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  • assemble charges, I have to do work,

  • we discussed that earlier. And we call that electrostatic

  • potential energy. Today, I will look at this

  • energy concept in a different way, and I will evaluate the

  • energy in terms of the electric field.

  • Suppose I have two parallel plates, and I charge this one

  • with positive charge, which is the surface charge

  • density times the area of the plate, and this one,

  • negative charge, which

  • is the surface charge density negative times the area of the

  • plate. And let's assume that the

  • separation between these two is H, and so we have an electric

  • field, which is approximately constant, and the electric field

  • here is sigma divided by epsilon zero.

  • And now, I'm going to take the upper plate, and I'm going to

  • move it up. And so as I do that,

  • I have to apply a force, because these two plates

  • attract each other, so I have to do work.

  • And as I move this up, and I will move it up over

  • distance X, I am creating here, electric field that wasn't

  • there before. And the electric field that I'm

  • creating has exactly the same strength as this,

  • because the charge on the plates is not changing when I am

  • moving, the surface charge density is not changing,

  • all I do is, I increase the distance.

  • And so I am creating electric field in here.

  • And for that, I have to do work,

  • that's another way of looking at it.

  • How much work do I have to do? What is the work that Walter

  • Lewin has to do in moving this plate over the distance X?

  • Well, that is the force that I have to apply over the distance

  • X. The force is constant,

  • and so I can simply multiply the force times the distance,

  • that will give me work. And so the question now is,

  • what is the force that I have to apply to move this plate up?

  • And your first guess would be that the force would be the

  • charge on the plate times the electric field strength,

  • a complete reasonable guess, because, you would argue,

  • "Well, if we have an electric field E, and we bring a charge Q

  • in there, then the electric force is Q times E,

  • I have to overcome that force, so my force is Q times E." Yes,

  • that holds most of the time. But not in this case.

  • It's a little bit more subtle. Let me take this plate here,

  • and enlarge that plate. So here is the plate.

  • So you see the thickness of the plate, now, this is one plate.

  • We all agree that the plus charge is at the surface,

  • well, but, of course, it has to be in the plate.

  • And so there is here this layer of charge Q, which is at the

  • bottom of the plate. And the thickness of that layer

  • may only be one atomic thickness.

  • But it's not zero. And on this side of the plate,

  • is there electric field, which is sigma divided by

  • epsilon zero. But inside the plate,

  • which is a conductor, the electric field is zero.

  • And therefore, the electric field is,

  • in this charge Q, is the average between the two.

  • And so the force on this charge, in this layer,

  • is not Q times E, but is one-half Q times E.

  • So I take the average between these E fields,

  • and this E field is then this value.

  • And so now I can calculate the work that I have to do,

  • the work that I have to do is now my force,

  • which is one-half Q times E, and I move that over a distance

  • X. And so what I can do now is

  • replace Q by sigma A, so I get one-half sigma A times

  • E times X, and I multiply upstairs and downstairs by

  • epsilon zero, so that multiply by one.

  • And the reason why I do that is,

  • because then I get another sigma divided by epsilon zero

  • here -- divided by epsilon zero, and that is E,

  • and therefore, I now have that the total work

  • that I, Walter Lewin have to do -- has to do is one-half epsilon

  • zero, E-squared times A times X. And look at this.

  • A X is the new volume that I have created,

  • it is the new volume in which I have created electric field.

  • And this, now, calls for a work done by

  • Walter Lewin. Per unit volume,

  • and that, now, equals one-half epsilon zero

  • times E squared. This is the work that I have

  • done per unit volume. And since this work created

  • electric field, we called it "field energy

  • density". And it is in joules per cubic

  • meter. And it can be shown that,

  • in general, the electric field energy density is one-half

  • epsilon zero E squared, not only for this particular

  • charge configuration, but for any charge

  • configuration. And so, now,

  • we have a new way of looking at the energy that it takes to

  • assemble charges. Earlier, we calculated the work

  • that we have to do to put the charges in place,

  • now, if it is more convenient,

  • we could calculate that the energy electrostatic potential

  • energy, is the integral of one-half epsilon zero E-squared,

  • over all space -- if necessary, you have to go all the way down

  • to infinity -- and here, I have now, D V,

  • this is volume. This has nothing to do with

  • potential, this V, in physics, we often run out of

  • symbols, V is sometimes potential, in this case,

  • it is volume. And the only reason why I chose

  • H there is I already have a D

  • here, so I didn't want two Ds. Normally, we take D as the

  • separation between plates. And so this,

  • now, is another way of looking at electrostatic potential

  • energy. We look at it now only from the

  • point of view of all the energy being in the electric field,

  • and we no longer think of it, perhaps, as the work that you

  • have done to assemble these charges.

  • I will demonstrate later today that as I separate the two

  • plates from these charged planes,

  • that indeed, I have to do work.

  • I will convince you that by creating electric fields that,

  • indeed, I will be doing work. So, from now on,

  • uh, we have the choice. If you want to calculate what

  • the electrostatic potential energy is, you either calculate

  • the work that you have to do to bring all these charges in

  • place, or, if it is easier, you can take the electric field

  • everywhere in space, if you know that,

  • and do an integration over all space.

  • We could do that, for instance,

  • for these two parallel plates now, and we can ask what is now

  • the total energy in these plates -- uh, in the field.

  • And at home, I would advise you,

  • to do that the way that it's done in your book,

  • whereby you actually assemble the charges minus Q at the

  • bottom and plus Q at the top, and you calculate how much work

  • you have to do. That's one approach.

  • I will now choose the other approach, and that is,

  • by simply saying that the total energy in the field of these

  • plane-parallel plates, is the integral of one-half

  • epsilon zero E-squared, over the entire volume of these

  • two plates. And since the electric field is

  • outside, zero, everywhere, it's a very easy

  • integral, because I know the volume.

  • The volume that I have, if the separation is H -- so we

  • still have them H apart -- this volume that I have is simply A

  • times H, and the electric field is constant, and so I get here

  • that this is one-half epsilon zero.

  • For E, if I want to, I can write sigma divided by

  • epsilon zero, I can square that,

  • and D V, in- doing the integral over all space,

  • means simply I get A times H, it is the volume of that box.

  • So I get A times H. And so this is now the total

  • energy that I have, I lose one epsilon here,

  • I have an epsilon zero squared and I have an epsilon.

  • I also remember that the charge Q on the plate is A times sigma,

  • and that the potential difference V,

  • this now is not volume, it's the potential difference

  • between the plates, is the electric field times H.

  • The electric field is constant, it can go from one plate to the

  • other, the integral E dot D L in going from one plate to the

  • other, gives me the potential difference.

  • And so I can substitute that now in here, I can take for A,

  • sigma, I can put in the Q, and you can also show that this

  • is one-half Q V.

  • V being, now, the potential difference

  • between the plates. And so this is a rather fast

  • way that you can calculate what the total energy is in the

  • field, or, say, the same thing,

  • the total work you have to do to assemble these charges.

  • Or, to say it differently, the total work you have to do

  • to create electric fields. You have crela- created

  • electric fields that were not there before.

  • I now will introduce something that

  • we haven't had before, that is the word "capacitance".

  • I will define the capacitance of an object to be the charge of

  • that object divided by the potential of that object.

  • And so the unit is coulombs per volt, this V is volt,

  • now, it's potential. Uh, but we never say that it is

  • coulombs per volt in physics, we write for that a capital F,

  • which is Farad, we call that,

  • one farad is the unit of capacitance, undoubtedly called

  • after the great maestro Faraday, we will learn more about

  • Faraday later in this course. So let us go to,

  • um, a sphere which has a radius R, and let us calculate what the

  • capacitance is of this sphere. Think of it as being a

  • conductor, and we bring a certain charge Q on

  • this conductor, it will then get a potential V,

  • which we know is Q divided by four pi, epsilon zero R.

  • We've seen this many times, and so, by definition,

  • the capacitance now is Q divided by the potential,

  • and therefore, this becomes four pi epsilon

  • zero R. So that is the capacitance of a

  • single sphere. And so we can now look at the

  • values as a function of R.

  • I have here some numbers, I calculated it for the

  • VandeGraaff, and I calculated it for the Earth.

  • If you want one Farad capacitance, that's a real

  • biggie, you need a radius of 9 times ten to the 9 meters,

  • that's the four pi epsilon zero that comes in there.

  • That's huge, that's twenty-five times the

  • distance from the Earth to the moon, that's a big sphere to

  • have a capacitance of one Farad. The Earth itself,

  • with a radius of sixty-four hundred kilometers,

  • would have seven hundred microfarad, the VandeGraaff

  • thirty centimeters radius would be 30 picofarad,

  • the pico is ten to the minus twelve.

  • And if you take a sphere with a radius of one centimeter,

  • then you have, uh, roughly,

  • one picofarad, ten to the minus twelve Farad.

  • So this gives you a rough idea about the size of objects,

  • and how they connect to their capacitance.

  • So if I bring all these spheres,

  • uh, at the same potential, so I charge them all up to the

  • same potential, then the one with the largest

  • capacitance, uh, will have the most charge.

  • And that, of course, is where the word "capacitance"

  • comes from, it is the capability of holding charge for a given,

  • uh, electric potential. Don't confuse that with

  • electric fields, because if you bring all these

  • spheres at the same potential, then the one with the strongest

  • electric field, that's the one which has the

  • short -- smallest radius,

  • we discussed that last time. Now, I will look at the

  • situation a little bit differently.

  • I have, here, a sphere, B,

  • positively charged, and I place it close to another

  • sphere, A, which is negatively charged.

  • And so, by my definition, I can say that the capacitance

  • of B is the charge that I have on B

  • divided by the potential of B. That will be my definition.

  • But, there is here, this object which charged

  • negative. And how did we define

  • potential? Potential was work per unit

  • charge. I go to infinity,

  • I put plus Q in my pocket, I approach B,

  • and the work I have to do per unit charge is the potential of

  • B, that's the definition of potential.

  • But B is repelling me. So I have to do positive work.

  • But A is now attracting me. And so the work I have to do is

  • less the work per unit charge. And so, because of the presence

  • of A, the potential of B goes down, and therefore,

  • the capacitance of B goes up. And so now, you see that that

  • the presence of this charged sphere here has an influence,

  • an important impact, on the capacitance of B,

  • and, therefore, it is really

  • unintelligible to call this the capacitance of B.

  • We think of it as the capacitance of B in the presence

  • of A. So it's no longer just B alone.

  • And so I'm now going to change the definition of capacitance.

  • And I'm going to change it in the following way.

  • I have two conductors. And these two conductors have

  • the same charge, but different polarities.

  • And now the capacitance of this combination of two conductors is

  • the charge on one of them -- which is the same,

  • of course, on the charge of the other, except different polarity

  • -- divided by the potential difference.

  • So that, now, is my new definition of

  • capacitance. So we always deal with two

  • objects, not with one in isolation, if you have the

  • charge on one of the two, and you divide it by the

  • potential difference between the two.

  • Uh, you may say, "Well, it's a little artificial

  • to have two, eh, conductors and one is

  • positively charged, and the other has exactly the

  • same amount of negatively charge." Well,

  • it is not so artificial as you may think.

  • Uh, remember, then, we have this Windhurst

  • machine, which I was cranking, and I was charging one plate

  • positive and the other one negative.

  • And without my doing anything, if one becomes positive,

  • the other one becomes negative by exactly the same amount,

  • because you cannot create charge out of nothing.

  • So if you charge one thing positive, chances are that

  • something else is charged negative by the same amount,

  • but with opposite polarity. So it's not so artificial,

  • that you have two conductors with the same charge but

  • opposite polarities. So, now, we have two conductors

  • there, so if we go to this -- these two parallel plates,

  • the question, now, is what is not the

  • capacitance, then, according to our new definition

  • of these parallel plates? Well, that's capacitance C,

  • is the charge on one plate divided by the potential

  • difference between the two plates.

  • And the charge on one plate is sigma A.

  • And the potential difference between the plates is the

  • integral of E dot D L, they are separated there by a

  • -- a distance H. I will change that,

  • now, to a D, because that's more commonly

  • done, that the separation between plates is D.

  • There was a reason why I didn't want to put a D there,

  • because I didn't want to get you confused,

  • but now, there is no confusion. And so the potential difference

  • is the electric field between the plates times the distance D.

  • But E itself is sigma divided by

  • epsilon zero, so we get here,

  • sigma divided by epsilon zero, divided by D,

  • I lose my sigma, and so, two parallel plates

  • have this as the capacitance. It's linearly proportional with

  • the area of the plates, that's intuitively pleasing.

  • The larger the plate, the more charge you can put on

  • there. And it's inversely proportional

  • with the distance between the plates.

  • The smaller you make the distance, the larger is the

  • capacitance. Well, that goes back to this

  • idea, that the closer A is to B, the larger effect that will

  • have on the capacitance. And if you bring them very

  • close together, this potential will go down,

  • and so the capacitance will go up.

  • So it's not too surprising that you see D here downstairs.

  • The closer you bring the plates together, the higher,

  • uh, the capacitance will be. Let us look at a -- uh,

  • at some numbers. Suppose I have a a plate,

  • very large, twenty five meters long, and five centimeters wide

  • -- twenty five meters long, and five centimeters wide.

  • I have two of them. Called a plate capacitor.

  • And let the distance between them, D, let D be -- oh,

  • let's make it very small, because we want a real big

  • capacitor, point oh one millimeters.

  • Very small game between them. So, now I substitute the

  • numbers in there, I can calculate the area,

  • I have to calculate the area here for the plates in square

  • meters, of course, multiply by epsilon zero,

  • and divide it by D in meters, and when you do that,

  • you find that the capacitance of this big monster is only one

  • microfarad. It's not very much.

  • And when you go to Radio Shack, and you buy yourself a one

  • microfarad capacitor, you don't by something that is

  • twenty five meters long, and yea big.

  • Well, you may actually have -- you may actually buy that

  • without you realizing that. Because these large plates,

  • these very long ribbons of conductors, two very close

  • together, separated by some insulating material,

  • very thin, they're rolled up often.

  • And you don't notice that, but they are rolled up,

  • and they are put in a little canister, and that then gives

  • you a parallel plate capacitor. Uh, I brought one with me,

  • unintelligible one that I have used for several years,

  • but, today I decided to cut it open for you so that you can

  • look inside, and then you actually will see the,

  • um, you're going to see, there, this is the canister in

  • which it was, and so I cut the canister open,

  • and when you look here, you see, there is this

  • conductor -- looks like aluminum foil -- and then there is

  • insulating material, and then you find more

  • conductor, on the other side. And so you -- and it's rolled

  • up. Here, if I unroll it here --

  • I'm breaking it, but that's OK -- so you see the

  • idea of a parallel plate capacitor, how it can be rolled

  • up nicely, and you not realizing that you're really talking often

  • about meters, many meters of material.

  • Now, through chemical techniques, the distance D can

  • easily be made a thousand times smaller than this.

  • And if the distance is thousand times smaller,

  • then you would get a capacitance of

  • one thousand microfarads. Compare that with the Earth,

  • which is only seven hundred microfarads.

  • So a capacitor like this is one thousand microfarads.

  • If we bring the potential difference over here,

  • then we get a tremendous amount of charge on here.

  • In fact, if I hold this in my hands, and if I assume that the

  • potential difference between my left hand and my right hand is

  • ten millivolts, then I would bring on this

  • capacitor, ten microCoulombs. That is a tremendous amount of

  • charge. In fact, ten microCoulombs is

  • the maximum charge we can ever put on the big VandeGraaff,

  • we calculated it last time. If we put more on the

  • VandeGraaff, it goes into discharge.

  • And by simply holding this in my hands, I can put ten

  • microCoulombs here on this capacitor.

  • Now, you may say, "Well, yes, but,

  • uh, potential difference would be your right hand and your left

  • hand, ten millivolts, isn't that funny?

  • No, not really. Uh, in the future,

  • I will give a lecture and then discuss electrocardiograms.

  • And you will see, then, that there is a potential

  • difference between the left side of your body and the right side

  • which is several millivolts. So it is not as artificial as

  • you may think. Actually, we'll take a

  • cardiogram in -- in class, so you can see it really

  • working. How much energy can I store in

  • a capacitor? Well, we already calculated

  • that. Uh, we had the energy,

  • is it, uh this was the plate capacitor, one-half Q V,

  • and we can now substitute for, um, , we can substitute in

  • there the capacitance C, and the C is Q divided by V,

  • and so this is also one-half C V-squared, that's one and the

  • same thing. So either you take the charge

  • on the capacitor, multiply it by V,

  • or you take the capacitance and multiply it by V-squared.

  • The capacitance is never a function of the charge that is

  • on the object. V- if you look here,

  • the capacitance is only a matter of geometry.

  • And when you look there, the plate capacitor,

  • it's only a matter of geometry, never does the charge show up

  • in there. So I mentioned that I can bring

  • ten microCoulombs on this capacitor, and yet,

  • on the VandeGraaff, I can also only bring ten

  • microCoulombs, that's the maximum I can do

  • before it goes into breakdown. We can think of a capacitor as

  • a device that can store, uh, electric energy.

  • I will now return to my promise that I was going to demonstrate

  • to you that I have to do positive work when I create

  • electric fields. In other words,

  • when I take these two charged plates, and I bring them further

  • away from each other, that I do positive work.

  • And how am I going to show that to you?

  • I have two parallel plates. They're on the table there,

  • you're going to see them shortly, projected there.

  • And we have, here, a current meter -- I put

  • an A in there for amperes, symbolic for current meter --

  • and I'm going to have a power supply and put a potential

  • difference over here, this is the capacitance C -- we

  • normally use for capacitor the symbol of two parallel lines --

  • I'm going to put a potential difference V over the capacitor

  • of thousand volts. So let me put a delta here to

  • remind you that it's the difference between the two

  • plates. As I do that,

  • as I connect the power supply to these two ends,

  • charge will flow on here, and so you will see a very

  • short surge of current. So the amp meter will give you,

  • only for the short amount of time that I am charging

  • [wssshhht], will see you -- will show you that there is charge

  • flowing. And you will see that.

  • But that's not really the goal of my demonstration.

  • What I'm now going to do is, I'm now going to increase the

  • separation, the instance D of these two plates.

  • And remember that the potential difference over the capac- over

  • the plates, which I call now a capacitor, is the electric field

  • times the distance, and the electric field is

  • constant. If I charge the capacitor up

  • with a certain charge, there is plus Q here,

  • there's minus Q there, and then I remove the power

  • supply, it's no longer there, that charge is trapped,

  • that charge can never change. And so if the charge doesn't

  • change, the charge surface density

  • doesn't change, and so the electric field

  • inside remains constant. So exactly what we did there.

  • And now I'm going to move them further apart,

  • therefore I'm going to make D larger, and that can only happen

  • if the potential difference between the plates increases.

  • And I will start off with thousand volts,

  • whereby D is one millimeter, and then I will open up this

  • gap up to ten millimeters. And then I have a potential

  • difference of ten thousand volts.

  • But since the energy in the capacitor is one-half Q times

  • the potential difference V -- this V is the same as this delta

  • V -- and if Q is not changing, but if I go from V from one

  • thousand volts to ten thousand volts, it's very clear that I

  • have done work, I have increased the

  • electrostatic potential energy. And this is what I want to show

  • you, we're going to have that there -- so I've changed my

  • television, and I will have to change the lights

  • a little bit so that you can see that -- well,

  • turn this one off, this one off,

  • and all them -- let's wait for the light to settle,

  • and we want also the the current meter.

  • So the one on the right there is the, uh -- the amp meter,

  • the current meter, and you see here these two

  • plates, they are separated now by about one millimeter.

  • I have here a very thin sheet, transparency which I can move

  • in between to make sure that they don't make contact -- and

  • here is my power supply, and I have there,

  • this, uh, propeller-type thing which is some kind of a volt

  • meter. And if it's going to move in

  • this direction, that means that the voltage

  • between the plates increases. And so I'm going to charge it

  • now, with a potential difference of, uh, thousand volts,

  • and as I do that, you will see a very short surge

  • here on this amp meter. That's not very spectacular,

  • but at least you can see, for the first time in your

  • life, that charge is actually flowing from my power supply

  • onto the plates. Then you will see,

  • [pssshhht], and that's it. There will only be a current as

  • long as the charge is flowing. So let my first do that,

  • look at the amp meter there, three, two, one,

  • zero. That's all it took to charge

  • these plates. It's now fully charged,

  • thousand-volt difference, and now, as I'm going to

  • increase the gap, there's no reason for any

  • charge to go away from the plates, so the amp meter will

  • not do much, probably nothing, but you're going to see this

  • propeller which indicates the potential difference between the

  • plates, you're going to see it move, because I'm doing all this

  • work, I'm going from one millimeter to ten millimeters,

  • I'm creating all this electric field, and this hard work pays

  • off in terms of increasing the potential from thousand volts to

  • ten thousand volts. So there I go,

  • I'm two millimeters now, look at the volt meter,

  • there's going -- aargh, three millimeters,

  • I'm doing all this hard work while you're doing nothing --

  • four millimeters, I'm creating electric fields --

  • you should be proud of me, I'm creating electric field,

  • look at that. The electric field remains

  • constant between the plates, because the charge is trapped,

  • the charge can't go anywhere. I'm not at seven millimeters,

  • seven thousand volts, eight thousand volts,

  • I'm at nine millimeters, nine thousand volts -- notice

  • that the amp meter does nothing,

  • no charge is flowing to the plates, no charge is flowing

  • from the plates, I'm not at ten millimeters,

  • and now I have created a huge volume electric field,

  • and the potential difference is ten times larger than it was

  • before, and so, you see that I,

  • indeed, have done work. You see it here in front of

  • your own eyes. All right, let's get this down,

  • and I'll take the -- bring the lights back up,

  • and we go back to normal.

  • I have here a hundred microfarad capacitor -- it's a

  • dangerous baby -- and we can charge that up to three thousand

  • volts, and when we do that, we get three-tenths of a

  • Coulomb of charge on that capacitor.

  • So the, um, I'll give you some numbers -- so it is one hundred

  • microfarads, I'm going to put a potential difference over it of

  • three thousand volts, that gives it a charge Q of oh

  • point three Coulombs, and that means that one-half C

  • V squared, which is the energy that is stored,

  • then, in the capacitor, is four hundred and fifty

  • joules. And this will take fifteen

  • minutes. And so th- I'm going to charge

  • it now, because at the end of the lecture, I need a charge

  • capacitor for a demonstration. And so I can show you there the

  • potential difference over the capacitor, which will slowly

  • change, and we'll keep an eye on it during the lecture,

  • and then, by the time it's fully charged,

  • we will have reached the end of the lecture and then we can

  • continue. So here is, then,

  • this monster, the hundred microfarad -- I

  • call it a monster because the amount of energy that you can

  • pump in there is frightening, it's four hundred and fifty

  • joules. And my power supply is here,

  • that will deliver, comfortably,

  • the three thousand volts. In fact, this is the voltage of

  • the power supply, this is about thirty eight

  • hundred volts. And so, now,

  • the idea is that I'm going to charge this capacitor -- always

  • have to be very slow and careful that I don't make mistakes,

  • because this is really a device that could be lethal if you are

  • not careful. So I think we're OK.

  • Uh, the moment that I'm going to charge this capacitor,

  • the reading there will show you the potential difference over

  • these plates, and it will take a long time

  • for that to go up to three thousand volts.

  • And so I think I'm ready to go, and I'm going to charge it now.

  • So you see now that the potential difference over the

  • plates is very low, it's near zero,

  • but if you wait just a -- a few seconds, you will see,

  • very slowly, that, um, it is charging up,

  • and fifteen minutes from now, we will be very close to the

  • three thousand volt mark, and then we will return to

  • this. So we'll leave it on just for

  • now, while it is charging. The idea of a photo flash is

  • that you charge up a capacitor, and that you discharge it over

  • a light source. So the idea being that you have

  • a capacitor -- let me erase some of this -- and that we charge

  • the capacitor up, put a certain amount of energy

  • in there, and then we dump all that energy in a bulb.

  • So here is the capacitor, we're going to charge it up,

  • we have a switch here, and here is a

  • light bulb, and when we throw the switch, then all the energy

  • will be going to the light bulb, if this is positively charged

  • and this is negatively charged, a current will start to flow,

  • and you will see a flash of light.

  • I have, here, a capacitance of thousand

  • microfarad. So C equals thousand

  • microfarad, I'm going to put a potential difference over that

  • capacitor of one hundred volts, which then gives me a energy of

  • one-half C V squared, which is five joules.

  • In fact, this is not just one capacitor, but these are twelve

  • capacitors which I hooked up in such a way that the twelve

  • capacitors of eighty microfarad each are a combined capacitor of

  • one thousand microfarads. And so I'm going to charge it

  • up, and then I'm going to discharge the capacitor through

  • the light, and then you will be able to

  • see some lights, perhaps, depending on how much

  • energy we dump through there. So concentrate now on this

  • light bulb. The hundred volts -- you should

  • see here, do you see it? -- so it's set at hundred volts

  • now, and I'm now going to charge it, and the moment that I

  • charge, you will see the voltage over the capacitor,

  • and so it takes a while for it to charge up,

  • so it goes unintelligible down to zero and then slowly comes

  • back to a hundred, it may take five

  • or ten seconds. So if you're ready,

  • then there we go. Took only five or six seconds.

  • And so now we have a hundred volts, so we have five joules

  • stored in there, and I'm going to discharge that

  • now over this light bulb, if you're ready,

  • three, two, one, zero.

  • A little bit of light. I can tell that you're

  • disappointed. It's not very exciting.

  • It's not really my style, is it?

  • Well, what we can do, we can increase the voltage a

  • little bit.

  • Uh, we could go to two hundred and fifty volts,

  • in which case, since it goes with V-squared,

  • we would have six times more energy, so then we have thirty

  • joules, so let's see whether that's a little bit more

  • exciting. So now I have to jack up the

  • voltage to two hundred fifty volts -- now you see the power

  • supply again -- two hundred fifty volts -- we've getting

  • there, we don't have -- oh, boy, huh, am I lucky,

  • on the button. So two hundred fifty volts,

  • and noW I can charge up again, and it will take a little

  • longer, so you'll see the voltage over the capacitor,

  • hundred forty, hundred seventy,

  • two hundred, two fifty, there we are.

  • And now we can see whether we get a little bit more light.

  • So you go from five joules now, to thirty joules.

  • Three, two, one, zero.

  • Waahaa, now we're getting somewhere.

  • Now you really see how a photo flash works.

  • Now, we all, of course, have destructi-

  • destructive instincts. And so you wonder right?

  • You- you're thinking the same thing that I do.

  • Shall we try three hundred forty volts and see whether the

  • bulb [ptchee], maybe explodes?

  • I don't know how high this voltage supply can go,

  • let's see. Let's - let's go all the way.

  • Three hundred thirty seven volts.

  • OK. So that would mean that we

  • have fifty joules, roughly.

  • It goes as the voltage squared. Well, let's charge again,

  • so we're charging now. Two hundred,

  • two eighty, three hundred, there we go,

  • three hundred and thirty seven volts.

  • Now let's see -- AAAAH, we did it!

  • It broke!

  • I have a photo flash, and I have the photo flash

  • here, and this photo flash has a capacitor of about five thousand

  • microfarads, a real biggie, and we can charge that up to a

  • potential difference of one hundred volts,

  • even though the batteries in there are only six volts,

  • there is a circuit in there -- we'll learn about that later --

  • which converts the six volts to a hundred volts,

  • and so we can charge up this capacitor to a hundred volts.

  • And that means that the one-half C V squared,

  • the energy stored, then, in that capacitor,

  • will be twenty five joules. And I can dump that energy over

  • the light bulb, and then we see a bright flash

  • of light, because this discharge can occur in something,

  • like, only a millisecond. So you get a tremendous amount

  • of light, only for that millisecond.

  • And I want to demonstrate that to you.

  • And the only way I can demonstrate that to you is by

  • aiming this flashlight you -- I don't want to damage your

  • eyes, so I warn you in advance -- so I am charging up,

  • now, my capacitor, it will take a while,

  • and I'm going to take your picture.

  • I might as well. But, um, it's going to be very

  • dark in the back, there, and so I've asked Marcos

  • and Bill to also have some flashlights, which go off at the

  • same time that my flashlight goes off.

  • Now, you may say, "Well, how can you do that,

  • because if this flash only lasts a

  • millisecond, how can you synchronize that?"

  • Well, the way that's done is that those flashlights are

  • waiting for my light signal to reach them, and that goes with

  • the speed of light. Takes way less than a

  • millisecond to get there, and they go at the same time

  • that they receive my light flash.

  • And so we call them flash-assists.

  • And so let's, uh, let's see whether we can do

  • this. I, uh, I have a green light

  • here, that means I can take my picture, and,

  • uh, yes, you can -- oh, you don't have to comb your

  • hair, but -- you're looking good.

  • OK, let me -- let me, let me focus,

  • because that's important -- so make sure you see the flash.

  • You ready for this? Did you see the flash?

  • Did it flash? Oh, it did.

  • Oh, you can say yes. So, um, did the -- did the

  • light-assists also flash? OK, but you haven't seen that,

  • yet, right? Because you were looking at

  • them. You should have looked -- you

  • really should have looked at me. So why don't we take a picture,

  • Marcos, Bill, aim the fli- li- the

  • flash-assists at the students here,

  • and then we'll try it again. You ready?

  • OK. Oh, boy.

  • Why don't you say cheese for a change?

  • OK, look at me -- oh, boy, you're looking great,

  • you really -- unintelligible out of focus.

  • Uh, one person's sleeping there, oh, we'll let him sleep,

  • that's OK. Did that work?

  • Did you see the flash? You did, eh?

  • Twenty five -- twenty five joules.

  • But those haven't seen it yet. So Marcos, Bill,

  • make sure that we go this way, and give them a chance to see

  • this light flash. So we get a little bit of

  • assistance there, the lights, and let's see how

  • this works, make sure that you see the flash,

  • very good, you can -- going to see another twenty five joules

  • going through this light bulb -- very good -- oh,

  • oh, oh, yes, yes, uh, yes,

  • your hand is in front of your mouth,

  • sir, yes, that's OK, thank you.

  • Very good. Did you see the flash?

  • Did the f- did the -- did the assist go?

  • So that's the idea of, um, of photo flashes.

  • So you dump a lot of energy in a very short amount of time,

  • and you get a very bright flash.

  • Professor Edgerton at MIT became very famous for his

  • flashlights. He invented flashed that can

  • handle way more energy than this

  • flash, and they can dump that energy in less that one

  • microsecond. And so this opened up the road

  • to high-speed photography, and that made it possible to

  • study the motion of objects on time scales of microseconds,

  • and even shorter than that. And I'd like to show you some

  • of the pictures that were taken with Doc Edgerton's flashes.

  • The first slide -- you see a bullet coming from the

  • right going for a light bulb. The exposure of this,

  • uh, picture, is only one-third of a

  • microsecond, during which the bullet probably moved only a

  • third of a millimeter, so it looks like it's

  • completely standing still. And the bulb is heading for

  • disaster, but it doesn't know that yet.

  • Uh, the bullet, uh, moves, uh,

  • in hundred microseconds about eight centimeters,

  • and then next picture is taken a hundred microseconds later,

  • again one-third of a microseconds

  • exposure. So if we can look at that --

  • there, you see, so the bullet now just

  • penetrates the light bulb, and then the next picture is

  • another hundred microseconds later, and there you see the

  • bullet emerging from the light bulb.

  • And, uh, this, uh, light bulb has hardly

  • realized that it is broken. But it's beginning to dawn on

  • it, and and then the next slide is one unintelligible wonderful

  • picture of a boy who is popping a balloon,

  • and you see half the balloon doesn't even know yet,

  • that it is broken. Doc Edgerton also -- that's

  • enough for these slides -- he also developed a lot of,

  • um, strobes. A strobe -- I have one here --

  • is an instrument that repeatedly discharges, um,

  • energy over a -- over the light bulb, and so you get repeated

  • flashes, and that, then,

  • gives you instrument like this.

  • Uh, you've seen them in use -- uh, they are being used at

  • airplanes, just for warning signals, and you've also seen

  • them on tall towers in the airports, also warning signals,

  • but there are lot of more things you can do with strobes.

  • And later, in eight oh two, uh, I will show you,

  • for instance, that you can measure the

  • rotation rate of motors with flash lights,

  • with these, uh, stroboscopes,

  • and the motors are going to play a more important

  • role in eight oh two than, uh, than you may have guessed

  • before you took this course. You can also measure with

  • strobes the rotation, the speed of your record

  • player, if you still have one, and then you can adjust it so

  • that it just has the right speed that is required.

  • So [inaudible] lot of things you can do with strobes,

  • and some of which we will see also in eight oh two.

  • So, now, I return to my capacitor there.

  • And let's see how it is doing.

  • Oh, boy, we are close to the three thousand,

  • which was my goal. It takes a -- you see,

  • a good fifteen minutes, to actually reach the three

  • thousand volts on this huge capacitor, and to get in there,

  • the energy, the four hundred fifty joules that I wanted.

  • And why is it that I want to show you this?

  • Well, I want you to appreciate the idea of a fuse.

  • You have lots of fuses at home.

  • A fuse is a safety device. A fuse is something that melts,

  • something that breaks if the current that you are using is

  • too high. Suppose you have a short,

  • electric short without realizing it,

  • in your desk lamp, and a very high current could

  • start to flow, then the fuse will say,

  • "Sorry, you can't do that, the fuse will melt,

  • and then that's -- prevents you from a

  • disaster, which, actually, might,

  • give you a fire. And we already showed,

  • in a way, the idea of a fuse, because when we broke this

  • light bulb, that was, in a way, a fuse.

  • We dumped too much energy through that light bulb,

  • and so, the light bulb itself [klk] was already like a fuse.

  • This is really more like a fuse that we are used to,

  • it is a -- we have a wire there, which is an iron wire,

  • which is twelve inches long, and it has a thickness of

  • thirty thousandths of an inch.

  • And we're going to dump the four hundred fifty joules

  • through that wire. So the idea is very much like

  • we had the -- the photo flash, we, um, have all this energy in

  • the capacitor, and instead of dumping it

  • through the light bulb, which was this system,

  • we now have here, a wire, and when I throw this

  • switch, the energy will go through the wire.

  • And chances are that you may see the

  • wire glowing a little bit, and then it would melt,

  • and that would then give you the idea of a fuse.

  • And it's also possible that, after we have done that,

  • that there may still be energy left on this capacitor,

  • and I can show that to you too, then, because I can short out

  • the two ends of the capacitor and see whether we still see

  • some -- some sparks, which would indicate that

  • there's still some energy left. So if you are ready -- I'm

  • always a little bit scared with this demonstration --

  • not so much about what's going happen, that thing will probably

  • just melt, and maybe we'll see a little bit of light,

  • that's not the issue -- but I'm afraid of this baby,

  • because that has, now, a tremendous amount of

  • energy. So I stop the charging -- so

  • let's do that -- and if you're ready, then I will try to dump

  • all that energy through this wire.

  • Three, two, one, zero.

  • [bang] [hum] [bang]. This is the way a fuse works.

  • This is very effective, as you see.

  • And if you hear this happening in your basement,

  • then, well, maybe that's a fuse.

  • We can now check whether there is energy left on that

  • capacitor. Maybe not very much,

  • but it's unlikely that everything was dumped in the

  • iron, so let's see whether there is some left,

  • if I'm going to be able to short it out with this

  • conducting bar, and see whether we can get a

  • spark. And we can.

  • So there's still some energy left.

  • OK, see you Friday.

assemble charges, I have to do work,

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B1 中級

Lec 07: 電容和場能|8.02 電學和磁學,2002年春季 (Walter Lewin) (Lec 07: Capacitance and Field Energy | 8.02 Electricity and Magnetism, Spring 2002 (Walter Lewin))

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    Cheng-Hong Liu 發佈於 2021 年 01 月 14 日
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