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Electricity & Magnetism

Current, Resistance & Circuits

Nothing is used up going round the loop except energy, and the battery does not supply a fixed current.

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Current, Resistance & Circuits

Nothing is used up going round the loop except energy, and the battery does not supply a fixed current.

35 min4 checkpoints5 simulation tasks

Introduction

A battery pushes charge round a loop. That much everyone agrees on. The argument starts one step later, over what happens to the charge on the way.

Predict

Two identical resistors sit one after the other in a loop with a battery. How does the current after the second compare with the current before the first?

One current round the loop

Try it

Two equal resistors share the battery's 9 V. Set them so R₁ takes 7.5 V, and watch the three gates as you do.

GoalR₁ takes 7.5 V of the battery's 9 V.

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Ohm's law, and the two rules that do the work

Practice

R₁ sits between the battery and R₂. Someone argues the charge leaving the battery cannot know about R₂ yet, so R₁ alone sets the current. What is wrong?

For one resistor, Ohm's law: V=IRV = IR. For the whole circuit, Kirchhoff's two rules, both conservation laws:

∑loopΔV=0∑junctionIin=∑junctionIout\sum_{\text{loop}} \Delta V = 0 \qquad\qquad \sum_{\text{junction}} I_{\text{in}} = \sum_{\text{junction}} I_{\text{out}}

Round any loop the voltages add to zero: energy. At any junction what flows in flows out: charge.


Practice

Resistors of Ω and Ω sit in series across a V battery. What current flows?


Practice

Resistors of Ω and Ω sit in series across a V battery. What is the voltage across the first one?

Adding a branch

Predict

A resistor is connected across a battery. You add a second, larger resistor in parallel. What happens to the first resistor's current, and to the battery's?

Try it

One 100 Ω resistor across the battery. Rewire to two in parallel, adding a 50 Ω branch, and compare the currents before and after.

GoalAdd a second resistor in parallel.

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The battery does not supply a fixed current

Try it

The dashed box is the battery's inside, with its own 20 Ω. Change R₁ until at least 8 of the battery's 9 volts reach its terminals.

GoalAt least 8 V at the battery's terminals.

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A battery is not a tank of current. It maintains an EMF, a fixed voltage, and the current is whatever that voltage and the circuit produce together. A real battery has resistance of its own, rr, so the voltage at its terminals is

Vterminal=E−IrV_{\text{terminal}} = \mathcal{E} - I r
Practice

A battery with an EMF of V and internal resistance Ω drives a Ω resistor. What is the voltage at its terminals?

Charging a capacitor: current that dies, charge that grows

Predict

Now a capacitor sits in the loop, empty. Sketch the charge on it for the first 5 seconds.

Loading the graph

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Charge on one plate pushes charge off the other, and nothing ever crosses the gap. As the plates charge, their voltage opposes the battery, so the current falls:

q(t)=CE(1−e−t/RC)I(t)=ER e−t/RCq(t) = C\mathcal{E}\left(1 - e^{-t/RC}\right) \qquad I(t) = \frac{\mathcal{E}}{R}\,e^{-t/RC}

RCRC is the time constant. At t=RCt = RC the capacitor holds 1−e−1=63.2%1 - e^{-1} = 63.2\% of its final charge.


Try it

Make the capacitor charge twice as fast, then run it and watch the charge climb.

GoalHalve the time constant.

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What a capacitor stores

Predict

Once the capacitor in the simulation has finished charging, what is stored in it?

While the capacitor charges, the battery hands over CV2CV^2 of energy. Half of it leaves as heat in the resistance, however large or small that is. The other half is the 12CV2\tfrac{1}{2}CV^2 the capacitor is left holding, in the field between its plates.


Practice

A mF capacitor, empty, charges through 100 Ω from a V battery. How much charge does it hold after 1.0 s?


Practice

A 10 mF capacitor charged to V is connected across a Ω resistor. What is the voltage across it 1.0 s later?

What comes next

You counted one current round a loop, added a branch, loaded a real battery and timed a capacitor, all with Ohm's law and two conservation rules. Next, a moving charge in a magnetic field: the force that turns a current into motion.

Ideas this lesson took on

Each of these is a common intuition the lesson put to the test. If one still feels right, the section that tests it is worth another look.

  • “Current gets used up on the way round the loop”
  • “The first resistor sets the current, since the charge has not met the second one yet”
  • “Adding a resistor in parallel takes current away from the first one”
  • “A charged capacitor stores current”

Finished with this lesson?

Progress is stored on this device only. There is no account and nothing is sent anywhere.

Research behind this lesson

  • Cohen et al. 1983: Given a questionnaire on simple circuits, 145 high-school students, and their 21 physics teachers, reached for current as the primary concept and treated potential difference as a consequence of current rather than its cause, with the battery imagined as a source of constant current.
  • Engelhardt & Beichner 2004: The DIRECT instrument, two 29-item versions on DC resistive circuits, found students still holding several conflicting ideas at once after instruction; in the interviews behind the test, the single most-used idea in answering the questions was that a battery is a constant source of current.
  • Finkelstein et al. 2005: Students who used a circuit simulation outperformed students who used real equipment, on both conceptual questions and on assembling a real circuit afterwards.
  • Lawson & McDermott 1987: Students who could state both theorems often could not apply them, and frequently treated energy as a substance that gets used up rather than a quantity that is transferred.
  • McDermott & Shaffer 1992: The investigation of university students' understanding of simple circuits that the Tutorials curriculum was built on: students could not apply a model of a complete circuit, reasoned locally, attending to one point and ignoring the rest, and sequentially, following the circuit element by element in the order it happened to be drawn.
  • Shipstone 1984: An early survey of how school students picture current in a simple circuit, which established the models the field has argued about ever since, including the one in which current is gradually used up as it goes round, so that a lamp nearer the battery must get more of it.