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Magnet Levitation
Introduction: (Initial Observation)
With advances in production of very strong
magnets and electromagnets, now we can use
magnets and electromagnets in many new
products. Some of such products use the repelling
magnets to create floating objects including the
magnetic levitating trains. Levitating trains with
magnets or electromagnets can greatly reduce the
friction, sound and can increase the speed while
giving a smooth ride. In some other instruments
repelling magnets are used to create a spring like
force.
In this project you will experiment the repelling force of magnets.
Dear vikas yadav
This project guide contains information that you need in order to start your
project. If you have any questions or need more support about this project, click
on the "Ask Question" button on the top of this page to send me a message.
If you are new in doing science project, click on "How to Start" in the main
page. There you will find helpful links that describe different types of science
projects, scientific method, variables, hypothesis, graph, abstract and all other
general basics that you need to know.
Project advisor
Information Gathering:
Find out about magnets and electromagnets. Read books, magazines or ask
professionals who might know in order to learn about uses of magnets in different
devices or equipments. Keep track of where you got your information from.
Following are samples of information you may find:
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Fe3 O4.
Although lodestones were considered an intriguing phenomenon by scientists of the
day, they were not really utilized in any constructive way until around 1200 AD with
the introduction of the mariners (magnetic) compass. The mariners compass is a
device housing a pivoting magnetized needle, which freely and consistently points
towards magnetic north. This enables travelers to consistently and safely navigate
their way from one place to another.
Source: http://www.lodestoneindustries.com.au/aboutmagnets.asp
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Question/ Purpose:
What do you want to find out? Write a statement that describes what you want to do. Use your observations and
questions to write the statement.
Question 1: How does the distance between ring magnets change as you stack them so
that they repel each other?
Question 2: Is the distance of floating magnet rings affected by their position in the
stack?
Question 3: How does the distance between magnets change if at the base of the stack
you place 2 or 3 attracting magnets?
Identify Variables:
When you think you know what variables may be involved, think about ways to change one at a time. If you change
more than one at a time, you will not know what variable is causing your observation. Sometimes variables are linked
and work together to cause something. At first, try to choose variables that you think act independently of each
other.
This is how you may define variables for Question 1:
Hypothesis:
Based on your gathered information, make an educated guess about what types of things affect the system you are
working with. Identifying variables is necessary before you can make a hypothesis.
Experiment Design:
Design an experiment to test each hypothesis. Make a step-by-step list of what you will do to answer each question.
This list is called an experimental procedure. For an experiment to give answers you can trust, it must have a
"control." A control is an additional experimental trial or run. It is a separate experiment, done exactly like the others.
The only difference is that no experimental variables are changed. A control is a neutral "reference point" for
comparison that allows you to see what changing a variable does by comparing it to not changing anything.
Dependable controls are sometimes very hard to develop. They can be the hardest part of a project. Without a
control you cannot be sure that changing the variable causes your observations. A series of experiments that includes
a control is called a "controlled experiment."
Experiment 1:
Floating ring magnets are among the experiments and demonstrations you may perform
with the ring magnets. In this project you use the vertical wood dowel or pencil to stack
a group of ring magnets and tray to predict their distances.
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Question/ Problem:
How does the distance between ring magnets change as you stack them so that they
repel each other?
Materials:
6 ceramic ring magnets
A wood dowel (may be replaced by a pencil)
Preparation:
Mount the wooden dowel or a pencil on a flat wooden board using
wood glue or by making a same size hole on the board.
Sanding the wood dowels may be required:
The wood dowel or pencil must easily slide trough the hole in the
center of ring magnet. If this does not happen, please use a sand
paper to sand the wood dowel. Sanding will reduce the diameter
and smoothen the surface.
Procedure:
4. Drop the third magnet onto the wood dowel so that it will
repel the second ring magnet. If they don't repel each other,
take out the third magnet, turn it over and drop it again onto
the dowel.
6. Add the fourth, the fifth and possibly the sixth magnet so
that all magnets repel each other and by adding each
magnet, repeat measuring and recording the distance
between the first two magnets.
Make a graph:
You may use a bar graph to visually present your results. Make one vertical bar for each
amount of load. The height of each bar will show the distance of the first two magnets.
(The height of bars may be increased by about 5 to 10 times for better visibility).
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Experiment 2:
Magnetic field of magnets on a stack of repelling magnets may extend to affect many
magnets on that stack. In this experiment we examine the distance between all
magnets in the stack of 5 or 6 ring magnets.
Question/ Problem: Is the distance of floating magnet rings affected by their position
in the stack?
Procedure:
1. Insert all 5 or 6 magnets onto the dowel in a way that each magnet repels the
magnets bellow and above itself.
2
3
4
5
No graph is required:
Make a drawing or take a picture of the stack to show the relative distance between the
magnets in different positions of the stack.
Experiment 3:
When more than one magnet are bundled together, they will have a magnetic force that
is different from each single magnet. In this experiment we will examine the change in
the repelling force of bundled magnets.
1. Place a single magnet onto the wood dowel and add a second
magnet in a way that it repels the first magnet.
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at the bottom
repelling magnet
1
2
3
Make a graph:
You may use a bar graph to visually present your results. Make one vertical bar for each
number of magnets in the bundle. The height of each bar will show the distance of the
top (repelling) magnet. (The height of bars may be increased by about 5 to 10 times for
better visibility).
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1. Peal the plastic film from the back of 5" long magnet
strips and connect them on one side of the 5" x 1 1/2"
wood block. This will be the train car. As you see in the
picture in the right, the strips are aligned to the edges
of the wood block and are 1/2" apart.
2. Peal the plastic film from the back of 24" long magnetic
strips and mount them parallel to each other, exactly
1/2" apart, on a long wooden board or rigid card board.
2. draw 2 more parallel lines 1/8" outside the first two lines.
These 2 new lines will be used as the guideline for the
magnet strips. We name these new lines , line A and line
B.
3. Place one of the angle brackets on the board and align its
edge to the line number 1. At this time the flat section of
the angle bracket will cover the line A and the wall section
of that will stay on the left of line A. Use tape to secure it
at this position.
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align its edge to the line number 2. At this time the flat
section of the angle bracket will cover the line B and the
wall section of that will stay on the right of line B. Use
tape to secure it at that position.
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Additional upgrades:
The wooden train or the decorative
train above that may be equipped
with ejecting magnets so they can
smoothly eject at the end of the
rail.
Ejecting magnets are usually
rectangle magnets or small disk
magnets that may be screwed or
taped to both ends of a train.
To make these work, matching
magnets must be mounted at the
end of each rail in a way that they
repel the train magnets.
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The above materials are available in the KITML from MiniScience. You can click on the
above picture to order them.
Additional materials you need:
Wood board or heavy cardboard 3" x 28" or larger. This will be the ground for your
train.
Adhesive tape
Wood glue or Elmer glue to connect the foam parts
Nails with diameter less than the hole on the sheaves (Wheels)
Calculations:
If you do any calculations, write your calculations in this section of your report.
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Summary of Results:
Summarize what happened. This can be in the form of a table of processed numerical
data, or graphs. It could also be a written statement of what occurred during
experiments.
It is from calculations using recorded data that tables and graphs are made. Studying
tables and graphs, we can see trends that tell us how different variables cause our
observations. Based on these trends, we can draw conclusions about the system under
study. These conclusions help us confirm or deny our original hypothesis. Often,
mathematical equations can be made from graphs. These equations allow us to predict
how a change will affect the system without the need to do additional experiments.
Advanced levels of experimental science rely heavily on graphical and mathematical
analysis of data. At this level, science becomes even more interesting and powerful.
Conclusion:
Using the trends in your experimental data and your experimental observations, try to
answer your original questions. Is your hypothesis correct? Now is the time to pull
together what happened, and assess the experiments you did.
Possible Errors:
If you did not observe anything different than what happened with your control, the
variable you changed may not affect the system you are investigating. If you did not
observe a consistent, reproducible trend in your series of experimental runs there may
be experimental errors affecting your results. The first thing to check is how you are
making your measurements. Is the measurement method questionable or unreliable?
Maybe you are reading a scale incorrectly, or maybe the measuring instrument is
working erratically.
If you determine that experimental errors are influencing your results, carefully rethink
the design of your experiments. Review each step of the procedure to find sources of
potential errors. If possible, have a scientist review the procedure with you. Sometimes
the designer of an experiment can miss the obvious.
References:
List of References in this section of your report. The list of your references is also known
as bibliography. This may include the online or printed references.
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