Post by: lookang on October 23, 2009, 06:14:56 pm
now March2010 added Torque, Inertia.
this is a derived work based on http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=912.0
Direct Current Electrical Motor Model
Direct Current Electrical Motor Model
Electric motors turn electricity into motion by exploiting electromagnetic induction. A current-carrying loop that is placed in a magnetic field experiences a turning effect.A simple direct current (DC) motor is illustrated here. ABCD is mounted on an axle PQ. The ends of the wire are connected to a split ring commutator at position X & Y. The commutator rotates with the loop. Two carbon brushes are made to press lightly against the commutators.
The motor features a external magnet (called the stator because it’s fixed in place) and an turning coil of wire called an armature ( rotor or coil, because it rotates). The armature, carrying current provided by the battery, is an electromagnet, because a current-carrying wire generates a magnetic field; invisible magnetic field lines are circulating all around the wire of the armature.
The key to producing motion is positioning the electromagnet within the magnetic field of the permanent magnet (its field runs from its north to south poles). The armature experiences a force described by the left hand rule. This interplay of magnetic fields and moving charged particles (the electrons in the current) results in the magnetic force (depicted by the green arrows) that makes the armature spin because of the torque. Use the slider current I to see what happens when the flow of current is reversed. The checkbox current flow & electron flow alows different visualization since I = d(Q)/dt and Q= number of charge*e. The Play & Pause button allows freezing the 3D view for visualizing these forces, for checking for consistency with the left hand rule .
Description:
the following case describe a postive current i, postive B field, ? start = 90o , split-ring commutator gap ?2= 80o
The split-ring commutator allows electricity flows from the positive terminal of the battery through the circuit, passes through a copper brush [rectangle black boxes] to the commutator, then to the armature.
Postive current runs through ABCD as shown in the diagram (select the checkbox labels?), a +y direction force would act on AB. An -y direction force would act on CD. Taking moments about the axle conveniently, reveals a resultant torque T = Fmag*AD*cos? acts on the coil loop. The coil loop rotates in an clockwise manner (view from battery side) starting 90o until it reaches the ? = 170o position (assuming that split ring angle are default at ?2 = 80o). At this ? = 170+o position, the current is cut off. However, the momentum of the loop carries it past the horizontal position until the coil loop reaches ? = 190o position. Contact between loop and split ring commutator is established again and the current in the coil loop is now reversed (note that current i is still positive). A -y direction force now acts on AB while a +y direction force acts on CD. The rotation motion is reinforced clockwise (view from battery side) as ? continues to rotate from 190o to 350o. At this ? = 350+o position, the current is cut off. However, the momentum of the loop carries it past the verticall position until the coil loop reaches ? = 10o position. Contact between loop and split ring commutator is established again and the current in the coil loop is now reversed back to same as at ? = 90o. A a +y direction force would act on AB. An -y direction force would act on CD and the loop reaches ? = 90o . The cycle repeats after ? = 90o allowing the armature to experience torque in the reinforced direction at the right time to keep it spinning.
Function of split-ring commutator:
The purpose of the commutator is to reverses the direction of the current in the loop ABCD for every half a cycle.
A swing back and fro motion (maybe ? = 90o increase to 270o and decrease back to 90o) is all you would get out of this motor if it weren't for the split-ring commutator — the circular metal device split into parts (shown here in teal with a gap of ?2) that connects the armature to the circuit.
Post by: lookang on October 23, 2009, 06:30:24 pm
This helps students learn
explain how a current-carrying coil in a magnetic field experiences a turning effect and that the effect is increased by increasing
(i) the number of turns on the coil,
(ii) the current
discuss how this turning effect is used in the action of an electric motor
describe the action of a split-ring commutator in a two-pole, single-coil motor and the effect of winding the coil on to a soft-iron cylinder
Exercises:
The external magnetic field Bz can be varied using the slider Bz. When Bz is positive, it is in the direction vertically up. Vary Bz until it is negative, what is the direction of the Bz then?
The current comes from the battery higher potential end and travels in a wire forming a closed circuit and travels back to the lower potential end of the battery. When ? = 0o current flows from the battery higher potential end, to the top brush, to the RED split ring, through the coil loop in order ABCD, back to BLUE split ring, bottom brush and lower potential end of the battery. What is the direction of the current flow in wire AB? What is the direction of the current flow in wire CD? using Fleming's left-hand rule, deduce the relative directions of force acting on i) AB ii) CD iii) BC iv) DA. hint: note that Fmag = I*B*L*sin(I&B) may be useful.
By taking moments about the axle PQ, consider the forces on AB and CD, deduce the direction of the torque and the motion if the coil loop was initially at rest (? = 0 deg/s). Select the suitable sliders of your choice and verify your hypothesis for 2 angles. Discuss with your partner what you have discovered. Ask your teacher if there are any problem/issues faced using this virtual lab.
Explain and show the equations involving T ( in earlier part of question), why the forces on wire BC and DA did not contribute to the calculation of rotating torque about axle PQ?
By considering the forces in the x direction for wire BC and DA, suggest what can happen to the coil loop if the forces are large enough. Suggest why it does not happen in terms of the properties of the wires in the coil loop.
Explain how a current-carrying coil in a magnetic field experiences a turning effect and that the effect is increased by increasing (i) the number of turns on the coil, (ii) the current (iii) increasing the magnitude of the external Bz field
After conducting some inquiry learning on the virtual DC motor model discuss how this turning effect is used in allowing the coil loop to rotate. You may right-click within a plot, and select "Open EJS Model" from the pop-up menu to examine the model equations of the motion. You must, of course, have EJS installed on your computer.
Describe the action of a split-ring commutator in a two-pole magnet setup, single-coil motor. Suggest the effect adding a soft-iron cylinder in the winding the coil.
Advanced Learner:
Please submit your remix model that model features that are not available in the existing virtual lab and share your model with the world through NTNUJAVA Virtual Physics Laboratory http://www.phy.ntnu.edu.tw/ntnujava/index.php?board=28.0. Impacting the world with your model today!
This is a derived work to help students understanding DC motors especially the split ring purposes. Thanks to Fu-Kwun Hwang for his original codes! here http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=912.0
Changes made
1 made n =3 to simplify the number of currents to eyeball
2 added battery wires brush + sign to give context of power of DC motor
3 mask a part of the coil to give the illusion of single coil instead of plane previously
4 design the focus to be on just the 2 sides of the coil which has the most force that powered the rotation of DC motor
5 created animated gif as well for wikipedia.com i hope
6 added angle cta from 0 to 360 ^o to give sense of orientation
7 added omega for degree/s
8 added alpha for degre/s^2
9 added logic for split ring angle cta1 and cta2 to provide the ctadoubledot only when the is contact with split ring
10 equation of motion to reflect the no contact part to be without the torque from the magnetic force
11 magnetic force on and off when contact on and off
12 force shown
13 added particles for battery side wires which the particles motion is always from + potential so some code need to be re-purposed.
14 n is 5 now, better look and feel
15 motion of particles on battery wires now stop if there is no closed loop of the electric circuit
16 motion of particles current and electron are correctly reflected after extensive learning and debugging
17 added current can be negative
18 redesigned the angular acceleration and force activation condition into 4 quadrants, divide and conquer, previous original model is without the split ring consideration/model
19 added texts PQ axle, ABCD coil contact XY for ease of verbalization of communicating ideas and hypothesis for learners
20 added description and exercises to complement the virtual lab
21 rectified a major design mistake which i created due to misinterpretation of the usage of variable "sign" and finally got it to work (move) in correct representation/convention even with electron particles by designing with my own logic of how it can be made to do the simulation according to my understanding of the physics involved.
22 created a new logic for negative current in the battery wire to reflect the convention adopted today in physics
23 made the split ring commutator rotate with the coil instead of the original stationary design to conform to textbook explanation and the flash animation below
20March 2010 thanks to Taha Mzoughi http://physci.kennesaw.edu/mzoughi/bio.shtm remixed model, i realized what enhancements can be done.
24 added Torque clockwise positive view from the default perspective
25 Added Inertia to demonstrate the difficulty in increasing the angular velocity over time
26 added step button to allow for closer observation by learners
17 june 2010
27 redo the coil group to be lines instead of a 3D plane because it is drawing the whole plane instead of the perimeter
28 made java syntax false to make the split ring appear, in Ejs 4.3 default is true which the ring didn't show up
29 added simple 3D and Java3D optional from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1830
30 submit bugs to http://www.um.es/fem/EjsWiki/Feedback/Feedback?xsort=%E2%80%94created
31 leave the old version at top post and posted a underdevelopment proto-type at the bottom of post
11 feb 2011
added a new version DCmotor4 at the bottom post in order not to delete good version in case need to revert version
made beta split ring same color teal as the slider
made time slider
adjust the Bz drawing
made + bigger
change color of coil to DARKGRAY, the magnet blue and red is rather confusing with old color scheme
17 April 2011 (Saturday going Sunday at midnight after thinking about it every moment for a saturday)
major break through in bug fix now electron/current + splitring/ or without all bugs fix
added show graph angle, magnetic force, magnetic torque vs time and angle included even with data analysis
add N number of turns in coil
add inertia
add lengthx as slider with all associated drawing of the particles
add lengthz as slider
add Torque
fix a bug in evolution page domega/dt = (getAlpha(cta) -bf*omega)/Inertia where getAlpha(cta) is magnetic torque a2*Math.abs(Math.cos(cta)) where a2 = a2=N*I*B*L*b*1;
new assumption in sim is inertia is not affect by N, each slider controller is for conceptual exploration, not exactly mimicking real equipment so to speak.
26 April 2011
added more text battery brush split ring coil to situate the association of the drawings more clearly labels? will deactivate them
F drawn shorter now
added axes a powerful feature to allow sim to display in XYZ to XZY so that it is immediately the same setup as some textbooks and internet graphics
added decoration = axes as suggested by collaborator Sim KS
added worksheet is jar itself for scalability as lesser chance of losing curriculum material to accompany the simulation
added angle drawn theta with checkbox
added checkbox to show hide the magnets for printing the 3 view front side and top
03 May 2011
add Bcorrect to get the correct direction for the Z , using Bcorrect = -B;
made the text black for clearly print out
background made lighter for clearly print out
re-orientate the sim to be more textbook example like customize to O level
redesign the worksheet
08 July 2011
fixed a bug with B and Bcorrect after a sharing that i realized the left hand rule should be correct now.
other reference:
http://www.magnet.fsu.edu/education/tutorials/java/dcmotor/index.html
http://www.walter-fendt.de/ph11e/electricmotor.htm
Post by: lookang on October 29, 2009, 01:37:47 pm
I have remixed and redesigned some parts to be a interactive tool that i can be true to myself when i say that this work will impact the classroom of schools positively as a virtual lab.
i suggest teachers to buy a real physical DC motor to teach and supplement it with the virtual lab as a safe and hassle free way of allowing learners centered activities.
do post your experiences and ways to improve the virtual lab.
once again, i would like to thank the Ejs community especially Fu-Kwun Hwang, Francisco Esquembre & Christian Wolfgang!
The power to create is in our hands now.
Enjoy
will make a youtube video asap
Youtube video HD ready!
Post by: lookang on October 29, 2009, 06:03:45 pm
saw these http://fisik.free.fr/ressources/MccComplet.swfhttp://fisik.free.fr/ressources/MccComplet.swf and
http://www.gearseds.com/curriculum/images/figures/dcmotor.swfhttp://www.gearseds.com/curriculum/images/figures/dcmotor.swf
i think i need to redesign the behavior of the split ring to rotate instead of the original stationary design.
http://www.fairlysimple.com/applets/21Electromagnetism.dcr
like. give context to use of dc motor
http://www.walter-fendt.de/ph14e/electricmotor.htm
most popular java applet on DC motor simulation by W. Fendt
Post by: lookang on November 02, 2009, 09:41:56 am
Post by: VerAye on November 21, 2009, 01:52:34 pm
Post by: lookang on November 21, 2009, 03:48:26 pm
Those videos are interesting.They are used to introduce the power of learning from the simulation. Thanks.
There is something on my mind that is really bothering me about this Electrical Motor Model. I do not have much knowledge about this. Can you please help me?what do you want to know? maybe you can read the text that introduce the simulation first and ask specific questions about it. I can only help if i know what you ask specifically. ;D
Post by: lookang on December 11, 2009, 01:37:01 pm
http://www.aps.org/programs/education/teachers/teachers-days/presentations/video.cfm
Watch physicists Becky Thompson-Flagg and Ted Hodapp trade quips as they show how to take apart a small DC motor and find out how it works. They get the armature of the motor spinning with just a battery, a few wires, and a permanent magnet. The experiment in this video is the same one described in the DC Motor Annotated Activity Handout. http://www.aps.org/programs/education/teachers/teachers-days/presentations/upload/090819-DC-motor-annotated-web.pdf
I love this!!
Post by: lookang on March 20, 2010, 06:49:47 pm
http://physci.kennesaw.edu/ejs/ejs_TM_NTNU_DCmotor.jar
Taha Mzoughi's implementation of the torque looks ok but i don't understand why his model the inertia of the DC motor affects the magnetic force.
strange.
anyway,
looks like
torque and inertia are desirable for future versions of the DC motor!
Post by: lookang on June 17, 2010, 02:15:45 pm
U can test out Java3D with Ejs but it is still not working very well yet for complex models ;D ;D
Post by: lookang on September 30, 2010, 10:22:59 pm
the explanation is good.
A electric motor is a device for transforming electrical energy into mechanical energy; an electric generator does the reverse, using mechanical energy to generate electricity. At the heart of both motors and generators is a wire coil in a magnetic field. In fact, the same device can be used as a motor or a generator.
When the device is used as a motor, a current is passed through the coil. The interaction of the magnetic field with the current causes the coil to spin. To use the device as a generator, the coil is spun, inducing a current in the coil.
Let's say we spin a coil of N turns and area A at a constant rate in a uniform magnetic field B. By Faraday's law, the induced emf is given by:
? = -N d(BA cos(?))/dt
B and A are constants, and if the angular speed w of the loop is constant the angle is:
? = wt
The induced emf is then:
? = -NBA d(cos(wt))/dt = wNBA sin(wt) = ?o sin(wt)
Spinning a loop in a magnetic field at a constant rate is an easy way to generate sinusoidally oscillating voltage...in other words, to generate AC electricity. The amplitude of the voltage is:
?o = wNBA
In North America, AC electricity from a wall socket has a frequency of 60 Hz. but in Singapore is 50 Hz The angular frequency of coils or magnets where the electricity is generated is therefore 60 Hz in USA or 50 Hz in Singapore.
To generate DC electricity, use the same kind of split-ring commutator used in a DC motor to ensure the polarity of the voltage is always the same. In a very simple DC generator with a single rotating loop, the voltage level would constantly fluctuate. The voltage from many loops (out of synch with each other) is usually added together to obtain a relatively steady voltage.
Rather than using a spinning coil in a constant magnetic field, another way to utilize electromagnetic induction is to keep the coil stationary and to spin permanent magnets (providing the magnetic field and flux) around the coil. A good example of this is the way power is generated, such as at a hydro-electric power plant. The energy of falling water is used to spin permanent magnets around a fixed loop, producing AC power.
Post by: lookang on November 23, 2010, 07:03:24 pm
http://imej.wfu.edu/articles/2001/2/02/demo/demo1-ac/ac.html(http://heebok.kongju.ac.kr/VRPS/ac.gif)(http://heebok.kongju.ac.kr/VRPS/dc.gif)
http://heebok.kongju.ac.kr/VRPS/
currently what these Superscape's Viscape plugin simulation allows
changing the intensity of the magnetic field B
direction of the magnetic field B
change the viewpoint to see details of the generators
watch the output voltage in a voltmeter but it appears to be qualitative, lack mathematics representation?
adjusting the frequency of revolutions
can this be a research gap to be argued for designing simulations on DC and Ac generators to address difficulties in learning electromagnetism for my study?
i can argue on several learning features desired as my research gap findings to justify my designing simulation study approach
1 E&M has force and charge particles that are invisible (Chabay & Sherwood, 2006) hence cannot be readily related to daily life.
2 to show theoretical idealized field are represented by ideas like field lines, field vectors, flux, (Thong & Gunstone, 2008) are intellectual theoretical constructs, not empirical phenomena (Guisasola, Almudi, & Zubimendi, 2004)
3 need for flux, current, resistor, due to many intrarelated concepts within E&M are difficult to distinguish and discriminate (Albe, Venturini, & Lascours, 2001; Chabay & Sherwood, 2006; Planinic, 2006; Saglam & Millar, 2006; Singh, 2006; Taasoobshirazi & Carr, 2008)
4 mechanical concepts forces, angular displacement, velocity acceleration, representation due to the interlink concepts to the broader realm of mechanics (Bonham, et al., 1999; Galili, 1995), gives initial difficulties.
5 provide mathematical representation due to mathematical complexity (Albe, et al., 2001; Chabay & Sherwood, 2006; Dunn & Barbanel, 2000; Y. Lee, 2009; L. C. McDermott & Redish, 1999) and large numbers of disconnected formula (Chabay & Sherwood, 2006) and the conditions for which the use is valid
6 1D-2D-3D Macro world with appropriate quantities superimposed visualization, sub-micro and symbolic and mathematical representation could be added to the simulation as pedagogical hints (Wee & Esquembre, 2008) (scientific graphs and plots) (Gilbert, 2005; Gilbert & Boulter, 2000; Singh, 2006)
7 Guided inquiry based learning and experience activities such as real-time display of data and even analyze the data to verify their hypothesis
8 Formative assessment could also be added like a simple game
hi prof hwang
any thoughts?
Post by: lookang on February 11, 2011, 05:12:53 pm
i am going to create different versions and upload there instead to prevent losing the work.
11 feb 2011
added a new version DCmotor4 at the bottom post in order not to delete good version in case need to revert version
made beta split ring same color teal as the slider
made time slider
adjust the Bz drawing
made + bigger
change color of coil to DARKGRAY, the magnet blue and red is rather confusing with old color scheme
Post by: lookang on April 15, 2011, 04:28:21 pm
the splitring is not working correctly with the electrons, current is correct.
the force direction appears to be also wrong
http://www.phy.ntnu.edu.tw/ntnujava/index.php?action=dlattach;topic=1266.0;attach=4115
appreciate any help to fix my bugs ;D
Post by: Fu-Kwun Hwang on April 16, 2011, 10:23:58 am
Could you show me with screen shot and indicate the problem?
I also need the jar file. Because several files were missing when I load your xml file.
Post by: lookang on April 16, 2011, 11:06:05 pm
It is rather complex now and unreasonable to ask u to debug it. :)
I have a splitring function now that is difficult to implement without understanding all the codes.
I think I need to invent another way for the electrons to be control instead of using only sign as a means of changing the current n electron .
I will try to add a new variable to the checkbox to control the electron sign.
Btw
You can download any older jar it should have all the files there.
Post by: lookang on April 17, 2011, 12:34:26 am
indeed some rest and try again helps for this situation. when tired, just rest and let it incubate in my mind. creativity works with there is enough time, not pressure.
this top post is the latest sim!
17 April 2011 (Saturday going Sunday at midnight after thinking about it every moment for a saturday)
major break through in bug fix now electron/current + splitring/ or without all bugs fix
added show graph angle, magnetic force, magnetic torque vs time and angle included even with data analysis
add N number of turns in coil
add inertia
add lengthx as slider with all associated drawing of the particles
add lengthz as slider
add Torque
fix a bug in evolution page domega/dt = (getAlpha(cta) -bf*omega)/Inertia where getAlpha(cta) is magnetic torque a2*Math.abs(Math.cos(cta)) where a2 = a2=N*I*B*L*b*1;
new assumption in sim is inertia is not affect by N, each slider controller is for conceptual exploration, not exactly mimicking real equipment so to speak.
Attached is my latest worksheet for research
Post by: lookang on April 25, 2011, 05:31:38 pm
Post by: lookang on April 26, 2011, 09:24:21 pm
below are the comments and my proposed solution to co-developed the lesson.
Based on the pages in the word doc:
Page2, last paragraph, line 2. I was initially confused by the y-direction force indicated. It's after tinkering that i realised your Z is vertical, y is horizontal. Could be a potential confusing point for my students.
solution:
implemented decoration = axes
Page 4: In Qn4, the attached ss of the sliders is very dark, especially the 2nd and 3rd one. Guess the students can refer to the simulation for these.
made alpha = background white
Page6: Qn11. Sorry, i dotn know the answer to this. Qn 10 seems to be wanting me to know the coil might be pulled apart if the forces are large enough. . . but why it doesnt, i dunno.
Yes! the structural strength of the coil keep the shape intact.
in addition, if students can explain why real Dc motor are with a iron core to strengthen the B field as well as provide the material of the coils to remain its shape.
Page 7. Explore Activity B. Do they have to design experiments for all 3 parts? How much to design? Seems no need to write, but simply just rotate among the variables given as independent variables? How much time would that entail?
Page 7 Qn 13. Would the students know which "inquiry learning" you are refering to?
so long as it takes for student to explore meaningfully as productive activity, teacher need to support the weaker groups?
inquiry learning is a standard word in MOE science curriculum framework (http://www.woodgrovesec.moe.edu.sg/wbn/slot/u2357/Curriculum%20Innovation/MOE%20Sci%20Framework.jpg)
http://www.moe.gov.sg/education/syllabuses/sciences/files/science-lower-secondary-2008.pdf page 1
should be fine :)
Page 8. Qn 15: "....by varying..." this i changed on my system.
Page 8. Extend problem. Graphs. There are redundant axis labels. Eg the first pair only refers to FBy rather than the indicated angle and TB. Can these be removed? On my system, i just cover the redundant ones with a rectangle.
agreed
Page 9. Graphs, same problem as Page 8 graphs. Same solution.
agreed
Page 10. Qn25. the angle cta . . . can change to some other symbol thats more angle-like? theta or alpha or something? I dunno the reason for the choice of "cta".
beta better? = ? i changed in my worksheet
it is intended not to cause confusion with the other typical symbols commonly used and the simulation already used ?, ?
lastly, just a general comment that this worksheet requires more brains and thinking than i initially expected. Its probably because I'm too lazy to think through the entire worksheet properly, but just scanning through. Some answers are not immediately obvious to me.
that is a good observation, the learning is intended to be more thinking than memorization :)
Post by: lookang on April 26, 2011, 09:42:50 pm
added more text battery brush split ring coil to situate the association of the drawings more clearly labels? will deactivate them
F drawn shorter now
added axes a powerful feature to allow sim to display in XYZ to XZY so that it is immediately the same setup as some textbooks and internet graphics
added decoration = axes as suggested by collaborator Sim KS
added worksheet is jar itself for scalability as lesser chance of losing curriculum material to accompany the simulation
added angle drawn theta with checkbox
added checkbox to show hide the magnets for printing the 3 view front side and top
complied in Ejs 4.3.3 as the latest version is causing some display frame ghost lines with changing orientation
Post by: ahmedelshfie on May 13, 2011, 12:37:41 am
Post by: lookang on May 13, 2011, 08:38:41 am
the intend is to allow a deeper exploration possible through the data analysis and perhaps even some simple mathematical model equation to curve fit the data.
exactly what to do, i have not figure out yet.
the feature was ported from the AC generator as there is a sine and cosine curve for the emf and current.
Dc motor i need to think what to do in order to deepen the appreciation of the physics through mathematical analysis of the data.
any suggestions is welcome!
Post by: ahmedelshfie on May 13, 2011, 08:23:50 pm
I like the modified version later have free time im gonna publish on egtecno.com.
oh by the way my name is just ahmed but elshfie name my family ;D
Good job what you done.
Post by: lookang on July 08, 2011, 04:24:54 pm
fixed a bug with B and Bcorrect after a sharing that i realized the left hand rule should be correct now.
Post by: lookang on October 04, 2011, 03:47:06 pm
the default Java Machine is /System/Library/Java/JavaVirtualMachines/1.6.0.jdk/Contents/Home/
java.lang.NullPointerException
at users.sgeducation.lookang.DCmotor10_pkg.DCmotor10View.reset(DCmotor10View.java:3835)
at org.colos.ejs.library.Animation.reset(Unknown Source)
at users.sgeducation.lookang.DCmotor10_pkg.DCmotor10Simulation.
at users.sgeducation.lookang.DCmotor10_pkg.DCmotor10.
at users.sgeducation.lookang.DCmotor10_pkg.DCmotor10Applet.init(DCmotor10Applet.java:25)
at sun.plugin2.applet.Plugin2Manager$AppletExecutionRunnable.run(Plugin2Manager.java:1640)
at java.lang.Thread.run(Thread.java:680)
it works well in windows.
Post by: zionism07 on March 22, 2012, 06:27:49 pm
I've problems trying to download the jar file from the link stated in the threads.
It seems like the zip file only contains the source files but not the jar.
is it possible for you to upload the jar version of the applet?
It's really useful for the kids to understand the concept of DC motor.
Post by: lookang on March 22, 2012, 06:36:55 pm
Hi Lookang,Hi
I've problems trying to download the jar file from the link stated in the threads.
It seems like the zip file only contains the source files but not the jar.
is it possible for you to upload the jar version of the applet?
It's really useful for the kids to understand the concept of DC motor.
Download EJS jar file(1686.6kB):double click downloaded file to run it. (157 times by 51 users) ,
The file is actually a jar file.
I suspect you are using Singapore school
SSOE machine on Internet explorer ?
U need to use Firefox to download the file correctly as SSOE Internet explorer some how associate the file as a zip extension instead of a jar extension.
Could u try to download at home using your own PC ?
Post by: zionism07 on March 23, 2012, 08:23:34 am
yah, i'm actually "stuck" in a local sec sch trying to push IT initiatives for physics within my dept.
Haizz, it's really a tough job to plough the whole internet finding resources and programs created by others, in a way, praying that someone has really come up with suitable programs and uploads them on the internet.
Speaking of the file extension, u gave me the idea to add ".jar" to the document name before saving it and it works.
Thanks for your efforts in pushing great reforms to our sch system as I feel it's still lacking on the IT fronts.
Post by: lookang on July 26, 2013, 11:38:42 am
enjoy!
received an email and Facebook request for the following features! actually it is all possible already hahaha.
This is the most fantastic simulation for DC motor, thanks to Professor Fu-Kwun Hwang!
1. click on the check-box velocity.
 |
| request 1.Adding arrows to show current direction instead of electrons motions which are too fast and too small to see. must sure current flow check-box is selected (YELLOW) and velocity (MAGENTA) |
2. click on the FBy check-box
 |
| request 2) Adding an arrow for force like this video to show the direction and magnitude of the force https://www.youtube.com/watch?v=Xi7o8cMPI0E&feature=player_embedded already available, select FBy checkbox! |
3. slide Ff = -0.1*w for example, Friction force = -0.1*angular velocity, the higher the lower the terminal rotational speed
 |
| request 3) Adding a button to prevent angular acceleration (i.e. rotate at constant speed). The motor spins too fast after a while and is very hard to analyze. Alternative add in back emf so that it is more realistic and hence will have a maximum angular velocity. slide slide Ff = -0.1*w for example, Friction force = -0.1*angular velocity, the higher the lower the terminal rotational speed |
enjoy!
 |
| http://weelookang.blogspot.sg/2010/06/ejs-open-source-direct-current.html Ejs Open Source Direct Current Electrical Motor Model Java Applet ( DC Motor ) « on: October 23, 2009, 06:14:56 PM » posted from:Singapore,,Singapore author: fu-kwun hwang and lookang https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejs_users_sgeducation_lookang_DCmotor10.jar |
Post by: lookang on December 16, 2015, 08:39:57 am
Enjoy!
Post by: zebios on December 29, 2016, 11:29:31 pm