Professional Documents
Culture Documents
J
J
a
2
a
a
t
2
2
3
3
Module 3
Electrical Fundamentals
for
EASA Fmrt*ffiffi
=
=
.L'aff
GIIIa
Gfrs
-:g
III
r'
IlE
GIil
=
:
a
?
a
2
a
2
a
u
a
a
a
ll*t**
6ao6laior
R*sistor
+/rnr
r* rr
&J[*.,,
Y.
Volume 1
Licence Category
- Bl and 82
529.1355
WWW. a i
fte C h b O O kS. C O m
l-,<
1J:
t;
rr
rr
rr
r.
rr
u
rr
r^
r.
rr
rr
rt:
l-
lasi!ited iit
a3socja:t.Jt r,vjlr
Module 3 Chapters
. Electron Theory
2. Static Electricity and Conduction
3. Electrical Terminoloov
4. Generation of Elect#ity
5. DC Sources of Electricity
6. DC Circuits
7. Resistance/Besistor
8. Power
9, Capacitance/capacitor
1
0.
1. lnductance/inductor
12
Magnetism
DC Motor/Generator Theory
13. ACTheory
14. Flesrstive (R). Capacitive (C) and lnductive
(L) Circuits
15. Transformers
16, Filters
17. AC Generators
18. AC Motors
a:
l:
a:
t:
t;
1:
|;
Module 3 Preface
th,
l4
1-^
l,--'
1
l.-'
(Ery
,e:liaeal
in aaaa:a::i1cl] ',!tll
atl taailar. craai:au
alIbaiat a.a,.{r
.-
:ia
:ir;
-J
cc
cJ:
c
ctL--
TTS lntegrated
Trai ning System
:
:
._:
J
1!
Module 3
Licence Category 81 and 82
,-J
,..
Electrical Fundamentals
,,-It
t
4
-t
,1
'-,-.':l;i"li]ll'
1-1
TTS lntegraled Trainlng System
O Copyright 2011
aairr't
Copyright Notice
copyright. All worldwide rights reserved. No part of this publication may be reproduced,
stored in a retrieval system or transmitted in any form by any other means whatsoever: i.e.
photocopy, electronic, mechanical recording or otherwise without the prior written permission of
Total Training Support Ltd.
Knowledge Levels
Licence
Category A,
Basic knowledge for categories A, B1 and 82 are indicated by the allocation o{ knowledge levels indicators (1, 2 or
3) against each applicable subject. Category C applicants must meet either the category Bt or the category 82
basic knowledge levels.
The knowledge level indicators are defined as lollows:
LEVEL
LEVEL 2
A general knowledge of the theoretical and practical aspects of the subject.
An ability to apply that knowledge.
Objectives:
The applicant should be able to understand the theoretical fundamentals ol the subject.
The applicant should be able to give a general description of the subject using, as appropriate, typical
examples.
The applicant should be able to use mathematical lormulae in conjunclion with physical laws describing the
subject.
The applicant should be able to read and understand sketches, drawings and schematics describing the
subject.
The applicant should be able to apply his knowledge in a practical manner using detailed procedures.
LEVEL 3
A detailed knowledge of the theoretical and practical aspects ol the subjecl.
A capacity to combine and apply the separate elements of knowledge in a logical and comprehensive
manner.
Objectives:
The applicant should know the theory of the subject and interrelationships with other subjects.
The applicant should be able to give a detailed description of the subject using theoreticil fundamentals
and specific examples.
The applicant should understand and be able to use mathematical formulae related to the subject.
The applicant should be able to read, understand and prepare sketches, simple drawings and schematrcs
describing the subject.
The applicant should be able to apply his knowledge in a practical manner using manufacturers
instructions.
The applicant should be able to interpret results from various sources and measurements and apply
corrective action where appropriate.
IL:
1-2
n)
rl.grdteo -.dr1.-g
c/).e-
L
r
rt
tt
tr
rr
rt
rr
rr
r1:
l:
t:
rr
r
rr
rr
rr
Table of Contents
11
11
11
11
|:
rr
a:
aI
1-3
TTS lntegrated Training System
O Copvriqht 2011
1-4
TTS lntegrated Training System
O Copyriqht 2011
Cha53
.ri as:iaa;alian
aiana
trrlI iha
at..raila:l tta:a::a::
a!al
:-
'en hvo or more elements are chemically combined, the resulting substance is called a
Molecules
molecule is a chemical combination of two or more atoms, (atoms are described in the next
::'a3raph). In a compound the molecule is the smallest particle that has all the characteristics
:' :-:
compound.
-^^ ,LJ^n
:\J./.
'--.- '-c
l::erding
DIT t[brary
Boltcn Street.
a
4
Atoms
r.t: 3:- es are made
A^,)1Eo.
rJ
'-f v z- J\-,
::-er: ihal retains the characteristics of that element. The atoms oi one element, however,
: -:' '-3''n the atoms of all other elements. Since there are over '100 known elements, there
- - s: :e o,rer 100 different atoms, or a different atom for each element.
Just as thousands of
1_5
TTS lntegrated Train ng System
O Copyright 2011
-t
lntegrated Training System
Desigr'
:r association r!:ia:he
.lubea!:t.acn
qLteslliln praci:ce
*d
words can be made by combining the proper letters of the alphabet, so thousands of different
materials can be made by chemically combining the proper atoms.
Any particle that is a chemical combination of two or more atoms is called a molecule. The
oxygen molecule consists of two atoms of oxygen, and the hydrogen molecule consists of two
hydrogen, and oxygen. These atoms are combined into sugar molecules. Since the sugar
molecules can be broken down by chemical means into smaller and simpler units, we cannot
have sugar atoms.
The atoms of each element are made up of electrons, protons, and, in most cases, neutrons,
which are collectively called subatomic particles. Furthermore, the electrons, protons, and
neutrons of one element are identical to those of any other element. The reason that there are
different kinds of elements is that the number and the arrangement of electrons and protons
--..
--
rE
atomsofhydrogen.Sugar,ontheotherhand,isacompoundcomposedofatomSofcarbon,
withintheatomaredifferentforthedifferentelements
The electron is considered to be a small negative charge of electricity. The proton has a positive
charge of electricity equal and opposite to the charge of the electron. Scientists have measured
the mass and size of the electron and proton, and they know how much charge each
possesses. The electron and proton each have the same quantity of charge, although the mass
of the proton is approximately 1837 times that of the electron. ln some atoms there exists a
neutral padicle called a neutron. The neutron has a mass slightly greater than that of a proton,
but it has no electrical charge. According to a popular theory, the electrons, protons, and
neutrons of the atoms are thought to be arranged in a manner similar to a miniature solar
system. The protons and neutrons form a heavy nucleus with a positive charge, around which
the very light electrons revolve.
Figure 1.'1 shows one hydrogen and one helium atom. Each has a relatively simple structure.
The hydrogen atom has only one proton in the nucleus with one electron rotating about it. The
helium atom is a little more complex. lt has a nucleus made up of two protons and two neutrons,
with two electrons rotating about the nucleus. Elements are classified numerically according to
the complexity of their atoms. The atomic number of an atom is determined by the number of
protons in its nucleus.
-rE
:
=
1
{_
{z-
1-6
TTS lntegrated Training System
O Copvright 2011
t:
,:
,:
rr
tr
rr
rr
rr
rt
tr
tr
rr
tt
tr
rt
rt
rt
,:
r
IJ
PFIOTONS
ELFCTRONS
MJCLFJ$
NEUTRON
HYEMGEN
.!5
Figure 1.1
FROTOTS
HELIUM
NRJTRON$
ln a neutral state, an atom contains an equal number of protons and electrons. Therefore, an
atom of hydrogen - which contains one proton and one electron - has an atomic number of 1;
and helium, with two protons and two electrons, has an atomic number of 2. The complexity of
atomic structure increases with the number of protons and electrons.
1-7
TTS lntegrated Training System
O Copyright 201
Energy Levels
of energy' By
since an electron in an atom has both mass and motion, it contains two types
position it also contains
virtue of its motion the electron contains kinetic energy. Due to its
the factor
pot"nti"iln"tgy. The totai energy contained by an electron (kinetic plus potential) is this
orbit'
to remain in
which determines the radius of th"e electron orbii' ln order for an electron
it must neither GAIN nor LOSE energy.
in which this energy exists
It is well known that light is a form of energy, but the physical form
not
known.
is
'
photons'
one accepted theory proposes the existence of light as tiny packets of energy.called
colour of the
photons can contain uuriou" quuniitles of energy.-The amount depends upon the
the electron
iigr'1-r"otu;0. Should a ptroioii ot sufficient en6igy collide with an orbital electron,
a greater
has
now
which
*]ft aOsorU the photon's energy, as shown in figure t.Z. The electron,
new
The
first
nucleus'
than normal amount ot energ-y, witt lump to a nlw orbit farther from the
r-1ui a radius four times as large as the radius of the original
orbit to which the electron
to which it
"Ji'iutnri
orbit. Had the electron ,"""V"i
ft"utut amount of energy, the next possible orbit
"
orbit may be considered to
could jump would have u ruJir. niie times the original. Thus, each
lt must be
iepresent'one of a large nrrb"r of energy levels that the electron may attain'
will remain in its lowest
emphasized that the e]ectron cannot jum-[ to iusl any orbit' The electron
will accept the
orbit until a sufficient amou;t of energy is auuil"bl", at which time the electron
exist in the space
unO jump to one of a series oipermissible orbits. An electron cannot
photon
of energy unless
"n"igy
netwL'en enLrgy levels. This indicates that the electron will not accept a
Heat energy and
it contains enough energy to elevate itself to one of the higher energy levels.
jump
orbits.
collisions with oi-her partictes can also cause the electron to
OLD OREIT-
t\
\it"
ritlidt
Figure 1.2
l";;i
1-8
TTS lntegrated Training System
O Copyright 201 1
Use and/ordisclosu@ is
govehed by ihe stalerenl
on page 2 of ihls Chapler
\_
L\--
\-\--
L.
\--
LL.
\--
rr
E
E
r
tr
rt
rE
t
tr
rr
rr
tr
rr
rr
rr
r
tt
E
1:
a:
L''
period of time the electron may jump back to the first level emitting a new photon identical to the
one it received.
A second alternative would be for the electron to return to the lower level in two jumps; from the
third to the second, and then from the second to the first. ln this case the electron would emit
two photons, one for each jump. Each of these photons would have less energy than the
original photon which excited the electron.
This principle is used in the fluorescent light where ultraviolet light photons, which are not visible
to the human eye, bombard a phosphor coating on the inside of a glass tube. The phosphor
electrons, in returning to their normal orbits, emit photons of light that are visible. By using the
proper chemicals for the phosphor coating, any colour of light may be obtained, including white.
This same principle is also used in lighting up the screen of a television picture tube.
The basic principles just developed apply equally well to the atoms of more complex elements.
ln aioms containing two or more electrons, the electrons interact with each other and the exact
path of any one electron is very difficult to predict. However, each electron lies in a specilic
energy band and the orbits will be considered as an average of the electron's position.
U* and/or d sclosure s
!vemed by lhe slalenrenl
m page 2 oilhs chaprer
1_9
TTS lntegrated Training System
O Copyright 2011
lrsggtt
NUIIEER
NS
COPP=R
:
1-10
TTS lntegrated Training System
O Copyriqht 2011
l_.
tc
E
tE
tE
t
tt
E
tE
=t
E
E
E,
E
E
E,
il
E,
c,
E,
c,
E,
c,
ta;
yr'ith the
Valence
The number of electrons in the outermost shell determines the valence of an atom. For this
reason, the outer shell of an atom is called the valence shell; and the electrons contained in
this shell are called valence electrons. The valence of an atom determines its ability to gain or
Iose an electron, which in turn determines the chemical and electrical properties of the atom. An
atom that is lacking only one or two electrons from its outer shell will easily gain electrons to
complete its shell, but a large amount of energy is required to free any of its electrons. An atom
having a relatively small number of electrons in its outer shell in comparison to the number of
electrons required to fill the shell will easily lose these valence electrons. The valence shell
always refers to the outermost shell.
Compounds
Pure substances made up more than 1 element which have been joined together by a chemical
reaction therefore the atoms are difficult to separate. The propedies of a compound are different
from the atoms that make it up. Splitiing of a compound is called chemical analysis.
Note that a compound:
consists of atoms of two or more different elements bound together,
can be broken down into a simpler type of matter (elements) by chemical means (but not
by physical means),
has properties that are different from its component elements, and
always contains the same ratio of its component atoms.
lonisation
When the atom loses electrons or gains electrons in this process of electron exchange, it is said
to be ionized. For ionisation to take place, there must be a transfer of energy which iesults in a
change in the internal energy of the atom. An atom having more than its noimal amount of
electrons acquires a negative charge, and is called a negative ion. The atom that gives up
some of its normal electrons is left with less negative charges than positive chargei and is
called a positive ion. Thus, ionisation is the process by which an atom loses or gains electrons.
t;
1;
-= -o :. js--<-= E
-!-- + f' -:::*1
t :a- : r -s -::::.
1-1
Copyright 2011
aiC
The electron theory states that all matter is composed of atoms and the atoms are composed of
smaller particles cilled protons, electrons, and neutrons. The electrons orbit the nucleus which
contains the protons and neutrons. lt is the valence electrons (the electrons in the outer shell)
that we are most concerned with in electricity. These are the electrons which are easiest to
break loose from their parent atom. Normally, conductors have three or less valence electrons;
insulators have five or more valence electrohs; and semiconductors usually have four valence
electrons. The fewer the valence electrons, the better conductor of electricity it will be' Copper,
for example, has just one valence electron.
from
The electrical conductivity of matter is dependent upon the atomic structure of the material
make up
which the conductor is made. ln any solid material, such as copper, the atoms which
a
contain
will
the molecular structure are bound firmly together. At room temperature, copper
considerable amount of heat energy. Since heat energy is one method of removing electrons
from their orbits, copper will contain many free electrons that can move from atom to atom.
When not under the influence of an external force, these electrons move in a haphazard
are not
manner within the conductor. This movement is equal in all directions so that electrons
lost or gained by any part of the conductor. When controlled by an external force, the electrons
from
move ginerallyin the same direction. The effect of this movement is felt almost instantly
one end of the conductor to the other. This electron movement is called an electric current.
some metals are better conductors of electricity than others. silver, copper, gold, and
aluminium are materials with many free electrons and make good conductors. Silver is the best
conductor, followed by copper, goid, and aluminium. Copper is used more often than silver
because of cost. Aluminium is uieO where weight is a maior consideration, such as in hightension power lines, with long spans between supports Gold is used where oxidation or
corrosion is a consideration ind a good conductivity is required. The ability of a conductor to
handle current also depends upon its physical dimensions. Conductors are usually found in the
form of wire, but may be in the form of bars, tubes, or sheets.
Non-conductors have few free electrons. These materials are called insulators. Some
examples of these materials are rubber, plastic, enamel, glass, dry wood, and mica. Just as
there is no perfect conductor, neither is there a perfect insulator.
Some materials are neither good conductors nor good insulators, since their electrical
characteristics fall between those of conductors and insulators. These in-between materials are
classified as semiconductors. Germanium and silicon are two common semiconductors used
in solid-state devices.
1-12
TTS lntegrated Training System
O Copyright 2011
Use and/ordsost': :
governed by lhe stat:-F' -_
on page 2 oilhis CrE::_
=
:
.\
b
rt
rr
rr
tr
rr
rr
tr
rr
tr
rt
rr
rr
rr
tr
t
tt
ta'
Element
K
5
6
HVdrooen
Helium
Lithium
Bervllium
Boron
Carbon
Nilroqen
8
s
12
Oxyoen
Fluorine
Neon
Sodium
Maqnesium
'13
Aluminium
14
15
Silicon
Phosphorus
1/
Sulphur
Chlorine
2
3
10
11
'18
Arqon
Potassium
Calcium
20
Scandium
Titanium
21
2?
23
24
Vanadium
Chromium
61
60
3
4
I
I
B
8
8
a
B
71
72
73
10
2
2
11
13
13
't4
15
16
2
2
29
30
Copper
Zinc
'18
31
Gallilrm
Germanium
2
2
2
2
2
2
2
2
2
2
2
2
2
2
45
46
47
48
49
50
Silver
Cadmium
lndium
Tin
AntimonV
Tellurium
51
52
Table
1.1
2
2
2
2
2
2
2
2
2
2
81
Thallium
a2
83
Lead
Bismuth
Polonium
8
8
1B
10
12
13
14
15
3
4
5
18
18
1B
18
18
18
'18
8
8
'18
'18
18
18
C)smium
7
a
8
Rhenium
Mercurv
18
18
18
18
18
Tantalum
Tunqsten
80
8
8
18
18
18
Dvsprosium
Holmium
Erbium
Thulhrm
Ytterbium
Lutetium
Halnium
Gold
1B
Gadolinium
Terbium
79
Xenon
Cesium
Barium
Lanthanum
Cerium
Praseodvmium
Neodvmium
Promethium
Samarium
Europium
7A
75
76
77
lodine
lridium
Platinum
18
18
18
18
/4
'1
2
2
42
43
44
69
70
Nickel
41
68
2A
3S
67
40
63
64
65
5
6
7
38
62
3/
L M
59
Iron
Selenium
Bromine
Krypton
Rubidium
Strontium
Yttrium
Zirconium
Niobium
Molybdenum
Technetilrm
Ruthenium
Rhodium
Palladium
5
6
Coball
Arsenic
53
54
55
56
57
58
26
27
32
33
34
35
Ue
lvlanOanese
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
?
2
2
2
18
1A
18
18
18
B4
85
86
2
2
2
Asatine
a7
88
Radon
Francium
Radium
89
90
Actinium
Thorium
91
Proactinium
92
uranium
s3
Neptunium
Plutonium
94
95
96
97
98
Amerium
100
101
Curium
Berkelit]m
Californium
Einsteinium
Fermium
Mendelevium
102
Nobelium
103
9C
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
I
I
1B
't8
18
18
18
18
1B
18
20
't8
18
19
21
22
23
24
25
26
18
18
'18
I
I
I
18
18
18
29
30
8
8
18
18
18
18
18
18
18
18
18
8
8
8
32
B
B
I
I
8
8
B
I B
I I
2A
31
32
32
32
32
8
a
8
32
32
I
I
'18
32
32
32
32
32
32
32
32
32
32
32
8
8
8
1B
1B
18
18
8
8
a
I
I
8
B
1A
18
18
I
I
I
I
I
2
2
2
2
2
2
2
2
2
2
2
I
I
I
9
10
11
12
13
14
15
16
2
2
2
2
2
2
2
2
2
2
2
2
't8
18
18
I
I
2t
32
32
32
32
32
'tB
18
18
18
18
18
18
18
18
18
19
4
5
6
7
8
B
I
I
20
21
9
9
22
23
24
25
26
27
2A
29
30
32
32
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
and/or disclosure is
!6vemed by rhe slatemenl
on page 2 ollhis Chapter.
'1-
13
>,
b
b
:.
tr
t
E
E
E,
E
tE
rE
rr
t
TTS lntegrated
Training System
Module 3
Licence Category 81 and 82
E
t
tr
rr
tr
tr
rr
rt
I'
Electrical Fundamentals
3.2 Static Electricity and Conduction
2-1
Copyright 2011
Gopyright Notice
publication may be repl:gT:1
Copyright" All worldwide rights reserved' No part o{ this
any other means whatsoever: l.e'
stored in a retrieval system o"r transmitted in any form by
prior written permission of
photocopy, electronic, mechanical recording or otherwise wrthout the
Total Training SuPPort Ltd.
Knowledge Levels
Licence
('l' 2 or
by the allocation o{ knowledge levels indicators
Basic knowledge {or categories A, B1 and 82-are indicated
or the category 82
c"i"gorv c applicants must meet either the category 81
3) againsl each applicable
"ror""i.
basic knowledge levels.
are defined as follows:
indicators
level
The knowledge
LEVEL
LEVEL 2
the subiect'
A general knowledge of the theoretical and practical aspects of
An ability to apply that knowledge'
Objectives:
ol the subject'
The applicant should be able to understand the theoretical fundamentals
i" giue a generat description ol the subject using, as appropriate, typical
The applicant shorro o"
"[i"
examples.
Theapplicantshouldbeabletousemathematicalformulaeinconjunctionwithphysicallawsdescribingthe
subject.
TheapplicantShouldbeabletoreadandunderstandSketches,drawingsandschematicsdescribingthe
subject.
Theapplicantshouldbeabletoapplyhisknowledgeinapracticalmannerusingdetai|edprocedures.
LEVEL 3
subject'
A detailed knowledge oi the theoretical and practical aspects o{ the
elements of knowledge in a logical and comprehensive
A capacity to combine and apply th"
""p"rui"
manner.
Objectives:
TheapplicantshoUldknowthetheoryofthesubjectandinterrelationshipSWithothersUbjects.lundamenlals
the subject using theoretical
The applicant sho"ro n" uorL io giue a d"taiteo description of
and sPecific examPles.
Theapplicantshouldunderstandandbeabletousemathematicalformulaerelatedtothesubject'
TheapplicantShourooeaotetoread,understandandpreparesketches,simpledrawingsandschematics
describing the
subiect.
TheapplicantShouldbeabletointerpretresultsfromVarioussourcesandmeasurementsandapply
corrective action where appropriate'
2-2
govened
Copyright 201
bY
the
$alere.i
L
E
E
rE
E
rr
E
E
rr
r
Table of Contents
5
5
6
7
7
8
I
I
I
1:
L:
t:
J:
):
t:
l:
t:
a;
t;
l:
,:
l;
,;
,:
l:
.:
t:
,:
a:
t:
l-
2_3
TTS lntegrated Training System
O Copyright 2011
arr.:rir,ltlltr
1'1.
p|:al:aa:
?r
ii
2-4
TTS lntegrated Training System
le) .]d6vridht 2011
)-
ra:
f-l
t:
t:
,:
,:
.J
E
IJ
.J
IJ
E
E
IJ
.J
.J
.J
r
,;
,-1
,;
t;
,-:
l-1
1:
a:
lntroduction
Electrostatics (electricity at rest) is a subject with which most persons entering the field of
electricity and electronics are somewhat familiar. For example, the way a person's hair stands
on end after a vigorous rubbing is an effect of electrostatics. While pursuing the study of
electrostatics, you will gain a better understanding of this common occurrence. Of even greater
significance, the study of electrostatics will provide you with the opportunity to gain important
background knowledge and to develop concepts which are essential to the understanding of
electricity and electronics.
lnterest in the subiect of static electricity can be traced back to the Greeks. Thales of Miletus, a
Greek philosopher and mathematician, discovered that when an amber rod is rubbed with fur,
the rod has the amazing characteristic of attracting some very light objects such as bits of paper
and shavings of wood.
About 1600, William Gilbert, an English scientist, made a study ol other substances which had
been found to possess qualities of attraction similar to amber. Among these were glass, when
rubbed with silk, and ebonite, when rubbed with fur. Gilbert classified all the substances which
possessed properties similar to those of amber as electrics, a word of Greek origin meaning
ambe
r.
Because of Gilbert's work with electrics, a substance such as amber or glass when given a
vigorous rubbing was recognized as being electrified, or charged with electricity.
ln the year 1733, Charles Dufay, a French scientist, made an impodant discovery about
electrif ication. He found that when a glass was rubbed with fur, both the glass rod and the fur
became electri{ied. This realization came when he systematically placed the glass rod and the
fur near other electrified substances and found that certain subslances which were attracted to
the glass rod were repelled by the fur, and vice versa. From experiments such as this, he
concluded that there must be two exactly opposite kinds of electricity.
Benjamin Franklin, American statesman, inventor, and philosopher, is credited with first using
the terms positive and negative to describe the two opposite kinds of electricity. The charge
produced on a glass rod when it is rubbed with silk, Franklin labelled positive. He attached ihe
term negative to the charge produced on the silk. Those bodies which were not electrified or
charged, he called neutral.
,:
,:
,:
.J
,:
1;
1
-- :-.: :- isl*ure is
t.i-+: :r a= naierenl
:r :aE. :' - s Cha.orer
2_5
TTS lntegrated Training System
O Copyright 2011
iup
\:-irl
Static Electricity
ln a natural or neutral state, each atom in a body of matter will have the proper number of
electrons in orbit around it. Consequently, the whole body of matter composed of the neutral
atoms will also be electrically neutral. ln this state, it is said to have a "zero charge." Electrons
will neither leave nor enter the neutrally charged body should it come in contact with other
neutral bodies. lf, however, any number of electrons is removed from the atoms of a body of
matter, there will remain more protons than electrons and the whole body of matter will become
electrically positive. Should the positively charged body come in contact with another body
having a normal charge, or having a negative (too many electrons) charge, an electric current
will flow between them. Electrons will leave the more negative body and enter the positive boo\
This electron flow will continue until both bodies have equal charges. When two bodies of
matter have unequal charges and are near one another, an electric force is exerted between
them because of their unequal charges. However, since they are not in contact, their charges
cannot equalize. The existence of such an electric force, where current cannot flow, is referred
to as static electricity. ("Static" in this instance means "not moving.") lt is also referred to as an
electrostatic force.
One of the easiest ways to create a static charge is by friction. When two pieces of matter are
rubbed together, electrons can be "wiped off" one material onto the other. lf the materials used
are good conductors, it is quite difficult to obtain a detectable charge on either, since equalizing
currents can flow easily between the conducting materials. These currents equalize the charges
almost as fast as they are created. A static charge is more easily created between nonconducting materials. When a hard rubber rod is rubbed with fur, the rod will accumulate
electrons given up by the fur, as shown in figure 2.1. Since both materials are poor conductors.
very little equalizing current can flow, and an electrostatic charge builds up. When the charge
becomes great enough, current will flow regardless of the poor conductivity of the materials.
These currents will cause visible sparks and produce a crackling sound.
{'{HAftGE,$
IfiS
etECTnOilS
{A}
&t{}
FltR
FLI&EER ROD
ELSCTn*l|g
lRA]'lSf ERRE$ F*.Sliil
IHF FlJ* T$ THE ROD
Figure 2.1 - Static charges
2-6
TTS lntegrated Training System
O Copyright 2011
Use and.r::: :: -= :
-::: eonpage2c':::a-:
govemed b\ :_:
L
r
rr
rr
rr
rr
rr
rr
rr
rr
rr
rr
rr
rr
rr
tr
rr
rr
l-
Nature of Charges
When in a natural or neutral state, an atom has an equal number of electrons and protons.
Because of this balance, the net negative charge of the electrons in orbit is exactly balanced by
the net positive charge ol the protons in the nucleus, making the atom electrically neutral.
An atom becomes a positive ion whenever it loses an electron, and has an overall positive
charge. Conversely, whenever an atom acquires an extra electron, it becomes a negative ion
and has a negative charge.
Due to normal molecular activity, there are always ions present in any material. lf the number of
positive ions and negative ions is equal, the material is electrically neutral. When the number of
positive ions exceeds the number of negative ions, the material is positively charged. The
material is negatively charged whenever the negative ions outnumber the positive ions.
Since ions are actually atoms without their normal number of electrons, it is the excess or the
lack of electrons in a substance that determines its charge. ln most solids, the transfer of
charges is by movement of electrons rather than ions. The transfer of charges by ions will
become more significant when we consider electrical activity in liquids and gases. At this time,
we will discuss electrical behaviour in terms ol electron movement.
Charged Bodies
One of the fundamental laws of electricity is that like charges repel each other and unlike
charges attract each other. A positive charge and negative charge, being unlike, tend to move
toward each other. ln the atom, the negative electrons are drawn toward the positive protons in
the nucleus. This attractive force is balanced by the electron's centrifugal force caused by its
rotation about the nucleus. As a result, the electrons remain in orbit and are not drawn into the
nucleus. Electrons repel each other because of their like negative charges, and protons repel
each other because of their like positive charges.
The law ol charged bodies may be demonstrated by a simple experiment. Two pith (paper pulp)
balls are suspended near one another by threads, as shown in figure 2.2.
2-7
TTS lntegrated Training System
O Copyright 2011
lBsl:ieal
alicl
Unit of Gharge
";;;i;;
Electric Fields
felt is called an
The space between and around charged bodies in which their influence is
fields and
electrostatic
electric field of force. lt can exist inlir, glass, paper, or a vacuum.
dielectric fields are other names used to refer to this region of force.
and, in general'
Fields of force spread out in the space surrounding their point o{ origin
diminish in proportion to the square of the distance from their source'
are.referred to as
The field about a charged body is generally represented by lines which
to represent lhe
electrostatic lines of t"i"". irt"si lines ire imaginary and are used merely by a positive
force exerted
direction and strength ot irr" ti"ro. To avoid confuJion, ihe lines of
tnlV are shown
a
negative
ur" always lhown leaving the charge, and for
9!a1Oe
about charged bodies'
"frurg"
entering. Figure 2.3 illustrates th6 use of lines to represenfthe lield
2-B
Use and/ordlsclosue
on page 2 oilhis
Ctu.::-
L
lntegrated Training System
,:
rr
rr
rr
rr
rr
rr
rr
rt
rt
rE
rr
re
t
l.signed
,:
tr
cr
rE.
a-
in
as3t.l.1i.n
!'vith
th
akl
f /--
!6=
\tr
((
\'--'-..'.-
A)
, /--=-\
.r
;?f;
{B)
Figure 2.3 - Electrostatic lines of force
Figure 2.3 (A) represents the repulsion of like-charged bodies and their associated fields. Part
(B) represents the attraction of unlike-charged bodies and their associated fields.
The exception to this is graphite (one ol the forms of the element Carbon). Carbon is a nonmetal which exhibits some electrical conductivity.
Liquids
The only liquid elements which conduct are the liquid metals. At room temperature liquid
mercury is a conductor. Other metals continue to conduct electricity when they are melted.
Non-metals such as water, alcohol, ethanoic acid, propanone, hexane and so on, are all non
conductors of electricity.
However, it is possible to make some non-conducting liquids conduct electricity, by a process
called ionization. lonized substances are called ionic substances.
lonic substances are made of charged particles - positive and negative ions. ln the solid state
they are held very firmly in place in a lattice structure. ln the solid state the ions cannot move
about at all. When the ionic solid is melted, the bonds holding the ions in place in the lattice are
broken. The ions can then move around f reely.
When an electric current is applied to an ionic melt the electricity is carried by the ions that are
now able to move. ln an ionic melt the electric current is a flow of ions.
,-
1_30rdisclosure is
,rr.e-ec bv tne gatemenl
-.a-2oinlschapter
2_9
TTS lniegrated Training System
O Copyright 2011
_t
t':e
lonic substances are able to conduct electricity when they are dissolved in water.
The reason lies again in the fact that ionic substances are made of charged particles - ions.
When the ionic solid is dissolved in water the ionic lattice breaks up and the ions become free to
move around in the water. When you pass electricity through the ionic solution, the ions are
able to carry the electric current because of their ability to move freely. A solution conducts by
means of lreely moving ions.
An electrolyte is a liquid which can carry an electric current through it. lonic solutions and ionic
melts are all electrolytes.
tb
Electrolysis describes the process which takes place when an ionic solution or melt has
electricity passed through it.
Gases
A gas in its normal state is one of the best insulators known. However, in a similar way as
liquid, it can be forced to conduct electricity by ionisation of the gas molecules. lonisation of the
gas molecules can be effected by extremely high voltages. For example, lightning, is electric
current flowing through an ionised path through air due to the huge electrical potential difference
between the storm cloud and the ground.
ln air, and other ordinary gases, the dominant source
of electrical conduction is via a relatively small number
of mobile ions produced by radioactive gases,
ultraviolet light, or cosmic rays. Since the electrical
conductivity is extremely low, gases are dielectrics or
insulators. However, once the applied electric field
approaches the breakdown value, f ree electrons
become sufficiently accelerated by the electric field to
create additional free electrons by colliding, and
ionizing, neutral gas atoms or molecules in a process
called avalanche breakdown. The breakdown process
forms a plasma that contains a significant number of
mobile electrons and positive ions, causing it to
behave as an electrical conductor. ln the process, it
forms a light emitting conductive path, such as a spark,
arc or lightning.
2-10
l!
t
lntegrated Training System
t
t
t
:-iaalairaal !n
a:aaa:r:l:rr
v,/ila
ih-.
Plasma is the state of matter where some of the electrons in a gas are stripped or "ionized"
'rcm their molecules or atoms. A plasma can be formed by high temperature, or by application
:f a high electric or alternating magnetic field as noted above. Due to their lower mass, the
? ectrons in a plasma accelerate more quickly in response to an electric field than the heavier
:csitive ions, and hence carry the bulk of the current.
7
1 Vacu u m
: s a common belief that electricity cannot flow through a vacuum. This is however incorrect.
t lemember
that a conductor is "something through which electricity can flow," rather than
'scmething which contains movable electricity." A vacuum offers no blockage to moving
t :r'arges. Should electrons be injected into a vacuum, the electrons will flow uninhibited and
t -rretarded. As such, a vacuum is an ideal conductor.
t -";s fact is taken advantage of in many situations, from televisions to vacuum valves. A
,t
t
t
rl
vacuum arc can arise when the sudaces of metal electrodes in contact with a good vacuum
3egin to emit electrons either through heating (thermionic emission) or via an electric field that
s sufficient to cause {ield emission. Once initiated, a vacuum arc can persist since the freed
3a(icles gain kinetic energy from the electric field, heating the metal surfaces through high
sceed particle collisions. This process can create an incandescent cathode spot which frees
-cre particles, thereby sustaining the arc. At sufficiently high currents an incandescent anode
soot may also be formed.
= ectrical discharge in vacuum is important for certain types of vacuum tubes and for high
. o lage vacuum switches.
6
a
I
al
=
9
,t
t
t
t
-1
t
t
-J
t
5-
-,
2-11
TTS lntegrated Training Syslem
O Copyriqht 201
L,
A4
e
r
tr
tr
rr
rr
rr
rr
rr
t:
t:
a:
TTS lntegrated
Trai ning System
Module 3
Licence Category 81 and 82
Electrical Fundamentals
t:
l:
l:
):
t:
l:
l:
t:
l:
t:
a:
l:
It
3-1
TTS lntegrated Training System
O Copyright 2011
!f,.i
iiri:
,l
Copyright Notice
reserved. No part of this publication may be reproduced,
stored in a retrieval system or transmitted in any form by any other means whatsoever: i.ephotocopy, electronic, mechanical recording or otherwise without the prior written permission of
Total Training Support Ltd.
Knowledge Levels
Licence
Basic knowledge for categories A, Bl and 82 are indicated by the allocation o{ knowledge levels indicators (1, 2 or
3) against eacti applicable subject. Category C applicants must meet either lhe category 81 or the category 82
basic knowledge levels.
The knowledge level indicators are defined as lollows:
LEVEL
LEVEL 2
A general knowledge o{ the theoretical and practical aspects of the subiect.
An ability to apply thal knowledge.
Objectives:
The applicant should be able to understand the theoretical fundamentals of the subject.
The applicant should be able to give a generat description ol the subject using, as appropriate, typical
examples.
The applicant should be able to use mathematical formulae in conjunction with physical laws describing the
subject.
The applicant should be able to read and understand sketches, drawings and schematics describing the
subject.
The applicant should be able to apply his knowledge in a practical manner using detailed procedures.
LEVEL 3
A detailed knowledge of the theoretical and practical aspects of the subjecl.
A capacity to combine and apply the separate elements of knowledge in a logical and comprehensive
manner.
Objectives:
The applicant should know the theory of the subject and interrelationships with other subjects.
The applicanl should be able to give a detailed description of the subject using theoretical {undamentals
and specif ic examples.
The applicant should understand and be able to use mathematical formulae related to the subject.
The applicant should be able to read, understand and prepare sketches, simple drawings and schemat :s
describing the sublect.
The applicant should be able to apply his knowledge in a practical manner using manufacturers
instructions.
The applicant should be able to interpret results Jrom various sources and measurements and apply
corrective action where appropriate.
3-2
TTS lntegrated Training System
O Copyriqhi 2011
Ev
E
E
raore or contents
5
f; -tI
-7
1-.
ElectricalEn"rgy
Etectricat UnafOeS
EreUUtUat
Charges
l --
l- -
t-
uurrenl
-,eciircar
Electrical Resrstance
Re"i"ta
Conductance
Ereugrc
Electrical
8
13
13
Law
t:
-.
):
):
}J
vb
,;
l,
l);
l:
L
l;
);
,
):
):
t:
):
]:
l:
h"s#;dri"til:m
3_3
TTS lntegrated Training System
O Copyright 2011
t
lntegrated Training System
l:aaillard i* :itarciiri:o:1.!iih fll
3-4
2ol
L
E
t
rr
rr
cE
rr
tr
rr
rr
rr
tr
rt:
t:
t:
rr
rr
rr
r,
rv
I}
Energy
ln our study of energy and work, we must define energy as the ability to do work. ln order to
perform any kind of work, energy must be expended (converted from one form to anotheO.
Energy supplies the required force, or power, whenever any work is accomplished.
One form of energy is that which is contained by an object in motion. When a hammer is set in
motion in the direction of a nail, it possesses energy of motion. As the hammer strikes the nail,
the energy of motion is conveded into work as the nail is driven into the wood. The distance the
nail is driven into the wood depends on the velocity of the hammer at the time it strikes the nail.
Energy contained by an object due to its motion is called kinetic energy. Assume that the
hammer is suspended by a string in a position one meter above a nail. As a result of
gravitational attraction, the hammer will experience a force pulling it downward. lf the string is
suddenly cut, the force of gravity will pull the hammer downward against the nail, driving it into
the wood. While the hammer is suspended above the nail it has abitity to do work because of its
elevated position in the earth's gravitational field. Since energy is the ability to do work, the
hammer contains energy.
Energy contained by an object due to its position is called potential energy. The amount of
potential energy available is equal to the product of the force required to elevate the hammer
and the height to which it is elevated.
Another example of potential energy is that contained in a tightly coiled spring. The amount of
energy released when the spring unwinds depends on the amount of force required to wind the
spring initially.
3-5
TTS lntegrated Training System
O Copyright 2011
tie
ala:
Electrical Charges
Thechargeofoneelectronmightbeusedasa'unitofelectricalcharge,sincechargesare
is so small that it is
ol"pracement of ele"ctrons; but the charge of one electron
impractical to use.
!l
Thepracticalunitadoptedformeasuringchargesisthecoulomb,namedafterthescientist
(six
to th6 charge of 6,280,000,000,000,000,000
ii
Charles Coulomb. On"
"qui
"outo*O quadrillion)
or 6'28 x 1018 electrons'
q"i"tifri"" tto hundred uni
"ighty
of electrical potential
when a charge of one coulomb exists between two bodies, one unit
beiween the two bodies' This is referred
energy exists, which is caffeJ tfie Jitf"r"n"" of potential
is the volt'
to aJelectromotive force, or voltage, and the unit of measure
.i""[Jn"v
to the other.
points is of importance
ln most electrical circuits only the difference of potential between two
often it is-convenient to use
unJ tn" absolute potentials of the points are of iittle concern. Very
piece.of equipment' For this
one standard reference to|. uff of the various potentials throughout a
with respect to the
reason, the potentials ut uuiiors points in a circuit are generally measured
is considered to be at
metal chassis on which all parts of the circuit are mounled. The chassis
to the chassis'
zeio potential and alt oher'pot"nii"it ut" either positive or negative with respe,ct
potential'
ground
When used as the reference point, the chassis is said to be at
occasionally,ratherlargevaluesofVoltagemaybeencountered,inwhichcasetheVolt
becomestoosmallaunitforconvenience-.lna-situationofthisnature,thekilovolt(kV)'meaning
20 kV' ln other
be written as
1,000 volts, is frequently used. As an example, 20,000 volts would
small voltages. For this
cases, the volt may Oe ioolurg" a unit, as when dealing with very.
(pV), meaning
p"ip"." tn" rnittivdn lmvf r""unrg o;"-tho.us1ngil of volt, and the microvolt
and
1
mV'
as
be written
one-millionth of a volt, url, ,""0. F6r example, 0'001 volt would
0.000025 volt would be written as 25 UV'
are connected by
when a difference in potential exists between two charged bodies that
is from the negatively cha.rged body
conductor, electrons *irr flow arong the conductor. This-flow
and the potential difference
to the positively cfrargeO btdy, ,niit tn" two charges are equalized
no longer exists.
3-6
fiS lntegrated
O Copyright 2011
-c
rt
rr
tr
rr
rr i
rl:
t:
rr
rr
rr
l:
rr
rt
rr
rl:
An analogy of this action is shown in the two water tanks connected by a pipe and valve in
figure 3.1. At first the valve is closed and all the water is in tank A. Thus, the water pressure
across the valve is at maximum. When the valve is opened, the water flows through the pipe
f rom A to B until the water level becomes the same in both tanks. The water then stops flowing
in the pipe, because there is no longer a difference in water pressure between the two tanks.
TA''*X A
TAlrlK 3
?*
t:
l:
a:
Jt:.
1
3-7
TTS lnteorated Traininq System
O Copyright 2011
Electric Current
Electron f low
It has been proven that electrons (negative charges) move through a conductor in response to
an electric field. Electron current flow will be used throughout this explanation. Electron
a
current is defined as the directed flow of electrons. The direction of electron movement is from
potential to a region of positive potential. Therefore electron flow can be said
region of negative
-negative
to positive. Tie direction of current flow in a material is determined by the
toilow from
polarity of the apPlied voltage.
current
ln other conductive materials, the electric current Figure 3'2 - Conventional
flow direction
is due to the flow of charged parlicles in
directions at the same time. Electric currents in
electrolytes are flows of electrically charged atoms (ions), which exist in both positive and
negative varieties. For example, an elecirochemical cell may be constructed. with salt water (a
solution of sodium chloride) on one side of a membrane and pure water on the other. The
membrane lets the positive sodium ions pass, but not the negative chloride ions, so a net
current results. Electric currents in plasma are flows of electrons as well as positive and
negative ions. ln ice and in certain solid electrolytes, flowing protons constitute the electric
cuirent. To simplify this situation, the original definition oi conventional current still stands.
both
There are also materials where the electric current is due to the flow of electrons and yet it is
conceptually easier to think of the current as due to the llow of positive "holes" (the spots that
should have an electron to make the conductor neutral). This is the case in a p-type
semiconductor.
These EASA Part-66 Module 3 notes will use conventional current noiation throughout, unless
oiherwise stated, and then only for specif ic reasons'
3-B
TTS lntegrated Training System
O Copyright 2011
Use andor
on oaae
13:.::
.:
t...-a:: =e_
2 c:: : --_r-:
govemed by
L
t:
rt
rt:
rr
rl:
,:
t:
l:
a:
t:
rt:
t:
a:
rt:
l:
i.
,:
Random Drift
All materials are composed of atoms, each of which is capable of being ionised. lf some form of
energy, such as heat, is applied to a material, some electrons acquire sufficient energy to move
to a higher energy level. As a result, some electrons are freed from their parent atom's which
then becomes ions. Other forms of energy, particularly light or an electric field, will cause
ionisation to occur.
The number of free electrons resulting from ionisation is dependent upon the quantity of energy
applied to a material, as well as the atomic structure of the material. At room temperature some
materials, classified as conductors, have an abundance of free electrons. Under a similar
condition, materials classif ied as insulators have relatively few f ree electrons.
ln a study of electric current, conductors are of major concern. Conductors are made up of
atoms that contain loosely bound electrons in their outer orbits. Due to the effects of increased
energy, these outermost electrons frequently break away from their atoms and freely drift
throughout the material. The free electrons, also called mobile electrons, take a path that is not
predictable and drift about the material in a haphazard manner. Consequently such a movement
is termed random drift.
It is imporlant to emphasize that the random drift of electrons occurs in all materials. The degree
of random drift is greater in a conductor than in an insulator.
Directed Drift
Associated with every charged body there is an electrostatic field. Bodies that are charged alike
repel one another and bodies with unlike charges attract each other. An electron will be affected
by an electrostatic field in exactly the same manner as any negatively charged body. lt is
repelled by a negative charge and attracted by a positive charge. lf a conductor has a difference
in potential impressed across it, as shown in figure 3.3, a direction is imparled to the random
drift. This causes the mobile electrons to be repelled away from the negative terminal and
attracted toward the positive terminal. This constitutes a general migration of electrons from one
end of the conductor to the other. The directed migration of mobile electrons due to the potential
difference is called directed drift.
l:
l:
l:
t:
l:
l:
r
rr^
rr:
at
-s and/or dlsctosure is
;.femed by the dalemenr
:.
3-9
TTS lntegrated Training System
O Copyright 2011
r
lntegrated Training SYstem
}5lqarl
a:Jar.i{lp,c.a$t Cr.ra:atirn
t:lrtics
i:i:.:
3-10
TTS lntegraied Training SYStem
O Copyright 2011
anl._::: :,:-= :
-: s:::-e
on page 2.',: : : ---;
Use
govem! or
L
.t
rr
rr
rr
rr
rr
rl:
l:
l:
t:
l:
t:
a:
t:
t:
,:
t:
l:
a:
r
l:
rr
rr
rrI'
The magnitude of current flow is directly related to the amount of energy that passes through a
conductor as a result of the drift action. An increase in the number of energy carriers (the mobile
electrons) or an increase in the energy of the existing mobile electrons would provide an
increase in current flow. When an electric potential is impressed across a conductor, there is an
increase in the velocity of the mobile electrons causing an increase in the energy of the carriers.
There is also the generation of an increased number of electrons providing added carriers of
energy. The additional number of free electrons is relatively small, hence the magnitude of
current flow is primarily dependent on the velocity of the existing mobile electrons.
The magnitude of current flow is affected by the difference of potential in the following manner.
lnitially, mobile electrons are given additional energy because of the repelling and attracting
electrostatic field. lf the potential difference is increased, the electric field will be stronger, the
amount of energy imparted to a mobile electron will be greater, and the current will be
increased. lf the potential difference is decreased, the strength of the field is reduced, the
energy supplied to the electron is diminished, and the current is decreased.
Measurement of Current
The magnitude of current is measured in amperes. A current of one ampere is said to flow
when one coulomb of charge passes a point in one second. Remember, one coulomb is equal
to the charge of 6.28 x 101b electrons.
is
-= a.d orbydisclosure
t:.=,"j dre statemenl
- -- 2 oI rhis ChaDle.
3-11
TTS lntegrated Training System
O Copyright 201 |
Frequently, the ampere is much too large a unit for measuring current. Therefore, the
milliampere (mA), one-thousandth of an ampere, or the microampere (pA), one-millionth of an
ampere, is used. The device used to measure current is called an ammeter and will be
discussed in detail in a later module.
'l
A current of 1 Amp is flowing when a quantity of 1 Goulomb of charge flows for second'
The current I in amperes can be calculated with the following equation:
t= 9t
Where:
a
t
It follows that:
Q:rt
3-12
TTS lntegrated Training System
O Copyright 2011
and
f=
a
T
fi. 9a:..
L
r
rr
rt
rr
tr
rr
rr
rr
rr
rr
rr
E
E
tE
tt
E
t
.llj56atrr.a:.
i,vith
::r.
Electrical Resistance
It is known that the directed movement of electrons constitutes a current flow. lt is also known
that the electrons do not move freely through a conductor's crystalline structure. Some materials
offer little opposition to current flow, while others greatly oppose current flow. This opposition to
current flow is known as resistance (R), and the unit of measure is the ohm. The standard of
measure for one ohm is the resistance provided at zero degrees Celsius by a column of
mercury having a cross-sectional area of one square millimetre and a length ol 106.3
centimetres.
A conductor has one ohm of resistance when an applied potential of one volt produces a
current of one ampere. The symbol used to represent the ohm is the Greek letter omega
().
Resistance, although an electrical property, is determined by the physical structure of a
material. The resistance of a material is governed by many of the same factors that control
current flow. Therefore, in a subsequent discussion, the factors that affect current flow will be
used to assist in the explanation of the factors affecting resistance.
Conductance
Electricity is a study that is frequently explained in terms of opposites. The term that is the
opposite of resistance is conductance. Conductance is the ability of a material to pass
electrons. The lactors that affect the magnitude of resistance are exactly the same for
conductance, but they affect conductance in the opposite manner. Therefore, conductance is
directly proportional to area, and inversely proportional to the length of the material. The
temperature of the material is definitely a factor, but assuming a constant temperature, the
conductance of a material can be calculated.
The unit of conductance is the mho (G), which is ohm spelled backwards. Recently the term
mho has been redesignated siemens (S). Whereas the symbol used to represent resistance
(R) is the Greek letter omega
), the symbol used to represent conductance (G) is (S). The
relationship that exists between resistance (R) and conductance (G) or (S) is a reciprocal one. A
reciprocal of a number is 'one' divided by that number. ln terms of resistance and conductance:
ft=
, G=
G
1
R
tr
u
u
It
-_s.
dielosure
is
- :a+
2 ci his chaprer
3-13
TTS lntegrated Training System
O Copyright 2011
ir':
e3;|cialiai:i
tiih lte
1:ai
Electrical Laws
Faraday's Law
loop of wire is
Faraday's law of induction states that the induced electromotive torce in a closed
directlyproportionaltothetimerateofchangeofmagneticfluxthroughtheloop.
Ohm's Law
points is directly
An electrical circuit, the current passing through a conductor between two
points, and
pioportional to the potential differenceli.e. uoltage drop or voltage) across the two
inversely proportional to the resistance between them'
currents
time, the sum of currents flowing towards that point is equal to the sum of
flowing awaY f rom that Point.
Voltage Law -The directed sum of the electrical potential differences around any closed
circuit must be zero.
Lens's Law
The induced current in a loop is in the direction that creates a magnetic field that opposes the
change in magnetic flux through the area enclosed by the loop. That is, the induced current
tendJto keeplhe original magnetic flux through the field f rom changing'
3-14
TTS lntegrated Training System
O Copyright 2011
Use and/ordsl::-': :
governed by lhe
on page 2 oi this C_E =
sa::-e-
,'
,-a
,_J
,-J
tt
t-t
t ,tt
,-a
t-t
t-t
t-t
t-t
I
-t
TTS Integrated
Trai ning System
,Jt
i
t
I
t
.J
-tt
Module 3
Licence Category 81 and 82
!
-t
J
Electrical Fundamentals
t
-t
!
J
J
J
---t
=
Module 3.4 Generation of Electricity
4-1
TTS lntegrated Training System
@ Copyright 2011
Copyright Notice
O Copyright. All worldwide rights reserved. No part of this publication may be reproduced,
stored in a retrieval system or transmitted in any form by any other means whatsoever: i.e.
photocopy, electronic, mechanical recording or otherwise without the prior written permission of
Total Training Support Ltd.
Knowledge Levels
Licence
Basic knowledge for categories A, 81 and 82 are indicated by the allocation ol knowledge levels indicators (1, 2 or
3) against each applicable subject. Category C applicants must meet either the category B1 or the category 82
basic knowledge levels.
The knowledge level indicators are defined as follows:
LEVEL
LEVEL 2
A general knowledge ol the theoretical and praclical aspects of the subject.
An ability to apply that knowledge.
Objectives:
The applicanl should be able to understand the theoretical fundamentals of the subject.
The applicant should be able to give a general description of the subject using, as appropriate, typical
examples.
The applicant should be able to use mathematical formulae in conjunction with physical laws describing the
su bject.
The applicant should be able to read and understand skelches, drawings and schematics describing the
subject_
The applicant should be able to apply his knowledge in a practical manner using detailed procedures.
LEVEL 3
A detailed knowledge of ihe theoretical and practical aspects of the subject.
A capacity to combine and apply the separate elements of knowledge in a logical and comprehensive
manner.
Objectives:
The applicant should know the theory of the subject and interrelationships with other subjects.
The applicant should be able to give a detailed description of the subject using theoretical lundamentals
and specific examples.
The applicant should understand and be able to use mathematical lormulae related to the subject.
The applicant should be able to read, understand and prepare sketches, simple drawings and schematics
describing the subiect.
The applicant should be able lo apply his knowledge in a practical manner using manufacturer's
instructions.
The applicant should be able to interpret results lrom various sources and measurements and apply
correclive action where appropriale.
4-2
TTS lntegrated Training System
O Copyright 201 1
a..: r:: :i =
:::+-+onpao:2:-::-:-=
Use
gover.el:r
lr
]:
t:
t:
t:
r
Table of Contents
,:
rr
t:
10
t:
l:
t:
rl,:
t;
a,t;
at
la;
l;
|;
l-
la:
1:
fr-:,
I:
f-f-
l'
Use and/ordisclosure is
govemed by the sratement
on page 2 ol this chapter.
4-3
TTS lntegrated Training System
O Copyright 2011
r
lntegrated Training SYstem
Deai!ai,ld ir iisocl4::a.
ai!Lrie:;r.cott
.'i:l
the
ilLre-'sllon praal:ao
e,
Generation of E
Production of electricity by the {ollowing
methods: light, heat, friction, pressure'
chemical action, maqnetism and motion
4-4
TTS lntegrated Training System
O Copyright 2011
Useanoc':::::-::
ov:: i-"-F
:'1 : -'1-:
governed
on paqe 2
lt;
a:
r
rr
rr
rr
rr
rr
t:
t:
1:
a:
t:
|:
t:
l:
t:
a:
l:
t:
l:
t:
r
To be a practical source of voltage, the potential difference must not be allowed to dissipate, but
must be maintained continuously. As one electron leaves the concentration of negative charge,
another must be immediately provided to take its place or the charge will eventually diminish-to
the point where no further work can be accomplished. A voltage source, therefore, is a device
which is capable of supplying and maintaining voltage while some type of electrical apparatus is
connected to its terminals. The internal action of the source is such that electrons are
continuously removed from one terminal, keeping it positive, and simultaneously supplied to the
second terminal which maintains a negative charge.
Presently, there are six known methods for producing a voltage or electromotive force (EMF).
some of these methods are more widely used than olhers, and some are used mosfly ior
specific applications. Following is a list of the six known methods of producing a voltage.
substances
Heat (thermoelectricity) - voltage produced by heating the joint (iunction) where two
unlike metals are joined.
Light (photoelectricity) - Voltage produced by light striking photosensitive (light sensitive)
substances.
chemical Action - voltage produced by chemicar reaction in a battery cell.
Magnetism - voltage produced in a conductor when the conductor moves through a
magnetic field, or a magnetic field moves through the conductor in such a manner as to
cut the magnetic lines of force of the field.
u
rE
al---
l-
4-5
Copyright 2011
-.
In
.$ociatltl
t/i:l'l ahe
by friction The
The first method discovered for creating a voltage was that of generation
tl." *3y in which a
oeueropment of charges oy ruoning u r5d *ith fJr is a prime example.of
voltage is
g"""rated"by friction. Beiause of the nature of the materials with which this
""fi"gli"
used or maintained. For this reason, very little practical use
generated, it cannot o"
"onuuni"ntrv
generated by this method'
tas been iound for voltages
of a more practical
ln the search for methods to produce a voltage of a larger amplitude.and
from one terminal to
nature, machines were OevltlpeO in which c-hatges wele transferred
of these machines
,""if'dt Uy r"un. of rotating das" 0i""" ot movlng belts. The most notable
potentials in lhe..order of millions of
is the Van de Graaff gen"r"ioi. lt is used today to produce
outside the field of research' their
volts for nuclear research. n" tn""" machines have little vaiue
theory of operation will not be described here'
certain ionic
one specialized method of generating an EMF utilizes the characteristics of
crystals have the remarkable
;r;t"s quartz, noJfrette salti, and tourmaline. These
surface: T1'"' if a crystal o{
"'G;ir
ability to generate a voltage whenever stresses are.applied to their
of the
quu,i, i" iqr"ezeO, charg'es'oi opposite polarity will appear on two opposite surfaces
again appear, but will be
crystal. lf the force is reversed und thu crystal ii stretihed, charges will
is given a
oi'tf'" ofpo"it" polarity from those produced by squeezing. lf a crystal of thislypesides' Quartz
of its
vibratory motion, it wiff produce i ublt"g" of reversing pol-rity between two
energy'
electrical
into
or similir crystals can thus be used to convert mechanical energy
of the common
This phenomenon, called the piezoelectric elfect, is shown in figure 4.1 ' some
phonograph.cartridges, and
devices that make use of fiezoelectric crystals are microphones,
This method of
oscillators used in radio transmitters, radio receivers, and sonar equipment.
power
requirements,
generating an EMF is not suitable foi applications having large voltage or
voltages can be
6ut is wid6ly used in sound and communications systemi where small signal
effectively used.
OUARTZ CRYSTAL
COMFRE SSED
**r
_'---_].'1
MOLECULES OF
HOH.CHYSTALLEEN ftlATTER
FI ECTROH
FLOW
(c)
QUAR,TZ CRYSTAL
D
ECOIIiPRE SSED
E
IUIOLECULES 0F
LECTROH
FLOW
CRYSTALLIZED IIiATTER
(B)
4-6
TTS lntegrated Training System
O Copyright 2011
Use and/or
disclos!=
L
t:
t:
r
rt:
,:
t:
t:
a:
t:
l:
l:
in a;socialion
,,?iln
t!
:ae
*ra
crystals of this type also possess another interesting property, the "converse piezoelectric
effect." That is, they have the ability to convert electrical energy into mechanical energy. A
voltage impressed across the proper surfaces of the crystal will cause it to expand or contract
its surfaces in response to the voltage applied.
a:
b
a:
a:
r
,,;
t:
l:
t:
t:
t:
t:
t:
t:
t:
rr
I-
Thermocouples have somewhat greater power capacities than crystals, but their capacity is still
very small if compared to some other sources. The thermoelectric voltage in a thermocouple
depends mainly on the difference in temperature between the hot and c-old junctions.
consequently, they are widely used to measure temperature, and as heat-sensing devices in
automatic temperature control equipment. Thermocouples generally can be subjected to much
greater temperatures than ordinary thermometers, such as the mercury or alcohol types.
t-
i-
Us andro. dlsclosure is
_:.!:med by lhe slalement
rage 2 0l this chapter
:.
4-7
TTS lntegrated Training System
O Copyright 2011
al:.1
The photosensitive materials most commonly used to produce a photoelectric voltage are
various compounds of silver oxide or copper oxide. A complete device which operates on the
photoelectric principle is referred to as a "photoelectric cell." There are many different sizes and
iypes of photoelectric cells in use, and each serves the special purpose for which it is designed.
Nearly all, however, have some of the basic features oi the photoelectric cells shown in figure
4.3.
PltsTc$tE5lTlv;
oxt0r suar*ff
{A}
:i IJIA&HS PARr
t-rftR
PAsStg
:
:
L:
{:*r6H
llllif
eopprR {}xlllE
{Bi
>..
The cell (figure 4.3 view A) has a curved lighlsensitive surface focused on the central anode.
When light from the direction shown strikes the sensitive suface, it emits electrons toward the
anode. The more intense the light, the greater the number of electrons emitted. When a wire is
connected between the filament and the back, or dark side of the cell, the accumulated
electrons will flow to the dark side. These electrons will eventually pass through the metal of the
reflector and replace the electrons leaving the lighlsensitive surface. Thus, light energy is
converted to a flow of electrons, and a usable current is developed.
The cell (figure 4.3 view B) is constructed in layers. A base plate of pure copper is coated with
light-sensitive copper oxide. An extremely thin semitransparent layer of metal is placed over the
copper oxide. This additional layer serves two purposes:
It permits the penetration of light to the copper oxide.
It collects the electrons emitied by the copper oxide.
An externally connected wire completes the electron path, the same as in the reflectortype cell.
The photocell's voliage is used as needed by connecting the external wires to some other
device, which amplifies (enlarges) it to a usable level.
4-B
TTS lntegrated Training System
O Copyright 2011
use and/ord s.
r3-=
a=-:'
L
r
t:
r
rr
r
rr
rr
rl:
t:
l:
t:
a;
t;
r/vith
!li.
The power capacity of a photocell is very small. However, it reacts to light-intensity variations in
an extremely shorl time. This characteristic makes the photocell very useful in detecting or
accurately controlling a great number of operations. For instance, the photoelectric cell, or some
form of the photoelectric principle, is used in television cameras, automatic manufacturing
process controls, door openers, burglar alarms, and so forth.
llNc
,:
l:
l:
l;
rt:
t:
l:
t;
t;
t:
r^
r.
a'
r-,
!-/
lr;
The amount of difference in potential between the electrodes depends principally on the metals
used. The type of electrolyte and the size of the cell have little or no effect on the potential
difference produced.
There are two types of primary cells, the wet cell and the dry cell. In a wet cell the electrolyte is
a liquid. A cell with a liquid electrolyte must remain in an upright position and is not readily
transportable. An automotive battery is an example of this type of cell. The dry cell, much more
commonly used than the wet cell, is not actually dry, but contains an electrolyte mixed with
other materials to form a paste. Torches and portable radios are commonly powered by dry
cells.
4-9
TTS lntegrated Training System
O Copyright 201 1
I
lntegrated Training System
Batteries are formed when several cells are connected together to increase electrical output.
To begin with, there are three fundamental conditions which must exist before a voltage can be
produced by magnetism.
There must be a conductor in which the voltage will be produced'
There must be a magnetic field in the conductor's vicinity'
There must be relative motion between the field and conductor. The conductor must be
moved so as to cut across the magnetic lines of force, or the field must be moved so that
the lines of force are cut by the conductor.
ln accordance with these conditions, when a conductor or conductors move across a magnetic
lield so as to cut the lines of force, electrons within the conductor are propelled in one
direction or another. Thus, an electric force, or voltage, is created.
ln figure 4.5, note the presence of the three conditions needed for creating an induced voliage.
4-10
TTS lnlegrated Training System
O Copyriqht 2011
useanc._isr:s-:
govemen
on paqe
.! :': s=
2:':: ::aE
)-
A4
1;
Dslere.l
E
t
i. ans..l:1].r
e;i:h
ia.
tt
rt:
ta:
no motion hy
rondurtor or
magnet
l:
1:
|:
t:
t:
1:
t:
t:
t:
t:
l:
t:
r
motion reversed
,:
l:
1:
l:
a:
r
rr^
I-
r1
ll-
4-11
TTS lntegrated Training System
O Copyright 2011
|a
.r,]-,i
\=ry-,
E
r
",,.ffi:fl:i;'..,:::;:r;#::::
r,
t
E,
tE,
-b
E
a:
t:
E
1:
TTS Integrated
Trai ning System
Module 3
Licence Category 81 and 82
l:
|:l:
Electrical Fundamentals
t:
fl:
l:
a:
a:
t:
t:
r^
r,
a1
l_
L,
--
,s
::fj;:'.i1:i""L'il:l'
Electricity
5-1
rr s
nl"..g :1F9,
:1i,lJ
ti?*iaa
s sYste m
aia
Copyright Notice
*p::|T:t
may b"
worldwide rights rese,rved' No part of this publication
whatsoever: l.e'
means
other
any
by
stored in a retrieval system oitransmitted in any form
the prior written permission o{
photocopy, electronic, mecfranlcat recording or otherwiie without
Total Training SuPPort Ltd.
@ Copyright. All
Knowledge Levels
Licence
BasicknowledgeforcategoriesA,Bland82-areindicatedbytheallocationofknowledgelevelsindicators(1,2or
82
c applicants must meet eitrer the category 81 or the category
3) against each applicable
"u01""i.-c"i"go.y
basic knowledge levels
iire
LEVEL
LEVEL 2
of the subiect'
A general knowledge of the theoretical and practical aspects
An ability to apply that knowledge'
Objectives:
lundamentals ol the subject
The applicant should be able to understand the theoretical
i" gi"" a general description of the subject using, as appropriate, typical
The applicant sho"ro o"
examPles.
"[i"
Theapplicantshouldbeabletousemathematicallormulaeinconjunctionwithphysicallawsdescribingthe
subject
TheapplicantshouldbeabletoreadandunderstandSketches,drawingsandschematicsdescribingthe
subiect.
Theapplicantshouldbeabletoapplyhisknow|edgeinapracticalmannerusingdetailedprocedures'
LEVEL 3
of the
A detailed knowledge of the theoretical and practical aspects
subjecl
,,
Acapacitytocombineandapplytheseparaieelementso{knowledgeinalogicalandcomprehensive
manner.
Objectives:
TheapplicantShouldknowthetheoryofthesUbjectandinterrelationshipSWithothersubjects.fundamentals
of the subject using theoretical
The appllcant shouro o"llr" i"giu" u o"t"it"d iescription
and sPecific examPles.
Theapplicantshouldunderstandandbeabletousemathematicalformulaerelatedtothesubject.
schematics
t" read, understand and prepare sketches, simple drawings and
The applicant sho"ro o"
"uil
describing the subject
a practical manner using manufacturer's
The applicant should be able to apply his knowledge in
instructions.
TheapplicantshouldbeabletointerpretresultsfromVarioussourcesandmeasurementsandapply
corrective action where appropriate'
5-2
TTS tntegrated Training System
O Copyright 2011
lt-
1:
a:
t:
a:
a:
,:
Table of Contents
rr
t:
l:
a:
t:
l:
t:
t:
t:
t;
5
5
5
7
7
Electrochemical Action
Primary Cell Chemistry
Secondary Cell Chemistry
Polarization of the Cell
Local Action
Types of Cells
Other Types of Cells
Secondary Wet Cells
Cell Capacity
Cells in Series and Parallel
Battery Construction
Battery lnternal Resistance
Battery Maintenance
Capacity and Rating of Batteries
Battery Charging
Thermocouples
Photocells
10
11
11
15
18
19
20
22
30
31
32
33
35
44
l:
a,:
t:
t:
t:
l:
t;
lt:
l:
t:
t:
L:
l:
r^
a'
5-3
Copyright 2011
::r
a:1
riil,
::r.:
r.*rii.. ir:;.1i.e
!;r i
I
I
5-4
TTS lntegrated Training System
O Copyright 2011
I
Useand/ordisclosur:,.
governed by the stateG-:
on paae 2 oilhis Chap::'
L
E
tr
rt
rr
tt
rt
E
r
t:
t:
rt:
r^
r,
rt:
rt
qr.rarsiia)a
ntlll'r :43
traai:ca e:i
The Cell
A cell is a device that transforms chemical energy into electrical energy. The simplest cell,
known as eiiher a galvanic or voltaic cell, is shown in Figure 5.1. lt consists of a piece of carbon
(C) and a piece ol zinc (Zn) suspended in a jar that contains a solution of water (Hz0) and
sulphuric acid (HzS0+) called the electrolyte.
t:
l:
a:
a-:
E
r
rr,
E^
E,
a-
's :-::'as:osure is
Jr.-,-:! i: slalerenl
:. ::-:e 2 :r. s Chapter.
5-5
TTS lntegrated Training System
O Copvright 2011
llt.
atj-l
;
The cell is the fundamental unit of the battery. A simple cell consists of two electrodes placed in
a container that holds the electrolyte.
ln some cells the container acts as one of the electrodes and, in this case, is acted upon by the
electrolyte. This will be covered in more detail later.
Electrodes
The electrodes are the conductors by which the current leaves or returns to the electrolyte. ln
the simple cell, they are carbon and zinc strips that are placed in the electrolyte; while in the dry
cell (Figure 5.2), they are the carbon rod in the centre and zinc container in which the cell is
assembled.
i-
;
L
;
L
;
*srf*n
{grephltsl
sl*6:rssE
5Ur:*Ufld*d
by tarbon
ble*
tuhc
and
rnan!&nsa
dloxida
li'l*
rattwde,
Lg
rr:n'e:*darii*lg
:
tr*s*lgr i,s
amc'rn li'shed
ls*?
lin
a Fast* of
amm*niurn ehlorid*
qnd rl e **i.or.lde
:
:
:
Zl*e rstal
*l***ve i* lh*
&:1dd*
Figure 5.2 - Dry cell, cross-sectional view.
ln a discharging battery or galvanic cell (drawing) the cathode is the positive terminal, where
conventional current flows out. This outward current is carried internally by positive ions moving
from the electrolyte to the positive cathode (chemical energy is responsibie for this "uphill"
motion). lt is continued externally by electrons moving inwards, negative charge moving one
way amounting to positive current flowing the other way.
:
:
lL
The anode is the negative terminal, where conventional current flows in, and electrons out.
3.
a
5-6
TTS lntegrated Training System
t.
O Copyright 2011
Use
and/ord$los-=:
qovemed by lhe
slar:-F,-
on page 2 otthls
C_-:
L
|t:,
G
E
E
tt
tr
rr
tE
rr
1:
rr
t
tt
t
E
t
tt
E
tc
rE
E,
u
u
llJ
Electrolyte
The electrolyte is the solution that acts upon the electrodes. The electrolyte, which provides a
path for electron flow, may be a salt, an acid, or an alkaline solution" ln the simple galvanic cell,
the electrolyte is in a liquid form. ln the dry cell, the electrolyte is a paste.
Container
The container which may be constructed of one of many different materials provides a means of
holding (containing) the electrolyte. The container is also used to mount the electrodes. ln the
voltaic cell the container must be constructed of a material that will not be acted upon by the
electrolyte.
Electrochemical Action
lf a load (a device that consumes electrical power) is connected externally to the eleclrodes of a
cell, electrons will flow under the influence of a difference in potential across the electrodes from
the anode (negative electrode), through the external conducior to the cathode (positive
electrode).
A cell is a device in which chemical energy is converted to electrical energy. This process is
called electrochemical action.
The voltage across the electrodes depends upon the materials f rom which the electrodes are
made and the composition of the electrolyte. The current that a cell delivers depends upon the
resistance of the entire circuit, including that of the cell itself. The internal resisiance of the cell
depends upon the size of the electrodes, the distance between them in the electrolyte, and the
resistance of the electrolyte. The larger the electrodes and the closer together they are in the
electrolyte (without touching), the lower the internal resistance of the cell and the more current
the cell is capable of supplying to the load.
-e :-a:.:iiosure s
t:,<r, : :! l slalerent
:r =-: :':.s Chapter
5'7
TTS lntegrated Training System
@ Copyright 2011
>../
The zinc combines with the sulphuric acid to form zinc sulphate and hydrogen. The zinc
sulphate dissolves in the electrolyte (sulphuric acid and water) and the hydrogen appears as
gas bubbles around the carbon electrode. As current continues to flow, the zinc gradually
dissolves and the solution changes to zinc sulphate and water. The carbon electrode does not
enter into the chemical changes taking place, but simply provides a return path for the current.
5-8
TTS lntegrated Training System
@ Copyright 2011
U
tE
E
t
tt
r
rr
tr
t
r--**t:l
jsolUTtotrl J
dl
*t
SULFURIC FCIO
OECREASIIIE
tt
tt
IlTER
IllrlRErtSI t!6
H
t
rr
tr
tr
rt
tt
rLrt
tt
tl'
rll
(E] DISCHI]RGIHG
EECFEHSII{G DECEEFSI
EHFRGED
+
EftI
frl
=l
ret
HC
SULFURIC AI] IB
]IICREASIIlG
HIttItlUH
SULFURIC I]CID
LTIFTEE
tlttH I t1ut1
DETREPSIIi6
[:fll
sponaE
reno E
trlATEF
LEQD SULFATE
DIT L!brarY
Bolton Street,
n.aleQ
t\./avv(J
^
Us a.d/or
disctosure is
:n
5-9
TTS lntegrated Training System
@
Copyright 2011
!:.
Figure 5.3 view A shows a lead-acid secondary cell that is fully charged. The anode is pure
lead, the cathode is pure lead peroxide, and the electrolyte is a mixture of sulphuric acid
"p"ong"
and water.
Figure 5.3 view B shows the secondary cell discharging. A load is connected between the
and anode; electrons flow negative to positive as shown. This electron flow creates the
"ulhod"
same process as was explained for the primary cell with the following exceptions:
ln the primary cell the zinc anode was eaten away by the sulphuric acid. ln the secondary
cell the sponge-like construction of the anode retains the lead sulphate formed by the
chemical action of the sulphuric acid and the lead.
ln the primary cell the carbon cathode was not chemically acted upon by the sulphuric
acid. ln the s-econdary cell the lead peroxide cathode is chemically changed to lead
sulphate by the sulPhuric acid.
When the cell is fully discharged it will be as shown in Figure 5.3 view C. The cathode and
anode retain some lead peroiide and sponge lead but the amounts of lead sulphate in each is
maximum. The electrolyte has a minimum amount of sulphuric acid. With this condition no
further chemical action can take place within the cell.
As you know, the secondary cell can be recharged. Recharging is the process of reversing the
chemical action that occurs as the cell discharges. To recharge the cell, a voltage source, such
as a generator, is connected as shown in Figure 5.3 view D. The negative terminal of the
voltale source is connected to the cathode ol the cell and the positive terminal.of the voltage
sourCe is connected to the anode of the cell. With this arrangement the lead sulphate is
chemically changed back to sponge lead in the cathode, lead peroxide in the anode, and
sulphuric acid inlhe electrolyte. After all the lead sulphate is chemically changed, the cell is fully
charged as shown in Figure 5.3 view A. Once the cell has been charged, the discharge-charge
cycle may be repeated.
Notice in the above paragraph that the Anode and Cathode appear to have changed polarity.
This is because a cell being recharged is an electrolytic cell (rather than a voltaic or galvanic
cell, as it was when discharging). ln an electrolytic cell, the anode is positive, and the
cathode is negative.
one method uses a vent on the cell to permit the hydrogen to escape into the air" A
disadvantage of this method is that hydrogen is not available to reform into the electrolyte
5-10
TTS lntegrated Training System
O Copyriqht 2011
Use and/or
d,ecs-= s
govemed by the
s=-6.
-a-:
on page 2 oi thrs
L
tc
E
r
rr
rr
rr
rr
r
t:
a:
l:
a:
t
,:
rl:
a:
rr
rr
rr
rr
rr
r,
a'
clLrb66tr..aa.r
qr.:lll'r
p.aclice aid
during recharging. This problem is solved by adding water to the electrolyte, such as in an
automobile battery. A second method is to use material that is rich in oxygen, such as
manganese dioxide, which supplies free oxygen to combine with the hydrogen and form water.
A third method is to use a materiat that will absorb the hydrogen, such as calcium. The calcium
releases hydrogen during the charging process. All three methods remove enough hydrogen so
that the cell is practically free from polarization.
Local Action
When the external circuit is removed, the current ceases to flow, and, theoretically, all chemical
action within the cell stops. However, commercial zinc contains many impurities, such as iron,
carbon, lead, and arsenic. These impurities form many small electrical cells within the zinc
electrode in which current flows between the zinc and its impurities. Thus, the chemical action
continues even though the cell itself is not connected to a load.
Local action may be prevented by using pure zinc (which is not practical), by coating the zinc
with mercury, or by adding a small percentage of mercury to the zinc during the manufacturing
process. The treatment of the zinc with mercury is called amalgamating (mixing) the zinc. Since
mercury is many times heavier than an equal volume of water, small particles of impurities
weighing less than mercury will float to the surface of the mercury. The removal of these
impurities from the zinc prevents local action. The mercury is not readily acted upon by the acid.
When the cell is delivering current to a load, the mercury continues to act on the impurities in
the zinc. This causes the impurities to leave the surlace of the zinc electrode and float to the
surface of the mercury. This process greatly increases the storage life of the cell.
Types of Cells
The development of new and different types of cells in the past decade has been so rapid that it
is virtually impossible to have a complete knowledge of all the various types. A few recent
developments are the silver-zinc, nickel-zinc, nickel-cadmium, silver-cadmium, organic and
inorganic lithium, and mercury cells.
5-11
TTS lntegrated Training System
O Copyright 201'|
ll.siqii,ld
Fositive terminal
Frrtective casing
Electrollte paste
Fitch seal
Air space
(ammoniurn chluride
end zinc chloride)
Iinc.
Separator
Carlron rod
l''legative terrninel
This electrolyte paste also serves to hold the cathode rigid in the centre of the cell. When the
paste is packed in the cell, a small space is left at the top for expansion of the electrolytic paste
caused by the depolarisation action. The cell is then sealed with a cardboard or plastic seal.
Since the zinc container is the anode, it must be protected with some insulating material to be
electrically isolated. Theretore, it is common practice for the manufacturer to enclose the cells in
cardboard and metal containers.
The dry cell (Figure 5.4) is basically the same as the simple voltaic cell (wet cell) described
earlier, as far as its internal chemical action is concerned. The action of the water and the
ammonium chloride in the paste, together with the zinc and carbon electrodes, produces the
voltage of the cell. Manganese dioxide is added to reduce polarization when current flows and
zinc chloride reduces local action when the cell is not being used.
A cell that is not being used (sitting on the shelf) will gradually deteriorate because of slow
internal chemical changes (local action). This deterioration is usually very slow if cells are
properly stored. ll unused cells are stored in a cool place, their shelf life will be greatly
preserved. Therefore, to minimize deterioration, they should be stored in refrigerated spaces.
The cell is sealed at the top to keep air from entering and drying the electrolyte. Care should be
taken to prevent breaking this seal.
5-12
i
Use ando_ i:::s-govemed bt .: --=-+on page 2 c': : ::a-:
ll;
a,:
t:
L:
t:
t:
t:
J1
1:^
J:
l:
l:
al
t;
,;
t;
t;
a;
a:
1:
t:
r
POs/T/yE
TEPM/NAL
ELASS
JIR
|:
rr
t:
r^
r^
r^
r^
r
r:
r-,
a'
(
2/NC
SULPHATE
50/-u r/oN
is 1 .1 volts.
2 /,t{c
TRoo
COPPER
5uL PH,47
50LU7/AN
,- iir
:.- J$tosure is
tr.q-E: .r a:$ateme.t
:r :a': :: a s Chapler
5-13
TTS lntegrated Training System
@
Copyriqht 2011
ii.|a'
::1.:
i. r n* a*o.lr&
!4tr
f *li
;1 :
* {
,t1dea|1ir
{'tt
l:i
n.
Stol
?a ln r t
r $l*av
1,ilt
r{?
*.
t b * i
itg* {*rl*d+
*.e{i i*lr P,::,*t****n
dra* 6&t..* i
**a*
t tr{n
t*!!*l{,1*r. f ,i3
i*r!rlq.!"r
circuit
lf the anode and cathode of a cell are connected together without a load, a short
heat'
excessive
condition exists. Short circuits (shorts) can be very dangerous. They cause
5-14
TTS lntegrated Training System
O Copyright 201 1
:
Use and/ordisc::governed by the s::::-eon paoe 2 ollh s C_r::
L
r
rr
rr
rr
rt
rr
rr
rr
rr
rr
rr
E
rr
rr
rr
tt
tc
r
t1
pressure, and current flow which may cause serious damage to the cell or be a safety hazard to
personnel.
Warning: Do not short the mercury cell. Shorted mercury cells have exploded with considerable
force.
warning: Lithium cells contain toxic materials under pressure. Do not puncture, recharge,
short-circuit, expose to excessively high temperatures, or incinerate. Use these batteriei/cells
only in approved equipment. Do not throw in bin.
-- dordisclos!re is
lf,ef;E<j by the statement
:. :a! 2 0i lhis chaprer.
5-15
TTS lntegrated Training System
O Copyright 2011
r,-
;,.
I'
Disposable Cells
cells' "Disposaql"' T-"y also imply
These are not designed to be rechargeable - i'e' -primary
proplr disposal according to regulation'
that special disposat pro""ilr"" *u""t1uX" ptu"" for
depending on battery tYPe.
oisurpiii";;;;;;t
"o*p,it"'r""'ro]f;'
capableofdeliveringhighcunentsbut.expensive.Willoperateinsub-zerotemperatures'
including,computers. electric
Lithium-Thionyt cf;torioe, used in indusirial applications,
as a "carryover
p";ij".
li{:
1ne*atils termi,lalj
F1s
!r!ii*
s*alh{ :tng
>-
&rorj*
lri*e i:*wrted
lar
lBo:i;i**
ts
Figure 5.8
- Zinc-air
rEa: n
Xl!
cell
";ila;Paper:lnAugust2007,ur"."u'"ftt"umat-Rpt(ledbvDrs'RobertLinhardtPulickelM'
*illt-"19::9::i?:l
paper'battery
Aiayan. and Omkaram Natamasu) developed a
;;;"i;b;", designed to trn"tion as both a lithium-ion battery and a super-capacitor'
5-16
TTS lntegrated Training System
O Copyright 2011
Use and'ords:::-=
+
governed bY
:
on paqe 2 ol lh:
lh?::::
-z
r1:
1:
rt
tr
rr
tr
rr
t:
rr
rr
rr
rr
rv
rr
rr
ru
tr
r
a'
using ionic liquid, essentially a liquid salt, as electrolyte. The sheets can be rolled,
twisted, folded, or cut into numerous shapes with no loss of integrity or efficiency, or
stacked, like printer paper (or a voltaic pile), to boost total output. As well, they can be
made in a variety of sizes, f rom postage stamp to broadsheet. Their light weight and low
cost make them attractive for portable electronics, aircraft, and automobiles, while their
ability to use electrolytes in blood make them potentially useful for medical devices such
as pacemakers. ln addition, they are biodegradable, unlike most other disposable cells.
Rechargeable Cells
Also known as secondary batteries or accumulators. The National Electrical Manufacturers
Association has estimated that u.s" demand for rechargeables is growing twice as fast as
demand for non-rechargeables. There are a few main types:
Nickel-cadmium (NiCd): Best used for motorized equipment and other high-discharge,
shortterm devices. NiCd batteries can withstand even more drain than N|MH; however,
the mAh rating is not high enough to keep a device running for very long, and the
memory effect is far more severe.
Nickel-metal hydride (NiMH): Best used for hightech devices. NiMH batteries can last
up to four times longer than alkaline batteries because NiMH can withstand high current
for a long while.
Rechargeable alkaline: Uses similar chemistry as non-rechargeable alkaline batteries
and are best suited for similar applications. Additionally, they hold their charge for years,
unlike NiCd and NiMH batteries.
Lithium lon (Li-lon): continuing in the tradition of modern battery chemistries, the
lithium ion battery has an increased energy density and can provide a respectable
amount of current. High discharge rates don't significantly reduce its capacity, nor does it
lose very much capacity after each cycle, still retaining B0% of its energy capacity after
500 recharge cycles. This is a volatile technology, early versions were prone to exploding
in the labs. lt is the volatile nature o{ liihium that gives this battery its punch, though.
These benefit come with a price, of course (perhaps to pay for equipment damaged in
the research?).
Fuel Cells: The fuel cell isn't so
much a battery as it is a catalytic
chemical engine that creates
electricity from hydrogen and
oxygen. The fuel is typically a
variation of hydrogen, such as
the hydrocarbon f uels methanol,
natural gas, or even gasoline.
The output of the fuel cell is
electricity and water.
Figure 5.9
'%.
Hydrogen
5-17
TTS lntegrated Training System
O Copyriqht 2011
Lead-Acid Cell
previous explanation of
The lead-acid cell is the most widely used secondary cell. The
cell provides
the secondary cell describes exactly the manner in which the lead-acid
in electrochemical
electrical porl"r. rh" oi"cr,arging and charging action presented
action describes the lead-acid cell'
you should recall that the lead-acid cell has an anode of lead peroxide, a cathode of
sponge lead, and the electrolyte is sulphuric acid and waier'
Nickel'Cadmium Cell
Thenickel-cadmiumcell(NiCadorNiCd)isfarsuperiortothelead.acidcell.ln
throughout
comparison to lead-acid cells, these cells generally require less maintenance
difference
major
The
their service life in rejard to the adding of electrolyte orwa.ter.
used in the
between the nict<el-ciJmium cell and i'he lead-acid cell is the material
is cadmium
cathode
ln the nickel-cadmium cell the
unc
cathode,
and
"i"ctrolyte.
nickdl hydroxide, and the electrolyte is potassium hydroxide
tne anooels
hydroxide,"noo",
water.
at normal
The nickel-cadmium and lead-acid cells have capacities that are comparable
deliver a larger
discharge rates, but at high discharge rates the nickel-cadmium cell can
amount of power. ln addition the nickel-cadmium cell can:
Be charged in a shorter time
Stayidlelongerinanystateofchargeandkeepafullchargewhenstoredfora
longer Period of time
ee LfraigeO and discharged any number of times without any appreciable
damage.
Duetotheirsuperiorcapabilities,nickel-cadmiumcellsarebeingused
extensivelyinmanyaircraftapplicationsthatrequireacellwithahighdischarge
rate.
Silver-Zinc Cells
of cell
The silver-zinc cell is used extensively to power emergency equipment. This type
other types
is retativety expensive and can be chirged and discharged fewer times than
disadvantages
of cells. Wien'compared to the lead-acid or nickel-cadmium cells, these
of the silverare overweighed by the light weight, small size, and good electrical capacity
zinc cell.
(potassium
The silver-zinc cell uses the same electrolyte as the nickel-cadmium cell
cell'
hyJroxide and water), but the anode and cathode differ from the nickel-cadmium
iile anoOe is composed of silver oxide and the cathode is made ol zinc'
5-18
TTS lntegrated Training System
O Copyright 2011
Use
and/ordisclos!':
govened
L
t
rr
rE
rr
rr
rr
rt:
l:
l:
t:
l:
t:
l,:
L:
Silver-Cadmium Cell
The silver-cadmium cell is a fairly recent development for use in storage batteries. The
silver-cadmium cell combines some of the better features of the nickel-cadmium and
silver-zinc cells. lt has more than twice the shelf life of the silver-zinc cell and can be
recharged many more times. The disadvantages of the silver-cadmium cell are high cost
and low voltage production.
The electrolyte of the silver-cadmium cell is potassium hydroxide and water as in the
nickel-cadmium and silver-zinc cells. The anode is silver oxide as in the silver-zinc cell
and the cathode is cadmium hydroxide as in the nicad cell. You may notice that different
combinations of materials are used to form the electrolyte, cathode, and anode of
different cells. These combinations provide the cells with different qualities for many
varied applications.
CellCapacity
The capacity of a cell relates to the amount of current that the cell is capable of supplying. The
capacity will depend upon the area of the plates: the larger the area, the greater the capacity.
The voltage produced is independent of plate size and is purely related to the materials of the
cell.
ln Figure 5.10 the two example use identical materials but are of different sizes. The voltages
produced by each cell, therefore, are identical but the capacities are different.
LARgE CURiEI''
CAPAd?Y
t:
t:
TlaE
-Jr
1:
rr
rr
rr
ru
u
u
l'
Il:I
iFO{CIwF tEB$}UrL
SIIALL AREA
IAiOE AiEA
PLATES
FLAIES
$rlltEoL
,= ac:. tsrosure is
l:i-- a: :.! - slalerenl
:r 2r. : :':r: chaplr.
5-19
TTS lntegrated Training System
O Copyriqht 2011
a:d
lfcellsareconnectedinseries,asshowninFigure5..ll,thetotalVoltagewillincrease"
gAITERY
TERMIML
VOLTAGE
fi::iJ:,Tii:il"
increase'
'Hrfti#
5-20
TTS lntegraied Training System
O Copvright 2011
ooverned
bY
lhe
9a::-
l-
E
l:
rr
rr
rr
rr
t:
l:
t:
l:
t:
l:
l:
l:
Cells in Series-Parallel
Figure 5.13 depicts a battery network supplying power to a load requiring both a voltage and a
current greater than one cell can provide. To provide the required 4.5 volts, groups of three 1.5volt cells are connected in series. To provide the required 1/2 ampere of current, four series
groups are connected in parallel, each supplying 1/8 ampere of current.
rI volrs
III.
'.
d.l
VOLTS uoLT!i
i+
'{+
VOLTS
VOLT$
LOAD
The connections shown have been used to illustrate the various methods of combining cells to
form a battery, Series, parallel, and series-parallel circuits will be covered in detail in the next
chapter, "Direct Current."
Some batteries are made from primary cells. When a primary-cell battery is completely
discharged, the entire battery must be replaced. Because there is nothing else that can be done
to primary cell batteries, the rest of the discussion on batteries will be concerned with batteries
made ol secondary cells.
t;
a;
t:
|:
l:
l:
l:
l:
t:
rt:
L:
u
r^
u
a'
ad or dielosure is
:c/"r+d by $e slalerenr
:E
5-21
TTS lntegrated Traininq System
@
Copyright 2011
1n
a;;rtlnl:on
yrilh lhe
Battery Gonstruction
The Lead-Acid Cell
The basic lead-acid cell consists of two sets of plates, one of which is negative and the other
positive. They are interleaved and prevented from coming into contact with each other by
porous separators. The separators have high insulation qualities but permit the unobstructed
circulation of the electrolyte at the plate surfaces.
The basic lead-acid cell components are shown in Figure 5.14.
VENT
CAP
POSITIVE
PLATE
SEPERATOR
II.]
R OPEt'] II']G
CE
LL COVER
ERMIIIAL
ERMII'IAL
GOUH ECTOR
PLATE
ST
'LfitH
RAP
cc
GOUTAtH ER
I'I
EcTOR
POS ITIVE
PLATE
PLATE
SEFARATOR
S E
DIM EI'] T
SPAC E
5-22
TTS lntegrated Training System
O Copyright 2011
r:!. }@s
L
tE
G
E
!n
ass..:.il.n with:it
cE
tE
E
tt
rt
ra:
tr
E
E
rr
t
rr
rr
rr
rr
rr
rllJ
CELL ELEMENT
PARTLY ASSEMBLED
Figure 5.16 - Lead-acid battery plate arrangement.
The positive plates are made up of grids of lead and antimony filled with lead peroxide.
The
negative plates are made up of similar grids, but filled with spongy lead.
The electrolyte is a solution of sulphuric acid and water in contact with both sets of plates.
The type of cell construction permits the electrolyte to circulate freely and
also provides a path
for sediment to settle at the bottom of the cell.
When an external circuit is.connected to a fully charged cell, electrons flow from
the negative
lead plates, via the circuit, to the positive lead peroxide plates.
As the electrons leave the negative plates, positive ions form. These attract
negative sulphate
ions from the sulphuric acid of the electrolyte. This causes lead sulphate
to forri on the negative
plates.
The electrons arriving at the positive plates, from the external circuit, drive negative
oxygen ions
from the lead peroxide into the electrolyte. These combine with hydiogen, wh]ch
has lost
sulphate ions, to form water.
The positive lead ions that are IeJt on the positive plates also attract and combine with sulphate
rons from the electrolyte to form lead sulphate on ihe positive plates.
once lead sulphate collects on both the positive and negative plates and the electrolyte
becomes diluted by the water, which has formed in it, the cell is considered discharged.
-- :_::.:r*:osure is
:!:.=_;':... i| natemenl
:-
==:
:':r:s
Clraple..
5-23
TTS lntegrated Training System
O Copyr'qht 201 1
!i:h
lha
A discharged cell is recharged using a direct current of the correct voltage. When the positive
plates of the cell are connected to the positive of the charging source and the negative plates to
the negative of the source, electrons are drawn f rom the positive plates and forced onto the
negative plates.
Electrons arriving at the negative plates drive negative sulphate ions out of the lead sulphate
back into the electrolyte. The sulphate ions join with hydrogen to form sulphuric acid.
When electrons flow from the positive plates they leave positively charged lead ions. These
attract oxygen from the water in the electrolyte to form lead peroxide on the plates.
When the cell is fully charged the positive plates again become lead peroxide and the negative
plates lead. The electrolyte becomes a high concentration of sulphuric acid.
The specific gravity of the electrolyte of a fully charged cell is approximately 1.260. This falls to
about 1.150 when the cell is completely discharged. These values will depend upon the
manufacturer's instructions.
The specific, gravity, therefore, is a good indication of the state of charge of the cell and is
measured using a hydrometer. Using the rubber bulb, enough electrolyte is drawn up into the
hydrometer, to float the float. The specific gravity is then indicated by the calibration mark on the
float at the surface of the electrolyte. This is shown in Figure 5-17.
SYRINGE
1 .'1
1
00-------------->
.150---------------
1.100---------->
1.250-_->
1.300-----------r1
350------------->
1.40O---->
LEAD ACID
SCALE
5-24
TTS lntegrated Training System
O Copyright 2011
l-
Use and/ordisclos--:
L.
1;.
,;
a;-
l--
a;
t;
a;
r
ur
Je-.- .d r L::or ,,
--
: vlllr
i l
a fullv
The electrolyte level should be just above the top of the plates and
the level will generally drop
over a period of use due to evaporation and gassing. The rever
can be adjusteJ 6y topping up
with distilled water after removal of the vent Jap.
Generally lead-acid batteries are made up of cells in a common case so that
cells cannot be
removed individually as shown in Figure 5.18.
1:
a,;
l;
a;
t;
t;
t;
t;
a;
l;
lt;
l;
t:
a:
t:
a,;
rr
rr
r
rL-
--:ra
f:.:-:c
o. disctosure is
by the $alemenr
r_ :a; 2 oflhs chapter
5_25
TTS lntegrated Training System
O Copyright 2011
lI
t:,.0cpro.
0o
(l :ra:ar
,.,,i:h
llle
:r: t r":-':i ce e iC
The cell construction is shown in Figure 5.19, where the complete plate group is mounted in a
sealed plastic container.
CELLOPHANE
NYLON
NYLON
5-26
TTS lntegrated Training System
O Copyright 2011
Use and/ords.r.s,': !
qoverned by the nar:_F"
on page 2 oi this
C':j-:-
L
r
rr
tr
rr
TE
tr
pr?rctir-! a !l
RMll'lAL
SE
FARAT6R
rr
r
rt:
t:
a:
rr
t:
l:
l:
The electrolyte is an alkaline solution of potassium hydroxide and distilled or de-ionized water
with a specific gravity of 1.24 to 1.30.
The specific gravity of the electrolyte does not change during charge or discharge so it cannot
be used to indicate the state oi charge.
The electrolyte does not play an active part in the chemical reaction and is used only to provide
a path for current flow.
a:
During charging of the cell an exchange of ions takes place. oxygen is removed from the
negative plates and added to the positive plates, the electrolyte acting as an ionized conductor.
The positive plates are, therefore, brought to a higher state of oxidation.
.:
When the cell is fully charged all the oxygen is driven out of the negative plates, leaving only
metallic cadmium, and the positive plates are highly oxidized nickel hydroxide.
J:
rt:
rr
rr
rr
r
IJ
The electrolyte is forced out of both seis of plates during charging so that the electrolyte level in
the cell rrses. The electrolyte level is, therefore, only checked and any water added when the
cell is f ully charged.
Towards the end of the charging process and during overcharging, gassing occurs as a result of
electrolysis. This only reduces the water content of the electrolyte.
During discharge the chemical action is reversed. The positive plates gradually lose oxygen io
become less oxidized and the negative plates regain lost oxygen and change to cadmium
hydroxide.
-- :.C or d e osure s
:_,:.:-:,1 by the slalemeni
:. --:: 2 .f lnis Chapter
5-27
TTS lntegrated Training System
@
Copyright 2011
ii aasatlallc|r.riil
:ira
The plates absorb electrolyte so that the level in the cell falls but it should always cover the top
of the plates. The charge and discharge levels are shown in Figure 5.21.
harqed
lBti e
DiBrfrarqe d level
The discharge and charging cycle of a ni-cad cell produces high temperatures which, if not
correctly monitored, can break down the cellophane gas barrier. This creates a short circuit
allowing current flow to increase. More heat is produced, causing further break down. The
condition is aggravated by the internal resistance of the cell falling as the temperature rises.
These factors all contribute to a process known as "thermal runaway", which ultimately resulis in
the destruction of the cell.
The ni-cad electrolyte would be contaminated and its specific gravity reduced if it were to be
exposed to the carbon dioxide in the air. The atmosphere must, therefore, be kept out of a nicad cell. Three basic types of ni-cad cell are, therefore, produced:
a)
The sealed type where the cell is completely sealed, as used in small capacity batteries.
b)
The semi-sealed type where the cell is almost fully sealed but has a safety pressure
valve.
c)
The semi-open type which has a non-return valve, allowing the cell to gas yet preventrng
the electrolyte from being contaminated by the air. This type is used in the main aircraft
battery.
The individual ni-cad cell produces an open circuit voltage of between 1.55 and 1.80 volts,
depending on the manufacturer.
5-28
TTS lntegrated Training System
@
Copyriqht 2011
::,-; :
=-:-F.2 oirr : :.-r:
rt
rt
rr
rr
rr
rr
rr
t:
Although the nickel-cadmium battery has become the preferred type in today's aircraft, there are
also the nickel-iron and silver-zinc types of alkaline cell. Silver-zinc rechargeable batteries have
been used in the space programme, where size and weight factors greatly outweigh initial cost.
The capacity of each cell is added together to obtain the total capacity. ln effect the area of the
plates has been increased. The voltage, on the other hand, does not increase.
|:
t:
t:
rr
rt:
rr
rr
rr
rr
rt
tr^
l-t
Figure 5.22
,- :_o :/ :sclosu.e s
t:.-s,::.ine galerent
:r :a- 2 :'r s Chaprer.
5-29
TTS lntegrated Training System
O Copyrjght 2011
ln Figure 5.23 the battery has been drawn with its cells in series with the total internal resistance
of the battery.
lf an external circuit is connected across the battery terminals of Figure 5.23, electrons will flow
from the negative plate of the cells, through the external circuit and through the internal
resistance to the positive plate of the cells.
A voltage drop, or potential difference, will appear across the internal resistance due to the
current flow.
The voltage available to the external circuit at the battery terminals will now be the original off
Ioad terminal voltage minus the volts drop across the internal resistance.
The terminal voltage will, therefore, decrease with an increase in circuit current or an increase in
internal resistance.
5-30
t-
Useand/orde.:---:
nai:-e-
governed by lhe
on page2 ol thls
C_a-:
L
r
rt
rr
rr
rr
rr
rr
rr
rr
rr
r.
rr
rr
tr
rr
rr
r
rt
a-'
a:
Jillara
ar'i-.rai:air
lira)
i:i!l
Battery Maintenance
The following information concerns the maintenance of secondary-cell batteries and is of a
general nature. You must check the appropriate technical manuals for the specific type of
battery prior to performing maintenance on any battery.
Specific Gravity
For a battery to work properly, its electrolyte (water plus active ingredient) must contain a
certain amount of active ingredient. Since the active ingredient is dissolved in ihe water, the
amount of active ingredient cannot be measured directly. An indirect way to determine whether
or not the electrolyte contains the proper amount of active ingredient is to measure the
electrolyte's specific gravity. Specific gravity is the ratio of the weight of a certain amount of a
given substance compared to the weight of the same amount of pure water. The specific gravity
of pure water is 1 .0. Any substance that floats has a specific gravity less than 1.0. Any
substance that sinks has a specific gravity greater than 1.0.
The active ingredient in electrolyte (sulphuric acid, potassium hydroxide, etc.) is heavier than
water. Therefore, the electrolyte has a specific graviiy greater than 1.0. The acceptable range of
specific gravity for a given batiery is provided by the battery's manufacturer. To measure a
battery's specific gravity, use an instrument called a hydrometer.
The Hydrometer
A hydrometer, shown in Figure 5.24, is a
glass syringe with a float inside it. The float is
a hollow glass tube sealed at both ends and
weighted at the bottom end, with a scale
calibrated in specific gravity marked on its
side- To test an electrolyte, draw it into the
hydrometer using the suction bulb. Draw
enough electrolyte into the hydrometer to
make the float rise. Do not draw in so much
electrolyte that the f loat rises into the suction
bulb. The float will rise to a point determined
by the specif ic gravity of the electrolyte. lf the
electrolyte contains a large amount of active
ingredient, its specific gravity will be relatively
high. The float will rise higher than it would if
the electrolyte contained only a small amount
of active ingredient.
To read the hydrometer, hold it in a vertical
position and read the scale at the point that
sudace of the electrolyte touches the float.
Refer to the manufacturer's technical
manual to determine whether or noi the
battery's specific gravily is within
specif ications.
,-
a.C or disclos!re is
by th statemenl
::qe 2 ol this Chapler.
_::,:-ec
:-
Figure 5.24
Hydrometer in use
5-31
TTS tntegrated Training System
@
Copyright 2011
,
I
iJir:::ati ra
iri.:a.ra,r:r;lra
r,"
Note: Hydrometers should be flushed with fresh water after each use to prevent inaccurate
readings. Storage battery hydrometers must not be used for any other purpose.
Other Maintenance
The routine maintenance of a battery is very simple. Terminals should be checked periodically
for cleanliness and good electrical connection. The battery case should be inspected for
cleanliness and evidence of damage. The level of electrolyte should be checked and if the
electrolyte is low, distilled water should be added to bring the electrolyte to the proper level.
Maintenance procedures for batteries are normally determined by higher authoriiy and each
command will have detailed procedures lor battery care and maintenance.
Safety Precautions with Batteries
All types of batteries should be handled with care:
never short the terminals of a battery
carrying straps should be used when transporting batteries.
protective clothing, such as rubber apron, rubber gloves, and a lace shield should be
worn when working with batteries.
no smoking, electric sparks, or open llames should be permitted near charging batteries.
care should be taken lo prevent spilling of the electrolyte.
ln the event electrolyie is splashed or spilled on a surface, such as the floor or table, it should
be diluted with large quaniities of water and cleaned up immediately.
lf the electrolyte is spilled or splashed on the skin or eyes, IMMEDIATELY flush the skin or eyes
with large quantities of fresh water for a minimum of 15 minutes. lf the electrolyte is in the eyes,
be sure the upper and lower eyelids are pulled out sufficiently to allow the iresh water to flush
under the eyelids. The medical department should be notified as soon as possible and informed
of the type of electrolyte and the location of the accident.
5-32
TTS lntegrated Training System
O Copyright 2011
o.page:: _:- i
L
r
rr
rr
rr
rr
rr
rr
l:
rr
rr
rl:
rr
t:
t:
a:
t:
l:
t:
t:
t:
a,:
t:
r:,
a-
The low-voltage limit, as specified by the manufacturer, is the limit beyond which very little
useful energy can be obtained from a battery. This low-voltage limit is normally a test used in
battery shops to determine the condition of a battery.
Battery Charging
It should be remembered that adding the active ingredient to the electrolyte of a discharged
battery does not recharge the battery. Adding the active ingredient only increases the specific
gravity of the electrolyte and does not conven the plates back to active material, and so does
not bring the battery back to a charged condition. A charging current must be passed through
the battery to recharge it.
Batteries are usually charged in battery shops. Each shop will have specific charging
procedures for the types of batteries to be charged. The following discussion will introduce you
to the types of battery charges.
The following types of charges may be given to a storage battery, depending upon the condition
of the battery:
lnitial charge
Normal charge
Equalizing charge
Floating charge
Fast charge
lnitial Charge
when a new battery is shipped dry, the plates are in an uncharged condition. After the
electrolyte has been added, it is necessary to charge the battery. This is accomplished
by giving the battery a long low-rate initial charge. The charge is given in accordance
with the manufacturer's instructions, which are shipped with each battery.
Normal Charge
A normal charge is a routine charge that is given in accordance with the nameplate data
during the ordinary cycle of operation to restore the battery to its charged condition.
Equalizing Charge
An equalizing charge is a special extended normal charge that is given periodically to
batteries as part of a maintenance routine. lt ensures that all the sulphate is driven from
the plates and that all the cells are restored to a maximum specific gravity. The
equalizing charge is continued until the specific gravity of all cells, corrected for
temperature, shows no change for a 4-hour period.
Floating Charge
ln a floating charge, the charging rate is determined by the battery voltage rather than by
a definite current value. The floating charge is used to keep a baftery at full charge while
5-33
TTS lntegrated Training System
O Copyright 2011
aa,toalal:.Jt
air,al,iiji,o m
r1,,:fl a:la
rr.ai:atar ir.aa::aaj:iil
the battery is idle or in light duty. lt is sometimes referred to as a trickle charge and is
accomplished with low current.
Fast Charge
A fast charge is used when a battery must be recharged in the shortest possible time.
The charge stads at a much higher rate than is normally used for charging. lt should be
used only in an emergency, as this type charge may be harmful to the battery.
Charging Rate
Normally, the charging rate of aircraft storage baiteries is given on the battery nameplate.
lf the available charging equipment does not have the desired charging rates, the neares:
available rates should be used. However, the rate should never be so high that violent
gassing (explained later in this text) occurs.
Charging Time
The charge must be continued until the battery is fully charged. Frequent readings of
specific gravity should be taken during the charge and compared with the reading taken
before the battery was placed on charge.
Gassing
When a battery is being charged, a portion of the energy breaks down the water in the
electrolyte. Hydrogen is released at the negative plates and oxygen at the positive plates.
These gases bubble up through the electrolyte and collect in the air space at the top of the cell.
lf violent gassing occurs when the battery is first placed on charge, the charging rate is too high.
lf the rate is not too high, steady gassing develops as the charging proceeds, indicating that the
battery is nearing a fully charged condition.
Warning: A mixture of hydrogen and air can be dangerously explosive. No smoking, electric
sparks, or open flames should be permitted near charging batteries.
5-34
TTS lntegrated Training System
O Copyright 2011
a-r :' ) r: ::
qovef,?::. :: --:-:
on F3t:. :- - : .-.
Lrs:
I
=
L
t:
,:
rr
rj
,:
rr
rr
rr
l:
rt:
t:
rr
rr
rr
rr
rr
rr
rr
r
rIJ
Thermocouples
ln 1821 , the German-Estonian physicist Thomas Johann Seebeck discovered that when any
conductor (such as a metal) is subjected to a thermal gradient, it will generate a voltage. This is
now known as the thermoelectric effect or Seebeck effect. Any attempt to measure this voltage
necessarily involves connecting another conductor to the "hot" end. This additional conductor
will then also experience the temperature gradient, and develop a voltage of its own which will
oppose the original. Fortunately, the magnitude of the effect depends on the metal in use. Using
a dissimilar metal to complete the circuit creates a circuit in which the two legs generate
different voltages, leaving a small difference in voltage available for measurement. That
dif{erence increases with temperature, and can typically be between one and seventy microvolts
per degree Celsius (pV/C) for the modern range of available metal combinations. Certain
combinations have become popular as industry standards, driven by cost, availability,
convenience, melting point, chemical properlies, stability, and output. This coupling of two
metals gives the thermocouple its name.
It is important to note that thermocouples measure the temperature difference between two
points, not absolute temperature. ln kaditional applications, one of the junctions-the cold
junction-was maintained at a known (reference) temperature, while the other end was
attached to a probe.
Having available a known temperature cold junction, while useful for laboratory calibrations, is
simply not convenient for most directly connected indicating and control instruments. They
incorporate into their circuits an artificial cold junction using some other thermally sensitive
device, such as a thermistor or diode, to measure the temperature of the input connections at
the instrument, with special care being taken to minimize any temperature gradient between
terminals. Hence, the voltage from a known cold junction can be simulated, and the appropriate
correction applied. This is known as cold junction compensation.
Additionally, a device can perform cold junction compensation by computation. lt can translate
device voltages to temperatures by either of two methods. lt can use values from look-up tables
or approximate using polynomial interpolation.
A thermocouple can produce current, which means it can be used to drive some processes
directly, without the need for extra circuitry and power sources. For example, the power from a
thermocouple can activate a valve when a temperature difference arises. The electric power
generated by a thermocouple is a conversion of the heat energy that one must continuously
supply to the hot side of the thermocouple to maintain the electric potential. The flow of heat is
necessary because the current flowing through the thermocouple tends to cause the hot side to
cool down and the cold side to heat up (the Peltier effect).
Operation
lf two dissimilar metals are joined together a contact potential, which is independent of any
external electrical supply, will appear at the junction.
ln a thermocouple two dissimilar metals are joined at both ends to form a hot junction and a cold
junction.
Use and/ordisclosure is
5-35
TTS lntegrated Training System
O Copyright 2011
ai
rl
ln ihe simplest arrangement the thermocouple would be connected directly to a meter, the
meter terminals being the cold junction.
ln an aircraft, however, the hot junction is in the engine and the meter indicator on the flight
deck.
lf the thermocouple cold junction were to be connected to the meter by copper wires, as shown
in Figure 5.25, the poteniial at the cold junction would be as if points "A" and "B" were joined
together (provided that "A" and "8" were at the same temperature). This would still allow the
meter to read the difference between V1 and V2.
COPPER
lf however, the hot and cold junctions were relatively close together, the temperature difference
between them would not be so great as if they were far apad. The thermocouple EMF would.
therefore, be reduced and, in Figure 5.25, there would also be a problem of fluctuations in the
readings.
lf the cold junction was in the meter itself there would be a greater temperature difference and
hence a greater EMF and also less fluctuationsTo achieve this, the connecting leads from the thermocouple to the meter must be of the same
material as the thermocouple or at least have the same thermoelectric characteristics.
They are called extension leads if they are of the same material and compensating leads if thel
are of the same characteristics.
The small EMF generated by the thermocouple is not only dependent upon the temperature bu:
also upon the metals employed. Figure 5.26 shows a graph of voltage against temperature for
several common thermocouples.
5-JrJ
TTS lntegrated Training System
@ Copyriqht 2011
Use
a_: r- r
:: :: :
go!em:... r: -1: -
onpa!.::-::-
L
rt
E
t
EMF {rrv}
tt
t
rr
rr
rr
tr
rr
rr
rr
rr
rt
rr
tr
rr
r
rl-
2fi
500
7s0
1000
125o
The thermocouple and its connections are housed in a protective metal sheath or probe which
allows the hot junction to be exposed to the engine gases.
Thermocouples can be connected in series with each other to form a thermopile, where all the
hot junctions are exposed to the higher temperature and all the cold junctions to a lower
temperature. Thus, the voltages of the individual thermocouple add up, which allows for a larger
voltage and increased power.
Materials
Thermocouple materials are available in several different metallurgical formulations per type,
such as: (listed in decreasing levels of accuracy and cost) Special limits of error, Standard, and
Extension grades. Extension grade wire is less costly than dedicated thermocouple junction
wire and is usually specified for accuracy over a more restricted temperature range. Extension
grade wire is used when the point of measurement is farther from the measuring instrument
than would be financially viable for standard or special limits materials, and has a very similar
thermal coefficient of EMF for a narrow range (usually encompassing ambient). ln this case, a
standard or special limits wire iunction is tied to the extension grade wire outside of the area of
5-37
TTS lntegraled Trajning System
@
Copyright 2011
aia:
temperature measurement for transit to the instrument. Since most modern temperature
measuring instruments that utilize thermocouples are electronically buffered to prevent any
significant current draw from the thermocouple, the length of the thermocouple or extension wire
is irrelevant.
3
rr.
Changes in metallurgy along the length of the thermocouple (such as termination strips or
changes in thermocouple type wire) will introduce another thermocouple junction which aflects
measurement accuracy. Also, industry standards are that the thermocouple colour code is used
for the insulation of the positive lead, and red is the negative lead.
:
lr.
tr.
Types
A variety of thermocouples are available, suitable for different measuring applications. They are
usually selected based on the temperature range and sensitivity needed. Thermocouples with
low sensitivities (8, R, and S types) have correspondingly lower resolutions. Other selection
criteria include the inertness of the thermocouple material, and whether or not ii is magnetic.
The thermocouple types are listed below with the positive electrode first, followed by the
negative electrode.
tr,
I,
Type E (chromel-constantan) has a high output (68 pV/C) which makes it well s uited to
cryogenic use. Additionally, it is non-magnetic.
Type J (iron-constantan) is less popular than type K due to its limited range (40 to +750 C).
The main application is with old equipment that cannot accept modern thermocouples. J types
cannot be used above 760 C as an abrupt magnetic t ransformation causes permanent
decalibration. The magnetic properties also prevent use in some applications. Type J
thermocouples have a sensitivity of about 50 prV/C.
!a
Type N (nicrosil-nisil) thermocouples are suitable for use at high temperatures, exceeding
1200 C, due to their stability and ability to resi st high temperature oxidation. Sensitivity is about
39 pV/C at 900C, slightly lower than type K. Desi gned to be an improved type K, it is
becoming more popular.
13
lr.
*
!f
L
1
a
t
ra
:
:
f,
a
|l
rt
5-38
TTS lntegrated Training System
O Copyright 2011
Use
andor.
govemed b! r:
on page 2 .'1
r::-. : :
i::-+: :-a :
L
t
rt
rr
rr
rt
rr
rr
rt:
ra:
t:
rr
t:
rr
a:
Type B thermocouples use a platinum-rhodium alloy for each conductor. One conductor
contains 30% rhodium while the other conductor contains 6% rhodium. These thermocouples
are suited for use at up to 1800 C. Type B thermocouples produce the same output at 0 C and
42 C, limiting their use below about 50 C.
Type R thermocouples use a platinum-rhodium alloy containing 137" rhodium for one
conductor and pure platinum for the other conductor. Type R thermocouples are used up to
1600
c.
Type S thermocouples use a platinum-rhodium alloy containing 107" rhodium for one
conductor and pure platinum for the other conductor. Like type R, type S thermocouples are
used up to 1600 C. ln particular, type S is used a s the standard of calibration for the melting
point of gold (1064.a3 C).
Type T (copper-constantan) thermocouples are suited for measurements in the -200 to
350 C range. Often used as a differential measurem ent since only copper wire touches the
probes. As both conductors are non-magnetic, type T thermocouples are a popular choice for
applications such as electrical generators which contain strong magnetic fields. Type T
thermocouples have a sensitivity of about 43 pV/C.
Type C (tungsten 5olo rhenium - tungsten 26% rhenium) thermocouples are suited for
measurements in the 0 C to 2320 C range. This the rmocouple is well-suited for vacuum
iurnaces at extremely high temperatures and must never be used in the presence of oxygen at
temperatures above 260 C.
Type M thermocouples use a nickel alloy for each wire. The positive wire contains 187o
molybdenum while the negative wire contains 0.8% cobalt. These thermocouples are used in
the vacuum furnaces for the same reasons as with type C. Upper temperature is limited to
1400 C. Though it is a less common type of thermocouple, look-up tables to correlate
temperature to EMF (milli-volt output) are available.
a:
t:
t:
r
l:
rt:
l:
l:ll
-','
5-39
Copyright 2011
li
arlal
Temperature range C
(continuous)
BS Colour code
ANSI Colour
code
0to+1100
B[y"
%x:'j"-
0 to +700
f
Eg,F
white
T;JS-
0 to +1 100
,tftl-'
. iil.,,
orange
whire
R:Tn"
0 to +1600
f-
Y'llj"
0 to 1600
whire
+200 to +1700
No standard use
copper wire
Not defined.
485 to +300
Ih. sli"
&.
{AF
0 to +800
wR5;
Type
Table 5.1
5-40
Copyright 2011
BfiJ"
Not defined.
Blue
Red
Blue
Red
ollhs
ChaPIe_
b,
rt
tr
rr
tr
rr
rr
rt:
,-
1-
Des:gi.a
club66pro.aa.n
ARMOURED CASING
r.
a-
INNER
INSUI.ATION
ASBESTOS
CONNECTING
LEADS
CERAMIC
INSUI-ATION
HOT
JUNCTION
Two basic types of probe are employed for measuring exhaust gas temperatures in turbine
engines. These are shown in Figure 5.28.
COUPTE
COUPLE
tt
tt
rr
tr
q eslic* traciice
Applications
t:
l:
rt:
l:
rr
r
ii
SHEATh
STAGNATION TYPE
SHEATH
Us
and/o. disclosure is
govemed by the stalemenl
on page2 ol this Chapter
5-41
TTS lntegrated Training System
O Copyright 2011
atal
Figure 5.29
The stagnation probe has a large entry port and a small exit por.t so that the gas is brought
almost to rest, preventing errors caused by the kinetic energy of the gas flow. This type is
designed for high velocity gas flow.
The rapid response probe is designed for slow exhaust gas velocity. The gas flows from the
inlet porl, over the junction, to the diametrically opposite ouilet port.
Exhaust gas thermocouples are mounted radially around the engine tail pipe. There are usually
a minimum of four. The RB 211 engine, however, has seventeen connected in a parallel
arrangement which has the advantage that the failure of one or more thermocouples does not
cause complete failure of the output signal.
A typical thermocouple installation is shown in Figure 5.30.
5-42
TTS lntegrated Training System
@ Copyright 2011
C---.r
l-^
,J
IJ
cl!]b66pro.cc$
t:
ir es...:e:i.,r !tl:i
q *::or
il-re
p.aalic{] a:d
l:
l:
IJ
1J
tl:
t:
l:
l:
l:
t;
t;
l:
t:
a;
EXHAUSTTHERMOCOUPLE
AND HARNESS
l;
t;
a:
a;
l;
t;
l;
l;
AIR INTAKE
THERMOCOUPLE
t:
t:
t;
a:
r^
r,
a:
a-
JUNCTIOH BOX TO
lI|ISTRUMENTATION
AND CONTROL SYSTEM
Us
.!ordisclosure is
5-43
TTS lntegrated Training System
O Copyright 2011
Photocells
Photocells undergo a change in their electrical parameters when exposed to light energy and
are known as phdtoelectric-devices. They are affected by light in three different ways as follows.
Photo-emission:- Where the application of light causes the emission of electrons from a
prepared sudace as discussed in Chapter 4, the construction of which is shown in Figure 5.31
ARTIGHT EVACUATED
----
GLAss ENVELoPE
CATHODE
TUNGSTEN ANOOE
EXTERNAL
CONNECTIONS
When smoke appears in the detection chamber the projector lamp beam is ref racted onto the
detector cell bythe smoke particles. The cell conducts activating the smoke warning circuit' This
is shown in Figure 5.32.
'l
rlI
5-44
TfS
ll4
tt
r
rr
rr
rr
rr
rr
rr
3:
rr
rt:
rr
rr
rt
tr
tr
rr^
l'
lvilh lhe
NORMAL
:i:
<..-..,....-.-.-..t.-.-...-i-.-.---,.;_._._.....-._.<-...-..--.---.-..i.-.-.-..i-.-.-...-i..-.-.-...-.-.-
! G--.-.-i..-.......-.-..
A.
\J -.-.--- -.-.... r-.-.-.---. ./i
\J -'.'-.- -
SMOKE CONDITION
Solid state devices have now largely replaced this type of cell.
"
Figure 5.33
- A photovoltaic
cell panel
Phoions of light penekating an atom of the cell forces electrons in the atom into the conduction
band. This produces a voltage across the cell which can be used to drive a current around an
externally connected circuit.
There are many uses of the solar cell, from the operation of light meters in cameras to powering
calculators and satellites in space.
Lle
and/or disclosure is
5-45
TTS lntegrated Training System
@
Copyright 2011
la.
lr
!r
The photo-conductive cell or light dependent resistor is a solid state device as shown in Figure
5.34.
!r
I
PROTECTIVE
GLASS CAP
I
!
!
!
I
lr
I
t
CONNECTING
PINS
I
t
The effective area of the light collecting photo-conductive material is increased by etching it
onto the substrate in a serpentine manner.
I
I
I
t
I
t
Figure 5.35
5-46
J3dfi!'nl'!fi1;'n'nn"'"'"*
- A photoconductor
::-='
.;: :-r-e-
+,
la
fr
E,
E
r,
c,
tr,
tr,
E,
r,
1:
tr,
r,
E,
rr
e
E
te
t
rt
rr
E
ra:
a'
TTS Integrated
Training System
Module 3
Licence Category 81 and 82
Electrical
Fu
ndamentals
3.6 DC Circuits
Us and/or disclosure is
b-t
TTS lntegrated Training System
O Copyright 2011
t-
art
Copyright Notice
Copyrighi. All worldwide rights reserved. No part of this publication may be reproduced,
stored in a retrieval system or transmitted in any form by any other means whatsoever: i.e.
photocopy, electronic, mechanical recording or otherwise without the prior written permission of
Total Training Support Ltd.
Knowledge Levels
Licence
Basic knowledge lor categories A, B1 and 82 are indicated by the allocation of knowledge levels indicators (1, 2 or
3) against each applicable subject. Category C applicants must meet either the category 81 or the category 82
basic knowledge levels.
The knowledge level indicators are def ined as follows:
LEVEL
LEVEL 2
A general knowledge of the theoretical and practical aspects of the subject.
An ability to apply that knowledge.
Objectives:
The applicant should be able to understand the theoretical lundamentals ol the subject.
The applicant should be able to give a general description ol the sublect using, as appropriate, typical
examples.
The applicant should be able to use mathematical formulae in conjunction with physical laws describing the
subject.
The applicant should be able to read and understand sketches, drawings and schematics describing the
subject.
The applicant should be able to apply his knowledge in a practical manner using detailed procedures.
LEVEL 3
A deiailed knowledge of the theoretical and practical aspects ol the subject.
A capacity to combine and apply the separate elements of knowledge in a logical and comprehensive
manner.
Objectives:
The applicant should know the theory of the subject and interrelationships with other subjects.
The applicant should be able to give a detailed description ot the subject using theoretical fundamentals
and specific examples.
The applicant should understand and be able to use mathematical lormulae related to the subject.
The applicant should be able to read, understand and prepare sketches, simple drawings and schemaiics
describing the subject.
The applicant should be able to apply his knowledge in a practical manner using manufacturer's
instructions.
The applicant should be able to interpret results lrom various sources and measurements and apply
corrective action where appropriate.
6-2
6-3JJfiili';3,1'"''"n"u""'
Useandcr:!r':i,=:
r::=:-*c'- ! ,-a-:
qover.ed b!
on paae 2
L,
b
a-
rr
t
E
a:
t:
tt:
t:
t:
t:
l:
t:
t:
t:
a:
l:
iie
ead
Table of Contents
t6
27
34
41
46
48
66
Parallel DC Circuits
Series-Parallel DC Circuits
Practice Circuit Problem
Redrawing Circuits for Clarity
Effects ol Open and Shorl Circuits
Voltage Dividers
71
75
80
B3
l:
l:
t:
t:
l:
l:
t:
a:
l:
a:
l:
rr
rf'
6-3
TTS lntegrated Training System
O Copyright 2011
i. associali.r
\,irh the
82
Ohms Law, Kirchhoff's Voltage and Current
Laws
Calculations using the above laws to find
resistance. voltaqe and current
Significance of the internal resistance of a
6-4
TTS lntegrated Training System
@
Copyright 2011
ol:!s ar4-{
L
b
b
b
rr
rr
rr
rt:
t:
rb
b
b
|;
rt:
t;
L
t:
b
b
r
rr
rL
i,"]
Schematic Representation
The technician's main aid in troubleshooting a circuit in a piece of equipment is the schematic
diagram. The schematic diagram is a "picture" of the circuit that uses symbols to represent the
various circuit components; physically large or complex circuits can be shown on a relatively
small diagram. Before studying the basic schematic, look at Figure 6.1.
This figure shows the symbols that are used in this chapter. These, and others like them, are
referred to and used throughout the study of electricity and electronics.
r
--
l1
l-
6-5
fiS
tra.j:iaa
illi
LArr?
--"4:- rncnnorsctar
WIRE
!!J
caltEU cToR s
{SHX EETE I
c0tH:erE t}
r\ !|-
#AnF
FD
Sf
*: slsToRs
FF{E I
tasr
c*]tltEclf,ll
1'*RIABLE
{p*TEflTrO}t1:n!
s**u'r:
--lF
crr-r-
ltlr-
n*nrxr
l,l-
oR
ffi
nilF*sr*r
SriT*X
-<r/n*
UOLT'* TTR
$_
*H!nrtn,
The schematic in Figure 6.2 represents a torch. View A of the figure shows the torch in the ofl or
de-energized state. The switch (Sl) is open. There is no complete path for current (l) through
the circuit, and the bulb (DS1) does not light. ln Figure 6.2 view B, switch 51 is closed.
Conventional current flows in the direction of the arrows from the positive terminal o{ the battery
(BAT), through the lamp (DSl), through the switch, (S1) and back to the negative terminal of the
battery. With the switch closed the path for current is complete. Current will continue to flow until
the switch (Sl) is moved to the open position or the battery is completely discharged.
6-6
TTS lntegrated Training System
O Copyright 2011
JL.-.
1t;
rt
tt
rr
rr
rr
t:
l:
t;
l;
a:
t;
t:
t:
t:
a:
l:
t:
l:
a:
a:
u
l:
t:
ru
I'
T
rv
ORV
CELL I
BNT
:*11f
guLe
osl
{&} OEEH:EfiIZE}
pgt
Fgl
{B} Esrn6|zEr
Figure 6.2 - Basic torch schematic.
Ohm's Law
ln the early part of the 19th century, George simon ohm proved by experiment that a precise
relationship exists between current, voltage, and resistance. This ielationship is called Ohm's
law and is stated as follows:
The current in a circuit is direcily proportional to the applied voltage and inversely
proportional to the circuit resistance. ohm's law may tie expressed as an equation:
I=-VR
Where:
As stated in ohm's law, current is inversely proporlional to resistance. This means, as the
resistance in a circuit increases, the current decreases proportionately.
:-d
:r -l
by the slatemenl
2 0frhis chapler.
6-7
TTS lntegrated Training System
O Copyrioht 2011
ln the equation
Il--
V
R
if any two quantities are known, the third one can be determined. Refer to Figure 6.2 (B), the
schematic of the torch. lf the battery (BAT) supplies a voltage of 1.5 volts and the lamp (DSl)
has a resistance of 5 ohms, then the current in the circuit can be determined. Using this
equation and substituting values:
1.5 volts
r_y=
= 0.3 ampere
R
5 ohms
lf the torch were a two-cell torch, we would have twice the voltage, or 3.0 volts, applied to the
circuit. Using this voltage in the equation:
V 3.0 volts
I=:=-=-=0.6ampere
R 5 ohms
You can see that the current has doubled as the voltage has doubled.
This demonstrates that the current is directly proportional to the applied voltage.
lf the value of resistance of the lamp is doubled, the equation will be:
_-=
R
3.0
volts
10 ohms
= 0.3 ampere
The current has been reduced to one half of the value of the previous equation, or 0"3 ampere.
This demonstrates that the current is inversely proportional to the resistance. Doubling the value
of the resistance of the load reduces circuit current value to one half of its former value.
6-8
at:
|-
rt
rt
rr
rr
t
tt:
Basic formula:
r=yR
Remove the divisor by multiplying both sides by R:
VR
Rxt= E x J
Resultofstep2:
To get R alone (on one side of the equation) divide both sides by I:
RI
|:
l;
t;
l;
ra:
R_Y
I
Refer to Figure 6.3 where V equals 10 volts and I equals 1 ampere. Solve for R, using the
equation just explained.
Given:
- 10 volts
- 1 ampere
V
I
Solution:
t:
ft= vI
a:
a,:
t:
rr
rr
rr.
l:
a;
Rxl-V
,:
a-,
a-
,-
and or disclosure is
6-9
TTS lntegrated Training System
O Copyright 2011
volts
ft= 1 ampere
R:
L0 ohms
formula: I -
Y
R
R:
VR
IxR-;x1
V-lxR
Results:
This equation can be used to find the voltage for the circuit shown in Figure 6.4.
I = 0.5 ampere
R = 45 ohms
Given:
6-10
fiS lntegrated
O Copyright 2011
Us and/or
disclGE
o.
page 2 oi this
Ct4a
L
G
G
E
tt
tt
t
V-lxR
V
V
22.5 volts
E
r
tr
rr
l:
l:
l:
t;
l;
t:
l;
ll:
t:
a:
l:
t:
t
rl,:
r.
r^
a'
I1
The Ohm's law equation and its various forms may be obtained readily with the aid of Figure
6.5. The circle containing v, I, and R is divided into two parts, with v above the line and with I
and R below the line. To determine the unknown quantity, first cover that quantity with a finger.
The position of the uncovered letters in the circle wltt indicate the mathematicai dperation
to ne
performed. For example, to find I, cover I with a finger. The uncovered letters indicate
that V is
to be divided by R, or
r=yR
To find the formula for V, cover V with your finger. The result indicates that I is to be
multiplied
by R, or V IR. To find the formula for R, cover R. The result indicates that V is to be divided by
I, or
R- vI
ddor
disctosu.e is
by the stalerenl
:ag? 2 ot lris Chapler
-5
:c,end
6-11
TTS lntegrated Training System
O Copyriqht 2011
a$oraatir,i !'ial
club66pro.aom
la.
q;3riioi trat:ice
ai.l
6-12
TTS lntegrated Training System
O Copyrighi 201 1
Use and/or
dsdGrE s
E,
t;)
U
cL'
tt
tt
tL'
rr
tt
cr
rr
rr
rr
rr
rt
tt
rr
rr
tT1
]n
associali.'t e.,ill'
iie
club66t...aa quesilorpraaal.Feid
The first step in constructing a graph is to obtain a table of data. The information in the table can
be obtained by taking measurements on the circuit under examination, or can be obtained
theoretically through a series of ohm's law computations. The latter method is used here.
Since there are three variables (V, I, and R) to be analysed, there are three distinct graphs that
may be constructed.
To construct any graph of electrical quantities, it is standard practice to vary one quantity in a
specified way and note the changes which occur in a second quantity. The quantity wfricfr is
intentionally varied is called the independent variable and is plotted on the horizontal axis. The
horizontal axis is known as the x-axis. The second quantity, which varies as a result of changes
in.the first quantity, is called the dependent variable and is plotted on the vedical, or y-axis. Any
other quantities involved are held constant.
For example, in the circuit shown in Figure 6.6, if the resistance was held at 10 ohms and the
voltage was varied, the resulting changes in current could then be graphed. The resistance is
the constant, the voltage is the independent variable, and the current is the dependent variable.
Us and/or d sclosure s
govemed by lhe stalement
on page 2 ol thls chapter.
6-13
TTS lntegrated Training System
O Copyriqht 2011
Designed in rssociaa:ar
ihe
club66!r..ros qi:ssalon praclice aid
calculate the value of current for each value of voltage shown in the table. When the table is
complete, the information it contains can be used to construct the graph shown in Figure 6.7.
For example, when the voltage applied to the 10-ohm resistor is 10 volts, the current is
1 ampere. These values of current and voltage determine a point on the graph. When all five
points have been plotted, a smooth curve is drawn through the points.
{Y -A)ils l
ll'l At{IFffi.ES
0.{1
t.5
I':
1.0
15
15
:.9
+_
[.ll
./i
/i
5 t*
,ts
V IH VOLTS
1X-AXl$)
20
{l
+ '*s
,t.5
t,{
R: 10rl
Through the use of this curve, the value of current through the resistor can be quickly
determined for any value of voltage between 0 and 20 volts.
Since the curve is a straight line, it shows that equal changes of voltage across the resistor
produce equal changes in current through the resistor. This fact illustrates an imporlant
characteristic of the basic law - the current varies directly with the applied voltage when the
resistance is held constant.
When the voltage across a load is held constant, the current depends solely upon the
resistance of the load. For example, Figure 6.8 shows a graph with the voltage held constant at
12 volts. The independent variable is the resistance which is varied from 2 ohms to l-Z ohms.
The current is the dependent variable. Values for current can be calculated as:
i
I
t
I
6-14
TTS lntegrated Training System
@
Copyright
20'1
t
;
t
;
l-
c,
c
,;
tt
tt
AMFfRES
s
(I]
tr
rr
rr
t:
a:
a:
t:
t:
V = 12 VOLTS
(coNSTANT)
1
3 2 {
5 B r{: ,2
oHftIs{Hj
r/= 12 volts
Given:
R= 2 ohms to 12 ohms
r=YR
Solution:
12 volts
I = ---------:- = L amnere
12 ohms
l:
a:
a:
tt:
t:
t:
t:
rt:
a:
t:
,:
t:
a'
l-
I=
12
volts
12 ohms
12 volts
-I = -::B
ohms
12 volts
l=-.
6 ohms
1 ampere
1.5 ampere
= 2amnere
This process can be continued for any value of resistance. You can see that as the resistance is
halved, the current is doubled; when the resistance is doubled, the current is halved.
This illustrates another important characteristic of Ohm's law - current varies inversely with
resistance when the applied voltage is held constant.
Us and/or disclosure is
govemed by lhe sratemenl
on page 2 olrhis Chapter
6-15
TTS lntegrated Training System
O Copyright 2011
)
lil?.g
i3.t""""9
l:g
i,lJ n
s svste m
Series DC Circuits
when two unequal charges are connected by a conductor, a complete pathway for current
exists. An electric circuit is a complete conducting pathway. lt consists iroi on(ot
the conductor.
but also- includes the path through the voltage soiice. Inside the voltage
conventional
current flows flom the negative terminal, through the source, emerginjat"orrJ",
the positive terminal.
{
I
I
t
t
t
I
!r.
I
!
t
,E
sfistc
ctRfut:
SER|ES CmCUr
L
Rr=Rr+R2+R:+...R,
t-
Note:The subscript 'n' denotes any number of additional resistances that might
be in the
equation.
tl-
Copyriqht 2011
Use and,rord6c.!= s
governed by rh.
on page 2 of il.: a:a,-r
i:-r
l-
l1:
cE
rt
tt
rr
rr
Example: ln Figure 6.10 a series circuit consisting of three resistors: one of 10 ohms, one of
L5 ohms, and one of 30 ohms, is shown. A voltage source provides 110 volts. What is the total
resistance?
rl:
l:
t;
a;
t;
t;
Given:
Rr = 10 ohms
Rz = 15 ohms
R: = 30 ohms
t;
t;
t;
t;
a;
t;
ln some circuit applications, the total resistance is known and the value of one of the circuit
resistors has to be determined. The equation Rr = Rr
Rz
Rs can be transposed to solve
for the value of the unknown resistance.
t;
Example: ln Figure 6. 11 the total resistance of a circuit containing lhree resistors is 40 ohms.
Two of the circuit resistors are 10 ohms each. Calculate the value of the third resistor (R:).
l;
t:
ra:
a:
rr^
I'
IJ
Solution:
Rr=Rr*Rz*R:
Rr
Rr
6-17
TTS lntegrated Training System
O Copyright 201 1
Rr= 1 0 ohms
Rz= 10 ohms
R:=
Solution:
Rr
(Subtract Rr
0 ohms
= Rr*
Rz
R:
Rr-Rr-Rz=Rs
Rz=Rr-Rr-Rz
=
Rs =
Rg
Rs :
40 ohms
40 ohms
20 ohms
6-18
TTS lntegrated Training System
O Copyright 2011
10 ohms
10 ohms
20 ohms
Use
andor,r..hca
tlp d_
d lt6 '+:
govemed by
on paqs 2
v.
rr
tt
rr
rr
rr
rr
rr
rl:
l:
t:
t:
t:
t:
t:
t:
t:
l:
t:
r
,:
rr
rr^
I'
l:
6-19
TTS lntegrated Training System
O Copyright 2011
Given:
Vr = 20 volts
Rr= 10 ohms
b
Solution: lt'R1
=
t_ _ 20 volts
' 10 ohms
11
= 2- amps
11
Solution:
Vr=lrxRr
= 2 amperes
Rr = 5 ohms
Vr:2amperesx5ohms
Vr
10
volts
By inspecting the circuit, you can see that Rz is the same ohmic value as R1 and carries the
same current. The voltage drop across Rz is therefore also equal to 10 volts. Adding these trc
10-volts drops together gives a total drop of 20 volts, exactly equal to the applied voltage. For a
6-20
TTS lntegrated Training System
@
Copyright 2011
.rErdb--,1
'crezir-
L.
rE
t
rr
rt
tt
rr
rr
rr
rt:
Vr=Vr+Vz+V:+....Vn
Example: A series circuit consists of three resistors having values of 20 ohms,30 ohms, and
50 ohms, respectively. Find the applied voltage if the current through the 30 ohm resistor is 2
amps. (The abbreviation 'amp' is commonly used for'ampere'.)
To solve the problem, a circuit diagram is first drawn and labelled (figure 6.14).
l;
a;
J;
t;
t:
t:
t;
t:
t:
*u
Figure 6.14 - Solving for applied voltage in a series circuit.
Given:
Rz
Rs
Solution:
l'.'
50 ohms
Vr:Vr*Vz*V:
Vr:
Rr x Ir
Vz=Rzxlz
V: = R: xl:
|;
r-:
l1
= 20 ohms
= 30 ohms
I-2amps
.;
t:
t:
t:
Rr
(lr
Substituting:
Use an.tordisclosure is
govemed by lhe srate.,renl
on page 2 ot rhis chapler.
6-21
TTS lntegrated Trajning System
O Copyright 20'11
yt-
Vr
h)
* 100 volts
200 volts
Note: When you use Ohm's law, the quantities for the equation must be taken from the same
part of the circuit. ln the above example the voltage across Rz was computed using the current
through Rz and the resistance of Rz.
The value of the voltage dropped by a resistor is determined by the applied voltage and is in
proportion to the circuit resistances. The voltage drops that occur in a series circuit are in direct
proportion to the resistances. This is the result of having the same current flow through each
resistor - the larger the ohmic value of the resistor, the larger the voltage drop across it.
6-22
s::: =:
i?::-i
--:-
Use and,cr.
governed by th:
on page 2 01i. s :_
L..-,
tE
r
rr
rr
tr
rr
r
t:
l:
a:
1:
IJ
'.r '. .
ln solving the circuit the total resistance will be found first. Next, the circuit current will be
calculated. Once the current is known, the voltage drops and power dissipations can be
calculated.
Given:
- 5 ohms
Rz
- 10 ohms
Ra
- 15 ohms
V - 90 volts
Solution:
Rr=Rr*Rz*Ra
Rr
Rr
Rr
a:
rt:
. pricad
.:
|:
0 ,.
5 ohms * 10 ohms
30 ohms
* 15 ohms
I=VT
R1
,:
I:
90
volts
ohms
I=3amps
a:
t:
a:
a:
,:
,:
tr
rl
IJ
6-23
TTS lntegrated Training System
O Copyright 2011
Vr:
IRr
Vr-3amperesx5ohms
Vr
Vz:
15 volts
IRz
Vz-3amperesxl0ohms
Vz
Vs:
30 volts
IRs
Vs-3amperesx15ohms
V:
45 volts
Example: Four resistors, Rr = 10 ohms, Rz: L0 ohms, Ra = 50 ohms, and R+ = 30 ohms, are
connected in series with a power source as shown in Figure 6.16. The current through the
circuit is lz ampere.
iven:
Rr= 10 ohms
Rz= 10 ohms
Rs= 50 ohms
R+= 30 ohms
I
0.5 amps
6-24
TTS lntegrated Training System
O Copyright 2011
l-
rt
rr
rr
rr
rr
rr
t:
'|-^,
cl.rb66p.t.aar.:
Solution (a):
Vr = IRr
Rr=Rr*Rz*R:*R+
Rr
Rr
= 10 ohms
100 ohms
Vr = 0.5 amps x 100 ohms
Vr 50 volts
Solution (b):
Vr = IRr
Vr = 0.5 amperes x 10 ohms
Vr 5 volts
Vz:
Vz
Vz
,:
l:
l:
IRz
volts
V: = IRg
V: = 0.5 amperes x 50 ohms
Vs
- 25 volts
t:
t:
t;
t;
t:
= IR+
V+ = 0.5 amperes x 30 ohms
V+
Vq
l:
t:
t:
t:
t:
ra:
t:
l:
15 volts
An impodant fact to keep in mind when applying Ohm's law to a series circuit is to consider
whether the values used are component values or total values. When the information available
enables the use of Ohm's law to find total resistance, total voltage, and total current, total values
must be inserted into the formula. To find total resistance:
Rr'11
= ---:
a,;
I
-.,
a-
6-25
TTS lntegrated Training System
O Copyright 2011
1*
Vr=lr=Rr
To lind total current:
t_
Vr
'R1
- ---:
in the formula
Note: Ir is equal to I in a series circuit. However, the distinction between Ir and I
and it will
should be noted. The reason for this is that future circuits may have several currents'
be necessary to differentiate between lr and other currents'
values used in
To compute any quantity (v, I, R, or P) associated with a single given resistor, the
value of an
the
the formula must be obtained from that particular resistor. For example' to find
must be
unknown resistance, the voltage across and the current through that particular resistor
used.
To find the value of a resistor:
R_b
Ip
To f ind the voltage drop across a resistor:
Vn=lnxR
To find current through a resistor:
.Vp
''R
6-26
TTS lntegrated Training SYStem
O Copyright 2011
u
a-,
e
e
cr
E
tE
rr
rr
rr
a:
rr
rr
rr
rt;
Ki
i. associatic.
: CLtcrl:ao
v,,llf:
:ae
Of?ciiar:: aid
'n 1847, G.R.Kirchhoff extended the use of ohm's raw by deveroping a simpre
concept
concerning the voltages contained in a series
circuit loo[. xircrrrrbt J vottaje raw states:
'The algebraic sum of the vortage drops in
any crosed path in a circuit and the
electromotive forces in that pailh is eiual to rL-.)
To state Kirchhoff's law another way, the voltage
drops and vortage sources in a circuit are
:qual at any given moment.in time. lf the voltu["
are assumed to have one sign
positive or negative) at that instant and
"orr"""
the uoitug"
drops are assumed to have the opposite
s:gn the result of adding the vortage sources and"voltage
drops wi be zero.
,;
a:
lj
l;
t;
l;
t;
l;
1;
t;
l-
-- l.2 rrdieosure is
tr,:-:,r t! the dalemert
1_:e:;2.i
this Chapter
6-27
Copyright 20j
.ir;:atl...3m
with the
qrestion pra.{ce
aii
Polarity of Voltage
To apply Kirchhoff's voltage law, the meaning of voltage polarity must be understood.
ln the circuit shown in Figure 6.17, the conventional current is shown flowing in a clockwise
direction. Notice that the end of resistor Rz, into which the current flows, is marked positive (+).
The end of Rz at which the current leaves is marked negative (-). These polarity markings are
used to show that the end of Rr into which the current flows is at a higher positive potential than
the end of the resistor at which the current leaves. Point D is more positive than point C.
Point B, which is at the same potential as point C, is labelled positive. This is to indicate that
point B is more positive than point A. To say a point is positive (or negative) without stating what
the polarity is based upon has no meaning. ln working with Kirchhoff's law, positive and
negative polarities are assigned in the direction of current flow.
V"*Vu*V.*...V"=0
where Eu, Er, etc., are the voltage drops or EMFs around any closed circuit loop. To set up the
equation for an actual circuit, the following procedure is used.
Assume a direction of current through the circuit. (The correct direction is desirable but
not necessary.)
Using the assumed direction of current, assign polarities to all resistors through which the
current f lows.
Place the correct polarities on any sources included in the circuit.
6-28
TTS lntegrated Training System
O Copyriqht 2011
Us
a':: i:i:,:s- -
gover:,::, -E :ry
on
p3!+:
r r: ,:-E
L
a-,
rt
rr
rt
rr
tr
tt
tr
rr
rr
rr
rr
t
rr
rt
rr
rr
aI'
Starting at any point in the circuit, trace around the circuit, writing down the amount and
polarity of the voltage across each component in succession. The polarity used is the
sign after the assumed current has passed through the component. Stop when the point
at which the trace was staned is reached.
Place these voltages, with their polarities, into the equation and solve for the desired
quantity.
Example: Three resistors are connected across a So-volt source. What is the voltage across the
third resistor if the voltage drops across the first two resistors are 25 volts and 15 volts?
Solution: First, a diagram, such as the one shown in Figure 6.18, is drawn. Next, a direction of
current is assumed (as shown). Using this current, the polarity markings are placed at each end
of each resistor and also on the terminals of the source. Starting at point A, trace around the
circuit in the direction of current flow, recording the voltage and polarity of each component.
Starting at point A and using the components from the circuit:
25 volts
V,.
V,.
15 volts
10 volts
10 volts
V'.
50 volts
6-29
TTS lntegrated Training System
O Copyright 2011
,-
Example: A circuit having a source voltage of 60 volts contains three resistors of 5 ohms, 10
ohms, and l-5 ohms. Find the circuit current.
Solution: Draw and label the circuit (Figure 6.19). Establish a direction of current flow and
assign polarities. Next, stading at any point - point A will be used in this example - write out the
loop equation.
t0
V:-Va*Vr*Vz=0
Since V
(lx
IR, by substitution:
R:)
Substituting values:
(lx
15 ohms)
10 ohms)
I-2amps
Since the current obtained in the above calculations is a positive 2 amps, the assumed direction
of current was correct. To show what happens if the incorrect direction of current is assumed.
the problem will be solved as before, but with the opposite direction of current. The circuit is
redrawn showing the new direction of current and new polarities in Figure 6.20. Stading at point
A the loop equation is:
6-30
TTS lntegrated Training System
O Copynght 2011
Use
aid:'is]:!G
b_v:E:-F
:r : }
govemed
o.
page 2 c'
rr
E.
re
rt
)-,
tt
rt
rt
r
V:*Ve*Vr*Vz=0
* (lx Rz) -
Substituting values:
(lx
15 ohms)
(l x 30 ohms)
(l x 30 ohms)
I
* 60 volts = 0
- -60 volts
-2 amps
ra:
t:.
la:
l:
t:
a:
rt:
1;
t:
t:
l:
l:
t;
r
rr
I
v3
1sf,)
6-31
Copyrioht 2011
1..
l|ra1;6 F; a. acr:r a:
r------r1r1r
IVz
SER:E5 AI}IH3
sERrS OFp05*u6
Figure 6.21 - Aiding and opposing sources'
use of Kirchhotf's
A simple solution may be obtained for a multiple-source circuit through the
circuii
uoftusj" law. ln applying this method, the same procedure is used for the multiple-source
example
following
the
by
as was used above for the single-source circuit. This is demonstrated
6-32
TTS lntegrated Training System
O Copyright 2011
rr:::
onpag:::-:-::
Usea_::
L-
r,
r
tr
Example: Using Kirchhoff's voltage equation, find the amount of current in the circuit shown in
tigure 6.22.
E.
rr
rr
rt
rr
r
rl:
l:
a:
t:
t:
t:
rt:
t:
t:
l:
t;
l:
t:
t:
t:
r,
l--
I-
Vz
20v
+
I.'
--.1-
T-
Vr
32
18t1V
zlt
Vg
40v
I'l'lj
Figure 6.22 - Solving for circuit current using Kirchhoff's voltage equation.
Solution: As before, a direction of current flow is assumed and polarity signs are placed on the
drawing. The loop equation will be staded at point A.
Vnz*Vs*Vr*Vnr*Vz:0
(1x 20 ohms)
20volts
-120 volts
40
40 volts
* (l x 80 ohms) -
I x 80 ohms
120 volts
1.5 amps
120 /80
20 volts
60 ohms)
6-33
TTS lntegrated Training System
O Copyright 2011
!ri::-:
tl.!6apro.ofir
trat:ice aid
q!re,9alo:r
thg
tt*sA
q-s{f
l'' * t0A
(8J
1=IR
lt'Rl:5
Ir=
50
volts
10 ohms
6-34
TTS lntegrated Training System
O Copyright 201 1
:::.r-r
a-a
L
rr
tt
rr
tE
L:
rr
rr
rr
rr
l:
It
Part (B) of Figure 6.23 shows the same resistor (R1) with a second resistor (R2) of equal value
connected in parallel across the voltage source. when ohm,s law is applied, the current flow
through each resistor is found to be the same as the current through the single resistor in pad
(A).
Given:
V'
50 volts
= 10 ohms
Rz = 10 ohms
Rr
Solution:
1=L
R
V5
Vq1
= I/p,
,tRr= Vnt
R;
_
t^,
t:
t:
l:
50
volts
'"'-
1o ohms
Inr =
5 amps
,lat--
Vnz
R2
l:
ra:
,;
5 amps
-'"'t
50 volts
10 ohms
Inz = 5
"-ps
t:
It is apparent that if there is 5 amperes of current through each of the two resistors,
there must
be a total current of 10 amperes drawn from the source"
,;
The.
rr
rE
rr
L'
total cunent of 10 amperes, as illustrated in Figure 6.23 (B) leaves the positive terminal of
the_ batte.ry and flows to point a. Since point a is a connecting point for the two
resistors, it is
called a iunction. At junction a, the total current divides into two currents of 5 amperes each.
These two currents flow through their respective resistors and rejoin at junction b. The total
current then flows from junction b back to the positive terminal of the source. The source
supplies a total current of 10 amperes and each of the two equal resistors carries one-half the
and/or discloslre is
govemed by lhe statemenl
on page 2 ofihis Chapter
{Jse
6-35
TTS lntegrated Training System
@ Copyright 2011
r:lsi:.r.j
a:.rli5prc....n queslion
practice aicl
total current.
From the previous explanation, the characteristics of current in a parallel circuit can be
expressed in terms of the following general equation:
Ir=L*lz*...In
Compare part (A) of Figure 6.24 with part (B) of the circuit in Figure 6.24. Notice that doubling
the value of the second branch resistor (Rr) has no effect on the current in the first branch (l nr).
but does reduce the second branch current (l nz) to one-half its original value. The total circuit
current drops io a value equal to the sum of the branch currents. These facts are verified by the
following equations.
Given:
- 50 volts
- 10 ohms
Rz
- 20 ohms
V,
Rr
Solution:
I=-VR
Vr:Rnr-Vnz
.
Vnr
R1
50 volts
t=-10
ohms
Inr = 5 amps
,lRz Vnz
= -rR2
t^^ _ 50 volts
'^' - zo oh-=
Inz = -2.5 amps
Ir=lnr*lnz
Ir-5amps*2.5amps
6-36
TTS lntegrated Training System
O Copyright 2011
Use ano
:. ilff
:':sE
onpaqe2r-):
govemeo ir,
rr
rr
rt
rr
rr
rr
t:
l:
rl:
):
l:.
t:
t:
t:
t:
l:
t:
a:
rt:
l:
t:
r
rr.
l--
I'
Ir
i!.
d,
7.5 amps
l?
Vs
f;t
j; * x's&
* T'5!
I
X1
{{
11-5A
t
(Al
lro*
on
l',
I',"
u^
R3
rofi
{s}
Figure 6.24 - Current behaviour in parallel circuits.
The amount of current flow in the branch circuits and the total current in the circuit shown in
Figure 6.24 (B) are determined by the following computations.
Given:
V'
Rr Rz
Rs -
50 volts
10 ohms
10 ohms
10 ohms
Solution:
l= vR
Vs=Vnr-Vnz-Vn:
50
volts
Inr: 10 ohms
Inr
5 amps
6-37
TTS lntegrated Training System
O Copyright 2011
Vnz
,rRz=E
.rnz
Vnt
[,
50 volts
lp7 =
10 ohms
Inz
= 5- amps
Ing
Ing
= 10 ohms
Ins
VRs
R3
50 volts
5 amps
Ir=lnr+lnz+lns
Ir-5amps*5amps*5amps
Ir
15 amps
Notice that the sum of the ohmic values in each circuit shown in Figure 6.24 is equal (30 ohms),
and that the applied voltage is the same (50 volts). However, the total current in 6.24 (B)
(15 amps) is twice the amount in 6.24 (A) (7.5 amps). lt is apparent, therefore, that the manner in
which resistors are connected in a circuit, as well as their actual ohmic values, affect the total
current.
6-38
TTS lntegrated Training System
O Copyright 2011
Use andor
d-.- q
et
fE >#
govemed by d
on page 2 oi
L
t
rE
tr
rr
rr
rr
rr
rr
rl:
t:
l:
q.:r.ll.r !r3clice
aid
The division of current in a parallel network follows a definite pattern. This pattern is described
by kirchhoff's current law which states:
"The algebraic sum of the currents entering and leaving any junction of conductors is
equal to zero."
This law can be stated mathematically as:
Iu
* lr *...In
where: Iu, Iu, etc., are the currents entering and leaving the junction. Currents entering the
junction are considered to be positive and currents leaving the junction are considered to be
negative. When solving a problem using Kirchhoff's current law, the currents must be placed
into the equation with the proper polarity signs attached.
Example. Solve for the value of
I:
in Figure 6.25.
Given:
Ir
Iz Ia
I"
10 amps
3 amps
5 amps
Iu *...1n = 0
Solution:
l:
l:
l:
t:
l:
l:
a:
l:
t:
l:
l:
l:
rl-
The currents are placed into the equation with the proper signs.
h*Izll:*l+=0
10 amps * (-3amps) * I: *
Ia*2amps-0
I:
(-5 amps)
-2 amps
Ig has a value of 2 amperes, and the negative sign shows it to be a current leaving the
junction.
f-...
Use and/or disciosure is
govemed by lhe statemenr
on paqe 2 oilhis Chapler
6-39
TTS lntegrated Training System
O Copyright 2011
Example: Using Figure 6.26, solve for the magnitude and direction of Is.
Ir
Iz I+ -
6 amps
3 amps
5 amps
Solution:
Ir*lr,*... In:0
L*lz*l:*l+:0
6 amps * (-3amps) *
I:*(-2amps)-0
Is
I:
-F
(-5 amps)
-2 amps
Ia is 2 amperes and its positive sign shows it to be a current entering the junction.
6-40
TTS lntegrated Training System
O Copyright 2011
Use andor
disdoeG
Cl48
L,
rr
E
t
L.
rr
E.
rr
r
Reference Point
A reference point is an arbikarily chosen point to which all other points in the circuit are
compared. ln series circuits, any point can be chosen as a reference and the electrical potential
at all other points can be determined in reference to that point. ln Figure 6.27 point A shall be
considered the reference point. Each series resistor in the illustrated circuit is of equal value.
The applied voltage is equally distributed across each resistor. The potential at point D is
75 volts more positive than at point A. Points C and B are 50 volts and 25 volts more positive
than point A respectively.
tr
Vs= 25V
t:
l:
t:
t:
l:
l;
l:
l:
a;
l:
l;
3:
l:
l;
a:
t;
t:
t;
f--
rf-
+:'1J
g +58y
\l2= 25Y
B +291'
Vr= 25V
A0v
Figure 6.27 - Reference points in a series circuit.
When point B is used as the reference, as in Figure 6.28, point D would be positive 50 volts in
respect to the new reference point. The former reference point, A, is 25 volts negative in
respect to point B.
6-41
TTS lntegrated Training System
O Copyright 201
'1
lr':
.11,55p.aln
aicl
]}+5y
F3
Vs= 25V
+i61t
Y2=25Y
B'V
sRl
Vr= 25V
A -t5V
Figure 6.28 - Determining potentials with respect to a reference point.
As in the previous circuit illustration, the reference point of a circuit is always considered to be at
zero potential. Since the earth (ground) is said to be at a zero potential, the term ground is
used to denote a common electrical point of zero potential. ln Figure 6.29, point A is the zero
reference, or ground, and the symbol for ground is shown connected to point A. Point C is
75 volts positive in respect to ground.
c +tsll
Vz= 50V
B *IsU
V1= 25V
A ttv
Figure 6.29 - Use of ground symbols.
ln most electrical equipment, the metal chassis is the common ground for the many electrical
circuits. When each electrical circuit is completed, common points of a circuit at zero potential
are connected directly to the metal chassis, thereby eliminating a large amount of connecting
wire. The current passes through the metal chassis (a conductor) to reach other points of the
6-42
TTS lntegrated Training System
@
Copyright 2011
i:tr.sr- s
r= :--eol.: ::ars
Use ando.
govemed by
on Page 2
Lr
rL.
E.
rL!
rE.
rL!
rr
L1
rr
rt:
t:
t;
t:
l;
t:
a:
l;
t;
l;
circuit. This is particularly useful on aircraft where the aidrame can be used as the return circuit
for all the aircraft's electrical systems. An example of a chassis grounded circuit is illustrated in
Figure 6.30.
uaNoucT:N9 ch*$*ts
Figure 6.30 - Ground used as a conductor.
Most voltage measurements used to check proper circuit operation in electrical equipment are
taken in respect to ground. One meter lead is altached to a grounded point and the other meter
lead is moved to various test points.
Open Circuit
A circuit is said to be open when a break exists in a complete conducting pathway. Although an
open occurs when a switch is used to de-energize a circuit, an open may also develop
accidentally. To restore a circuit to proper operation, the open must be located, its cause
determined, and repairs made.
Sometimes an open can be located visually by a close inspection of the circuit components.
Defective components, such as burned oui resistors, can usually be discovered by ihis method.
Others, such as a break in wire covered by insulation or the melted element of an enclosed
fuse, are not visible to the eye. Under such conditions, the understanding of the effect an open
has on circuit conditions enables a technician to make use of test equiprient to locate the open
component.
ln Figure 6.3-l , the series circuit consists of two resistors and a fuse. Notice the effects on circuit
conditions when the f use opens.
a;
t:
rj
r
rr
r
a"
_--
6-43
TTS lntegrated Training System
O Copyright 201 |
{8i ffP3l:
Current ceases to flow; therefore, there is no longer a voltage drop across the resistors. Each
end of the open conducting path becomes an extension of the battery terminals and the voltage
felt across the open is equal to the applied voltage (Vr).
An open circuit has infinite resistance. lnfinity represents a quantity so large it cannot be
measured. The symbol for infinity is oo. ln an open circuit, R1
m.
Short Circuit
A short circuit is an accidental path of low resistance which passes an abnormally high amouni
of current. A short circuit exists whenever the resistance of a circuit or the resistance of a part c'
a circuit drops in value to almost zero ohms. A short often occurs as a result of improper wiring
or broken insulation.
ln Figure 6.32, a short is caused by improper wiring. Note the effect on current flow. Since the
resistor has in effect been replaced with a piece of wire, practically all the current flows througthe short and very little current flows through the resistor. Current flows through the short (a
path of almost zero resistance) and the remainder of the circuit by passing through the l-0-ohr:
resistor and the battery. The amount of current flow increases greatly because its resistive p.a:-
6-44
TTS lntegrated Training System
O Copyright 2011
!.::_e:: :+ :ry
c_ z>:
r -.: -_cE
)-,
rL<
rr
rr
rr
tr
rr
r
|-
has decreased from 10,010 ohms to 10 ohms. Due to the excessive current flow, the 10ohm resistor becomes heated. As it attempts to dissipate this heat, the resistor will probably be
destroyed. Figure 6.33 shows a pictorial wiring diagram, rather than a schematic diagram, to
indicate how broken insulation might cause a short circuit.
t0,0[0n
HORftIAL CURFfHT
R1 = 10,000ft
t:
l:
t;
t;
l;
!Rr
EXCE5$*VI
CURfflT
t;
l;
t;
SHORT DUE TO
WORN INSULATION
l;
l;
l;
l;
l;
a;
rr
r-"
|;
I[:
6-45
TTS lntegrated Training System
@ Copvriqht 201 '1
Rr
'
te:
The effect of the source resistance on the power output of a DC source may be shown by an
analysis of the circuit in Figure 6.35. When the variable load resistor (Rr) is set at the zero-ohm
position (equivalent to a short circuit), current (l) is calculated using the following formula:
y:Vt Ri
Ins
100 volts
5
ohms
5 amps
6-46
TTS lntegrated Training System
@ Copyright 2011
= 20 amperes
Use
a:r:_ is:=-
:=F
on pag 2 :',:i= :_a-
govem{
:,
:_E
,1
u-
rL.
rL'
rr
tE
rr
tt
t
t:
t:
l:
rt:
t:
t:
r
,:
This is the maximum current that may be drawn from the source. The terminal voltage across
the shot't circuit is zero volts and all the voltage is across the resistance within the source.
*t
rr
rr
l-I1
FL
Vr
1fJ
30
'ts-7
178$
1*"?
3T"5
468-E
3?,5
tt"l
3&.EFF,
*se-8
t0
s!.1
7 s8 -3
Vs=oPEN clRcutT voLTAGE oF souRcE
Hr
* RESSa'rr{C E g5 Lq&D
Pt - F6',fER 896 llrl LIIAF
RL
I e CUAREI.IT
Faaati
ss.7
1S
3S
Vt=TERMINAL VOLTAGE
ss
30 !16.?
ltt $a-g
fi{.9
5S
SPt-$FaG
i
nt
:JE
rooJ
eo]
ri-{
e0 "{
80{
MJ
0sJ
s0l
aol
d.ci I
t:
rr
rr
ir"i
clrbte!.!.ac..
n0J
,ol
wg
t?
$o
16{
1'J
.roo
t!{
r!{
ron
:i:1
too
-!
-t
,[{6.9
?ro
G.7
t3 t{s.5
t.f ISH-F
t.i 17t.7
*$J
a0
Ea.g
gs,lt
{s}
h*
clt*ET
I
lln
100
0
E E 4 6 8 r0
!&
30
,t0
58
Ri {OHfi*,}
tel
GE*TFI'
Use and/ordisclosure is
governed by the stalemeni
on Page 2 ol this Chapter.
6-47
TTS lntegrated Training System
@ Copyriqht 2011
j'
lntegrated Training System
)oslqned lil assoriatloii
the
"rith
Parallel DC Circuits
The discussion of electrical circuits presented up to this point has been concerned with series
circuits in which there is only one path for current. There is another basic type of circuit known
as the parallel circuit with which you must become familiar. Where the series circuit has only
one path for current, the parallel circuit has more than one path for current.
Ohm's law and Kirchhoff's law apply to all electrical circuits, but the characteristics of a parallel
DC circuit are different than those of a series DC circuil.
*1
R1
Vs
PftTH
PATH
Start at the voltage source (V.) and trace anticlockwise around the circuit. Two complete and
separate paths can be identified in which current can flow. One path is traced from the source,
through resistance Rr, and back to the source. The other path is from the source, through
resistance Rz, and back to the source.
6-48
TTS lntegrated Training System
O Copyright 2011
Usa.:: 1izi= :
:. :'; j==._
pac 2 :r 1: -_.E-
govem::
on
Lv
rr
rr
tr
rr
rr
rr
tat
a:.1
V5:[P1 = [p,
Voltage measurements taken across the resistors oi a parallel circuit, as illustrated by Figure
6.37 verify this equation. Each meter indicates the same amount of voltage. Notice that the
voltage across each resistor is the same as the applied voltage.
t:
l:
t:
t:
t:
t:
l:
a:
t:
r
rt:
rr
rr
rr
aal-
iven:
Rz = 30,000 ohms (30k0)
Inz = 4.5 milliamps (4.5mA
or 0.0045 amps)
Solution:
V=lR
Vnz: 0.0045 amp x 30,000 ohms
Vnz
135 volts
6-49
TTS lntegrated Training System
@ Copyright 2011
3p
*Sk
Rg
VRz
V.
135 volts
To simplify the math operation, the values can be expressed in powers of ten as follows:
30,000 ohms
30 x 103 ohms
Y*,
Yo,
= (4.5 x 30 x 1) volts
Vnz
Vs
10-3+3
100
135 volts
Vnz
135 volts
6-50
TTS lntegrated Training System
O Copyright 2011
Use and/or
ds..sE E
s=gs.
govemed by iiE
on paoe 2 oi
fts C@
t:
r
)--
rr
rr
E
rr
rr
rr
rl:
t:
t:
t:
]:
t:
IA
----->
3vl
0.5A I
i;
The total resistance of the circuit can be calculated by using the values of total voltage (Vr) and
total current (lr).
NOTE: From this point on the abbreviations and symbology for electrical quantities will be used
in example problems.
l:
l:
rt
rr
rr
r^
Solution:
l--
ll'
1f
Given:
t:
r
1c*
**1
Vr:
Ir=
5V
14
R_Y
I
=b
R''11
R, =
ra{
Rr=5O
6-51
TTS lntegrated Training System
O Copyright 2011
!n
assoclali.it
!;ill lle
This computation shows the total resistance to be 5 ohms; one-half the value of either of the
two resistors.
Since the total resistance of a parallel circuit is smaller than any of the individual resistors, total
resistance of a parallel circuit is not the sum of the individual resistor values as was the case in
a series circuit. The total resistance of resistors in parallel is also referred to as equivalent
resistance (R"o). The terms total resistance and equivalent resistance are used
interchangeably.
There are several methods used to determine the equivalent resistance of parallel circuits. The
best method for a given circuit depends on the number and value of the resistors. For the circuit
described above, where all resistors have the same value, the following simple equation is
used:
R"q --
fr
R"q
R=
This equation is valid for any number of parallel resistors of equal value.
I
Example. Four 40-ohm resistors are connected in parallel. What is their equivalent resistance?
G
iven:
Rr*Rz*R:*Ra
Rr = 40O
Solution:
f)_
I\eq
40f)
D
r\eo
'4--
R"q
1691
Figure 6.40 shows two resistors of unequal value in parallel. Since the total current is shown.
the equivalent resistance can be calculated.
6-52
TTS lnlegrated Training System
O Copvright 2011
-i
==-_
:_g?
: r ::
E
r
E
rr
E
E
rr
rt
rr
rr
t:
l:
t:
t:
t:
t:
rr
rr
rr
rr
rr
ra_'
a-
R:
6*
t3A
**---*---4.
Figure 6.40 - Example circuit with unequal parallel resistors.
Given:
= 30V
Ir = 15A
Rs
Solution:
E.
R"q:-lT
30v
R"q
Req
= 2f)
Gn
The equivalent resistance of the circuit shown in Figure 6.40 is smaller than either of the two
resistors (Rr, Rz). An important point to remember is that the equivalent resistance of a parallel
circuit is always less than the resistance of any branch.
Equivalent resistance can be found if you know the individual resistance values and the source
voltage. By calculating each branch current, adding the branch currents to calculate total
current, and dividing the source voltage by the total current, the total can be found. This
method, while effective, is somewhat lengthy. A quicker method of finding equivalent resistance
is to use the general formula for resistors in parallel:
'
1+ t + t +...t
R2 R3
Rn
ReQ= R1
lf you apply the general formula to the circuit shown in Figure 6.40 you will get the same value
for equivalent resistance (2O) as was obtained in the previous calculation that used source
6-53
Copyriqht 2011
= 3f)
Rz = 6fl
Rr
Solution:
117
Req R1
|'1
Rea 30
R2
1
60
t2l
Req 60
-:-+13
Rea
6f)
17
Rea
2Q
60
Since both sides are reciprocals (divided into one), disregard the reciprocal function.
R"q
2o
(R"q:
n)
1_r_l_t_.
R.q R, ' Rr ' R, ' "'Rn
1
There are other simplifications of the general formula for resistors in parallel which can be used
to calculate the total or equivalent resistance in a parallel circuit.
6-54
TTS lntegrated Training System
O Copyright 2011
ri=6-r=
t s:
itE ;:4
Use andor
qoverned by
on page 2 ot
rE
rE
E
E
E
E
E
E
E
E
E
Reciprocal Method - This method is based upon taking the reciprocal of each side of ihe
equation, This presents the general formula for resistors in parallel as:
1
,.eq -T------i--T
*r**r*'*"
This formula is used to solve for the equivalent resistance of a number of unequal parallel
resistors. You must find the lowest common denominator in solving these problems.
Example: Three resistors are connected in parallel as shown in Figure 6.41 . The resistor values
dr: R1 = 20 ohms, Rz 30 ohms, R: = 40 ohms. What is the equivalent resistance? (Use the
reciprocal method.)
r
,:
,:
l:
t:
t:
l:
t:
a:
l:
t:
,:
l:
l:
l:
l:
rE
r,
al-
l-
iven:
R1:20O
R2
R3
= 30O
40f)
Solution:
1,
R.o=_-L_J-_
R1
'R2'R3
1
-+-+-
Rea =
643
120tr 12f)l}
12ot1
-+-+1
Req=.r
120
-1/
6-55
TTS lntegrated Training System
O Copyright 2011
thc
'."/ith
e:lticn praclce ei.l
1
R.q =l:9n13
Req
!.2392
Product over the sum Method - A convenient method for finding the equivalent, or total,
resistance of two parallel resistors is by using the following formuli.
R""=Rrx
Rr+
Rz
R2
This equation, called the product over the sum formula, is used so frequently it should be
committed to memory.
Example. What is the equivalent resistance of a 20-ohm and a 30-ohm resistor connected in
parallel, as in Figure 6.42?
Given:
R1
R2
- 20fi
- 30cl
Solution:
-Kpn
ftea
R1x R2
=-
Rl+
20O x 30r)
= 20f) + 300
too
R"o =
'50
Req
R2
- l2g
6-56
TTS lntegrated Training System
O Copyright 2011
Use and/ordislG,=
governed by the gal?-r
on page 2 ofihis C-a-
L
r
rr
Lrr
Err
rr
rr
rr
rr
l:
l:
l:
t:
rt:
tBl
Figure 6.43 - Parallel circuit with equivalent circuit.
l:
l:
rr
rr
rr
rll_-
l--
oilhs
Chapler.
6-57
TTS lntegrated Training System
O Copyright 2011
]]"iitlgd
Solution:
t
t\eq
_
-R
D
_ 15O
I\eq __;R"q
1591
Once ihe equivalent resistance is known, a new circuit is drawn consisting of a single resistor
(to represent the equivalent resistance) and the voltage source, as shown in part B.
Re9
-=
11t
Rl R2
-I-I
Rn
Problems involving the determination of resistance, voltage, current, and power in a parallel
circuit are solved as simply as in a series circuit. The procedure is the same - (1) draw the
circuit diagram, (2) state the values given and the values to be found, (3) select the equations to
be used in solving for the unknown quantities based upon the known quantities, and (4)
substitute the known values in the equation you have selected and solve for the unknown value.
Example: A parallel circuit consists of five resistors. The value of each resistor is known and the
current through Rr is known. You are asked to calculate the value for total resistance, total
power, total current, source voltage, the power used by each resistor, and the current through
resistors Rz, Rs, R+, and Rs.
6-58
TTS lntegrated T.aining System
O Copyriqht 2011
r:. ]-ts-- :
:! .-. :ry
onoa2--.E::Ee
Use
goveme.
L
r
rr
rr
rr
rr
rr
rr
rr
= 20O
Rz = 30O
Rr
R::
R+:
Rs =
1Bo
1Bf)
1-8O
lnr = 94
Find:
This may appear to be a large amount of mathematical manipulation. However, if you use the
step-by-step approach, the circuit will fall apart quite easily.
The first step in solving this problem is for you to draw the circuit and indicate the known values
as shown in Figure 6.44.
l:
l:
!0n
Int
l:
l:
f:
t:
t:
t:
l:
):
t:
l:
a,:
l:
rr
r^
l'
l-
5A
Rt
su dl
Re
[ft
Rg
tfff}
There are several ways to approach this problem. With the values you have been given, you
could first solve for Rr, the power used by Rr, or the voltage across R1, which you know is equal
to the source voltage and the voltage across each of the other resistors. Solving for Rr or the
power used by Rr will not help in solving for the other unknown values.
Once the voltage dcross
Rr
Therefore the logical unknown to solve for is the source voltage (the voltage across
Use and/ordisclosure s
govemed by the slalemenl
on Paoe 2 otlhis Chapler.
R1).
6-59
TTS lntegrated Training System
O Copyriqht 2011
;n assotl:'tr{:rn wilh
alub66l:rc.a.:n
qr.::iin
tll.
prac:icn aia
Given:
Rr = 20O
Inr = 9.A
\t
I/
vs
VR1 -
Solution:
Vr=Rrxlnr
V':
94 x 20O
V' = 180V
Now that source voltage is known, you can solve for current in each branch'
Given:
V' = 108V
= 30O
R: = 1BO
R+ = 18O
Rs = 18O
Rz
Solution:
.vs
lR2=-
R2
lBOV
tnz =
licr
Inz = 6A
tns=;=
l\3
In:
180V
=
Ine =
Since
Rg
In+
18f)
toe
R+
Rs
10A
Ins: toe
6-60
TTS lntegrated Training System
O Copyright 2011
5
Use anc :. i$sgovemed c_, :+ :l-
on Paq 2 :: -s -a:F
L
r
rr
r
rr
rr
rr
rr
Given:
Rr
= 20O
Rz:30O
Rs
R+
18,C)
= 1Bf)
Rs = 1BO
Solution:
Rr =
Req
-L
ReQ=-l--l-lr
Rr Rz
tR4
t
Rs
lBO
9+6+10+10+10r)
180
Ra
(LCD)
Rr=fl
180
tuo
Rr =
45cl
Rr-
4O
An alternate method for solving for Rr can be used. By observation, you can see that R3, R4,
and R5 are of equal ohmic value. Therefore an equivaient resistor cah be substituted for these
three resistors in solving for total resistance.
G
iven:
Rs=R+=Rs=18O
U
IJ
R3
771177
Rr 20O 30O', 1BO', r8O',
l:
t:
l;
l:
rr
u
u
u
r
a:C
rr
t:
t;
t:
rt:
rt:
lle
b-b
.lc\Ldn;
innn w:h
n . -nc
tl-
aici
Solution:
o --R
r\eqr
-
R"qr
199
R"qr
6Cl
Rr = 20O
Rz 30fi
Solution:
R"q
Req2
R1x Rz
R1+ R2
20f) x 30f)
200 + 30f)
6-62
TTS lntegrated Training System
O Copyright 2011
L
r
rr
rr
rr
rr
rr
rr
rr
rr
rr
rr
rr
rr
rr
rr
rr
rr
l-
n"qz=ffo
R"qz: 12O
The circuit is now redrawn again using a resistor labelled
Figure 6.46.
R"o2
You are now left with two resistors in parallel. The product over the sum method can now be
used to solve for total resistance.
Given:
R"qr
Req
Rr
6O
l2g2
:- R"q
Solution:
ft"9
Reql+Req2
R1xR2
Rr: R1+R2
I)
I\T -
6r) x 1200
6A+12Q
n,=ftcr
Use ancfordisclosu is
governed by rhe srarement
on page 2 ofthis Chapter.
6-63
TTS lntegrated Training System
O Copyright 2011
Rr= 4O
for solving for resistors in
This agrees with the solution found by using the general formula
parallel"
can be calculated
The circuit can now be redrawn as shown in Figure 6.47 andtotal current
= 180V
Rr=4O
Solution:
r-
V.
- ---:
'R1
Ir=
180v
4Q
Ir =
45A
currents'
This solution can be checked by using the values already calculated for the branch
Given:
- 94
Inz - 64.
Ins - 10A
Inr
In+:
10A
Ins = 10A
6-64
TTS lntegrated Training System
O Copyright 201 1
Use
rr:' iea:s- :
:r :_+ s:.g
i:i: --;:-
goveme.
on pea 2
rr
r
rr
rr
rr
rr
rr
In * Inz *...hn
Ir=94*64+l0A+l0A+
Ir
10A
Ir = 45A
rl:
t:
t:
l:
l:
l:
rt:
t:
t:
|:
l:
a:
rr
rr
vau
I-
Use and/ordisclosLre is
6-65
Copyright 2011
altrlEarl li :::a'ri1l:orr
v!
ataaa:ri.i.:ra.ir iir,:rallr)f
pr a(riicLr
ih
lre
;r;(i
Series-Parallel DC Circuits
ln the preceding discussions, series and parallel DC circuits have been considered separately.
The technician will encounter circuits consisting of both series and parallel elements. A circuit of
this type is referred to as a combination circuit. Solving for the quantities and elements in a
combination circuit is simply a matter of applying the laws and rules discussed up to this point.
!
!
(Al
Figure 6.48 - Example combination circuit"
Examination of the circuit shows that the only quantity that can be computed with the given
information is the equivalent resistance of Rz and Rg.
G
iven:
= 20O
Rz = 30f)
Rz
:
I
:
:
;
6-66
a
Usea.r:_:r::; goved?... r: -. :-:
onpaas2:':::=
rr
rt
rr
rr
rr
t
rr
rl:
t:
l:
t:
l:
t:
t;
r
rr
rt^
l-
f.*V,
(:-:zF-j
:are
Solution:
*"or
=ffi
Reql:
20f) x 30O
20+30c)
n.qr:ffo
Reql = 12f)
Now that the equivalent resistance for R2 and R: has been calculated, the circuit can be redrawn
as a series circuit as shown in Figure 6.48 (B).
The equivalent resistance of this circuit (total resistance) can now be calculated.
G
iven:
Req=Rr*Reqr
t:
l:
l:
l:
l:
l:
::\
R"q=8O+12Q
Req
- lQgl
or
Rr
= 20O
The original circuit can be redrawn with a single resistor that represents the equivalent
resistance of the entire circuit as shown in Figure 6.48 (C).
To f ind total current in the circuit:
Given:
Vs= 60V
Rr = 20O
6-67
TTS lntegrated Training System
O Copyright 2011
dE
Solution:
Ir: Vs
R1
_ 60v
lr=' 20a
Ir:
34
To find the voltage dropped dcross Rr, Rz, and R3, refer to Figure 6.48 (B). R"qr represents the
parallel network of R2and Rs. Since the voltage across each branch of a parallel circuit is equal,
the voltage across Rgql (V.q1) will be equal to the voltage dcross Rz (Vnz ) and also equal to the
voltage across R3 (Vp3).
Given:
Ir =
3,A
R"qr
Rr:8O
1-2fl
Solution:
= Irx Rr
Vnr=34,x8O
Vnr
Yru:24V
= IrXReqr
V"qr:34.x12O
Vaz
: 36V
Vnz : 36V
Vns : 36V
V"qr
R1:
Given:
Yru=24V
Ir:
3A
6-68
TTS lntegrated Training System
@ Copyright 201'1
ds.r.
#
rt+!
U6e andor
govened by tlE
on page 2 c{ tir
E
t:
t:
|:
|:
To find the current through Rz and R:, refer to the original circuit, Figure 6.48 (A). You know Vnz
and Vn: f rom previous calculation.
Given:
= 36V
Vn: = 36V
Rz
20O
H
;
Rz
:30f)
Solution:
=;v
K7
tR2
=,;{)
;
;
l:
;
;
;
;
v".,
Inz
;
;
lite
Pr::72W
Vnz
):
ar-:lct a3 3rd
Pnr=Vnrxlr
Pnr=24Vx3A
tj
tj
t:
t:
t:
li a:sr.irllo.,{./iii
alaaajat.(xr!r Caaairair
(Ohms,s LawJ
36V
Inz = t.BA
,,R3= Vn:
R;
.lR3
36V
=
3;6
Ina = 1.2e
;
;
;
;
;
L-.
L_.
;
Now that you have solved for the unknown quantities in this circuit, you can apply what you
have learned to any series, parallel, or combination circuit. lt is important to remember to first
look at the circuit and from observation make your determination of the type of circuit, what is
known, and what you are looking for. A minute spent in this manner may save you many
unnecessary calculations.
Having computed all the currents and voltages of Figure 6.48 a complete description of the
operation of the circuit can be made. The total current of 3 amps leaves the negative terminal of
the battery and flows through the B-ohm resistor (Rr). ln so doing, a voltage drop of 24 volts
occurs across resistor Rr. At point A, this 3-ampere current divides into two currents. Of the total
current, 1.8 amps flows through the 20-ohm resistor. The remaining current of 1.2 amps flows
Lt--
6-69
TTS lntegrated Training System
O Copyright 2011
from point A, down through the 30-ohm resistor to point B. This current produces a voltage drop
of 36 volts across the 30-ohm resistor. (Notice that the voltage drops across the 20- and 30-ohm
resistors are the same.) The two branch currents of 1-.8 and 1-.2 amps combine atjunction B and
the total current of 3 amps flows back to the source. The action of the circuit has been
completely described with the exception of power consumed, which could be described using
the values previously computed.
It should be pointed out that the combination circuit is not difficult to solve. The key to its
solution lies in knowing the order in which the steps of the solution must be accomplished.
6-70
TTS lntegrated Training System
@
Copyright 2011
rerrsr-r
otftslF
use and,o
govemed by ttE
on pase 2
)-.
,:
|:
rr
rr
tr
rL"
rr
t:
*t
R_
l2
,'NXl
-:
.,
R3
Vs
{A}
{B}
**q r
rr
l;
l:
rl;
rl:
rr
rr
rr
rr
ru
(cl
(nt
Figure 6.49 - Combination practice circuit.
It is not necessary to solve for all the values in the circuit to compute the voltage drop across
resistor Rr (Vnr). First look at the circuit and determine that the values given do not provide
enough information to solve for Vp1 directly.
lf the current through Rr (lnr) is known, then Vnr cdn be computed by applying the formula:
Vnr=RrxlRr
The following steps will be used to solve the problem.
The total resistance (R1) is calculated by the use of equivalent resistance.
Given:
Rr= 300f)
Rz= 100f)
l--
rIJ
6-71
TTS lntegrated Training System
O Copyright 2011
7'
lntegrated Training System
)esi:1..i :n ntgOr:aticn wiih the
c'!be5t.c-ccan qrcsaio. prac:ice ald
Solution:
R"qr= Rr
Rz
R"qr=300O+1000
R"qr = 400O
Redraw the circuit as shown in Figure 6.49 (B).
Solution:
R"qz
Reqz
R"qz
= 200O
F
400r)
Ra:
200O
1kQ
Solution:
R"q=R"qz*R+
R"o-2999*tun
Req
1.2p5'
(11)
is now computed.
Given:
V,
Req
300v
f.2L9
Solution:
lr:' Req
Ir: 300V
12kf)
6-72
TTS lntegrated Training System
O Copyright 2011
Use
t
rEs i**
t
t rE-s)E
oov$ed E
o.r p69e 2
l:
,:
lj
rl:
E
E
r
rr'
rr
rr
l:
t:
):
l:
l:
l:
l:
l:
t:
l:
l:
l:
r
a:
rr
r
r
l-
IJ
Ir = 250mA
Solve for the voltage dropped across Reo2. This represents the voltage dropped across the
network Rr, Rz, and Rg in the original circuit'
Given:
l96g1
Ir = 250mA
Req
Solution:
VreqZ=Reqzxlr
Vreq2 = 200f)x250mA
V."qz: 50V
Solve for the current through Ruqr.(R"qr represents the network Rr and Rz in the original circuit.)
Since the voltage across e-ach branch of a parallel circuit is equal to the voltage across the
equivalent resistor representing the circuit:
Given:
l/v eqz_
E
-- Lreql
Vreqt : 50V
Reqr = 400f)
Solution:
VR"qr
Ireql:
50v
400f)
I1gq1 =
125mA
'."0r:TIi
solve for the voltage dropped across R1 (the quantity you were asked to find). since R"qr
represents the series network of Rr and Rz and total current flows through each resistor in a
series circuit, Ip1 must equal Ip"o1.
Given:
Inr = 125mA
Rr = 300O
Use and/ordisclosure is
governed by the sralernenl
on page 2 of this Chapler.
b-/J
TTS lntegrated Training System
@ Copyright 2011
, :
r.r'. .:,:
Solution:
Vnr=lnrxRr
Vni:
125mAx 300O
Vnr = 37.5V
6-74
TTS lntegrated Training Sysiem
O Copyrioht 2011
)4
tr
|-
rr
rr
rr
rr
t
rr
rt:
t:
l:
l:
l:
t;
t:
To redraw any circuit, stad at the source, and trace the path of current flow through the circuit.
At points where the current divides, called junctions, parallel branches begin. These junctions
are key points of reference in any circuit and should be labelled as you find them. The wires in
circuit schematics are assumed to have no resistance and there is no voltage drop along any
wire. This means that any unbroken wire is at the same voltage all along its length, until it is
interrupted by a resistor, battery, or some other circuit component. ln redrawing a circuit, a wire
can be "stretched" or "shrunk" as much as you like without changing any electrical characteristic
of the circuit.
Figure 6.50 (A) is a schematic of a circuit that is not drawn in the box-like fashion used in
previous illustrations. To redraw this circuit, start at the voltage source and trace the path for
current to the junction marked (a). At this junction the current divides into three paths. lf you
were to stretch the wire to show the three current paths, the circuit would appear as shown in
Figure 6.50 (B).
t:
rt:
rr
r
):
rr
r^
I-
IJ
6-75
TTS lntegrated Training System
O Copyright 201
{A}
{B:
Figure 6.50 - Redrawing a simple parallel circuit.
While these circuits may appear to be different, the two drawings actually represent the same
circuit. The drawing in Figure 6.50 (B) is the familiar box-like structure and may be easier to
work with. Figure 6.51(A) is a schematic ol a circuit shown in a box-like structure, but may be
misleading. This circuit in reality is a series-parallel circuit that may be redrawn as shown in
Figure 6.51 (B). The drawing in part (B) of the figure is a simpler representation of the original
circuit and could be reduced to iust two resistors in parallel.
6-76
TTS lntegrated Training System
@ Copyright 2011
Usandor(is.d
J:
rr
,:
rr
rr
rr
rr
r
{A)
t:
t:
|:
(B)
,:
l:
l:
|:
t:
l:
t:
l:
t:
t:
t:
l:
a:
t:
l|:
l-
l-
6-77
TTS lntegraled Training System
@ Copyright 2011
ana:
"orpil*
".1
{b,
{r}
tel
R?
3*
{b}
(cl
Figure 6.52 - Redrawing a complex circuit'
time you reach a iunctior'
NOTE: As you redraw the circuit, draw it in simple box-like form' Each
a new branch is created by stretching or shrinking the wires'
Rr to a.iunction and
start at the positive terminal of the voltage source. current flows through
paths o{ current through Rr anc
divides into ihree paths; label this lunctiJn (a). Follow one of the
This iunction is labelled (b)
R: to a junction where the current divides into two more paths.
L
1;
rr
rr
rr
rr
rr
,-
Current flows through Re and Re and comes to a junction. Label this junction (c). From junction
(c) one path for current is through Rs to the source. The other path lor current from junction (c) is
through Rro to the source. All the junctions in this circuit have now been labelled. The circuit and
the junction can be redrawn as shown in Figure 6.52 (c). lt is much easier to recognize the
series and parallel paths in the redrawn circuit.
What is the total resistance of the circuit shown in Figure 6.53? (Hint: Redraw the circuit to
simplify and then use equivalent resistances to compute for Rr.)
Rr to':
rt:
l:
l:
t:
t:
):
l:
a:
l:
r"
I
l:
l:
l:
l-
l_-
l-
R1
l-
s0fi
l+
L-
]:
rr
rr
tft
t:
l:
ni
50v
What effect does the internal resistance have on the rest of the circuit shown in Figure 6.54?
6-79
TTS lntegrated Training System
O Copyright 201 1
ii':
a;i.i
(B)
tAl
{e}
Figure 6.55 - Series-parallel circuit with opens.
ln Figure 6.55 (C) an open is shown in the parallel branch of R3. There is no path for current
through R3. ln the circuit, current flows through Rr and Rz only. Since there is only one path for
current flow, Rr and Rz are effectively in series.
6-80
TTS lntegrated Training System
@
Copyriqht 2011
lt:
rt
rt
rt
r
rr
rl:
a:.1
Under these conditions Rr: 120O and lr: 1amp. As you can see, when an open occurs in a
parallel branch, total circuit resistance increases and total circuit current decreases.
A short circuit in a parallel network has an effect similar to a short in a series circuit. ln general,
the short will cause an increase in current and the possibility of component damage regardless
of the type of circuit involved. To illustrate this point, Figure 6.56 shows a series-parallel network
in which shorts are developed. ln Figure 6.56 (A) the normal circuit is shown. Rr = 40 ohms and
Ir = 3 amps.
tl
Vs
l:
t:
t:
l:
t:
t:
tB)
|:
t:
{e}
,:
,:
l:
|:
|:
t:
a:
t:
r
rv
rI-
a-
ln Figure 6.56 (B), Rr has shorted. Rr now has zero ohms of resistance. The total of the
resistance of the circuit is now equal to the resistance of the parallel network of Rz and Rs, or
20 ohms. Circuit current has increased to 6 amps. All of this current goes through the parallel
network (Rz, R:) and this increase in current would most likely damage the components.
ln Figure 6.56 (C), Ra has shorted. With R: shorted there is a short circuit in parallel with Rz. The
short circuit routes the current around Rz, effectively removing Rz from the circuit. Total circuit
resistance is now equal to the resistance of R1, or 20 ohms.
As you know,
follows:
Rz
6-81
TTS lntegrated Training System
O Copyright 2011
Given:
= 100O
R:=0O
Rz
Solution:
R"q
Rp^
R"q
R2xR3
R2+ R3
1000 x 0f)
1000 + 0r)
0O
The total circuit current with Ra shorted is 6 amps. All of this current flows through Rr and would
most likely damage Rr. Notice that even though only one portion of the parallel network was
shorted, the entire paralleled network was disabled.
Opens and shods alike, if occurring in a circuit, result in an overall change in the equivalent
resistance. This can cause undesirable effects in other parts of the circuit due to the
corresponding change in the total current flow. A short usually causes components to fail in a
circuit which is not propedy fused or otherwise protected. The failure may take the form of a
burned-out resistor, damaged source, or a fire in the circuit components and wiring.
Fuses and other circuit protection devices are installed in equipment circuits to prevent damage
caused by increases in current. These circuit protection devices are designed to open if current
increases to a predetermined value. Circuit protection devices are connected in series with the
circuit or portion of the circuit that the device is protecting. When the circuit protection device
opens, current flow ceases in the circuit.
6-82
TTS lntegrated Training Syslem
O Copyriqht 2011
Use and/ordide= s
governed by lhe gaisat:
on page 2 of lhLs C--a
)-
a:
r
rt
rr
rr
rr
tr
rl:
Most electrical and electronics equipment use voltages of various levels throughout their
circu itry.
One circuit may require a 90-volt supply, another a l-So-volt supply, and still another a 18o-volt
supply. These voltage requirements could be supplied by three individual power sources. This
method is expensive and requires a considerable amount of room. The most common method
of supplying these voltages is to use a single voltage source and a voltage divider. Before
voltage dividers are explained, a review of what was discussed earlier concerning voltage
references may be of help.
As you know, some circuits are designed to supply both positive and negative voltages.
Perhaps now you wonder if a negative voltage has any less potential than a positive voltage.
The answer is that 100 volts is 100 volts. Whether it is negative or positive does not affect the
feeling you get when you are shocked.
Voltage polarities are considered as being positive or negative in respect to a reference point,
usually ground. Figure 6.57 will help to illustrate this point.
E+
t:
t:
l:
t:
a:
t:
t:
t:
rl:
r 75V
F *?SV
* 5llV
C +50V
e * ?511
A.lV
{sl
':
f-
llXlV
B +25V
a:
rr
r.
a-
Voltage Dividers
l:
rr
lr]
clua66:rar.aca.:
Use an.rordisclosure ls
6-83
TTS lnlegrated Training System
O Copyright 2011
1..:!n.a
iir rssoriat
al!b66t,..4o.l:
gr ,rli5 ilre
the voltage can be measured. As indicated on the schematic, the voltage measured at each of
the points from point E to point A starts at 25 volts and becomes more negative in 25 volt steps
to a value of positive zero volts.
ln Figure 6.57 (B), the ground, or reference point has been moved to point B. The current in the
circuit is still 0.5 amp and each resistor still develops 25 volts. The total voltage developed in ihe
circuit remains at 100 volts, but because the reference point has been changed, the voltage at
point A is negative 25 volts. Point E, which was at positive 100 volts in Figure 6.57 (A), now has
a voltage of positive 75 volts. As you can see the voltage at any point in the circuit is dependent
on three factors; the current through the resistor, the ohmic value of the resistor, and the
reference point in the circuit.
A typical voltage divider consists of two or more resistors connected in series across a source
voltage (VJ. The source voltage must be as high or higher than any voltage developed by the
voltage divider. As the source voltage is dropped in successive steps through the series
resistors, any desired portion of the source voltage may be "tapped off" to supply individual
voltage requirements. The values of the series resistors used in the voltage divider are
determined by the voltage and current requirements of the loads.
Figure 6.58 is used to illustrate the development of a simple voltage divider. The requirement for
this voltage divider is to provide a voltage of 25 volts and a current of 910 milliamps to the load
from a source voltage of l-00 volts. Figure 6.58 (A) provides a circuit in which 25 volts is
available at point B. lf the load was connected between point B and ground, you might think that
the load would be supplied with 25 volts. This is not true since the load connected between
point B and ground forms a parallel network of the load and resistor Rr. (Remember that the
value of resistance of a parallel network is always less than the value of the smallest resistor in
the network.)
6-84
TTS lntegrated Training System
O Copyright 2011
t-lse
and.-
r-s::s-= :
a: tr
on page 2 c'-: ::ai_
govemsj b!
)--
,:
t:
t:
t:
t:
l:
,:
ti.
3Vs
..:1sgy
+ 100v
B+
,:
l:
U5V
0v
t:
t:
|:
|:
-Vs
t:
t:
):
LOJID
+z5v
91Oma
):
|:
l:
l:
t:
t:
a:
t:
t:
a:
r
tt:
rr^
since the resistance of the network would now be less than 25 ohms, the voltage at point B
would be less than 25 volts. This would not satisfy the requirement of the load.
To determine the size of resistor used in the voltage divider, a rule-of-thumb is used. The
current in the divider resistor should equal approximately 10 percent of the load current. This
current, which does not flow through any of the load devices, is called bleeder current.
Given this information, the voltage divider can be designed using the following steps.
Determine the load requirement and the available voltage source.
V' = 100V
= 25V
Iroaa = 910mA
Vroaa
l-
a,-
l-
6-8s
TTS lntegrated Training System
O Copyright 2011
r,rlih lhe
:iii
Inr=100%xhoua
Inr: 0.1 x 91OmA
Inr = 91mA
Calculate bleeder resistance.
'I\l ^-Rr=
VRr
Inr
25V
91mA
Rt:274'73Q
The value of R1 ma! be rounded off to 275 ohms:
Rr
= 275f)
Ir:
Itoua* Inr
Ir:910mA + 91mA
Ir= 14 (rounded olf)
Calculate the resistance of the other divider resistor(s).
Vnz=Vr=Vnr
Vnz=100V-25V
Vnz = 75V
Rr=k
-11
75V
D
f\7=-14
Rz = 75O
The voltage divider circuit can now be drawn as shown in Figure 6.58 (B).
6-86
TTS lntegrated Training System
@ Copyright 2011
L,L-.-
tt
rE
tr
tr
,-
R4
rr
r
Rl
V5
1&fu
R:
,:
l:
t:
l:
t:
l:
R.,r
,:
l;
t:
t:
a:
t:
l:
l:
t:
t:
rr^
a-
rl-
6-87
TTS lntegrated Training System
@ Copy.ight 2011
]!'re
Given:
Load 1:
V=90V
I
Load 2:
Load 3:
= 150V
10rnA
10mA
-'t75V
30mA
V' = 285V
The bleeder current should be 10% of the total load current.
Solution:
Inr
I (load total)
10%o x (10mA * 10mA + 30mA)
10%o x
Inr:
Inr
= 5mA
Since the voltage across Rr (Vnr) is equal to the voltage requirement for load 1 , Ohm's law can
be used to calculate the value for Rr.
Solution:
P',
=YU
lnr
90v
Rr: 5mA
Rr
- l8kf)
The current through Rz (lnz) is equal to the current through R1 plus the current through load
1.
Solution:
Inz=lnr*ltoaar
Inz:5mA*10mA
Inz: 1SmA
The voltage across Rz (Vnz) is equal to the difference between the voltage requirements of load
1 and load 2.
6-BB
TTS lntegrated Training System
O Copyright 2011
Use andor
disd.::=
govemed by the
sia:.+
on Page 2 of this
C.aj
rr
tr
tt
r
rr
rr
rr
rr
t:
t:
l:
l:
t:
t:
1:
t:
t:
Vnz=Vroaoz-Vroadr
Vnz=150-90V
Vnz = 60V
Ohm's law can now be used to solve for the value of
Solution:
Pr-v*
- Inz
Rz=
rr
rr
rlI3
60v
15mA
Rz = 60V
Rz
In:=lnz*lroaaz
Ins=15mA*10mA
In: = 25mA
The voltage across
and load 2.
R3
Vns:Vto"a:-Vtoadz
Vn:= 175V- 150V
Vns = 25V
Ohm's law can now be used to solve for the value of R:.
Solution:
p." - v*:ln:
|:
l:
l:
Rz.
R:=
R:
25V
25mA
- 1kO
The current through R+ (ln+) is equal to the current through R3 plus the current through load 3.
In+ is equal to total circuit cunent (lr).
In+=lns*lroaa:
6_89
TTS lntegrated Training System
O Copyright 201
Ina: 25mA
Ine :
30mA
55rnA
The voltage across R4 (Vn+) equals the difference between the source voltage and the voltage
requirement of load 3.
Vna=Vr-Vtoad3
Vna:285V- 175V
Vn+ = 1l-0V
Ohm's law can now be used to solve for the value of
Ra.
Solution:
R,'
V^n
In+
110v
R4__
' 55mA
Rc=ZkQ
With the calculations just explained, the values of the resistors used in the voltage divider are as
follows:
Rr:1BkO
= 4kO
= 1kO
Ra = 2kO
Rz
Rs
6-90
TTS lntegrated Training Sysiem
@
Copyright 2011
L
b
rr
rr
rr
rr
rr
,-
,:
t:
t:
t:
t:
t:
t:
t;
Load
1:
I
Load
2'.
= -25V
300mA
V = *50V
I 50mA
Load 3:
V= *250V
I = 100mA
Vs
= 310V
The circuit is drawn as shown in Figure 6.60. Notice the placement of the ground reference
point. The values for resistors Rr, Rs, and R4 are computed exac y as was done in the last
example. Inr is the bleeder current and can be calculated as follows:
,;
,:
l:
r
|:
l:
t:
l:
rr
r.
r^
l-
I.1
Use and/ordisclosure is
6-91
Copyright 2011
J"
aid
Figure 6.60 - Voltage divider providing both positive and negative voltages.
Calculate the value of Rr.
Solution:
p,^ -YBr
In t
Rr=
Rr
25V
45mA
= 556O
At point A:
Inr
45A
Inz
Itoaaz
*lroaa:
300mA
Inz
50mA
- 100mA-
Itoua
6-92
TTS lntegraied Training System
@
Copyright 2011
0
0
Us::_:: rr:::._
g :-:::. -: =-ron
c::;:
: -: :-4.''
L
t:
tr
,:
rr
rr
rr
rr
l:
t:
l:
l:
clt.ibai6pra.aoax q!reail$n
i.aallce
:iil
345mA*lnz-150mA-0
195mA*lnz:0
Inz
: -195mA
Since Vnz =
Vroaa2,
Rz.
Solution:
D^-
50v
195mA
Rz
= 256O
);
The voltage dcross R: (Vn:) equals the difference between the voltage requirements of loads 3
and 2.
,;
a;
t;
t;
l;
l;
t:
l:
l:
t:
r
rr
r^
aa-
In:=Vtoaa:-Vtoaa2
Ins=195mA*50mA
Ins = 245mA
Solution:
VRa=Vtoaag=Vloadz
Vn:=250V-50V
Vn:
= 200V
p.- - YBI
ln:
200v
R?- 245mA
Use and/ordisclosure is
govemed by the statemenl
on Page 2 ol this Chapler.
6-93
TTS lntegrated Training System
O Copyright 201
)ssigned jn as3orir::ri:
.,1,::1
ll:a
Rs
aid
= 816O
Ra.
In+=lnE*ltoaa:
lpq=245mA* 100mA
Ina
= 345mA
The voltage across Vn+ equals the source voltage (V.) minus the voltage requirement of load 3
and the voltage requirement of load I. Remember Kirchhoff's voltage law which states that the
sum of the voltage drops and EMFs around any closed loop is equal to zero.
Solution:
Vna=V.-Vtoad3-Vloadr
Ra.
Solution:
r.,
r\4-'-
VR*
In+
35V
D,
'345mA
Ra
= l-01.4O
With the calculations just explained, the values of the resistors used in the voltage divider are as
follows:
Rr:
556O
= 256f)
R: = 816O
Rz
Ra= 101O
From the information just calculated, any other circuit quantity, such as power, total current, or
resistance of the load, could be calculated.
6-94
TTS Integrated Training System
O Copyrioht 2011
Use and, or
dls:.:s,=
govemed by tn:
s-
onpage2oiIts::a-:
L,
lrl;,
rt
tr
rr
tr
rr
rr
rr
t:
t:
l:
l:
a:
t:
t:
a:
l:
t:
a:
l:
t:
r
rr
u
l"
I--
tars
The value of the remaining resistors in the voltage divider is computed from the current through
the remaining resistors and the voltage across them. These values must be used to provide the
required voltage and current to the loads.
lf the computed values for the divider resistors are not even values; series, parallel, or seriesparallel networks can be used to provide the required resistance.
Example: A voltage divider is required to supply two loads from a 190.s volts source. Load
requires *45 volts and 210 milliamps; load 2 requires *165 volts and 100 milliamps.
= 210mA
Iload2 = 100mA
Iload1
DIT Library
Bolton Street,
Solution:
A naaeQ
-\JZ- J\JU
Inr
10%o
x (210mA + 100mA)
Inr:31mA
Calculate the ohmic value of the bleeder resistor.
Given:
:45V (Vrouar)
Inr:31mA
Vnr
Solution:
nt: *
45V
Rr: 31mA
Rr
= 1451.6O
6-95
TTS lntegrated Training System
O Copyright 2011
Since it would be difficult to find a resistor of 1451.6 ohms, a practical choice for Rr is 1500 ohms.
Calculate the actual bleeder current using the selected value for Rr.
G
iven:
Vnr :45V
Inr = 1.5kO
Solution:
,rnr
Vnr
l-r
45V
Inr: 1.5kO
Inr
30mA
Using this value for Inr, calculate the resistance needed for the next divider resistor. The current
(lnz) is equal to the bleeder current plus the current used by load 1.
Given:
Inr
= 3OmA
Iloadl = 21OmA
Solution:
Inz=lnr*Load1
Inz=30mA+210mA
In+ = 240mA
The voltage across Rz (Vnz) is equal to the difference between the voltage requirements of loads
2 and l, or 120 volts.
Calculate the value of
Rz.
Given:
120V
ktz = 24OmA
Vnz
Solution:
6-96
TTS lnlegrated Training System
O Copyright 2011
Us::-: : r,1::::-=
gover:: :, :_;
--
L,
b
1-
tr
rr
rr
rr
rr
t:
a:
,:
rb
ll:
,:
t;
t:
rt:
a:
l:
a:
r
rr
r^
al--
V*'
R,- -
Inz
t20v
Rz=
24OmA
- 500O
Rz
The value of the final divider resistor is calculated with In: (lnz
(V' - Vro"az) equal to 25.5V.
G
Irouaz)
iven:
Vn: 25.5V
Ins= 340mA
Solution:
p.-v*
Ing
Rs=
Z55V
340mA
R::
75O
A 75-ohm resistor may not be easily obtainable, so a network of resistors equal to 75 ohms can
be used in place of R:.
Any combination of resistor values adding up to 75 ohms could be placed in series to develop
the required network. For example, if you had two 37.5-ohm resistors, you could connect them
in series to get a network of 75 ohms. One 50-ohm and one 25-ohm resistor or seven 10-ohm
and one 5-ohm resistor could also be used.
A parallel network could be constructed from two 150-ohm resistors or three 225-ohm resistors.
Either of these parallel networks would also be a network of 75 ohms.
The network used in this example will be a series-parallel network using three 50-ohm resistors.
With the information given, you should be able to draw this voltage divider network.
once the values for the various divider resistors have been selected, you can compute the
power used by each resistor using the methods previously explained. When the power used by
each resistor is known, the wattage rating required of each resistor determines the physical size
and type needed for the circuit. This circuit is shown in Figure 6.61 .
re is
chapler
6-97
TTS lntegrated Training System
O Copyright 2011
{5V
ZT
OMA
LOAD
6-98
TTS lntegrated Tra;ning System
O Copyright 2011
U* :1r :. +=-_= .
!o\e_E I :_e
s -=:
r:E :-4
--
z,
tt
t
=,
r,
r,
rE
rr
ra:
t:
t:
l:
rr
t:
l:
t:
rt:
TTS lntegrated
Training System
Module 3
Licence Category Bl and 82
Electrical Fundamentals
3. 7
Resistance/Resistor
t:
t:
t:
l:
l:
|:
):
):
7-1
TTS lntegted Training System
O Copyright 2011
cl!ar66tra.ro:i
Copyright Notice
@ Copyright. All
Knowledge Levels
Licence
Basic knowledge for categories A, 81 and 82 are indicated by the allocation of knowledge levels indicators (1, 2 or
3) against each applicable subject. Category C applicants must meet either the category 81 or the category 82
basic knowledge levels.
The knowledge level indicators are delined as follows:
LEVEL
LEVEL 2
A general knowledge ol the theoretical and practical aspects ol the subject.
An ability to apply that knowledge.
Objectives:
The applicant should be able to understand the theoretical fundamentals of the subject.
The applicant should be able to give a general description of the subject using, as appropriate, typical
examples.
The applicant should be able to use mathematical formulae in conjunction with physical laws describing the
subject.
The applicant should be able to read and understand sketches, drawings and schematics describing the
subject.
The applicant should be able to apply his knowledge in a practical manner using detailed procedures.
LEVEL 3
A detailed knowledge of the theoretical and practical aspects of the subject.
A capacity to combine and apply the separate elements of knowledge in a logical and comprehensive
manner.
Objectives:
The applicant should know the theory of the subject and interrelationships with other subjects.
The applicant should be able to give a detailed description of the subject using theoretical fundamentals
and specific examples.
The applicant should understand and be able to use mathematical formulae related to the subject.
The applicant should be able to read, understand and prepare sketches, simple drawings and schematics
describing the subject.
The applicant should be able to apply his knowledge in a practical manner using manufacturer's
instructions.
The applicant should be able to interpret results lrom various sources and measurements and apply
corrective action where appropriate.
7-2
l-.-
t:
r
tr
rt
r
rr
rv
r
,:
l:
t:
l:
citatijpro com
Table of Contents
10
15
25
30
(b)
Conductance
Electrical Resistors
Resistor Wattage Rating
Construction of Potentiometers
33
33
34
35
36
t:
l:
t:
a:
t:
,:
|:
t:
t:
t:
l:
rr
rr
ra'
l--
7_3
Copyright 2011
7-4
TTS lntegrated Training System
O Copyright 2011
u-
,-
b,_
rf
rr
rr
rl:
,-
rl:
J:
t:
,;
t:
rr
t;
t;
Resistivity
Electrical resistivity (also known as specific electrical resistance) is a measure
of how
strongly a material opposes the flow of electric current. A low resistivity inOicates
a material that
readily allows the movement of electrical charge. The Sl unit of electrical
resistivity is the ohm
metre.
|:
l;
f '
|h '
|r- -
l-
l:
t:
l:
ll-]
1-,
where:
p is the static resistivity (measured in ohm
mehes, Q-m);
R is the electrical resistance of a uniform
specimen of the material (measured in ohms,
o);
I is the length of the piece of material
(measured in metres, m);
A is the cross-sectional area of the
Figure 7.1
specimen (measured in square metres,
Dimensions of a conductor
m').
semtconductormaterial.
,*un,.,ooo*-""
::l,:Jiii? lti "JxliTii'
7_5
TTS lntegrated Training System
O Copyright 2011
ailN
RESISTIVITY
AT o'c
Material
ohmmetre
lO-8
RESISIVITY
RELATIVE TO
TEMPERATURE
COEFFICIENT
x1o-4 PER
COPPER
Silver
1.51
0.95
41
Copper
1.59
1.00
43
Gold
2.O4
1.28
40
Aluminium
2.45
1.54
45
Platinum
9.81
fr-l/
39.2
lron
8.90
5.60
65
Hard Steel
46
28.9
16
Mercury
94
59.2
Manganin
41
26.1
0.1
Constantan
49
30.8
0.4
Nickrome
110
69
1.5
Carbon
T;bleTlf
4425
Reslst'rvities of some common materials at
7000
oc
Negative
USE
Good
conductors
Used as
conductors
because of their
other properties
Stable resistors
(low temp.
coefficient)
Very low cost
.R*
pL
A
7-6
TTS lnteorated Training System
O Copyriqht 2011
-::---t
)-.
):
,:
rr
rr
rt
tv
r
rl:
t:
l:
r
l:
lt:
l:
l:
l:
t:
l:
rr
rr
|:
rr
rl-
a-
:at
Electrical Resistance
It is known that the directed movement of electrons constitutes a current flow. lt is also known
that the electrons do not move freely through a conductor's crystalline structure. Some materials
offer little opposition to current flow, while others greatly oppose current flow. This opposition to
current flow is known as resistance (R), and the unit of measure is the ohm. The standard of
measure for one ohm is the resistance provided at zero degrees Celsius by a column of
mercury having a cross-sectional area of one square millimetre and a length of 106.3
centimetres. A conductor has one ohm of resistance when an applied potential of one volt
produces a current of one ampere. The symbol used to represent the ohm is the Greek letter
omega
).
Type of Material (Resistivity) - Depending upon their atomic structure, different materials will
have different quantities of free electrons. Therefore, the various conductors used in electrical
applications have different values of resistance.
This was discussed in the previous section under "Resistivity,,.
Consider a simple metallic substance. Most metals are crystalline in structure and consist of
atoms that are tightly bound in the lattice network. The atoms of such elements are so close
together that the electrons in the outer shell of the atom are associated with one atom as much
as with its neighbour. (See figure 7.2 view A). As a result, the force of attachment of an outer
electron with an individual atom is practically zero. Depending on the metal, at least one
electron, sometimes two, and in a few cases, three electrons per atom exist in this state. ln such
a case, a relatively small amount of additional electron energy would free the outer electrons
f rom the attraction of the nucleus. At normal room temperature materials of this type have many
free electrons and are good conductors. Good conductors will have a low resistance.
7-7
TTS lntegrated Training System
O copyright 2011
(A)
{El
Figure
lf the atoms of a material are far.ther apart, as illustrated in figure 7.2view B, the electrons in the
outer shells will not be equally attached to several atoms as they orbit the nucleus. They will be
attracted by the nucleus of the parent atom only. There{ore, a greater amount of energy is
required to free any of these electrons. Materials of this type are poor conductors and therefore
have a high resistance.
Silver, gold, and aluminium are good conductors. Therefore, materials composed of their atoms
would have a low resistance.
The element copper is the conductor most widely used throughout electrical applications. Silver
has a lower resistance than copper but its cost limits usage to circuits where a high conductivity
is demanded.
Aluminium, which is considerably lighter than copper, is used as a conductor when weight is a
major factor.
7-8
Copyright
20'1
Use and/ordielos-= s
govemed by lhe ga:-e.t
on page 2 ol this C':---
|-
h
p^
rr
rr
rr
rr
rr
l:
l:
|:
l:
rl,:
t;
,:
t:
l:
t:
l:
l:
Effect of Conductor Length - The length of a conductor is also a factor which determines the
resistance of a conductor. lf the length of a conductor is increased, the amount of energy givenup increases' As free electrons move from atom to atom some energy is given off as heat. The
longer a conductor is, the more energy is lost to heat. The additionai-enefuy loss subtracts from
the energy being transfened through the conductor, resulting in a decreas-e in current flow for a
given applied voltage. A decrease in current flow indicates an increase in resistance, since
voltage was held constant. Therefore, if the length of a conductor is increased, the resistance
increases. The resistance of a conductor is direcily proportional to its length.
Effect of Temperature - Temperature changes affect the resistance of materials in different
ways' ln some materials an increase in temperature causes an increase in resistance, whereas
in others, an increase in temperature causes a decrease in resistance. The amount oi change
of resistance per unit change in temperature is known as the temperature coefficient. lf foi an
increase in temperature the resistance of a material increases, it is said to have a positive
temperature coefficient. A material whose resistance decreases with an increase in
temperature has a negative temperature coefficient. Most conductors used in electronic
applications have a positive temperature coefficient. However, carbon, a frequently used
material, is a substance having a negative temperature coefficient. Several materiils, such as
the alloys constantan and manganin, are considered to have a zero temperature coefficient
because their resistance remains relatively constant for changes in temperature.
The resistance Rt at a temperature of
Rt-Ro(1+
Where
Ro is
For example: The field winding of a generator has a resistance of 40 at oc. what is its
resistance at 50c? Resistance-Temperature coeffici ent of copper is 0.0043 per
c at 0c (see
table 7.1).
Rt=Ro(1
+ 0.0043 x 50)
- 40(1 '1.2\5
- 40 x
- 48.6
rr
rr
rv
rl-
7_9
TTS lntegrated Training System
@
Copyright 2011
r3::e:iri
vrilh ]he
aid
L-
T*lerartce
iifurltiplier
2rrd *ligit
1*t tligit
Figure 7.3
- A common
4-band resistor
The colour of the first band indicates the value of the first significant digit. The colour of the
second band indicates the value of the second significant digit. The third colour band
represents a decimal multiplier by which the first two digits must be multiplied to obtain the
resistance value of the resistor. The colours for the bands and their corresponding values are
shown in T able 7.2.
7-10
TTS lntegrated Training System
O Copyright 2011
Use an.vordiscosure
governed by the stalereon page 2 olthis Chapl.
L.
l:
e
tr
rr
rr
rr
rr
r
.lrt6i;prc.orn
Simplifying the Colour Code - Resistors are the most common components used in
electronics. The technician must identify, select, check, remove, and replace resistors.
Resistors and resistor circuits are usually the easiest branches of electronics to understand.
The resistor colour code sometimes presents problems to a technician. lt really should not,
because once the resistor colour code is learned, you should remember it for the rest of your
life.
Black, brown, red, orange, yellow, green, blue, violet, gray, white - this is the order of colours
you should know automatically. There is a memory aid that will help you remember the code in
its proper order. Each word starts with the first letter of the colours. lf you match it up with the
colour code, you will not forget the code.
Bad Boys Run Over Yellow Gardenias Behind Victory Garden Walls,
or:
rr
l:
t:
l:
l;
t;
l:
a:
l:
l:
l:
l:
Black
Bad
Brown
Boys
Red
Run
Orange Over
Yellow Yellow
Table 7.3
Green
Garden ias
Blue
Behind
Violet
Victory
Gray
Garden
White
Walls
- aid to memory
There are many other memory aid sentences that you might want to ask about from
experienced technicians. We could not possibly print them here, for fear of offending someone.
There is still a good chance that you will make a mistake on a resistor's colour band. Most
technicians do at one time or another. lf you make a mistake on the first two significant colours,
it usually is not too serious. lf you make a mistake on the third band, you are in trouble, because
the value is going to be at least 10 times too high or too low.
t:
t:
l:
rr
ru
l.'
7 -11
TTS lntegrated Training System
O Copyright 2011
!.1
laa
t:a:lia.
a:.1
The fourth band, which is the tolerance band, usually does not present too much of a problem.
lf there is no fourth band, the resistor has a 20"/" tolerance; a silver fourlh band indicates a 1 0percent tolerance; and a gold fourth band indicates a s-percent tolerance.
T able 7 .4
5th Band
Red
0.1%
Orange
O.O1"/"
Yellow
0.001 /"
Table 7.5
5th
,0o/o
For a resistor whose the fifth band is colour coded brown, the resistor's chance of failure will not
exceed 1 percent for every 1,000 hours of operation.
ln equipment such as the aircraft's complex computers, the reliability level is very significant.
For example, in a piece of equipment containing 10,000 orange fifth-band resistors, no more
than one resistor will fail during 1,000 hours of operation. This is very good reliability.
However, the reliability of modern manufactured resistors is now so high, that the chance oJ
failure is well under the 0.001% of the yellow band designated resistor. Hence the 5th band is
no longer used to denote reliability. The five band resistor is now used for the high tolerance,
high resolution resistors, as will be explained next.
7-12
TTS lntegrated Training System
O Copyright 2011
or::::s- i
-:
::e-i
govemed bt -:
on page 2 c'::
L
h
,-
l:
t:
l:
l:
t:
l;
l:
t:
t:
t;b
lt:
t:
S-Band System
Read the colours from left to right just like for 4-band resistors. The first band is the first
significant digit (1st number), the second band is the second significant digit (2nd number), the
third band is the third significant digit (3rd number), the fourth band is the multiplier band
(number of zeros to add to the two digit number, again this band can also be Gold or Silver to
move the decimal point to the left), and the fifth band is the tolerance band. Tolerance values
for five band resistors can only be 0.05%, 0"1o/", O.25o/",0.5% or 1"/o (grey, violet, blue, green,
brown). For most of us, we will only see 1% tolerance resistors as the highest precision
components in electronic devices. lf you work on test instruments or specialized equipment,
you may see some of the higher precision components.
|:
l:
l:
l-
a:
t;
t;
a;
t:
Figure 7.5
- A modern
Tclerance
hlultiplier
3rd digit
2trtl digii
t*t digit
S-band resistor
a,;
l:
l:
l:
t:
a'
l-
Figure 7.6
A 6-band resistor
tr
TenrpCo
Tolsrance
Multiplier
3rd digit
?nd digit
1st digit
7-13
Copyright 2011
a!l36pro.ccr
qr-teslion
ti:tt;iae
aiC
10K Olrmt
* 5%
41,tKOhmrrl4,{
116 O*sr*
$li
Y$lraflae
l-stG;o+61
ffi w
seo6d Oigit
TcLpt
E"n
?mperah$e
Coe!fitn*
ffi
7-14
TTS lntegrated Training System
O Copyriqht 201'1
rr
rr
rr
rr
tr
r
Rr=Rr*Rz*R:*...R"
NorE: The subscript n denotes any number of additional resistances that might be
in the
equation.
,:
rL
rll:
)-
t:
l:
lj:
t:
a-
SSSK
CiRCUIT
SEHNES
Cffi*UIT
l:
r.
t:
rr
E
|:
rk'
t:'
7_15
TTS lntegrated Training System
O Copyright 2011
Example: ln Figure 7.9 a series circuii consisting of three resistors: one of 10 ohms, one of
l-5 ohms, and one of 30 ohms, is shown. A voltage source provides 110 volts. What is the total
resistance?
Given:
Rr=
10 ohms
R:=
Solution:
30 ohms
Rr=Rr+R2+R3
Rr = 10 ohms + 15 ohms + 30 ohms
Rr = 55 ohms
ln some circuit applications, the total resistance is known and the value of one of the circuit
resistors has to be determined. The equation Rr = Rr + Rz + R: c?n be transposed to solve for the
value of the unknown resistance.
Example: ln Figure 7.10 the total resistance of a circuit containing three resistors is 40 ohms.
Two of the circuit resistors are 10 ohms each. Calculate the value of the third resistor (R: ).
7-16
TTS lntegrated Training System
O Copyriqht 2011
=:!--:-
L,
1;
G
E
rr
rr
rr
rr
rr
rr
a:
t:
a:
t:
t:
t:
rt:
t:
r1:
.l!a6atro.a.n q
40 ohms
10 ohms
R: = 10 ohms
Rr
Rz -
Solution:
Rr=Rr+Rz+R:
Rr-Rr-Rz-RE
Rs-Rr-Rr-Rz
Rs = 40 ohms - 10 ohms R: = 40 ohms - 20 ohms
Rs
10 ohms
= 20 ohms
t:
r
t:
rr
r
r=-
l-
7-17
TTS lntegrated Training System
O Copyright 2011
!^rlii'i riie
ail
Parallel Resistance
ln the example diagram, Figure 7.11, there are two resistors connected in parallel across a
5 volt battery. Each has a resistance value of 10 ohms. A complete circuit consisting of two
parallel paths is formed and current flows as shown.
*.1
10 t?
The total resistance of the circuit can be calculated by using the values of total voltage (Vr) and
total current (lr).
NOTE: From this point on the abbreviations and symbology for electrical quantities will be used
in example problems.
Given:
Vr-5V
Ir:
1A
Solution:
R=
V
I
VRr'11
= ---l
5V
Rt=*
Rr=5()
7-18
TTS lntegrated Training System
O Copyright 2011
Use
a.d.' i::,::---
r: i: -Ec':' : 4.5:
govemed by
o.
page 2
L
u
t-
rr
rr
rt
tt
rr
This computation shows the total resistance to be 5 ohms; one-half the value of either of the two
resistors.
Since the total resistance of a parallel circuit is smaller than any of the individual resistors, total
resistance of a parallel circuit is not the sum of the individual resistor values as was the case in
a series circuit. The total resistance ol resistors in parallel is also referred to as equivalent
resistance (R"q). The terms total resistance and equivalent resistance are used
interchangeably.
There are several methods used to determine the equivalent resistance of parallel circuits. The
best method for a given circuit depends on the number and value of the resistors. For lhe circuit
described above, where all resistors have the same value, the following simple equation is
used:
n"o=*
l:
l:
t:
t:
l:
l:
a:
a:
l:
t:
t:
l:
a:
t:
l:
l:
rr
rr
r^
a-
Req
This equation is valid for any number of parallel resistors of equal value.
Example. Four 40-ohm resistors are connected in parallel. What is their equivalent resistance?
Given:
Rr*Rz*R:*Ra
Rr
+ 40O
Solution:
R
R"":-"N
40fl
R"q = _+
Req
= 169
Figure7,12 shows two resistors of unequal value in parallel. Since the total current is shown,
the equivalent resistance can be calculated.
7-19
Copyright 2011
R2
6f]
154
*-------------*
Figure 7.12 - Example circuit with unequal parallel resistors.
Given:
V. = 30V
Ir = 15A
Solution:
V"
D
_ ---9
r\eq _
,
rT
30v
R"": ---15A
R"q: 2o
The equivalent resistance of the circuit shown in Figure7.12 is smaller than either of the two
resistors (Rr, Rz). An important point to remember is that the equivalent resistance o{ a parallel
circuit is always less than the resistance of any branch.
Equivalent resistance can be found if you know the individual resistance values and the source
voltage. By calculating each branch current, adding the branch currents to calculate total
current, and dividing the source voltage by the total current, the total can be found. This
method, while effective, is somewhat lengthy. A quicker method of finding equivalent resistance
is to use the general formula for resistors in parallel:
lLllI
Req Rt R2 R3
7-20
TTS lntegrated Training System
O Copyright 2011
Rn
ar::- i-r::s--- :
govem-:, -E :,j_
on
par.2
:'-: :_z:
l-,,_
h
tE
r
rt
rt
tr
rt
rr
lf you apply the general formula to the circuit shown in Figure 6.40 you will get the same value
for equivalent resistance (2f)) as was obtained in the previous calculation that used source
voltage and total current.
Given:
Rr-3O
Rz=6()
Solution:
Lt1
____!_
Req R1 '
Ltl
____!_
ReQ
L2\
ReQ 6f)' 60
t;
l-
13
ReQ 6fl
l;
tt.
l-
6f)
____L_
l:
rt
'
|:
at;,
u
b
h
lt;
lt:
r
3c)
R2
IT
Req
2A
since both sides are reciprocals (divided into one), disregard the reciprocal function.
Req
291
rv
TITLT
ouo:&+&+R3+"Rn
There are other simplifications of the general formula for resistors in parallel which can be used
to calculate the total or equivalent resistance in a parallel circuit.
7-21
TTS lntegrated Training System
O Copyright 2011
Reciprocal Method - This method is based upon taking the reciprocal of each side of the
equation. This presents the general formula for resistors in parallel as:
eq =
E;_'
;_=
Rr 'Rz ' Rn
This formula is used to solve for the equivalent resistance of a number of unequal parallel
resistors. You must find the lowest common denominator in solving these problems.
Example: Three resistors are connected in parallel as shown in Figure 7.13. The resistor values
dr: R1 :20 ohms, Rz:30 ohms, R::40 ohms. What is the equivalent resistance? (Use the
reciprocal method.)
Rr
= 20O
Rz:30f)
R: = 40O
7-22
TTS lnlegrated Training System
O Copyright 2011
Use
a.::- i rr|s-r;
: :r-: -=iry
-_=-=
govem{:.
on pag.
a;
4...-
ct
Solution:
rt
Req
Rt
tE
^1
]J
"eq- -- 1 , 1 ,
cr
rE
Req
:
120a
120o"
R"q =,,.r1
L20
R"q = 1?i3 o
Req = 9'z:o
Product Over the Sum Method - A convenient method for finding the equivalent, or total,
resistance of two parallel resistors is by using the following formula.
tt:
,-,
I\an
rr
E
rr
r
x R2
Rl + R2
R1
=-
This equation, called the product over the sum formula, is used so frequenily it should be
committed to memory.
Example: What is the equivalent resistance of a 20-ohm and a 30-ohm resistor connected in
parallel, as in Figure 7.14?
rt:
t:
t:
rl:
l-
rt
rr
a:
ra1
=-r,+-,
r-R, -Rt
Figure
I -ZJ
TTS lntegrated Training System
O Copyright 2011
Given:
Rr= 20O
Rz= 20O
Solution:
xR2
R1+ R2
R1
Req
Req
= 20f)+30f)
Req
200 x 3Of)
Ruq
600
-so
12o
7-24
TTS lntegrated Training System
O Copyright 2011
:
is:;*1
2 r:E :)zP
UF e.1:r
govemel
on pa9
s_,
U
tG
r
rr
tt
rt
f
Potentiometer
|:
,:
t:
a:
ra:
ra:
r
a:
a:
,:
l:
,:
t:
r
rt
rr
r^
aI
Variable Resistor
Rheostat
|:
+Fd-
..J
7_25
TTS lntegrated Training System
O Copyright 2011
wire using a sliding contact(s). The sliding contact is moved until no current flows into or out of
the standard cell, as indicated by a galvanometer in series with the unknown EMF. The voltage
across the selected section of wire is then equal to the unknown voltage. All that remains is to
calculate the unknown voltage from the current and the fraction of the length of the resistance
wire that was connected to the unknown EMF. The galvanometer does not need to be
calibrated, as its only function is to read zero. When the galvanometer reads zero, no current is
drawn from the unknown electromotive force and so the reading is independent of the source's
internal resistance.
Because the resistance wire can be made very uniform in cross-section and resistivity, and the
position of the wiper can be measured easily, this method can be analyzed to accurately
determine the uncertainties in the measurement. When measuring potentials larger than that
produced by a standard cell, an external voltage divider is used to scale the measured voltage
down to approximately 1 volt lor measurement by the potentiometer; the uncertainties due to
the voltage divider construction and the load placed on the source by the voltage divider then
become part of the uncertainty of the overall measurement.
Microvolt Potentiometer
This is a form of the constant resistance potentiometer described above but designed to
minimize the effects of contact resistance and thermal EMF. This equipment is satisfactorily
used down to readings of 10 nV or so.
Thermocouple Potentiometer
Another development of the standard types was the 'thermocouple potentiometel especially
modified for performing temperature measurements with thermocouples. Poteniiometers for use
with thermocouples also measure the temperature at which the thermocouple wires are
connected, so that cold-junction compensation may be applied to correct the apparent
measured EMF to the standard cold-junction temperature of 0 degrees C.
7-26
Use
-r::r .;rs:::- :
:' :,,:-:--:._=
goveme3
on pa,o.2
rt:
ct
rt
rt
tt
rr
rr
rr
rr
r
Rheostats
A rheostat is a two{erminal variable resistor. Often these are designed to handle much higher
voltage and current. Typically these are constructed as a resistive wire wrapped to form a
toroid coil with the wiper moving over the upper surface of the toroid, sliding f rom one turn of
the wire to the next. Sometimes a rheostat is made from resistance wire wound on a heat
resisting cylinder with the slider made f rom a number of metal fingers that grip lightly onto a
small portion of the turns of resistance wire. The 'fingers'can be moved along the coil of
resistance wire by a sliding knob thus changing the 'tapping' point. They are usually used as
variable resistors rather than variable potential dividers.
l:
t:
Applications of Potentiometers
,:
,:
|:
l:
l:
t:
Potentiometers are widely used as user controls, and may control a very wide variety of
equipment functions.
The widespread use of pots in consumer electronics has declined in the 1990s, with digital
controls now more common. However they remain in use in many applications. Two ol the most
common applications are as volume controls and as position sensors.
|:
r
):
):
l:a-
I-
7-27
TTS lntegrated Training System
O Copyright 2011
Audio Control
Sliding potentiometers ("faders")
One of the most common uses for
modern low-power potentiometers
is as audio control devices. Both
sliding pots (also known as
faders) and rotary potentiometers
(commonly called knobs) are
regularly used to adjust loudness,
frequency attenuation and other
characteristics of audio signals.
Transducers
Potentiometers are also very widely used as a part of position transducers because of the
simplicity of construction and because they can give a large output signal.
7-28
Copvright 201
Use
a.c
r': i:,::- :
rj:--
govemed br :':
o. page 2 :'.
: :_a-+
r.
r'r
rr
rr
rr
rr
rr
rr
rt:
rt:
Theory of Operation
A potentiometer with a resistive load, showing equivalent fixed resistors for clarity, is shown in
figure 7.18.
Figure 7.18
The potentiometer can be used as a potential divider (or voltage divider) to obtain a manually
adiustable output voltage at the slider (wiper) from a fixed input voltage applied across the two
ends of the pot. This is the most common use of pots.
One of the advantages of the potential divider compared to a variable resistor in series with the
source is that, while variable resistors have a maximum resistance where some current will
always flow, dividers are able to vary the output voltage from maximum (Vg to ground (zero
volts) as the wiper moves from one end of the pot to the other. There is, however, always a
small amount of contact resistance.
|:
l:
t:
t:
a:
t:
t:
t:
r
ln addition, the load resistance is often not known and therefore simply placing a variable
resistor in series with the load could have a negligible effect or an excessive effect, depending
on the load.
|:
rt:
r
l-
-''
7_29
TTS lntegrated Training System
O Copyright 2011
)..
t..
Figure 7.19
Bridge circuit
ln its classic form, a galvanometer (a very sensitive DC current meter) is connected between
the output terminals, and is used to monitor the current flowing from one voltage divider to the
other. lf the two voltage dividers have exactly the same ratio (Rr/Rz - Rs/R+), then the bridge is
said to be balanced and no current flows in either direction through the galvanometer. lf one of
the resistors changes, even a little bit in value, the bridge will become unbalanced and current
will flow through the galvanometer. Thus, the galvanometer becomes a very sensitive indicator
of the balance condition.
7-30
TTS lntegrated Training System
O Copyright 2011
a.c:' iir{;-=
.; :;
,'.::
:'- !-=+-
goveme!
on paae 2
L
'r
rr
rr
rr
rr
rr
rr
rr
t:
t:
l:
,:_
lt:
l:
a:
t:
l:
l:
rr
tr
r
rt
I-
Figure
7 .2O
An unknown resistor, Rx, is connected as the fourth side of the circuit, and power is applied.
is adjusted until the galvanometer, G, reads zero current. At this point, Rx = RzxR:/Rr.
R2
This circuit is most sensitive when all four resistors have similar resistance values. However, the
circuit works quite well in any event. lf Rz can be varied over a 10:1 resistance range and R1 is of
a similar value, we can switch decade values of R: into and out of the circuit according to the
range of value we expect from Rx. Using this method, we can accurately measure any value of
Rx by moving one multiple-position switch and adjusting one precision potentiometer.
7-31
TTS lntegrated Training System
O Copyright 2011
L.
lntegrated Training System
)-:
J-
L:
1:
1;
1:
la-'
la-'
L,-'
l:
L:
E_
lJ:
(b)
Conductance
Electricity is a study that is frequenfly explained in terms of opposites. The term that is the
opposite of resistance is conductance. conductance is the ability of a material to pass
electrons. The factors that affect the magnitude of resistance are exac y the same for
conductance, but they affect conductance in the opposite manner. Therefore, conductance is
direcily proporlional to area, and inversely proportional to the length of the material. The
temperature of the material is definitely a factor, but assuming a constant temperature, the
conductance of a material can be calculated.
The unit of conductance is the mho (c), which is ohm spelled backwards. Recently the term
mho has been redesignated Siemens (S). Whereas the symbol used to represent iesistance (R)
is the Greek letter omega
), the symbol used to represent conductance (c) is (s). The
relationship that exists between resistance (R) and conductance (G) or (S) is a reciprocal one. A
reciprocal of a number is one divided by that number. ln terms of resistance and conductance:
R=1
,:
t:
,:
rt;
1:
rr
rr
rr
rr
rr
rr
]:
l-
6-1R
7_33
TTS lnlegrated Training System
O Copyright 2011
l''re
Electrical Resistors
Resistance is a property of every electrical component. At times, its effects will be undesirable.
However, resistance is used in many varied ways. Resistors are components manufactured to
possess specific values of resistance. They are manufactured in many types and sizes. When
drawn using its schematic representation, a resistor is shown as a series of jagged lines, as
illustrated in figure 7.21 .
HXF:}
fAR8fl't
FIl{ED
WRG}III*U}'D
{T*pPES}
AOJUSTAEL
ttlrHE!fimumB
"O1HTIOI$F|ER
ru*TOSTftT
Figure
Composition of Resistors
One of the most common types of resistors is the moulded composition, usually referred to as
the carbon resistor. These resistors are manufactured in a variety of sizes and shapes. The
chemical composition of the resistor determines its ohmic value and is accurately controlled by
the manufacturer in the development process. They are made in ohmic values that range from
one ohm to millions of ohms. The physical size of the resistor is related to its wattage rating,
which is the ability of resistor to dissipate heat caused by the resistance.
Carbon resistors, as you might suspect, have as their principal ingredient the element carbon. ln
the manufacturer of carbon iesistors, fillers or binders are added to the carbon to obtain various
resistor values. Examples of these fillers are clay, Bakelite, rubber, and talc. These fillers are
doping agents and cause the overall conduction characteristics to change'
7-34
TTS lntegrated Training System
Copyright 2011
Use
ans:-
i i:,:s---
:,; ::l
::l
on paqe 2.'-:
govemed a\
'
l=
a--,.
rt
E
E
t
rr
rr
e
rr
rt
rr
rt
rr
tr
rr
tt
rr
rr
r
l"
Carbon resistors are the most common resistors found because they are easy to manufacturer,
inexpensive, and have a tolerance that is adequate for most electrical and electronic
applications. Their prime disadvantage is that they have a tendency to change value as they
age. One other disadvantage of carbon resistors is their limited power handling capacity.
The disadvantage of carbon resistors can be overcome by the use of WIREWOUND resistors
(Iigure 7..21 (_B) and (C)). Wire-wound resistors have very accurate values and possess a higher
current handling capability than carbon resistors. The material that is frequently used to
manufacture wire-wound resistors is German silver which is composed of copper, nickel, and
zinc' The qualities and quantities of these elements present in the wire determine the resistivity
of the wire. (The resistivity of the wire is the measure or ability of the wire to resist current.
Usually the percent of nickel in the wire determines the resistivity.) One disadvantage of the
wire-wound resistor is that it takes a large amount of wire to manufacture a resistorbf high
ohmic value, thereby increasing the cost. A variation of the wire-wound resistor provides an
exposed surface to the resistance wire on one side. An adjustable tap is attached to this side.
Such resistors, sometimes with two or more adjustable taps, are used as voltage dividers in
power supplies and other applications where a specific voltage is desired to be "tapped" off.
7_35
TTS lntegrated Training System
O Copyright 2011
Resistors that dissipate very large amounts of power (watts) are usually wire-wound resistors.
Wire-wound resistors with wattage ratings up to 50 watts are not uncommon.
Construction of Potentiometers
Figure 7.22 - Construction of a wire-wound circular
potentiometer.
One form of rotary potentiometer is called a string pot. lt is a multiturn potentiometer with an
attached reel ol wire turning against a spring. lt is convenient for measuring movement and
therefore acts as a position transducer.
ln a linear slider pot, a sliding control is provided instead of a dial control. The word linear also
describes the geometry of the resistive element which is a rectangular strip, nct semi-circular as
in a rotary potentiometer. Because of the large opening for the wiper and knob, this type of pot
has a greater potential for getting contaminated.
Potentiometers can be obtained with either linear or logarithmic laws (or "tapers").
7-36
TTS lntegrated Training System
O Copyright 2011
:r-+
2.:: !-=-
rr
r
rr
rr
rr
rr
tr
r
rr
rr
t:
lra:i.raar
rr
t:
r
IJ
aaarl:1ia:: .rll'r
llt
:-.r:r.j::rr: :l:.1
l'1!il:
i
,:
rt:
t:
rr
rr
rr
r
fr
l
:3
Figure 7.24 - PCB mount trimmer potentiometers, or "trimpots", intended {or infrequent
adjustment.
Logarithmic Potentiometer
A logarithmic taper potentiometer has a resistive element that either'tapers' in from one end to
the other, or is made from a material whose resistivity varies f rom one end to the other. This
results in a device where output voltage is a logarithmic (or inverse logarithmic depending on
type) function of the mechanical angle of lhe pot.
Most (cheaper) "log" pots are actually not logarithmic, but use two regions oJ different, but
constant, resistivity to approximate a logarithmic law. A log pot can also be simulated with a
linear pot and an external resistor. True log pots are significantly more expensive.
Logarithmic taper potentiometers are often used in connection with audio amplifiers.
and/or d sc osure s
governed by lhe slalement
o. pale 2 ofrhis Chapter.
7-37
TTS lnlegrated Training Sysiem
O Copyrioht 2011
l-
E
E
E^
E
E
TTS lntegrated
E
r,
E
E
1;
Module 3
Licence Category 81 and 82
rb1l-,
ra:
ft:,
Electrical Fundamentals
3.8 Power
l---,
a:
t
E
r
ts
B-1
TTS Integrated Training System
O Copyright 2011
lil":.g
i:?",."""9,
Jl?,,11
s vste m
Copyright Notice
copyright. AII worldwide rights reserved. No part of this publication may be reproduced,
stored in a retrieval system or transmitted in any form by any other means whatsoever:
i.e.
photocopy, electronic, mechanical recording or otherwise without
prior
the
writlen permission ot
Total Training Support Ltd.
@
Knowledge Levels
Licence
Basic knowledge for categories A, B^1 and 82 are indicated by the allocation
ol knowledge levels indicators (.1, 2 or
3) against each applicable subject. category c applicants must meet either the
categori Bt oi the caregory ez
basic knowledge levels.
The knowledge level indicators are defined as follows:
LEVEL
LEVEL 2
A general knowledge of the theoretical and practical aspects ol the subject.
An ability to apply that knowledge.
Ubjecttves:
The applicant shourd be abre to understand the theoreticar fundamentars
of the subject.
The applicant shourd be abre to give a generar description of the subject
u"ing,
uppiopriate, typicar
examples.
""
The applicant should be able to use mathematical formulae in conjunction
with physical laws describing the
subject.
The applicant should be able to read and understand sketches,
drawings and schematics describing the
subject.
The applicant should be able to apply his knowledge in a practical
manner using detailed procedures.
LEVEL 3
A detailed knowledge of the theoretical and practical aspects
of the subject.
A capacity to combine and apply the separate elements of knowledge
in a togical and comprehensjve
manner.
Objectives:
The applicant should knowthe theory of lhe subject and inierrelationships
with other subjects,
The applicant should be able to give a detailed description of
the subje;t using theoretical lundamentals
and specific examples.
The applicant should understand and be able to use mathematical
formulae related to the subject.
The applicant should be able to read, understand and prepare sketches,
simple drawings and schematics
descrrbing the subject.
The,applicant shourd be abre to appry his knowredge in a practicar manner
using manufacturer,s
rnstrucnons.
The applicant should be able to interpret results from various sources
and measurements and apply
corrective action where appropriate.
t
8-2
TTS lntegrated Training System
O Copyright 201 I
I
UseandorCs::,=-_::
governed by trr. -=_-.-Fon paqe 2 of
iF. :---:
E
tt
tt
tt
rt
r
rl:
i?i:a :41
aij
Table of Contents
10
1l
13
15
16
17
):
t:
l:
t:
|:
l:
l:
t:
l:
l:
t:
t:
l:
l:
l:
l:
l:
t:
t:
,;
8-3
TTS lntegrated Training System
O Copyright 2011
8-4
TTS lntegrated Training System
O Copyriqhl 2011
c:: :: = ::
-::'-Eonpage2oiT:::=:
Use andro.
governed by:h.
E
tt
r
rr
rr
rr
rt:
l:
t:
l:
t:
l:
l:
|:
t:
l:
a:
t:
l:
1:
l:
l:
a:
t:
a:
t:
l:
t:
l-
As stated, the basic unit of power is the watt. Power in watts is equal to the voltage across a
circuit multiplied by current through the circuit. This represents the rate at any given instant at
which work is being done. The symbol P indicates electrical power. Thus, the basic power
formula is P V x I, where V is voltage and I is current in the circuit. The amount of power
changes when either voltage or current, or both voltage and current, are caused to change.
ln practice, the only factors that can be changed are voltage and resistance. ln explaining the
different forms that formulas may take, current is sometimes presented as a quantity that is
changed. Remember, if current is changed, it is because either voltage or resistance has been
changed.
Figure 8.9 shows a basic circuit using a source of power that can be varied from 0 to 8 volts and
a graph that indicates the relationship between voltage and power.
The resistance of this circuit is 2 ohms; this value does not change. Voltage (V) is increased (by
increasing the voltage source), in steps of 1 volt, from 0 volts to 8 volts. By applying Ohm's law,
the current (l) is determined for each step of voltage. For instance, when V is 1volt, the current
is:
I=-R
I
volt
-_
2 ohms
0.5 ampere
B-5
TTS lnlegrated Training System
O Copyright 2011
tr.alg.ed
witli :;t.
U4s**ELI
P0t4rER$atpFtt
tl - ff
lf$LTs
R{
farE0i
I {Htts
F*VI
-v2
.R
F orye:T$l
tiIATT$
t0
12.5
6
4,5
2
1 t
4 5 S ? ff
V(VOLTS)
P-Vxl
P-1voltx0.5ampere
P
0.5
watt
r=yR
2
volts
I= 2 ohms
and
P-Vxl
8-6
TTS lntegrated Training System
O Copyright 201 1
Use
and.':s::s =::
:: r=.',. : ::a-=
govemed b!
on pale 2
UJL--
rr
,-
rr
rr
rr
tr
rr
r
f
P-2voltsxlampere
P
2 watts
I=-
-I
I
3 volts
--
ohms
1.5 amperes
And
P-Vxl
P=3volts xl.5ampere
P
J9u
l
F,
f
4.5 watts
:;:iy,l:i
i #tH
:? 3 ffi:: :ifi J
varies directty with the
f
f
r
f
r
f.
f:jl:y^:v
constantis:
Bysubstitution
Youget:
rf sincer
rR
rl-J'
f
Thereforel
y"xxiliff;:"i:1;"",
Since:
rfdur
f
"qu"r"
li;""?s:e
oiil,i ulitui".
1=IR
ini p-Vxl
P=v*YR
P
_Y*V
R
p_Y
R
r-Y
Module 3.8 Power
B-7
TTS lntegrated Training System
O Copyright 2011
LL;oun"'o"n""n'o'"'
pf
aaiice 3i.:
Another important relationship may be seen by studying Figure 8.10. Thus far, power has been
calculated with voltage and current (P = Vx l), and with voltage and resistance
D
y2
-_ R
Referring to Figure 8.10, note that power also varies as the square of current just as it does with
voltage. Thus, another formula for power, with current and resistance as its factors, is P I2R.
This can be proved by:
Since:
By substitution:
You get:
Or:
Therefore:
V-lxR
P-Vxl
P-lxRxl
P-lxlxR
P=12
ps1!ff n $:FFLY}
{v&ru*Elf
ll - t vol-Ts
n{pxrr}
?
sH]lts
F * ff
r = rtfr
$rftTls
.,
15
?5 I
35 a I
{eHP5}
B-8
TTS lntegrated Training System
O Copyright 2011
Use
and/ordsc.s-
. :
|-,
h
?,
f
l:il:'ff
F,
f
rr
rr
rr
rt:
t:
l:
l:
t:
t:
'IT
vE-
f
a:
f
Since R is the quantity you have been asked to find, look in the section of the wheel that has
rn rne cenrre. the segment
l:
V2
t:
t:
l:
a:
t:
E
contains the quantities you have been given. The formula you would use is
V2
R=P
):
):
t:
f
f,
8-9
TTS lntegrated Training System
O Copyright 20t 1
Given:
V = 6 volts
P : 3 watts
y2
Solution:
R=-P
ft=
(6 volts)2
3
watts
36
R=-=l-2ohms
3
Power Rating
Electrical components are often given a power rating. The power rating, in watts, indicates the
rate at which the device convens electrical energy into another form of energy, such as light.
heat, or motion. An example of such a rating is noted when comparing a 150-watt lamp to a
'100-watt lamp. The higher wattage rating of the 150-watt lamp indicates it is capable of
conveding more electrical energy into light energy than the lamp of the lower rating. Other
common examples of devices with power ratings are soldering irons and small electric motors.
ln some electrical devices the wattage rating indicates the maximum power the device is
designed to use rather than the normal operating power. A 1S0-watt lamp, for example, uses
150 watts when operated at the specified voltage printed on the bulb. ln contrast, a device such
as a resistor is not normally given a voltage or a current rating. A resistor is given a power rating
in watts and can be operated at any combination of voltage and current as long as the power
rating is not exceeded. ln most circuits, the actual power used by a resistor is considerably less
than the power rating of the resistor because a 50% safety factor is used. For example, if a
resistor normally used 2 watts of power, a resistor with a power rating of 3 watts would be useo.
Resistors of the same resistance value are available in different wattage values. Carbon
resistors, for example, are commonly made in wattage ratings of L/8,L/4,L/2,L, and 2 wans.
The larger the physical size of a carbon resistor the higher the wattage rating. This is true
because a larger sudace area of material radiates a greater amount of heat more easily.
When resistors with wattage ratings greater than 5 watts are needed, wirewound resistors are
used. Wirewound resistors are made in values between 5 and 200 watts. Special types of
wirewound resistors are used for power in excess of 200 watts.
As with other electrical quantities, prefixes may be attached to the word watt when expressing
very large or very small amounts of power. Some of the more common of these are the kito$,ai
(1,000 watts), the megawatt (1,000,000 watts), and the milliwatt (1/1,000 of a watt).
8-10
TTS lntegrated Training System
O Copyright 2011
Us:-,1r rs::s:=
gcv..5,: r. -i:=_:
an.2-t.--:
L,
h,
1-
rt
rr
tr
rr
rt
rr
rr
rr
rr
rr
rr
rr
rr
tr
rr
r
IJ
l.
assgoialion
*l:ll
a.re
The efficiency of an electrical device is the ratio of power converted to useful energy divided by
the power consumed by the device. This number will always be less than one (1 .00)-becarse oi
the losses in any electrical device. lf a device has an efficiency rating of 0.95, it effectively
transforms 95 watts into useful energy for every 1OO watts of input power. The other 5 watts are
lost to heat, or other losses which cannot be used.
Calculating the amount of power converted by an electrical device is a simple matter. You need
to know the length of time the device is operated and the input power or horsepower rating.
Horsepower, a unit of work, is often found as a rating on electrical motors. One horsepower is
equal to 746 watts. Example: A 3/a hp motor operates g hours a day. How much power is
converted by the motor per month? How many kWh does this represent?
Given:
t-8hrsx30days
P
-3/+ hp
hp x746watts
= 3/4 x746watts
559 watts
P-workxtime
P=559wattsxBx30
P
8-11
TTS lntegrated Training System
@ Copyright 2011
ii r33ori:il{lr
with the
watt-hours
P: power in1000
P-
134,000 in
watt-hours
1000
P = 134 kWh
lf the motor actually uses 137 kWh per month, what is the efJiciency of the motor?
Given:
EFF
_ Power converted
EFF
power used
1-3
EFF
8-12
TTS lntegrated Training System
O Copyright 2011
Use
and/o.disd:s,= s
governed by the
st4--F
Cz-t
on Page 2 oilhis
|-t
lt-
E
E
t
tr
tt
rr
tt:
Pr=Pr*Pz*Pe...Pn
Example: A series circuit consists of three resistors having values of s ohms, L0 ohms, and
15 ohms. Find the total power when 120 volts is applied to the circuit. (see Figure 8.4)
V1
l:
t:
l;
u
u
b
u
b
ll;
a;
l:
l:
t;
t:
t:
a:
|;
R1
5 ohms
R2 = 10 ohms
R3 15 ohms
V 120 volts
Rr=Rr+Rz+R:
Rr = 5 ohms + 10 ohms + 15 ohms
Rr = 30 ohms
By using the total resistance and the applied voltage, the circuit current is calculated.
):
]:
f-
8-13
TTS lntegrated Training System
O Copyright 2011
I- R1
I=
120 volts
30 ohms
I -- 4 amps
By means of the power formulas, the power can be calculated for each resistor:
For Rt
Pt=12xRr
Pr=(4amps)2x5ohms
P1 = 80 watts
For Rz
Pz =12
Pz =
(a
xRz
amps)2 x 10 ohms
P2 = 160 watts
For Rs
P:=12xRE
P3 = ( a amps)2 x 15 ohms
P3 = 240 watts
Pr=Pr+Pz+P:
Pr = 8O watts + 1 60 watts + 240 watts
Pr = 480 watts
To check the answer, the total power delivered by the source can be calculated:
= Isource X Vsou..e
Psou.." = 4 amps x 120 volts
Psou.." = 480 watts
Prou..e
The total power is equal to the sum of the power used by the individual resistors.
8-14
TTS lntegrated Training System
O Copyright 2011
b-,
h,
a..E
rr
tt
rr
rr
r
t:
t:
t:
t;
h
b
b
b
.-
firr$l
*-F'
b
u
b
b
b
b
ll:
t:
l:
|:
,:
|:
I'
B-15
TTS lntegrated Training System
O Copyright 2011
Pr=Pr+Pz+...Pn
Example: Find the total power consumed by the circuit in Figure 8.5.
Vs&
{illl l*
f*
l*
RE
ffn
l-
Rr
= 10O
Inr:5A
Rz :25O
lvz = 2A
R::50O
In: = 14
8-16
TTS lntegrated Training System
O Copyright 2011
cfEE
u
a|-'
e
tr
tr
t
rr
rr
rt:
t:
l:
l:
t:
t:
t;
u
h
ll;
l;
l-
t;
|:
P_I2R
Pp1
-(lp1)2xRr
Pnr=(5A)2x10O
Pnr
= 250W
Pp2-(ln2)2xRz
P*z = (2 A)2 xZSA
Pnz : 100 W
Pp3-(1ns)2xR:
pn: = (1A
)2 x 5Oft
Pns=50W
* Pnz * Pn:
Pr: 250W + 100W + 50W
Pr= Pnr
Pr
= 400W
Solution:
Pr=Vsxlr
Pr-50VxBA
Pr:400W
Rule for Parallel DC Circuits
The total power consumed in a parallel circuit is equal to the sum of the power
consumptions of
the individual resistances.
The power. dissipated by the resistors in the voltage divider should be calculated
to determine
the power handling requirements of the resistors.-Total power of the circuit is needed
to
determine the power requirement of the source.
The power for the circuit shown in Figure g.6 is calculated as follows:
):
l:
):
):
lt-
8-17
TTS lntegrated Training System
O CopyriOht 201
Given:
Vnr
Vnr
= 90V
= 5mA
Solution:
Pnr=Vn:xlnr
Pnr=90VxSmA
Pnr = 0.45W
B-18
TTS lntegrated Training System
O Copyriqht 201 1
Use
-::_ isc-=
L.
l1:
,:
,:
The power in each resistor is calculated just as for Rr. When the calculations are performed, the
following results are obtained:
,:
t:
vr
rr
r
= 0.9W
Pna:0.625W
Pna = 6.05W
Pnz
Given:
= 90V
Loaa = 10mA
Vtoua
,;
Solution:
,':
l:
Ploud: Vloudxlloud
t:
Proua:90Vx10mA
Ptoaa = 0.9W
,;
l;
l;
l;
);
t;
t;
t;
f,
);
l:
l:
);
):
):
The power in each load is calculated just as for load 1. When the calculations are pedormed,
the following results are obtained.
= 1'5W
Pload3 = 5.25W
Ptoaaz
Total power is calculated by summing the power consumed by the loads and the power
dissipated by the divider resistors. The total power in the circuit is 15.675 watts.
The power used by the loads and divider resistors is supplied by the source. This applies to all
electrical circuits; power for all components is supplied by the source.
Since power is the product o{ voltage and current, the power supplied by the source is equal to
the source voltage multiplied by the total circuit current (V. x Ir).
ln the circuit of Figure 8.6, the total power can be calculated by:
Given:
Vs:
Ir
285V
55mA (lna)
l:
l:
rIJ
8-19
TTS lntegrated Training System
O Copyright 201 1
'i:arr .::,.r:,r::
.. I
' r,:rr;.tlra:
Solution:
Pr:Esxlr
Pr:285Vx55mA
Pr = 15.675W
8-20
TTS lntegrated Training System
O Copyriqht 2011
fr
E,
E
r,
tt
a:
TTS lntegrated
Training System
E
r,
Module 3
Licence Category 81 and 82
rtt;-
Electrical Fundamentals
E
r,
r,
t:
1:
b
h
lt;
al:
t;
u
b
lL-
3. 9
Capacitance/Capacitor
9-1
TTS lntegrated Training System
O Copyright 2011
1{j
Copyright Notice
o copyright. All worldwide rights reserved. No parl of this publication may be reproduced,
stored in a retrieval system or transmitted in any form by any other means whatsoever: i.e.
photocopy, electronii, mechanical recording or otherwise without the prior written permission oi
Total Training Suppott Ltd.
Knowledge Levels
Licence
Basic knowledge for categories A, B1 and 82 are indicated by the allocation of knowledge levels indicators (1 2
3) against eacti applicabl6 subject. Category C applicants must meet either the category 81 or the category 82
basic knowledge levels.
The knowledge level indicators are defined as follows:
LEVEL
).,"
.'
LEVEL 2
A general knowledge of the theoretical and practical aspects ol the subject.
An ability to apply that knowledge.
Objectives:
The applicant should be able to understand the theoretical fundamentals ol the subject.
The applicant should be able to give a general description of the subject using, as appropriate, typical
examples.
The applicant should be able to use mathematical formulae in conjunction wilh physical laws describing'if-e
subject.
The applicant should be able to read and understand sketches, drawings and schematics describing the
subject.
The applicant should be able to apply his knowledge in a practical manner using detailed procedures.
LEVEL 3
A detailed knowledge ol the theoretical and practical aspects of the subject.
A capacity to combine and apply the separate elements of knowledge in a logical and comprehensive
manner.
Objectives:
The applicant should know the theory of the subject and interrelationships with other subjects.
The applicant should be able to give a detailed description of the subject using theoretical fundamentals
and specif ic examples.
The applicant should understand and be able to use mathematical lormulae related to the subject.
The applicant should be able to read, understand and prepare sketches, simple drawings and schematics
describing the subject.
The applicant should be able to apply his knowledge in a practical manner using manufacturer's
instructions.
The applicant should be able to interpret results from various sources and measurements and apply
corrective action where appropriate.
9-2
TTS lntegrated Training System
@ Copyright 2011
and.'::: :: -_:
i.: i::-F
_:i:
on page 2 cl::
Use
govemed b!
rc
cE
rE
tt
t
rr
t:
t:
t:
t:
rt:
r
Table of Contents
rr
rr
r
5
5
5
o
7
7
10
10
11
12
15
18
20
23
27
29
35
t:
l:
t:
t:
ra:
rr
t:
l:
l-r
9-3
TTS lntegrated Training System
O Copyright 201 1
ll a3;ocla:::i' ',!rll
iaa
citor
ration and f unction of a
Factors alfecting capacitance area of plates,
distance between plates, number of plates,
dielectric and dielectric constant, working
construction and f unction
citor colour codi
Calculations of capacitance and voltage in
series and parallel circuits
Exponential charge and discharge of a
itor. time constants
Testi
9-4
TTS lntegrated Training System
O Copyright 2011
L
r
rE
rr
rr
rr
rr
t:
l:
t:
t:
l:
t:
l:
l:
t:
l:
l:
l:
l:
l:
l:
r
rr
rr
rr
l-
Examine Figure 9.1. This figure represents two unlike charges surrounded by their electrostatic
field. Because an electrostatic field is polarized positive to negative, arrows are shown radiating
away from the positive charge and toward the negative charge. Stated another way, the field
from the positive charge is pushing, while the field from the negative charge is pulling. The
effect of the field is to push and pull the unlike charges together.
---n'
-<-
-!-
rTr
\J
ln Figure 9.2, two like charges are shown with their surrounding electrostatic field. The effect of
the electrostatic field is to push the charges apart.
-rt-
-:r?r
\-r
9-5
TTS Integrated Training System
O Copyright 2011
attracts the electrons, pulling the electrons closer to the positive charge. The negative charge
repels the electrons, pushing them further from the negative charge. lt is this ability of an
electrostatic field to attract and to repel charges that allows the capacitor to store energy.
F:.ATEA
DIELESTRE
+*+
+
+
ELgC,THQN
t'll.ICtEUS
$CIffffr
s
66@
66
DISTORTEO
ONBlT
NORil.dAl
0nBr
Use and/ordisclosure
govemed by lhe slateru
on paqe 2 oi lhls Chapk
L.
E
L,:
tt
rr
rr
rr
rr
t:
t:
t:
l:
l:
t:
t:
t:
t:
l:
t:
l:
):
):
|:
their original position. Thus, the energy which came from the battery is now stored in the
electrostatic field of the capacitor. Two slightly different symbols foirepresenting a capacitor are
shown in Figure 9.5. Notice that each symbol is composed of two plates separaled by a space
that represents the dielectric. The curved plate in (B) of the figure indicates the plate should be
connected to a negative polarity.
I I IL -],L
T T T?T
Nor:rnal
Eleclrolytic
Variable
The Farad
Capacitance is measured in units called farads. A one-farad capacitor stores one coulomb (a
unit of charge (Q) equal to 6.28 X 1018 electrons) of charge when a potential of l volt is appiied
across the terminals of the capacitor. This can be expressed by the formula:
C
(farads)
Q (coulombs)
V (volts)
The farad is a very large unit of measurement of capacitance. For convenience, the microfarad
(abbreviated pF) or the Picofarad (abbreviated pF) is used. one (1.0) microfarad is equal to
0.000001 farad or 1X 10-0 farad, and j,.0 picofarad is equal to 0.000000000001 farad or
1,0 x.10 12 farad. capacitance is a physical property of the capacitor and does not
depend on
circuit characteristics of voltage, current, and resisiance. A given capacitor always has the same
value of capacitance (farads) in one circuit as in any other circuit in which it is connected.
|:
):
Norrnal
|:
ts
9-7
TTS lntegrated Training System
O Copyright 2011
]i_r:
aia
Plate area affects the value of capacitance in the same manner that the size of a container
affects the amount of water that can be held by the container. A capacitor with the large plate
area can store more charges than a capacitor with a small plate area. Simply stated, "the larger
the plate area, the larger the capacitance".
The second factor affecting capacitance is the distance between the plates. Electrostatic lines
of force are strongest when the charged particles that create them are close together. When the
charged particles are moved further apart, the lines of force weaken, and the ability to store a
charge decreases.
,-
The third factor affecting capacitance is the dielectric constant (also called Permittivity). ot
the insulating material between the plates of a capacitor. The various insulating materials used
as the dielectric in a capacitor differ in their ability to respond to (pass) electrostatic lines of
force. A dielectric material, or insulator, is rated as to its ability to respond to electrostatic lines
of force in terms of a figure called the dielectric constant. A dielectric material with a high
dielectric constant is a better insulator than a dielectric material with a low dielectric constant.
Dielectric constants for some common materials are given in the following list:
Material
Constant
Vacuum
1.0000
Air
1.0006
Paraff in paper
J.)
Glass
Mica
5toL0
3to6
Rubber
2.5 to 35
Wood
2-5 to B
Glycerine (15C)
56
Petroleum
Pure Water
81
9-8
TTS lntegrated Training System
O Copyright 2011
govened
l--.
1:
rr
rr
rr
rr
rr
rr
l:
t:
l:
t:
t:
t:
t:
a:
l:
l:
t:
l:
rt:
t:
l:
t:
r
L-
trtg;A
where
the capacitance in farads, F
A is the area of each plate, measured in square metres
a' is the relative static permittivity (sometimes called the dielectric constant) of the
material between the plates, (vacuum =l)
e6 is the permlttivity of free space where e6 = B.8S4xj.0-12 F
/m
d is the separation between the plates, measured in metres
C is
l:
t:
Permittivity
Permittivity is a physical quantity that describes how an electric field affects and is affected by
a dielectric medium, and is determined by the ability of a material to polarize in response to the
field' and thereby reduce the total eleckic field inside the material. Thus, permittivity relates to a
material's ability to transmit (or "permit") an electric field.
It is directly related to electric susceptibility. For example, in a capacitor, an increased
permittivity allows the same charge to be stored with a smaller eiectric field (and thus a smaller
voltage), leading to an increased capacitance.
Free space Permittivity is the permittivity of a vacuum (Free space), also known as the
Electrical Constant and has the symbol t6
to = 8.854 x1.0-12F/m
Relative Permittivity is the permittivity of other mediums, and is a measure of permittivity
relative to that ol Free Space. lt has the symbol tr
Absolute Permittivity is the Permittivity of other mediums relative to zero, and has the symbol
(no suffix).
Note that
e
cr^
co
9-9
TTS lntegrated Training System
O Copyight 2011
q,,+h ihe
ali-.laar::a.aca. :lr.re:lia::r pract ce a d
The working voltage of the capacitor is the maximum voltage that can be steadily applied
without danger of breaking down the dielectric. The working voltage depends on the type of
material used as the dielectric and on the thickness of the dialectic. (A high-voltage capacitor
that has a thick dielectric must have a relatively large plate area in order to have the same
capacitance as a similar low-voltage capacitor having a thin dielectric.) The working voltage also
depends on the applied frequency because the losses, and the resultant heating effect,
increase as the frequency increases.
,-
A capacitor with a voltage rating of 500 volts DC cannot be safely subjected to an alternating
voltage or a pulsating direct voltage having an effective value of 500 volts. Since an alternating
voltage of 500 volts (RMS) has a peak value of 707 volts, a capacitor to which it is applied
should have a working voltage of at least 750 volts. ln practice, a capacitor should be selected
so that its working voltage is at least 50 perceni greater than the highest effective voltage to be
applied to it.
Capacitor Losses
Power loss in a capacitor may be attributed to dielectric hysteresis and dielectric leakage.
Dielectric hysteresis may be defined as an eJfect in a dielectric material similar to the hysteresis
found in a magnetic material" lt is the result of changes in orientation of electron orbits in the
dielectric because of the rapid reversals of the polarity of the line voltage. The amount of power
loss due to dielectric hysteresis depends upon the type of dielectric used" A vacuum dielectric
has the smallest power loss.
Dielectric leakage occurs in a capacitor as the result o{ leakage current through the dielectric.
Normally it is assumed that the dielectric will effectively prevent the flow of current through the
capacitor. Although the resistance of the dielectric is extremely high, a minute amount of current
does flow. Ordinarily this current is so small that for all practical purposes it is ignored. However.
if the leakage through the dielectric is abnormally high, there will be a rapid loss of charge and
an overheating of the capacitor-
The power loss of a capacitor is determined by loss in the dielectric. lf the loss is negligible and
the capacitor returns the total charge to the circuit, it is considered to be a perfect capacitor with
a power loss of zero.
9-10
TTS lnteqrated Traininq Svstem
O Copyright 2011
Useanx._:i:::-=
govemeo.,
-: s:';-e
a:
on pa,a.2:':-: :
L,
b,
1-
rr
rr
rr
rr
rr
rt:
rr
in
v.tn."a
:12
CVz
- lt_
zc
! VQ
2
):
l:
t:
l:
t:
t:
rl:
rl:
a:
l:
rr
rr
':
L-
9-1'1
TTS lntegrated Training System
O Copyright 2011
ln order to better understand the action of a capacitor in conjunction with other components, the
charge and discharge actions of a purely capacitive circuit are analysed first' For ease of
(no
explJnation the capicitor and voltage source shown in Figure 9.7 are assumed to be perfect
internal resistance), although this is impossible in practice.
ln Figure 9.7 (A), an uncharged capacitor is shown connected to a four-position switch' With the
switJh in posiiion 1 the circu-it is open and no voltage is applied to the capacitor. lnitially each
plate of the capacitor is a neutral 6ody and until a difference of potential is impressed across the
capacitor, no electrostatic field can exist between the plates'
{l}
{AI U'TCHIRBE
{1lr
.#l2l
a.
asl
.l
FLgl?
+
*/
IBI GHARBffiE
Figure 9.7 - Charging a caPacitor.
To charge the capacitor, the switch must be thrown to position 2, which places the capacitor
across tde terminals of the battery. Under the assumed pedect conditions, the capacitor would
reach full charge instantaneously. However, the charging action is spread out over a period of
time in the following discussion so that a step-by-step analysis can be made.
At the instant the switch is thrown to position 2 (Figure 9.7 (B)), a displacement of electrons
occurs simultaneously in all parts of the circuit. This electron displacement is directed away
from the negative terminal and toward the positive terminal of the source (the battery). A brief
surge of current will flow as the capacitor charges.
lf it were possible to analyse the motion of the individual electrons in this surge of charging
current, the following action would be observed. See Figure 9.8.
9-12
TTS lntegrated Training System
@ Copyright 201 !
Ue
at :. is.c-E
L.
a:
a:
rr
rr
rr
rr
rr
rr
rr
a:
t;
t:
t:
t:
t;
t:
|:
t;
t;
t:
):
):
):
ELECTf
"--o\
At the instant the switch is closed, the positive terminal of the battery extracts an electron from
the bottom conductor. The negative terminal of the battery forces an electron into the top
conductor. At this same instant an electron is forced into the top plate of the capacitor and
another is pulled from the bottom plate" Thus, in every pad of the circuit a clockwise
displacement of electrons occurs simultaneously.
As electrons accumulate on the top plate of the capacitor and others depart from the bottom
plate, a difference of potential develops across the capacitor. Each eleciron forced onto the top
plate makes that plate more negative, while each electron removed from the bottom causes the
bottom plate to become more positive. Notice that the polarity of the voltage which builds up
across the capacitor is such as to oppose the source voltage. The source voltage (EMF) foices
electron flow around the circuit of Figure 9.8 in a clockwise direction. The EMF -developed
across the capacitor, however, has a tendency to force the current in a counter-clockwise
direction, opposing the source EMF. As the capacitor continues to charge, the voltage across
the capacitor rises until it is equal to the source voltage. Once the capa|itor voltagelquals the
source voltage, the two voltages balance one another and current ceases to flowln the circuit.
ln studying the charging process of a capacitor, you must be aware that no current flows
through the capacitor. The material between the plates of the capacitor must be an insulator.
However, to an observer stationed at the source or along one of ihe circuit conductors, the
action has all the appearances of a true flow of current, even though the insulating material
between the plates of the capacitor prevents the current from haviig a complete
[ath. The
current which appears to flow through a capacitor is called displacement current.
when a capacitor is fully charged and the source voltage is equalled by the counter
electromotive force (back-EMF) across the capacitor, the elecirostatic field between the plates
of the capacitor is maximum. Since the electrostatic field is maximum the energy stored in the
dielectric is also maximum.
lf the switch is now opened as shown in Figure 9.9 (A), the electrons on the upper plate are
isolated. The electrons on the top plate are attracted to the charged bottom plaie. Because the
dielectric is an insulator, the electrons can not cross the dielectrii to the bott,om plate" The
charges on both plates will be effectively kapped by the electrostatic field and the capacitor will
remain.charged indefinitely. You should note at this point that the insulating dielectric material in
a practical capacitor is not pedect and small leakage current will flow through the dielectric. This
current will eventually dissipate the charge. However, a high quality capaciior may hold its
charge for a month or more.
,;
);
);
L-
9-13
Copyright 2011
rilh lie
tir.licr
aid
lllr
IA} CHAFSSF
fltr
lE) OlSCll&iElHE
Figure 9.9 - Discharging a capacitor.
To review briefly, when a capacitor is connected across a voltage source, a surge of charging
current flows. This charging current develops a back-EMF across the capacitor which opposes
the applied voltage. When the capacitor is fully charged, the back-EMF is equal to the applied
voltage and charging current ceases. At full charge, the electrostatic field between the plates is
at maximum intensity and the energy stored in the dielectric is maximum. lf the charged
capacitor is disconnected from the source, the charge will be retained for some period of time.
The length of time the charge is retained depends on the amount of leakage current present.
Since electrical energy is stored in the capacitor, a charged capacitor can act as a source backEMF"
Discharging
To discharge a capacitor, the charges on the two plates must be neutralized. This is
accomplished by providing a conducting path between the two plates as shown in Figure g.9
(B). With the switch in position (4) the excess electrons on the negative plate can flow to the
positive plate and neutralize its charge. When the capacitor is discharged, the distorted orbits of
the electrons in the dielectric return to their normal positions and the stored energy is returned
to the circuit. lt is important for you to note that a capacitor does not consume power. The
energy the capacitor d raws from the source is recovered when the capacitor is discharged.
9-14
TTS lntegrated Training System
O Copyright 2011
Use a"
govena:
on pao
: r- istr:s:-- :
:. :+ :: :':s ::.+--
v,
L;.
r,
r
t
rr
rr
rr
rr
rr
t:
t:
t:
t:
-ostloi p.aai:c
:id
A capacitor is capable of storing or holding a charge of electrons, When uncharged, both plates
of the capacitor contain essentially the same number of free electrons. When charged, one
plate contains more free electrons than the other plate. The difference in the number of
electrons is a measure of the charge on the capacitor. The accumulation of this charge builds
up a voltage across the terminals of the capacitor, and the charge continues to increase until
this voltage equals the applied voltage. The charge in a capacitor is related to the capacitance
and voltage as follows:
Q=VC
in which Q is the charge in coulombs,
capacitor in volts.
Charge Cycle
A voltage divider containing resistance and capacitance is connected in a circuit by means of a
switch, as shown at the top of Figure 9.10. Such a series arrangement is called an RC series
circuit.
|:
l:
l:
l:
a:
t:
l:
l:
t:
t:
a:
t:
t:
t:
t:
r
L-
clFcur
CXARGE
sl
E,
OFE f{
(A)
!
fg
t1
''\f :F;-i--],
to
l Dlce
0
t1
td
9-15
TTS lntegrated Training System
O Copyright 2011
i:r
rl
In explaining the charge and discharge cycles of an RC series circuit, the time interval from time
to (time zero, when the switch is first closed) to time tr (time one, when the capacitor reaches
full charge or discharge potential) will be used. (Note ihat switches 51 and 52 move at the
same time and can never both be closed at the same time.)
When switch 51 of ihe circuit in Figure 9.10 is closed at to, the source voltage (Vs) is instantly
felt across the entire circuit. Graph (A) of the figure shows an instantaneous rise at time t0 from
zero to source voltage (Vs = 6 volts). The total voltage can be measured across the circuit
between points 1 and 2. Now look at graph (B) which represents the charging current in the
capacitor (iJ. At time t0, charging current is maximum. As time elapses toward time tr, there is
a continuous decrease in current flowing into the capacitor. The decreasing flow is caused by
the voltage build-up across the capacitor. At time tr, current flowing in the capacitor stops. At
this time, the capacitor has reached full charge and has stored maximum energy in its
electrostatic field. Graph (C) represents the voltage drop (v.) across the resistor (R). The value
of e. is determined by ihe amount of current flowing through the resistor on its way to the
capacitor. At time t0 the current flowing to the capacitor is maximum. Thus, the voltage drop
across the resistor is maximum (V = IR) As time progresses toward time tr, the current flowing
to the capacitor steadily decreases and causes the voltage developed across the resistor (R) to
steadily decrease. When time tr is reached, current flowing to the capacitor is stopped and the
voltage developed across the resistor has decreased to zero.
H
tt
rss
!fio
j48
t!
E
>./
2B
4HC 5RC
ERC
9-16
TTS lnlegrated Training System
O Copyright 2011
Useand/ord sclos-_: :
govehed by lhe slai:-on page2 oj ths Ct::-:-
rntesratedl{3"':ilg.:r*n
E i4p,
'f
E
f
circuit.
",";"i;;;;:;;:il'
mlf"l:"f;$+nffJ:i,iii";trTii'J:[i,,:Hfl:1.Hff:,:ri""?B*,?i?"x,":,,""T"Jjn"
i,"Jil':?!f#ii:);:"":fi;$'i;ffT::'JiJfl::,$|,[:femo"er, *'ougr', the"capacitoiJuiing
tr
fs1
V"
rr
E
rJ'ov
szJ il-,*il_*_l
iti-"-!liT'f
l\-___l_r_'
..
Vs *;;,'il]'-.,;;;
c-s 2--rlr- rtj
l:
l:
-l;
(Arl I
{c)l l\j
DT*.HARGE
j
I
'L-t-t,
u'-=r-'--, -r'
l_
aa_
7
er
Vc
rnr
D,LULI
Figure 9.12
a-
V
-
ffi"i,'.!,':i,ffi::";J,U:J[:i?:s5ff1ff"'"T"1"HlJ?1.,#TTH;A:jT",j,:::",.i*,"
l=
lt;
a;
t;
t;
t;
t:
graPh (B)'
,;
Il_r -
.r
:^":-::!fl.l:"1":y.
cndp'ej
o.
Module 3.9
Capacirance/Capacitor
g-17
ocopyriqht2oil
IJJ
IJ
1[B
fiB I
SB
40
lJ.
2E
tr
ff
Figure 9.13
-+
- The capacitor
discharge curve
RC Time Constant
T_he.time required to charge a capacitor to 63 percent (actually 63.2 percent) of full charge or to
discharge it to 37 percent (actually 36.8 percent) of its initial voltage is known as the time
constant (Tc) of the circuit. The charge and discharge curves of a capacitor are shown in
Figure 9.14. Note that the charge curve is like the curve in Figure 9.11, and the discharge curve
like the curve in Figure g.1 3.
9-18
TTS lntegrated Training System
O Copyriqht 2011
L
r
rr
rr
rr
tr
rr
rr
rr
rr
t:
l:
t:
t:
t:
l:
ffIARGE
slscHARGE
100
IJJ
an
UU
8G
T
(.1
7n
u-
60
50
40
30
0
F
zlr,l
[.
lLl
---*l
6-
1S
TIME--ts
The value of the time constant in seconds is equal to the product of the circuit resistance in
ohms and the circuit capacitance in farads. The value of one time constant is expressed
mathematically as t = RC. Some forms of this formula used in calculating RC time constants are:
(in seconds)
(in seconds)
(in microseconds)
The graphs shown in Figure 9.11 and 9.13 are not entirely complete. That is, the charge or
discharge (or the growth or decay) is not quite complete in 5 RC time constants. However, when
the values reach 0.99 of the maximum (conesponding to 5 RC), the graphs may be considered
accurate enough for all practical purposes
l:
l:
t:
r
l:
ra:
l:
rL'
|:
9-19
TTS lntegrated Training System
O Copyright 2011
::,,,i
Capacitors in Series
The overall ef{ect of connecting capacitors in series is to move the plates of the capacitors
further apart. This is shown in Figure 9.15. Notice that the junction between C1 and C2 has both
a negative and a positive charge. This causes the junction to be essentially neutral. The total
capacitance o{ the circuit is developed between the left plate ol C1 and the right plate of C2.
Because these plates are farther apart, the total value of the capacitance in the circuit is
decreased. Solving for the total capacitance (Cr) of capacitors connected in series is similar to
solving lor the total resistance (Rr) of resisiors connected in parallel.
--
* r:*
----- 1f '
cT
I
t
$
lr
Figure 9.1 5 - Capacitors in series.
Note the similarity between the formulas for Rr and Cr:
1,
r\l _ 1 I
_-L_r..-_
Rl
'R2'
I
Rn
r\ | =
cr+cr+'cn
lf the circuit contains more than two capacitors, use the above formula. lf the circuit contains
only two capacitors, use the below formula: -
Cr=
9-20
Copyriqht 201
CZ
CI+C2
C'L
Use and/or
dis..s,-:
u,
h
E
rt
rt
t
tr
rr
rr
rt
rr
tr
rr
rr
rr
rr
vv
rlj
F
clrl$apro..cm
ii.re
Note: All values for cr,cr,c2, c3,... cn should be in farads. lt should be evident
from the above
formulas that the total capacitance of capacitors in series is less than tfr"
of any of
the individual capacitors.
"ipu"iiun"e
Example: Determine the total capacitance of a series circuit containing three capacitors
whose
values are 0.01 pF,0.25 pF, and 50,000 pF, respectively.
Given:
C1 0.01 ps
C2 0.25 ps
C3 = 50,00OpF
Soluti on:
"'
"-- -
#*#**
Cr=
F
1x10
Cr=
24xIO-
5x10-
' 2oxto6
cr=--1
,F
124xIOo
Cr = o.oo8 pF
The total capacitance of 0.008pF is slightly smaller than the smallest
capacitor (0.01pF).
9-21
TTS lntegrated Training System
O Copyriqht 201
Capacitors in Parallel
When capacitors are connected in parallel, one plate of each capacitor is connected directly to
one terminal of the source, while the other plate of each capacitor is connected to the other
terminal of the source. Figure 9.16 shows all the negative plates of the capacitors connected
together, and all the positive plates connected together. Cr, therefore, appears as a capacitor
with a plate area equal to the sum of all the individual plate areas. As previously mentioned,
capacitance is a direct function of plate area. Connecting capacitors in parallel effectively
increases plate area and thereby increases total capacitance.
I
I
*
I
I
4l
ca :-k cr
-i t
I
I
I
Cr
C1
+ C2 +
C3 +.......C"
c1
0.03
prF
C2 -2VF
C3 = 0.25 pF
Solution:
Cr=Cr*Cz*Cs
Cr
Cr
= 0.03
pF
2.0 pF
+ 0.25
gF
2.28 VF
9-22
TTS lntegrated Training System
O Copyright 2011
Use
and/ordelos-=
L.
r
rr
rr
rr
rr
l:
cl.tf6pro.con qreslion
,:
t:
t:
t:
t:
l:
t:
practice aid
A Paper Capacitor is made of flat thin strips of metal foil conductors that are separated by
waxed paper (the dielectric material). Paper capacitors usually range in value from about 300
picofarads to about 4 microfarads. The working voltage of a paper capacitor rarely exceeds 600
volts. Paper capacitors are sealed with wax to prevent the harmful effects of moisture and to
prevent corrosion and leakage.
Many different kinds of outer covering are used on paper capacitors, the simplest being a
tubular cardboard covering, Some types of paper capacitors are encased in very hard plastic.
These types are very rugged and can be used over a much wider temperature range than can
the tubular cardboard type. Figure 9.17 (A) shows the construction of a tubular paper capacitor;
Figure 9.17 (B) shows a completed cardboard-encased capacitor.
INSULATOR
|:
|:
):
rr
rr
):
rr
l:
t:
a:
l:
rr,
llJ
(Bl
Figure 9.17 - Paper capacitor.
A Mica capacitor is made of metal foil plates that are separated by sheets of mica (the
dielectric). The whole assembly is encased in moulded plastic. Figure 9.1g (A) shows a cutaway view of a mica capacitor. Because the capacitor parts are moulded into a plastic case,
corrosion and damage to the plates and dielectric are prevented. ln addition, the moulded
plastic case makes the capacitor mechanically stronger. Various types of terminals are used on
mica capacitors to connect them into circuits. These terminals are also moulded into the plastic
case.
Mica is an excellent dielectric and can withstand a higher voltage than can a paper dielectric of
the same thickness. Common values of mica capacitors range from approximately 50 picofarads
to 0.02 microfarad. Some dilferent shapes of mica capacitors are shown in Figure 9.18 (B).
LJse
an.Yor disclosure is
9-23
Copyright 2011
TERMIHAL
PLASTIC CASE
(A)
(Bl
Figure 9.18 - Typical mica capacitors.
9-24
Use and/ordiscos!re
governed by lhe slateGon page 2 ollhis Chac::-
L
t;
rr
rr
rr
rr
rl:
rr
rt:
,;
PAPER
OXIDE FILM
tA)
l:
l:
t:
l:
l:
l:
l:
a:
t:
t:
1:
t:
l:
t:
t:
r
rl--
,
Figure 9.21
- An electrolytic
capacitor
9-25
TTS lntegrated Training System
O Copyright 2011
asscciai:r.
club66pro.col. qra::i':.
ri:l
l.re
tr:t.li..
aia
the bottom of the container and the identifying sheet pasted to the side of the container, you can
easily identify the value of each section.
lnternally, the electrolytic capacitor is constructed similarly to the paper capacitor. The positive
plate consists of aluminium foil covered with an extremely thin film of oxide. This thin oxide film
(which is formed by an electrochemical process) acts as the dielectric of the capacitor. Next to
and in contact wiih the oxide is a strip ol paper or gauze which has been impregnated with a
paste-like electrolyte. The electrolyte acts as the negative plate of the capacitor. A second strip
of aluminium foil is then placed against the electrolyte to provide electrical contact to the
negative electrode (the electrolyte). When the three layers are in place they are rolled up into a
cylinder as shown in Figure 9.20 (A).
An electrolytic capacitor has two primary disadvantages compared to a paper capacitor in that
the electrolytic type is polarized and has a low leakage resistance. This means that should
the positive plate be accidentally connected to the negative terminal of the source, the thin
oxide film dielectric will dissolve and the capacitor will become a conductor (i.e., it will shotl).
The polarity of the terminals is normally marked on the case of the capacitor. Since an
electrolytic capacitor is polarity sensitive, its use is ordinarily restricted to a DC circuit or to a
circuit where a small AC voltage is superimposed on a DC voltage. Special electrolytic
capacitors are available for cedain AC applications, such as a motor starting capacitor. Dry
electrolytic capacitors vary in size from about 4 microfarads to several thousand microfarads
and have a working voltage of approximately 500 volts.
>
The type of dielectric used and its thickness govern the amount of voltage that can safely be
applied to the electrolytic capacitor. lf the voltage applied to the capacitor is high enough to
cause the atoms of the dielectric material to become ionised, arcing between the plates will
occur. ln most other types of capacitors, arcing will destroy the capacitor. However, an
electrolytic capacitor has the ability to be self-healing. lf the arcing is small, the electrolytic will
regenerate itself . lf the arcing is too large, the capacitor will not self-heal and will become
defective.
9-26
use a.3
:'
::: :s-:
qovend 0, :: i-on
pag.2.:::
::E
L'
h,
a-E
t
rr
tr
rr
rr
t:
,:
|:
l:
t:
t:
t:
t:
l:
t:
t:
t:
l:
t:
t:
..!:;:::,:jJ".:,::.Ai'i?
j:i,::
Figure 9.22
Oil capacitors
RO TOR
STATOR
++
sYMBoL
):
t:
t:
l:
rI):
9-27
TTS lntegrated Trajning System
O Copyright 2011
MICA
DIELECTRIC
PLATES
+fr
sYnneol
9-28
TTS lntegrated Training System
O Copydght 2011
L
r
t:
E
t
rr
rr
tr
rr
l:
l:
l:
t:
r1:
rr
rr
rr
rr
r
r
rv
,:
:l.sliJnea
i.
association will'r
ile
1tl nF,
2tl%
1tt0v
4/nF , 10'/"
240V
The capacitor shown in Figure 9.25 represents either a mica capacitor or a moulded paper
capacitor. To determine the type and value of the capacitor, hold the capacitor so that the three
arrows point left to right (>). The first dot at the base of the arrow sequence (the left-most dot)
represents the capacitor type. This dot is either black, white, silver, or the same colour as the
capacitor body. Mica is represented by a black or white dot and paper by a silver dot or dot
having the same colour as the body o{ the capacitor. The two dots to the immediate right of the
type dot indicate the first and second digits of the capacitance value. The dot at the bottom right
represents the multiplier to be used. The multiplier represents picofarads. The dot in the bottom
centre indicates the tolerance value of the capacitor.
):
):
I-
9-25
TTS lntegrated Training System
O Copyright 2011
aii-l
'* r.,tT-'1
-"
x-3h
D|RECTIOI{ 0F ***
READIHG DOTS
CHAFACTE RISTIC
OR CTASS
,orr*n.L
Figure 9.25
Colour
Ye low
Digit
Digit
nlurr,rt,r*
- order of reading'
Temperature Working
Multiplier Tolerance Tolerance Coeflicient voltage
D
T > 1OPf
T < 1Opf
x1
+ 2.0pF
x10
+ 20"/"
+ 1"k
x100
x1000
x10k
x100k
f)
t)
xlm
-150x10-6
+1OO"/",-O'k
-220x10-6
5o/o
0.5pF
-330x10-6
-470x1 0-6
x0.01
+BO'/',-2O"k
+ 1oo/o
Figure 9.26
-75x'10-6
x.3o/"
Mica capacitors
-33x'l 0-6
-750x10-6
o
x0.1
I
White
Table 9.2 - Colour code for capacitors.
9-30
r 0.1pF
r 0.25pF
TC
250v
400v
.100v
630v
u,
h
L.
a:
r
rr
rr
tr
l:
ir
RED BROIITH
WT{ITE
l:
|:
t:
t:
l:
t:
l:
t:
t:
t:
,:
wl{tt
ROrilt'l
,:
|:
,:
Read the second digit dot and apply it to the first digit.
RED
t:
,:
t:
t:
):
|:
>:
I.:
govemed by lh slalemenl
on paqe 2 of lhis Chapter.
9-31
TTS lntegraled Training System
O Copyright 201
ra:
:lsoclallcl
,ivi*, :he
Read the multiplier dot and multiply the first two digits by multiplier (Remember that the
multiplier is in picofarads).
BLUE
According to the coding (see Table 9.2), the capacitor is a mica capacitor whose capacitance is
1200 pF with a tolerance of +l- 6o/o.
The six digits indicate a capacitance ol 2200 pF with a +
/-4oo/o tolerance and a working voltage
of 44 volts.
9-32
TTS lntegrated Training System
@
Copyrioht 2011
ri,:
s:::
,:
Use and/or drs.
qoverned by rhe
on paqe 2 ol th s C_a-:-
L,
E.
r
ct
rr
tt
rr
rr
,:
,:
):
,:
r.
r.
,:.
Converting
nF - pF
Capacitor colour code systems are very similar to resistor colour code systems, except that the
units are in the order of 10-'zF (=pF)
trrF
PtF
prF in
10-o F
1nF = 10-eF
1PF:10 tzf
microfarads
(FF)
nanofarads
(nF)
nF
0.00001pF =0"01nF
0.0001pF =0.1nF
0.001pF =1nF
0.01pF
=10nF
0.1pF
=100nF
1UF
=1000nF
10;rF
=10,000nF
100pF
=100,000nF
0.000001pF
Table 9.3
0.001
picofarads (pF)
1pF
=10pF
=100pF
=1000pF
=10,000pF
=100,000pF
=1,000,000pF
=10,000,000pF
=100,000,000pF
,:
9-33
TTS lntegrated Training System
O Copyright 201
Numeric Codes
Like resistors, small capacitors such as film or disk types conform to the BS1852 Standard
where the colours are replaced by a letter coded system. The code consists of 2 or 3 numbers
and an optional tolerance letter code. Where a two number code is used the value of the
capacitor only is given in picofarads (i.e. +Z - 47 pF). A three letter code consists of the two
value digits and a multiplier much like a resistor colour code (i.e. 471: 47 xI0 = 470pF). Three
digit codes are often accompanied by an additional tolerance letter code.
The written letters used to identify the tolerance value are given below;
B=
C
0.1oF.
+ 0.25pF,
- * 0.5nF.
F:+1pFor*lo/o,
G:+2pFor*2oA,
- -lI 3o/o,
:
J
5o/o,
*
Kl0o/0,
-l
H
M=
P
=
=
20o/o,
+100o/o,-0o/o
+B0o/o,-20o/o.
9-34
TTS lntegrated Training System
O Copyrjght 2011
Useando-:i,_,::-=:
b.
E-
rt:
t:
rt:
1-
t:
t:
h
b
h
h
h
b
b
h
b
b
h
b
|:
|;
|-
E
E
E
t:
E
Caution: For this and any other testing of large capacitors and/or capacitors in power
supply, power amplifier, or similar circuits, make sure the capacitor is fully discharged or
your multimeter may be damaged or destroyed!
Volt-Ohm Meters (VOMs) or DMMs without capacitance ranges can make certain types of tests.
For small capacitors (0.01pf or less), all you can really test is for shorts or leakage. (However,
on an analogue multimeter on the high ohms scale you may see a momentary deflection when
you touch the probes to the capacitor or reverse them. A DMM may not provide any indication
at all.) Any capacitor that measures a few ohms or less is bad. Most should test infinite even on
the highest resistance range.
For electrolytic capacitors in the pF range or above, you should be able to see the capacitor
charge when you use a high ohms scale with the proper polarity - the resistance will increase
until it goes to (nearly) inlinity. lf the capacitor is shorled, then it will never charge. lf it is open,
the resistance will be infinite immediately and won't change. lf the polarity of the probes is
reversed, it will not charge properly either.
Note: lt is important to determine the polarity of the meter - they are not all the same. Red is
usually negative with (analogue) VOMs but positive with most DMMs.
lf the resistance never goes very high, the capacitor is leaky.
The best way to really test a capacitor is to substitute a known good one. A VoM or DMM will
not test the capacitor under normal operating conditions or at its full rated voltage. However, it is
a quick way of finding major faults.
A simple way of determining the capacitance fairly accurately is to build an oscillator using a
555 timer. Substitute the cap in the circuit and then calculate the C value from the frequency.
With a few resistor values, this will work over quite a wide range.
Alternatively, using a DC power supply and series resistor, capacitance can be calculated by
measuring the rise time to 63% of the power supply voltage from T-RC or C=T/R.
9-35
TTS lntegrated Training System
O Copyright 2011
fr
t
fr
t
TTS lntegrated
Training System
?
r,
a:.
tr
cE
rr
E
rr
tr
rr
tr
rr
l-
Module 3
Licence Category 81 and 82
Electrical Fundamentals
3.1
Us and/or disclosure is
governed by the siatemenl
on page 2 ofthis Chapler
0 Magnetism
10_1
TTS Integrated Training System
O Copyright 2011
tl.a6at,a.ar.r qr..ii!r
r,trilh
llte
r:ldi.e ald
Copyright Notice
worldwide rights reserved. No part of this publication may be reproduced,
stored in a retrieval system or transmitted in any form by any other means whatsoever: i.e.
photocopy, electronic, mechanical recording or otherwise without the prior written permission of
Total Training Support Ltd.
@ Copyright. All
Knowledge Levels
Licence
Basic knowledge for categories A, B1 and 82 are indicated by the allocation of knowledge levels indicators ( 1 , 2 or
3) against each applicable subject. Category C applicants must meet either the category Bl or the category 82
basic knowledge levels.
The knowledge level indicators are defined as follows:
LEVEL
LEVEL 2
A general knowledge of the theoretical and practical aspects of the subject.
An ability to apply that knowledge.
Objectives:
The applicant should be able to understand the theoretical fundamentals of the subject.
The applicant should be able to give a general description oi the subject using, as appropriate, typical
examplesThe applicant should be able to use mathematical formulae in conjunction with physical laws describing the
subject.
The applicant should be able to read and understand sketches, drawings and schematics describing the
subject.
The applicant should be able to apply his knowledge in a practical manner using detailed procedures.
LEVEL 3
A detailed knowledge of the theoretical and practical aspects of the subject.
A capacity to combine and apply the separate elements ot knowledge in a logical and comprehensive
manner.
Objectives:
The applicant should know the lheory of the subject and interrelationships with other subjects.
The applicant shouid be able to give a detailed description of the subject using theoretical lundamentals
and specific examples.
The applicant should understand and be able to use mathematical formulae related to the subject.
The applicant should be able to read, understand and prepare sketches, simple drawings and schemalics
describing the subject.
The applicant should be able 10 apply his knowledge in a practical manner using manufacturer's
instructions.
The applicant should be able to interpret results lrom various sources and measurements and apply
corrective action where appropriate.
10-2
TTS lntegrated Training System
@ Copyright 2011
Use and/or
drs..:-.,=
L1:
rE
rr
rr
rr
r
l:
t:
t:
t:
t:
l:
l:
t:
l:
l:
t:
t:
t:
l:
t:
l:
t:
rl:
rr
r
Table of Contents
(a)
Magnetic Materials
Ferromagnetic Materials
Natural Magnets
Arlificial Magnets
Permeability
Types of Magnetism
Magnetic Poles
The Earth's Magnetism
Theories of Magnetism
Effect of Breaking a Bar Magnet
Magnetic Fields
Magnetic Effects
Magnetic Flux
Magnetic lnduction
Magnetic Shielding
Magnet Shapes
Care of Magnets
5
5
5
5
6
7
B
o
10
13
15
15
18
19
20
2l
22
23
(b)
Electromagnetism
Force on a Conductor in a Magnetic Field
Electromagnets
Permeance
Electrical and Magnetic Circuit Comparison
Hysteresis
Summary of Magnetism Terms and Symbols
25
25
26
28
29
30
31
o!)
):
l.--
10_3
TTS lntegrated Training System
O Copyright 201
atrl orosiilt
"i,':11
llta
ar'aa:La
n;al
82
Prooerties of a maqnet
Action of a magnet suspended in the Eadh's
Maonetic shieldin
Various tvpes of maqnetic material
Electromagnets construction and principles of
Hand clasp rules to determine: magnetic field
around current carryinq conductor
Magnetomotive force, field strength, magnetic
flux density, permeability, hysteresis loop,
retentivity, coercive force reluctance, saturation
Precautions for care and storaqe of maqnets
10-4
TTS lntegrated Training System
O Copy ght 2011
Use and/ordiscosure
governed by lhe 9aleE-:
on page 2 oilhis Chapi:-
L.
rE
f-
tt
rt
r
rr
rr
,:
,:
t:
,:
l;
l:
t:
t:
Magnetic Materials
Magnetism is generally defined. as that property of a material
which enables it to attract pieces
of iron' A material possessing this property is t no*n
a magnet. The word originated with the
ancient Greeks, who found stones poisesiing this characteristic.
""
Materials that ire attracted by
a magnet, such as iron, steer, nicker and cobart, have the ability to oecome
magnetizeo. rhese
are called magnetic materiars. Materiars, such as paper, wood, grass,
or tin, which are not
atkacted by magnets, are considered nonmagnetic. i\onmagnetic
materiars are not abre to
become magnetized.
Ferromagnetic Materials
The most important group of materials connected with electricity
and electronics are the
ferromagnetic materiars. Ferromagnetic materiars are those
,hi"h u;" ,;;iiu"ry
to
magnetize, such as iron, steer, cobalt, and the ailoys Arnico
"""y is made by
ano eermatioy. tni arrov
combining two or more erements, one of which
b" a metar). These n'ew afloys can be very
strongly magnetized, and are capabre of obtaining u
Jnirgn to lift 500
times their own weight.
rrlt
NaturalMagnets
Magnetic stones such as those found by the ancient
Greeks are considered to be naturar
magnets' These stones had the ability io attract small pieces
of iron in a manner similar to the
magnets which are common today. However, the magnetic
properties attrinutlJ to the stones
were products of nature and not the result of the effois
of man. ftre Oreets carr"o ,"""
substances magnetite.
,:
):
l:
l:
,-,
):
a,-,
a,-
rugn"ti";ii""sl[i;i
w
):
):
rl-'
):
10_5
TTS lntegrated Training System
O Copyright 2011
..'rli1
1lr.
a::-aa:iaa
::ll
Artificial Magnets
Magnets produced f rom magnetic materials are called artificial magnets. They can be made in
a variety of shapes and sizes and are used extensively in electrical apparatus. Artificial magnets
are generally made from special iron or steel alloys which are usually magnetized electrically,
The material to be magnetized is inserled into a coil of insulated wire and a heavy flow of
electrons is passed through the wire. Magnets can also be produced by stroking a magnetic
material with magnetite or with another artificial magnet. The forces causing magnetization are
represented by magnetic lines of force, very similar in nature to electrostatic lines of force.
Arlificial magnets are usually classified as permanent or temporary, depending on their ability
to retain their magnetic properties after the magnetizing force has been removed. Magnets
made from substances, such as hardened steel and certain alloys which retain a great deal of
their magnetism, are called permanent magnets. These materials are relatively difficult to
magnetize because of the opposition offered to the magnetic lines of force as the lines of force
try to distribute themselves ihroughout the material. The opposition that a material offers to the
magnetic lines of force is called reluctance. All permanent magneis are produced from
materials having a high reluctance.
A material with a low reluctance, such as soft iron or annealed silicon steel, is relatively easy to
magnetize but will retain only a small part of its magnetism once the magnetizing force is
removed. Materials of this type that easily lose most of their magnetic strength are called
temporary magnets. The amount of magnetism which remains in a temporary magnet is
referred to as its residual magnetism. The ability of a material to retain an amount of residual
magnetism is called the retentivity of the material.
The difference between a permanent and a temporary magnet has been indicated in terms of
reluctance, a permanent magnet having a high reluciance and a temporary magnet having a
low reluctance. Magnets are also described in terms of the permeability of their materials, or
the ease with which magnetic lines of force distribute themselves throughout the material. A
permaneni magnet, which is produced from a material with a high reluctance, has a low
permeability. A temporary magnet, produced f rom a material with a low reluctance, would have
a high permeability.
10-6
TTS lntegrated Training System
O Copyright 2011
Use
a.d.- r tr: :: =
i.:
govemed b!
l_a-:
onpage2.'F:-:-E-
h
tr
r
rr
rr
rr
a:
):
t:
t:
l:
t:
l:
Permeability
ln magnetism, permeability is the degree of magnetization of a material that responds linearly
to an applied magnetic field. Magnetic permeability is represented by the Greek letter p.
ln sl units, permeability is measured in henries per metre (H/m), or Newtons per ampere
squared (N/A2).
The constant value po is known as the magnetic constant or the permeability of free space
(vacuum), and has the exact or defined value po :4nx!0-7 H/m (L.25663T1 H/m).
Relative permeability, sometimes denoted by the symbol pr, is the ratio of the permeability of a
specific medium to the permeability ol free space given by the magnetic constant p6:
l"=!Fo
Materials may have their relative or absolute permeability quoted" From the transposition of
the equation above, absolute permeability, trr:
lr = Frx
l_r0
,:
t:
,:
|:
l:
l:
t:
t:
t:
l:
l:
l:
l:
a:
r
rL"
Mu-metal
25,000 H/m
Permalloy
10,000 H/m
Transformer iron
5000 H/m
Steel
875H/m
Nickel
l25H/m
Platinum
1..2569701H/m
Aluminium
t.2566650 H/m
Hydrogen
r.2566371, H/m
Vacuum
1..2566371,
Sapphire
7.2566368H/m
Copper
1..2566290 H/m
Water
Table 10.1
H/m (po)
1.2566270 H/m
Permeabilities of some materials
10-7
TTS lntegrated Training System
O Copyright 2011
li
a..raoaiar::ri
clrib{ieprc..}.ir
q.i:.:.i
!!i:l
l:aa
ai?t:ic. aid
Types of Magnetism
Diamagnetism
Diamagnetism is a weak repulsion from a magnetic field. lt is a form of magnetism that is only
exhibited by a substance in the presence of an externally applied magnetic field.
All materials show a diamagnetic response in an applied magnetic field. ln fact, diamagnetism is
a very general phenomenon. However, for materials which show some other form of magnetism
(such as ferromagnetism or paramagnetism), the diamagnetism is completely overpowered.
Substances which only, or mostly, display diamagnetic behaviour are termed diamagnetic
materials, or diamagnets. Materials that are said to be diamagnetic are those which are
usually considered by non-physicists as "non-magnetic", and include water, most organic
compounds such as petroleum and some plastics, and many metals including copper,
particularly the heavy ones with many core electrons, such as mercury, gold and bismuth.
Diamagnetic materials have a relative permeability that is less than 1, and are therefore
repelled by magnetic fields. However, since diamagnetism is such a weak property its effects
are not observable in every-day life.
Paramagnetism
Paramagnetism is a lorm of magnetism which occurs only in the presence of an externally
applied magnetic field. Paramagnetic materials are attracted to magnetic fields, hence have a
relative permeability greater than one. The force of attraction generated by the applied field is
Iinearin the field strength and rather weak. ll typically requires a sensitive analytical balance to
detect the effect. Unlike ferromagnets, paramagnets do not retain any magnetization in the
absence of an externally applied magnetic field. Thus the total magnetization will drop to zero
when the applied field is removed" Even in the presence of the field there is only a small
induced magnetization. This fraction is proportional to the field strength and this explains the
linear dependency. The attraction experienced by ferromagnets is non-linear and much
stronger, so that it is easily observed on the door of one's refrigerator.
Ferromagnetism
Ferromagnetism is the "normal" form of magnetism with which most people are familiar, as
exhibited in horseshoe magnets and refrigerator magnets. lt is responsible for mosi of the
magnetic behaviour encountered in everyday life. The attraction between a magnet and
ferromagnetic material is "the quality" of magnetism first apparent to the ancient world, and to us
today," according to a classic text on ferromagnetism.
)r-'
oilh
C_1-:
L.
E
r
rr
r
rr
rr
r
ln
.s.r.:.1i..
,:rl:a
!lre
general definition is still in common use. More recently, however, different classes of
spontaneous magnetisation have been identified. All of these magnetic effects only occur at
temperatures below a cedain critical temperature, called the Curie temperature.
Magnetic Poles
The magnetic force surrounding a magnet is not uniform. There exists a great concentration of
force at each end of the magnet and a very weak force at the centre. Proof of this fact can be
obtained by dipping a magnet into iron filings (figure 10.2). lt is found that many filings will cling
to the ends of the magnet while very few adhere to the centre. The two ends, which are the
regions of concentrated lines of force, are called the poles of the magnet. Magnets have two
magnetic poles and both poles have equal magnetic strength.
rr
rr
):
l:
l:
l:
l:
l;
l:
l:
l:
t:
l:
l:
l:
COl,riaAS S
t:
u
rr
r
L=
10-9
TTS lntegrated Training System
O Copyright 2011
the poles of a suspended magnet always move to a definite position gives an indication that the
opposiie poles of a magnel have opposite magnetic polarity.
The law previously stated regarding the attraction and repulsion of charged bodies may also be
applied to magnetism if the pole is considered as a charge. The north-pole of a magnet will
always be attracted to the south-pole of another magnet and will show a repulsion to a nodhpole. The law for magnetic poles is:
Ge*graph!e p*l*
Gc*rgraphi* qu&:sr
***lm*g*el!*
{}*{.}mt{}s
-J
".*'-'
Figure 10.4 - The earth's magnetic field
0-10
Useandor.r:::,::
i..:i::-Eonpage2o':::a-:
govemed by
h
lE
rr
rr
rr
ra:
Magnetic Variation
The earth's magnetic poles are some distance from the geographic or "true" poles. The
magnetic lines of force do not pass over the surface in a neat geometric pattern because they
are influenced by the varying mineral content of the earth's crust. For these reasons, there is
usually an angular difference, or variation, between true north and magnetic north from a given
geographic location. Although this variation is not equal at all points on the earth, it does follow
a pattern. Points of equal variation can be connected by an isogonic line, which can be plotted
accurately on a chart. ln some places this variation is easterly; other places it is westerly. This
variation is shown on sectional and IFR charls.
lnall,*::*,,, l.lF.l:lina?
t',,x.a1tATli:f.l
l:
t:
l:
l:
t:
t:
1:
t:
rt:
,;
a:
t;
t;
t;
t;
IJ
,;
Figure 10.5
Lines of variation
,;
lt-
a;
L---
10-11
TTS lntegrated Training System
O Copyright 2011
+G
t
]'-
tt
tt
r
Theories of Magnetism
Weber's Theory
A popular theory of magnetism considers the molecular alignment of the material. This is known
as weber's theory. This theory assumes that all magnetic Jubstances are composed
of tiny
molecular magnets.
rr
r
t:
t:
a:
t:
rr
r
rt:
rt:
Figure 10.6
Any unmagnified material has the magnetic forces of its molecular magnets neutralized by
adjacent molecular magnets, thereby eliminating any magnetic effect. magnetized
material
will have most of its molecula.r magnets lined up so ifrat tfre north-pole of ea-ch molecule points
in one direction, and the south-pole faces the opposite direction. A material
with its molecules
thus aligned will then have one_effective north-pole, and one effective south-pole.
An illustration
of webers Theory is shown in figure 10.7, where a steel bar is magnetized by
sirot<ing. when a
steel bar is skoked several times in the same direction by a magne-t, the magnetic force
from
the nor.th-pole of the magnet causes the molecules to align theriselves.
,:
rr
a:
t:
rr
rr
rL-
BAI1 ]rIA$HE:TEft
10-13
TTS lntegraled Training System
O Copyriqht 201
ilii.1
Domain Theory
A more modern theory of magnetism is based on the electron spin principle- From the study of
atomic structure it is known that all matter is composed of vast quantities o{ atoms, each atom
containing one or more orbital electrons. The electrons are considered to orbit in various shells
and sub-Jhells depending upon their distance from the nucleus. The structure of the atom has
previously been compared to the solar system, wherein the electrons orbiting the nucleus
to the planets orbiting the sun. Along with its orbital motion about the sun, each
"orrutpond
planet also revolves on its axis. li is believed that the electron also revolves on its axis as it
orbits the nucleus of an atom.
It has been experimentally proven that an electron has a magnetic field about it along with an
ol
electric field. The effectiveness of the magnetic field of an atom is determined by the number
electrons spinning in each direction. lf an itom has equal numbers of electrons spinning in
opposite diiectionl, the magnetic fields surrounding the electrons cancel one another, and the
aiom is unmagnified. Howeier, if more electrons spin in one direction than another, the atom is
magnetized. An atom with an atomic number of 26, such as iron, has 26 protons in the nucleus
and-26 revolving electrons orbiting its nucleus. lf 13 electrons are spinning in a clockwise
direction and 13 electrons are spinning in a counter-clockwise direction, the opposing magnetic
fields will be neutralized. When more than 13 electrons spin in either direction, the atom is
magnetized. An example of a magnetized atom of iron is shown in figure 10'B'
NUbEga
ot
NUMSER OI
$Pt!tNtN6
ELEC'RON5
SPlNl'l:X
COUNTER.
cLOCKtlltlSE
ELECTFCNs
atocKwtSE
NUCLXUS
3
1
3
1
,l
\ /
YiSit-"".-V
suBsHELt
TN..MPLETE
I
I
0-14
llse
a.do': s: ::.,=
govemed b\ i":
=:--E
on page 2 .'r : :---
Pr
L)
a--,
t:
r
rr
rr
rr
vr
t:
r
l:
Magnetic Fields
r.iffi
f
r
,""J:::t;1,,l:,Tfly*'"X:JH*n.
:i!!:ff
:ffifl
{'x?::::t?:ff
j[ff
g;h j{#"
l:,l?:::;t,flflli.q:T":"{:l:"i-i;j_3,1il#:il1r[xnfi
mn""F
5t1ff
becomes a temporary"magnet..tf
qr,:!!!Fffi
:::l^ll:"
::fr ;i?xl
l,;"JJffi
I -
l--
rt;
t'" plr"";;;;;u"u".
"*r"r, ""*tiiriing
,:
l:
t:
|:
t:
l:
t:
t:
1:
i"'i.r,iirr,'fi:";:i:;""",
onease,oi'h,schae'er
10-15
TTS Integrated Training System
O Copyright 2011
l:
Lines of Force
To fudher describe and work with magnet phenomena, lines are used to represent the force
existing in the area surrounding a magnet (refer to f igure 10.1 1 ). These lines, called magnetic
lines of force, do not actually exist but are imaginary lines used to illustrate and describe the
pattern of the magnetic field. The magnetic lines of force are assumed to emanate from the
north-pole of a magnet, pass through surrounding space, and enter the south-pole- The lines of
force then travel inside the magnet from the south-pole to the norlh-pole, thus completing a
closed loop.
10-16
TTS lntegrated Training System
O Copyright 2011
+t-/
a-
E
t
rr
rr
rr
rr
rr
rr
rr
rr
t:
a:
t:
rt:
l:
rt:
l:
t:
t:
l:
rL=
Use and/ordisclosure is
governed by the statement
on page 2 olthis chapler.
10-17
TTS lntegrated Training System
O Copyright 2011
:r: .ss.rialicn
'//lil lhe
.l.rb5atro.acfi q.renlicr prarlco aid
Although magnetic lines of force are imaginary, a simplified version of many magnetic
phenomena can be explained by assuming the magnetic lines to have cedain real properties.
The lines of force can be compared to rubber bands which stretch outward when a force is
exerted upon them and contract when the force is removed. The characteristics of magnetic
lines of force can be described as follows:
Magnetic lines of force are continuous and will always form closed loops.
Magnetic lines of force will never cross one another.
Parallel magnetic lines ol force travelling in the same direction repel one another.
Parallel magnetic lines of force travelling in opposite directions tend to unite with
each other and form into single lines travelling in a direction determined by the
magnetic poles creating the lines of force.
Magnetic lines of force tend to shorten themselves, Therefore, the magnetic lines
of force existing between two unlike poles cause the poles to be pulled together'
Magnetic lines of force pass through all materials, both magnetic and
nonmagnetic,
Magnetic lines of force always enter or leave a magnetic material at right angles to
the surface.
Magnetic Effects
Magnetic Flux. The total number of magnetic lines of force leaving or entering the pole
of a magnet is called magnetic flux. The number of flux lines per unit area is known as
f lux density.
Field lntensity. The intensity of a magnetic field is directly related to the magnetic force
exerted by the field.
Attraction/Repulsion. The intensity of attraction or repulsion between magnetic poles
may be described by a law almost identical to Coulomb's Law of Charged Bodies. The
force between two poles is directly proportional to the product of the pole strengths and
inversely proporlional to the square of the distance between the poles.
10-18
TTS lntegrated Training System
O Copyright 2011
U*
an3
:' is:.sr- :
govemsj :r :' ff
on pa! 2 r -s ::aE
L
t:
a:
rt
tr
rt
tr
tv
rr
tr
rr
rr
l:
l:
rl:
Magnetic Flux
The lines of magnetic force previously described, are more properly known as lines of flux. The
unit of magnetic flux is the Weber (Wb) named after Wilhelm Edouard Weber ('1804-91) and the
symbol for magnetic flux is
Flux Density
The effectiveness of a magnetic field is determined not by the total amount of flux but by the
density of flux. A given flux spread over a greater cross-sectional area will produce a field of
less intensity. On the other hand, if the flux can be concentrated into a smaller cross-section a
more effective field is produced. Thus, an impodant property of a magnetic field is the flux
density (B), defined as the flux per unit area of cross-section.
Flux Density (B)
Ftux
o
A
The unit of flux density is the Tesla (T), named after Nikola Tesla (1857-1943).
rl
li,.ial
:-r
l:''-r'J
::
:i
't 'a
llr r a?.'ton(artraaaal'
in lhr iroa
.- '. ii-i
-i-3
---=
(ti-;=:
l1!E-ii:
<1t'.
'\iii i
rli
Tesla
Weber
MetreZ
t:
l:
a:
rl:
t:
u
rr
1*
lovehed
10-19
TTS lntegrated Training System
O Copyright 201
Magnetic Induction
of
It has been previously stated that all substances that are attracted by a magnet are capable
the
material
indicates
becoming magnetized. The fact that a material is attracted by a magnet
must itself be a magnet at the time of attraction.
with the knowledge of magnetic fields and magnetic lines of force developed up to this point, it
is simple to underitand thi manner in which a material becomes magnetized when brought
lines
near a magnet. As an iron nail is brought close to a bar magnet (figure 10.14), some flux
their
emanating"from the norlh-pole of the riagnet pass through the iron nail in completing
io the
magnetic-path. Since magnetic lines of fJrce iravel inside a magnet from the.south-pole
adjacent to
nor1"h-pole, the nail will bJ magnetized in such a polarity that its south-pole will be
magnets'
two
the north-pole of the bar magnet. There is now an attraction between the
MAC!tETlZll.lG
NAIL
10-20
TTS lniegrated Training System
O Copvriqht 2011
J.,
h
L.
1:
cE
tr
rr
rr
t:
alr.raajCprc.cori
magnet. Stroking and contact both indicate actual contact with the material but are considered
in magnetic studies as magnetizing by induction.
Magnetic Shielding
There is no known insulator for magnetic flux. lf a nonmagnetic material is placed in a
magnetic field, there is no appreciable change in flux - that is, the flux penetrates the
nonmagnetic material. For example, a glass plate placed between the poles of a horseshoe
magnet will have no appreciable effect on the field although glass itself is a good insulator in an
electric circuit. If a magnetic material (for example, soft iron) is placed in a magnetic field, the
flux may be redirected to take advantage ol the greater permeability of the magnetic material,
as shown in figure 10.15. Permeability, as discussed earlier, is the quality of a substance which
determines the ease with which it can be magnetized.
t;
t:
r
rr
rr
rt:
rr
rt:
Figure 10.15
The sensitive mechanisms of electric instruments and meters can be influenced by stray
magnetic fields which will cause errors in their readings. Because instrument mechanisms
cannot be insulated against magnetic flux, it is necessary to employ some means of directing
the flux around the instrument. This is accomplished by placing a sofliron case, called a
magnetic screen or shield, about the instrument. Because the flux is established more readily
through the iron (even though the path is longer) than through the air inside the case, the
instrument is effectively shielded, as shown by the watch and soft-iron shield in figure 10.16.
t:
l:
rr
rl:
rt
a'
10-21
TTS lntegrated Training System
O Copyright 2011
ir .33.riati.rn !rli1
al!.b66 o.con.:iresl;on
il.
pracaiaa
aiil
50ft iron
Magnet Shapes
Because of the many uses of magnets, they are found in various shapes and sizes. However,
magnets usually come under one of three general classif ications: bar magnets, horseshoe
magnets, or ring magnets.
The bar magnet is most often used in schools and laboratories for studying the properties and
effects of magnetism. ln the preceding material, the bar magnet proved very helpful in
demonstrating magnetic eff ects.
Figure 10.17
Bar magnets
Another type of magnet is the ring magnet, which is used for computer memory cores. A
common application for a temporary ring magnet would be the shielding of electrical
instru ments.
10-22
Usea.d.':<,:s-=:
E!:. >-=ry
2.'-: :--=
goveneo
on page
1L-"
Ja,-.
rr
r
rr
rt:
r
r
l;
rr
r
rr
',:
c ub66pro.conl q!-dstion
The shape of the magnet most frequently used in electrical and electronic equipment is called
the horseshoe magnet. A horseshoe magnet is similar to a bar magnet but is bent in the shape
of a horseshoe. The horseshoe magnet provides much more magnetic strength than a bar
magnet of the same size and material because of the closeness of the magnetic poles. The
magnetic strength from one pole to the other is greatly increased due to the concentration of the
magnetic field in a smaller area. Electrical measuring devices quite frequently use horseshoetype magnets.
,:
Figure 10.'19
Horseshoe magnet
|;
Care of Magnets
,:
A piece of steel that has been magnetized can lose much of its magnetism by improper
handling. lf it is janed or heated, there will be a misalignment of its domains resulting in the loss
of some of its effective magnetism. Had this piece of steel formed the horseshoe magnet of a
meteI, the meter would no longer be operable or would give inaccurate readings. Therefore,
care must be exercised when handling instruments containing magnets. Severe jarring or
subjecting the instrument to high temperatures will damage the device.
|:
,;
A magnet may also become weakened from loss of flux. Thus when
storing magnets, one should always try to avoid excess leakage of
magnetic flux. A horseshoe magnet should always be stored with a
keeper, a soft iron bar used to join the magnetic poles. By using the
keeper while the magnet is being stored, the magnetic flux will
continuously circulate through the magnet and not leak off into space.
Figure 1 0.20 - Horseshow
magnet and keeper
|:
t;
vt;
>
r
rr
r
7:
l-
10-23
TTS lntegrated Training System
O Copyright 2011
J-
a;
G
t:
r
t:
t:
t:
,:
,:
t:
t:
a;
,:
(b)
Electromagnetism
During a lecture demonstration in 1820 the Danish scientist Hans Christian Oersted (17701851) noticed that a compass needle, placed near to a current-carrying wire, was deflected from
its normal North-South position. This may not sound a very remarkable discovery, but Oersted
realized that it was evidence of a fundamental and far reaching fact. A magnetic field is
established around any conductor when current is passing through it. The lines of force which
depict such a field take the form of concentric circles disposed around the surface of the
conductor. The relationship between direction of current through the conductor and the direction
of flux produced around the conductor is the same as that of the forward movement and rotation
of a screw with a right-hand thread or the familiar corkscrew.
|;
,.
t-:
t.
,=
,-
A-
a;
aa;
a;
tt;
At;
t;
t;
.I,n
rri
{:a{k',qt*,:irn(lr4n
Figure 10.22 - Magnetism around a current carrying wire, and the Corkscrew Rule
The same relationship can be described with the Right Hand Clasp rule. Here, the fingers are
imagined to be clasped around the conductor, with the thumb pointing in the direction of
conventional current flow, and the fingers point in the direction of magnetic flow around the
conductor.
,;
rt:
l__-
Figure 10.23
10-25
TTS lntegrated Training System
@ Copyriohi 201 1
traclc!
a:d
Consider the circumstances when two conductors carrying current lie parallel with each other.
Each conductor is surrounded with a magnetic field, the lines of force being of elastic nature
and because they cannot intersect each other, their form is modified to constitute a resultant
field as shown.
I*
..,,.^, U.-i
lrrrr
,,-:il1l-:1r.'
i.
'rl''.-_
t----------
l:.rr
-a----t'--..-
-a
\.
(,(*,I i
'\-:1,.'',
':l.e;/
-_-1.'
_-
10-26
TTS lntegrated Training System
O Copyriqht 2011
Use aac._
ri::s--
cG,
tt
tr
rr
rr
rr
t:
r
t:
t:
t:
,:
\F*
*-*-E-
"?,gilTgl,
Figure 10.25 - Fleming's Left Hand
Rule
The magnitude of the force on a current carrying conductor at right angles to a magnetic field
depends on three factors.
.
2.
3.
1
Therefore force,
Force
BI
ln the case where the conductor is not at right angles to the magnetic field, the angle between
the conductor and the field ( ) has to be taken into account and the formula becomes
E_
F-BI
l-
a:
a:
rt:
t:
a:
r
: ^ #=.U'
EFsb F#
I P.2r
sin
rrt
,:
rr
rr
r
l--
llur
drality
Dperlo;
==c':I=-],
fortr
lqvl al pcp. il
Bri^0
\l
tii
lor.r
lc"t ol too.r,
BI L.:n 0
rr drr(rd
Btr
1.. r t.nl
'l
lre
10-27
TTS lntegrated Training System
O Copyright 201 1
s1d
Electromagnets
lf a current carrying conductor is formed into a single loop, the lines of force encircling the
conductor will all pass through the loop in the same direction. A coil or solenoid is simply a
conductor formed into a number of loops and the lines of force travels the coil lengthwise and
complete themselves through the surrounding medium. The form of the field of a solenoid is
thus similar to that of a simple bar magnet. The polarity of a solenoid is found by using the
Right Hand Grasp Rule; imagine the solenoid grasped by the right hand with the fingers
pointing in the direction of the conventional current, then the outstretched thumb will point
towards the North-pole of the solenoid.
IrltF='
:i il j
'')',
H_N
Compared with a permanent magnet, a solenoid carrying current produces remarkably little
magnetic flux, but the output can be increased enormously by inserting an iron core into the coil.
This is because iron has a permeability several thousand times that of air.
Permeability (the relative ease with which lines of force pervade a material) is defined by the
ratio of flux density B to magnetic field strength F1 at any point in free space and is called the
permeability of free space. lt is represented by the symbol o. Thus in free space
Fo=
10-28
Module 3. 10 Magnetism
o" copyri6ht
2011
o.
page 2
c!:i: }a-1
,)
'('
$w
Desiqned in
c ub66pro.crlaa
qri;:i9r
cirjatiae aid
Pernreance
It differs from permeability in that it includes the dimensions of the magnetic medium, whereas
permeability does not. This is in the same way that, in electrical terms, resistance differs from
resistivity.
o
_=
NI
A = Permeance
<D
= Flux
NI = Current-turns (current x number of coils)
Use ancuordisclosure ls
lpverned by the slarement
10-29
TTS lntegrated Training System
O Copyright 2011
!,rl
hi
ta;
FERRITE CORE
LOWRELUCTANCE
RICHRELUCIANG
AIR GAP
Figure 10.28
Electric Circuit
Magnetic Circuit
Quantity
Unit
Quantity
Unit
E.M,F.
Volt (v)
M.M,F.
Ampere-turn (At)
Current (I)
Ampere (A)
magnetic f lux
Resistance (R)
Conductance (C)
ohm(
Reluctance (R)
Permeance ( A)
Siemens
(S)
E.M.F.=lxR
Table 10.2
Weber (wb)
AmpereturnMeber (Atlwb)
Webers/Ampereturn (Wb/At)
M.M.F.
xR
The magnetic circuit differs from the electric circuit in the following important respects:-
a)
The current in the electric circuit is confined to a defined path by insulating material on
the circuit conductors; the flux in the magnetic circuit cannot be restrained in this manner,
since there is no known "insulator'' for magnetic {lux (not even a vacuum) - the flux can
only be "lured" into the desired path by making the latter of low reluctance.
b)
10-30
TTS lntegrated Training System
O Copyright 2011
I--
lll---
G
E
L-
rr
rr
rE:
rL:
rJE.
Hysteresis
Saturation point in a material being magnetized is reached when an increase in magnetic field
strength produces only a small increase in flux density. At this stage all the magnetic domains
(groups of atoms with the electron orbits aligned, which can be thought of as little magnets) in
the material are aligned and the increase in flux density is only that which would occui in free
space. The effect is cleady shown by the graphs of B/H curves for a number of ferromagnetic
materials-
J,L:.
Jl_.
E
E.
E
L:
r.
L:
ttL--:-.
E.
L--
tlL-*'
tooo
aooo tooo
{+oo
H ora.gcrcl4ttg
l-'r
L=,
l--='
L'J
k*
!_=_
:.r
: naierent
:. =:2 :r:,s
C%pter
10-31
TTS lntegrated Trainjng System
@ Copyriqht 2011
!i:ii
ll:a
i:ra'l cr
iiLir
SATURATION
-B
Thegraph,knownasa..HysteresisLoop,',makes_clearthemagneticpropertie'softhematerial
u*i. i4' i. the "Residual" f lux density when H has been (c)
concerned. The intercept
The intercept on the ll axis
";il;;
reduced to zero and is called the "Remanence" of the material
zero and is called the coercivity o{
is the "Coercive Force" r-"quir"O-to reduce the residual flux to
the material.
and coercivity, indicate
The three properties of a magnetic maierial, permeability, remanence
material for permanent
its usetulnLss for a particularif plication. Foi example, a suitable
for electro.nugnlt" would have high coercivity and high remanence; a suitable material Typical
coercivity.
|.nudn"t, would have frilfr permeabitity but low remanence and low
Hysteresis LooPs are:-
Figure 10.31 - Hysteresis Loops for Soft lron and Hard Steel
wasted (converted to heat)
The area enclose by the Hysteresis Loop is a measure of the energy
energy is known as "Hysteresis
in magnetizing anO Oemagneiizing a maierial. The wasted
Loss".
10-32
TTS lntegrated Training System
O Copyright 2011
tr:::- :
:::-+
oli-: l_1-:
Use a.dol c
governed bY lhi
o. Daqe 2
A
1r-r
Jt:.
rE
r'r.
rr.
r.
r.
rr.
r.
-.-.
,-
Description
Magnetic
Flux
Sl Unit
Weber (wb)
Jield.
Magnetic
Flux Density
Magnetic
field strength
(Magnetizing
force)
Magneto
Molive Force
Reluctance
Teslas (T)
Ampereturns/Metre
(Atlm)
MMF
,;
a:
a;
tl
,;
rr
a;
Permeability
Permeance
Coercivity
|:
Remanence
G
):
':
t:
r
,:
rr
l-
AmpereturnsAlVeber
(Atlwb)
Henries/metre
(H/m)
,;
Ampere-turns
(A0
Hysteresis
Webers per
Amperes/Metre
(A/m)
Teslas (T)
Ampereturn'
(wb/A)
10-33
TTS lntegrated Training System
O Copyriqht 2011