20130430

Astronomy current events question: Kepler-69e and Kepler 69f

Astronomy 210L, spring semester 2013
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Michele Johnson and J. D. Harrington, "NASA's Kepler Discovers Its Smallest 'Habitable Zone' Planets to Date," April 18, 2013
http://www.nasa.gov/mission_pages/kepler/news/kepler-62-kepler-69.html
NASA's Kepler space telescope discovered three super-Earth planets which may have oceans, as determined by their:
(A) lack of microwave emissions.
(B) reflectivity.
(C) distances from their stars.
(D) colors.
(E) infrared absorption.

Correct answer: (C)

Student responses
Sections 30678, 30679, 30680
(A) : 1 student
(B) : 7 students
(C) : 32 students
(D) : 2 students
(E) : 6 students

Astronomy current events question: Thirty Meter Telescope construction site

Astronomy 210L, spring semester 2013
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Tim Hornyak, "Eye in the sky," April 14, 2013
http://news.cnet.com/2300-17938_105-10016452.html
Hawaii's Board of Land and Natural Resources __________ for the Thirty Meter Telescope atop Mauna Kea.
(A) approved the construction site.
(B) requested a size reduction.
(C) issued a volcano eruption warning.
(D) is holding a naming competition.
(E) will have all city streetlights turned off after midnight.

Correct answer: (A)

Student responses
Sections 30678, 30679, 30680
(A) : 44 students
(B) : 0 students
(C) : 1 student
(D) : 0 students
(E) : 3 students

Astronomy current events question: dark matter detected?

Astronomy 210L, spring semester 2013
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Camille Carlisle, "Homing in on Dark Matter," April 16, 2013
http://www.skyandtelescope.com/news/Dark-Matter--203199671.html
The Cryogenic Dark Matter Search (CDMS) collaboration detected possible three dark matter events from sensors:
(A) at old atomic bomb test sites.
(B) on the dark side of the moon.
(C) in a deep underground mine.
(D) downrange from the Large Hadron Collider.
(E) in an Antarctic research station.

Correct answer: (C)

Student responses
Sections 30678, 30679, 30680
(A) : 1 student
(B) : 6 students
(C) : 33 students
(D) : 5 students
(E) : 3 students

20130427

Presentation: radioactive decay modes

Contrails in the sky, produced by airplanes passing through cold, water-saturated air. Airplanes pass overhead all the time, whether or not the sky just so happens to be cold and water-saturated. (Video link: "Chemtrail or Contrail bonanza time-lapse Amsterdam 2012.")

Contrails in a cloud chamber, produced by natural background radioactive decay particles passing through cold, alcohol-saturated air. Radioactive particles from natural background decays zing around all the time, whether or not the air just so happens to be cold and alcohol-saturated. (Video link: "large diffusion cloud chamber with radon gas double-decaying!.")

In this presentation we look into the causes of radioactive decays (compared to the previous presentation discussing the behavior of radioactive decays over time).

First, structure of atomic nuclei.

Each nucleus, whether stable or unstable, contains a set number of positively-charged protons and neutrally-charged neutrons. From chemistry, the specific element is denoted by its chemical symbol, and (somewhat redundantly) the atomic number of the element denotes the number of protons in the nucleus. The nucleon number denotes the total number of nucleons (protons and electrons), such that the number of neutrons is the difference between the nucleon number and atomic number.

Second, stability and instability of nuclei.

For all atomic nuclei, big and small, the key to stability is being able to keep the protons in the nucleus together, in spite of them all repelling each other. Having a certain number of neutrons in the nucleus will mitigate the proton-proton repulsion, and not just merely by spacing apart the protons.

A nucleus containing more than 83 protons will always be unstable, no matter how many neutrons there are, as there is just too much proton-proton repulsion.

For a nucleus with 83 or fewer protons, having too few neutrons than protons will be unstable. Also having too many neutrons than protons will also be unstable. But having the proper ratio of neutrons, approximately equal to or slightly greater than the number of protons, will make the nucleus stable.

The model of why neutrons are critical for keeping a nucleus stable is that there is a "strong force" that "sticks" nucleons together. This is an attractive, short-range contact force--think of velcro--that balances out the repulsive forces between the protons in a nucleus, and is a fundamentally different type of force than those covered in this course so far (gravitational forces, electromagnetic forces).

Related to the weirdness of the strong force is that a proton (which is intrinsically stable) can be transformed into a neutron, and vice versa (through processes we'll discuss later). Even more weird is that a neutron is intrinsically unstable--an isolated neutron outside of a nucleus has a half-life of 10.2 minutes, and will eventually decay back into a proton. Think of a stable nucleus as having protons continuously transforming into neutrons, and neutrons continuously transforming into protons, and as they are transforming back and forth into each other, the strong force "sticks" them together, balancing the repulsive force between protons. An unstable nucleus, then, also has protons transforming into neutrons and vice versa, but the wrong ratio of protons to neutrons does not optimize the amount of proton-neutron transformations--and thus strong force "stickiness"--that would balance the repulsive force between protons, such that the nucleus will eventually need to somehow undergo a process to reach a more stable configuration, whether by falling apart (fission), or ejecting small parts of itself, as in the modes of radioactive decay discussed below.

Third, the different processes that unstable nuclei can undergo to achieve more stable configurations, and applications of these different types of decays.

Alpha decay is how a nucleus with way too many protons achieves a more stable configuration. This is observed to happen by ejecting a blob containing two protons and two neutrons--thus, a helium nucleus--which reduces the number of protons in the nucleus, and this may occur a number of times as long as there are more than 83 protons in the nucleus.

Americium-241 (unstable americium with 241 nucleons: 95 protons and 146 neutrons) is used in a ionizing smoke detector, as it gives off alpha particles as it decays, and these positively charged particles are used to complete a circuit. Particles of smoke will also attract the alpha particles, and the presence of these in the vicinity of the detector will disrupt the flow of current in the detector, setting off an alarm.

Beta-minus decay is how a nucleus with too many more neutrons than protons achieves a more stable configuration. This is observed to happen by transforming a neutron into a proton (thus reducing the number of neutrons while increasing the number of protons). This transformation emits an electron--historically called a "beta particle" in the context of radioactivity--and a small, neutral particle called an antineutrino.

This is from my personal keychain.  Mrs. P-dog asks me if this why we don't have kids yet.  I tell Mrs. P-dog that when we do have children, they will have awesome mutant powers.
Helium-3 ("tritium," unstable helium with three nucleons: two protons and one neutron) is used in materials that glow in the dark without needing to be first exposed to sunlight. So instead of phosphorescent paint being conventionally excited by ultraviolet light, it is instead continuously excited day and night by the energetic electrons given off by the tritium as it undergoes beta-minus decay.

Beta-plus decay is how a nucleus with too few neutrons than protons achieves a more stable configuration. This is observed to happen by transforming a proton into a neutron (thus reducing the number of protons while increasing the number of neutrons). This transformation emits a positron--which is a positively charged antimatter "twin" of an electron--and again a small, neutral neutrino.

If you ever have a PET scan, think not just about drinking radioactive sugar water, but about antimatter and matter annihilating in your body!
Fluorine-18 (unstable fluorine with 18 nucleons: nine protons and nine neutrons) incorporated in sugar molecules is ingested by patients undergoing a positron emission tomography (PET) scan. The sugar molecule can be configured to be metabolized only in certain tissues, and will then give off positrons in these regions as the fluorine decaays. When an antimatter positron immediately runs into the first matter electron it encounters, this antimatter and matter pair will annihilate each other and give off two high energy photons that move off in directly opposing directions. By detecting and triangulating the specific regions in the body that keep emitting the pairs of photons from positron-electron annihilation, a three-dimensional metabolic map can be constructed.

(For the purposes of completing our discussion of beta decay, a third type is electron capture, where the nucleus will actually swallow an electron, in order to achieve a more stable configuration (and also emit a neutrino afterwards). Does this increase or decrease the number of nucleons in the nucleus? Does this increase or decrease the number of protons in the nucleus? Does this increase or decrease the number of neutrons in the nucleus? Is electron capture more similar to beta-minus decay or beta-plus decay?)

Gamma decay is how a nucleus achieves a more stable configuration, but not because it has too many protons, or the wrong ratio of protons to neutrons, which is what alpha and beta decays allow. After a stability-achieving alpha or beta decay, the nucleons in the nucleus may all still be too energetic, and can shed the excess energy in order to "calm down" by emitting a high-energy photon--historically called a "gamma ray" in the context of radioactivity.

There is an overlap between low-energy gamma ray photons and high-energy x-ray photons.  The distinction between them in this overlapping energy range is from their origin: a gamma ray photon, whether high or low energy, is emitted from an energetic nucleus, while an x ray photon, whether high or low energy, is emitted from quickly stopping a fast-moving electron.
Gamma rays are the most highly energetic type of photons, even more energetic an x-rays. This allows them to penetrate through thicknesses of metal that would be opaque to x-rays, allowing inspection of the interior of metal machine parts and shipping containers, as is done in mobile scanning unit.

So keep in mind that no matter what type of radioactive decay process occurs, a nucleus with an unstable configuration is merely seeking a more stable configuration. Just like Ellen DeGeneres. (Video link: "Best Game of Jenga Ever?")

20130426

Presentation: radioactive decay rates

This crane claw from Chernobyl? Hot. Totally hot. Hawt. (Video link: "chernobyl 2012 II the highly radioactive graphite crane claw (deja vu).")

But for how long? In this presentation we will consider the behavior of radioactive decays over time, while the next presentation will look into the causes of these radioactive decays.

First, M&M's® make friends. And makes a great model for radioactivity, which we'll do for the last lab of this semester.

Pair up and grab a snack pack of M&M's®. Tear it open, and toss the contents on the table. Eat the M&M™s that show an "m" face-up, and don't eat the face-down. But before you eat any of the face-up M&M™s, count them! These will be the radioactive decays that happen each time interval.

Toss the remaining M&M's®, count and eat the face-up "m" M&M's®, and then repeat. Keep tossing, counting and eating, and repeat for each round.

We'll use these numbers to mathematically model the "decay" of the class' M&M's®.

Second, mathematical models of radioactive decay.

We can write an exponential expression for the activity of these M&M's®, which is not the number of M&M's® that we have remaining during each time interval (as we typically cannot count the number of radioactive atoms in a sample), but the activity is the number of M&M's® that are eaten during each time interval (corresponding to the number of radioactive atoms that decay, which can be counted by a detector).

In this case, R0 is the initial rate of decays per second at t = 0. The decay constant λ for a statistically large sample is the probability that a given single M&M® will decay in a given time interval.


The amount of M&M's® that are eaten ("decay") during each time interval can also be given in terms of an equivalent half-life expression, where the half-life T1/2 is the time for one-half of a statistically large sample to decay. (Note how this half-life T1/2 is related to the decay constant λ.)

Third, determining the "age" of a sample from its radioactive decay activity.

Consider this toy model of a substance that has radioactive atoms (represented by dark gray squares) and inert, non-radioactive atoms ("×" squares), which we will ignore for the purposes of discussion, as they do not participate in the radioactive decay process.

Each time interval on the clock displayed here is one half-life for the radioactive atoms to decay into a daughter atom (light gray squares). After one half-life, one-half of the original radioactive atoms remain; after two half-lives, one-quarter of the original radioactive atoms remain; so after three half-lives, one-eighth of the radioactive atoms remain. The key to determining the radioactive age of this substance is to assume that it started out with radioactive atoms with no daughter atoms (disregarding the amount of inert material), so the greater proportion of daughter atoms to radioactive atoms corresponds to an older sample.

Radioactive atoms used for this method of dating rocks decay into gaseous daughter atoms, which are trapped within the sample. When this sample is melted, then these gaseous daughter atoms are released and can be compared to the amount of radioactive atoms left in the molten sample (which can be inferred from the activity) to determine how long ago the sample started with radioactive atoms with no daughter atoms.

Note that after a molten sample solidifies, it will start anew with having radioactive atoms with no daughter atoms. So, melting a sample "resets" its solidification age--how long ago has it been since the sample started with radioactive atoms with no daughter atoms.

20130425

Astronomy quiz archive: Milky Way, cosmology

Astronomy 210 Quiz 6, spring semester 2013
Cuesta College, San Luis Obispo, CA

Section 30674, version 1
Exam code: quiz06Nu1N


Section 30674
0- 8.0 :
8.5-16.0 :
16.5-24.0 : ********* [low = 16.5]
24.5-32.0 : ******** [mean = 28.2 +/- 7.6]
32.5-40.0 : *********** [high = 40.0]


Section 30676, version 1
Exam code: quiz06Sl6n


Section 30676
0- 8.0 : * [low = 5.5]
8.5-16.0 : ********
16.5-24.0 : *************** [mean = 21.1 +/- 5.9]
24.5-32.0 : ***************
32.5-40.0 : * [high = 36.5]

20130422

Astronomy current events question: naming exoplanets?

Astronomy 210L, spring semester 2013
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Thierry Montmerle, Alain Lecavelier des Etangs, and Lars Lindberg Christensen, "Can One Buy the Right to Name a Planet?," April 12, 2013
http://www.iau.org/public_press/news/detail/iau1301/
The International Astronomical Union issued a public warning of an unauthorized organization collecting money to:
(A) repair the Hubble Space Telescope.
(B) broadcast messages to extraterrestrials.
(C) nominate and vote on exoplanet names.
(D) sponsor the International Space Station.
(E) name the asteroid NASA will bring to Earth orbit.

Correct answer: (C)

Student responses
Sections 30678, 30679, 30680
(A) : 2 students
(B) : 2 students
(C) : 45 students
(D) : 1 student
(E) : 1 student

Astronomy current events question: formation of Mars' early atmosphere?

Astronomy 210L, spring semester 2013
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Kevin Stacey, "Carbon's Role in Atmosphere Formation," April 8, 2013
http://news.brown.edu/pressreleases/2013/04/magma
Researchers investigated how magma in the moon and early Mars may have trapped and released atmospheric carbon by:
(A) analyzing sunlight reflected by the moon and Mars.
(B) using rovers on the moon and on Mars to drill into rocks.
(C) melting similar Earth rocks.
(D) creating lunar and Martian minerals from scratch.
(E) detecting fossil bacteria.

Correct answer: (C)

Student responses
Sections 30678, 30679, 30680
(A) : 7 students
(B) : 18 students
(C) : 19 students
(D) : 2 students
(E) : 5 students

Astronomy current events question: Transiting Exoplanet Survey Satellite (TESS)

Astronomy 210L, spring semester 2013
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
MIT Press Office, "NASA Selects MIT-Led TESS Project for 2017 Mission," April 5, 2013
http://web.mit.edu/newsoffice/2013/nasa-selects-tess-for-mission-0405.html
NASA selected the Transiting Exoplanet Survey Satellite (TESS) to launch in 2017 to detect exoplanets:
(A) while they form.
(B) as they orbit in front of their stars.
(C) being swallowed by dying stars.
(D) in neighboring galaxies.
(E) passing close to our solar system.

Correct answer: (B)

Student responses
Sections 30678, 30679, 30680
(A) : 1 student
(B) : 27 students
(C) : 1 student
(D) : 10 students
(E) : 11 students

20130419

Physics quiz archive: circuits (2)

Physics 205B Quiz 5, spring semester 2013
Cuesta College, San Luis Obispo, CA
Section 30882, version 1
Exam code: quiz05c4Rb



Section 30882 results
0- 6 : * [low = 6]
7-12 : ***********
13-18 : ********** [mean = 15.8 +/- 5.5]
19-24 : *********
25-30 : * [high = 27]

20130417

Astronomy current events quiz: white dwarf and red dwarf binary system

Astronomy 210L, spring semester 2013
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Whitney Clavin, "Gravity-Bending Find Leads to Kepler Meeting Einstein," April 4, 2013
http://www.jpl.nasa.gov/news/news.php?release=2013-124
NASA's Kepler space telescope detected a white dwarf in a binary star system with a red dwarf by observing __________ as they pass in front of and behind each other.
(A) solar flares.
(B) x-ray pulses.
(C) brightness changes.
(D) repeated nova explosions.
(E) magnetic field fluctuations.

Correct answer: (C)

Student responses
Sections 30678, 30679, 30680
(A) : 3 students
(B) : 6 student
(C) : 24 student
(D) : 2 students
(E) : 18 students

Astronomy current events question: Io's volcano locations

Astronomy 210L, spring semester 2013
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Jia-Rui C. Cook, Nancy Neal-Jones, Bill Steigerwald, "Scientists to Io: Volcanoes are in the Wrong Spot," April 4, 2013
http://www.jpl.nasa.gov/news/news.php?release=2013-125
According to NASA and European Space Agency researchers, __________ on Jupiter's moon, Io, are displaced from positions expected from tidal heating.
(A) hydrocarbon lakes.
(B) polar ice caps.
(C) lightning storms.
(D) volcanoes.
(E) subduction zones.

Correct answer: (D)

Student responses
Sections 30678, 30679, 30680
(A) : 2 students
(B) : 1 student
(C) : 0 student
(D) : 49 students
(E) : 1 student

Astronomy current events question: hydrogen peroxide on Europa

Astronomy 210L, spring semester 2013
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Jia-Rui C. Cook, "Mapping the Chemistry Needed for Life at Europa," April 4, 2013
http://www.jpl.nasa.gov/news/news.php?release=2013-126
Analysis of near-infrared data from the Keck II telescope confirmed the presence of __________, a potential energy source for life on Jupiter's moon, Europa.
(A) hydrocarbons.
(B) adenosine triphosphate (ATP).
(C) hydrogen peroxide.
(D) radioactive nuclides.
(E) chlorophyll.

Correct answer: (C)

Student responses
Sections 30678, 30679, 30680
(A) : 5 students
(B) : 2 students
(C) : 43 student
(D) : 2 students
(E) : 1 student

20130414

Astronomy quiz archive: stellar evolution

Astronomy 210 Quiz 5, spring semester 2013
Cuesta College, San Luis Obispo, CA

Section 30674, version 1
Exam code: quiz05n3wT


Section 30674
0- 8.0 : * [low = 8.0]
8.5-16.0 : ***
16.5-24.0 : ******
24.5-32.0 : ********* [mean = 25.8 +/- 8.5]
32.5-40.0 : ******* [high = 40.0]


Section 30676, version 1
Exam code: quiz06s0uL


Section 30676
0- 8.0 : * [low = 8.0]
8.5-16.0 : ******
16.5-24.0 : ********** [mean = 23.5 +/- 6.9]
24.5-32.0 : ****************
32.5-40.0 : **** [high = 36.5]

Physics quiz archive: capacitors, circuits

Physics 205B Quiz 4, spring semester 2013
Cuesta College, San Luis Obispo, CA
Section 30882, version 1
Exam code: quiz04eQu7



Section 30882 results
0- 6 : ** [low = 6]
7-12 : ********
13-18 : *************** [mean = 15.7 +/- 5.2]
19-24 : *******
25-30 : * [high = 27]

20130412

Overheard: Wite-Out™

Astronomy 210L, spring semester 2013
Cuesta College, San Luis Obispo, CA

(Overheard as students are working on their astronomy laboratory worksheets.)

Student: "P-dog--do you have any Wite-Out™?"

Instructor: (Making crossing-out motions.) "Can't you use 'black-out?'" (Looks around the instructor work station.) "Besides, I can't have any Wite-Out™ lying around the classroom--it's a controlled substance."

20130411

Astronomy current events question: Mars solar conjunction

Astronomy 210L, spring semester 2013
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Guy Webster, "Sun in the Way Will Affect Mars Missions in April," March 20, 2013
http://www.jpl.nasa.gov/news/news.php?release=2013-108
Early next month, NASA's Jet Propulsion Laboratory will suspend sending commands to spacecraft at Mars because:
(A) Mars is nearly behind the sun.
(B) of massive winter dust storms.
(C) daylight saving time starts on Mars.
(D) they are listening for possible extraterrestrial radio signals.
(E) of loss of government funding.

Correct answer: (A)

Student responses
Sections 30678, 30679, 30680
(A) : 50 students
(B) : 2 students
(C) : 1 student
(D) : 0 students
(E) : 2 students

Astronomy current events question: twin GRAIL spacecraft crashes

Astronomy 210L, spring semester 2013
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Nancy Neal-Jones and Bill Steigerwald, "NASA's LRO Sees GRAIL's Explosive Farewell," March 19, 2013
http://www.nasa.gov/mission_pages/LRO/news/grail-results.html
NASA's twin Gravity Recovery and Interior Laboratory spacecraft crashed into the moon's north pole regions in order to __________, as observed by the Lunar Reconnaissance Orbiter.
(A) kick up dust and gas plumes.
(B) avoid disturbing the Apollo landing sites.
(C) create future moon base shelters.
(D) measure the moon's gravitational pull.
(E) release raw building blocks of life.

Correct answer: (A)

Student responses
Sections 30678, 30679, 30680
(A) : 38 students
(B) : 3 students
(C) : 1 student
(D) : 11 students
(E) : 1 student

Astronomy current events question: "sideline" quasars

Astronomy 210L, spring semester 2013
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Michael Shull and Jim Scott, "'Sideline Quasars' Helped to Stifle Early Galaxy Formation, says CU Study," March 21, 2013
http://www.colorado.edu/news/releases/2013/03/21/%E2%80%98sideline-quasars%E2%80%99-helped-stifle-early-galaxy-formation-says-cu-study
University of Colorado researchers studied quasar light passing through gaseous material in space, and propose that quasars __________ in the early universe.
(A) slowed the rate of expansion.
(B) produced antimatter.
(C) created helium.
(D) destroyed black holes.
(E) prevented small galaxy formation.

Correct answer: (E)

Student responses
Sections 30678, 30679, 30680
(A) : 8 students
(B) : 0 students
(C) : 13 students
(D) : 3 students
(E) : 40 students

20130405

Presentation: flux laws & devices

LEVITATING BBQ WTF
Look at this levitating aluminum plate. Just look at it. And the glowing light bulbs in this candelabra mysteriously not plugged into any electrical outlet or battery. Just look at them. (Video link: "Levitating Barbecue! Electromagnetic Induction.")

In contrast to the previous presentation where we analyzed the behavior of generators using right-hand rules, in this presentation we will analyze the behavior of generators using two magnetic flux laws.

First, Faraday's law.

In order to discuss Farady's law, we need to introduce the concept of magnetic flux. For any imaginary or actual area A (such as that enclosed by a wire loop) in the presence of a (uniform magnitude and direction) magnetic field B, the magnetic flux ΦB is the product of the magnetic field magnitude B and the area A. The perpendicular symbol "⊥" denotes that the maximum value for magnetic flux ΦB occurs if the magnetic field lines are perpendicular to the surface (for the maximum amount of magnetic field lines passing "through" the surface); and ΦB would be zero if the magnetic field is parallel to the surface (as no magnetic field lines would actually go "through" the surface).

The units on the right side of this equation are the product of the units of magnetic field B (in teslas) and area A (in meters2), which is defined to be the units of magnetic flux ΦB, in T·m2 or webers.

(There is a similar construct of electric flux ΦE (defined as the measure of electric field lines passing through a surface) that we have omitted from our discussion of electromagnetism. As it turns out, what happens to the magnetic flux ΦB is a much richer topic in terms of practical applications, such as building generators and other devices.)

Faraday's law is a statement that an induced emf ε occurs in a wire loop while the magnetic flux ΦB through it changes, whether the magnetic field gets stronger or weaker, or by changing the orientation of the surface such that more or fewer magnetic field lines go "through" the surface. If the magnetic flux ΦB is constant or unchanging, then there is no induced emf in the wire loop.

The amount of induced emf can be compounded by the number of coil turns N in the wire loop. If there are more turns, then there is a proportional increase in the induced emf, for a given change in magnetic flux.

The main idea of Faraday's law is that in order to induce an emf in a wire loop (such that current begins to flow), the magnetic flux ΦB must somehow be changed.

(The negative sign on the right side of this equation is explained by Lenz's law later in this presentation.)

To give you an idea of how Faraday's law works, let's revisit two types of generators from the previous presentation that we analyzed using only right-hand rules of magnetic fields exerting forces on moving charges.

In the slide-rail generator, we have a rod moving to the right, along rails that complete a circuit, in the presence of a magnetic field that points into the plane of this page. In our previous discussion, moving the rod creates an induced emf in the rod itself, which induces current in the rest of the rod-rail circuit. The faster the rod moves, the more induced emf (and current) is produced; for a stationary rod there is no induced emf (and current).

In terms of Faraday's law, we simply note that the amount of area enclosed by the rod-rail circuit that magnetic field lines passes "through" increases steadily as the rod is moved to the right. This means that there is more and more magnetic flux ΦB (as the area increases in ΦB = B·A), which creates an induced emf (and current) in the rod-rail circuit. The faster the rod moves, the faster increase there is in area and flux, and the more induced emf (and current) is produced; for a stationary rod, there is no change in area and flux, so there is no induced emf (and current).

Let's apply Faraday's law again, to a rotating-coil generator. This was not easily analyzed using right-hand rules to determine how induced current would flow while the coil flips over and over in the presence of an external magnetic field. However, Faraday's law notes that the magnetic flux ΦB is constantly changing, as the amount of magnetic field lines that pass "through" the square wire coil changes as the coil is perpendicular or sideways to the magnetic field lines, and thus an induced emf (and current) is produced in the coil. The faster the coil rotates, the faster the flux changes over time, and the more induced emf (and current) is produced; for a stationary coil, there is no change flux, so there is no induced emf (and current).

Second, Lenz's law.

Lenz's law is responsible for the negative sign in Faraday's law, and this negative sign has an important meaning. There are going to be two possibilities for the direction of a current induced in a wire loop, due to the changes in magnetic flux ΦB through it. Lenz's law states that direction of this induced current must "oppose" the changes in magnetic ΦB.

First, recall from a previous presentation how the third right-hand rule (RHR3) relates the magnetic field created by the current in a wire loop. Keep in mind that is the magnetic field created by the induced current in the wire loop, and not the external magnetic field that is responsible for the constant/changing magnetic flux ΦB that passes "through" the loop.

However, the current induced in a loop (because the external magnetic flux through it is changing over time) will be in the direction that creates a magnetic field that opposes the changes in the external magnetic flux. If the flux through the coil is increasing because the external magnetic field lines are getting stronger, then the resulting induced current in the coil will "fight" this change by creating magnetic field lines in the opposite direction, to "cancel" out the strengthening external magnetic field. If the flux through the coil is decreasing because the external magnetic field lines are getting weaker, then the resulting induced current in the coil will "fight" this change by creating magnetic field lines in the same direction, to "boost" the weakening external magnetic field.

How does the coil "know" the direction that the induced current must flow in order to resist changes in the external magnetic field? Consider trying to change the motion of a heavy brick, by increasing its speed by throwing it, or decreasing its speed by catching it--how does the brick "know" how hard and which direction to press back on you as you try to speed it up, or slow it down? The brick doesn't really know, but it is merely resisting changes in its motion due to its mass (which Newton's law is that?). In an analogous manner, the coil doesn't really know which direction the induced current should flow, it is merely resisting changes in its magnetic flux...and that is Lenz's law.

For purposes of this discussion, we can personify the coil as "hating change," such that the current induced in it "kills" or "boosts" increasing or decreasing flux through it.

A dramatic application of this is where the current in the outer copper coils is ramped up and down rapidly. This creates an increasing and decreasing magnetic field and flux through the metal object (effectively a coil or loop), and this changing flux creates an induced current inside of the metal object. This induced current rapidly heats up the metal object to its melting point. (Video link: "High power induction heater owns ball bearing.")

The clip at the beginning of this presentation has a similar set-up, where there is large coil in the pedestal where current is ramped up and down rapidly, creating a changing magnetic field. This creates a continuously changing magnetic flux through the aluminum plate (effectively a coil or loop), and we can see how the induced currents in the plate continuously "fights" the changing external magnetic field of the pedestal as it levitates in the air. Also the light bulbs in the chandelier are also effectively coils that have currents induced in them due to the changing magnetic flux from the pedestal, which makes the bulbs light up.

Next time turn on your blender next to your radio. While the rapidly changing currents in your blender won't levitate your radio, it will cause the magnetic flux to continuously change through your radio circuitry, inducing currents that will be picked up as rude static.

Third, transformers.

The essential parts of a transformer are the primary coil and secondary coils, each with different numbers of turns. The metal housing ensures that all of the magnetic field created by the primary coil passes through and creates a magnetic flux through the secondary coil. Rapidly changing the current in the primary coil (as is typically done in household alternating current) creates a continuously changing magnetic field that varies the magnetic flux passing through the secondary coil. This means that the secondary coil will then have an induced emf and current produced in it. (Video link: "How to Make The Metal Melter.")

Because the primary and secondary coils have different numbers of turns (N1 and N2, respectively), then the voltage in the primary coil, and induced emf in the secondary coil will be different, making the transformer very useful in allowing voltages to be stepped-down, or stepped-up. This does not violate energy conservation, as the amount of energy supplied per time in the primary coil (that is, power) is ideally equal to the energy given per time to the secondary coil, such that any step-down or step-up in voltage will result in a corresponding step-up or step-down in current.

(Keep in mind that these are all time-averaged values, which seem constant, but the instantaneous values of voltages and currents are all continuously changing per time.)

If the primary coil has more N1 turns compared to the fewer N2 turns in the secondary coil, then supplying household alternating current with an emf of 120 V to the primary coil (again, this is a time-averaged value) will be stepped-down to an induced emf of 2.1 V (time-averaged reading from the voltmeter) in the secondary coil. This can be very dangerous, as the trickle of current in the primary coil will then be stepped-up to a very large current in the secondary coil, here to be used as a rudimentary arc welder. (Video link: "How to Make The Metal Melter.")

On the other hand, if the primary coil has fewer N1 turns compared to the many N2 turns in the secondary coil, then supplying varying current with an emf of 1.5 V to the primary coil (from a AAA battery) will be stepped-up to an induced emf of 220 V in the secondary coil, in order to light up a compact fluorescent light (CFL) bulb. The larger current in the primary coil will be stepped-down to a trickle of current in the secondary coil, but the voltage (and power) requirement of the CFL is still met after stepping-up. (Video link: "Lighting an 11W 220 V CFL using a 1.5 V AAA battery and a CVS disposable camera flash circuit (SD).")

(Note that the battery only provides a direct current, which by itself could not vary the primary coil magnetic field, and not vary the magnetic flux through the secondary coil, so there would be no induced emf in the secondary coil. However, an oscillating circuit will rapidly vary the otherwise direct current from the battery, and the resulting abrupt changes in the current in the primary coil then can create a fluctuating magnetic field and a fluctuating magnetic flux through the secondary coil, which has more windings, and thus a corresponding stepped-up emf. In practice, salvaging these circuits from disposable cameras should be exercised with caution, due to the amount of charge that can be stored in the capacitors within.)