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Download Gibara-Lenhardt 3 Review of Literature Alessandro Volta invented
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Transcript
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 3 Gibara-Lenhardt 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 4 Gibara-Lenhardt 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. 5