It was quite eye-opening to see just how much modern society relies on satellite technology.

You can download the entire programme using the link below.

Download a copy using the link below.

It’s easier to see what happens if you watch a slow motion version.

Why does that happen?
 

This introduction to capacitors from the nice people at Make Magazine is a good starting point.

The S-cool revision site has some helpful notes and illustrations on capacitor behaviour; try page 1 (how capacitors work) and page 2 (charging and discharging).

Here is a video that covers some of the areas we discussed in class. Ignore the maths at the end of each section of the film, you won’t need it.  Notice how the man in the film uses a lightbulb, rather than an ammeter, to show when the current is large or small.  Clever, eh?

http://www.youtube.com/watch?v=OfL3QWJSCu0

One use of capacitors you should know about is the flashing lamp.  We’ll cover this application next week.

I compared normal electrolytic capacitors to a 10F supercapacitor, and we observed its superior performance in terms of energy storage.  This video goes one step further and shows the fun you could have with an ultracapacitor. Do not try this at home!

Of course, you can always make your own capacitor with paper and electrically conductive paint.

Now download the pdf below. It contains notes to help with your prelim revision and some extra capacitor problems.

Thanks to Fife Science for the original pdf from Martin Cunningham.

When the voltage (or current) displayed on the meter is zero, we say that the Wheatstone bridge is balanced.  For a balanced bridge, it is possible to show that

[you have this proof in your notes folder]

For the circuit shown above, the voltmeter will display the difference in electrical potential between points B and D.  We can calculate this potential difference by finding the voltages at points B and D using the voltage divider equation you used for Standard Grade/Intermediate 2 Physics.

So in this example,

and

The voltmeter displays the potential difference between these two points, i.e.

Here is a short video that provides a recap of the Wheatstone Bridge.

http://www.youtube.com/watch?v=Wa6L7mb5IpU

and a worked example from an old SQA past paper

http://www.youtube.com/watch?v=lIB9Ea5QICg

Now click on the picture below to try an interactive Wheatstone Bridge problem (you will need to have Java installed).

Instructions:

• Press the Reset button to change the value of all the resistors in the circuit.
• Use the slider to balance the bridge. The circuit uses a centre-zero meter, so aim to get the indicator dead centre.
• Find the unknown resistance (R4) using the value of the other 3 resistors when the circuit is balanced.

You can repeat this simulation as many times as you like by pressing Reset to change the resistor values…..it’s great practice!

Here is an example of an application of the Wheatstone Bridge, called the metre bridge.

http://www.youtube.com/watch?v=JRIqiLPeR-Y

When a Wheatstone Bridge is slightly out of balance, it will provide a linear response.  In other words, small changes in resistance will produce proportionally small changes in voltage or current.  When these small changes are plotted, we obtain a straight line through the origin, like this:

We tried to use this property of a Wheatstone Bridge to find the temperature of the physics classroom.  We used some of the snow outside for a low temperature and boiling water for a high temperature.

As we discussed today, this was not a particularly successful experiment due to the non-linear response of the thermistor to changes in temperature – you might remember this from Standard Grade or Int 2 Physics.

For temperature ranges much smaller than the 100°C we attempted, it is possible to obtain an accurate estimate of room temperature.

Click on the download link below to try some Wheatstone Bridge questions.

You’ve just completed an experiment in class (it is listed as “Method 2″ on page 8 your printed notes) where you built a simple series circuit using a cell, a resistance box and an ammeter.  A voltmeter was connected across the resistance box and you recorded the voltage across (TPD) & current through the resistor as you changed the resistance from 0.5? to 1.5? in steps of 0.1?.

The video below shows the same type of experiment, but uses a potato and two different metals in place of normal cell.  Watch the video and note the values of I and V each time the resistance is changed – remember you can pause the video or go back if you miss any.

http://www.youtube.com/watch?v=XOL52fn-ByI

Now plot a graph with current along the x-axis and TPD along the y-axis.  If you don’t have any sheets of graph paper handy, there is a sheet available to download using the button at the end of this post.  Or you could try printing out a sheet from a graph paper site, use Excel or download the free LibreOffice.org Calc spreadsheet.

Draw a best-fit straight line for the points on your graph and find the gradient of the line.  When calculating gradient, remember to convert the current units from microamps (uA) to amps (A).

The gradient of your straight line will be a negative number. The gradient is equal to -r, where r is the internal resistance of the potato cell used in the video.

You can obtain other important information from this graph;

• Extend your best fit line so that it touches the y-axis.  The value of the TPD where the line touches the y-axis is equal to the EMF of the cell. (Explanation: on the y-axis, I is zero so TPD = EMF)
• Now extend the best-fit line so that it touches the x-axis, the current at that point is the short-circuit current - this is the maximum current that the potato cell can provide when the variable resistor is removed from the circuit altogether and replaced with just a wire.