RLC 串联电路中的非理想电感器在共振时的内阻

Q3 Social Sciences
Ives Torriente-García, Francisco M Muñoz-Pérez, Juan C Castro-Palacio and Juan A Monsoriu
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引用次数: 0

摘要

在连接正弦电动势的 RLC 串联电路中,电感器上测量到的电压取决于电流和阻抗。后者不仅包括电感电抗,还包括电感的欧姆电阻。这一事实对测量结果有着明显的影响,因为电感器上的测量电压与电容器上的测量电压并不像理论上通常认为的理想电感器那样是反相的。在这项研究中,我们通过直接测量不同电容值的谐振和谐振频率下线圈电压的相位,得到了 RLC 电路中线圈的电阻值。该值与用欧姆表直接测定的线圈电阻值进行了比较。两个值之间的一致性非常好。学生们非常熟悉的智能手机取代了传统的信号发生器。智能手机可以为实验的成功进行提供必要的电压。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The internal resistance of a non-ideal inductor in an RLC series circuit at resonance
The measured voltage at the inductor in an RLC series circuit connected to a sinusoidal electromotive force depends on the current and the impedance. The latter does not only include the inductive reactance only but also the ohmic resistance of the inductor. This fact has a clear consequence on the result of the measurement as the measured voltage at the inductor is not in counterphase with the measured voltage at the capacitance as shown in theory where ideal inductors are usually considered. In this work, the resistance of a coil in an RLC circuit is obtained from the direct measurements of the phase of the voltage at the coil at resonance and the resonant frequency for different values of capacitance. This value is compared with the resistance of the coil determined directly with an ohmmeter. The agreement between both values is very good. The conventional signal generator has been replaced by a smartphone which is a very familiar device for the students. The smartphone can provide the necessary voltage supply for the experiment to be carried out successfully.
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来源期刊
Physics Education
Physics Education Social Sciences-Education
CiteScore
1.50
自引率
0.00%
发文量
195
期刊介绍: Physics Education seeks to serve the physics teaching community and we welcome contributions from teachers. We seek to support the teaching of physics to students aged 11 up to introductory undergraduate level. We aim to provide professional development and support for teachers of physics around the world by providing: a forum for practising teachers to make an active contribution to the physics teaching community; knowledge updates in physics, educational research and relevant wider curriculum developments; and strategies for teaching and classroom management that will engage and motivate students.
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