
    (b) What is the total work done during the two processes.
  2. Load up the Desmos on Maxwell Speed Distribution (Links to an external site.).
    Change the molar mass value to be that for F2 gas. (google it)
    (a) Find the temperature at which v_rms = 600 m/s
    (b) What is the most probable and average speed at the temperature from part (a)?
    (c) take a screen shot (or picture) of the graph and upload it with the name Maxwell-Pic.
  3. At the end of the Adiabatic Processes video there is an example question for you do do. Do it!

PHY 2053C- Kinematics & Branch of Mechanics Physics Worksheet- ACCHS

PHY 2053C Final Chapter 1 – Chapter 10 Directions: Please do all problems and show all work. You will be graded on your work in addition to your answers, so if you do not show your work you risk losing points. To simplify your math please use g = 10 m/s2 . Note: Please do not write on the test. Write all work and answers on a separate sheet of paper. Please clearly indicate all answers. Remember to draw a free-body diagram on problems where you use Newton’s Three Laws. 1. Define Kinematics. What assumption must be true to use Kinematics? Write down the most important Kinematics equations. 2. Write down Newton’s 3 Laws of Motion. What assumptions must be made for Newton’s Laws to be valid? 3. What quantities have we learned about that are conserved? What must be true for each to be conserved? 4. A rifle is aimed horizontally at a target 50 m away. The bullet hits 1.25 m below the target. (a) What was the bullet’s flight time? (b) What was the bullet’s speed as it left the barrel? 5. A 1000-kg car traveling at a speed of 40 m/s skids to a halt on wet concrete where µk = 0.8. How long are the skid marks? 6. A 1000-kg safe is 2 m above a heavy-duty spring when the rope holding the safe breaks. The safe hits the spring and compresses it 50 cm. What is the spring constant of the spring? 7. A solid cylinder of radius 4 cm has the same mass as a solid sphere of radius R. If the cylinder and sphere have the same moment of inertia about their centers, what is the sphere’s radius? 8. A 20-g ball of clay traveling east at 3 m/s collides with a 30-g ball of clay traveling north at 2 m/s. What are the speed and direction of the resulting 50-g blob of clay? 9. A curve at a racetrack has a radius of 100 m and is banked at an angle of 45 degrees. On a rainy day, the coefficient of static friction between the cars’ tires and the track is 0.6. What is the maximum speed at which a car could go around this curve without slipping? 10. Ships A and B leave port together. For the next two hours, ship A travels at 30 mph in a direction 30 degrees west of north while ship B travels 60 degrees 1 Figure 1: Problem 11 east of north at 20 mph. (a) What is the distance between the two ships two hours after they depart? (b) What is the speed of ship A as seen by ship B? 11. In rock climbing, various rope and pulley systems have been devised to help haul up heavy loads, including injured climbers. A rescuer is hauling up an injured climber who has a mass m using the rope and pulley system shown in Figure 1. (The ropes in this figure are drawn at various angles for clarity, but you can assume they’re all vertical). You may assume both pulleys are massless. Write your answers in terms of the mass m and g. (a) What is the tension in rope 1? (b) What is the tension in rope 2? 2

Data for Vectors Questions-ACCH .

ONLINE LAB. EXP. 3: VECTOR ADDITION – USING PHET OBJECTIVES 1. Resolve a vector into its rectangular components, and 2. Find the sum of a number of vectors. EQUIPMENT PhET Vector Additon Lab: https://phet.colorado.edu/en/simulation/vector-addition THEORY OF VECTOR ADDITION A. Graphical Methods Parallelogram Method Vectors are represented graphically by arrows. The length of a vector arrow (drawn to scale on graph paper) is proportional to the magnitude of the vector, and the arrow points in the direction of the vector. The length scale is arbitrary and usually selected for convenience so that the vector graph fits nicely on the graph paper. See Fig 1a, where R = A + B. The magnitude R of the resultant vector is proportional to the length of the diagonal arrow and the direction of the resultant vector is that of the diagonal arrow R. The direction of R may be specified as being at an angle θ relative to A. Triangle Method An equivalent method of finding R is to place the vectors to be added “head to tail” (head of A to tail of B, Fig. l b). Vector arrows may be moved as long as they remain pointed in the same direction. The length and direction of the resultant is measured from the graph. R B A Figure 1a R A Figure 1b Polygon Method If more than two vectors are added, the head-to-tail method forms a polygon (Fig. 2). For four vectors, the resultant R = A + B + C + D is the vector arrow from the tail of the A arrow to the head of the vector D. The length (magnitude) and the angle of orientation of R can be measured from the diagram. Figure 2 B B. Analytical Methods Triangle Method The magnitude of R in Fig. 3 can also be computed by using trigonometry. The Law of Sines and the Law of Cosines are especially useful for this: Law of Sines: A/Sin α = B / Sin β = C / Sin γ. (3-1) Law of Cosines: C2 = A2 + B2 – 2AB Cos γ (3-2) α B C γ β A Figure 3 Method Of Components A vector A can be written as a sum of two vectors Ax and Ay along the x and y axis respectively, as shown. We call them the components of vector A and are given by: Ax = A cosθ i (3-3) Ay = A sinθ j (3-4) where θ is the angle between the vector A and the +x axis. In order to find the resultant vector R of a system of vectors A, B, C, etc… we follow these steps: a) Find the x and y components for each vector using the above equations. i.e. find Ax, Bx, Cx … and Ay, By, Cy …. Remember they can be positive or negative depending on their direction. b) Add up these components to get: Rx = Ax + Bx + Cx + … (3-5) Ry = Ay + By + Cy + … c) (3-6) 2 2 ½ Now, the magnitude of R is : [Rx + Ry ] The direction of R is : θ = tan -1 [Ry / Rx] where θ is the angle between R and x axis. Note that if the vector lies within the 2nd or 3rd quadrant, 180 degrees must be added to θ for this to be true. (This was discussed in our online meeting #3). PROCEDURE 1. Getting familiar with the simulation -Open the simulation and select “Lab”. You may wish to explore the other contents of the simulation as well. -You may add a vector to the coordinate plane by clicking and dragging them from the box to the right. Note there are two colors of vectors: Cyan and Orange. Pick a color, and only use that color for the remainder of the lab. I recommend Cyan. -You can change the direction and magnitude of the vector by clicking and dragging on its tip. You may move the vector anywhere in the plane by clicking and dragging its center. Note that moving the vector in this way does not change its magnitude or direction, and thus does not actually change the vector in any way. -You may add any number of vectors to the plane. Try adding at least two. Then check the box in the upper right labeled “Sum”. (If you picked Cyan as your color, click the sum with the Blue vector next to it. If you picked Orange as your color, click the sum with the Red vector next to it.) You are now viewing the sum of the vectors. You can move the sum vector around, but you cannot change its magnitude or direction except by changing the other vectors which form the sum. -Note that you can view the magnitude, direction, and components of any vector by clicking on it. This information is displayed at the top of the screen. -There are a number of other check boxes and options you may wish to explore, but we will only need the basic functionality described above. 2. Obtain data for vectors that do not add to zero (Case A): Using the simulation, form 2 vectors with different magnitudes and directions. Record each vector’s magnitude, direction, and x- and y- components. Also record this data for the sum of the vectors. Use vectors such that their sum is not zero. (A vector which is equal to zero has x- and y- components equal to zero) (Case B): Repeat this procedure for 3 vectors. You may wish to simply add a third vector to the two from the previous case. (Case C): Repeat this procedure for 4 vectors. You may wish to simply add a fourth vector to the three from the previous case. 3. Obtain data for vectors that add to zero (Case D): Using the simulation, form 2 vectors such that their sum is equal to zero. This can be achieved by clicking and dragging the tip of one vector until it is equal and opposite to the other vector. Record each vector’s magnitude, direction, and x- and y- components. (Case E): Using the simulation, form 3 vectors such that their sum is equal to zero. This can be achieved by clicking and dragging the tip of one vector until it is equal and opposite to the sum of the other vectors. Record each vector’s magnitude, direction, and x- and y- components. (Case F): Repeat the procedure above to form 4 vectors such that their sum is equal to zero. Record each vector’s magnitude, direction, and x- and y- components. (Case G): Repeat the procedure above to form 5 vectors such that their sum is equal to zero. Record each vector’s magnitude, direction, and x- and y- components. Make sure to include all recorded data on your lab report! CALCULATIONS/ANALYSIS -For each case above (A,B,C,D,E,F, and G), perform the following calculations and analysis: -Calculate the x- and y- components of each vector using the magnitude and angle data using equations 3-3 and 3-4. Check that the calculated values agree with the x- and y- components you obtained as data. -Calculate the x- and y- components of the sum of the vectors using equations 3-5 and 3-6. Check that the calculated value agrees with the x- and y- components for the sum that you obtained as data. -Draw a diagram showing the vector addition using the polygon method. You may wish to achieve this using the simulation itself by clicking and dragging the vectors to form this polygon, and then take a screenshot. (Please crop your screenshots! I don’t want to see your other open tabs! I just need to see the diagram). The main purpose of this lab is for you to further develop your understanding of vector addition. We will use vectors heavily for the rest of the course. I hope you feel you understand vector addition after completing it! eagleonline.hccs.edu Netflix Lab3 Browse For Homework Do My Homework | Get Assignment Help Here | Homework… + HCC = 6203-11156-PHYS-2126 » Assignments > Lab3 6203-S2 Lab3 Submit Assignment Account Home Syllabus Due Friday by 11:59pm Points 100 Submitting a file upload File Types pdf Dashboard Announcements Modules Lab Experiment 3 covers vector addition and utilizes online simulation web applets. Download a PDF of the instructions below: Courses Grades Lab Experiment 3 33 Groups Cisco Webex Calendar Follow the instructions given in the pdf. Create your own typewritten lab report including tables, plots, etc. as requested by the lab instructions. See the course syllabus for information on the format of a lab report. Feel free to message me if any of the instructions are unclear. E Inbox Once your lab report is completed, upload it as a PDF to the upload link located in this assignment. Help < Previous Next 个 learning.hccs.edu Lab2 PHYS 2126 Summer || 2020 (11156) Syllabus — HCC Learning Web Browse For Homework Do My Homework | Get Assignment Help Here | Homework… + LAB REPORT FORMAT: Each Lab report should be typed (except for calculations), and should include: 1. A title page: (5pts) On this page include your name; course name and number; the number, title and date of the experiment. 2. The instruction pages: (20pts) 2.1 The Purpose / Objectives of the experiment 2.2 The List of Apparatus / Equipments used in the experiment 2.3 The Theory and equations used. 2.4 Summary of the procedures followed 3. Data and observations: (15pts) Record all your measurements carefully in a tabular form. Be sure to write the units for the data. 4. Data Analysis / Calculations: (40pts) Carry out all the calculations using your data showing your steps clearly. Draw graphs / diagrams whenever required and explain what they mean. For instance if you have got a straight line graph, determine its slope and relate the slope to the physical problem at hand. Results: (10pts) Make a Table in which you should show the final results that you have obtained in this experiment. By ‘final results’ is meant those results that meet the objectives of the experiment. Be sure to consider significant figures, and include the units and percent errors in the results. 6. Discussion/Conclusion: (10pts) In this section, include a summary, conclusion and discussion of the results. This usually requires you to state how good your results are in comparison with the objectives you stated at the beginning of your report. Compare your results with accepted values and state the percentage error. Discuss the sources of these errors and give other comments you would like to make about the experiment. Discuss areas of improvement in procedure to reduce errors. 5. ADDITIONAL INFORMATION Please try to keep item 2 to within one page, but not more than 2. Your report should not look like a manual (which states in the procedure what is to be done), rather, write what you actually did. Remember that the report is being written after the lab has already been conducted, so DO NOT write what HAS TO BE DONE, but rather, WRITE WHAT YOU HAVE done. Also, DO NOT tell the report reader what to do. Use same font and size throughout the report, label the sections, underline or bold the headings etc. Do not use a font that is too large or too small, or bold font except for headings. Do not copy-paste text from the manual in your report. Attach the data and calculations at appropriate places in the report (see format). Calculate the errors and include these in the Results and Discussion sections. Please read the Instructor’s comments on the returned reports, and consider them while writing subsequent reports. Reports that are poorly written may have to be re-written to get a grade. Reports are to be written individually by each student.

Animation Cases Questions-Columbia University.

CASEA

https://thumbs.gfycat.com/PhysicalJitteryAmbushbug…

What’s happening here and why is it so diffcult for the astronaut to unstuck himself How is he breaking/bending the conservation of momentum principle? If you were the astronaut. what else would you try to unstuck yourself sooner?

How is it that this person manages to increase in height, breaking/bending the conservation of energy where is the energy coming from

Hint: Last time I checked. shoes have friction

CASEC

https://imgur.com/gallery/bsldJ0J

Compared to the”straight”way up. the energy required to circle up the pit is the same, but the distance required is

longer. Can you think of two simple reasons why this worker is circling the drain like he is?

Hint: Force times distance has the units of energy. The pit also seems pretty steep