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subjected to a magnetic field, and some more mundane applications such as fishing-reel spool rotation control with at
least two patents already filed, and the smooth braking of a
gondola full of people in an amusement park after a free fall.
The damping of the motion of a metallic body by magnetic
means can also be achieved by the retarding force on the
Foucault eddy currents induced in the body by a constant
local magnetic field normal to the body surface.1115
E=
B dS,
v B d =
vBa,zad = 2avBa,z,
2
where Ba , z is the magnitude of the radial component of
the magnetic field at the pipe wall. Let be the conductivity
of the pipe wall. If R denotes electrical resistance and is the
pipe thickness, then the conductance of a ring of height dz
defined on the pipe wall at coordinate z, as shown in Fig. 1
is by the definition dz / 2a. The induced electrical current dI present in the ring is therefore given by
2011 American Association of Physics Teachers
193
Bu =
3
u
.
3
a 1 + u25/2
Fig. 1. A magnet falls with velocity v along the symmetry axis of a conducting pipe. An infinitesimal current dI is generated by Faraday induction
in an infinitesimal pipe ring of height dz at a distance z below the magnet.
B is the radial component of the magnetic induction B of the magnet.
2 a 2v 3
2 3
dI = Ed1/R =
2a
=2avBa,z
dz
= vBa,zdz.
2a
3a
3b
d Bz = 2aBa,zdI
= 2avB2a,zdz.
B2a,zdz.
za
3
,
a + z25/2
2
194
u2du
1 + u25
8a
8b
5
u2du
0.0614.
2 5 =
1 + u
256
2
36
f0.
4
a
10
for a given magnet, these values are used in whatever experiments are performed with that magnet.
In terms of the dimensionless axial variable u = z / a,
Eq. 6 becomes
2
36v
f0,
a4
Edz
az s/2
az + s/2
3
3
,
2
2 5/2 +
2
a + z s/2
a + 2z + s/225/2
2
11
and with the change of variables u = z / a,
Ba,u =
3
a3
s
2a
s
1+ u
2a
u+
s
2a
2 5/2
s
1+ u+
2a
2 5/2
12
194
f s/a =
s
2a
1+ u
s
2a
u+
+
2 5/2
s
2a
s
1+ u+
2a
2 5/2
du.
13
2
36v
f s/a.
a4
14
B. Experiments
t =
2z
z kz 36
=
=
f s/a,
2mga4
vt 2mg
16
15
Fig. 3. Two identical short cylindrical magnets dark gray are assembled at
a fixed separation s by inserting identical 5 mm thick ceramic disks between
them. Extra ceramic disks are placed at the top of the assembly to keep the
total weight of the assembly constant, while the magnet separation is varied.
For example, to increase the magnet separation by 5 mm, we remove a disk
from the top and insert it between the magnets. The magnetic moments of
the magnets are parallel.
Donoso, Ladera, and Martn
195
Fig. 5. a The force factor and the magnets fall time as a function of the
vertical separation s / a between the two magnets with parallel magnetic
moments. The first experimental point for s = 3 mm corresponds to the
two magnets in contact; the second one corresponds to a separation of 6 mm
a paper disk is inserted between the magnets. b The terminal speed of the
two magnets as a function of s / a.
196
Fig. 6. Dimensionless squared magnetic field as a function of the normal / a3 is a constant. a s = 1.2a and
ized axial distance z / a B0 = 3
b s = 3.5a. The area under the curves represents the total damping force on
the magnets. The force in a is smaller than the force in b.
196
f s/a =
s
2a
1+ u
s
2a
u+
2 5/2
s
2a
s
1+ u+
2a
2 5/2
du.
17
falls with its symmetry axis always coincident with the pipe
axis. Such a situation seldom happens, and the magnet can
fall off-axis, or even wobble along the pipe.
Figure 8 depicts a short cylindrical magnet falling with
velocity v along the z direction a distance b from the vertical
symmetry z-axis of the pipe of internal radius a. The magnet
actually falls inside a guiding glass tube placed inside the
pipe. Consider a ring-shaped differential element of height
dz of the pipe below the magnet. This infinitesimal conducting ring is approached by the falling magnet, which induces
an emf in it. The magnetic field can be decomposed into a
component parallel to the pipe axis, and a radial component
B along the radial direction from the center O of the glass
tube see Fig. 9. As explained in Sec. II see Eq. 2, only
the radial component B of the magnetic field is responsible
for the induced emf in the conducting ring.
Let Pa , be a point of the infinitesimal ring as seen from
the center O of the ring see Fig. 9, and let be the polar
radius of P as seen from point O on the z-axis. For an
Fig. 9. Horizontal cross section of the conducting pipe when the magnet is
off-axis. The path of the magnet is the vertical through point O at the
distance b from point O located on the pipe axis. The angle between the
cross product v B and the tangent to the pipe is see Fig. 2.
Donoso, Ladera, and Martn
197
v B d =
vBa,zcos ,bad .
18
cos =
19
and
2 = a2 + b2 2ab cos .
20
21
z
3
a b cos
ad .
a + b 2ab cos + z25/2
22
We introduce the dimensionless variable u as z = au / and
rewrite Eq. 22 as
E=
v
6
a2
u1 b/acos
b
2 1 +
a
b
2
cos + u2
a
5/2
v
6
Gu,b,
a2
where
Gu,b =
23
u1 b/acos
b
2 1 +
a
b
2
cos + u2
a
5/2
d .
24
The expression for E given by the right-hand side of Eq. 23
reduces to the expression found in Eqs. 2 and 7 for the
induced emf when the magnet is assumed to fall along the
pipe axis, that is, when b = 0. The definite integral in Eq. 24
is best evaluated using numerical routines available in several software packages.
We can now derive an expression for the vertical component dFz of the magnetic braking force that the differential
ring Fig. 8 defined in the pipe wall exerts on the magnet
when it falls off-axis. This force component is now given by
198
dI = Ed1/R =
Edz
2a
Eadu
2a
26
a b cos
25
E=
dFz = dIadB,zcos .
vdu
2
B,ucos,bad
vdu 6
2
a2
27a
Gu,b2 ,
27b
2
36v
4
a
Gu,b2du
2
36v
f b/a,
4
a
28
2z
kz 36v
=
f b/a.
mg
mga4
29
198
ACKNOWLEDGMENTS
The authors are very grateful to Professor Ramn MataToledo of Madison University in Virginia for kindly providing the strong magnets used in the experiments reported in
this work and for his encouragement. The authors would also
like to acknowledge the reviewers for their useful comments
and Professor G. Aubrecht of the Physics Department of
Ohio State University for kindly revising the English.
Fig. 10. a Plot of the magnetic damping force and the fall interval time as
represented by f b / a / f 0 as a function of b / a. The experimental points
closely match the theoretical curve. b Plot of the terminal speed versus
b / a. The continuous line is the predicted terminal speed and the experimental points closely follow that line.
magnetic braking force increases monotonically as the magnet axis is placed closer to the conducting pipe wall. Figure
10b shows the terminal speed of the magnet as a function
of b / a. The terminal speed decreases monotonically as the
magnet axis is placed closer to the pipe wall, a consequence
of larger induced Foucault eddy currents in the conducting
wall, which produce a larger magnetic braking force.
3v
u
du,
a2 1 + u25/2
which gives
I=
za
3
a + z25/2
2
v
2
a
30a
30b
A1
a/2a
3
48
,
2 5/2 =
a + a/2
255a3
2
A2
3u
v
2 5/2 du =
2 .
1 + u
a
31
za
3
,
a + z25/2
2
199
The American Journal of Physics invites you to submit papers for a special theme issue
Using Astronomy and Space Science Research in Physics Courses.
Decades of research in physics, astronomy, and space science have led to remarkable new
instruments and technologies and astonishing discoveries. With this theme issue we
propose to harvest some of this abundance to enliven and update physics instruction.
We wish to publish papers that describe achievements of astronomy and space science
research and highlight their underlying physics and lay out realistic ways to use this
material for physics instruction.
Our invitation is a challenge
to astronomers, space scientists, and physicists to describe discoveries and
technologies and to emphasize their physics content in ways that will help
physicists use them in their teaching;
to teachers of physics and astronomy to develop or renew curricula by infusing
them with discoveries and technologies of astronomy and space science;
to astronomy and physics education researchers to
identify the basic concepts needed for students to understand
the discoveries and technologies of astronomy and space science,
explore how the discoveries and technologies can be presented
to most effectively realize the goals of physics instruction,
provide tools to assess how well students achieve the goals.
This theme issue will be published in spring 2012. The deadline for submission of
articles is September 15, 2011. Please submit papers for the theme issue to AJP in
the usual way, but indicate your interest in submitting to the theme issue. To ask
questions or make suggestions about the theme issue, contact the guest editors Peter
Shaffer shaffer@phys.washington.edu or Charles H. Holbrow cholbrow@mit.edu.
Using Astronomy and Space Science Research in Physics Education will be the topic
of the next Gordon Research Conference on Physics Research and Education to be held
in June 2012. The exact date and location are still to be determined. The co-chairs are
Peter Shaffer, University of Washington, and Charles H. Holbrow, Colgate University;
the vice chairs are Matthew Lang, Massachusetts Institute of Technology, and Mel
Sabella, Chicago State University.
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200