Sabtu, 18 Desember 2010

Fisika untuk Universitas

Fisika untuk Universitas

Ditujukan untuk meningkatkan kualitas proses dan hasil perkuliahan Fisika di tingkat Universitas

10: Hooke's Law, Simple Harmonic Oscillator


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LEWIN: You did very well on your first exam.

I was hoping for an average of about 75; the class average was 89.

So that leaves us with two possibilities: either you are very smart, this is an exceptional class, or the exam was too easy.

Now, this exam was taken by three instructors way before you took it.

None of them thought it was too easy, so I'd like to think that you are really an exceptional class and I'd like to congratulate you that you did so well.

Here is a histogram of the scores.

If we had to decide on this test alone--

forgetting your quizzes, forgetting your homework, on this test alone--

the dividing line between pass and fail would be 65.

That means that five percent of the class would fail, which is unusually low.

Normally that is around 15%.

But time will tell whether you are indeed exceptionally smart or whether the exam was too easy.

The good news also is--

two pieces of good news--

that we promise that the books will arrive at the Coop today.

Today we're going to talk about springs, about pendulums and about simple harmonic oscillators--

one of the key topics in 801.

If I have a spring...

and this is the relaxed length of the string... spring, I call that x equals zero.

And I extend the string...

the spring, with a "p," then there is a force that wants to drive this spring back to equilibrium.

And it is an experimental fact that many springs--

we call them ideal springs--

for many springs, this force is proportional to the displacement, x.

So if this is x, if you make x three times larger, that restoring force is three times larger.

This is a one-dimensional problem, so to avoid the vector notation, we can simply say that the force, therefore, is minus a certain constant, which we call the spring constant--

this is called the spring constant--

and the spring constant has units newtons per meter.

So the minus sign takes care of the direction.

When x is positive, then the force is in the negative direction; when F is negative, the force is in the positive direction.

It is a restoring force.


Ucapan Terima Kasih Kepada:


1. Para Dosen MIT di Departemen Fisika

a. Prof. Walter Lewin, Ph.D.

b. Prof. Bernd Surrow, Ph.D.

2. Para Dosen Pendidikan Fisika, FPMIPA, Universitas Pendidikan Indonesia.

Terima Kasih Semoga Bermanfaat dan mohon Maaf apabila ada kesalahan.

Rabu, 15 Desember 2010

Fisika untuk Universitas

Fisika untuk Universitas

Ditujukan untuk meningkatkan kualitas proses dan hasil perkuliahan Fisika di tingkat Universitas

Kelistrikan dan Kemagnetan





Topics covered:

Biot-Savart Law
Gauss' Law for Magnetic Fields
Revisit the "Leyden Jar"
High-Voltage Power Lines

Instructor/speaker: Prof. Walter Lewin

Free Downloads

Video


» Download this transcript (PDF)

Well, we have a current going through a wire, like so.

And we look at the magnetic field in the vicinity of this wire , then we know from experiment that if you put pieces of magnetite around the wire that they line up in a circle.

Put around like this.

If that circle has a radius R, then the magnetic fields, that's an experimental fact, is proportional with the current I and is inversely proportional with the radius of that circle.

By convention, the direction of the magnetic field is given by the right-hand corkscrew, rotate this way, the current goes up.

You've seen before, with electric charges, when you have a wire which is uniformly distributed say with positive charge, you've also seen that electric fields in the vicinity of that straight wire falls off as 1 over R, whereas the direction is different than the magnetic field but it also falls off as 1 over R, and the reason is that electric monopoles, individual charges, the electric field falls off as 1 over R squared.

And so when you integrate that out over a straight wire you get the 1 over R field.

So by analogy, it would be very plausible that if you took magnetic monopoles that the magnetic field would also fall off as 1 over R squared, but magnetic monopoles as far as we know don't exist.

In principle they could exist, but we've never seen one, and if any one of you ever find one, that would certainly be a Nobel Prize.

It's by no means impossible.

And so the simple fact that the magnetic field around a current wire falls off as 1 over R, sort of suggests that if you carve this wire up in little elements dL, that each one of those elements contributes to the magnetic field in an inverse R-squared law, and by integrating out over the whole wire you'd then get the 1 over R fields.

And this behind the idea of the formalism by Biot and Savart, who introduced the idea that if you have a little current element dL, and the current is in this direction, and you want to know what the magnetic field is, This is small contribution dB to that little current element, and the distance is R, and the unit vector from the element dL to the point where you want to know the magnetic field is R roof.

Then the idea is that dB, it's a little bit of curr- little bit of magnetic fields.

In this case it would be in the blackboard because of the right-hand corkscrew rule.

The current is in this direction, so these little elements would contribute to magnetic fields in this direction perpendicular to the blackboard.

Is some constant, proportional to the current no doubt, and then is proportional to the length of that little element dL, if it's longer then the magnetic field is larger, and in order to get the direction right perpendicular to the blackboard you take the cross product with the unit vector R.

The unit vector R has length 1 so you only do that in order to get the direction right.

And this, and that inversely proportional to R squared.

That's of course key.

And this is, the formalism by Biot-Savart and you can do experiments and measure the magnetic field in the vicinity of wires and this formalism works, so you then calculate the individual contributions of all these little elements dL and then you do an integration and this formalism works.

You can then also measure what C is, in SI units, C is 10 to the -7.

But we write for C something quite peculiar.

We write for C mu 0 divided by 4 pi, and we call this mu 0 the permeability of free space.

You've seen earlier with Coulomb's law that this constant 9 times 10 to the 9th, we call that 1 over 4 pi epsilon 0.

What is in the name?

And so here we call this mu 0 divided by 4 pi.

So now you can apply Biot-Savart's Law and you can go to a straight wire and you have a current I, and suppose you want to know what the magnetic field at that location P is at a distance capital R, and so what you now have to do, is you carve this up, in an infinite number of small elements dL, and this distance is R, and the unit vector is then like so, and you calculate the small amount of magnetic field due to this little element and you integrate this over the whole wire.

It's mathematics.

You've done it.

You've done it before, where we had uniformly electric charge on the wire.

So I'm not going to do this again for you.

It's a very straightforward piece of mathematics.

The magnetic field by the way, in this case, would come out of the blackboard.

Because of the right-hand corkscrew rule.

And what you find when you do this, we will find that B equals mu 0 times I, divided by 2 pi R, this being R, and so you indeed see that the inverse 1 over R comes out.

And so if you, for instance, take a radius of 0.1 meters, 10 centimeters, and you have a current through the wire of about 100 amperes, then you would end up with a B field.

You use this equation, 2 times 10 to the -4 tesla.

That is about 2 gauss.

100 amperes.

10 centimeter distance is only 2 gauss.

Think about it.

The Earth's magnetic field is half a gauss.

So if you go 1 meter away from the wire, so we have a magnetic field which is 10 times lower, look, it goes with 1 over R, then the magnetic field of the Earth already dominates substantially.

So you need very high currents, actually, when you do these experiments.

It's nice to see that out of Biot-Savart's formalism the 1 over R pops out, but of course you must realize that Biot-Savart knew that the magnetic field falls off as 1 over R.

That was an experimental fact.

So the fact that it falls out is logical, because it was cooked into that formalism.

If you think about it, it all goes back to Newton.

Newton was the one who first suggested that the gravitational field falls off as 1 over R squared.

And then later a logical ex10sion was that the electric fields would fall off as 1 over R squared and out of that came the idea that the fields of magnetic monopole, if they only existed, would fall off as 1 over R squared, and that's all behind this and so the person who really deserves most of the credit for all this in my book is Newton.

Using Biot-Savart, we can calculate now quite easily the magnetic field at the center of a current loop.

Let this be a wire circle and let the current go in this direction, and I would ask you what is the magnetic field right at the center.

Well, the magnetic field right at the center of course is pointing upwards.

Each little element along the line here, dL, each little element will contribute a little bit magnetic field at that point right in this direction.

And if this radius is R, with Biot-Savart now, we can calculate quite easily the total field that you would get at this location, because that total field is then the integral of dB vectorially over the entire wire so the entire loop...

So if you go there, so you would get your mu 0, divided by 4 pi, you get your current and you get your 1 over R squared, and now you have to do an integral over that dL cross R.

Well, R is of course always perpendicular to dL.

Any element dL that you choose, the unit vector R is exactly perpendicular to the element dL, because that's characteristic of a circle.

And so the sine of the angle between dL and R is 1, and so all we have to do is do an integral over dL, which is the integral of the circle, which is the circumference of the circle, and that is 2 pi R.

And so now you find, you lose a pi, you lose an R, so you find mu 0 times I divided by 2R.

Just to show you an example, how in this case how easy it is to use Biot-Savart and calculate the magnetic field right at the center.

If you were asked what the magnetic field was here or there, that would be also relatively easy.

You've done that.

I've given you a problem earlier where we had point charges uniformly distributed on a wire and I asked you what the electric field was here.

So that can also be done now with magnetic fields.

If I ever asked you what the magnetic fields would be here, that of course is an impossibility to do that with Biot-Savart, practically an impossibility.

I wouldn't know how to do that.

But in principle it could be done and certainly with a computer you can do it.

So we can go to our same situation, we can take 100 amperes for I and you can take R 0.1 meters and then the B field, the strength of the B field right at the center of this loop that I found is then 6 times 10 to the -4 tesla.

And that would be 6 gauss.

It's clear that if you want to put in some field lines, magnetic field lines, as a result of this current going around in a circle, that the- through the center there would be a field line like so.

If you're very close to the wire here, which goes into the blackboard, I want you to see this three-dimensionally, then the magnetic field would go like this, clockwise.

Here the current comes to you, so it would be counterclockwise.

If the magnetic field line is here like so, and here it is curled up, then clearly I expect them to be here, sort of like so, and like so, and like so.

This is the kind of magnetic field line configuration that I would expect, then, in the vicinity of such a current loop.

And I want to show this to you in a little bit more detail.

I have here a transparency, and you see there on the right side, current goes into the paper and here it comes out of the paper.

That is a circular loop.

And you see here the field line configuration.

It's not too different from what I have on the blackboard there.

Very close to the wires, of course, you get circles because the 1 over R dominates there.

It's so close to the wire that the 1 over R relationship makes it come out like circles and here too, but then if you're farther away you get configurations like I have there.

When you're very far away from a current loop, the magnetic field configuration is very similar to that of an electric dipole.

I can show you that in the following way.

Let's first look at the electric dipole that you see up there.

This is a positive charge, this is a negative charge.

Don't look anywhere near the charges.

Don't look in between the charges.

Look far away.

Here you see electric field lines and you see them here.

Now look at your current loop here.

The current is going into the paper here, coming out of the paper.

There is a loop.

And look, you see the same configuration, field lines, field lines.

This goes like so.

This one goes like so.

Here, the electric field lines coming in, magnetic field lines are coming in.

Electric field lines are going out.

Magnetic field lines are going out.

They look very similar.


Pengembangan Perkuliahan

1. Buatlah sebuah Esai mengenai materi perkuliahan ini

2. Buatlah sebuah kelompok berjumlah 5 orang untuk menganalisis materi perkuliahan ini

3. Lakukan Penelitian Sederhana dengan kelompok tersebut

4. Hasilkan sebuah produk yang dapat digunakan oleh masyarakat

5. Kembangkan produk tersebut dengan senantiasa meningkatkan kualitasnya

Ucapan Terima Kasih Kepada:

1. Para Dosen MIT di Departemen Fisika

a. Prof. Walter Lewin, Ph.D.

b. Prof. Bernd Surrow, Ph.D.
(http://web.mit.edu/physics/people/faculty/surrow_bernd.html)

Staff

Visualizations:
Prof. John Belcher

Instructors:
Dr. Peter Dourmashkin
Prof. Bruce Knuteson
Prof. Gunther Roland
Prof. Bolek Wyslouch
Dr. Brian Wecht
Prof. Eric Katsavounidis
Prof. Robert Simcoe
Prof. Joseph Formaggio

Course Co-Administrators:
Dr. Peter Dourmashkin
Prof. Robert Redwine

Technical Instructors:
Andy Neely
Matthew Strafuss

Course Material:
Dr. Peter Dourmashkin
Prof. Eric Hudson
Dr. Sen-Ben Liao

Acknowledgements

The TEAL project is supported by The Alex and Brit d'Arbeloff Fund for Excellence in MIT Education, MIT iCampus, the Davis Educational Foundation, the National Science Foundation, the Class of 1960 Endowment for Innovation in Education, the Class of 1951 Fund for Excellence in Education, the Class of 1955 Fund for Excellence in Teaching, and the Helena Foundation. Many people have contributed to the development of the course materials. (PDF)



2. Para Dosen Pendidikan Fisika, FPMIPA, Universitas Pendidikan Indonesia.

Terima Kasih Semoga Bermanfaat dan mohon Maaf apabila ada kesalahan.

Jumat, 10 Desember 2010

Fisika untuk Universitas

Fisika untuk Universitas

Ditujukan untuk meningkatkan kualitas proses dan hasil perkuliahan Fisika di tingkat Universitas

Kelistrikan dan Kemagnetan




Topics covered:

Moving Charges in B-fields
Cyclotron
Synchrotron
Mass Spectrometer
Cloud Chamber

Instructor/speaker: Prof. Walter Lewin

Free Downloads

Video


» Download this transcript (PDF)

All right, you did well on the exam.

Class average was 62.

I always aim for 65, so I was very happy.

11 students scored 100.

I believe that my exam review was extremely fair.

According to some instructors, perhaps even too close for comfort.

I did a problem with parallel resistors and a battery.

I applied Gauss's Law for cylindrical symmetry.

I spent quite a bit of time discussing where charge occurs and where charge cannot be located on conductors and I hit the idea of capacitors and dielectrics also quite hard.

I prefer not to think about a rigid division between pass and fail, but I'd rather tell you that all of you who scored less than 47, in my book, are sort of in the danger zone.

Now, that doesn't mean that you're going to fail the course, nor does it mean that you will pass the course if you scored 70.

But those people are in the danger zone.

I think you should talk to your instructor, and I would advise those people also to make frequent use of our tutors.

Two exams to go, plus the final.

Today I'm going to uncover a whole new world for you and you will see how 8.02 comes in there in a very natural way.

The Lorentz force F is the charge times the cross product of the velocity of that charge and the B field that the charge experiences.

If I have here a positive charge plus Q and it has a velocity V in this direction, and the magnetic field would be uniform and coming out of the blackboard, there's going to be a force on this charge according to this relationship and the force is then like so.

Perpendicular to V, perpendicular to B.

In this case the charged particle is going to go around in a circle.

The Lorentz force cannot change the speed, cannot change the kinetic energy, because the force is always perpendicular to the velocity, but it can change the direction of the velocity.

And so, what you're going to see is that the charged particle will go around into a perfect circle if the magnetic field is constant throughout.

And the radius of this circle can very easily be calculated using some of our knowledge of 8.02.

The force is QVB because I chose B also perpendicular to V, and so there is no sign, the sign of the angle between them is 1, and this now has to be the centripetal force that we encountered in 8.01, which is MV squared divided by R, M now being the mass of this particle.

And so you'll find now that R equals MV divided by QB.

And this, by the way, I want to remind you, is the momentum of that particle.

If you look at this equation, it's sort of pleasing.

If the charge is high then the Lorentz force is high so the radius is small.

If the magnetic field is high then the Lorentz force is high so the radius is small.

If the mass of the particle is high, there is a lot of inertia and so it is very difficult to make it go around, so to speak, so a very high mass, you expect a very high radius.

And so that looks all intuitively quite pleasing.

Let's do a numerical example.

I take a proton, P stands for proton, and I take a 1 MeV proton.

It's the same I took during my test review.

1 MeV means that the kinetic energy is 1 MeV, is the charge times the potential difference over which this proton was accelerated, in this case, delta V would be 1 million volts.

And this now equals one-half times the mass of that proton times the velocity squared.

In this case, if I have a 1 MeV, so it is a million volts, you will find that this is 1.6 times 10 to the -13 joules.

I gave you there the charge of the proton, you multiplied it by a million, and this is the energy.

And so now you can calculate the velocity because you know the mass of the proton.

I gave you that too, there.

And so you will find exactly what you found during my test review, 1.4 times 10 to the 7th meters per second, which is 5% of the speed of light, comfortably low so we don't have to make any relativistic corrections.

If this proton now enters a magnetic field B, which is 1 tesla, then by using the equation I have up there, you know the mass of the proton, we just calculated the velocity.

You know the charge of the proton and you know the B field.

You will find that R is 0.15 meters, which is 15 centimeters, just a numerical example.

It is more common, or at least often done, to eliminate out of that equation there the velocity and replace it by the potential difference, capital V, over which we accelerate these particles.

And so, what you can do, you can replace this V by using the equation I have there, the one half MV squared, so we have that one-half MV squared equals Q times delta V, but I will write for that just a capital V, and I substitute this V now in here, and so I no longer see the velocity but I now see this potential difference.

In the case of that proton, this V would be a million and you will find then that R is then the square root of 2M times that capital V divided by Q B squared.

And so the two equations are of course the same physics, but it's different representation.

If you put in for V now 10 to the 6th, mass of the proton, charge of the proton, and 1 tesla field, of course you find exactly the same 0.15 meters.

Now this is all nice and dandy, but this works as long as the speed is much smaller than the speed of light.

If that's no longer the case, then we have to apply special relativity and that is not part of this course but I would like to briefly touch upon that today.

I can show you how things go sour because suppose we have a 500 kilo electric volt electron.

So that means that in this equation here, the V is 500000, the Q is the charge of the electron, M is now the mass of the electron, and if I apply that equation I find that V is 4.2 times 10 to the 8th meters per second and that is larger than the speed of light, so that's clearly not possible.

The actual speed, if you make relativistic corrections, is 2.6 times 10 to the 8th meters per second.

And although I don't expect you to be able to make those relativistic corrections, I will make them today and you will see why I have to, and I want to show you that in fact this is not all that difficult even though I will not hold you responsible for these equations.

So what I have here is now kinetic energy, is again QV, that's not changing, but is no longer one-half MV squared but it is gamma minus 1 times MC squared, and gamma is defined there -- it's called the Lorentz Factor, and so if you know now for the electron that capital V is 500000, you can calculate what gamma is from the first equation and then you go to the second equation and you find what the speed is, and you will see then that you never find a speed larger than the speed of light.

And so we now have to make the correction also for the radii and those corrections become again relatively easy.

This now requires a factor gamma and you see that on the upper blackboard there, and this too now has to be replaced by this gamma plus 1 and then everything is OK.

So I don't expect you to know this, but I don't want you to think that all these relativistic corrections come out of the blue, nor do I want you think that it is very difficult.

It really isn't.

The equations are extremely straightforward.

So I want to show you now some of the results that we just discussed.

The 1 MeV proton and the 500 KeV electron, this is on the Web.

You can click on Lecture Supplements and you can make yourself a hard copy.

So here you see the kinetic energy, 1 MeV proton.

Notice the speed that we calculated there is non-relativistic, gamma is very close to 1.

You don't have to make a correction.

And in a 1 tesla field you get a radius of 15 centimeters, which we just calculated.

If you go to a 50 MeV proton, it's sort of in the borderline between relativistic and non-relativistic.

It's still non-relativistic enough, and if it is non-relativistic you can clearly see here that the radius goes with the square root of capital V.

And for 50 MeV, capital V is 50 million, and for 1 MeV, capital V is 1 million.

And since it goes with the square root of V, you expect roughly the radius to be the square root of 50 times larger, which is 7, and indeed, you see that.

So you see, from 15 centimeters the radius goes to about 1 meter.

Um, here is our 500 KeV electron, and notice that I did the calculation correctly.

This is relativistically corrected now.

You get your 2.6 times 10 to the 8th meters per second by applying the formalism that you see there.

I will leave this here throughout this lecture, because I will return to this several times.

I want to show you a cute demonstration.

I have an, er, electron gun here and the electron gun comes like so.

This is the velocity of the electrons.

I put a minus sign there to remind you that they are electrons.

If electrons go in this direction, the current goes in that direction.

And so if now I have a magnetic field which, let's assume the magnetic field is in the blackboard.

This is B.

Then I cross B is the direction of the force.

I is in this direction, B is in the blackboard.

So if I'm not mistaken, I think the force is in this direction and so you will see that it starts to bend in this direction.

If you change the direction of the magnetic field, the magnetic field is coming out of the blackboard, then the electron will go in this direction, and I can show you that here.

It is not too different from the distortion experiment I did when I had the television program there and I had the strong magnet and we distorted the image, but this of course is a little bit more controlled.

So, we're going to see the image there and we want to make it quite dark in the room.

Mmhm.

And turn on the electron gun.

So you see, the electron gun it strikes a fluorescent screen and that's how you can see it, and I have here a bar magnet and if I hold the bar magnet behind it then I can create more or less situations like this.

I can flip over the magnet and then the direction of bending should change, so here I come with the magnet, and you see, curve up the electrons.

I turn the magnet over and I come in again and they curve down.

Very straightforward, very simple.


Pengembangan Perkuliahan

1. Buatlah sebuah Esai mengenai materi perkuliahan ini

2. Buatlah sebuah kelompok berjumlah 5 orang untuk menganalisis materi perkuliahan ini

3. Lakukan Penelitian Sederhana dengan kelompok tersebut

4. Hasilkan sebuah produk yang dapat digunakan oleh masyarakat

5. Kembangkan produk tersebut dengan senantiasa meningkatkan kualitasnya

Ucapan Terima Kasih Kepada:

1. Para Dosen MIT di Departemen Fisika

a. Prof. Walter Lewin, Ph.D.

b. Prof. Bernd Surrow, Ph.D.
(http://web.mit.edu/physics/people/faculty/surrow_bernd.html)

Staff

Visualizations:
Prof. John Belcher

Instructors:
Dr. Peter Dourmashkin
Prof. Bruce Knuteson
Prof. Gunther Roland
Prof. Bolek Wyslouch
Dr. Brian Wecht
Prof. Eric Katsavounidis
Prof. Robert Simcoe
Prof. Joseph Formaggio

Course Co-Administrators:
Dr. Peter Dourmashkin
Prof. Robert Redwine

Technical Instructors:
Andy Neely
Matthew Strafuss

Course Material:
Dr. Peter Dourmashkin
Prof. Eric Hudson
Dr. Sen-Ben Liao

Acknowledgements

The TEAL project is supported by The Alex and Brit d'Arbeloff Fund for Excellence in MIT Education, MIT iCampus, the Davis Educational Foundation, the National Science Foundation, the Class of 1960 Endowment for Innovation in Education, the Class of 1951 Fund for Excellence in Education, the Class of 1955 Fund for Excellence in Teaching, and the Helena Foundation. Many people have contributed to the development of the course materials. (PDF)



2. Para Dosen Pendidikan Fisika, FPMIPA, Universitas Pendidikan Indonesia.

Terima Kasih Semoga Bermanfaat dan mohon Maaf apabila ada kesalahan.

Kamis, 09 Desember 2010

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  • Sumber:
    FISIKA FOREVERMORE
    Media Saling Berbagi Ilmu dan Informasi

    Rabu, 01 Desember 2010

    Fisika untuk Universitas

    Fisika untuk Universitas

    Ditujukan untuk meningkatkan kualitas proses dan hasil perkuliahan Fisika di tingkat Universitas

    Kelistrikan dan Kemagnetan




    Topics covered:

    Review Exam 1 (Secret Top!)

    Instructor/speaker: Prof. Walter Lewin

    Free Downloads

    Video


    » Download this transcript (PDF)

    You see here the topics the way I see them, you will get three problems to -- on the exam, and not all subjects can, of course, be represented on the exam.

    Nor can I cover all of them in 50 minutes.

    I will test some very basic ideas, the math will be utterly trivial, and if it becomes complicated, then you just know that you're on the wrong track.

    If you get stuck, somehow, on a problem, my advice is, move on, don't stay with the problem, but move on and try some others first.

    There is a reason why Gauss's Law there is in red, because Gauss's Law is, of course, extremely important in the early part of the course, the closed surface integral of E dot dA is the sum of the enclosed charge, divided by epsilon 0.

    And that is so important that you can be sure that there will be one problem dealing with Gauss' Law.

    Now, when you have Gauss' Law problems, there's always one of three.

    You must have symmetry, you must have a special distribution of charges, because otherwise, Gauss' Law doesn't get you anywhere.

    So we have spherical symmetry, we have cylindrical symmetry, and we have plane symmetry, and that's all there is.

    So you're going to get one of those three.

    I will do one now, you may choose.

    We're going to have a vote.

    One is a possibility, I do one on spherical symmetry, another one I do on cylindrical symmetry, or I do one on slab symmetry.

    Who wants the spherical symmetry?

    Hands.

    Who wants the cylindrical symmetry?

    Way more hands.

    Who wants plane?

    I think the cylinders have it.

    But if you're clever, you can stay for the next lecture, and then you can try to get the other one.

    We need a little bit of fun today.

    And therefore, I want to introduce you first to something very special, which is close to my heart, it is a secret top, you're going to see it there, and that secret top, I'm going to spin, and if you're a believer in 8.01, which you should be by now, then we will -- should be able to predict that that stop cannot spin for very long, there is friction with the air and friction with the surface, and so chances are it will soon fall over.

    We'll take a look at it later, again.

    So let's now start our first problem, and that is a cylindrical symmetry.

    Well, we have a cylinder -- and here is the cylinder -- it's very long, has radius R, and I have uniform charge distribution throughout the whole cylinder, and the density is rho coulombs per cubic meter.

    Uniformly distributed through the cylinder.

    I want to know what the electric field inside the cylinder is and outside the cylinder.

    Let's first do outside the cylinder.

    The gauss surface, clearly, is going to be itself a cylinder, there it goes -- you can give it any random length, L, cannot have any effect on the answer -- and so the end is flat, perpendicular to the axis of symmetry, and this front part is flat, and this is curved.

    I give this a radius little r, and so I know that everywhere on the surface of that cylinder outside, that the electric field must be the same everywhere because the distance is the same, that's the symmetry argument.

    Electric field cannot be any stronger here than it is there, if I'm on that surface.

    Symmetry argument number one.

    Symmetry argument number two is, given the fact that this is a cylinder, the electric field must everywhere be perpendicular to this axis, coming out -- I call it radially, but, of course, it is not radially, like a sphere -- it's radially coming out of this surface, always perpendicular to this axis of symmetry.

    Nature could not decide any other way.

    That's the second symmetry argument.

    One you recognize that argument, the electric flux through this flat surface and through that flat surface must be 0.

    Because then, the electric field and the local dA vector, which is the perpendicular to the surface, make angles of 90 degrees with each other, because E would be like this here, but dA is in the direction of the axis of symmetry.

    So no flux can, therefore, get out here and get out here.

    But only through this curved surface.

    But on this curved surface, if it is a positive charge, then the E vector and the dA are in the same direction, if it is a negative charge, they are in opposite directions.

    Later, you can change the sign of rho, let's just make it positive for now.

    So if, now, I apply Gauss' Law, then I only have to take this surface into account and not these two end pieces.

    And so I need to know, now, what this surface is, because E and dA are always in the same direction everywhere, thus the cosine of the angle between them is plus 1.

    And so what is the surface area?

    That is going to be L times 2 pi little r, and then the electric vector is everywhere, the same there, this was our symmetry argument, and that is now the charge inside this cylinder, divided by epsilon 0.

    But, of course, the charge inside the cylinder, that's only the portion that is in this inner cylinder, and so that has also, then, length L.

    The cross-section here is pi R squared, so this is the volume of the charge that I have inside my Gaussian surface, I must multiply by rho, that gives it a charge, and I divide by epsilon 0.

    And of course, the L cancels, as it always does, and the pi cancels here, too, and so I find that the electric field equals R squared times rho divided by 2 epsilon 0 r, and if you want to see it vectorially, you can put an r roof there, r roof, then, would be a vector which is perpendicular to the axis -- I mentioned earlier, I called that radially outwards.

    So this is the electric field outside the cylinder.

    R squared rho 2 epsilon 0 r.

    So it falls off as 1 over r.

    So now I want to know what it is inside the cylinder.

    So now I go to r, less than equal to R.

    So it's clear that what I do now, I'm going to have a Gaussian surface which, again, is a cylinder, has length L, and it has, again, two flat pieces at the end, so no flux will go through those two pieces, so my first term of Gauss' Law is going to be the same, I have L times 2 pi little r, because the radius of this inner circle is also r, L 2 pi r times the electric field, the arguments are identical -- but now, there is less charge inside my Gaussian surface.

    Uh, the volume is L, now times pi little r squared, and then I get rho to convert it to charge, divided by epsilon 0.

    I lose my L, as I always do, my pi goes, and so now I get E equals -- there is an r here, and there is an r squared here, an so I only end up with one r, divided by 2 epsilon 0, and if you like that vector notation, you can always do this.

    And of course, if rho were negative, then automatically, you see, if you put a negative charge density in here, then the E field flips over, so that's automatically taken into account both here and there.

    So let's take a look at it, I'm quite happy with that.

    If you substitute little r equals capital R, you are right at the surface of your cylinder, then you get the same answer in both cases.

    Substitute R, capital R in here, then the magnitude of E -- don't worry about the direction now -- is rho capital R divided by 2 epsilon 0, and if you put in here for this little r, capital R, you find exactly the same answer.

    So we can now make a plot of the electric field as a function of distance R, here being capital R, and here being the electric field strength.

    It's a linear line, 0 here, it goes up to a certain maximum, and then it falls off as 1 over r.

    And this value here is this value.

    That's where little r is capital R.

    It is obvious and pleasing that the electric field, on the axis itself, where little r is 0, that that electric field is 0, that is something that you could have predicted almost without any knowledge, because you have symmetry all around it, there is charge on the left, there is charge on the -- on the right, there's charge on north and south, and the electric fields right at the center, of course, all pair each other out, so you get no electric field right at the center.

    If the charge, for some reason, would all be at the outer surface, if it were a solid conductor that would be the case, then the electric field would be 0 everywhere inside, and this would be unchanged, assuming then, that you have the same amount of charge on the outside per unit length as you now have on the inside.

    So that is cylindrical symmetry.

    I am dying to take a look at my top.

    I am really -- and much to my shock, do I see that this top -- is still rotating.

    So maybe I have to come to the conclusion that there is something wrong with 8.01.

    .

    There must be a layer deeper than 8.01 -- there is friction, and yet, this top doesn't come to a halt.

    And so that layer deeper -- maybe that layer deeper is 8.02.

    Give that some thought, it may add to your sleepless nights.

    We'll visit it later, because maybe it will come to a stop.

    Very well.

    Let's now do something very different.



    Pengembangan Perkuliahan

    1. Buatlah sebuah Esai mengenai materi perkuliahan ini

    2. Buatlah sebuah kelompok berjumlah 5 orang untuk menganalisis materi perkuliahan ini

    3. Lakukan Penelitian Sederhana dengan kelompok tersebut

    4. Hasilkan sebuah produk yang dapat digunakan oleh masyarakat

    5. Kembangkan produk tersebut dengan senantiasa meningkatkan kualitasnya

    Ucapan Terima Kasih Kepada:

    1. Para Dosen MIT di Departemen Fisika

    a. Prof. Walter Lewin, Ph.D.

    b. Prof. Bernd Surrow, Ph.D.
    (http://web.mit.edu/physics/people/faculty/surrow_bernd.html)

    Staff

    Visualizations:
    Prof. John Belcher

    Instructors:
    Dr. Peter Dourmashkin
    Prof. Bruce Knuteson
    Prof. Gunther Roland
    Prof. Bolek Wyslouch
    Dr. Brian Wecht
    Prof. Eric Katsavounidis
    Prof. Robert Simcoe
    Prof. Joseph Formaggio

    Course Co-Administrators:
    Dr. Peter Dourmashkin
    Prof. Robert Redwine

    Technical Instructors:
    Andy Neely
    Matthew Strafuss

    Course Material:
    Dr. Peter Dourmashkin
    Prof. Eric Hudson
    Dr. Sen-Ben Liao

    Acknowledgements

    The TEAL project is supported by The Alex and Brit d'Arbeloff Fund for Excellence in MIT Education, MIT iCampus, the Davis Educational Foundation, the National Science Foundation, the Class of 1960 Endowment for Innovation in Education, the Class of 1951 Fund for Excellence in Education, the Class of 1955 Fund for Excellence in Teaching, and the Helena Foundation. Many people have contributed to the development of the course materials. (PDF)



    2. Para Dosen Pendidikan Fisika, FPMIPA, Universitas Pendidikan Indonesia.

    Terima Kasih Semoga Bermanfaat dan mohon Maaf apabila ada kesalahan.