Download Gibara-Lenhardt 3 Review of Literature Alessandro Volta invented

Gibara-Lenhardt
Review of Literature
Alessandro Volta invented the first electric circuit in 1800. The first practical use
of the circuit was in electrolysis, a method of separating chemically bonded compounds
by passing an electric current through them ("Electric Circuit"). This led to the discovery
of several new chemical elements ("Electric Circuit"). An electric circuit is a closed path
through which current can flow (Giancoli 496). Current is the movement of electrons
through a circuit (Alexander and Sadiku 21). A battery can be used to start the flow of
current. Andre-Marie Ampere was the first person to find and define a way to measure
electric current (Alexander and Sadiku 3). This is why the unit for current is called the
Ampere (A). Other components of a circuit include: resistors, wires, and a switch. In
this experiment, all of these components were used. A resistor is used to limit the flow of
current in a wire (Resistors) while a switch is used to open and close the circuit. The
resistor, switch, and battery were connected in a series circuit using copper wire. A series
circuit is defined as a circuit containing only one complete path for the electrons to flow
through (Henderson, “Series Circuits”).
In order to fully explain how a circuit works, it is often compared to water
(Giancoli 497). Water has to be moved by a force, such as a water pump, otherwise it
would stay in the same place. This is also true for a circuit, current will not flow unless
there is a force applied to get it started; this is the purpose of the battery. Water flowing
through a large pipe will get to its destination faster than the same amount of water
flowing through a thinner pipe. In circuits, current will flow easier through a wire with a
thicker diameter (Brain, Lamb). Using the water analogy, the longer the pipe the more
time it takes to get the water through it if the same force is applied. The length of the
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wire also affects the flow of current. Longer wires reduce the flow of current when using
the same applied force (Johnson and Roberts).
In order for current to flow through any wire, the wire must be a conductor.
Conductors are materials which allow the passage of electrons through them ("What
Makes a Good Conductor?"). Metals make good conductors as they lose their electrons
easily ("What Makes a Good Conductor?"). Similar to wires resistors are made of a
variety of conductive materials. Resistors are made of various materials, using a variety
of gages in order to limit the flow of current to a set amount (Iveson). This amount is
determined by the properties of the materials being used. The definition of resistance
explains that when there is more resistance, the flow of current is less (Baker 82). Ohm’s
law also describes the relationship between resistance and current. Ohm’s law states
current is equal to voltage divided by resistance, therefore, if the voltage is the same, the
higher the resistance the lower the current (Judez and Oenoki).
An experiment similar to the one done by the researchers was performed at
Durham University (Johnson and Roberts). In their experiment current was measured in
circuits that were constructed the same except for the length of the wires. Their
experiment showed that the longer a wire’s length the greater its resistance, which means
less current. This experiment differs from the one preformed by the researchers because
the researchers are testing other variables along with wire length. In a second experiment
preformed at the same university various wire gauges were studied. In their experiment
the wire gauge was changed in a circuit where all other variables remained constant in
order to observe its effect on the current. Their experiment found that the thicker the
wire the greater the current. In the experiment preformed by the researchers wire gauge
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was tested along with two other variables. The university was motivated to do these
experiments because they wanted to know what would happen so that they could share
that information with their students. The university found that proving the results to
their students led them to have a better understanding of what was happening.
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