5th of May's Class
We began the class introduced to a piece of equipment named Cathode Ray Tube. This is what it looked like up close:
This was what it looked like once it was turned on, from the side's viewing angle.
The way the Cathode Ray Tube was then explained to us. There is an apparatus within that shoots beams of light, and within that light are emitted electrons. It was made to pass through a focusing plate, compressing them into a thinner, more focused beam of light. This is adjustable so the user can use it according to his/her needs. After the focusing plate, we have the steering plates, which were used to adjust the trajectory of the beam of light emitted.
Professor then asked us what our thoughts were on the direction of electrons' trajectory on a lit filament in a light bulb. Our answer was that the electrons' direction would have no specific path, but rather going out in all direction. This prediction is drawn in the diagram drawn right below the Cathode Ray Tube in the image above.
The graph that is positioned at the right of the white board in the image above is related to the oscilloscope set up that the Professor made. We were supposed to predict what the Voltage vs. Time graph would be. That graph is the resultant graph. The mentioned video is here:
The x-axis in the video is time, while the y-axis is the voltage.
Professor Mason then asked us about the equation for force using charge and electric field. After using the other definitions of Force = Mass x Acceleration and Electric Field = Voltage / distance between the two plates of capacitor, we found the equation to find acceleration of electron under the conditions that are present within a Cathode Ray Tube. This is circled in red.
Professor Mason then gave us a hypothetical question, assuming that an electron is flying between two charged plates with a velocity of Vx in the x-axis direction. With the plates having a length of L. This set up is circled in pink If that is the case, then we can define the time taken for the electron to traverse the whole length of the plate as L / Vx, this is circled in green. With that, we can redefine the acceleration in the y-axis equation we obtained earlier as Vy / t, then we isolate the Vy as shown in the image above circled in blue.
We were then introduced to the equipment that we would be spending the rest of class with, it is called oscilloscope. The set up looked like this:
Oscilloscope is the apparatus on the left, it looked a bit like the rocket launcher pad on a military vehicular unit. The smaller box to its right, which is located at the corner of the foot of the oscilloscope, is called a function generator. The oscilloscope takes in reading of voltages from its probes and plot a graph of Voltage over Time. The function generator, releases Voltage according to set Frequency, we can even tweak the form of the wave that will be generated.
For us to get familiar with it, there were some exercise from the lab manual that we were supposed to complete. One of the earlier practices we did was this:
The results are as follows:
The image above is the graph of the square wave output. The image below is the graph of the sinusoidal output.
When both of the function generators are generating the same frequencies, what happens is that a circle would be formed as the image below shows:
We were then given a mysterious box, and we were supposed to test out all possible colour combinations, in both DC and AC, to determine the type of current that it is giving off from the resultant graph shown on the oscilloscope. This is what the mysterious box looked like:
All the images below are records of our results:
The image above is Red and Black (AC)
The image above is Red and Black (DC)
The image above is from Red and Yellow (Both DC and AC)
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