Charge capacitor to no more than 25V.

Note: This uses the flux vector framework from J3.

Have students try to predict the relationship between coil size and current strength before performing the experiment.

Note that the primary coil is also used for demonstration K2-27: Mutual Induction - M21=M12; be prepared to swap components if using both demonstrations.

Two arrays of magnets, containing five strong disc magnets each with small aluminum spacers between the magnets, are dropped through a vertical aluminum tube. One set, having its poles North-to-South, has very little external field, and falls very quickly through the tube. The other set, having its poles arranged North-to-North, then South-to South, etc., has a large external field. A solid aluminum bar of the same size is also available for comparison.

Background

As the magnetic array falls, it induces large currents in the aluminum tube. According to Lenz's law, these currents interact with the falling magnet array so as to oppose its (falling) motion, and the array takes several seconds to fall about two meters through the tube. By comparison, the aluminum rod falls much more quickly. For advanced students, compare the two different magnetic arrays, to show the relationship between the amount of slowing and the changing flux. For the simpler form of the demonstration, just use the aluminum rod and the North-North South-South array (marked with a red dot) to maximize the difference.

Optionally, a smaller portable handheld of this demonstration is available upon request, suitable for small groups.

• Moving magnet pole into multi-turn copper coil.
• Moving magnet pole out of multi-turn copper coil.
• Moving magnet pole in and out of single-turn aluminum coil.
• Moving magnet into single-turn aluminum coil with open circuit.

Engagement Suggestion

After showing the swing of the nonconductive (wood) pendulum, encourage students to make a prediction about what the copper disc will do.

• • Will it swing just the same,
• • stop immediately in the magnetic field,
• • slowly slow down after a couple of swings,
• • or gain energy and swing higher/faster?

Background

Some demonstrations that can be performed with this apparatus: (1) JUMPING RINGS: Placing a ring over the extended primary coil core and switching it on causes the ring to jump. A smaller ring will jump higher. Cool the ring in liquid nitrogen to get a really great jump, but be careful about hitting the rear projection screen. Broken metal rings and wooden rings are unaffected. (2) RESISTIVE HEATING: Verify that there is resistive heating in the secondary ring by having a student hold it down until it gets too hot to touch! (3) A light bulb on a small coil lights up when the coil is moved over the extended core. (4) A secondary coil with small light bulb placed in a beaker on top of the secondary coil will remain lit when it is covered by water in the beaker.

To understand the force on the jumping ring one must account for its self-inductance, which causes an extra phase lag of the induced current. The AC current in the coil produces an alternating magnetic field, which induces an alternating current in the ring. The ring thus experiences an alternating vertical magnetic force, due to the radial component of the magnetic field. (One can also think of this as a force between the two currents, repulsive when they are parallel and attractive when they are opposite.) Without self-inductance of the ring, the induced current would lag the magnetic field by a quarter cycle, and the time averaged vertical force would vanish. The self-inductance causes an additional phase lag, hence a repulsive average force. See Jeffery & Amiri, "The Phase Shift in the Jumping Ring," TPT 46, 250(2008), for a detailed explanation.

An interesting historical note: This device is named for its inventor, electrical engineer Elihu Thomson, not for his better known contemporary J. J. Thomson, whose work with CRTs led to the discovery of the electron.

Water, liquid nitrogen for cooling rings, and related accessories can be available upon request.

Thanks to Prof. Ted Jacobson for assistance with this explanation.

A 400 microfarad capacitor is charged to 3000 volts (1.8 kilojoules) and discharged through a three-turn coil into which an aluminum soft drink can has been positioned. With the circular windows open, the two pieces of the can will be blasted over thirty feet to the sides of the large lecture hall. Charging the capacitor to less voltage results in a can with a "waist."

This device can be explained in two distinct ways:
(1) The rapidly rising current creates a rapidly rising magnetic field along the axis of the coil, which in turn induces an electric field going in circles inside the coil. The induced electric field causes an electron current in the can which experiences a vxB force in the magnetic field of the coil, causing the can to break into two pieces which are blown to the opposite sides of the lecture hall.
(2) A type of "theta pinch" phenomenon. More information on this is available from Wikipedia. Another way to understand this is that the induced current around the can is opposite to the current in the primary coil, since it is opposing the change in flux. These concentric opposite currents repel each other, so the can is pinched and torn apart and ejected out the sides.

This is an UNFORGETTABLE DEMONSTRATION. A must when you cover electromagnetism.

This video, from the Video Encyclopedia of Physics Demonstrations, shows the operation of the can crusher with an animation illustrating (1) the electron current in the coil, (2) the vector magnetic field that it creates, (3) the induced electric field within the coil created as the coil current rapidly rises, (4) the electron current circling in the can created by that induced electric field, (5) and the vxB force on the electrons moving around the can.

Following a description of the crusher electronic components, the animation is displayed. The animation may be stopped so that the directions can be studied in detail for the five (5) quantities listed above. Using the left hand rule (for electrons) the directions can be verified; note that according to Lenz's law the direction of the electron current induced in the can must be in the opposite direction to the electron current in the coil.

Note that the magnetic field at either end of the coil possesses both an axial and a radial component; the electron current in the can is entirely azimuthal. Using the left hand rule to determine the direction of the cross product of the electron velocity and the magnetic field, it can be seen that the axial component of the magnetic field leads to an inward force, crushing the can, while the radial field component leads to an axial force, away from the plane of the coil at both ends of the can, causing the two parts of the can to move rapidly away from the coil. (In the large lecture hall the two parts of the can will be blown to the sides of the lecture hall.)

The web site http://hibp.ecse.rpi.edu/Can_Crusher/home.html contains a drawing and animation showing how the RPI electromagnetic can crusher works.

This is a model of the classic displacement current experiment described in general physics textbooks. Displacement current is sensed as oscillating magnetic field between the plates of the capacitor. The oscillator is set to about 15 kHz, and tuned to give the maximum displacement current. Evidence of the displacement current is the existence of an azimuthal magnetic field between the capacitor plates. This is sensed by observing the EMF induced by inserting the search coil (from K2-27) radially into the capacitor with the coil oriented vertically (photo at left). Holding the search coil in the capacitor parallel to the plates should produce considerably less pickup

This device can be used to demonstrate in three dimensions the geometry of the displacement current experiment. There is some discussion whether the actual pickup displayed is due to displacement current or simply some sort of general electromagnetic pickup, that is obviously filling the area.