Making and Breaking Current
About points...
We associate a certain number of points with each exercise.
When you click an exercise into a collection, this number will be taken as points for the exercise, kind of "by default".
But once the exercise is on the collection, you can edit the number of points for the exercise in the collection independently, without any effect on "points by default" as represented by the number here.
That being said... How many "default points" should you associate with an exercise upon creation?
As with difficulty, there is no straight forward and generally accepted way.
But as a guideline, we tend to give as many points by default as there are mathematical steps to do in the exercise.
Again, very vague... But the number should kind of represent the "work" required.
When you click an exercise into a collection, this number will be taken as points for the exercise, kind of "by default".
But once the exercise is on the collection, you can edit the number of points for the exercise in the collection independently, without any effect on "points by default" as represented by the number here.
That being said... How many "default points" should you associate with an exercise upon creation?
As with difficulty, there is no straight forward and generally accepted way.
But as a guideline, we tend to give as many points by default as there are mathematical steps to do in the exercise.
Again, very vague... But the number should kind of represent the "work" required.
About difficulty...
We associate a certain difficulty with each exercise.
When you click an exercise into a collection, this number will be taken as difficulty for the exercise, kind of "by default".
But once the exercise is on the collection, you can edit its difficulty in the collection independently, without any effect on the "difficulty by default" here.
Why we use chess pieces? Well... we like chess, we like playing around with \(\LaTeX\)-fonts, we wanted symbols that need less space than six stars in a table-column... But in your layouts, you are of course free to indicate the difficulty of the exercise the way you want.
That being said... How "difficult" is an exercise? It depends on many factors, like what was being taught etc.
In physics exercises, we try to follow this pattern:
Level 1 - One formula (one you would find in a reference book) is enough to solve the exercise. Example exercise
Level 2 - Two formulas are needed, it's possible to compute an "in-between" solution, i.e. no algebraic equation needed. Example exercise
Level 3 - "Chain-computations" like on level 2, but 3+ calculations. Still, no equations, i.e. you are not forced to solve it in an algebraic manner. Example exercise
Level 4 - Exercise needs to be solved by algebraic equations, not possible to calculate numerical "in-between" results. Example exercise
Level 5 -
Level 6 -
When you click an exercise into a collection, this number will be taken as difficulty for the exercise, kind of "by default".
But once the exercise is on the collection, you can edit its difficulty in the collection independently, without any effect on the "difficulty by default" here.
Why we use chess pieces? Well... we like chess, we like playing around with \(\LaTeX\)-fonts, we wanted symbols that need less space than six stars in a table-column... But in your layouts, you are of course free to indicate the difficulty of the exercise the way you want.
That being said... How "difficult" is an exercise? It depends on many factors, like what was being taught etc.
In physics exercises, we try to follow this pattern:
Level 1 - One formula (one you would find in a reference book) is enough to solve the exercise. Example exercise
Level 2 - Two formulas are needed, it's possible to compute an "in-between" solution, i.e. no algebraic equation needed. Example exercise
Level 3 - "Chain-computations" like on level 2, but 3+ calculations. Still, no equations, i.e. you are not forced to solve it in an algebraic manner. Example exercise
Level 4 - Exercise needs to be solved by algebraic equations, not possible to calculate numerical "in-between" results. Example exercise
Level 5 -
Level 6 -
Question
Solution
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Exercise:
The making current for an RL circuit with resistance RO is graphed in the diagram below. center includegraphicswidthcm#image_path:making-current# center abcliste abc Read the half-life for the making current from the graph and calculate the inductance of the circuit and the applied voltage. abc Calculate the self-induced emf immediately after switching on the voltage supply. Discuss the result. abc Sketch the graph for the braking current of the same circuit. abcliste
Solution:
abcliste abc The stationary current is I_IO. The half-life corresponds to the time where the current has dropped to half of the stationary value see figure. This corresponds to a value of T_/ ThO center includegraphicswidthcm#image_path:making-current-sol# center Since the half-life of an RL circuit is given by T_/ tau ln fracLR ln we find for the inductance L LF fracThtimes Rln L approx resultLP- The applied voltage is given by V_ VF Rtimes I resultVP abc The making current is given by It I_left-e^-t/tauright It follows for the self-induced emf mathcalEt -L dotIt -L I_ left-e^-t/taurightleft-fractauright -L I_ e^-t/tauleftfracRLright -R I_ e^-t/tau For t the exponential term is equal to and we find that the self-induced emf is equal to V_ ViF -RtimesI resultViP This is equal in magnitude to the applied emf voltage supply but with the opposite polarity. The result makes sense since immediately after switching on the voltage supply the current is still close to zero so the total emf has to be close to zero. abc The breaking current is given by the expression It I_ e^-t/tau The time constant tau and therefore the half-life is the same as for the making current. The graph below ases that the voltage is supplied is switched off after the current has reached the stationary value I_V_/R. It corresponds to the graph of the making current mirrored about a horizontal axis going through I_/. center includegraphicswidthcm#image_path:making-and-breaking-current# center abcliste
The making current for an RL circuit with resistance RO is graphed in the diagram below. center includegraphicswidthcm#image_path:making-current# center abcliste abc Read the half-life for the making current from the graph and calculate the inductance of the circuit and the applied voltage. abc Calculate the self-induced emf immediately after switching on the voltage supply. Discuss the result. abc Sketch the graph for the braking current of the same circuit. abcliste
Solution:
abcliste abc The stationary current is I_IO. The half-life corresponds to the time where the current has dropped to half of the stationary value see figure. This corresponds to a value of T_/ ThO center includegraphicswidthcm#image_path:making-current-sol# center Since the half-life of an RL circuit is given by T_/ tau ln fracLR ln we find for the inductance L LF fracThtimes Rln L approx resultLP- The applied voltage is given by V_ VF Rtimes I resultVP abc The making current is given by It I_left-e^-t/tauright It follows for the self-induced emf mathcalEt -L dotIt -L I_ left-e^-t/taurightleft-fractauright -L I_ e^-t/tauleftfracRLright -R I_ e^-t/tau For t the exponential term is equal to and we find that the self-induced emf is equal to V_ ViF -RtimesI resultViP This is equal in magnitude to the applied emf voltage supply but with the opposite polarity. The result makes sense since immediately after switching on the voltage supply the current is still close to zero so the total emf has to be close to zero. abc The breaking current is given by the expression It I_ e^-t/tau The time constant tau and therefore the half-life is the same as for the making current. The graph below ases that the voltage is supplied is switched off after the current has reached the stationary value I_V_/R. It corresponds to the graph of the making current mirrored about a horizontal axis going through I_/. center includegraphicswidthcm#image_path:making-and-breaking-current# center abcliste
Meta Information
Exercise:
The making current for an RL circuit with resistance RO is graphed in the diagram below. center includegraphicswidthcm#image_path:making-current# center abcliste abc Read the half-life for the making current from the graph and calculate the inductance of the circuit and the applied voltage. abc Calculate the self-induced emf immediately after switching on the voltage supply. Discuss the result. abc Sketch the graph for the braking current of the same circuit. abcliste
Solution:
abcliste abc The stationary current is I_IO. The half-life corresponds to the time where the current has dropped to half of the stationary value see figure. This corresponds to a value of T_/ ThO center includegraphicswidthcm#image_path:making-current-sol# center Since the half-life of an RL circuit is given by T_/ tau ln fracLR ln we find for the inductance L LF fracThtimes Rln L approx resultLP- The applied voltage is given by V_ VF Rtimes I resultVP abc The making current is given by It I_left-e^-t/tauright It follows for the self-induced emf mathcalEt -L dotIt -L I_ left-e^-t/taurightleft-fractauright -L I_ e^-t/tauleftfracRLright -R I_ e^-t/tau For t the exponential term is equal to and we find that the self-induced emf is equal to V_ ViF -RtimesI resultViP This is equal in magnitude to the applied emf voltage supply but with the opposite polarity. The result makes sense since immediately after switching on the voltage supply the current is still close to zero so the total emf has to be close to zero. abc The breaking current is given by the expression It I_ e^-t/tau The time constant tau and therefore the half-life is the same as for the making current. The graph below ases that the voltage is supplied is switched off after the current has reached the stationary value I_V_/R. It corresponds to the graph of the making current mirrored about a horizontal axis going through I_/. center includegraphicswidthcm#image_path:making-and-breaking-current# center abcliste
The making current for an RL circuit with resistance RO is graphed in the diagram below. center includegraphicswidthcm#image_path:making-current# center abcliste abc Read the half-life for the making current from the graph and calculate the inductance of the circuit and the applied voltage. abc Calculate the self-induced emf immediately after switching on the voltage supply. Discuss the result. abc Sketch the graph for the braking current of the same circuit. abcliste
Solution:
abcliste abc The stationary current is I_IO. The half-life corresponds to the time where the current has dropped to half of the stationary value see figure. This corresponds to a value of T_/ ThO center includegraphicswidthcm#image_path:making-current-sol# center Since the half-life of an RL circuit is given by T_/ tau ln fracLR ln we find for the inductance L LF fracThtimes Rln L approx resultLP- The applied voltage is given by V_ VF Rtimes I resultVP abc The making current is given by It I_left-e^-t/tauright It follows for the self-induced emf mathcalEt -L dotIt -L I_ left-e^-t/taurightleft-fractauright -L I_ e^-t/tauleftfracRLright -R I_ e^-t/tau For t the exponential term is equal to and we find that the self-induced emf is equal to V_ ViF -RtimesI resultViP This is equal in magnitude to the applied emf voltage supply but with the opposite polarity. The result makes sense since immediately after switching on the voltage supply the current is still close to zero so the total emf has to be close to zero. abc The breaking current is given by the expression It I_ e^-t/tau The time constant tau and therefore the half-life is the same as for the making current. The graph below ases that the voltage is supplied is switched off after the current has reached the stationary value I_V_/R. It corresponds to the graph of the making current mirrored about a horizontal axis going through I_/. center includegraphicswidthcm#image_path:making-and-breaking-current# center abcliste
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