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Department of Electrical Engineering

DET1013 – ELECTRICAL TECHNOLOGY


PROGRAMME :
PRACTICAL WORK NO : 6
TITLE : ELECTROMAGNETICS
DATE :
LECTURER’S NAME : 1)
2)
PRACTICAL SKILL ASSESSMENT ATTAINMENT LAB REPORT ATTAINMENT
(PLO5, LD2, CLO3) ASSESSMENT

Able to construct the magnetics  Analysis/ 


circuit Discussion

Conclusion
Percentage (20%) _____x 4 =

Able to observe the desired result 

Able to record and draw the 


magnetic flux patterns

Percentage (60%) ____x 6 =


Percentage (80%) Percentage (20%)

Total CA Marks (100%)

GENERIC SKILL ASSESSMENT Total GSA Marks


ATTAINMENT
TEAMWORK (PLO11, LD9, CLO4) (100%)
A. Participate as Team Member 
B. Guiding/Coaching Team Members 
C. Discussion 
D. Organization 

E. Motivation

F. Resolve Conflict

BIL. GROUP MEMBERS REGISTRATION NO.


1
2
3
4
5
GSA RUBRIC- TEAM WORKING
LABORATORY RUBRIC TABLE
(PLO11,LD9,CLO4)
Excellent Very Good Good Fair Unsatisfactory PRACTICAL SKILL
Lab Report Skills / Aspects
5 4 3 2 1 ASSESSMENT
Always participate actively Sometimes participate in Occasionally participate Rarely participate in a
A. Participate as a Team
and able to cooperate with
Usually participate and
a team, cooperate with and cooperate with team, rarely cooperate (PLO5, LD2, CLO3)
Teamwork / Member: cooperate with others. Often
others. Consistently provide others and provide others in providing with others and seldom
Leadership Work cooperatively with others provide information, Score Description
information, contribute information, contribute information, contribute provide information,
Skills and contribute ideas and contribute suggestions and
suggestions and ideas to the suggestions and ideas to suggestions and ideas to contribute suggestions Student can complete all tasks assigned
suggestions to the team. ideas to the team. 5
team. the team. the team. and ideas to the team. WITHOUT errors
Extensive sharing of Substantial sharing of Moderate sharing Occasionally sharing Minimum sharing of
B. Guiding/Coaching Team
knowledge and skills with knowledge and skills with knowledge and skills knowledge and skills knowledge and skills
Members: 4
team members. Always team members. Usually with team members. with team members. with team members.
Help others in learning Student can complete all tasks assigned with
respect and encourage each respect and encourage each Sometimes respect and Seldom respect and Minimum respect and
necessary knowledge and skills. A FEW errors
other. other. encourage each other. encourage each other. encourage each other.
C. Discussion:
Group discussion is
Group discussion that involves Group discussion is Group discussion is often and Group discussion is Group discussion is 3
seldom and quite Student can complete all tasks assigned with
exchanging specific resources or frequent and focused. focused. occasional and relevant. seldom and irrelevant.
relevant. MORE errors
resolving divergent interest.
Assume leadership role Assume leadership role Assume leadership role Hardly able to assume 2 Student can complete partial tasks assigned
D. Organization: Able to lead Assume leadership role well WITHOUT errors
efficiently in assigning moderately in assigning poorly in assigning leadership role in
team members. in assigning tasks.
tasks. tasks. tasks. assigning tasks. Student can complete partial tasks assigned
1
Occasionally able to with A FEW errors
Extremely influence, Strongly influence, motivate Influence, motivate and Hardly able to influence,
E. Motivation: Able to motivate influence, motivate and Student shows no response/task not
motivate and inspire an and inspire an individual or a inspire an individual or a motivate and inspire an 0
team members. inspire an individual or a attempted
individual or a team. team. team. individual or a team.
team.
Offer ample constructive
Offer sufficient constructive Offer a few constructive Offer insufficient Hardly able to offer
F. Resolve Conflict: Able to solutions to resolve
solutions to resolve conflicts solutions to resolve constructive solutions to constructive solutions to
resolve conflict. conflicts based on objective
based on objective criteria. conflicts. resolve conflicts. resolve conflicts.
criteria.

LAB REPORT ASSESSMENT


(PLO5,LD2,CLO3)

Excellent Very Good Good Fair Unsatisfactory


Report Component (PLO1,LD1)
5 4 3 2 1
Some points of discussion
Analysis/ Discussion All point of discussion on the Most points of discussion on
Some points of discussion on results on results obtained covered Very few points of discussion, not
• Ability to present, interpret and results obtained covered and results obtained covered and
obtained covered and elaborated. and but not properly properly elaborated.
analyze result. elaborated. elaborated.
elaborated.
Conclusion Conclusion includes whether the
The closing paragraph do
• Provide answers to objectives stated findings supported the The closing paragraph The closing paragraph attempts to
not attempts to summarize No conclusion was included in the
earlier. hypothesis/objectives, possible summarizes and draws a sufficient summarize but draws a weak
the experiment OR shows report.
• Ability to learn something from the sources of error, and what was conclusion. conclusion.
little effort and reflection.
experiment. learned from the experiment.
LABORATORY EXPERIMENT
ELECTRICAL TECHNOLOGY (DET1013)

Practical Work : 6
Topic : Electromagnetics
Objectives : At the end of experiment, the student will be able:
a) To describe that magnetic field of a magnet going through a coil
b) To find the direction of the N-pole
c) To describe the magnetic field pattern of magnet

Equipments :
a) Coil 500N
b) Micro ammeter
c) Permanent magnet
d) Iron fillings
e) Compass
f) Connecting Lead

THEORY :

Lenz Law

For a current induced in a conductor, the current is in such a direction that its own magnetic
field opposes the changes that produced it.

When an emf is generated by a change in magnetic flux according to Faradays law, the
polarity of the induced emf is such that it produces a current whose magnetic field opposes the
change which produces it. The induced magnetic field inside any loop of wire always acts to
keep the magnetic flux in the loop constant. In the examples below, if the B field is increasing,
the induced field acts in opposition to it. If it is decreasing, the induced field acts in the direction
of the applied field to try keep it constant.
Electromagnetism polarity

The lines of magnetic field from magnet bar from closed lines. By convention, the field direction
is taken to be outward from the N-pole and into the S-pole of the magnet. Permanent magnet
can be from ferromagnetic materials.

The magnetic field of magnet bar can be traced out with the use of compass. The needle of
compass is itself a permanent magnet and the north indicator of the compass is a magnetic N-
pole. The N-pole of a magnet will tend to line up with the magnetic field, so a suspended
compass needle will rotate until lines up with the magnetic field. Unlike magnetic poles attract,
so the north indicator of the compass will point toward the S-pole of a magnet. In response to
the Earth’s magnetic field, the compass will point toward the geographic, N-pole of the Earth
because it is in fact a magnetic S-pole. The magnetic field lines of the earth enter the Earth near
the geographic near N-pole.

EXPERIMENT PROCEDURES:

1. Set up the apparatus as shown in figure 6.1


2. The loop coil to use is 500N type.
3. Push the magnet with the N-pole towards the coil.
4. From the meter, observe the flow direction of the induced current.
5. Record the observation in table 6.1
6. Now reverse the magnet with S-Pole and push it towards the coil.
7. Observe the flow direction of the induced current.

Figure 6.1: Circuit 1


RESULTS :

Table 6.1: Results for Circuit 1

Magnet moving towards the coil Direction of induced current

Entering the coil

Leaving the coil

(4M)
EXPERIMENT PROCEDURES:

1. Setup the apparatus as shown in figure 6.2.


2. Connect the batteries in series to provide a 3 VDC supply to the 500N coil.
3. Place the compass near the 500N coil and notice the direction of the needle.
4. The needle N-pole is indicating the direction of the magnetic field.
5. By using the Right-Hand grip rule theory, confirm the direction of the N-pole

Figure 6.2: Circuit 2

OBSERVATION/RESULT:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
(4M)
EXPERIMENT PROCEDURES:

1. Setup the apparatus as shown in figure 6.3


2. The magnet is underneath the card board.
3. Put some iron fillings on the card board above the magnet
4. Draw the magnetic field pattern & the direction of the magnetic field.

Cardboard
S N

magnet

Figure 6.3: Circuit 3

OBSERVATION/RESULT:

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
(4M)