
Problems, exercises
... 3. Plot the the imeas line widths as a function of the wi relative intensities (i=1,2,3), and fit the data with a linear function! Using equation (16) and the parameters of the linear function, calculate the lifetime of the excited state, its experimental uncertainty, and compare it to the table va ...
... 3. Plot the the imeas line widths as a function of the wi relative intensities (i=1,2,3), and fit the data with a linear function! Using equation (16) and the parameters of the linear function, calculate the lifetime of the excited state, its experimental uncertainty, and compare it to the table va ...
Chapter 29 Magnetic Fields
... a) Electric - charge created just by sitting b) Magnetic – current ultimately charged at source, but charge must be moving right hand current 2) Field Lines a) Electric – lines start and end b) Magnetic – circular loop lines ...
... a) Electric - charge created just by sitting b) Magnetic – current ultimately charged at source, but charge must be moving right hand current 2) Field Lines a) Electric – lines start and end b) Magnetic – circular loop lines ...
Electric Fields Field Theory: A force is a push or a pull. A field is a
... Field Theory: A force is a push or a pull. A field is a region where an object may experience a force. The field has a source, which is an object which exerts the force. A force can be gravitational, electric, or magnetic in nature. Fields of force have direction and magnitude (an amount of strength ...
... Field Theory: A force is a push or a pull. A field is a region where an object may experience a force. The field has a source, which is an object which exerts the force. A force can be gravitational, electric, or magnetic in nature. Fields of force have direction and magnitude (an amount of strength ...
Grade 11 Physics – Course Review Part 2
... a. the frequency and b. the period of the waves? 11.Longitudinal pulses of frequency 2.4 Hz are sent along a slinky on the floor at a speed of 3.6 m/s. What is their wavelength? 12.Three rubber cords, A, B and C, each with a different mass per unit length, are set up as shown below. The cords are st ...
... a. the frequency and b. the period of the waves? 11.Longitudinal pulses of frequency 2.4 Hz are sent along a slinky on the floor at a speed of 3.6 m/s. What is their wavelength? 12.Three rubber cords, A, B and C, each with a different mass per unit length, are set up as shown below. The cords are st ...
Mixed Problems for Electric Field, Potential, Capacitance, and
... c. How much work is need to moves from infinity to the point 0.03 m from the charged object? 12. A proton is placed halfway between two oppositely charge parallel plates. The plates are separated by a distance of 0.5 m and there is a uniform electric field of 1500 N/C to the right. The proton ...
... c. How much work is need to moves from infinity to the point 0.03 m from the charged object? 12. A proton is placed halfway between two oppositely charge parallel plates. The plates are separated by a distance of 0.5 m and there is a uniform electric field of 1500 N/C to the right. The proton ...
Special Relativity and Fields Homework problem, due 13th October
... Special Relativity and Fields Homework problem, due 13th October A. Relativistic rocket science. A rocket is initially at rest (with respect to the inertial frame K). Then the engines are fired and the rocket starts moving. Assume that the exhaust gases are ejected at a constant rate with the fixed ...
... Special Relativity and Fields Homework problem, due 13th October A. Relativistic rocket science. A rocket is initially at rest (with respect to the inertial frame K). Then the engines are fired and the rocket starts moving. Assume that the exhaust gases are ejected at a constant rate with the fixed ...
PHYS 354 Electricity and Magnetism II Problem Set #1
... where x is the field coordinate and y is the source coordinate. ...
... where x is the field coordinate and y is the source coordinate. ...
Charge and mass of the electron
... Inserting equations (4 and 5), for the electric force and magnetic forces, into (Eq. 5) for the total force acting upon an electrical charge that moves, we see that the total electromagnetic force acting upon a charge q will be given by: ...
... Inserting equations (4 and 5), for the electric force and magnetic forces, into (Eq. 5) for the total force acting upon an electrical charge that moves, we see that the total electromagnetic force acting upon a charge q will be given by: ...
ANSWERS TO THE HOMEWORK FROM THE BOOK FOR THE
... direction of the electric field is decided as if you had placed a small POSITIVE test charge wherever you are determining the electric field. Ask yourself which way it will move because of the other charge and that is the direction of the electric force AND E force and E field always point the same ...
... direction of the electric field is decided as if you had placed a small POSITIVE test charge wherever you are determining the electric field. Ask yourself which way it will move because of the other charge and that is the direction of the electric force AND E force and E field always point the same ...
Field (physics)
In physics, a field is a physical quantity that has a value for each point in space and time. For example, on a weather map, the surface wind velocity is described by assigning a vector to each point on a map. Each vector represents the speed and direction of the movement of air at that point. As another example, an electric field can be thought of as a ""condition in space"" emanating from an electric charge and extending throughout the whole of space. When a test electric charge is placed in this electric field, the particle accelerates due to a force. Physicists have found the notion of a field to be of such practical utility for the analysis of forces that they have come to think of a force as due to a field.In the modern framework of the quantum theory of fields, even without referring to a test particle, a field occupies space, contains energy, and its presence eliminates a true vacuum. This lead physicists to consider electromagnetic fields to be a physical entity, making the field concept a supporting paradigm of the edifice of modern physics. ""The fact that the electromagnetic field can possess momentum and energy makes it very real... a particle makes a field, and a field acts on another particle, and the field has such familiar properties as energy content and momentum, just as particles can have"". In practice, the strength of most fields has been found to diminish with distance to the point of being undetectable. For instance the strength of many relevant classical fields, such as the gravitational field in Newton's theory of gravity or the electrostatic field in classical electromagnetism, is inversely proportional to the square of the distance from the source (i.e. they follow the Gauss's law). One consequence is that the Earth's gravitational field quickly becomes undetectable on cosmic scales.A field can be classified as a scalar field, a vector field, a spinor field or a tensor field according to whether the represented physical quantity is a scalar, a vector, a spinor or a tensor, respectively. A field has a unique tensorial character in every point where it is defined: i.e. a field cannot be a scalar field somewhere and a vector field somewhere else. For example, the Newtonian gravitational field is a vector field: specifying its value at a point in spacetime requires three numbers, the components of the gravitational field vector at that point. Moreover, within each category (scalar, vector, tensor), a field can be either a classical field or a quantum field, depending on whether it is characterized by numbers or quantum operators respectively. In fact in this theory an equivalent representation of field is a field particle, namely a boson.