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  • An Introduction to Parallel Programming
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  • Transport Phenomena In Porous Media III
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  • Sumber:
    FISIKA FOREVERMORE
    Media Saling Berbagi Ilmu dan Informasi

    Sabtu, 15 Januari 2011

    Fisika untuk Universitas

    Fisika untuk Universitas

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

    Kelistrikan dan Kemagnetan




    Topics covered:

    How do Magicians levitate women? (with demo)
    Electric Shock Treatment (no demo)
    Electrocardiogram (with demo)
    Pacemakers
    Superconductivity (with demo)
    Levitating Bullet Trains
    Aurora Borealis

    Instructor/speaker: Prof. Walter Lewin

    Free Downloads

    Video

    • iTunes U (MP4 - 104MB)
    • Internet Archive (MP4 - 203MB)

      » Download this transcript (PDF)

      You have ten days left for your motor, so that's a nice project for Spring Break.

      I'll give you some hints.

      Keep the friction of your rotor as low as you can.

      You can't use any oil, of course; that's not allowed.

      Balance your rotor to the best you can.

      And try to avoid that the rotor begins to bounce, begins to vibrate, because when it vibrates it loses contact with the current when it needs it so there's no torque.

      How will we test your motors?

      We do it with a stroboscope, and I've decided to demonstrate to you how we're going to do that.

      That's probably the best thing to do.

      We here have a disk, and we're going to rotate the disk at 1000 RPM.

      Let's assume that is your motor.

      And we're going to strobe it with a strobe light until it stands still.

      In this case, I have set the strobe so that it will stand still, roughly, and the strobe is now going at 500 RPM, and the motor is going at 1000 RPM.

      So this clearly is not the rotation rate of your motor.

      In fact, your motor goes twice around between the blinks.

      And we'd have no way of knowing that, so we double the frequency.

      I'm trying to double it now, double the frequency of the blinking of the strobe light.

      And now it stands still again.

      So now we may think that your motor is going 1000 RPM, but we don't know yet.

      Maybe it's going 3000 R- 2000 RPM.

      Maybe 3000 RPM.

      So what are we going to do now, we're going to double the frequency.

      And so we go now with the strobe light to 2000 RPM.

      And what we see now is we see a double image.

      So 2000 RPM is out, and any multiple of 2000 RPM is out.

      So 4000 RPM is out, 6000, and 8000 is out.

      But what is not yet out is 3000 and 5000 and 7000.

      So we would have to test for that.

      On the other hand, I told you already that this motor is going 1000 RPM, so there's no sense us testing that now.

      But during the actual contest, of course, we will continue all the way until we are convinced that we have the right RPM for your motor.

      And so that's the way we will do it.

      We will put a little bit of white paint on one side of your rotor, so that's the way it will be done.

      Of course, if your motor is highly unstable in terms of rotation rate, it will not be easy to get a right correct number.

      I want to talk with you about the heart.

      The heart, our heart has four chambers.

      Looks sort of like this.

      The left atrium and right atrium.

      Maybe this is why it's -- this is why it's called the heart.

      And here is the left and the ri- and the right ventricle.

      And here is the aorta.

      The sole purpose of the heart is to pump blood.

      About 5 quarts per minute, which is 75 gallons per hour, which is 70 barrels per day, which is about 2 million barrels in 75 years.

      And it pumps about 70 times per minute.

      If the blood to your brain stops for about 5 seconds, you lose consciousness.

      So it's five skips of the heartbeat, and you're down on the floor.

      And four minutes later, permanent brain damage.

      The way the heart works is absolutely mind-boggling.

      Extremely complicated.

      Nature had one billion years to design it, but nevertheless it's impressive.

      Each heart cell is a mini chemical battery, and it pumps ions in or out as it pleases.

      In the normal state, each heart cell is minus 80 millivolts on the inside relative to the outside.

      There are some cells which are called pacemaker cells.

      They are located in a very small area, about 1 square millimeter, near the atrium, the right atrium, and they change their potential from minus 80 millivolts to plus 20 millivolts.

      Now why they do that is a different story, which I will not address.

      Once they go to plus 20 millivolts, the neighboring cells follow, and a wave propagates over the heart.

      I'll make you a drawing shortly.

      So the wave first moves over the atrial chambers and then over the ventricle chambers.

      And when the cells are at plus 20 millivolts inside relative to the outside, they contract.

      So they form a muscle.

      The whole heart is one big muscle.

      And after about 2/10 of a second, the cells return to minus 80 millivolts, and this wave goes from below to above.

      And then the whole thing waits again for another message from the pacemaker cells.

      Takes about one second, and then the whole process starts all over.

      Now I want to be more precise.

      Here is one heart cell.

      So this is about 10 microns in size.

      And this cell has 80 millivolts with respect to the outside.

      So that means it has repelled positive ions, and so the inside is negative.

      And there is no E field here outside, because if you put a Gaussian surface around here, there is no net charge inside.

      But there is, of course, a electric field across the walls here, from plus to minus.

      Now the depolarization, which is the change to the plus 20 millivolt state starts, and it starts from above.

      And I will assume now that it is not plus 20 but 0 millivolts, and it's easier to see.

      If we have this cell, and the wave is, say, halfway down, and this is now 0 millivolts, then there is no longer minus charge here and no longer plus charge here, because 0 millivolts relative to the outside world.

      So there is no electric field across here anymore.

      In other words, what the cell has done, it has moved positive ions back in.

      But here the situation is still as it was before, so this is still at your minus 80 millivolts.

      And if you look now, you have here a minus layer on top of a positive layer.

      Positive here, minus on top.

      And that creates an electric field, which has roughly the shape of a electric dipole.

      It has this shape.

      So as the wave goes through the cells, only then do they create a dipole.

      And we call this the depolarization.

      A little later in time, when this wave has passed, the whole thing is plus 20 millivolts.

      I chose 0 here, but it really goes to plus 20.

      This is just easier to explain.

      So that means that now the inside is plus, so positive ions are now inside, negative ions are outside, and the E field here is again 0.

      Now there is the repolarization wave, which comes from below, when it goes back to minus 80 millivolts.

      And I will again do the same trick that I did before; I will just assume the wave is halfway, that it is not minus 80 but that it is 0 millivolts.

      So there are no charges here, but the charges here are unchanged.

      So what do you have now here?

      You have a minus layer on top of a plus layer.

      So you have exactly what you had before.

      So again you get an electric field, which is an electric dipole field, which has again the same shape.

      So what's going to happen is the depolarization wave is going to run down, leaves behind here the cells at plus 20 millivolts, when they are contracted, so this part of the heart has already pumped, and it moves down.

      And only the cells where the depolarization occurs, that's only the ones on the ring, contribute to that electric dipole field.

      If there is no wave, which is a sizeable fraction of the heart, of the cycle, there is no wave, then there is no electric dipole field.

      And when the repolarization goes in the other direction, when the heart relaxes because the cells go back to minus 80 millivolts, then again there is an electric dipole field, but only from the cells through which the repolarization wave moves.

      And you can very easily see that the electric dipole fields of all these cells here support each other.

      So you get a dipole field from the heart.

      And so if I make you look at your heart -- so this is you, this is your body, your legs, and this is your arms, and here is your heart, and there goes this wave.

      And so here is your electric field that is generated while the wave is going, either depolarization down or repolarization up.

      But if there is an electric field, there's going to be a potential difference between different parts of your body.

      You look here at your belly button, and you follow this electric field line at your head, there is an E field.

      The integral E dot dL gives you a potential difference.

      And so now you see that there're going to be potential differences between the various parts of your body.

      And that's the idea behind an electrocardiogram.

      Typically there are 12 electrodes attached to arms, legs, head, and chest to get as much information about the heart as we can.

      And the maximum potential difference between two electrodes, in general, is not more than about 2 to 3 millivolts.

      I'd like to show you a healthy heart cardiogram, of a healthy person.

      I have that here.

      The time here is about 1 second, and from here to here is about 1 millivolt.

      The P wave -- we call this the P wave -- that is observed when the atrium is being depolarized, so when the depolarization wave goes over the atrium.

      A little later it goes over the ventricle, and you get a larger potential difference because there is more muscle in the ventricle.

      So that's why this R wave is higher.

      The T wave is the repolarization, when the wave goes back over the ventricles.

      The dipole field is in the same direction, remember.

      That's the T wave.

      It's not known, at least it wasn't known recent- until recently, what causes the U wave.

      I talked to a heart expert about this, Professor Cohen at MIT, and I was surprised to learn that it's not known what the U wave is about.

      Not everyone's cardiogram looks as healthy as this one.

      There is a terrible disease, which 4000 people die of per year in the United States, which is known as ventricular fibrillation, also known as sudden death.

      The ventricles fire without any message from the pace wave, pacemaker wave, and there is random, non-synchronous depolarization.

      So the heart doesn't pump anymore, in 5 seconds you lose consciousness, on the floor, and in four minutes you, um, have permanent brain damage.

      In hospitals, heart patients are being monitored, and as soon as it's noticed that there is something wrong like this, so severe as the fibrillation, ventricular fibrillation, then they apply electric shock treatment.

      So you have to be fast, you only have a few minutes before you get brain damage.

      And 3000 volts is applied, 1 amperes, for about a tenth of a second.

      Large plates are being used on each side of the chest.

      And this, of course, is enough to kill the patient.

      But it makes little difference, because the patient would have died anyhow.

      Heart patients can also get synchronization problems and then they implant a pacemaker, that's a circuit.

      And this pacemaker takes over the role from the pacemaker cells.

      When the heartbeat rate falls below a certain rate, the artificial pacemaker takes over.

      About 10 milliamperes for half a millisecond, and it does it 60 times per minute.

      And so it triggers, then, the depolarization wave.

      These pacemakers are susceptible to influences from the outside world, and one person's pacemaker stopped, for instance, every 10 seconds due to a radar sweep from a police car.

      It's also possible that you get a built-in defibrillator, in other words, a system that gives you electric shocks when sudden death might otherwise occur.

      So it senses that something is wrong, that the ventricle is going into fibrillation, and then it applies, all by itself, 650 volts, about 5.5 milliseconds, up to 5 to 10 amperes.

      And that's not enough to kill the patient, and the whole idea is sort of a wake-up call to the heart to get it back into synchronization, to get this depolarization wave being synchronized again.

      So clearly I would like to show now a heart cardiogram of a student, and I prefer to have a healthy one to avoid some difficulties.

      You feel strong?

      You a healthy person?

      You don't mind volunteering?

      Tight pants, we have to do something about.

      OK, why don't you sit down.

      [laughter].

      Well, there's nothing I -- come in.

      We'll, we'll, we will, we'll, we'll find a way.

      All right, so we have to attach -- we don't have twelve electrodes, we only use three.

      And the first one -- that's why I was worried about your tight pants.

      Can you roll them up a little?

      OK.

      Oh, this one goes here.

      Let's hope that it makes good contact.

      Now the others go on your arm, and we need very good electrical contact, and therefore we put some conducting grease on there.

      It will make it a little -- it will make it a bit of a mess, but we'll give you a chance later to clean up.

      So let's first put this one -- you're relaxed, right?

      Yes, of course.

      So can you roll up your sleeve there?

      Very good.

      And mayb- oh, oh, and maybe you can put this over your arm, yeah, over your -- yeah, that's good.

      High up.

      Oh man, boy, you have muscles.

      [laughter].






    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.

    Senin, 10 Januari 2011

    Fisika untuk Universitas

    Fisika untuk Universitas

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

    Kelistrikan dan Kemagnetan



    Topics covered:

    Displacement Current (Difficult Concept)
    Synchronous Motors
    Induction Motors
    Secret Top, How does it work?

    Instructor/speaker: Prof. Walter Lewin

    Free Downloads

    Video

    • iTunes U (MP4 - 107MB)
    • Internet Archive (MP4 - 210MB)

      » Download this transcript (PDF)

      Today, I'm going to take a critical look at Ampere's Law.

      I'm going to run a current through a wire, as we did before, but now I'm going to also put a capacitor in that line and so we are charging a capacitor.

      Here is that capacitor.

      And here is the wire.

      We are running a current I.

      And as we are running this current, clearly, we get a changing electric field inside the capacitor.

      The electric field inside the capacitor, sigma free divided by kappa epsilon 0, which is also Q free divided by the area.

      This is a circular plate capacitor.

      Capital R, is the radius of this capacitor, so we get pi R squared kappa epsilon 0.

      But since I run a current the Q free is building up all the time, and so the current per definition is dQ/dT, and so I now have ex- a changing electric field inside, dE/dt, which is the current I divided by pi R squared, kappa epsilon 0, because I simply take the derivative of this equation, I get dQ/dT, and dQ/dT is I.

      And only if the current is 0 is there no changing electric field inside.

      So how does this affect the magnetic field?

      Well, if I take here a point P1 at a distance little r from the wire, if you're far away from this capacitor it's hard to believe that Ampere's Law would not give the right answer.

      And we will apply that very shortly, Ampere's Law.

      It's on the blackboard there.

      Suppose you are at the same distance from this line here at point P2.

      Well, yeah, you've got to admit there's an interruption of current now.

      There is no current going through this space and so you expect that the magnetic field here would be a little lower perhaps than it is here.

      But not very much.

      So the question is, how can we now calculate the magnetic field here and there, now that we have this opening in the wire.

      Well, Biot-Savart could handle it but I wouldn't know how to do it because if there's a current flowing like this there's also a current going up on these plates, and one like so, and I wouldn't know how to apply Biot-Savart.

      In principle, yeah, but in practice, no.

      How about Ampere's Law?

      Well, let's give Ampere's Law a shot.

      This is a cylindrical symmetric problem, so I choose a closed loop, which of course itself is a circle with radius R, and I apply -- I attach to this closed loop an open surface.

      That's mandatory.

      And I give myself an easy time, I make it a flat surface.

      So now I apply Ampere's Law.

      You see it there on the blackboard.

      Anywhere on that closed loop, the magnetic field will have the same strength, for reasons of symmetry, and so we get B times 2 pi r equals mu 0 times I pen, and pen means the current that penetrates my open surface.

      Well, that's I.

      I goes right through that surface.

      And so the magnetic field at that point, P1, mu 0 times I divided by 2 pi r.

      We've seen this several times before.

      Now I wonder about P2.

      Can I apply Ampere's Law for point P2?

      Well, yeah, you can try.

      So now I attach a closed loop to this point.

      Circle again, radius little r, and I use this flat surface and I apply Ampere's Law.

      Well, I'm in for a shock, because B times 2 pi r is not changing but there is no current that penetrates that surface.

      And so I is 0, and so I have to conclude that the magnetic field at point P2 is 0 which is absurd.

      Couldn't be.

      I can make the situation even worse.

      I'm going to revisit point P1, and here is my capacitor, and here is my point P1.

      My current is flowing like so.

      Here's my closed loop.

      According to Ampere's Law, int- closed loop integral B dot dL.

      Why should I choose a flat surface?

      I'm entitled to any surface! I like surfaces like this.

      They are attached to a closed loop, so I will choose that kind of a surface.

      The surface now goes like so.

      [whistle] Right through the capacitor plates, and I apply Ampere's Law, it's open here.

      B times 2 pi r, the radius is little r.

      Mu 0 times I, but there is no I going through that surface.

      Nowhere through this surface is a current poking, because there is no current going between the capacitor plates, so now I have to conclude that the magnetic field at P1, which we first concluded was this, is now also 0.

      So something stinks.

      So Ampere's Law is inadequate.

      And so of course, Faraday and Ampere were both perfectly aware of this.

      But yet it was Maxwell who zeroed in on this and he argued that any open surface that you attach to a closed loop should give you exactly the same result, same answer.

      And so he suggested that we amend Ampere's Law, and so he asked himself the question, what is so special about in-between the capacitor plates?

      Well, what is special there is in-between the capacitor plates there is a changing electric field.

      And Maxwell reasoned, gee, Faraday's Law tells me that a changing magnetic flux gives rise to an electric field, so he says maybe a changing electric flux gives rise to a magnetic field.

      And I want to remind you what an electric flux is.

      Phi of E is the integral.

      In this case it would an open surface of E dot dA.

      That is an electric flux.

      With Gauss's Law that you see on the blackboard there, we had a closed surface.

      I'm talking now about an open surface.

      That is an open surface.

      This is an open surface, and this is an open surface.

      And so Maxwell suggested that we have to add a term which contains the derivative of the electric flux.

      And that's what I'm going to do there now, walking over to Ampere's Law.

      I'm going to amend it in a way that Maxwell suggested.

      He adds a term here, epsilon 0 kappa, d/dT, of the integral over an open surface attached to that closed loop of E dot dA.

      This current, which is the one that penetrates, remember, through the surface is really a real current.

      This term here, Maxwell called "displacement current.

      I want to make sure that I have no slip of the pen, because I hate slips of the pen.

      That is correct.

      I have everything in place.

      You may think now that we can start a party because all four Maxwell's equations are now in place.

      Not quite.

      We're going to make one small adjustment after spring break, and that adjustment is going to be made in this one, and then we'll have our party.

      So now, I would like to use the new law and see whether we can clean up that mess.

      So I'm going to revisit my point P1 and I'm going to apply the new law by first having a flat surface, that surface that we have here, and then trying this surface.

      And I want to get the same answer.






    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, 06 Januari 2011

    PUSTAKA FISIKA (PF)



    1. Sebuah Visi Pengumpulan 100.000 Buah Buku yang terkait dengan Fisika

    2. Pengumpulan Data-Data Kefisikaan sebesar 1 Terra byte

    Tempat Pengumpulan dan Pendataan Buku-buku fisika via Internet

    Instrumentasi Fisika




  • Soldering in Electronics Assembly
    (Download Buku)
  • Radiation Dosimetry, Instrumentation and Methods
    (Download Buku)
  • Theory and Problems of Basic Electricity (Schaum Series)
    (Download Buku)
  • Electric Circuits (Schaum Series)
    (Download Buku)
  • All New Electronics Self Teaching Guide
    (Download Buku)
  • Computer Techniques in Vibration
    (Download Buku)
  • Digital Signal Processing Filter Design
    (Download Buku)



  • Sumber:

    FISIKA FOREVERMORE
    Media Saling Berbagi Ilmu dan Informasi

    Sabtu, 01 Januari 2011

    Fisika untuk Universitas

    Fisika untuk Universitas

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

    Kelistrikan dan Kemagnetan




    Topics covered:

    Motional EMF
    Dynamos
    Eddy Currents
    Magnetic Braking

    Instructor/speaker: Prof. Walter Lewin

    Free Downloads

    Video


    » Download this transcript (PDF)

    So last lecture was arguably the most important of all my lectures.

    We saw how a changing magnetic field can produce a current, an induced electric field, an induced EMF.

    And Faraday expressed that in his famous law, his famous equation which we see there on the blackboard.

    You select a closed loop in your circuit.

    Any loop is OK.

    You attach an open surface to that closed loop.

    Any open surface is OK.

    And you then get an EMF in the loop, and that's the time derivative of the magnetic flux through that surface.

    And the minus sign indicates that the induced current itself produces a magnetic flux that opposes the flux change, and that we refer to as Lenz's Law.

    Today, I will expand on this a lot further.

    So let's start with a conducting loop and a magnetic field.

    This is a conducting loop.

    Let the dimensions be Y, X and let- I have a uniform magnetic field.

    Magnetic field B is like so.

    And I choose as the perpendicular vector to my surface, this is the surface that I attach to that closed loop, I choose it pointing up.

    And so the angle between dA and B, say theta, but B is uniform.

    So the flux, phi B, is defined as the integral of B dot dA, over this open surface.

    Flux is a scalar.

    It's plus or it's minus or it's 0.

    Flux has no direction.

    So the flux in this case would be XY, which is the area of this loop since the magnetic field is uniform.

    That's a very easy integral and then I get the magnetic field B, and then I get the cosine of the angle.

    So now according to Faraday, it is the time derivative of this quantity that determines the EMF.

    And, you can do that in several ways.

    You can have dB/dT, the change in the magnetic field.

    This is the area A of the loop.

    You can change the area.

    You can have a dA/dt.

    But you can also change theta.

    You can have a d theta/dt.

    And I will look at those today.

    This number here, the way I have chosen my dA, is a positive number.

    If somehow this number increases in positive value, the induced current that is going to run will try to create a magnetic field to oppose the change.

    So in that case if the flux, which is now positive, is getting larger positive, then the current that's going to run will be in this direction.

    That's Lenz for you.

    So it creates by itself, this current will create a magnetic field in this direction.

    And if the magnetic flux, which is now positive the way I've defined it, were decreasing, then the current would go the other way around.

    Last time, I did several demonstrations whereby we changed B.

    We had dB/dT's.

    And there was one particular demonstration that blew your mind and that you will tell your grandchildren about and that you will always remember, I hope.

    Today, I'm going to change theta and I'm going to change the area, which will also give me then induced EMF's and therefore induced currents into a closed conducting loop.

    So let me make another drawing of the closed conducting loop.

    This has length Y and width X, and I'm going to rotate this.

    My idea is that you can see this three-dimensionally.

    I'm going to rotate this about this axis with angular frequency omega.

    Omega is 2 pi divided by the period.

    The period is the time of one rotation.

    Normally we choose for that capital T.

    I don't want to do that today because T can confuse you with Tesla.

    And so I'm going to rotate this around so the angle theta that you have there, theta then becomes theta 0 plus omega T, going back to 8.01.

    And I choose this theta 0 such that at T 0, I choose my theta to be 0, and so I have nothing to do with theta 0.

    So what now is the magnetic flux?

    This is my loop.

    I have to commit myself to a surface.

    Well, I will just choose this flat surface, just like I did there.

    I chose that flat surface.

    I'm free to choose any surface, why not taking the flat one.

    And so the flux through that flat surface is then the area which is X times A, X times Y, that's the area of this loop.

    And then I have the magnetic field.

    And then I have cosine omega T.

    Maxwell tells me it's not the flux that matters.

    It is the change in the flux that matters.

    OK, so d phi/dt.

    I've got the A, the area, I've got the magnetic field.

    An omega pops out, and I get a sine of omega T and I get a minus sign.

    Normally I don't care about minus signs, because I'm only interested in the magnitude of the induced EMF.

    I always know in which direction the current will flow, I really do, because I know Lenz's law.

    So you should never have too many hang-ups on those minus signs, but since I'm getting a minus sign out of this now here, it would be a little foolish not to put a minus here and make this into a plus because that, then, according to Faraday is immediately the EMF and that EMF is changing with time because you have this sine omega T in here.

    And so the current that is going to flow, the induced current, which will also be time-dependent, is the EMF divided by the resistance in the loop, and this is the total resistance of that entire network.

    There could be light bulbs in there, there could be resistances in there.

    It's the total resistance.

    And this current, when I rotate this loop, is going to alternate in a sinusoidal fashion.

    And we call that alternating current, AC.

    That's what's coming out of the wall, AC.

    Suppose this loop was double, and what I mean by double is the following, that it works like this.

    Follow my picture closely.

    I will go slowly.

    It's like this, like this, like this, so, back, and I close it here, so it's one closed loop, but I have two windings.

    I have to attach a surface to this closed loop.

    That's mandatory.

    Farado- Faraday insists I attach an open surface to this closed loop.

    What would it look like?

    Well, I advise you to take that, dip it in soap, and look at it, and what you will see then, because the soap will attach everywhere to the closed loop, you're going to see one surface.

    It's not two separate surface.

    You don't have two separate loops.

    It's one surface but sort of two layers.

    One is lower and the other one comes on top.

    And so, the magnetic flux will double now, because you're going to see that this magnetic field penetrates both this soap film and the one that is below, and so you get twice the EMF and if you have N windings in one closed loop, capital N, then the EMF that you get would be N times larger and you can make N 1000.

    There is no problem with that.

    I'm going to do a demonstration for you whereby I'm going to use the earth's magnetic field and a loop that you see here that has 42 windings.

    So my capital N is 42.

    Not just two like here, but 42.

    And it is circular.

    It has a radius.

    I think it's about thirty centimeters.

    Here you have it.

    It's about thirty centimeters.

    So the area, pi r squared, which is my capital A, pi r squared is about 0.28 square meters.

    You may want to check that.

    I use the Earth's magnetic field, which is about half a Gauss, so that's about 5 times 10 to the -5 Tesla, if we work in SI units.

    And I'm going to rotate it around with a period, period of about 1 second.

    That means omega, 2 pi divided by the period, is then about 6 radians per second.

    2 pi -- I call that 6 for now.

    And so what is the EMF that I'm going to get when I rotate it once around per second?

    Well, the EMF will change as a function of time.

    We're going to get 42, that's N.

    We're going to get A, that is 0.28.

    We're going to get B, that is 5 times 10 to the -5, and then we're going to get omega, that is 6, and then we get this sine of 6 T.

    You see the equation there.

    The only difference is we have a capital N out here because we have N windings in the closed loop.

    And this number here in front of the sine 6 T, you should check that, is about 3.5 millivolts.

    3.5 times 10 to the -3 times the sine of 6 T, and that now is in volts.

    So you get an alternating EMF, positive, negative, and the maximum value that you would get is 3.5 millivolts.

    If I look at the EMF as a function of time, it would be something like this.

    And from here to here, would then be 1 second if I really rotated around in 1 second.

    And so the current, the induced EMF, according to Ohm's Law, is always the induced current times the resistance of the whole loop, so the induced current will also have this shape, of course.

    And how high that is depends on how large R is.

    The EMF is independent of capital R.

    The EMF follows exclusively from those numbers.

    It's the current that depends on what the resistance is.

    Suppose now I rotate twice as fast.

    I double omega.

    Two things are changing now.

    For one thing, that the full period now goes from here to here, only in half a second.

    But there's something else that changes.

    The EMF now doubles, because look at my equation.

    It's hiding behind the blackboard, I think.

    There is an omega in there.

    It's linearly proportional to omega, because it's d phi/dt that matters.

    See, the omega pops out, and so you now get double the EMF, so the 3.5 millivolts maximum would become 7, and so if I try to make a drawing of that twice as high here, twice as low here, then you would get something like this, and so this omega is now twice this one.

    You get double the maximum value of the EMF.

    I'm going to show that here.

    I'm going to improve on my lights.

    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.