Placeholder Image

字幕列表 影片播放

  • Last time I mentioned to you that charge resides at the

  • surface of solid conductors but that it's not uniformly

  • distributed. Perhaps you remember that,

  • unless it happens to be a sphere.

  • And I want to pursue that today.

  • If I had a solid conductor which say had this shape and I'm

  • going to convince you today that right here the surface charge

  • density will be higher than there.

  • Because the curvature is stronger than it is here.

  • And the way I want to approach that is as follows.

  • Suppose I have here a solid conductor A which has radius R

  • of A and very very far away, maybe tens of meters away,

  • I have a solid conductor B with radius R of B and they are

  • connected through a conducting wire.

  • That's essential. If they are

  • connected through a conducting wire, then it's equipotential.

  • They all have the same potential.

  • I'm going to charge them up until I get a charge

  • distribution QA here and I get QB there.

  • The potential of A is about the same that it would be if B were

  • not there. Because B is so far away that

  • if I come with some charge from

  • infinity in my pocket that the work that I have to do to reach

  • A per unit charge is independent of whether B is there or not,

  • because B is far away, tens of meters,

  • if you can make it a mile if you want to.

  • And so the potential of A is then the charge on A divided by

  • four pi epsilon zero the radius of A.

  • But since it is an equipotential because it's all

  • conducting, this must be also the potential of

  • the sphere B, and that is the charge on B

  • divided by four pi epsilon zero R of B.

  • And so you see immediately that the Q, the charge on B,

  • divided by the radius of B, is the charge on A divided by

  • the radius on A. And if the radius of B were for

  • instance five times larger than the radius of A,

  • there would be five times more charge on B than there would be

  • on A. But if B has a five times

  • larger radius then its surface area is twenty-five times larger

  • and since surface charge density sigma is the charge on a sphere

  • divided by the surface area of the sphere, it is now clear that

  • if the radius of B is five times larger than A,

  • it's true that the charge on B is five

  • times the charge on A, but the surface charge density

  • on B is now only one-fifth of the surface charge density of A

  • because its area is twenty-five times larger and so you have

  • this -- the highest surface charge density at A than you

  • have at B. Five times higher surface

  • charge density here than there. And I hope that convinces you

  • that if we have a solid conductor like this,

  • even though it's not ideal as we have here with these two

  • spheres far apart, that the surface

  • charge density here will be larger than there because it has

  • a smaller radius. It's basically the same idea.

  • And so you expect the highest surface charge density where the

  • curvature is the highest, smallest radius,

  • and that means that also the electric field will be stronger

  • there. That follows immediately from

  • Gauss's law. If this is the surface of a

  • conductor, any conductor, a solid conductor,

  • where the E field is zero inside of the conductor,

  • and there is surface charge here, what I'm going to do is

  • I'm going to make a Gaussian pillbox, this surface is

  • parallel to the conductor, I go in the conductor,

  • and this now is my Gaussian surface, let this area be

  • capital A, and let's assume that it is positive charge so that

  • the electric field lines come out of the

  • surface like so, perpendicular to the surface.

  • Always perpendicular to equipotential,

  • so now if I apply Gauss's law which tells me that the surface

  • integral of the electric flux throughout this whole surface,

  • well, there's only flux coming out of this surface here,

  • I can bring that surface as close to the surface as I want

  • to. I can almost make it touch the

  • conductor. So everything comes out only

  • through this surface, and so what comes out is the

  • surface area A times the electric field E.

  • The A and E are in the same direction because remember E is

  • perpendicular to the surface of the equipotentials.

  • And so this is all there is for the surface integral,

  • and that is all the charge inside, well the charge inside

  • is of course the surface charge density times the area A,

  • divided by epsilon zero, this is Gauss's law.

  • And so you find immediately that the electric field is sigma

  • divided by epsilon zero. So whenever you have a

  • conductor if you know the local surface charge density you

  • always know the local electric field.

  • And since the surface charge density is going to be the

  • highest here, even though the whole thing is

  • an equipotential, the electric field will also be

  • higher here than it will be there.

  • I can demonstrate this to you in a

  • uh very simple way. I have here a cooking pan and

  • the cooking pan I used to boil lobsters in there,

  • it's a large pan. The cooking pan I'm going to

  • charge up and the cooking pan here has a radius whatever it

  • is, maybe twenty centimeters, but look here at the handle,

  • how very small this radius is, so you could put charge on

  • there and I'm going to convince you that I can scoop off more

  • charge here where the radius is small than I can scoop off here.

  • I have here a small flat spoon and I'm going to put the spoon

  • here on the surface here and on the surface there and we're

  • going to see from where we can scoop off the most charge.

  • Still charged from the previous lecture.

  • So here, we see the electroscope that we have seen

  • before. I'm going to charge this

  • cooking pan with my favorite technique which is the

  • electrophorus. So we have the cat fur and we

  • have the glass plate.

  • I'm going to rub this first with the cat fur,

  • put it on, put my finger on, get a little shock,

  • charge up the pan, put my finger on,

  • get another shock, charge up the pan,

  • and another one, charge up the pan,

  • make sure that I get enough charge on there,

  • rub the glass again, put it on top,

  • put my finger on, charge, once more,

  • and once more. Let's assume we have enough

  • charge on there now.

  • Here is my little spoon. I touch here the outside here

  • of the can -- of the pan. And go to the electroscope and

  • you see a little charge. It's very clear.

  • What I want to show you now it's very qualitative is that

  • when I touch here the handle, it's a very small radius,

  • that I can take off more charge.

  • There we go. Substantially more.

  • That's all I wanted to show you.

  • So you've seen now in front of your own eyes for the first time

  • that even though this is a conductor that means that it is

  • an equipotential, that the surface charge density

  • right -- right here is higher than the surface charge density

  • here. Only if it is a sphere of

  • course for s- circle symmetry reasons will the charge be

  • uniformly distributed. If the electric field becomes

  • too high we get what we call electric breakdown.

  • We get a discharge into the air.

  • And the reason for that is actually quite simple.

  • If I have an electron here and this is an electric field,

  • the electron will start to accelerate in this direction.

  • The electron will collide with nitrogen and oxygen molecules in

  • the air and if the electron has enough kinetic energy to ionize

  • that molecule then one electron will become two electrons.

  • The original electron plus the electron from the ion.

  • And if these now start to accelerate in this electric

  • field, and if they collide with the molecules,

  • and if they make an ion, then each one will become two

  • electrons, and so you get an avalanche.

  • And this avalanche is an electric breakdown and you get a

  • spark. When the ions that are formed

  • become neutral again they produce light and that's what

  • you see. That's the light that you see

  • in the spark.

  • And so sparks will occur typically at the -- at sharp

  • points -- at areas where the curvature is strong,

  • whereby the radius is very small, that's where the electric

  • fields are the highest. How strong should the electric

  • field be? Well, we can make a back of the

  • envelope calculation. If you take air of one

  • atmosphere, dry air, at room temperature,

  • then the -- the electron on average, on average,

  • will have to travel about one micron, which is ten to the

  • minus six meters, between the collisions with the

  • molecules, it's just a given. On average.

  • Sometimes a little more, sometimes a little less.

  • Because it's a random process of course.

  • To ionize nitrogen, to ionize oxygen,

  • takes energy. To ionize an oxygen molecule

  • takes twelve-and-a-half electron volts.

  • And to ionize nitrogen takes about fifteen electron volts.

  • What is an electron volt? Well, an electron volt is a

  • teeny weeny little amount of energy.

  • It's one point six times ten to the minus nineteen joules.

  • Electron volt is actually a very nice unit of energy.

  • Because once you have an electron and it moves over a

  • potential difference of one volt,

  • it gains in kinetic energy, that's the definition of an

  • electron volt, it gains one electron volt.

  • It's the charge of the electron, which is one point six

  • times ten to the minus nineteen coulombs, multiplied by one

  • volt. And that gives you then the

  • energy, one electron volt. And so what it means then --

  • let's assume that this number is ten electron volts.

  • Do we -- we only want a back of the envelope calculation.

  • So we want the electron to move over a potential difference

  • delta V which is roughly ten volts and we want it to do that

  • over a distance delta X which is ten to the minus six meters,

  • that's your one micron. And if that happens you'll get

  • this enough kinetic energy in the electron to cause an ion.

  • So what electric field is required for that,

  • that is delta V, the potential difference,

  • divided by the delta X, so that is ten divided by ten

  • to the minus six, so that's about ten to the

  • seven volts per meter. That's a very strong electric

  • field. In reality when we measure the

  • electric fields near breakdown, it is more like three million

  • volts per meter. But it's still very close.

  • This was only a back of the envelope calculation.

  • So very roughly at one atmosphere air room temperature

  • when the air is dry we get electric breakdown at about

  • three million volts per meter. When the ions neutralize you

  • see light, that's why sparks can be

  • seen. They heat the air,

  • they produce a little pressure wave, so you can also hear

  • noise. If you had two parallel plates

  • and you would bring those plates closely together and suppose

  • they had a potential difference of three hundred volts,

  • then you would reach an electric field of three million

  • volts per meter when the distance D is about one tenth of

  • a millimeter. So that's when you expect

  • spontaneous discharge between these two plates.

  • In practice however it probably will happen when the plates are

  • further apart than one tenth of a millimeter.

  • And the reason for that is that there is no such thing as

  • perfect plates. The plates have imperfections.

  • That means there are always areas on the plate which are not

  • flat, which are a little bit like what you see there,

  • small radius, and that's of course where the

  • electric field then will be larger and that's where the

  • discharge will occur first.

  • However, if you touch the doorknob and you get a spark,

  • you feel a spark, and you look at the spark and

  • you see that when you're three millimeters away from the

  • doorknob that the spark develops, you can s- pretty sure

  • that the potential difference between you and the door was of

  • the order of ten thousand volts, several thousand volts,

  • at least. Because over three millimeters

  • it requires ten thousand volts to get the three million volts

  • per meter. When you comb your hair or when

  • you take your shirt off you get

  • little sparks, you can hear them and if it's

  • dark you can see them, and you can be sure that at the

  • sharp ends of this hair, of the fabric,

  • that you have developed electric fields of the order of

  • three million volts per meter. And then you get the automatic

  • breakdown. Now of course high voltage

  • alone doesn't necessarily kill you.

  • What -- what -- what matters is not so much the voltage to get

  • killed but it's the current that goes through you.

  • And current is charge per unit time.

  • And so in SI units it would be coulombs per second.

  • For which we write a capital A which stands for Ampere,

  • the man who did a tremendous amount of research in this area,

  • Frenchman. And so if you touch the

  • doorknob the instantaneous current may actually be quite

  • high. It may be an ampere even,

  • but it may only last for one millisecond.

  • And so that's not going to kill you.

  • We all know that when you comb your hair that you don't die and

  • you also know that when you take your shirt off even though you

  • may hear the sparks that that's not lethal.

  • So maybe in a future lecture we can discuss in some more details

  • what it does take to actually execute someone electrically

  • which is very unpleasant but nevertheless we would have to

  • evaluate how long the current should last,

  • how strong the current should be and then also during which

  • parts of the body the current would cause lethal reactions.

  • So I want to be a little bit more quantitative now uh and

  • deepen our knowledge of the VandeGraaff.

  • Slowly we're going to understand how the VandeGraaff

  • works. And today I want to calculate

  • with you how much charge we can put on the VandeGraaff and what

  • the maximum potential is at the surface.

  • If we charge up the VandeGraaff,

  • with charge Q, then the potential of the

  • surface is an equipotential, is Q divided by four pi epsilon

  • zero R. And the electric field right

  • here at the surface would be Q divided by four pi epsilon zero

  • R squared. So in this case of spherical

  • symmetry we have that the potential V equals E times R.

  • But we know that E cannot exceed

  • three million volts per meter. And so that gives you now a

  • limit on the potential that we can give the VandeGraaff.

  • So if you substitute in here three million volts per meter

  • you can calculate what potential you can maximally reach for a

  • given sphere with a given radius.

  • And if we here have the radius and we here have the voltage,

  • then if the radius of the sphere were three millimeters

  • then you could not exceed a voltage

  • of ten kilovolts. If you did you would get this

  • automatic electric breakdown. You would get a spark.

  • If you have a sphere of three centimeters that would be a

  • hundred kilovolts and our VandeGraaff, which has a radius

  • of thirty centimeters, would therefore be one million

  • volts. And you could not exceed that.

  • And in practice in fact this one doesn't even make it to one

  • million volts. The sphere is not perfect.

  • There are imperfections of the sphere.

  • There are areas which have so-to-speak sharp points and so

  • we won't make it to one million volts.

  • We get a breakdown maybe at a few hundred thousand,

  • maybe three hundred thousand volts.

  • You can now also calculate what the maximum charge is on the

  • VandeGraaff. Because if the maximum

  • potential is three hundred thousand volts,

  • you know the radius is point three meters,

  • so you can calculate now what the maximum charge is that you

  • can put on the VandeGraaff using that equation,

  • will give you ten microcoulombs.

  • And so the maximum potential for our

  • VandeGraaff is of the order of three hundred thousand volts.

  • So this gives you now a feeling, a quantitative feeling,

  • for numbers, for what the -- can I put this

  • down, haha, so that gives you an idea of what our VandeGraaff can

  • do, and later we will understand how the charge gets there.

  • But at least you have some feeling now for potentials,

  • and for the charges that are involved.

  • If here's my VandeGraaff and I approach the VandeGraaff with a

  • sphere which is connected to the earth and if this

  • VandeGraaff had positive charge on it then the sphere will

  • become negatively charged through induction and so you get

  • field lines which go from the VandeGraaff to this object,

  • always perpendicular to the equipotentials,

  • so they go like this, and so the electric field here

  • will probably be the strongest, and so the spark will then

  • develop between this sphere and the VandeGraaff provided that

  • you were close enough. So that you do achieve a

  • electric field close to this sphere of about three million

  • volts per meter. And I will show you that later,

  • you will see more sparks today than you've ever seen before in

  • your life, but I want you to appreciate a little bit more

  • about the sparks about lightning before uh I demonstrate that.

  • So you get a little bit more out of it.

  • If I approach the VandeGraaff not with the sphere but I would

  • walk to the VandeGraaff being very courageous like this,

  • I'm also a pretty good conductor,

  • I'm also connected with the earth, then the chances are that

  • the spark would develop first between my nose and the

  • VandeGraaff, because that is the smallest curve -- the sha- the

  • sharpest curvature, the smallest radius,

  • or certainly my head, would be a good candidate for

  • being hit first. If I approach the VandeGraaff

  • like this with my hand stretched, then chances are of

  • course that the sparks will first develop between my

  • fingertips. Because it's a very small

  • radius and they're very close to the VandeGraaff,

  • and so that's where the discharge

  • will occur. So before we will enjoy some of

  • this, you will enjoy it, I will enjoy it less,

  • um I want to talk a little bit about lightning with you first.

  • Because what you're going to see in a way is a form of

  • lightning. There are four hundred thousand

  • thunderstorms every day on average on earth.

  • Four hundred thousand thunderstorms.

  • There are about a hundred lightning

  • flashes every second. The top of a thundercloud

  • becomes positive and the bottom becomes negative.

  • The physics of that is not so easy, and probably incomplete,

  • and I will not go into the details of the physics,

  • but it does have to do with the flow of water drops.

  • They become elongated, they can become charged because

  • of friction, and they can break off, and they can transport

  • charge. I will simply give you some

  • facts. And so I will accept the fact

  • that the cloud is going to be

  • charged. This is the cloud.

  • Positive at the top, negative at the bottom.

  • And here is the earth. Because of induction,

  • the earth of course will therefore become positively

  • charged here, and so we're going to see field

  • lines, electric field lines, which go from the earth to the

  • cloud, always perpendicular to the equipotentials,

  • something like this. I'll give you some dimensions,

  • uh this may be something like five kilometers,

  • this vertical distance D is about one kilometer.

  • These are typical numbers, of course, it can vary

  • enormously from thunderstorm to thunderstorm.

  • And this height is something typically like ten kilometers.

  • And this allows us now to make some

  • very interesting calculations to get some feeling for the

  • potential difference between the cloud and the earth.

  • That's the first thing we can do.

  • If we make the simplifying assumption that the electric

  • field is more or less constant here, it's like having two

  • parallel plates, where the electric field is

  • constant between them, then the potential difference

  • delta V between the bottom of the cloud and the earth,

  • is simply the electric field times the distance D.

  • So this becomes E times D. But if the breakdown occurs at

  • three million volts per meter -- by the way that's dry air,

  • when it -- when there is a thunderstorm it's probably not

  • so dry, but let's take the three million volts per meter,

  • so we get three times ten to the six, that is for E,

  • and the distance between the cloud and the earth let's take

  • one kilometers. So that's ten to the third

  • meters, so we get of the order of three billion volts between

  • the earth and the clouds. And the values that are

  • typically measured are several hundred million

  • to one billion volts, so it is not all that

  • different. You expect that the potential

  • is probably less than what we have calculated because clearly

  • uh these are not flat surfaces, there are trees,

  • here on the ground, there are buildings on the

  • ground, which are like sharp points, where the electric field

  • will be locally higher, and so you will get a discharge

  • at these sharp points first. And that means the potential

  • difference between the cloud and the earth could then be less

  • than the three billion that we have calculated here.

  • It's only a back of the envelope calculation.

  • The details of the physics of the discharge very complicated.

  • But I want to share with you some facts without giving

  • detailed explanations. The start of the lightning

  • begins when electrons begin to flow from the cloud to the

  • earth. They form a funnel,

  • which is about one to ten meters in diameter and we call

  • that the step leader. The step leader moves about

  • a hundred miles per second and so it comes down in about five

  • milliseconds. Five milliseconds from here to

  • here and it takes about half a coulomb to the earth.

  • Half a coulomb, for about five milliseconds,

  • that means the current is about one hundred amperes.

  • The step leader creates a channel of ionized air,

  • full of ions and full of electrons, which is an extremely

  • good conductor. And with -- when this step

  • leader reaches the ground there is this

  • highly conductive channel and the electrons can now very

  • quickly flow from this channel to the ground.

  • And that starts first right here at the surface of the

  • earth. That's where the electrons will

  • first go to the earth. And then successively electrons

  • which are higher up in the channel will make it down to the

  • earth. And so you're going to see

  • electrons going through the channel to the earth but first

  • the electrons are closer to the earth than the

  • electrons farther away and then even farther away.

  • And this is actually where most of the action occurs.

  • The current is now enormously high, ten thousand to some

  • hundred thousand amperes, and you heat the air,

  • get a tremendous amount of light, the ions recombine and

  • you get pressure, heat can produces pressure,

  • and there comes your thunder. And so most of the action is

  • not in the step leader but is in the second

  • phenomenon, which we call the return stroke.

  • Which is from the earth to the cloud.

  • And the speed of that return stroke is about ten to twenty

  • percent of the speed of light. During the return stroke there

  • is about five coulombs exchange between the cloud and the earth,

  • and five coulombs is a sizable fraction of the total charge

  • that was on the cloud -- on the cloud the first place -- t- to

  • start with. After a return

  • stroke, maybe twenty milliseconds later,

  • this whole process can start again.

  • You can get a step leader. And you can get the return

  • stroke. However, the step leader will

  • now follow exactly the same path that was made before because

  • that's where the air is ionized so that's where the conductivity

  • is very high, so that's the easiest way to

  • go. And this process can recur

  • five, ten, maybe fifteen times. So what a- appears to you as

  • one lightning bolt in fact could be ten flashes back and forth

  • between the cloud and the earth.

  • And the -- the real light is not in the step leader,

  • that's very little light, but the real light is in the

  • return strokes. So t- ten return strokes,

  • which may be twenty, thirty, forty milliseconds

  • apart, appear to you and to me only as one flash,

  • which would take place maybe in as little as a tenth of a

  • second. And during these five or ten

  • return strokes you exchange between the cloud and the earth

  • maybe a total of twenty-five to fifty coulombs,

  • and that of course will lower the potential difference.

  • And if the potential difference becomes too low then the process

  • stops. You have to wait now for the

  • clouds to charge up again. And then lightning will strike

  • again. And that can take anywhere from

  • maybe four, five, ten, twenty seconds.

  • And then you get another lightning bolt.

  • The study of these -- of this process, of the step leader and

  • of the return stroke, can be done with a camera,

  • which is called the Bors camera.

  • Let me first explain to you in detail -- in principle how it

  • works. If this is the area on the film

  • that is exposed by your lens suppose that I move the film at

  • a very high speed to the left and suppose the step leader

  • comes down and it sees some light from the step leader,

  • then I may see on the film this.

  • Some light. And from here to here would

  • then be the five milliseconds which it

  • takes the step leader to go from the cloud to the earth.

  • Now the return stroke takes place with way higher speed and

  • so I see a tremendous amount of light because there's a lot of

  • light in the return stroke. And of course this is very

  • steep. Because it goes a hundred times

  • faster up than the step leader came down.

  • And so you can measure these times and so you can get the

  • speed of the return stroke. And then later in time,

  • maybe thirty, forty seconds later,

  • on the film, you may see another return

  • stroke. And you may see another one.

  • And so you can see then how long the time was between the

  • return strokes and you can also calculate their speeds.

  • With a real camera it's not really the film that is moving

  • but it is the -- the lens that is moving, and the way these

  • pictures are taken, and I will show you one,

  • is if this is photographic plate, then it is the camera

  • that moves over the plate with a um very high speed,

  • about three thousand revolutions per minute,

  • and so you would get these -- this information then not

  • horizontally but you get it spread out over the film.

  • But you get the same information, you can calculate

  • speeds and times. During the past decade,

  • new forms of lightning have been discovered which occur way

  • above the clouds. Way higher up.

  • Red colors have been seen. Red sprites they are called.

  • And also blue jets. The light is

  • very faint and it occurs only for a very short amount of time.

  • It's very difficult to photograph.

  • I have not been able to get good slides for today.

  • However, I did see some pictures on the Web.

  • And when you log into the Web, when you visit the Web eight oh

  • two which you should, then I give you directions how

  • to access slides pictures of the red sprites and of the blue

  • jets. The physics of that is not very

  • well understood. It's being researched very

  • heavily. But it's way above the clouds.

  • There are also other forms of electric breakdown,

  • of discharge. They are different in the sense

  • that it's not an individual spark.

  • But there is a continuous flow of -- of -- of charge.

  • It occurs always from very sharp points.

  • So there is a continuous current actually going on.

  • And some of that you may have seen but you may not remember

  • when we used a carbon arc here. We had two carbon arcs,

  • two carbon rods, and we had a potential

  • difference between them and we got a discharge between them

  • which caused a tremendous amount of light, which we used for

  • projection purposes. So a carbon arc discharge is

  • such a form of discharge whereby you have a continuous current.

  • It's not just sparks. If you take grass or trees or

  • brushes for that matter, with thunderstorm activity,

  • they can go into this discharge at their sharp tips.

  • And we call this brush discharge,

  • we call it St. Elmo's fire,

  • it's all the same thing, it's also called corona

  • discharge. I normally call it corona

  • discharge. It produces light because the

  • ions when they neutralize produce light.

  • Heat makes sound, pressure, and so you can hear

  • this cracking noise of the corona discharges.

  • An airplane that flies or a car that drives, there is friction

  • with the air, and any form of friction can

  • charge things up. And so it's not uncommon at

  • night that you can see this corona discharge from the tip of

  • the wings of an airplane. I've also seen it from cars.

  • Corona discharge from cars. Which charge themselves up

  • simply by driving through the air.

  • The air flow would charge them up.

  • You can hear it, cracking, and you can see it

  • sometimes if it's dark enough, you see some light.

  • In general it's bluish light. Something completely on the

  • side, going back to the lightning bolts,

  • lightning bolts, the discharge,

  • the moving electrons, can cause radio waves.

  • And these radio waves you can receive on your car radio.

  • And all of you have experienced this.

  • Driving around, lightning very far away,

  • you can hear it on the radio. So that's telling you that

  • there is lightning going on somewhere.

  • After a thunderstorm, something that many of you may

  • not have experienced because in the cities there is always --

  • always exhaust from cars, that spoils everything,

  • but when you're out in the country after a thunderstorm

  • there's a very special smell in the air.

  • I love it. And that's ozone.

  • Oxygen two, oxygen two in lightning becomes oxygen three.

  • And oxygen three has a wonderful smell,

  • and you can really smell that. It's very typical.

  • I hope that most of you sooner or later in life will have that

  • experience. Go to the country after a

  • thunderstorm and you can really smell this ozone.

  • Let's now look at some slides. The first slide that you will

  • see is one very classic slide made by Gary Ladd,

  • a Kitt Peak Observatory in Arizona, uh what I like about

  • this is that uh these are the observatories,

  • the telescopes, in the domes,

  • and of course when you're an astronomer, this is the kind of

  • weather that you can do without. But nevertheless it happens.

  • Uh you see here return strokes, the light is definitely due to

  • the return strokes, it's very bright.

  • These are step l- leaders that never made it to the earth,

  • and if a step leader doesn't make it to the earth you don't

  • get a return stroke and so the light as you can see here is

  • much less. And what you think here is only

  • one bolt is probably at least ten, five to ten,

  • maybe fifteen, flashes.

  • Return strokes. All right next slide please.

  • Here you see the result of a Bors camera exposure.

  • For those of you who are sitting in front you can

  • recognize maybe the Empire State Building here.

  • And the Empire State Building is hit here by lightning at the

  • very tip, that's the sharp edge, that's where you expect it to

  • be hit. This is not taken when the

  • camera was rotating. This is just the exposure the

  • way you and I would see it. Not moving camera but here you

  • see the result of the rotating Bors camera.

  • And this is the same flash. So here you see the return

  • stroke, the -- the light from the step

  • leader is too faint. You can't see that.

  • So here is the return stroke and then this time separation

  • may be thirty or forty milliseconds,

  • see another stroke, you see another one,

  • and another one, so there's six here,

  • looks like you see a double one here.

  • And so you have six or seven of these return strokes.

  • And this is the way that you can study speeds and how much

  • charge actually is exchanged between these uh between the

  • cloud and in this case the Empire State Building.

  • Uh the next slide shows you a corona discharge in the

  • laboratory this is a high voltage supply with a very sharp

  • tip -- tip here at the end, the sharp point,

  • and here you see not individual sparks, you don't call this

  • lightning but this is what you would call the St.

  • Elmo's fire, the corona discharge is bluish

  • light. And in fact when you are close

  • to this power supply you can also smell the ozone.

  • It also produces locally ozone. And you can see it.

  • If you make it dark in the laboratory you can see some

  • bluish light. Uh when I was a graduate

  • student I had to build power supplies, high voltage power

  • supplies, and I remember when my soldering job was not a very

  • good job that means when I take the solder ironing off then I

  • could draw a little sharp point, the solder, and that would then

  • later cause me problems with corona discharge,

  • that means I would have to redo the soldering so that the radius

  • of the solder joint would become larger, so no sharp points.

  • That's enough for the slides right now.

  • Benjamin Franklin invented the lightning rod.

  • His idea was that through the lightning rod you would get a

  • continuous discharge, corona discharge,

  • between the cloud and the building.

  • And therefore you would keep the potential difference low.

  • And so there would be no danger of lightning.

  • And so he advised King George the third to put these sharp

  • points on the royal palace and on uh powder

  • houses, ammunition storage places for ammunition.

  • There was a lot of opposition against Franklin.

  • Uh they argued that uh a lightning rod will only attract

  • lightning. And that the effect of the

  • discharge, lowering the potential difference,

  • would be insignificant. But nevertheless the King

  • followed Franklin's advice and after the sharp rods,

  • the lightning rods, were placed,

  • there was a lightning bolt that hit one of the ammunition places

  • at Pearl Fleet,

  • but there was very little damage.

  • And so we now know that on the one hand the discharge is indeed

  • insignificant. And so the opposition was

  • correct. And in fact you do attract

  • lightning, unlike what Franklin had hoped for.

  • However, if your lightning rod is thick enough that it can

  • handle the high current, which is ten thousand or a

  • hundred thousand amperes, then the current will go

  • through the lightning rod and therefore

  • there will not be an explosion. So it will not hit the

  • building. So it will be confined to the

  • lightning rod. And so it worked but for

  • different reasons than Franklin had in mind, but he had the

  • right intuition. Was a very great scientist,

  • and great statesman. And so his lightning rod

  • survived up to today. So now I want to return to the

  • VandeGraaff and show you some of the things that we have

  • discussed. And the first thing that I

  • would want to do is create some sparks.

  • Lightning. I run the VandeGraaff and I

  • will approach it with this small sphere, small radius,

  • and as I come closer and closer, the electric field will

  • build up here and then I would predict that as sparks fly over,

  • that they would go between the VandeGraaff and this uh this

  • sphere. This sphere is grounded.

  • And so any current that will flow will flow not through

  • Walter Lewin but will go through the ground, so there's no danger

  • that anything will happen to me. At least not yet.

  • You already hear some cracking noise.

  • That means there are already sparks flying around inside

  • there. It's very hard to avoid,

  • there are always some sharp edges in there that we cannot

  • remove. This is not an ideal

  • instrument. But I still think I will be

  • able to show you some lightning. By coming closer.

  • There we go. So what you think is only one

  • spark may well be several like these return strokes,

  • the way I described with lightning.

  • So what you're seeing here now is that the electric field

  • locally has become larger than three million volts per meter

  • and then you're going to this discharge phenomenon that we

  • described, and that gives you then -- that

  • gives you the lightning. What I will do now is I would

  • like you to experience -- although it may not be so

  • fascinating for you -- to experience a corona discharge

  • between a very sharp point that I have here, extremely sharp,

  • and the VandeGraaff. And the only way that I can

  • convince you that there is indeed going to be a discharge

  • between this point and the VandeGraaff is by

  • approaching the VandeGraaff and this cracking noise that you

  • hear now will disappear. And the reason why it will

  • disappear is that if I get a corona discharge between the tip

  • and the VandeGraaff it will drain current,

  • it will lower the potential and so that cracking noise will

  • disappear. So the sparks which are now

  • flying over will not fly over anymore.

  • You will not be able to see the light.

  • It's -- it's too much light here.

  • Although I can probably see at the tip here this blue light.

  • So I'm going to approach the VandeGraaff now.

  • It's almost as if I had a lightning rod and I'm not

  • worried at all because if any current starts flowing it goes

  • through this rod, which is like a lightning rod

  • to the earth. So I'm not worried at all.

  • I just am very brave, very courageous,

  • approaching the V- the VandeGraaff, and I want you to

  • listen to that cracking noise. That cracking noise will

  • disappear when I'm going to be -- draw a current through this

  • sharp point. Oh, boy, there I go.

  • And the cracking stops. And I can actually see here

  • some glowing discharge, bluish.

  • Will be impossible for you to see.

  • I can come closer, I'm not worried.

  • And so I'm draining charge now off the VandeGraaff thereby

  • lowering the potential of the VandeGraaff and so these crazy

  • sparks that occur here can no longer occur.

  • But now they will. Can you hear them?

  • And now you can't. If I were crazy then I would

  • develop a corona discharge between the VandeGraaff and

  • myself. One way I could do that is by

  • approach it with my fingertips as I mentioned earlier,

  • but that may be a little bit too dangerous because I may draw

  • a spark, I may be hit by lightning, which is the last

  • thing that I would want today. However, a corona discharge

  • using these tinsels may be less

  • dangerous. So I get a continuous flow of

  • current which now unfortunately doesn't go through the lightning

  • rod but now it goes straight through my body.

  • And I can assure you that I can feel that.

  • It's probably a very low current.

  • It may be only a few microamperes.

  • But it's not funny. It's not pleasant.

  • But anything for my students, what the hell.

  • There we go. Ya ya ya ya ya.

  • You see tinsels, I'm now in a corona discharge

  • and I feel the current through my fingers, it's a continuous

  • discharge now. This is St.

  • Elmo's fire. You can't h- ah,

  • there was lightning. Boy, you got something for your

  • twenty-seven thousand dollars. Oh, man.

  • OK. So you saw both corona

  • discharge and you saw lightning. Boy, you were luckier than the

  • -- than the first class by the way.

  • Clearly lightning can be dangerous, lightning can cause a

  • fire, it can excite, it can explode fumes,

  • if you gas your car just the flow of gasoline can charge up

  • the nozzle, friction can charge things up, that's why the nozzle

  • is always grounded, because a spark could

  • cause a major explosion. If you fill a balloon with

  • hydrogen then the flow of hydrogen is friction can charge

  • up the balloon and a spark can then ignite the hydrogen.

  • And this has led to a classic tragic accident,

  • it's a long time ago. But it's so classic that I

  • really have to show this to you. Hitler was very proud of his

  • large airships. They're named after Gar

  • Zeppelin the Germans called them the

  • Zeppelins, we call them dirigibles or bl- blimps.

  • And one of the largest ones that Hitler's Germany ever built

  • was the Hindenburg, eight hundred three feet long

  • and seven million cubic feet of hydrogen.

  • And the Germans couldn't fill their Zeppelins with helium

  • because they didn't have helium. And the Americans were not

  • going to sell them helium, for very good reason.

  • And so they had to fill them with

  • hydrogen. And so the Hindenburg which was

  • the name of this Zeppelin came over in May nineteen

  • thirty-seven and when it arrived at Lakehurst in New Jersey it

  • started a gigantic fire. It came over in thirty-five

  • hours trans-Atlantic and you see here the explosion.

  • May six at seven twenty-five in the afternoon.

  • There were forty-five passengers on

  • board and thirty-five died in this fire.

  • The speculation was that this may have been sabotage.

  • It's still quite possible. Although the official inquiry

  • board concluded that it was St. Elmo's fire,

  • that as the uh ship moored on this mast here,

  • that a spark flew over and that that caused the uh the

  • explosion, the fire. And it was the end of the

  • dirigibles for Germany. Napoleon, also not the nicest

  • man on earth, uh had the suspicion

  • when many of his soldiers got sick in Egypt that this was the

  • result of marsh gas. And they suspected that this

  • bad air that they could smell when they were near marshes that

  • that was the cause of the disease, bad air in French is

  • mal air, and so they called the disease malaria.

  • And so the way that they tested the

  • air to make sure that the soldiers wouldn't get malaria

  • was to build a small gun which was like so, this was a

  • conducting barrel. And they would let some of this

  • marsh gas in the gun and put a cork on here,

  • close it off, and here was a sharp pin,

  • this pin was completely insulated from the barrel,

  • the conducting barrel, and then they would put some

  • charge on here, so that the spark would fly

  • over there. This is really the precursor of

  • the spark plug that we have in our cars.

  • It's no different. And so if indeed there was then

  • this marsh gas in there, there might be an explosion and

  • that was a warning then that um there may be danger for the

  • soldiers. Well, this morning I was

  • walking through the building and I was in Lobby seven and I

  • smelled some funny, it was a funny smell,

  • and I was just wondering whether perhaps,

  • who knows, at MIT anything can happen, whether uh there was

  • some uh some uh gas there that shouldn't be there.

  • And so I brought my uh my special gun which is here,

  • which is uh built after Napoleon and uh you see here

  • this uh little sphere and I opened up the cork

  • here and I let some of that air in, Building seven,

  • and then I decided that we, you and I would do the test and

  • see whether perhaps there was some uh some gas there that uh

  • may cause some danger. So I would have to cause a

  • discharge then inside the -- the barrel here.

  • I can try to do that by combing my hair uh but that may not be

  • sufficient amount of charge so I can

  • always make sure that there will be a spark inside that gun

  • and use this -- this disk. Which has a little bit more

  • charge on it. So here is then this uh Lobby

  • seven gas inside. Now of course there's one

  • possibility that there was nothing wrong with the air,

  • in which case you will see nothing.

  • And there is another possibility that the air wasn't

  • kosher enough and that you may see here small bloop and since

  • it's going to be very small at best you

  • have to be very quiet otherwise you won't hear anything.

  • And so let's first try now with my comb.

  • I have my comb here. To see whether I can generate a

  • spark inside this barrel and that may not work because I'm

  • not sure that I get enough charge on this comb.

  • No, that doesn't work at all. Well, let's see whether we can

  • use this instrument.

  • I sure hope that we won't get malaria.

  • See you tomorrow.

Last time I mentioned to you that charge resides at the

字幕與單字

單字即點即查 點擊單字可以查詢單字解釋

B1 中級

Lec 06: 高壓擊穿和雷電|8.02 電學和磁學 (Walter Lewin) (Lec 06: High-Voltage Breakdown and Lightning | 8.02 Electricity and Magnetism (Walter Lewin))

  • 71 9
    Cheng-Hong Liu 發佈於 2021 年 01 月 14 日
影片單字