“The Electro-Mechanical Analogy in Oscillation Theory”

1943 ◽  
Vol 47 (385) ◽  
pp. 22-26 ◽  
Author(s):  
R. G. Manley

It has long been realised that there is a precise analogy between the properties of vibrating mechanical systems and those of alternating current electric circuits. It was from this analogy that the concept of “ mechanical impedance ” (more appropriately termed “ dynamic stiffness ”) was derived, thus enabling the theory of certain types of mechanical vibration, notably torsional motion, to be put on a more rational basis.By means of analogous elements it is possible to represent a mechanical vibrating system, provided it includes no bending elements, by an equivalent electric circuit. The author has been unable to discover any full description of the process, and the object of the present paper is to set out the principles underlying the procedure and to illustrate them briefly by examples.

Author(s):  
Rizvan M. Guseynov ◽  
Kheiyrulla M. Makhmudov ◽  
Radzhab A. Radzhabov ◽  
Zumrud N. Bakhmudkadieva ◽  
Zaripat A. Zaynutdinova

Electrochemical behavior of a cell with an interface of blocking electrode /solid electrolyte was studied in galvanogarmonic mode of charge. The possibility of application of simple and more graphic calculation technique and separation of electrochemical impedance schemes into active and reactive constituents was shown. The Jacobsen-West diffusion model was used as an equivalent electric circuit, which is valid for relatively large times or low AC frequencies. The plotting of dependences of active and reactive impedance components on AC frequency was used in order to estimate the values of parameters for studied equivalent electric circuits.


2020 ◽  
Vol 96 (3s) ◽  
pp. 295-299
Author(s):  
М.М. Гурарий ◽  
М.М. Жаров ◽  
Л.П. Ионов ◽  
И.И. Мухин ◽  
С.Г. Русаков ◽  
...  

В работе рассмотрены проблемы анализа схем ФАПЧ с учетом наличия неидеальностей в схеме частотно-фазового детектора с токовым ключом. Для снижения затрат на моделирование предложено использовать эквивалентную электрическую схему, содержащую полную принципиальную схему ЧФД и схемные эквиваленты макромоделей остальных блоков ФАПЧ. The paper considers the problems of analyzing the PLL circuit taking into account the presence of nonidealities in the phase-frequency detector with a current key. To reduce the simulation efforts, it has been proposed to apply an equivalent electric circuit containing the complete schematic diagram of the PFD and circuit equivalents of the macromodels of other PLL blocks.


2009 ◽  
Vol 149 (1-4) ◽  
pp. 83-117 ◽  
Author(s):  
Maxim L. Khodachenko ◽  
Valerii V. Zaitsev ◽  
Albert G. Kislyakov ◽  
Alexander V. Stepanov

2017 ◽  
Vol 8 ◽  
Author(s):  
Hildegard Urban

Electricity is one of the areas in physics most studied in terms of learning difficulties. Misconceptions are strongly-held, stable cognitive structures, which differ from expert conception and affect how students understand scientific explanations. Therefore, there is a need for tests of conceptual understanding tests which are useful in diagnosing the nature of students’ misconceptions related to simple electric circuits and, in consequence, can serve as a valid and reliable measure of students’ qualitative understanding of simple electric circuits. As ordinary multiple choice tests with one-tier may overestimate the students’ correct as well as wrong answers, two- and three-tier tests were developed by researchers. Although, there is much research related to students’ conceptions in basic electricity, there is a lack of instruments for testing basic electricity concepts of students at grade 7, especially addressing an electric circuit as a system for a simple circuit of resistors and lamps in series. To address this gap, the context of the present study is an extension to the development of an already existing instrument developed by the author for testing electricity concepts of students at grade 7, specifically focusing on only two specific aspects in depth: first, to develop three-tier items for figuring out sequential reasoning, and second, to distinguish between misconceptions and lack of knowledge. The participants of the study included 339 secondary school students from grade 7 to 12 after instruction on electricity. Surprisingly, there are no dependences on students’ misconceptions either according to their gender or to their age. In conclusion, the findings of the study suggest that four items for uncovering students’ sequential reasoning can serve as a valid and reliable measure of students’ qualitative understanding of the systemic character of an electric circuit.


1999 ◽  
Vol 60 (2) ◽  
pp. 247-256 ◽  
Author(s):  
Kazuaki Tanaka ◽  
Katsumi Tanaka ◽  
Katsuyasu Kawano ◽  
Ryouhei Nakata

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